Resilience is an essential component of SEL. Educators who are able to develop their own resilience are better able to help students to recover when they are experiencing their own difficulties.
To be resilient means to be able to bounce back emotionally after going through stressful, difficult, or traumatic experiences. Resilience is important for a number of reasons; it enables us to develop mechanisms for protection against experiences which could be overwhelming, it helps us to maintain balance in our lives during difficult or stressful periods of time, and can also protect us from the development of some mental health difficulties. To earn this badge you must demonstrate how you teach resilience to your students and how they use it in the classroom.
You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.
This badge does not mean just teaching the vocabulary word.
Resilience: The ability to recover from or adjust easily to misfortune or change.
Trauma: Psychological, emotional response to an event or an experience that is deeply distressing or disturbing.
Mental Health: A person’s condition with regard to their psychological and emotional well-being.
Ms. Johnson, a teacher at Jefferson Elementary school has 30 students in her 4th grade class. She has recently lost her home after experiencing financial difficulties. She is living in a small apartment with her 3 children, ages 3, 7, and 9. Ms. Johnson's husband died unexpectedly 2 years ago leaving significant debt behind. She does not maintain a relationship with her parents due to a difficult childhood that included abuse, poverty, and drug use by her parents. Ms. Johnson goes to work each day and does her best to keep a smile on her face, when she gets home she is exhausted, but must care for her 3 children. She feels she is pretending to be OK for those who depend on her, but feels she is slowly sinking into a serious depression. She doesn't sleep well, she has gained an unhealthy amount of weight due to emotional eating, and has begun pushing friends and coworkers away. Ms. Johnson knows she needs help, but doesn't know how to find it. She would benefit from developing resiliency for herself, and demonstrating it for her own children.
James is a student at Adams Junior High school. He has always been a good student, but recently his grades have been dropping. He is distracted in class, and he is acting out in ways he has not before. Teachers are concerned about his recent academic and behavior changes. James is dealing with problems at home. His parents have been fighting a lot for the last year. He has often heard them yelling at each other at night. He hears his mom crying, and has heard sounds of a physical struggle on multiple occasions. His parents announced recently that they are getting divorced. His Dad is going to move to an apartment near by. They are putting their home up for sale. Once the home sells, his mom plans to move to another state to be close to family. His parents are fighting for custody, and the fighting seems to be escalating. James wants to stay close to his friends, so he wants to live with his dad. He often wonders what he could have done to prevent the problems his parents have had.
Video: Submit a 5-8 minute video of your instruction in at least 3 resilience-building strategies. These can be strategies for self, the classroom, or a combination thereof. This video should demonstrate your effective and consistent instruction in resilience-building strategies to support social-emotional learning. Videos should follow all LEA and FERPA guidelines.
Student Work: Submit a series of completed student assignments demonstrating their resilience development and how it is improving different areas of their life. This student work should demonstrate your effective and consistent instruction in resilience-building strategies to support social-emotional learning.
Lesson Plan: Provide five separate lesson plans designed to help students understand and develop their own resilience. These must be lesson plans that you have implemented in your practice and should demonstrate your effective and consistent instruction in resilience-building strategies to support social-emotional learning.
Testimonial: Provide a minimum of 3 written testimonials from a student, parent, colleague, administrator, or family member, detailing the impact of your instruction in utilizing self-management strategies. These testimonials should demonstrate your effective and consistent instruction in resilience-building strategies to support social-emotional learning.
Candidate's Choice: Submit another type of evidence demonstrating your effective and consistent instruction of resilience-building strategies to support social-emotional learning.
The evidence demonstrates that the educator uses best practices to personally implement and/or teach students resiliency skills that produces a desired positive change in emotional behavior. Evidence demonstrates that when resiliency skills are applied that emotional health is improved
Describe how you use resiliency as a tool to improve your life and/or the lives of students.
Give specific examples of the resiliency skills you use in your personal life and/or specific skills used in the classroom to benefit students ability to learn more effectively.
Reflection explains specific resiliency techniques used in the classroom to help promote a healthy learning environment.Reflection explains specific resiliency techniques learned and how their regular use promotes a healthy lifestyle.
Building Resilience in Children and Teens: Giving Kids Roots and Wings by: Kenneth R. Ginsburg Find it on Amazon.com This award-winning guide from bestselling author and pediatrician Dr. Ken Ginsburg guides parents and other caring adults how to help kids from the age of 18 months to 18 years build the seven crucial "C's"--competence, confidence, connection, character, contribution, coping, and control. These are the critical ingredients young people need to bounce back from life's challenges and thrive far into the future.
This invaluable book will guide you how to put into place the parenting style and communication strategies that will prepare your child for a meaningful and successful life.
It provides a wide range of tactics, including building on children's natural strengths, fostering their hope and optimism, guiding them to avoid risky behaviors, and teaching them the lifelong necessity of caring for their physical and emotional needs.
"Building Resilience" directly addresses how adolescents sometimes respond to stress by either indulging in unhealthy behaviors or giving up completely. It offers detailed coping strategies to help children and teens deal with stress due to academic pressure, high achievement standards, media messages, peer pressure, and family tension. Equipped with these strategies, our children will be more likely to be poised for success and less likely to turn to the dangerous quick fixes we fear.
This edition includes new content on the topics of strengthening grit, changing one's perception of stressors so we can better manage them, and building the kind of family that will honor each individual's independence while striving towards creating the interdependence that keeps us healthy and connected.
American Psychological Association Resilience Guide for Teachers and Parents https://www.apa.org/helpcenter/resilience.aspx This is an online article providing information and strategies for teachers and parents to build resilience in themselves, and the children/youth they work with.
Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach by: Victoria E. Romero (Author), Ricky Robertson (Author), Amber N. Warner (Author) Find it on Amazon.com Use trauma-informed strategies to give students the skills and support they need to succeed in school and life
Nearly half of all children have been exposed to at least one adverse childhood experience (ACE), such as poverty, divorce, neglect, substance abuse, or parent incarceration. This workbook-style resource shows K-12 educators how to integrate trauma-informed strategies into daily instructional practice through expanded focus on:
The experiences and challenges of students impacted by ACEs, including suicidal tendencies, cyberbullying, and drugs
Behavior as a form of communication and how to explicitly teach new behaviors
How to mitigate trauma and build innate resiliency
Documentary: Resilience, The Biology of Stress & the Science of Hope https://kpjrfilms.co/resilience/ This documentary focuses on Adverse Childhood Experiences (ACE) the trauma that can result, and the need for resiliency to move forward after trauma.
Resilience Builder Program for Children and Adolescents: Enhancing Social Competence and Self-Regulation by: Dr. Mary Karapetian Alvord, Dr. Bonnie Zucker, Dr. Judy Johnson Grados Find it on Amazon.com This cognitive-behavioral group approach is designed to help students bounce back from and deal with the hardships, difficulties, and challenges in their lives. Participants learn to focus on what they do well and develop protective factors that promote resilience. Fun-to-do group sessions address the social/interpersonal aspects of growing up. The sessions are designed to increase confidence, self-esteem, self-control, and the use of coping strategies to deal with issues such as fitting-in and finding academic and social success. Specific resilience, leadership, and social competence skills are emphasized each week, using discussion, role-plays, or other age-appropriate techniques. Topics covered include being proactive, personal space awareness, problem solving, anger/anxiety management, self-regulation, friendship skills, starting and maintaining conversations, and understanding the impact of one's behavior on others. Relaxation and self-regulation techniques help group members increase awareness of thoughts, body, and emotions through calm breathing, visualization, progressive muscle relaxation, or yoga. Homework assignments and community field trips are utilized to reinforce the positive gains seen in the group setting and expand them for use in the world outside of group. Through the included parent letters, parents are given information about the specific skill being addressed; ideas to encourage and foster development; and recommendations for additional readings.
Resilience for Youth Program www.resilienceforyouth.org This is a full 2 day course that gives you the knowledge and tools needed to teach the Resilience for Youth curriculum. This curriculum can be taught in grades 5-12. Once the course is completed, you have access to:
•7 comprehensive units, plus a bonus lesson on “Introducing Resilience”
•visual metaphors to illustrate each unit
•Detailed instructions for over 50 activities
•Journal prompts to help students reflect and internalize the concepts of each unit
•Customizable PowerPoint decks
Register online at: www.resilienceforyouth.org
The Power of Resilience by: Dr. Robert Brooks Find it on Amazon.com Why can some of us overcome life's greatest trials while others become burdened by the slightest setback? What factors help some adults bounce back from adversity while others languish in feelings of helplessness and hopelessness? And what exactly is the inner strength that some people simply exude in their daily lives? Such people possess a powerful quality called resilience. In this seminal work, two of America's foremost clinical psychologists explore the concept of resilience and show how it can be developed and strengthened.
The term resilience is often reserved for those who have overcome overwhelming obstacles. But in reality, each of us encounter stress every day, and no one knows when we may face unexpected hardship. According to Drs. Robert Brooks and Sam Goldstein, a resilient mindset is helpful in every aspect of ordinary living, providing a foundation of emotional strength that sees us through both routine challenges and sudden problems. Working in turn, this positive mindset and the behaviors and skills they develop create a process that is constantly in operation, buoying us along. The main features that compose such a mindset include:
Feeling in control of one's life
Knowing how to fortify one's "stress hardiness"
Displaying effective communication and interpersonal capabilities
Establishing realistic goals and expectations
Learning from both success and failure
Feeling special (not self-centered) while helping others to feel the same
Moreover, mindsets can be changed. Part of this process is understanding the "negative scripts" that are barriers to change. These counterproductive ways of thinking can become so entrenched that they are difficult to deviate from. Once you can recognize these scripts and take responsibility for your actions, you open the door to more productive paths.
The Resilience Breakthrough: 27 Tools for Turning Adversity into Action by Christian Moore Find it on Amazon.com In The Resilience Breakthrough, Moore delivers a practical primer on how you can become more resilient in a world of instability and narrowing opportunity, whether you're facing financial troubles, health setbacks, challenges on the job, or any other problem. We can each have our own resilience breakthrough, Moore argues, and can each learn how to use adverse circumstances as potent fuel for overcoming life's hardships.
As he shares engaging real-life stories and brutally honest analyses of his own experiences, Moore equips you with 27 resilience-building tools that you can start using today - in your personal life or in your organization.
Working with Children and Youth with Complex Needs: 20 Skills to Build Resilience by: Michael Ungar Find it on Amazon.com Working with Children and Youth with Complex Needs provides a detailed description of techniques and rich stories of how social workers, psychologists, counselors, and child and youth care workers can help young people become more resilient. With ample case studies and fascinating explanations of research, Dr. Ungar shows why we need to work just as hard changing the environments that surround children as we do changing children themselves. Building on lessons learned from clinical, community and residential settings, Dr. Ungar discusses 20 skills that can enhance the effectiveness of frontline mental health services. Along with descriptions of the skills necessary to talk with clients about the factors that put their mental health at risk, Working with Children and Youth with Complex Needs also presents systemic practices clinicians can use in their everyday work. Engaging with children’s extended family, addressing issues of community violence, racism and homophobia, and helping parents and teachers understand children’s mal-adaptive coping strategies as sometimes necessary are among the many practical strategies that are discussed which clinicians can use to enhance and sustain the therapeutic value of their work.