| We are all born with an
innate capacity for resilience. This capacity enables us
to develop social competence, problem-solving skills, a
critical consciousness, autonomy, and a sense of purpose.
According to AADAC (Alberta Alcohol and Drug Addiction Centre)
there are ten characteristics of resiliency. |
This image used with permission
from Myrna Letkeman and
Digital Saskatchewan, 2003
|
Perceptiveness
You understand people and situations and are able to question
what is happening in your family, school, or community.
Service
You give of yourself to others, or to a cause that you believe
in.
Independence
You can separate yourself from your family troubles, and are
confident that you can make your own way in the world.
Optimism
You have hope for a bright future for yourself and the world.
Connection
You can seek out support from others and form caring and positive
relationships.
Self-motivation
You have the drive to fulfill your dreams and goals.
Creativity
You can express your experiences in a constructive and helpful
way.
Spirituality
You have faith in something greater than yourself.
Sense of humour
You can see the funny side of the world and your circumstances,
and use this ability to put things into perspective.
Morality
When you make a decision, you use the information you have about
the situation and you consult your own conscience (your sense
of right and wrong).
If we are to build resilience in schools, we need to pay attention
to these characteristics of a resilient person and work to instill
these in students. Teachers need to be aware of these characteristics
so they can incorporate them into lessons and build their classroom
environment around these ideals. Often, as administrators we
just need to give the teachers this kind of information and
they'll run with it.
|
|
It has been said that the presence of at least one
caring person in a child's life provides support for healthy development
and learning. Here are a list of considerations for teachers and
administrators to ponder:
Compassion
Makes a Difference:
As a teacher, we need to constantly think of the ways to convey
to the children you teach an attitude of compassion. If a
child does not receive support he/she would have a more difficult
time dealing with stressful events. They would have difficulty
dealing with even the smallest amount of stress. Life's stress
is a little bit easier to handle for anyone who feels like
they have support around them.
As administrators we need to constantly remind teachers about
the impact they can make in a child's life. Finding ways at
staff meetings to drive this home for teachers is one way
to constantly appeal teachers. Often, teachers become discouraged
about making a difference for a child and then give up trying.
We need to keep teachers thinking of constant ways to impact
kids.
Here are some ideas:
Have your staff
each write down the one teacher that made an impact - either
positively or negatively on their life. Then have them take
10 minutes in a small group to discuss what they remember.
By sharing these experiences, staff will see the impact one
teacher can have on someone.
Read a touching
story from Chicken Soup for the Teacher's Soul or share
a story that happened in the office that demonstrates an important
moment for a child.
Ask each staff
member to write down three adjectives that would describe
the kind of teacher they want to be. Then ask them to generate
their goals for the year around those adjectives. EX: caring,
inspirational, calming
Invite a few
grade 8 students to a staff meeting and have them give testimonials
about something a teacher has done. Make sure some of them
talk about early school experiences. |
Everyone needs someone in
their court:
All children need a kind word or some sort of positive feedback.
I don't mean attention which almost all kids love, but a deeper
need that is just not being fulfilled. Sometimes just letting
them vent some of their anger or sadness seems to help. Often
times, giving them some examples from your own childhood of times
when I was feeling low and what helped me turn the situation around.
Many times just hearing that everyone ( even us " grownups"
) have had tough times but made it through, gives the children
strength and courage to face life's battles.
As teachers and health care professionals we really do have a
responsibility to be an advocate for a child while they are with
us. It is hard knowing that they may go home to a non-caring adult.
But we need to feel, that we can do my best for them while they
are with us. Resiliency can be fostered. It doesn't have to be
innate. We have to be careful not to coddle too much, those children
whom we think "need" all the attention. We begin to
feel like an enabler. Teachers have such strong rescue fantasies
to begin with, that we must be careful not to overdo it. We must
remember that one of the goals is to make children self-sufficient,
to empower them.
|
|
