An introduction to some concepts dealing with resilience

1. Resilience: An Evidence Based Framework RESILIENCE IN CHILDHOOD: INTERDISCIPLINARY PERSPECTIVES Friday 9 July 2004 at UWE BRISTOL University of the West of England Mike Blamires: Principal Lecturer, Centre for Enabling Learning Faculty of Education, Canterbury Christ Church University College [email_address]

2. Exploring the evidence base for Resilience Context History Definition What kinds of resilience are needed ? Whole School work on E/B development A model of complex change A social model of learning Emotional Intelligence Emotional Literacy Vignette Differences in safety Teacher Agendas

8. Risk factors are those that render and individual more likely to develop problems in the face of adversity Rutter 2000 Protective factors are those that act to protect an individual from developing a problem even in the face of adversity or risk factors Clarke & Clarke 2000 Family Factors: violence, abuse, neglect, discordant family relationships, being a young person who is being looked after outside the family, parental psychiatric illness, inconsistent or unclear discipline, parental criminality, death and loss, rejection by parents; Family Factors: supportive relationships with adults, small family size, material resources such as adequate family income, clear and consistent discipline, support for education Social Factors : poverty, economic crises, deprivation, homelessness, rejection by peers, being a member of a deviant peer group; Social Factors : access to good educational facilities, wider support network, range of facilities available, positive policies in school for behaviour and attitudes, effective anti-bullying policies, good liaison between school and local communities Factors in the child: low intelligence, chronic physical illness, hyperactivity, brain damage, communication difficulties, deafness, high alcohol use, drugs and substance abuse, academic failure, premature / under age sexual activity . Factors in the child: a sense of mastery, participation in activities, sports and outside interests, being a member of a non-deviant peer group, even temperament, positive self esteem and intelligence or good social skills, religious affiliation

9. Different groups may experience similar exclusionary forces ? “ Special educational needs” Disability Socio Economic Depravation Learners with Medical Conditions Travellers Ethnic Minorities Gender Inclusion Exclusion Looked After Children School refusers/ phobics Teenage Mothers

10. DfES (2001) Promoting Children's Mental Health in Early Years and School Settings http://www.dfes.gov.uk/sen/documents/mentalhealth.pdf

11. Resilience Factors Individual Being female Higher Intelligence Humour Control Reflector/Problem Solver Communication skills Believe systems Family Affection Secure early relationships Support for education Clear firm discipline School High morale Anti-bullying Policy Strong academic Strong non-academic good behaviour policy Community Wider supportive network Good housing High Living Stds Range of positive sport/leisure

15. Individual Family School Examples of foci of Interventions to foster resilience Community School Behaviour Support Service Social Services EWO Is there joined up thinking and working that is knowledge driven and strategic & which builds capacity and exploits potential synergies or is everyone ‘ all over the place ’ ?

16. Summary http://www.dfes.gov.uk/research/data/uploadfiles/RB456.pdf Full report http://www.dfes.gov.uk/research/data/uploadfiles/RR456.pdf

22. Communicating effectively This competence involves being able to communicate our own feelings and opinions clearly and openly with due regard for the feelings, level of understanding and interests of the people we are communicating with. It includes: choosing our own response listening to others responding effectively being clear giving others the respect we expect them to give us motivating others Empathy This competence involves being able to see the world from the point of view of another person . It includes: recognising emotions in others having compassion for others refraining from harming others sensitivity - being able to intuit how people are feeling from their tone and body language giving people the same concern and respect as we give ourselves accepting others and tolerating difference Managing relationships This competence involves the ability to make relationships with others that promote our own wellbeing without damaging theirs . It includes: establishing rapport making connections with people establishing appropriate levels of trust taking appropriate responsibility for others negotiating ‘win win solutions’ managing difficulties in relationships breaking and ending relationships where necessary in an appropriate and positive way managing conflict . Social Competences Attachment to others This competence involves the ability to love and care about others, and to trust that they love and care about you.

27. Throughout the development of the criteria, practitioners emphasised the importance of taking a positive approach to pupils’ behaviour and their emotional and behavioural development. However, trialling revealed that staff were generally more confident in rating pupils’ performance against the criteria when descriptions of undesirable behaviours were also provided. The full criteria are given on pages 13–17. Supporting school improvement Emotional and behavioural development QCA DfES 2001 http://www.qca.org.uk/ages3-14/downloads/pupils_emot_behav_diff.pdf

28. Supporting school improvement Emotional and behavioural development QCA DfES 2001 http:// www.qca.org.uk/ages3-14/downloads/pupils_emot_behav_diff.pdf

32. Managing Complex Change Change Confusion Anxiety Resistance Frustration Treadmill Thousand (2000) adapted from Knoster, T. (1991) Vision Skills Resources Incentives Action Plan + + + + = Skills Resources Incentives Action Plan + + + = Vision Resources Incentives Action Plan + + + = Vision Skills Resources Action Plan + + + = Vision Skills Incentives Action Plan + + + = Vision Skills Resources Incentives + + + =

34. The Chinese symbol for ‘Threat ’ Is a combination of the symbols for danger and opportunity

35. Helping students graduate www.dropoutprevention.org

36. Effective strategies for Dropout Prevention Early Intervention Basic Core Strategies Making the most of instruction Family Engagement Mentoring/ Tutoring Professional development Early Childhood Education Service Learning Active Learning Early Literacy Development Alternative Schooling Educational Technology After School Opportunities Individualised Instruction Career and Technical Education

37. School Safety – Sample Student Questionnaire US 2004 Items below taken from : Chapter 6 :Helping Students to graduate My Life in School– Sample Student Questionnaire UK 2004 During this week another pupil: 1 not at all 2 Only once 3 More than once 1 Do you feel a major violent incident, such as a shooting, could occur at your school? Y/N 2 Have you ever seen a weapon at your school Never/ 1-5 Times / 6-10 Times / over10 times 1 Helped me with my homework 7: Teased me because I am different 17: Talked about clothes with me 19: Told me a lie 20 : Ganged up on me 21 Tried to make me hurt other people 5 During the past year have you been threatened, intentionally hit in a way that harmed you or made you feel afraid Y/N 6 Do you know of anyone on your faculty to whom you could turn to if you knew of potential violence in your school Y/N 25 Tried to hurt me 27 Made me do something I did not want to 31 Was rude about the colour of my skin 32 Shouted at me 38 Tried to break something of mine 7 How long would it take to get a gun in your community A few hours/ a day/ a few days/ weapons are not available Items above taken from Chapter 1.6 Emotional Health and Well-Being : A Practical Guide for Schools Cowie et al (2004) PCP

38. Learning Components of a social model of learning (Etienne Wenger 1997) Pedagogy: Some components of learning? practice Learning as doing community Learning as belonging meaning Learning as experience identity Learning as becoming

39. Leroy comes from a family where discipline is harsh and physical. His dad used a heavy hand in punishing Leroy for misdemeanours from as far back as he can remember. The punishments triggered outbursts of anger and aggression on Leroy ’ s part. His mum rarely intervened to protect him for fear of violence from her abusive partner. Since he feared his father ’ s reaction, Leroy targeted his younger brothers. His dad left when Leroy was three years old and things were better for a time. However, his mum remarried and Leroy reacted angrily to his stepfather. He quickly became, in his step father ’ s words, ‘ out of control ’ . Leroy became known at school as a bully to be feared. His teachers were frankly relieved when he truanted from school (as he often did) because of his intimidating and disruptive behaviour in class. After a series of extremely aggressive episodes against pupils and teachers, Leroy was suspended from school. His academic work suffered but he did not care since he had won what he saw as ‘ respect ’ from his peer group. He became increasingly involved in a gang where his self esteem grew. By the age of 14 he had a number of convictions for theft and vandalism. By the age of 15 he had been permanently excluded from school. Extract from Cowie et al (2004) Emotional Health and Well Being : A Practical Guide for Schools PCP