……some poems don't rhyme, and some poems don't rhyme, and some stories don't have a clear some stories don't have a clear beginning, middle, and end.  Life beginning, middle, and end.  Life is about not knowing, having to is about not knowing, having to change, taking the moment and change, taking the moment and making the best of it, without making the best of it, without knowing what's going to happen knowing what's going to happen next.  next.  ~Gilda Radner~Gilda Radner

Perhaps someone bound for greatness Perhaps someone bound for greatness is sitting in one of our classes…is sitting in one of our classes…

Agatha Christie had a writing disability so severe that Agatha Christie had a writing disability so severe that she had to dictate her mystery novels to others to type.she had to dictate her mystery novels to others to type.

Michael Jordan was cut from his high school basketball Michael Jordan was cut from his high school basketball team.team.

Winston Churchill failed a grade in elementary school.Winston Churchill failed a grade in elementary school.

Werner Von Braun flunked ninth grade algebra.Werner Von Braun flunked ninth grade algebra.

Fostering Resiliency-Fostering Resiliency-Foundation for SuccessFoundation for Success

May 26, 2010May 26, 2010Maureen Siwik, Joanne Oxenford Maureen Siwik, Joanne Oxenford Linda Feldstein, Marilee CassidyLinda Feldstein, Marilee Cassidy

A bit of background…A bit of background… 2007—Pupil Services Annual Conference2007—Pupil Services Annual Conference

2007-08—colloquium: 2007-08—colloquium: Resiliency in ActionResiliency in Action, Nan Henderson, Nan Henderson

2008—Student Services Symposium2008—Student Services Symposium

2008-09—colloquium: 2008-09—colloquium: The Resilience RevolutionThe Resilience Revolution, Larry Brendtro & , Larry Brendtro & Scott LarsonScott Larson

2009—PSCA conference2009—PSCA conference

2009—Student Services Symposium2009—Student Services Symposium

2009-10—2009-10—Promoting Student Success through ResiliencyPromoting Student Success through Resiliency, PDE on-, PDE on-line courseline course

FocusFocus

Definition of resiliencyDefinition of resiliency Importance of a resiliency focusImportance of a resiliency focus Creating a culture of resilienceCreating a culture of resilience Administrative roleAdministrative role

Reframing our thinking: Reframing our thinking:

from from ‘fluff’‘fluff’ to to FOUNDATIONFOUNDATION

The Deal of Your Life Diamonds=Money/Income Clubs=Social Life/Friends Spades=Education/School Hearts=Family/Support

Group according to suit; rank order the of importance of each suit.

Share your hand and discuss:1. Were you dealt a balanced life?2. What cards would help you increase the balance of your life?3. What cards are not helping you?

Determine the positive and negative factors associated with the “hand you were dealt.”

1. What’s missing?2. What is there too much of?3. What are the consequences of imbalance?

Protective factors

Nan Henderson’s definition: Qualities within an individual and

environmental supports that help an individual bounce back from adversity.

Internal – Individual personality attributes or dispositions

Environmental – Resiliency builders in family, school, community, peer groups

Internal Protective Factors Relationships – Ability to be a friend & to form positive relationships Service – Gives of self in service to others and/or a cause Humor – Has a good sense of humor Inner Direction – Bases choices/decisions on internal evaluation Perceptiveness – Insightful understanding of people and situations Independence – “Adaptive” distancing from unhealthy people and situations Positive View of Personal Future – Expects a positive future Flexibility – Can adjust to change Love of Learning – Capacity for and connection to learning Self-motivation – Internal initiative and positive motivation Competence – Is good at something Self-Worth – Self-confidence Spirituality – Personal faith in something greater Perseverance – Doesn’t give up Creativity – Uses creative imagination, thinking, or other processes

From Nan Henderson presentation, PSEA Dept. of Pupil Services Annual Conference, August 2007

Environmental Protective Factors

Promotes close bonds Values and encourages education Uses high warmth/low criticism style of interaction Sets and enforces clear boundaries (rules, etc.) Encourages supportive relationships with many caring others Promotes sharing of responsibilities, service to others Provides access to resources for meeting basic needs of housing,

employment, health care, etc. Expresses high, and realistic, expectations for success Encourages goal-setting and mastery Encourages pro-social development of values and life skills Provides leadership, decision-making, and other opportunities for

meaningful participation Appreciates, develops, and offers opportunity to share the unique talents of

each individual

From Nan Henderson presentation, PSEA Dept. of Pupil Services Annual Conference, August 2007

KEY PRINCIPLES OF THE RESILIENT SCHOOL

Caring and Support

High Expectations

Youth Participation and Involvement

“Fostering Resiliency in Kids: Protective Factors in the Family, School and Community” Bonnie Bernard, August 1991

Search Institute40 Developmental Assets

External Assets & Internal Assets

40 opportunities, skills, relationships, values and self-perceptions that all young people need to succeed.

Resilient Person

Researchers Werner and Smith developed a simple

way to define a resilient person. They say that a resilient person loves well, works well, plays well, and expects well. What they mean is that resilient people have some loving/caring relationships in their lives, are successfully working on a job or in school, have fun (play) utilizing hobbies and positive leisure-time interests, and expect a positive future for their lives.

Resiliency QuizResiliency Quiz

Are you a resilient person?Are you a resilient person?

What conditions in your life have helped What conditions in your life have helped you to be resilient?you to be resilient?

What internal qualities have helped you to What internal qualities have helped you to deal with major stressors? deal with major stressors?

PA Dept of Education defines resiliency as…

The capacity to overcome risk factors to move toward positive development (Bernard, 2004)

To spring back , rebound, and successfully adapt in the face of adversity (Henderson and Milstein, 2003)

The PDE Resiliency WheelHigh

Expectations

Meaningful Student

Engagement

Connectedness & Bonding

Skills for Life

Clear and Consistent Boundaries

Unconditional Support

Strong Results

for Students

Here’s what the research tells us…

A protective factor is a process that interacts with a risk factor in reducing the probability of a negative outcome. (Brook, Nomura, & Cohen, 1989; Cowen and Work, 1988; Werner & Smith, 1989)

The Power of Assets to Protect

32%

21%

11%

3%

42%

25%

14%

5%

48%

22%

7%

2%

61%

38%

19%

7%

Sexual Intercourse Depression/Suicide Anti-Social Behavior Violence

0–10 Assets 11–20 Assets 21–30 Assets 31–40 Assets

The Power of Assets to Prevent

49%

27%

11%

3%

31%

14%

4%1%

39%

18%

6%

1%

35%

19%

9%

3%

Alcohol Use TobaccoUse

Illicit DrugUse

Driving andAlcohol

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets

Werner and Smith comment,

“Buffers (protective factors) make a more profound impact on the life course of children who grow up under adverse conditions than do specific risk factors of stressful life events. The also appear to transcend ethnic, social class, geographical, and historic boundaries. (1996, p. 202)

The Power of Assets to Protect for All Kids

5

10

15

20

25

30

0 1 2 3 4 5 6 7 8 9 10

Number of High-Risk Behaviors

Nu

mb

er

of

As

se

ts

American Indian

Asian American

African American

Latino/Latina

White

Multiracial

“Intentional efforts to change contexts to improve developmental success among young people can work. Researchers consistently find that a cluster of intervention components makes a difference.” (Benson et al, 2006)

The Power of Assets to Promote

8%

17%

30%

47%

36%

57%

74%

88%

26%

47%

69%

89%

50%

65%

77%

85%

Succeeds inSchool

ValuesDiversity

MaintainsGood Health

ExhibitsLeadership

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets

Rutter (1987) suggests that schools can be protective because they can promote self-esteem and self-efficacy by providing opportunities for students to experience success and enabling them to develop important social and problem solving skills.

http://www.pdesas.org/default.aspx

Strengths based approachStrengths based approach

Resiliency Immersion- mindset, attitude, Resiliency Immersion- mindset, attitude, empowering.empowering.

Explicit Instruction - identify strengths.Explicit Instruction - identify strengths.

Patience – focus on the positive, don’t give Patience – focus on the positive, don’t give up!up!

Who and what made me Who and what made me resilient?resilient?

Who and what made me resilient?Who and what made me resilient?

How did they do it?How did they do it?

Who and what keeps me resilient now? Who and what keeps me resilient now? How?How?

Resiliency BlizzardResiliency Blizzard

On paper write what you would like to On paper write what you would like to receive more often that would help you receive more often that would help you feel more resilient.feel more resilient.

Crumple the paper and toss into the Crumple the paper and toss into the basket as it’s passed from table to table.basket as it’s passed from table to table.

Pick a paper that is not your own and read Pick a paper that is not your own and read it to the group.it to the group.

Are there common themes?Are there common themes?

Change the CultureChange the Culture

Power of one personPower of one person

Use resiliency resources Use resiliency resources

School Connectedness is keySchool Connectedness is key

What can we learn from studies on school What can we learn from studies on school

violence?violence? Margaret Mary Kerr, UPMC Star Center Link, Jan. 2002Margaret Mary Kerr, UPMC Star Center Link, Jan. 2002

““Adolescents who feel closely connected to their school Adolescents who feel closely connected to their school …are emotionally healthier, and far less likely to engage …are emotionally healthier, and far less likely to engage in risky behavior than their counterparts who feel no in risky behavior than their counterparts who feel no sense of community in their school…it is the formation of sense of community in their school…it is the formation of friendship networks within the school that help to provide friendship networks within the school that help to provide that sense of community, along with the perception that that sense of community, along with the perception that teachers care, that teachers are fair, and that school is a teachers care, that teachers are fair, and that school is a place where one belongs.” (Resnick, 1999)place where one belongs.” (Resnick, 1999)

Implication for schools: Implication for schools: Create schools Create schools where no student is anonymous.where no student is anonymous.

““In well over ¾ of incidents, the attackers had difficulty In well over ¾ of incidents, the attackers had difficulty coping with a major change to a significant relationship or a coping with a major change to a significant relationship or a loss of status (e.g., a personal failure), prior to their school loss of status (e.g., a personal failure), prior to their school attack.”attack.”

Implication for schools: Implication for schools: Implement programs that Implement programs that foster resilience.foster resilience. Caring relationshipsCaring relationships Opportunities for students to participateOpportunities for students to participate High expectationsHigh expectations

ToolsTools(there’s an app for that…)(there’s an app for that…)

Save Your Voice for TeachingSave Your Voice for Teaching Tools & Tips for Fostering Resiliency in Tools & Tips for Fostering Resiliency in

your Schoolyour School ““Checklist for Turnaround Teachers”Checklist for Turnaround Teachers” Bully-prevention brochuresBully-prevention brochures

What can I do to foster What can I do to foster resiliency in my building?resiliency in my building?

Start with what is right rather than Start with what is right rather than what is acceptable. what is acceptable.

~Peter F. Drucker~Peter F. Drucker

““A Checklist for Turnaround A Checklist for Turnaround Teachers”Teachers”

The beauty of a resiliency focus…The beauty of a resiliency focus…

It is not a program.It is not a program. It is not something to ‘add on.’It is not something to ‘add on.’ It is not ‘more to do.’It is not ‘more to do.’ It does not cost anything.It does not cost anything.

It is good for everyoneIt is good for everyone!!

In conclusionIn conclusion

““The nature of the relationships among the The nature of the relationships among the adults who inhabit a school has more to do adults who inhabit a school has more to do with the school’s quality and character and with the school’s quality and character and the accomplishments of its pupils than any the accomplishments of its pupils than any other factor.”other factor.” Roland S. BarthRoland S. Barth