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Creating Emotionally Resilient Children and Young People. Cathy Lyner, Principal Educational Psychologist. Definition. Resilience is:

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Creating Emotionally Resilient Children and Young People


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    1. Creating Emotionally Resilient Children and Young People Cathy Lyner, Principal Educational Psychologist

    2. Definition Resilience is: “A set of qualities that helps a person to withstand many of the negative effects of adversity……Bearing in mind what has happened to them, a resilient child does better than he or she ought to.” Gilligan 2001

    3. What is resilience? • ‘Individuals who overcome adversity, survive stress and rise above disadvantage’ Rutter (1985) • ‘Resilience is normal development under the most difficult and challenging conditions’ Anthony & Cohler (1987).

    4. Positive / Future Emphasis • Protective rather than risk factors • Interventions rather than problems • Awareness of what you can do and are already doing that’s positive, rather than on what’s missing • Early intervention for the next generation – resilient parents in the making!

    5. Activity • What factors impact positively on a child’s/young person’s mental health • Individual • Family • School • Community

    6. self –esteem self-efficacy internal locus of control optimism competency confidence success view of self? reflectiveness problem solving communicate positively positive relationships peers & adults clear goals social and learning skills Internal Factors

    7. clear boundaries encourage listening understand behaviour inclusive promote health develop autonomy clear expectations and ethos? warm relationships role models supportive and caring connectedness and value empower people positive relationships? External Factors

    8. positive school experiences developing valued skills in real life situations mastery and self efficacy the ability to ‘make a difference’ non-intervention? opportunities to develop problem-solving a.w.a. emotional coping strategies developing the capacity to re-frame adversities not sheltering children excessively from risk Factors that promote Resilience

    9. ActivityThinking about what you are already doing. • Discuss with a partner what is already happening in Shapinsay to build children’s resilience - in school - in the community - in families

    10. ActivityWho helped you believe in yourself? • Consider someone special in your life who helped you feel confident about your future, without whom you might not be the person you are now.

    11. Importance of Key Relationships • “ A significant factor emerging from the life histories of competent children from disadvantaged families appears to be the presence in the environment of a charismatic, inspirational person. He/she may be a playmate’s parent, an older friend, a teacher, a member of the clergy, a physician – anyone who can help a child acquire self assurance and a vision of what can be achieved.” Segal 1981

    12. Use of Self • A positive relationship with a significant person is a major resilience component • Warmth • Empathic • Genuineness • Caring • Collaborative • Creative • Clear and ability to be directive • Able to create appropriate emotional environment • Able to challenge appropriately and sensitively

    13. The Resilience Building School • provides welcome and sense of belonging • provides a time / place for quiet working/reflection • provides support and a listening ear • Supports achievement in a wide variety of ways • gives young people responsibility • promotes home school links • assists students to develop goals for the future • promotes emotional intelligence

    14. ActivityWelcome Plan • In your groups devise a six point action plan designed to ensure that every pupil feels welcomed in school every day. • It may help to think about how you would like to be treated!

    15. Features of the Resilience Building Classroom • attractive physical environment • positive statements on display • sanctuary areas • brain breaks built in • appropriate use of music • golden / “carousel” time • compliments box • visual supports on display • “quality” circle time

    16. Offers opportunities to participate Encourages talents and interests Provides structure and security Provides appropriate experiences to promote growth and development Provides stimulation and challenge Provides predictable routines Allows repetition and consolidation Provides opportunities for social skills to be developed Is a positive model Is non judgemental Communicates genuine interest and care Values own well-being! The Resilience Building Adult

    17. Teaching Skills for Resilience • Self awareness • Managing feelings • Relationship skills • Managing stress • Personal responsibility • Empathy • Communication • Conflict resolution

    18. Strategies Used to Develop Emotional Intelligence • Role play • Group activities and discussion • Circle Time / sharing circles • Social skills training • Self esteem building

    19. Strategies Used to Develop Emotional Intelligence • Relaxation techniques • Problem solving techniques • Psychological hardiness approaches • Mental rehearsal • Circles of friends / peer support • Specific Packages e.g. PATHS

    20. Looking after one’s own mental health & wellbeing: themes • exercise • communication and social relationships • ‘therapeutic’ and spiritual approaches • healthy eating • medication • i.e. mind, body & spirit holistic approach