8 bounce back teaching resilience to young people helengrath, teaching english to childrenpresent simple, teaching english to children parts of the body, teaching writing to beginning esl students, the team is indebted to many people, teaching english to communicate
http://www.helenmcg.fastmail.fm/helpconference Why teach young people to be resilient? Human resilience is the capacity to cope well with times of adversity or hardship (and even be strengthened by them) It is the ability to bounce back from difficult times to a fulfilling life while retaining a positive sense of self Courage Managing feelings Humour Relationship skills (based on pro-social values) Self-knowledge (eg ability & character strengths) Goal setting skills (eg persistence, problemsolving, resourcefulness, planning) Optimistic thinking skills Helpful thinking skills (eg not catastrophising) Post-traumatic Growth? This is more likely to happen in young people when: • They have been taught skills for problemsolving, coping and optimistic thinking (especially positive reinterpretation and realistic recognition of both losses and gains) • They are given caring social support from adults and peers and opportunities to share and learn from their experiences and feelings Second Edi*on K to Years to Years to Developed and trialled in 2001 with funding from DET (Victoria) as part of drug education Adopted by thousands of Australian primary schools as part of their approach to wellbeing and behaviour (secondary schools use it as pastoral care) KidsMatter (2008-2009) was a $12m initiative of the Australian Commonwealth Government + Principals Australia + Australian Psychological Society + Beyond Blue Funding was given to 101 primary schools to teach social and emotional skills to their students 64% of the schools that selected a curriculum program selected Bounce Back! • Naming and recognising emotions • Using low-key emotional words • Generating and amplifying positive emotions • Changing a bad mood into a better mood • Managing negative emotions (eg: quiet time) • Empathy 46 47 Unit 6:Relationships Unit 7:Humour • Humour that assists coping by lifting spirits and providing respite • Humour as bonding • Giggle gym activities: humour that relaxes • The study of humour 52 53 54 Unit 8: No Bullying • What it is, what it isn’t and why some people it • Self-protection and cybersafety • Resisting negative peer pressure • Skills and courage for supporting others Unit 9: Success • • • • • • • • Self-knowledge Strengths (and evidence for them) Goal setting Organisation & time management Self-belief and having a go Persistence Solving problems resourcefully A sense of meaning and/or purpose (by ‘Canary Pete’) Setting and Achieving Goals: WINNERS What are your strengths? How you know? Interesting mistakes will happen Don’t be afraid to make them No effort, no results Never give up (well, hardly ever) Ethics and decency must be the rule (or it’s not worth it) Risk taking is sometimes necessary (but think first) Smart goal setting helps you plan & succeed [...]... round to aspects of the bushfire situation TEACHER (Bushfire-affected School) 14 Bounce Back has allowed us to talk usefully about some very sad things TEACHER (Bushfire-affected School) 15 I talked with my family about it and now my parents say it back to me - it’s not the end of the world, bad times don’t last etc I discussed the ideas with my parents and they already knew them STUDENTS 16 Other Bounce. .. have since been sent to floodaffected schools) In the aftermath of the fires we found the activities and themes embodied in the Bounce Back! program really helped us to get our students expressing and dealing with their emotions It has become an integral and highly valued part of our teaching and learning program Our students are more empathic, in tune with their emotions and able to see positives because... schools Winner of the 2010-2011 award for The Best Australian Teaching Resource for the second edition (Australian Publishers Association) Other Bounce Back! Implementations In 2010 the Victorian Department of Education and Early Childhood (DEECD) provided local community mental health professionals and teachers in 46 bushfireaffected schools to receive books and training as part of their Bushfire Psycho-social... knew them STUDENTS 16 Other Bounce Back! Implementations Parts of the program have also been implemented in a Cambodian orphanage and in some South African schools The Blossom Project uses some of the materials and key principles from the program 21 The BOUNCE BACK Acronym Bad times don’t last Things get better Stay optimistic Other people can help if you talk to them Get a reality check Unhelpful... setbacks sometimes, not just you They are a normal part of life Try not to personalise them Blame fairly How much of what happened was because of YOU, OTHERS or BAD LUCK Accept what you can’t change and try and change what you can Catastrophising exaggerates your worries Don’t believe the worst possible picture Keep things in perspective It’s one part of your life ABOUT BOUNCE BACK Key features of Bounce. .. • Honesty Fairness Responsibility Kindness/compassion Acceptance of differences Friendliness and inclusion Cooperation Respect Self-respect Unit 2 :People Bouncing Back • The BOUNCE BACK acronym and follow up activities • A study of well-known resilient people .. .Bounce Back! Awards First edition received the 2003 Robin Winkler Award for Excellence in Applied Community Psychology by the Australian Psych Society The Perth-Kinross Educational Authority in Scotland was awarded a silver community project medal in 2010 for the successful implementation of Bounce Back! in 35 of their district primary schools ... activities and higher-order thinking activities Key features of Bounce Back (cont.) • Circle Time • Based on Positive Psychology and Cognitive Behavioural Psychology (CBT) • Key points are provided at the start of each curriculum unit to provide a ‘map’ • A wide range of online interactive whiteboard activities, games and thinking tools • Parent information sheets Unit 1:Core Values • • • • • ... Bounce Back! • Flexible • Mainly used as a whole-school K-6 curriculum program • Selected components can also be used with individual children, small groups or as part of parent education • All components/strategies are evidence-informed • Mostly taught through children’s literature (especially picture books), literacy and language activities and higher-order thinking activities Key features of Bounce ... Why teach young people to be resilient? Human resilience is the capacity to cope well with times of adversity or hardship (and even be strengthened by them) It is the ability to bounce back from... Funding was given to 101 primary schools to teach social and emotional skills to their students 64% of the schools that selected a curriculum program selected Bounce Back! Bounce Back! Awards ... peers and opportunities to share and learn from their experiences and feelings Second Edi*on K to Years to Years to Developed and trialled in 2001 with funding from DET (Victoria) as part of drug