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Fostering Resiliency in Adolescents to Achieve Positive Outcomes

Fostering Resiliency in Adolescents to Achieve Positive Outcomes. Holly Leszyk & Krissy McNamara GST BOCES in Partnership with CSS Workforce NY WIA Youth Counselors Elmira, New York. Resilience. Definition of  RESILIENCE

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Fostering Resiliency in Adolescents to Achieve Positive Outcomes

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  1. Fostering Resiliency in Adolescents to Achieve Positive Outcomes Holly Leszyk & Krissy McNamara GST BOCES in Partnership with CSS Workforce NY WIA Youth Counselors Elmira, New York

  2. Resilience Definition of RESILIENCE 1: the capability of a strained body to recover its size and shape after deformation caused especially by compressive stress 2: an ability to recover from or adjust easily to misfortune or change http://www.merriam-webster.com/dictionary/resilience

  3. Adversity Definition of ADVERSITY : a state, condition, or instance of serious or continued difficulty or adverse fortune (see adverse) http://www.merriam-webster.com/dictionary/adversity

  4. Barrier Definition of BARRIER 1 a: something material that blocks or is intended to block passage b:a natural formation or structure that prevents or hinders movement or action  3: something immaterial that impedes or separates :obstacle http://www.merriam-webster.com/dictionary/barrier

  5. No Arms, No Legs, No Worries Nick Vujicic http://www.youtube.com/watch?v=ciYk-UwqFKA

  6. Schoolwide Methods for Fostering ResiliencySupport from caring adults is key to students’ success in the face of adversity. By: Virginia Smith Harvey Factors that Contribute to Resiliency: Attitudes and Emotions Competence Social Competence Physical Health

  7. Characteristics Using adversity as a spring board to growth and success Coping effectively with difficulties that might otherwise lead to anxiety depression, withdrawal, physical symptoms, or poor achievement Positive social relationships

  8. Positive Social Relationships • Positive social relationships with multiple friends, relatives, and neighbors can create resiliency • Peer relationships • Positive emotions

  9. Positive Reinforcement Repeatedly and genuinely communicate positive regard Praise can increase pride Criticism increases defensiveness and anxiety

  10. Motivation Drop out rates—as high as 35% in our region; about 25% statewide • Help students see the connection between education and their “real” life career goals

  11. S.M.A.R.T. Goals Specific Measurable Achievable Relevant/Realistic Timely

  12. Case Study Activity In groups, please discuss the case study handouts. What steps would you take to help these youth meet their goals?

  13. Samantha Case Study #1: Samantha is a 19-year-old high school dropout. She was bullied throughout school because of her anger issues and outbursts in class. Samantha dropped out of high school due to her learning disability, falling behind academically, and being bullied. She has had two jobs, but was unable to hold them for longer than 2 months because she cannot get along with co-workers and has had attendance issues. Samantha wants to get her GED and hold a steady job in order to provide financially for young son. What steps would you take to help this youth?

  14. William Case Study # 2: William is a 20-year-old high school graduate. Since age 14, William has been in trouble with the law, in and out of jail on various occasions. William was diagnosed at a young age with ADHD and Bi-polar disorder. William blames his diagnoses on not being able to “function” in the real world. He wants to be a welder and work full-time, but he does not put forth the effort to complete a vocational training or work on his pre-employment skills. William was recently released out of jail and wants to have a fresh start. What steps would you take to help this youth?

  15. Questions? Krissy McNamara kmcnamara@gstboces.org Holly Leszyk hleszyk@gstboces.org

  16. References Smith Harvey, V. (2007). Schoolwide methods for fostering resiliency. Professional Leadership, 167(1), 10-14. http://www.merriam-webster.com/dictionary

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