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A Simple guide to Resilience

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Mohan Kumar

on 14 March 2018

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Transcript of A Simple guide to Resilience

A Simple Guide to Resilience
Why Resilience?
Teaching for Excellence
What Hinders Resilience?
For us
To understand our own mental strategies
for resilience

Identify positive and negative resilience
For Training
Coach, mentor and foster resilience in others

Identify causes for decline in performance following failure

Look at how resilience can contribute to success
Competence & Capability
Curriculum for Excellence

What are Resilience Attributes?
Hidden within competencies
Learned Helplessness
Negative Explanatory style
ABC Model
GP Curriculum & Competencies
What is Capability?
—what individuals know or are able to do in terms of knowledge, skills, attitude

—extent to which individuals can adapt to change, generate new knowledge, and continue to improve their performance
Resilience concepts within GP competency framework
Assessing and Teaching Resilience
Thank You!
Teaching for Excellence

Resilience attributes

Links to Core curriculum and competencies

Teaching Resilience / Coaching performance

Hindering factors
Mohan Kumar
Resilience is an individual's ability to positively adapt to stress or adversity
A series of clear thoughts, skills and behaviours that help us recover from failure and achieve success
"We cannot always build the future for our youth, but we can build our youth for the future"

Franklin D Roosevelt ( 1882- 1945)
Fraser & Greenhalgh:
Coping with complexity: educating for capability,
BMJ 2001; 323
Finding a support network ( Family, friends, peers)

Staying connected, Finding time to network

Offering and receiving reciprocal support
Curious about what happened and what would happen

Curious about feelings and emotions in self and others

Sense of wonder and awe, sense of exploration

Stay with the problem and ask questions
Strive to develop communication skills

Can articulate their thoughts and feelings

Regular, Proactive and Effective

Control & Crisis Management
Regain control and regroup

Learn to crisis calmly and effectively

Learn from mistakes

Do not catastrophise
Change Acceptance
Accept change is inevitable

Prepare for change rather than hope change doesn't arrive

Maintaining a positive approach to day to day variation

Focus on things that can be changed
Clarity of Focus
Break down objectives into manageable chunks

Maintain focus on tasks and see them through

Change approach if one doesn't work

Give oneself Positive feedback from small successes

Positive self-image

Attribute success and failure to effort, ability

View effort and ability as learnable skills

Self efficacy

Values own ideas, contributes
Takes time out to relax

Hobbies, sport, interests outside the profession

Can synthesis new ideas

Can think flexibly and work around a problem
I failed at this .... I fail at

I had a bad relationship...
my relationships are doomed to fail

be good at Maths
I am
going to be a failure


I am
a failure

I am
Martin Seligman

Essential Feature 2 - Attitudinal aspects

Being aware of one’s own capabilities and values

Identifying ethical aspects of clinical practice (prevention, diagnostics, therapy, factors that influence lifestyles)

Having an awareness of self: an understanding that their own attitudes, and feelings are important determinants of how they practice

Justifying and clarifying personal ethics

Being aware of the interaction of work and doctor’s own private life and striving for a good
balance between them
Appropriately uses
advanced consultation skills such as confrontation or catharsis
to achieve better patient
Recognises and shows
understanding of the
limits of the doctor’s
ability to intervene in the
holistic care of the
Uses an incremental
Uses an analytical
approach to novel
situations where
probability cannot be
readily applied.
Contributes to an
infrastructure and
professional culture
Accepts responsibility...
Anticipates and uses
strategies for managing
Uses and modifies
organisational and IMT
Encourages the contribution of
colleagues and contributes to the
development of the team.
Balances the needs of
individual patients with
the health needs of the
local community, within
the available resources.
Evaluates outcomes of
teaching, seeking
feedback on performance.
Values diversity by
harnessing differences
between people for the
benefit of practice and
patients alike.
Uses mechanisms to
learn from performance
issues and to prevent
them from occurring in
the organisation.
Behaviours and giving feedback

Positive reinforcement and enabling

Fostering ability to eliminate
'learned helplessness'

Creating opportunities to develop

Creating better
'stones for life'
What can we do?
Full transcript