Kibe ps20
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![Page 1: Kibe ps20](https://reader033.fdocuments.in/reader033/viewer/2022061202/547c2d70b47959c5508b45ed/html5/thumbnails/1.jpg)
Resilience education from triadic harmony in Japan
Through collaboration with teachers, school counsellors,
and researchers
3rd of July 2014
Chieko Kibe (Ochanomizu University)
Miki Suzuki (Ikubunkan Institute of Education)
Mari Hirano (The University of Tokyo)
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The Japanese youth
(Japan Youth Research Institute, 2011)
(n=3933)
(n=1176)
(n=1011)
(n=1113)
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Can education promote students resilience?
Resilience is… The flexibility in response to changing situational demands, and the ability to bounce back from negative emotional experiences (Tugade et al., 2004)
Research Question
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Outline • Context
• Private high school
• 1st grade students (n=91)
• 3rd grade students (n=87)
• Procedure
1. Intervention
2. Pre-/post-assessment
3. Feedback & consultation
S.C.
Researchers
Teachers
Students
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support requests
consultation based on data
program deliver
measurement feedback
daily information
consultation
program modification
assessment
Researcher
SC
Teacher
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•SPARK(Boniwell & Ryan, 2009) 12x60min lessons (for 11+)
Positive psychology
Resilience
Post traumatic growth
Cognitive behavioral therapy
•Program delivery
School counsellor
Localization
Intervention
P
A
R
K
S
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• Program accommodation in the school context (re-organization)
Localization
(material courtesy of Suzuki, 2013)
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• Tailoring materials and works
Localization
(material courtesy of Suzuki, 2013)
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•Resilience (Bidimensional Resilience Scale: Hirano, 2010)
Based on Temperament and Character Inventory (Cloninger, 1993)
Psychobiological model of personality
Character Acquired Resilience
Temperament Innate Resilience
Measurement
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Results Overall impacts of intervention
*
***
***
*p<.05, **p<.01, *** p <.001 N=178
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Results
• Students feedbacks
“I realized my own pattern of perception. I think I understand myself better now.”
“Learning resilience enabled me to see things from multiple perspectives.”
“I understand that negatives are not necessarily bad, and what really matters is my own attitude.”
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Results • Teachers’ feedbacks
– Students seem to have become more aware of their psychological process
– Teachers utilize skills from resilience education
– Individual consultation in depth
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Conclusion
• Education can promote student resilience • A close liaison is the key for successful
implementation • Continuing empirical validation is crucial
for sustainable resilience promotion
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Acknowledgement
<Ikubunkan Institute of Education>
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Thank you for your attention!