Author: Psychiatry

In This Issue:
What is Resilience?
How to Foster Resilience in Schools

References
Tashman, N., Schaefer, C., Acosta, O., Weist, M., & Stolbach, A. (1999). Influences in our schools: resilient youth. Presentation given at MedChi 1999 conference on addictions: “substance abuse and community violence”, Baltimore, Maryland.
Tashman, N.A., Acosta, O.M., & Weist, M.D. Fostering resiliency in school settings: the school resiliency approach. Unpublished manuscript.

What is Resilience?

The study of resilience has shifted focus for assessment, prevention and intervention efforts from children who have already developed psychosocial problems, to identifying factors that protect children from probable negative outcomes. Resilient children are those children who, due to their chronic exposure to stressful life events or circumstances, are at risk for developing later psychological dysfunction, but do not.
There are three general domains factors which might protect a child from negative outcome:
Individual factors associated with resilience include high intelligence, high self-esteem, ability to empathize and good problem solving and coping skills.
Family factors associated with resilience include positive attachment with parents, stable family environment and open communication.
Community/extended support factors associated with resilience include positive adult role models, involvement in meaningful activities such as sports groups, community involvement and support from extended family and teachers.
These are only some of the factors that have been shown to protect children from developing serious mental health problems.
Schools serve as a optimal environment to foster resiliency. The School Resiliency Approach is a collaborative and interdisciplinary approach that aims to foster resiliency in school settings. This approach is based on intuitive principles, that can be followed by all schools. The approach represents a return to the basics.

How to Foster Resiliency in Schools

The School Resiliency Approach identifies ten core components that can be used to foster resiliency in schools. The components are not mutually exclusive; they often complement each other. To best apply the model, school staff and other interested stakeholders must assess their schools setting’s strengths and weaknesses. The basic principles of the SR Approach should be achieved first, before attempting more sophisticated resiliency models. The table below describes each component of the model.

R	RELATIONSHIPS	Caring relationships with an adult can have dramatic positive effects on children and can help youth feel valuable. Adults need to serve as role models and help students learn how to mediate conflicts.
E	EDUCATE	Adults need to believe that all children can learn and move towards removing barriers to learning. Education must be creative and flexible. Adults should be aware of school and community resources that can benefit children and families and should share information about these resources with them.
S	SUCCESS IDENTITY	Adults and students must believe that students are capable of success. Adults need to help youth discover and build on their strengths and develop positive images of themselves.
I	INVOLVEMENT	Adults should encourage students to become active in meaningful activities in the school and in the community. Adults should try to create more positive activities for youth in their communities.
L	LISTEN	Adults should take the time to listen to what youth have to say. Students should be viewed as part of the team.
I	INSTILL HOPE	Adults should encourage and help students develop a positive belief or faith in their future.
E	ENTHUSIASM	Adults should be enthusiastic and energetic about their work with youth. The presence of a charismatic adult in a child’s life can change negative life trajectories.
N	NURTURE	Students need to feel that they are cared for and valued as individuals. Adults need to convey unconditional acceptance of students but not unconditional acceptance of all behaviors.
C	COMMUNITY	The school and the community at large should work together to utilize available resources and encourage positive outcomes.
Y	YOUTH-CENTERED	Adults should address issues and problems that students find relevant. Students should feel like they have some level of control within their environment and believe their environment supports them.

Man never made any material as resilient as the human spirit.
- Bernard Williams
"Our greatest glory is not in never falling, but in rising every time we fall."
- Confucius

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