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Building a Resilient School Culture: Introduction to Strengths-Based Practice

This professional development series explores the principles and benefits of a strengths-based approach in building a resilient school culture. Learn how to identify and leverage the strengths of students, teachers, and the community to promote positive outcomes.

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Building a Resilient School Culture: Introduction to Strengths-Based Practice

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  1. Start Smart Stay Safe Building a School Culture Part 1

  2. Building A School Culture PD Series Part I and 2 – Introduction, supporting the Cornerstone of Significance and looking at long range planning and formative assessment practices. (Sept. /Oct.) Part 3 - Supporting the Cornerstone of Self Awareness and summative assessment and reporting practices. (Nov./Dec.) Part 4 – Supporting the Cornerstone of Success and focusing on supporting student competencies through our planning and assessment practices. (Jan./Feb./Mar.) Part 5 – Supporting the Cornerstone of Service and assessing the whole community’s current needs to build an Individual School Resilience Plan for next year. (Apr./May/June)

  3. Strengths-Based Practice

  4. Two Wolves

  5. A Traditional Model of Intervention Deficit Cycle Focusing on what is wrong

  6. “A deficit model assumes certain knowable norms for youth/family behaviour and interaction. Whatever deviates from these norms is assumed to be defective. Interventions then focus on fixing that which is in need of repair, inadvertently reinforcing a focus on dysfunction.” Mudsen, 1999

  7. Problem-Based Thinking Focuses on understanding fixed problem patterns in youth Elicits detailed descriptions of problems Youth is categorized by the problems Focuses on “what’s wrong” and “what’s not working” Highlights the times that a youth resists or is inconsistent in coping Negative experiences are seen as damaging the lives of youth and later pathology

  8. Problem Solving Approach Identifying what is wrong Analyzing the causes Deciding on goals to fix these causes Making plans that will achieve the goals Implementing the plan Evaluation whether or not the problem is fixed

  9. Limitations Labeling and thus limiting of options Obscuring the recognition of a person’s unique capabilities and strengths Focusing on the “cant’s” as opposed to the “cans” Ignoring potential resulting from adversity Prescribed programming – as opposed to individualized Looking for patterns, such as broken homes, dysfunctional neighbourhoods and poverty to explain difficulties

  10. Labels Given to Complex Youth Professionals • Conduct Disordered • Reactive Disorder • A.D.H.D • Depressed • Suicidal • Borderline • Antisocial • Emotionally Disturbed • Resistant • Lacking Impulse Control Youth • Leader • Tough • Gang Member • Reliable • Faithful • Committed • Sexy • Survivor • Stud • Street Smart • Helper • Fighter Community Loser Ungrateful Brat Dangerous Victim Drop-out Delinquent Thief

  11. What is Resiliency? “Resiliency is the capability of individuals, families, groups and communities to understand and creatively draw upon their internal and external strengths, resulting in effective coping with challenges and significant adversity in ways that promote health, wellness and an increased ability to respond constructively to future adversity.” Wayne Hammond, 2008

  12. How Do We Begin to Thrive? Begin by getting to know the strengths of the whole staff.

  13. Understanding Resilience Memory Game

  14. Building a School Culture – Learning How to Thrive! Explore the article the “Strengths – Based classroom/School Strategies Jigsaw and create Power point presentation by exploring: • Understanding Student Strengths • Strategies to include Students • Use Strengths to design and manage your classroom (2 sections combined) • Apply to Group Activities • Encourage Students to become Consistent Learners (2 groups) • Rules and Routines • What do “WE” stand to Gain?

  15. What lens are you viewing your School Community through?

  16. Definition of Strengths-Based “A strengths-based approach operates on the assumption that people have strengths and resources for their own empowerment. In a strengths-based approach the focus is on the individual not the content. Drawing on appreciative inquiry, strengths-based methodologies do not ignore problems. Instead they shift the frame of reference to define the issues. By focusing on what is working well, informed successful strategies support the adaptive growth of organizations and individuals.” New South Wales Department of Education and Training

  17. Strengths-Based Leadership Allows us to think differently about our roles as leaders/influencers in the school community. We can change our thinking from “fixing” students and their families to “helping” them find their OWN personal process of change. We view and help students and their families by looking at their strengths and not their weaknesses.

  18. Strengths-Based Messaging

  19. The Resilient Child/Youth “… an ability to spring back and adapt to life’s challenges … an attitude of hope and optimism.”

  20. Planning A Presentation/Field Trip: A Strengths-Based Perspective

  21. Next Steps …Part Two

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