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Building Resiliency in Our Children/Youth By Enhancing Our Active Listening Skills

Learn how to develop resiliency in children and youth by improving your active listening skills. Explore the protective factors that promote resiliency and discover effective communication techniques.

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Building Resiliency in Our Children/Youth By Enhancing Our Active Listening Skills

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  1. Building Resiliency in Our Children/Youth By Enhancing Our Active Listening Skills Dianne Banasco Safe Schools Advisor Ontario Association of Parents in Catholic Education (OAPCE)

  2. Definition Resiliency is the capacity of an individual to spring back, rebound successfully; adapt in the face of adversity and develop social competence despite exposure to severe stressors

  3. Adversity and Resiliency Protective Factors (Things that pull you up) Risk Factors (Things that drag you down)

  4. Tipping the Resiliency Scale

  5. What Are Some Adversities Facing Our Children & Youth? Protective Factors (Things that pull you UP) Risk Factors (Things that drag you DOWN)

  6. Resiliency & Protective Factors Protective Factors • Caring, SupportiveRelationships • High Expectations • Opportunities to Participate An individual with resiliency possesses a self-righting mechanism

  7. What are some Adversities That Our Children & Youth Face? What are some Protective Factors That Our Children & Youth Have? Protective Factors Risk Factors

  8. Wheel of Resiliency – Wayne Hammond

  9. What is Reflective Listening?

  10. Use paraphrasing, “I Statements” and open-ended questions for clarification. Stress important information about facts and feelings so that the person can better understand his/her own opinions, feelings and solutions.

  11. Open vs. Closed Questions “How is your project coming along?” vs. “Is your project on time?”

  12. Partner activity Select one of the topics below without disclosing it to others: an unusual hobby a particular achievement an important day in your life a very special holiday With a partner, decide who will be Person A and Person B Goal: to discover the topic and have the person talk about it

  13. “I Statements”… • your daughter/son continues to not do their assigned chore(s) even though they say they will the next time… • Your son/daughter tells you 15 minutes before bedtime that they have a unit test the next day • Other….

  14. Paraphrasing may start with phrases like: “It sounds like…” “It seems like…” “So you…” “I hear you saying that…” “I guess that…” “I understand that…”

  15. Example: “ You just don’t understand what it’s like waiting for you to get off the phone, so I can ask to borrow the car. Sometimes I feel like just taking it.” Paraphrase: “It sounds like you really want to borrow the car and it’s hard to wait for my permission.” “I hear you saying that…” “I guess that…” “I understand that…” “It sounds like…” “It seems like…” “So you…”

  16. Group Practice “ My mom is so busy taking care of the new baby that she can’t help me with my homework. I can’t understand the math.” “Sally plays with me one day and ignores me the next. I never really know if she likes me or not.” Everyone on my soccer team just goofs around and never takes practice seriously. How are we supposed to win if we don’t practise hard?”

  17. Examples of when you could (have) used open-ended questions, “I Statements” & paraphrases • Chores • Siblings • Putting things away • Others…

  18. Partner Activity Select one of the topics discussed or another relevant situation… With a partner, decide who will be Person A and Person B Goal: to practice open ended questions, “I Statements” and/or paraphrases

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