‘We are all born with an innate capacity for resilience by which we are able to develop social competence, problem solving skills, a critical consciousness, autonomy and a sense of purpose.’
Sociability – Respond in socially acceptable ways and are sensitive to the emotions of others.
Reasoning Ability – ability to solve problems and plan.
Autonomy – Accomplishes tasks on their own.
Androgyny – Displaying behaviour not typically congruent with one’s own gender.
Internal locus of Control – Belief that one can impact their own destiny and is under their control.
Familial Factors – Structure and routine is part of their childhood. Clear rules and routines are important for resilience.
Community Factors – Emotional support, spiritual faith and education gives their lives meaning and helps them to feel that they have control over their fate.
http://www.hec.ohio-state.edu/famlife/bulletin/volume.4/bull41f.htm
Whole School Strategies
Provide Connection
Being interested in, actively listening to, validating their feelings and getting to know their strengths so it conveys the message – “You matter”.
Help students to develop & maintain friendships with well-adjusted peers.
Connection with one or more school organisations or activities.
Mentored and valued with as many adults and older peers as possible (http://orp.uoregon.edu).
Build Competence
See the possibilities and recognise existing competencies and mirror them back, helping students appreciate where they are already strong.
This taps into their intrinsic motivation and innate drive for learning. High expectations then become easier.
Helping student’s deal with mistakes – increases learning.
Teaching decision-making & problem-solving skills.
Re-enforcing self-discipline.
Opportunities for participation
Asking questions that encourage self-reflection and critical thinking.
Encouraging peer helping and helping others through community service and cooperative learning.
Involving students in creating the governing rules of the classroom (Benard, 1998).
