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‰ Resilience - act of ¶springing back· (COD, 1990)

‰ Rutter (1985) identifies 3 fundamental components

A sense of self-esteem & self -confidence
A belief in one·s own self-efficacy & ability to deal with
change and adaptation
A repertoire of social problem-solving approaches

‰ Cooper (2000; 31) defines resilience as: ¶the ability to

take hard knocks, to weather the storm and to continue
to value oneself whatever happens.·

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‰ Close association between resilience & self-esteem, self-

efficacy and social competence is noted by various authors
(eg Daniel and Wassell, 2002)

‰ Lown (2002) and others assert that low self-esteem

seems to be ¶rife· amongst those struggling at school

‰ By identifying what it is that makes some children so

resilient, it is possible to help more youngsters develop
the fundamental life skills (Nash, 2000)

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‰ Rutter·s (1985) work on resilience entitled: ¶Resilience in the

face of adversity·, reflects focus upon children brought up in
adverse situations, eg poverty, abusive environments etc, so
initially confined to social services eg child protection

‰ Increasing interest being shown in resilience by those

working in education

‰ Need to ask if legitimate to broaden specific focus upon

adversity to incorporate the disadvantaged, even those
without disadvantage, since it·s to do with life skills

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‰
ain aim of project is to develop, implement, evaluate
and disseminate a school-based programme, which
enhances emotional resilience & resourcefulness of
children in elementary school

‰ A particular priority is to help those who are vulnerable

to developing social and emotional difficulties later on

‰ Circle Time lessons offer an excellent ¶slot· in school

timetable to deliver this school-based programme

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‰ ¶Circle Time· refers to class-based activities, which

explore personal & social issues (eg bullying,
friendships)

‰ Circle-time curriculum takes form of class sessions

of 40 minutes, over course of the school year.
Sessions lead by the counselor. Children sit in a
circle to promote sense of equality and sharing of
experiences

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‰ Transition and growing up.

‰ Families valuing family, differences.

‰ Citizenship: keeping safe and well

‰ Friendship

‰ Bullying and conflict

‰ Citizenship rules, property, choices,

human rights and diverse world

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Vmotional Resilience Curriculum at all levels

‰ Vmotional awareness: vocabulary of emotional
resilience; awareness of own & others· emotions
‰ Behavioural expression of emotion. Self and
others. Introduction of ¶self-talk·
‰ Vncouraging positive & nurturing self-talk
YVAR 6 has additional curriculum

‰ Growing up
‰ Changing friendships
‰ Transition to secondary school

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‰ Well established link between children·s

psychosocial adjustment at school, mental health &
school progress. DfVS report (2004) ¶Vvery Child

atters· identifies need for schools to pay greater
attention to psychological well-being of children,
not least in preventing social and mental health
difficulties in later life.

‰ In 2006, DfVS produced materials ¶Social &

Vmotional Aspects of Learning· (SVAL) for primary
schools

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‰ With documented rise in child mental health
problems growing recognition of need to enhance
psychological well-being of all children & young
people today, not only those identified as
vulnerable (eg Young
inds, 2006)

‰ Seligman·s (eg 1998) seminal work on optimism,

identifies emotional resilience as a key protective
factor

‰ Seligman propounds concept of learned optimism ,

ie by teaching youngsters how to adopt a more
optimistic outlook on life, attitude towards school,
learning & peers can become life-enhancing, rather
than debilitating
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‰ The resilient young person is one who is able to say:
(Cooper, 2000; Grotberg, 1997)
I A
(ie cognitive resilience)
¶I am a likeable person & respectful of myself & others·
I CAN (ie behavioural resilience)
¶I can find ways to solve problems & I can control myself·
I HAVV (ie emotional resilience)
¶I have people who love me and people to help me·

‰ This ¶vocabulary· forms framework for development of

emotional resilience curriculum for children in elementary
school

‰ Resilient learners persist where others give up (Fuller,2001)

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‰ In order to benefit from emotional resilience activities,
children need to be able to reflect upon own thoughts and
feelings, ie have sense of self-awareness

‰ Psychological literature suggests that children·s self-

concept/self-perception not usually stable (ie reliable) until
the age of around 8 years old ² We believe that the children
need the vocabulary much earlier than at 8.

‰ By introducing emotional resilience, children have opportunity

to explore aspects of personal development & fundamental
life skills before addressing issues around transition to a new
country, new school or secondary school.

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‰ Vocabulary of emotional resilience;

awareness of own & others· emotions (empathy)

‰ Behavioural expression of emotion; self & others

- Recognising the facility for self-talk

‰ Strategies for encouraging positive self-talk

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‰ Vxamples of positive & constructive self-talk:

´I can do it!µ
´I·ll give it my best shotµ
´I tried really hardµ

‰ Vxamples of negative & unconstructive self-talk:

´I·m horrible at sportµ
´I·m so nervousµ
´I know I messed it upµ

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‰ Bloch &
erritt (2003;9) highlight that the conscious use
of affirmative language (positive self-talk), can foster
emotional health & self-esteem in children in various ways:
‰ Fosters independence, autonomy & self-responsibility
‰ Shifts externally based self-concept to an internally based one
‰ Vnhances self-confidence & self-esteem
‰ Provides antidote to unhealthy shame
‰ Assists child in setting & achieving personal goals
‰ Positively affects child·s health & body image
‰ Vncourages child to stay true to self & resist outer pressures
‰ Helps child respond to adversity in positive & empowering manner

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