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Resilience and Schools (GT)
This rough draft of a summary (formatted in an Glossary Term format) has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page).
This summary discusses one behavioural theory that underpins school health promotion, safety, social development and other similar programs. The summary is one of several that are being developed within this wiki-based web site. Please see our Call for Writers/Contributors/Sponsors on Behaviour Theories for a full listing of this series of summaries.
Note: We have provided a version that can be downloaded and printed for easier reading (This web site prints with very small font) but please return to this web page to make your edits so that others can use your version.
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The word, resilience, stems from the Latin resilire (to recoil or leap back). Rubber bands and balls have resilience in this sense, and people are sometimes said to “bounce back” (metaphorically) after a difficult experience. But resilience has a broader meaning in science, generally referring to the phenomenon of positive adaptation in any kind of system following a serious challenge to the system’s function or viability. Resilience, therefore, is an inherent or fostered capacity or response mechanism, within all individuals, organizations and communities that is used to overcome significant challenges. Resilience is not manifested when no significant risk or challenge is encountered or when normal problems are overcome. We see examples and evidence of resilience when the normal interaction among the traits of the individual, the conditions or factors within the environments in which they live, learn and work and the processes that shape those interactions results in some individuals surviving or flourishing when the odds against success would suggest otherwise.
A strengthened response mechanism (resilience) in the environment might be health services that focus on early recognition, referral and reintegration rather than just on treatment after the problem is acute. A strengthened response mechanism (increased resilience) in the interaction between the individual and the environment might be illustrated in the field of mental health. Stigma about mental health problems and illness often causes people to not seek help. Most school curricula now teach skills relating to accessing health services (this is standard health promotion strategy) but if the interaction with the social environment still discourages help-seeking, then we will not be effective. Therefore, anti-stigma campaigns are a way to increase resilience by influencing that interaction. A response mechanism within an individual is easier to identify and can include things such as temperament, intelligence and genetics as well as specific survival strategies. Teaching resilience as a character trait would likely be very challenging but schools can teach skills such as anger and stress management and how to access health services as well as teach all students to be more empathetic and supportive of others. A comprehensive approach to promoting resilience would include actions at all three levels; environment, interactions and individual.
The absence of resilience can also be a way to understand the term. For example, most children will bounce back after the death of their pet. They have family, friends and other activities that sustain them. However, if they don't, they become more vulnerable, even to such normal life challenges, so their response mechanisms or capacity for resilience is diminished. As well, their capacity for resilience might be weakened by other interactions with their environment ocurring at the same time, such as the divorce of their parents, a move to a new neighbourhood or a bully at school.
Promoting resilience is not the same thing as promoting health by creating better conditions or behaviours. Preventing problems or reducing risks is also not the same thing as promoting resilience. Resilience is more closely associated with the third and fourth of the broad goals of school health promotion (1-Promotion, 2-Prevention, 3-Assistance with Treatment and 4-Reintegration into schooling).
Resilience theory and knowledge suggests we look more closely at the response mechanisms (within individuals, environments and interactions) and see if they can be modified to better support people experiencing significant challenges. Resilience theory joins other behavioural theories in guiding school-based programs to become more effective in helping students, staff and schools recover from significant challenges. In brief, resilience theory has helped such programs to be more:
This summary discusses one behavioural theory that underpins school health promotion, safety, social development and other similar programs. The summary is one of several that are being developed within this wiki-based web site. Please see our Call for Writers/Contributors/Sponsors on Behaviour Theories for a full listing of this series of summaries.
Note: We have provided a version that can be downloaded and printed for easier reading (This web site prints with very small font) but please return to this web page to make your edits so that others can use your version.
Resilience and Schools
Authors: Douglas McCall, Colin Mangham, Ann Masten, Claire Crooks, Tina Daniels, Kim Schoenert-Reichl
Editor: Doug McCall
Contributors:
Sponsors and Partners: Office of Demand Reduction, Health Canada; Health & Learning Knowledge Centre, Canadian Council on Learning
First Draft Posted: March 6, 2009
Most Recent Version Posted: January 20, 2010
Further Comments:
Permissions for Use: The authors, writers, editors, contributors, sponsors, partners and the International School Health Network retain the right to first publish this document or adapted versions thereof in accordance with regular copyright laws. However, web links to this page and excerpts from this document are encouraged. As well, visitors to and participants in this wiki-based community are encouraged to add sub-pages or links to additional case studies or other documents and thereby become a contributor to this document.
Related Summaries in this Web Site: Resilience & Schools (GT) Resilience as an Emerging Concept (EE), Fostering Resilience through Transitions (EE), Fostering Resilience through Family Programs (EE), After School Programs, Healthy Development & Resilience (HS) Resilience & School Programs (HS) and Resilience & Schools (BT)
Webinars from this Paper: Use your computer to see and hear a recorded Webinar presented by the authors of this paper by using the following link: How Schools Can Promote Resilience
Editor: Doug McCall
Contributors:
Sponsors and Partners: Office of Demand Reduction, Health Canada; Health & Learning Knowledge Centre, Canadian Council on Learning
First Draft Posted: March 6, 2009
Most Recent Version Posted: January 20, 2010
Further Comments:
Permissions for Use: The authors, writers, editors, contributors, sponsors, partners and the International School Health Network retain the right to first publish this document or adapted versions thereof in accordance with regular copyright laws. However, web links to this page and excerpts from this document are encouraged. As well, visitors to and participants in this wiki-based community are encouraged to add sub-pages or links to additional case studies or other documents and thereby become a contributor to this document.
Related Summaries in this Web Site: Resilience & Schools (GT) Resilience as an Emerging Concept (EE), Fostering Resilience through Transitions (EE), Fostering Resilience through Family Programs (EE), After School Programs, Healthy Development & Resilience (HS) Resilience & School Programs (HS) and Resilience & Schools (BT)
Webinars from this Paper: Use your computer to see and hear a recorded Webinar presented by the authors of this paper by using the following link: How Schools Can Promote Resilience
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The word, resilience, stems from the Latin resilire (to recoil or leap back). Rubber bands and balls have resilience in this sense, and people are sometimes said to “bounce back” (metaphorically) after a difficult experience. But resilience has a broader meaning in science, generally referring to the phenomenon of positive adaptation in any kind of system following a serious challenge to the system’s function or viability. Resilience, therefore, is an inherent or fostered capacity or response mechanism, within all individuals, organizations and communities that is used to overcome significant challenges. Resilience is not manifested when no significant risk or challenge is encountered or when normal problems are overcome. We see examples and evidence of resilience when the normal interaction among the traits of the individual, the conditions or factors within the environments in which they live, learn and work and the processes that shape those interactions results in some individuals surviving or flourishing when the odds against success would suggest otherwise.
A strengthened response mechanism (resilience) in the environment might be health services that focus on early recognition, referral and reintegration rather than just on treatment after the problem is acute. A strengthened response mechanism (increased resilience) in the interaction between the individual and the environment might be illustrated in the field of mental health. Stigma about mental health problems and illness often causes people to not seek help. Most school curricula now teach skills relating to accessing health services (this is standard health promotion strategy) but if the interaction with the social environment still discourages help-seeking, then we will not be effective. Therefore, anti-stigma campaigns are a way to increase resilience by influencing that interaction. A response mechanism within an individual is easier to identify and can include things such as temperament, intelligence and genetics as well as specific survival strategies. Teaching resilience as a character trait would likely be very challenging but schools can teach skills such as anger and stress management and how to access health services as well as teach all students to be more empathetic and supportive of others. A comprehensive approach to promoting resilience would include actions at all three levels; environment, interactions and individual.
The absence of resilience can also be a way to understand the term. For example, most children will bounce back after the death of their pet. They have family, friends and other activities that sustain them. However, if they don't, they become more vulnerable, even to such normal life challenges, so their response mechanisms or capacity for resilience is diminished. As well, their capacity for resilience might be weakened by other interactions with their environment ocurring at the same time, such as the divorce of their parents, a move to a new neighbourhood or a bully at school.
Promoting resilience is not the same thing as promoting health by creating better conditions or behaviours. Preventing problems or reducing risks is also not the same thing as promoting resilience. Resilience is more closely associated with the third and fourth of the broad goals of school health promotion (1-Promotion, 2-Prevention, 3-Assistance with Treatment and 4-Reintegration into schooling).
Resilience theory and knowledge suggests we look more closely at the response mechanisms (within individuals, environments and interactions) and see if they can be modified to better support people experiencing significant challenges. Resilience theory joins other behavioural theories in guiding school-based programs to become more effective in helping students, staff and schools recover from significant challenges. In brief, resilience theory has helped such programs to be more:
- positive in their approach, recognizing strengths and assets in students, processes and school/community conditions
- focused on student connectedness to and engagement in schools as well as trusting relationships with adults, peers and parents
- concerned with the development of self-efficacy and self-knowledge among students
- attentive to the needs of students experiencing significant challenges (such as poverty, family stress/abuse etc) as well as students who may be more vulnerable to normal life challenges because of particular processes or times in their lives.
- Developing and building strengths within individuals as they encounter risk rather than rushing to label and fix their problems
- Identifying students who may be more at risk in certain situations or in certain transitions and helping us to intervene earlier
- Looking at combinations of programs or interventions that can be more effective in certain situations or with certain groups of students
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Latest page update: made by dmccall
, Sep 16 2011, 5:57 PM EDT
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