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Protective processes and resources that promote resilience and wellbeing

The impact of Bounce Back on resilience, connectedness and wellbeing on children and teachers in Perth & Kinross Sarah Axford, Kirsty Blyth Perth and Kinross Educational Psychology Service. Environments School connectedness Peer connectedness Teacher connectedness

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Protective processes and resources that promote resilience and wellbeing

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  1. The impact of Bounce Back on resilience, connectedness and wellbeing on children and teachers in Perth & Kinross Sarah Axford, Kirsty Blyth Perth and Kinross Educational Psychology Service

  2. Environments School connectedness Peer connectedness Teacher connectedness Positive family-school links Family connectedness Caring adult outside family Community connectedness Religious involvement Personal skills and attitudes Helpful and positive thinking skills Resourcefulness and adaptivity Social skills Emotional literacy skills Sense of personal competence Protective processes and resources that promote resilience and wellbeing

  3. Bounce Back Aims To assist in creating positive, pro-social and resilient classrooms and schools To provide resources to enable staff to help their pupils develop the skills of resilient behaviour

  4. Bounce Back and Curriculum for Excellence • Resilience is key for becoming a successful learner, confident individual, responsible citizen and effective contributor. • Helps schools create learning environments where children are nurtured, safe, respected, achieving and included and helps staff build positive supportive relationships with children • Uses varied, active, cross-curricular, cooperative approaches • Directly links to many HWB experiences and outcomes , especially those relating to mental, emotional and social wellbeing

  5. 1. Core values honesty, fair, responsible Caring, kindness Acceptance of difference Respect Friendliness cooperation 2. Elasticity 3. People bouncing back BB acronym 4. Looking on Bright Side Optimistic thinking Positive tracking 5. Courage Everyday courage Appropriate risk taking 6 Relationships Making & keeping friends Conflict resolution 7. Emotions Positive emotions (broaden & build) Managing negative emotions empathy 8. Success Knowing strengths/limitations Goal setting, persevering, organising their work Meaning & purpose 9. Anti-bullying Bystander support Peer pressure Assertive responding 10. Humour seeing the funny side shared laughter Bounce Back-Applying positive psychology in education through10 curriculum units

  6. Evidence-base for School Wellbeing Initiatives • Are preventative (whole school) • Start early (early primary years) • Combine 2 general strategies • Focus on whole school climate change and ‘respectful supportive relationships’ • Teach social-emotional skills & coping skills • Coordinated multi-year (long term) programs rather than short term • Delivered by teachers/embedded in curriculum • Revisit key concepts, values & skills every year in age appropriate ways • Evidence-based psychological principles (CBT/positive psychology) • Evidence-based teaching strategies

  7. Bounce Back in Perth and Kinross • Jan 2008. Perth and Kinross Council agreed support for introduction and evaluation of Bounce Back • Sept 2008. Offer made to schools to sign up for research project. 17 schools opted to take part • Sept 2008- June 2010. EPS carried out research into impact of Bounce Back • Sept 2008- August 2010. Staff of 50 primary schools provided with half day introductory training in Bounce Back by EPS • June 2010. Visit of BB author Toni Noble to Perth and Kinross • June 2010. Perth and Kinross EPS co-present with Toni Noble at European Conference of Positive Psychology in Copenhagen

  8. Research Questions • Whether Bounce Back had an impact on the sense of connectedness of pupils • Whether Bounce Back had an impact on resilience of pupils • Whether Bounce Back had an impact on the resilience and wellbeing of staff using the programme • Which factors influenced the successful implementation of Bounce Back as a whole school programme

  9. Data Collection Child Data • Connectedness Questionnaire • Resilience Questionnaire • Focus Groups • Qualitative data from staff and children Teaching Staff Data • Warwick-Edinburgh Mental Wellbeing Scale • Resilience profile • Structured Interviews • Ongoing research journal ( links with schools)

  10. Connectedness results • Graph 1: Percentage of pupil responses pre and post evaluation for the statement “Students in this class are kind towards each other”

  11. Connectedness • Graph 2: Percentage of pupil responses pre and post evaluation for the statement “No one feels left out and lonely in this class”

  12. Connectedness • Graph 3: Percentage of pupil responses pre and post evaluation for the statement “This is a safe class to be in because no-one tries to hurt you or your feelings”

  13. Connectedness • Graph 4: Percentage of pupil responses pre and post evaluation for the statement “I feel like I belong and am accepted in this class”

  14. Peer relationships & connectedness (contd) “It’s made it a better school because everyone is being kinder” “We are a Bounce Back school and it’s made us a happier school” “Makes the school a better place to teach & get ‘teached’” “It helps me build and keep my friendships” “The class as a whole is more of a team” “Pupils are more appreciative of the times when someone else helps them” “Helps us to solve problems together”

  15. Resilience • Graph 5: Percentage of pupil responses pre and post evaluation for statement “Feelings just happen to you and there’s nothing you can do about them”

  16. Resilience • Graph 6a: Percentage of negative coping skills responses reported by Primary 5 pupils pre and post evaluation

  17. Resilience • Graph 6b: Percentage of positive coping skills responses reported by Primary 5 pupils pre and post evaluation

  18. Resilience Bounce Back changes the way you act” “You can use the skills you learn anywhere” “Pupils have a greater range of ways of moving on from problems” “Now they can be more self reliant” “Rather than asking a teacher for help we have the skills to solve the problem ourselves” “Children are showing that they can sort playground upsets for themselves When children fall out they are trying to notice the positive things because they realise the negative things are less helpful” “it helps us think well” “Bounce back helps you feel better when you are down”

  19. Staff wellbeing and resilience Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) Mean score in Sept 2008: 49.76 Mean score in May 2009: 53.16 • “I am more aware of my own thinking, I try to find positives” • “Lots of optimistic thinking in the staff room” • “I use the acronym when I have worries too “

  20. Factors influencing the successful implementation of Bounce Back • Whole school initiative – using Bounce Back language across school • Time for planning, organisation and ongoing discussion and support • Bank of resources especially literature • Leadership • Key co-ordinator • Flexible use of resources • Revisiting and re-evaluating progress • Commitment to values underpinning the programme • Stable and mutually supportive staff • Timing and goodness of fit with other initiatives • Linking with home? • Support from Perth and Kinross council

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