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Transcript of Got Resiliency?
“Our greatest glory is not in never falling, but in rising every time we fall.” Confucius
As a concept, Resilience represents a dramatic shift in thinking
taking place in the fields of youth prevention, intervention, and
in overall human development.
“... an innate self-righting and transcending ability within all children, youth, adults, organizations, and communities.”
…From “The Philosophy of Resiliency In Action, Inc.” -Nan Henderson, Bonnie Benard, Nancy Sharp-Light
It is through a purpose-driven existence that resilient people find a reason to keep moving forward... There is no status quo.
Does Everyone Need This?
Absolutely! The resilience model applies to everyone… this is not an approach that serves only those most challenged, it serves all of us because we all experience our own relative personal challenge … It’s all about PERSPECTIVE... A person’s PRIVATE LOGIC.
- I AM...
- OTHER PEOPLE ARE...
- THE WORLD IS...
Carl Sagan on Perspective...
A Secure Base...
“The provision by both parents of a secure base from which a child or an adolescent can make sorties into the outside world and to which he can return knowing for sure that he will be welcomed when he gets there, nourished physically and emotionally, comforted if distressed, reassured if frightened.”
The shift comes from an increasing body of research in psychology, psychiatry, sociology, and increasingly from clinical therapists recognizing resiliency in their youth and adult clients.
Resiliency- The Research:
There are no emergencies in education!
Emmy Werner is Professor of Human Development and Research Child Psychologist, University of California, Davis; Ruth S. Smith is a clinical psychologist on Kauai.
A Seminal Study…
They began studying all the children born on Kauai in 1955- 700 babies.
1/3 of these children were considered "high risk" due to multiple risk factors at birth.
Of these "high risk" children, 70 seemed "invulnerable" to the risk - developed no problems.
…Two main reasons for this "invulnerability" were identified:
They were born with outgoing, social dispositions.
They therefore were able to recruit several sources of support for themselves.
…Research with a life-span perspective:
… The other 2/3 of the "high risk" group did develop problems, but the majority were doing well by their mid-30’s , by their own and others' reports, psychological tests, and community records (5/6 of the original "high risk" group, 166 of 200, had therefore "bounced back").
Where it all began: Werner and Smith…
...is an Action Word.
From the Oxford English Dictionary, HOPE can be defined as a noun or a verb…
Hope is active, not passive. If we blend the definitions, we get …
“ a person who gives cause for hope by intending, if possible, to do something.” Andrew Razeghi
Some effective exercises…
Assessment of Internal Characteristics of Resiliency
Assessment of Environmental Resiliency-Builders
The Resiliency Chart
… When the shift to resiliency occurs, it happens because a person’s strengths grow becoming more powerful and influential while their problems diminish becoming less debilitating and less influential.
“He who has a why to live for can bear almost any how.” Nietzsche
The Developmental Assets…
In 1989, an inventory of questions was developed by the Search Institute, a non-profit organization based in Minneapolis, Minnesota, that specializes in research on children and youth.
350 000 kids were eventually surveyed
The surveys revealed that the difference between troubled teens and those leading healthy, productive lives is strongly affected by the presence of what the Search Institute calls
Young people who have more assets are much less likely to get involved in
The Search Institute also found that it works the other way- that young
people who have more assets are much more likely to get involved in
positive, thriving behaviors
From: What Kids Need to Succeed, by Peter L. Benson, Ph.D., Judy Galbraith, M.A., and Pamela Espeland, copyright 1998. Free Spirit Publishing Inc., Minneapolis, MN
“Deficit Model” to the “Asset Model”… Moving from “what is wrong?” to “what’s right?
What are protective factors?
"Many adolescents who seem to be at high risk nevertheless do not succumb to risk behavior, or get less involved in it than their peers or seem to abandon it more rapidly than others do. A likely answer (as to why this is true) is that there was indeed exposure to and experience of risk, but that it was countered by exposure to and experience of protection…
Protective factors... moderate, buffer, insulate against and thereby do mitigate the impact of risk on adolescent behavior development."
-Richard Jessor, Ph.D., Institute of Behavioral Science, University of Colorado
…More of these children make it than do not -- The figure seems to average 70-75% in most studies and even includes…
Children in foster care
Children of teenage mothers
Sexually abused children
Children of substance abusing or mentally ill families
Children of poverty
(Rhodes and Brown 1991)
Loss of loved one
Recognize resilience in yourself and those around you...
Give yourself an “A”… give everyone around you an
Individual Protective Factors that Facilitate Resiliency:
Relationships - Sociability/ability to be a friend/ability to form positive relationships
Service - Gives of self in service to others or a cause
Life Skills - Uses life skills, including good decision-making, assertiveness, and impulse control
Humor - Has a good sense of humor
Inner Direction - Bases choices/decisions on internal evaluation (internal locus of control)
Perceptiveness - Insightful understanding of people and situations
Independence - "Adaptive" distancing from unhealthy people and situations/autonomy
Positive View of Personal Future - Expects a positive future (optimism)
Flexibility - Can adjust to change; can bend as necessary to positively cope with situations
Love of Learning - Capacity for & connection to learning
Self-motivation - Internal initiative, inner motivation
Competence - Is "good at something"/personal competence
Self-Worth - Feelings of self-worth and self-confidence
Spirituality - Personal faith in something greater
Perseverance - Keeps on despite difficulty; doesn't give up
Creativity - Expresses self through artistic endeavor
“What began as a quest to understand the extraordinary has revealed the power of the ordinary. Resilience does not come from rare and special qualities, but from the everyday magic of ordinary, normative human resources in the minds, brains, and bodies of children, in their families and relationships, and in their communities.”
Ann Masten (2001)… as cited in Benard, 2004
The Extraordinary Power of the Small Shift...
It takes one…
"Much of the protective factor research has shown that shifting the balance or tipping the scales from vulnerable to resiliency may happen as a result of one person or one opportunity or one caring family member,
, or friend, who encouraged that child's success and welcomed his/her participation."
A Paradigm Shift…
As a noun- “A positive expectation and desire for something to happen… a person or thing that gives cause for hope.”
As a verb- “To intend, if possible, to do something.”
Introducing Paul Potts...
Please check my blog KARE Givers via http://www.seangrainger.com/
I also invite you to follow me on Twitter @graingered
It's been my pleasure spending time with you.
100% of this presentation is yours to do whatever you want with. Send me an email at email@example.com and I'll send you a copy.
HAVE A FANTASTIC DAY!
The shift comes from an growing body of research in psychology, psychiatry, sociology, and increasingly from clinical therapists recognizing resiliency in their youth and adult clients.
Twitter- @graingered #resiliency
Resilience is a derivative of 'purpose.'
It really is all about us...
They were able to do this because they had hope... and they had support for that hope; people who played the role of significant other- they took action.
"Engaging classrooms manage themselves."
Be one of the "alternatives."
"An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child."