Building Resilience in Youth

Sara Evancho

Curriculum Specialist

Objectives

• Define resilience

• Discuss the relationship between resilience and setbacks

• Identify the effects of resilient mindset and environment on people’s responses to adverse experiences

• Provide activities for creating resilience-building environments and experiences

The Cycle

Anger

Revenge

Hurt

Health

Mental

EmotionalPhysical

Health Consequences of BullyingBullied Not bullied

Headache 16% 6%

Sleep problems 42% 23%

Abdominal pain 17% 9%

Feeling tense 20% 9%

Anxiety 28% 10%

Feeling unhappy 23% 5%

Depression scale

moderate indication 49% 16%

strong indication 16% 2%

Fekkes et al., 2004 Olweus Bullying Prevention Group, 2007

Adverse Childhood Experiences (ACE)

Centers for Disease Control

and Prevention, 2014

ACEs• Economic hardship “somewhat often” or “very

often”

• Divorce or separation of a parent or guardian

• Substance abuse in the home

• Mental illness, suicidal thoughts, or severe depression in the home

• Physical abuse in the home (as witness or target)

• Incarceration of a parent or guardian

• Death of a parent or guardian

National Survey of Children’s Health, 2011-12

ACEs at Local Levels

0

10

20

30

40

50

60

70

Missouri Illinois

0

1 or 2

3+

National Survey of Children’s Health, 2011-12

P

e

r

c

e

n

t

a

g

e

Number of ACEs

Health Risk Factors Related to ACEs

• Tobacco, alcohol and drug abuse

• Obesity and lack of physical activity

• Diabetes

• Depression and suicide

• STIs

• Heart Disease

• Cancer

• Strokes

• COPD

• Broken Bones

Mental Hijacking and Learning

• Thalamus

• Cortex

• Amygdala

Expressions of Stress

Resilience

• Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress.

– (American Psychological Association)

• Related to determination,

perseverance and grit.

Everyday Resilience• Resiliency is ordinary,

not extraordinary.

• Possible contributor

to personal growth

over time

Moving Through Experiences • Responding to a setback

is difficult

• Emotions related to loss are normal

• It’s not easy to move forward

• Setbacks cause us to make decisions

• Setbacks force us to define ourselves

Resilient Mindset

• Growth : People’s abilities, skills, strengths, and intelligence develop through effort, time and experience.

• Experience includes

failure and setbacks

Carol Dweck, Ph. D. Stanford, 1988

C

O

P

E

Connection

What is a Connection?• At least 1 person who cares about you

• Can be in different forms

– Volunteering

– Church or group

– Face to face

– Online

– Human to living thing

Classroom Connection• Teach students that they are an important

part of their school environment

• Help students identify what a positive connection looks, sounds and feels like

• Help students identify safe adult relationships

• Create opportunities to care for plants, animals and one another

• Allow for clear communication about needs

Optimism

What is Optimism?• It is a skill

• It is realistic

50% Full with Water

Classroom Optimism• Help students to see themselves as strong and

capable

• Highlight the skills that it takes to solve problems of various sizes

• Focus on gratitude and joy

• Explain thought patterns that can lead to feelings of helplessness, despair or anxiety

• Help students see the role of perspective

Processing

What is Processing?• Allowing ourselves to express the entire range

of feelings

• Experiencing stages of grief as the person responds to trauma

• Leading toward insight and decisions

• Taking time to recover from setbacks and manage emotions

• Allowing ourselves to learn from mistakes

• https://www.youtube.com/watch?v=Ptuvg8mnUic

Classroom Processing• Create predictable routines and safe spaces

for students within the classroom and school

• Pair goal setting with creativity, visual aides and encouragement

• Use stories, songs and pictures to share ideas

• Teach students how to share their experiences in safe ways

• Break down problems into pieces

Emotional Self-Care

What is Emotional Self-Care?• Treating ourselves with compassion

• Incorporating all areas of physical, mental, and emotional care

• Seeing ourselves in the moment to recognize when we may need something

Classroom Emotional Self-Care• Create safe spaces students can “escape” to when

needed

• Teach ways to self-calm and self-soothe throughout the year

• Allow students to determine what strategies work for them

• Help students understand their emotional and moral boundaries

• Encourage compassionate thinking

Questions?