Protective processes and resources that promote resilience and wellbeing
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The impact of Bounce Back on resilience, connectedness and wellbeing on children and teachers in Perth & Kinross Sarah Axford, Kirsty Blyth Perth and Kinross Educational Psychology Service
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The impact of Bounce Back on resilience, connectedness and wellbeing on children and teachers in Perth & Kinross Sarah Axford, Kirsty Blyth Perth and Kinross Educational Psychology Service. Environments School connectedness Peer connectedness Teacher connectedness - PowerPoint PPT Presentation
Transcript of Protective processes and resources that promote resilience and wellbeing
The impact of Bounce Back on resilience, connectedness and wellbeing on children and teachers in Perth & KinrossSarah Axford, Kirsty BlythPerth and Kinross Educational Psychology Service
April 22, 2023
Protective processes and resources that promote resilience and wellbeing
Environments
School connectednessPeer connectednessTeacher connectednessPositive family-school linksFamily connectedness Caring adult outside familyCommunity connectednessReligious involvement
Personal skills and attitudes
Helpful and positive thinking skillsResourcefulness and adaptivitySocial skillsEmotional literacy skillsSense of personal competence
April 22, 2023
Bounce Back Aims
To assist in creating positive, pro-social and To assist in creating positive, pro-social and resilient classrooms and schoolsresilient classrooms and schools
To provide resources to enable staff to help To provide resources to enable staff to help their pupils develop the skills of resilient their pupils develop the skills of resilient behaviourbehaviour
April 22, 2023
Bounce Back and Curriculum for Excellence
Resilience is key for becoming a successful learner, confident individual, responsible citizen and effective contributor.
Helps schools create learning environments where children are nurtured, safe, respected, achieving and included and helps staff build positive supportive relationships with children
Uses varied, active, cross-curricular, cooperative approaches
Directly links to many HWB experiences and outcomes , especially those relating to mental, emotional and social wellbeing
April 22, 2023
Bounce Back-Applying positive psychology in Bounce Back-Applying positive psychology in education througheducation through 10 curriculum units10 curriculum units
1. Core values1. Core valueshonesty, fair, responsiblehonesty, fair, responsibleCaring, kindnessCaring, kindnessAcceptance of differenceAcceptance of differenceRespectRespectFriendlinessFriendlinesscooperationcooperation
2. Elasticity2. Elasticity3. People bouncing back3. People bouncing back
BB BB acronym acronym
4. Looking on Bright Side4. Looking on Bright SideOptimistic thinkingOptimistic thinkingPositive trackingPositive tracking
5. Courage5. CourageEveryday courageEveryday courageAppropriate risk takingAppropriate risk taking
6 Relationships6 RelationshipsMaking & keeping friendsMaking & keeping friendsConflict resolutionConflict resolution
7. Emotions7. EmotionsPositive emotions (broaden & Positive emotions (broaden &
build)build)Managing negative emotionsManaging negative emotionsempathyempathy
8. Success8. SuccessKnowing strengths/limitationsKnowing strengths/limitationsGoal setting, persevering, Goal setting, persevering,
organising their workorganising their workMeaning & purpose Meaning & purpose
9. Anti-bullying9. Anti-bullyingBystander supportBystander supportPeer pressurePeer pressureAssertive respondingAssertive responding
10. Humour10. Humour seeing the funny sideseeing the funny side shared laughtershared laughter
April 22, 2023
Evidence-base forEvidence-base for School Wellbeing Initiatives School Wellbeing Initiatives
Are preventative (whole school)Are preventative (whole school) Start early (early primary years)Start early (early primary years) Combine 2 general strategiesCombine 2 general strategies
Focus on whole school climate change and ‘respectful Focus on whole school climate change and ‘respectful supportive relationships’supportive relationships’
Teach social-emotional skills & coping skills Teach social-emotional skills & coping skills Coordinated multi-year (long term) programs rather than short Coordinated multi-year (long term) programs rather than short
termterm Delivered by teachers/embedded in curriculumDelivered by teachers/embedded in curriculum Revisit key concepts, values & skills every year in age Revisit key concepts, values & skills every year in age
appropriate ways appropriate ways Evidence-based psychological principles (CBT/positive Evidence-based psychological principles (CBT/positive
psychology)psychology) Evidence-based teaching strategiesEvidence-based teaching strategies
April 22, 2023
Bounce Back in Perth and Kinross
Jan 2008. Perth and Kinross Council agreed support for introduction and evaluation of Bounce Back
Sept 2008. Offer made to schools to sign up for research project. 17 schools opted to take part
Sept 2008- June 2010. EPS carried out research into impact of Bounce Back
Sept 2008- August 2010. Staff of 50 primary schools provided with half day introductory training in Bounce Back by EPS
June 2010. Visit of BB author Toni Noble to Perth and Kinross
June 2010. Perth and Kinross EPS co-present with Toni Noble at European Conference of Positive Psychology in Copenhagen
April 22, 2023
Research Questions
Whether Bounce Back had an impact on the sense of connectedness of pupils
Whether Bounce Back had an impact on resilience of pupils
Whether Bounce Back had an impact on the resilience and wellbeing of staff using the programme
Which factors influenced the successful implementation of Bounce Back as a whole school programme
April 22, 2023
Data CollectionData Collection
Child DataChild Data Connectedness QuestionnaireConnectedness Questionnaire Resilience QuestionnaireResilience Questionnaire Focus GroupsFocus Groups Qualitative data from staff and childrenQualitative data from staff and children
Teaching Staff DataTeaching Staff Data Warwick-Edinburgh Mental Wellbeing ScaleWarwick-Edinburgh Mental Wellbeing Scale Resilience profileResilience profile Structured InterviewsStructured Interviews Ongoing research journal ( links with schools)Ongoing research journal ( links with schools)
April 22, 2023
Connectedness results
Graph 1: Percentage of pupil responses pre and post evaluation for the statement “Students in this class are kind towards each other”
"Students in this class are kind towards each other"
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10
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mostly true sometimes true not true
Response to statement
% o
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pons
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Pre
Post
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Connectedness
Graph 2: Percentage of pupil responses pre and post evaluation for the statement “No one feels left out and lonely in this class”
"No-one feels left out and lonely in this class"
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10
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60
mostly true sometimes true not true
Response to statement
% o
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Post
April 22, 2023
Connectedness
Graph 3: Percentage of pupil responses pre and post evaluation for the statement “This is a safe class to be in because no-one tries to hurt you or your feelings”
"This is a safe class to be in because no-one tries to hurt you or your feelings"
0
10
20
30
40
50
60
mostly true sometimes true not true
Reponse to statement
% o
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pons
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Post
April 22, 2023
Connectedness
Graph 4: Percentage of pupil responses pre and post evaluation for the statement “I feel like I belong and am accepted in this class”
"I feel like I belong and am accepted in this class"
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mostly true sometimes true not true
Response to statement
% o
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Post
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Peer relationships & connectedness (contd)Peer relationships & connectedness (contd)
““It’s made it a better school because everyone is It’s made it a better school because everyone is being kinder”being kinder”
““We are a Bounce Back school and it’s made us a We are a Bounce Back school and it’s made us a happier school”happier school”
““Makes the school a better place to teach & get Makes the school a better place to teach & get ‘teached’”‘teached’”
““It helps me build and keep my friendships”It helps me build and keep my friendships”““The class as a whole is more of a team”The class as a whole is more of a team”““Pupils are more appreciative of the times when Pupils are more appreciative of the times when
someone else helps them”someone else helps them”““Helps us to solve problems together”Helps us to solve problems together”
April 22, 2023
Resilience
Graph 5: Percentage of pupil responses pre and post evaluation for statement “Feelings just happen to you and there’s nothing you can do about them”
Difference in pupil responses to statement pre and post
implementation
"Feelings just happen and there's nothing you can do about them"
-15
-10
-5
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5
10
Usin
g BB
Not
Usin
g BB
Schools use of Bounce Back
% D
iffer
ence
TRUE
NOT TRUE
UNSURE
April 22, 2023
Resilience
Graph 6a: Percentage of negative coping skills responses reported by Primary 5 pupils pre and post evaluation
Percentage of Negative Coping Skills
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1 2 3
Focus Group
% o
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April 22, 2023
Resilience
Graph 6b: Percentage of positive coping skills responses reported by Primary 5 pupils pre and post evaluation
Percentage of Positive Coping skills
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1 2 3
Focus Group
% o
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April 22, 2023
Resilience
Bounce Back changes the way you act”Bounce Back changes the way you act”““You can use the skills you learn anywhere”You can use the skills you learn anywhere”““Pupils have a greater range of ways of moving on from Pupils have a greater range of ways of moving on from
problems”problems”““Now they can be more self reliant”Now they can be more self reliant” ““Rather than asking a teacher for help we have the skills Rather than asking a teacher for help we have the skills
to solve the problem ourselves”to solve the problem ourselves”““Children are showing that they can sort playground upsets Children are showing that they can sort playground upsets
for themselvesfor themselvesWhen children fall out they are trying to notice the positive When children fall out they are trying to notice the positive
things because they realise the negative things are less things because they realise the negative things are less helpful”helpful”
““it helps us think well”it helps us think well”““Bounce back helps you feel better when you are Bounce back helps you feel better when you are
down”down”
April 22, 2023
Staff wellbeing and resilience
Warwick Edinburgh Mental Wellbeing Scale (WEMWBS)Warwick Edinburgh Mental Wellbeing Scale (WEMWBS)Mean score in Sept 2008: 49.76Mean score in Sept 2008: 49.76Mean score in May 2009: 53.16Mean score in May 2009: 53.16
““I am more aware of my own thinking, I try to find I am more aware of my own thinking, I try to find positives”positives”
““Lots of optimistic thinking in the staff room”Lots of optimistic thinking in the staff room” ““I use the acronym when I have worries too “I use the acronym when I have worries too “
April 22, 2023
Factors influencing the successful implementation of Bounce Back
Whole school initiative – using Bounce Back language across school
Time for planning, organisation and ongoing discussion and support
Bank of resources especially literature Leadership Key co-ordinator Flexible use of resources Revisiting and re-evaluating progress Commitment to values underpinning the programme Stable and mutually supportive staff Timing and goodness of fit with other initiatives Linking with home? Support from Perth and Kinross council
