Karen G Griffith PhD LPC General Plan A Resiliency Perspective Understanding resiliency A Word about Counselor Interventions My Resiliency Group Will provide Big topics A little research ID: 760446
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Slide1
Building Resiliency
A Non-Thematic Small Group Approach
Karen G. Griffith, PhD, LPC
Slide2General Plan
A Resiliency Perspective
Understanding resiliency
A Word about Counselor Interventions
My Resiliency Group
Will provide:
Big topics
A little research
An activity or two
Some children’s literature
Results
Slide3A Resiliency perspective
Slide4The discovery & development of resiliency is one of the most important social science advances of the 20
th
century.
It offers a fundamental shift in how we view young people.
Brown et al, 2001
Slide5Resiliency theory is a positive focus on developing strengths that exists in direct contradiction to the traditional mental illness approach.Siebert, 2005
Slide6Resiliency
Able to recover quickly from misfortune; able to return to original form after being bent, compressed, or stretched out of shape. A human ability to recover quickly from disruptive change, or misfortune without being overwhelmed or acting in dysfunctional or harmful ways
.
Al Siebert Resiliency Center
resiliencycenter.com/resiliency-definitions
/
Slide7Resiliency
Ability to handle challenges and move on (Shallcross, 2010)Important paradigm shift (Brown, e’Emidio-Caston, & Benard, 2001)Positive, strengths-based (Siebert, 2005)Preventative (Bosworth, Orpinas, & Hein 2009; International Educator, 2007)
Links well with school success
(Bosworth &
Walz
, 2005;
Masten
,
Herbers
,
Cutuli
, &
Lavor
, 2008)
Links the school’s mission with role of counselors
(Merrell, 2010)
Tool for social justice
(Bosworth et al., 2009)
Slide8The emerging new science of resilience psychology has identified what strengths to acquire and how almost anyone can develop them.
Siebert, 2005
Slide9The counselor with a resilience perspective not only adopts a proactive stance that uses strengths to generate success, but also functions as a social justice advocate.Griffith, 2010
Slide10Resiliency psychology can be a way to show individuals what strengths to acquire and how to develop them.Siebert, 2005
Slide11Understanding Resiliency
Slide12What is resiliency
Trait or ability that protects individual from negative effects of risk and adversityDynamic processAdaptive processFosters success
Slide13Werner, E. E. & Smith, R. S. (1982). Vulnerable but invincible: A study of resilient children. McGraw-Hill.
Factors associated with resilience predicted future success more accurately than deficits.
Werner & Smith, 1990
Slide14More Emphasis on Asset-Based Programming
Recent research focus on protective factors
Focuses on strengths or assets that exist within communities, schools, and families, as well as within individuals
Move from a deficit focus to a strengths approach
Positive Psychology
Slide15Schools must offer programs and interventions that span student needs on a continuum from normal developmental needs to crisis intervention.
This means school counselors need to examine their role within the school to determine how their expertise can support the academic mission of the school.
Bosworth, 2005
Slide16Resilient students present a
tough cookie attitude:
Being Persistent
Anticipating & Solving Problems
Believing in the Potential of Effort over Ability
Taking Risks Academically
Displaying a Positive Attitude in the Present & Toward the Future
Engaging in Honest Self-Appraisal
Involved in Caring Relationships
Engaging in Regular Renewal
(physical, spiritual, mental, social/emotional)
Wong,
2007
Slide17Understanding group interventions
Slide18How I Conceptualize Groups
Academic Support
Building Resiliency
Hurdle Help
Lunch Bunch
Play Based
Slide19Yalom’s Curative Factors
Instillation of HopeUniversalityImparting of InformationAltruismCorrective Recapitulation of Primary Family Group
Development of Socialization Techniques
Imitative Behavior
Catharsis
Existential Factors
Direct Advice
Interpersonal Learning
Slide20Group Success?
Select
Members (school data)
Have a
Purpose
and Plan
Be Dependable
Get ‘
em
there (notes & puzzle)
Include a Positive Role Model
Keep
notes/Send notes
Give it time
Closure
Assess
Inform
Slide21How I Got Here…
Wanted a more positive approach
Wanted to address a variety of problems via one intervention
Wanted to authentically measure outcomes of a counseling intervention
Wanted to connect counseling outcomes to school
Slide22Programs and strategies that are consistent with a resiliency focus are essential to removing barriers to learning.
Bosworth, 2005
Slide23Resiliency includes teaching people attitudes and skills that will help them deal better with the challenges of daily living.Neenan, 2009
Slide24Why do we need this approach?
Interventions must be:
Research-basedEffectiveEfficientGrounded in theoryCarey et al., 2008; Paisley & McMahon, 2001)
We must be able to:
Deliver
effective interventions
(Steen et al., 2007)
M
easure
interventions
(
Perusse
,
Goodnough
, & Lee, 2009)
L
ink
interventions and measurements with the school mission
(
Dahir
& Stone, 2009; Paisley & McMahon, 2001;
Studer
,
Oberman
, & Womack, 2006)
C
onnect
mental health and academic achievement
(ASCA; Carey, Carey, Hatch,
Lapan
& Whitson, 2008; Dimmit, 2009; Paisley & McMahon, 2001;
Studer
et al., 2006;
Witson
, 2002)
C
ommunicate
the strategies and the results effectively to stakeholders
(
Beesley
, 2004; Bloom, 2001;
Haviland
, 2003;
Leuwerke
, Walker, &
Qi
, 2009; McMillan & Reed, 1994;
Tournaki
, 2003)
Slide25Theoretical Framework
Small Group Counseling
Multiple benefits to group interventions (Yalom & Lescz, 2004)Common in school (Corey & Corey, 2006; Steen , Bauman, & Smith, 2007; Tomori, 1995)Time constraints inhibit (Steen et al., 2007)Deficit-laden labels may actually work against change (Laursen & Oliver, 2003)
Need to demonstrate effectiveness (Perusse, Goodnough, & Lee, 2009)Current literature includes group studies that are very specific (Bruce, Getch, & Ziomek-Daigle, 2009; Froeschle, Smith, & Ricard, 2007; Hall, Rushing & Owens, 2009; Kruczek, Alexander, & Harris, 2005; Lopez & Bhat, 2007; Luck & Webb, 2009; Malott, Paone, Humphreys, & Martinez, 2010; Rush, Mitchell, & Akos, 2007; Sherrod, Getch, & Ziomek-Daigle, 2009; Stanbury, Bruce, Jain, & Stellern, 2009; Webb & Myrick, 2003; Ziffer, Crawford, & Penny-Wietor, 2007)
Slide26Resiliency
Theory & Counseling
Ecological: asset mapping (Edwards, Mumford, Shillingford, & Serra-Roldan, 2007)Narrative: personal stories & focus on strengths (Eppler, 2008; Washington, 2008; White & Epstein, 1990)Writing: journaling (Lewis, 1999)Cognitive: A+B=C (Neenan, 2009)
Solution-Focused: group talk
(
LaFountain
& Others, 1996)
Strengths-Based
(
Akos
, 2003; Lewis & Hatch, 2008; Rink &
Trinker
, 2003; Unger, 2006)
Social Justice
(
Benard
, 2009; Bosworth &
Walz
, 2005; Kitano & Lewis, 2005;
Krovetz
, 2008)
Slide27Resilient Classroom (Doll, Zucker, Brehm, 2004)Academic Resilience (Brown et al., 2001; Martin & Marsh, 2006; Morales, 2008; Wong, 2007)Protective Factors (Masten, 2000; Rutter, 1979; Santa, 2006; Search Institute, 1997; Werner & Smith, 1990)
Resiliency
School Setting
Counselors Build Resiliency
(Bosworth &
Walz
, 2005)
Resiliency Wheel
(Henderson & Milstein, 2003)
Resiliency Cycle
(Morales, 2008)
Resilience Education
(Brown et al., 2001)
Slide28My Resiliency Group
Slide29APA
Benard
(1991, 2004)
Goldstein & Brooks (2002)
Krovetz
(2008)
Neenan
(2009)
Siebert (2005)
Ungar
(20060
Wolin
&
Wolin
(1993)
Autonomy
Problem Solving Skills (Planning, Flexibility/Adaptability, Resourcefulness, Critical Thinking)
Communication Skills
Social Competence
Health and Well-Being
Positive Belief about Self
Make and Act on Plans
Behavioral Management
Feelings Management/Emotional Control
High Frustration Tolerance/Stress Management
Humor
Sense of Purpose and Future (Goal Setting and Hopefulness)
Keeping Things in Perspective
Support from Others
Curiosity
Absorbing Interests
Insight
Creativity
Morality
Finding Meaning
Slide30Skills of Resiliency
Health (Siebert, 2005)Goal Setting (APA; Benard, 1991; Krovetz, 2008; Siebert, 2005; Unger, 2006)Problem Solving (APA; Benard, 1991; Krovetz, 2008; Neenan, 2009; Siebert, 2005; Unger, 2006)Emotional Knowledge (APA; Neenan, 2009)
Stress Management
(Goldstein & Brooks, 2002;
Neenan
, 2009)
Self-Efficacy
(APA; Bernard, 1004; Goldstein & Brooks, 2002;
Krovetz
, 2008;
Neenan
, 2009; Siebert, 2005;
Wolin
&
Wolin
, 1993)
Social Competence
(
Benard
, 1991;
Krovetz
, 2008; Unger, 2006;
Wolin
&
Wolin
, 1993)
Positive Sense of Future
(Bernard, 1991;
Krovetz
, 2008; Siebert, 2005; Unger, 2006)
Slide31Identifying Participants
Created four lists of students at end of year:
10 or more absences, late arrivals, or early check-outs
1 or more disciplinary report (official referral to admin and teacher reports)
D/U list from Core Subjects
Counselor involvement/awareness
Reduced lists by eliminating:
Withdrawn or transferred
Those with reasonable explanations (serious illness, unique circumstances, identified disabilities)
Permission sought
Established groups heterogeneously
Slide32General Group Format
Discussion
of any difficult situations that the group members experienced between meetings.
What did they do to overcome them?
How successful were they in addressing those problems or events?
Emphasize whatever positives can be identified.
Goal monitoring
After the goal setting session, a few moments of subsequent sessions will also need to be devoted to monitoring the students’ progress toward that goal. This should really only take no more than 5 minutes.
New content
presentation
Quote
- Discussion
of quote and distribution of quote poster
Slide33How many sessions?
8
(at least) – up to 16
Counselor determines
which topics are most important
how many sessions to spend on each topic
which activity to use
Slide341) Quiz & Intro
Something tangibleDiscussionPre-TestBuilders
Slide35Topic 1: Health
Sleep/Rest
Diet
Play/Exercise
Slide36Topic 1: Health
Good health enables positive moods, energy for tasks
(Siebert, 2005)
Sleep problems contribute to decreased concentration, lower academic performance, increased behavior problems
(
Amschler
& McKenzie, 2005)
Students with better diets demonstrate enhanced learning (
Florence,
Ashbridge
, &
Veugelers
, 2008)
Students who exercise performed better on reading & math tests
(Stevens, To, Stevenson, &
Lochbaum
, 2008
)
Slide37Topic 1: Health
Activities:Information SheetsExercise, Diet, RestChart ProgressPlan a MealMake a Plan & Track ItGuest SpeakerMake a PosterQuotes
Books:
Oh the Things You Can Do That Are Good for You!: All About Staying Healthy
(Cat in the Hat's
Learrning
Library
)
by Tish
Rabe
The Monster Health Book: A Guide to Eating Healthy, Being Active, & Feeling Great for Monsters & Kids!
By Edward Miller
My Amazing Body
:
A First Look at Health and Fitness
by Pat Thomas
You
Can't Take Your Body to a Repair Shop
by Fred
Ehrlich
Slide38Topic 2: Goal Setting
Benefits:
Belief that effort produces results yields sense of personal control
(
Benard
, 1991;
Krovetz
, 2008)
Focuses efforts toward specific purpose, encourages effort, affects persistence, self-regulatory tool
(
Mornane
, 2009)
Key principle for promoting students’ own beliefs in their abilities
(
McTigue
, Washburn, and
Liew
, 2009)
Facilitates
progress
monitoring
(
Schunk
, 2003)
Slide39Topic 2: Goal Setting
Activities:The Cheshire CatHow toGoal SheetsWeekly TrackingVision BoardMake a PosterQuotes
Books:
Eddy’s Dream
by Miriam Cohen
Marta and the Bicycle
by
Germano
Zullo
Buzzy the Bumblebee
by Denise Brennan-Nelson
Dare To Dream! 25 Extraordinary Lives
by Sandra McLeod
Humphrey
Slide40Topic 3: Problem Solving
Most commonly identified trait of resilience
(APA; Unger, 2008;
Benard
, 1991; Siebert, 2005;
Neenan
, 2009;
Krovetz
, 2008)
Includes ability to plan, flexibility, resourcefulness, and critical thinking
(
Benard
, 29919)
Various models exist:
Active Problem Solving Model
(Kolb & Stuart, 2005)
Turnbull Empowerment Framework
(Turnbull & Turnbull, 2001)
Student Newsletter
(
Prupas
& Downing, 1994)
Slide41Topic 3: Problem Solving
Activities:Decision HelperNo, Maybe, YesIgnore it, Go along, Try bothTeach a ModelT ChartPractice with Nursery RhymesMake a PosterQuotes
Books:
They Didn’t Use Their Heads
by Jo Ann Stover
Charlene's Choice
by Linda Grossman
What Would You Do?
: A Kid's Guide to Tricky & Sticky Situations
by Linda Schwartz
Slide42Topic 4: Emotional Knowledge
Children who have difficulty controlling their emotions may become more frustrated when faced with new learning tasks
(
Graziano
, et.al., 2007)
Emotional control strongly linked to
indiators
of early academic competence
(
Lerkes
, Paradise, O’Brien, Calkins, & Lange, 2008)
Children who understand emotional cues also sustain focus in the classroom
(
Trentacost
, Izard,
Mostow
, 2006)
Slide43Topic 4: Emotional Knowledge
Activities:Feelings SynonymsAngry, Happy, Sad, ScaredFeelings SpectrumFeelings Book & DrawingMake a PosterQuotes
Books:
How
Are You Peeling?: Foods with
Moods
by
Saxton
Freymann
Sometimes I Feel Like a Storm
Cloud
by
Lezlie
Evans
The Feelings Book
:
The Care & Keeping of Your
Emotions
by
Lynda Madison
Double-Dip Feelings: Stories to Help Children Understand
Emotions
by
Barbara Cain
The Feelings Dictionary
by Alexandria Delis-Abrams
Slide44Topic 5: Stress Management
Ability to deal purposefully and effectively with stressors are critical for healthy functioning
(
Pincus
& Friedman, 2004)
Two categories of strategies:
Problem-Focused:
efforts to modify source of stress
Emotion-Focused:
attempts to regulate negative emotions associated with stressor
Children as young as third grade can be taught to use strategies for dealing with stress
(
Pincus
& Friedman, 2004)
Social support and social problem-solving may moderate possible negative effects of stressful events
(
Dubow
&
Tisak
, 1989)
Slide45Topic 5: Stress Management
Activities:Identifying Stressors At homeAt schoolWith friendsIn neighborhoodHandling StressPartner PosterPersonal PlanMake a PosterQuotes
Books:
Today Was a Terrible Day
by Patricia
Giff
Something Might Happen
by Helen Lester
The Worrywarts
by Pam Edwards
Felix and the Worrier
by Rosemary Wells
Mind Over Basketball: Coach Yourself to Handle Stress
by Jane
Weierbach
Slide46Topic 6: Self-Efficacy
Perceptions of ability influence behavior choices, effort, persistence, and goal setting
(
Pajares
, 1995;
Mornane
, 2009)
Perceived self-efficacy important to motivation and learning
(
Schunk
, 2003)
“Self-efficacy affects choice of tasks, effort, persistence, and achievement”
(p. 159,
Schunk
, 2003)
Self-efficacy influences reading achievement
(
McTigue
, et al, 2009)
Self-efficacy beliefs are linked to writing performance
(
Pajares
&
Mller
, 1999)
Slide47Topic 6: Self-Efficacy
Activities:Personal PortfolioI Can CanPersonal Treasure ChestLetter to SelfSkills/Traits IDAccordion BookMake a PosterQuotes
Books:
I Can Do It Myself: Featuring Jim Henson's Sesame Street Muppets
by Emily Perl
KIngsley
I Can Do It Too!
By Karen Baicker
I Can Do That: A Book about Confidence
(The Big Comfy Couch)
by Andrew
Gutelle
Johnny Can-Do: A Disabled Boy's Courage
by Sean
Byerley
Slide48Topic 7: Social Competency
Prosocial behavior significantly related to standardized test scores and grade point averages
(
Wentzel
, 1993)
Teachers’ perceptions of social skills indicate they value cooperation and self-control skills most
(Meier,
DiPerna
, & Oster, 2006)
Han and
Kemple
(2006)
identified
6 categories of social competence skills
:
self-regulation interpersonal
knowledge and
skills
positive self-identify cultural competence
social values planning
and decision-making skills
McArthur
(2002)
offer basic strategies for teaching social skills
Slide49Topic 7: Social Competency
Activities:Friendship WheelFriendship PledgeKeeping FriendsProblem CardsMake a PosterQuotes
Books:
Our Friendship Rules
by Peggy Moss & Dee
Dee
Tardif
How Kids Make Friends: Secrets for Making Lots of Friends, No Matter How Shy You Are
by Lonnie Michelle
A Smart Girl's Guide to Friendship Troubles
by Patti Criswell
Making Choices and Making Friends: The Social Competencies Assets
(Adding Asset Series for Kids)
by Pamela
Espeland
A Good Friend: How to Make One, How to Be One
(Boys Town Teens and Relationships, V. 1)
Slide50Topic 8: Positive Sense of the Future (Positive Outlook)
Motivation requires optimism
(
Sagor
, 2008)
Orientation toward the future is critical for motivating action
(
Mornane
, 2009)
Two components of optimism identified
(
Sagor
, 2008
)
:
Faith in the future
Personal efficacy
Optimistic perceptions linked to social competence
(
Deptla
, Cohen, &
Phillipsen
, 2006)
Slide51Topic 8: Positive Sense of the Future (Positive Outlook)
Activities:Interpreting EventsStormy vs. SunnyDrawingsPostersQuotes
Books:
No Bad News
by Kenneth Cole
Sink or Swim
by Valerie
Coulman
and
Rogé
Girard
Grawnma
Becky’s Bread
by Mark R. Ellsworth
T
he Hyena Who Lost Her Laugh: A Story about Changing your Negative Thinking
by Jessica Lamb-Shapiro
It Couldn’t be Worse!
By
Vlasta
van
Kampen
Slide52Wrap it Up
Post-Test – quiz
Beach Ball/Building Blocks
Looks Like, Sounds Like, Feels Like Chart
Celebration of Goals Achieved
Report of Overall Student Changes
Slide53Perspective matters!
Stop viewing young people as something to be fixed and controlled.
Instead… help enable their development.
Benard
, 2004
Slide54My Results
So what happened?
Slide55Results
Classroom BehaviorAcademic Grades
Discipline ReferralsAbsencesEarly Check-Outs
When Considered by Reason for Inclusion in Group…Academic 90% improved at least one areaBehavior 95% reduced number of discipline reports and earned S/E in conductAttendance 100% improved
Slide56Does participation in a resiliency group with the school counselor effect change in the participants’ school-going behavior?
All 9 Referred for Attendance Concerns ImprovedComposite Absences for Attendance Referrals: 67 Fall with 10 Fall
57 Students Never Missed a Group Session1 Student made up a group session1 Student Refused to Leave School Early
Statistically Significant Improvement in School Attendance
Slide57Building resiliency compels a constructive and encouraging position, emphasizing abilities, skills, strengths, and assets.
Griffith, 2010
Slide58Slide59Slide60Shameless Self Promotion
Slide61Questions?
Slide62What we do matters.
Let’s do it thoughtfully.