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Julie Enciso and Steve Young
Julie Enciso
Steve Young
• Theories of Resilience
• Examples of College Resiliency Initiatives and
Programs
• Application Activities and
Exercises
• Tools and Resources
• Introduce concept or topic
• Practice exercise to apply
concept
• Discussion/Reflection
• Application Review
Access a
downloadable PDF
of the Activity
Workbook at
https://go.umd.edu/iscrewedupworkbook
• Relevance of Topic
• Setbacks and Losses
• The Grieving Process
• Developing Resiliency Plans
• Normalizing Failure
• Reflections and Processing
• Responding positively to challenges
• Ability to bounce back from adversity
and setbacks
• Perceiving personal failures as
inevitable elements of a successful life
Dweck, C.S., and Yeager, D.S. (2012). Mindsets That Promote
Resilience: When Students Believe That Personal
Characteristics Can Be Developed. Educational Psychologist,
47 (4), 302-314
• Competitive Culture on today’s
college campuses
• Increased neediness of students
• Decreased student ability to manage
everyday life problems
• Fear of failure and avoidance of risks
• Strain on college counseling centers
Gray (2015). Declining Student Resilience: A Serious
Problem for Colleges. Psychology Today, September 22.
Page 2 Workbook
Page 3 Workbook
• “Throw in the towel” dialogue
• “Easiest route” mentality
• “Handholding” expectations
Gray (2015). Declining Student Resilience: A
Serious Problem for Colleges. Psychology
Today, September 22.
Lowy, A. (2017). Students learn resilience,
techniques for overcoming, acknowledging
failure. The Cavalier Daily, University of
Virginia.
• Perceptions applied to personal failures
• Managing and processing bad news
• External measures of success vs. Autonomous
Learning
• Fixed vs. Growth Mindset
• Response to challenges Aditomo, A. (2015). Students’ Response to
Academic Setback: Growth Mindset as a Buffer
Against Demotivation. International Journal of
Educational Psychology, 4 (2), 198-222.
Dweck, C.S., and Yeager, D.S. (2012). Mindsets That
Promote Resilience: When Students Believe That
Personal Characteristics Can Be Developed.
Educational Psychologist, 47 (4), 302-314
Think about setbacks and losses college students experience in their academic and
personal lives. List as many of these as you can in the chart below.
SETBACKS AND LOSSES STUDENTS EXPERIENCE
Page 4 Workbook
SETBACKS AND LOSSES STUDENTS EXPERIENCE
Failing their first
course
Learning they
cannot graduate
in their desired
timeframe
A Relationship
Breakup
Death of a
family member
or friend
Failing to turn in
an assignment
online because
WiFi/internet
was down
Not meeting the
requirements for
a preferred
major
Not fulfilling the
prerequisites for
a course they
would like to
take
Not being
elected to a
student
organization
leadership role
Not being
named a starter
for an athletic
team or the lead
in the play
Being accused
of plagiarism on
their research
paper or lab
report
Course (s) they
want to take is
full
Earning a low
grade on an
exam
Having to
withdraw from
the semester
Developing or
being diagnosed
with an
unforeseen
illness
Consistent
oversleeping
and missing
class
Using one of the academic setbacks you listed in the previous activity
complete this worksheet to develop a resiliency plan for this setback.
DEVELOPING A RESILIENCY PLAN
What can the student
do to improve this
situation?
How might this action or
behavior impact their
academic progress?
Which recommended
action or behavior might
require the easiest
commitment for the
student?
How and when will the
student know that the
action plan is working?
Page 4 Workbook
Using one of the academic setbacks you listed in the previous activity complete this worksheet to develop a resiliency plan for that setback.
DEVELOPING A RESILIENCY PLAN
What can the student do
to improve this
situation?
How might each
recommended plan
impact their academic
progress?
Which recommended
plan might require the
easiest commitment for
the student?
How and when will the
student know that the
recommended plan is
working?
Adjust study strategies to
make sure these match the
tasks required of the course.
Different courses require
different approaches to
studying. Focus on
controllable factors such as
effort and study prep
techniques.
Able to articulate an
understanding and
application of course
concepts. Evidence that
learning has occurred.
Examine where he/she lost
points in the course. Review
exams and projects.
View mistakes as learning
opportunities. Balance
performance mindset with
learning mindset.
Assess motivational
roadblocks and work to
correct these.
Prevent student from giving
up when things get tough.
Helps student set academic
goals that build motivation
and confidence.
Denial
Anger
Bargaining
Depression
Acceptance
Farrell, M.L. (2001). When Students Get Bad
News: How Understanding the Grieving
Process Can Help Advisers Handle Difficult
Situations. The Mentor, Penn State Division of
Undergraduate Studies.
Kubler-Ross, E. (1975). On Death and
Dying. New York: Macmillan Publishing
Co., Inc.
Page 5 Workbook
Practice responding to the student comments below. For each comment
identify the stage of grieving the student is experiencing and then develop a
resilience building response you might provide as the student’s academic
advisor that acknowledges any failure/setbacks and corrects for inaccuracies.
Student Comment/Statement Identify Grieving
Stage
Advisor Response
I know my GPA is a 2.3 but I’m going to
medical school.
I was very close to the B- I needed in
Calculus to be able to declare Engineering
as my major. I still want to apply
My professor is the reason I didn’t do well
in my Biology class.
I thought I had completed all of my
requirements to graduate. Everyone at this
school is incompetent.
It’s hopeless. I can’t pass calculus and I am
dropping out of college.
Page 5 Workbook
• Overcome fear of failure
• Willingness to take risks
• Teaches the normalization of failure and struggle
• Lists accomplishments not achieved, awards not
won, and opportunities not earned.
Page 6 Workbook
Simmons, R. (2017). Failing Well: Campus Series
Helps Students Rethink Setbacks. Grecourt Gate,
News and Events for the Smith College Community
Develop a list of the following:
• Accomplishments you did not achieve
• Honors and/or Awards you did not win
• Opportunities that passed you by
• Skills you didn’t develop
https://go.umd.edu/failureresume
Homework Assignment: Use the resume template to then design a “Failure
Resume” that effectively acknowledges your setbacks and disappointments
while normalizing failure. Use the example provided as a guide.
Page 6 Workbook
Simmons, R. (2017). Failing Well: Campus Series Helps Students Rethink
Setbacks. Grecourt Gate, News and Events for the Smith College Community
Example Failure Resume
Accomplishments not
achieved:
• Didn’t become a corporate
comic/humor speaker
• Didn’t complete a master’s
degree in I/O Psychology
Honors not awarded:
• Didn’t graduate from
college with Latin Honors
• Didn’t win a Global
Partnership Staff Travel
Grant
https://go.umd.edu/failureresume
Page 6-7 Workbook
Miguel is a sophomore psychology major at Sigmund Freud
University. He has a 4.0 GPA and doesn’t want anything to jeopardize
this. He expresses to you an interest in neuroscience and you
suggest the Neural Systems class as a potential course option for
next semester. Miguel tells you he researched this course and the
average grade appears to be only a B. “I don’t want a B on my
transcript,” he states. “Are there any sure-fire A courses you would
recommend?”
Exploratory Questions:
• How and why is this scenario relevant to resilience?
• What is preventing Miguel from registering for this course?
• What incentives might there be for Miguel to take this course?
Page 8 Workbook
• Increased brain power
• Problem solving skills
• Adult Training
• Decrease in mental health problems
• Greater path to learning resilience
Eells, G. (2017). Hyper-Achievement, Perfection, and College Student
Resilience. Journal of College & Character, 18, 77-82.
You learned how to……..
Help a student develop a resiliency plan to
effectively addressing an academic or personal
setback
Utilize resiliency language/dialogue to guide
students through the grievance process associated
with academic and personal adversity
Develop a failure resume to normalize failure and
reshape student perceptions of academic and
personal setbacks
Page 9 Workbook
Page 9 Workbook
Aditomo, A. (2015). Students’ Response to Academic Setback: Growth Mindset as a Buffer Against
Demotivation. International Journal of Educational Psychology, 4 (2), 198-222.
Dweck, C.S., and Yeager, D.S. (2012). Mindsets That Promote Resilience: When Students Believe
That Personal Characteristics Can Be Developed. Educational Psychologist, 47 (4), 302-314
Eells, G. (2017). Hyper-Achievement, Perfection, and College Student Resilience. Journal of College &
Character, 18, 77-82.
Farrell, M.L. (2001). When Students Get Bad News: How Understanding the Grieving Process Can
Help Advisers Handle Difficult Situations. The Mentor, Penn State Division of Undergraduate Studies.
Gray (2015). Declining Student Resilience: A Serious Problem for Colleges. Psychology Today,
September 22.
Kubler-Ross, E. (1975). On Death and Dying. New York: Macmillan Publishing Co., Inc.
Lowy, A. (2017). Students learn resilience, techniques for overcoming, acknowledging failure. The
Cavalier Daily
Simmons, R. (2017). Failing Well: Campus Series Helps Students Rethink Setbacks. Grecourt Gate,
News and Events for the Smith College Community
Page 10 Workbook
Tell us what you think! Complete
the short evaluation at the link
below.
https://go.umd.edu/iscrewedup
Page 10 Workbook
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