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Resilience and Risk in School-aged Children and Adolescents

Resilience and Risk in School-aged Children and Adolescents

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Resilience and Risk in School-aged Children and Adolescents

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  1. Resilience and Risk in School-aged Children and Adolescents Ken Ginsburg, MD, MS Ed The Military Child Education Coalition Scientific Advisory Board

  2. The Balancing Act

  3. Problem Free . . . • . . . is NOT Fully Prepared! • Karen Pittman

  4. How do we define success?

  5. Core Principles of Positive Youth Development

  6. We matter . . .more than the buildings or the programs. Kids come for the content, but the context is what heals youth.

  7. Core Principles • Young people need to feel valued. When we see them as the experts on their own lives, youth learn to believe their opinions matter. • Youth are often the best teachers and role models for other young people.

  8. Core Principles • Adults can be instructive and supportive, but children should choose and carry out activities as independently as possible. Nothing discourages mastery more than an adult who steps in and says, “Let me do that for you.” • Adolescents are still capable of healing and do so best when caring adults trust in their capacity to right themselves while offering appropriate support and guidance.

  9. Core Principles • Most behaviors we fear serve as coping strategies that help youth manage uncomfortable stressors. If we help them (starting at very young ages) develop alternative coping strategies, we will diminish their need to turn to worrisome quick fixes. • Youth watch adult behaviors closely and how we model adaptive strategies to stress matters.

  10. The Importance of High StandardsCharacter

  11. How do we portray youth?

  12. Youth atRisk?????

  13. Problemsor Problem-Solvers

  14. Core Principles of Resilience

  15. Resilience • The Ability To Overcome Adversity • The Capacity to Bounce Back

  16. Resilience is a Mindset

  17. Resilienceis NOTa character trait. • It is affected by supports and circumstances!!!

  18. Resilience • is • NOT • Invulnerability

  19. The Bottom Line • Young People will be more resilient if the important adults in their lives believe in them unconditionally and hold them to high expectations • Young People live up or down to the expectations we set for them

  20. The 7 C’s of Resilience • Confidence • Competence • Connection • Character • Contribution • Coping • Control (Little, 1993; Pittman et al., 2003; Eccles and Gootman , 2002; Roth and Brooks-Gunn 2003; Lerner, 2004; Ginsburg, 2006; Frankowski, Leader & Duncan, 2009)

  21. Trauma Informed Care

  22. Being Trauma Informed is Healing (For Us and Youth)But Focusing on Trauma or Risk Holds the Potential to Re-traumatize

  23. Tying it Together: Addressing Risk but Developing Strengths

  24. Behavioral Change 101 • (What they’re missing)

  25. The Five Steps of Behavioral Change • Awareness • Motivation • Skills • Trial and error • Maintenance

  26. Confidence gets it started . . .. . . and shame paralyzes all efforts

  27. Finding Competence . . . . . . Building Confidence X X X

  28. Learning Not to Undermine Competence • Allowing Mistakes • Talking in a way ALL young people understand • Recognizing the cognitive development of adolescence • Recognizing how a traumatized person thinks • No more lectures!!!!!!

  29. Coping: The Intersection of Risk, Trauma, and Resilience

  30. Resilience • Is about learning to cope, in a positive way with life’s inevitable stressors • We might do our greatest good by raising youth with a wide repertoire of positive coping strategies

  31. Discomfort Relief Relief Positive Coping Strategies You Feel Awful!!! You Feel Awful!!! You Feel Awful!!! Stress Discomfort Discomfort Negative Coping Strategies

  32. Discomfort Relief Relief Positive Coping Strategies You Feel Awful!!! You Feel Awful!!! You Feel Awful!!! Stress Discomfort Discomfort Negative Coping Strategies

  33. Distinguishing Paper Tigers from Real tigers • Knowing When Bad Things are Temporary • Knowing When Good Things are Permanent

  34. Coping • Engagement vs. Disengagement • Emotion Focused vs. Problem Focused

  35. Stress Management : Tackling The Problem • Making the problem manageable • Active Avoidance • Let Some things go

  36. SerenityPrayer • Grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference

  37. Stress Management : Taking Care of My Body • Exercise • Relaxation • Nutrition • Sleep

  38. Stress Management : Managing Emotions • Emotional Vacations • Emotional Releases

  39. Stress Management Plan : Making the World Better • Contributing to the world

  40. Help youth to know how much they matterRecognize the credentials they bring to the world

  41. Do The Work It Takes To LoveThe Second Sentence

  42. Give those youth who have been traumatized. . .The opposite of what they are used to.A radical calmness amidst a chaotic reality.A safe place of compassion, love, and one that is free of judgment.

  43. Recognize . . .Youth as the experts in their own lives who have the capacity to heal and find the solutions within themselves.Sensitized youth as our future healers and leaders.

  44. Know who we are . . .We are the bordersWe are the picture on the box