Title: Creating Communities of Resiliency
1Creating Communities of Resiliency
- Bryan Hiebert
- Presentation to
- Risk and Resiliency
- Leading and mentoring for Change
- Centre for Leadership in Learning
- October 14, 2004
Faculty of Education Division of Applied
Psychology
2Overview
- What is resilience?
- Resilience comes in people
- Some environments are more easy to be resilient
in than others - Leaders are responsibility for creating an
environment conducive to being resilient
2
3What is resilience?
- The ability to bounce back (recover) when hit
with unexpected demands out of out of the blue - Take things in stride
4Kumpfer (1999) Resilience Model
- Stressors
- Environmental contexts
- Person-environment transactional process
- Internal resiliency factors
- Resilience process
- Adaptation and reintegration
5Kumpfer (1999) Resilience Model
DEMAND
Appraisal
Nature
- Demand
Intensity
- Coping Resources
- Consequences
6Kumpfer (1999) Resilience Model
- Stressors
- Environmental contexts
- Person-environment transactional process
DEMAND
7Avoid self-blame
8Kumpfer (1999) Resilience Model
- Stressors
- Environmental contexts
- Person-environment transactional process
- resilience outcome
- adapt well to stressful situations
9Perspective is Important
10Kumpfer (1999) Resilience Model
- Stressors
- Environmental contexts
- Person-environment transactional process
- Internal resiliency factors
- Self-efficacy
- Peoples beliefs in their ability to control
their own functioning control what occurs in
the environment
11Kumpfer (1999) Resilience Model
- Stressors
- Environmental contexts
- Person-environment transactional process
- Internal resiliency factors
- Resilience process
- Secure attachment
- Leads people to form positive perceptions about
self and the world - Develops in social interactions
12Resilience model
Flexibility
Adaptability
13Say NO! to zero tolerance
Tolerance
A little tolerance is a good thing
14Watch your perspective
15Creating Resilient Communities
- 3 factors are predictably difficult to deal with
- Intense and unpleasant demands
- Uncertainty (about outcomes)
- Ambiguity (regarding expectations)
- Not all demands are reasonable
16Watch out for the band wagon
17A Starting Point
- All things
- To all people
- All the time
- is
- All over
18Creating A Positive Climate
- Say something nice to colleagues
- Every day
- Warm fuzzies or cold pricklies?
- Message seen is stronger than message spoken
- Need to model what we are trying to accomplish
- Walk the Talk
- Create slogans to keep a positive focus
19Slogans to sustain a positive focus
- No one can insult you
- Without your permission
- I am lovable and capable
- Stop Psychosclerosis
- (hardening of the attitudes)
- I will not should on my self today
- Change is inevitable
- Growth is optional
20Learn to roll with it
21Resilient
Communities
for Students
22Student Realities
- 80 of grade 10 students aspire to university
- 50 of grade 12 students plan to attend
university - 20 of grade 12 students plan to attend college
or tech school - 40 of students 18 - 21 attend post-secondary
education - 50 continue on to their second year
- 50 change area of study
23Many return to formal education later
- In Calgary, the average age of
- 1st year trade apprentices
- fire fighter recruits
- police officer recruits
- is 27years old
24Resilient Communities for Students
- Career Pathways
- One example to help promote relevance for students
25What is Career Pathways?
- Aligned curriculum from junior high to
post-secondary, includes - Academics
- Fine performing arts
- International languages
- CTS programming
- Internships
- Portfolio development
- Transitional opportunities
- Intended to foster student career development
26Career Development is
- the life-long process of managing learning, work
and transitions - in order to move toward a personally determined
and evolving preferred future - Career / Life Planning
- Developing a vision for your life
27Basic Career Development Principles
- Multi-potentiality
- Career self-concept
- Planned happenstance
- Opportunity awareness
- ----------
28The High 5 (1)
- A Changing Theme For Career Development
- Change is constant
- Focus on the journey
- Follow your heart
- Keep learning
- Access your allies
-
- Believe in yourself
29Why do this?
30In numerous studies
- National studies
- Studies of Calgary junior and senior high school
students - Most frequent and intense worry
- 1 cluster of student-reported needs
- Concern about the future
- What do I do after high school?
31When students are involved as partners in their
learning experiences
- Greater academic achievement
- Reduced drop-out rate lower absenteeism
- Reduced student alienation
- Reduced bullying and harassment
- Reduced incidence of smoking and drinking
- More positive school climate
- Greater satisfaction with school
- Students report school experiences as more
relevant and better preparation for the future - Students indicate that the quality of their
education is better
32Resilience-related outcomes
- Many of the processes and outcomes connected with
Career Pathways address factors involved in
fostering resilience. - It works the same way for students and teachers
and administrators, and
33Creating Resilience Whos job is it?
- Its a leadership job to create a healthy work
environment - Model the goal set a good example
- Jump on mistakes OR jump on successes
- Its often easier to seek forgiveness that to get
permission
342 key factors for motivation
- The goals must be valued (valuable)
- The goal must be perceived as achievable
(achievable) - The people in charge need to model
- Marketing accomplishments
- Support self-care initiatives
- Actually, everyone needs to model this and
support it, and encourage it
35Collaboration (A brief aside)
- Just because people are working on a common
project, doesnt make it - a partnership
- or
- a collaboration
36Collaboration??
- For example
- Lets get together and work on this project
- I know how to do it
- Well do it my way
- You can help
- Well be working on it together
37Collaboration is
- Group think
- Lets work together on this, and
- figure out together what it is we want to do, and
- how we will attempt to do it together, and
- decide together how we will evaluate success.
38A New Approach to Leadership
- If it goes wrong,
- say I did it.
- If it goes sort of OK,
- say we did it.
- If it goes really well
- say you did it.
- Reduce Look at me, look at me.
- And replace it with Look at us
- or better yet, Look at them.
39Creating Resilience Whos job is it?
- Its a leadership job
- BUT dont wait for your boss
- Learn how to train your boss
- Approach your boss with solutions, not problems
- Stroke your boss, what goes around comes around
- You can make a difference in YOUR emotional
climate
40Control and Choice
- Lobby for structural changes
- Some people always will feel they have no
control - Many teacher feel that the clocks are controlled
downtown - Perhaps consider ditching the clock?
- Demands gravitate towards competence(so be
prepared or be less competent) - Basic assertiveness helps keep balance
- Develop a resilient personal and professional
identity
41Keep your priorities on track
42Summary Tell them what you told them
- What is resilience?
- Resiliency comes in people
- How do you contribute to your own resiliency?
- How do you interfere with it?
- Some environments are more conducive to being
resilient - What have you done to make your environment more
resilient? - Creating a resilient environment is a leadership
responsibility - How have you helped others be more resilient?
- How have you encouraged your boss to do more to
foster resiliency?
43Creating Communities of Resiliency
- Bryan Hiebert
- Presentation to
- Risk and Resiliency
- Leading and mentoring for Change
- Centre for Leadership in Learning
- October 14, 2004
Faculty of Education Division of Applied
Psychology