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Developing resilience

Developing resilience. Dr Graham Jowett July 2011. Contents. The background of resilience Definitions The value of resilience to ISCs How we might deliver it How we might measure it The specific needs of our learners. Factors facilitating resilience. A belief that problems can be solved

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Developing resilience

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  1. Developing resilience Dr Graham Jowett July 2011

  2. Contents • The background of resilience • Definitions • The value of resilience to ISCs • How we might deliver it • How we might measure it • The specific needs of our learners

  3. Factors facilitating resilience • A belief that problems can be solved • A history of positive relationships • The ability to reflect and plan • Cognitive flexibility and curiosity • Humour in the face of difficulty • Religious, spiritual or altruistic activity • Social support, e.g. role models and mentors • Active coping, including exercise and training • Good self-esteem • Patience

  4. Why is resilience important? • Our learners' previous experiences • "Adaptive distancing” • What world are we preparing learners for? • Can we predict our students’ future? • What measurable outcomes do we need? • What learning experiences and services • should we provide?

  5. Their future • Cuts in budgets • Cuts in services • Conditionalty • Consumerism - individual action • Communal action - campaigning • Climate change

  6. How can we deliver? • By creating a culture of success and • value • By creating a community with a • supportive spiritual or altruistic dimension • By managing risk, making it a positive, • challenging experience • By training and experiencing success in • problem-solving

  7. Recording resilience • Record the skills which learners acquire as • part of the ILP process. • Adapt and use off the shelf tests such as: • Connor-Davidson Resilience Scale • Wagnild and Young Resilience Scale • Multidimensional Students’ Life Satisfaction • Scale (MSLSS)

  8. Our learners complex needs • ASD • ADHD • Speech and Language Impairments • ADHD • Dyspraxia • Mental health issues

  9. Delivering resilience By providing coaching in coping skills which takes account of individual learners' impairments, e.g. by being very task oriented and 'concrete', rather than teaching understanding. By working remotely with families, carers and social networks to support our learners.

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