Resilience
Image
courtesy RayHiltz.com
Introduction: The importance of the concept to the classroom
teacher
For educators
understanding the concept of resilience speaks directly to one of the major
challenges in working with students of all ages. Questions and theories abound
as to what builds, sustains, and determines resiliency which directly impact
student achievement. Students who are better able to cope with the stresses and
challenges of the academic and social emotional aspects of life, are in turn
better positioned to optimize their potential and achievement.
A little history/definition: Current research
suggests that there are several key elements which speak to the topic of
resilience. First, resilience appears not to be a fixed state. Rather, it is a
cognitive skill that can be taught and developed over time. Given the right
type of supports and guidance individuals can be equipped to react to life’s
challenges in such a way so as not to be defeated by them. Next, it appears
that resilience can be gained and lost depending on circumstance and experiences.
This means that individuals can be overwhelmed, reaching a “breaking point”
when the demands of their circumstances exceed their capacity to deal with the
circumstances the are presented with (Konnikova, 2016).
Individual resilience appears to have a great deal to do with
personal perspective and world views. The “traumatic” potential for particular
events often resides in the individual's interpretations of said event. When a
person sees themselves as a victim, buffeted by circumstances beyond their
control, they run the risk of being overwhelmed. Only when an individual
embraces the idea that an event is traumatic does the event have a long term
impact upon them. Conversely, when events are viewed as learning opportunities
or beneficial they have the potential of positively impacting the person and
their resiliency (Konnikova, 2016).
There is school of thought supported by research which sees
resilience is a malleable trait which comes and goes dependent upon situation
and circumstance. Challenges related to financial security, life transitions,
past and current academic struggles, as well as challenging social emotional
circumstances can threaten individual resilience (Downie, Hay, Horner, Wichman, &
Hislop, 2010). In addition, issues of early childhood experiences, familial
and personal world-views, and individual perspective can also shape resiliency.
When individual capacity is sufficient, students can exhibit resilience in the face
of life’s challenges. Yet, capacity does have its limits and when reached,
individuals experience breakdowns in their abilities to overcome challenges and
succumb to pressures (Flouri,
Tzavidis, & Kallis, 2010; (Keyfitz, Lumley,
Hennig, & Dozois, 2013; Konnikova, 2016).
Image courtesy Practicatechnical.com
Meeting the challenge: How as educators do we meet students and
their point of need? First, it is vital to align community resources to speak
to the individual’s needs. Providing a positive perspective and encouragement
alone is not enough. If there are elements in the student’s personal world
which impede or frustrate the development of resilience they must be considered
and addressed. Next, working to develop self-awareness and self-esteem in the
student can form an essential skill set. Such work nurtures mindfulness and self-awareness
which is essential to healthy self-expression and emotional regulation (Coholic, Eys, & Lougheed, 2012).
Students must be aware of their individual skills, resources, and capacities,
understanding how these impact their ability to negotiate life’s circumstances (Coholic, Eys, & Lougheed, 2012). Additionally, student to understand the positive impacts of
self-compassion, the idea that individuals understand and embrace their
strengths and areas where further growth is needed. This allows them to forgive themselves
when they don’t meet personal expectations, and rather than engaging in
destructive self-blame and punishment, working towards positive actions and
responses focused on personal growth and self-efficacy (Coholic et al., 2012). Next, equip and provide students with the specific skills
needed to speak to specific challenges they face, while also supporting them in
distancing themselves from risks which are detrimental to personal well-being (Coholic et al., 2012). Finally,
the single most impactful tool for the individual is that of self-advocacy.
Learning to speak up for one’s self and seeking help and support, which in turn
leads to self-efficacy. Students must put aside pride and privacy, instead
seeking out resources and supports which can help to meet hurdles and
challenges which threaten resilience (Keyfitz, Lumley, Hennig, & Dozois,
2013).
Conclusion: The perspective that resilience is a set,
innate trait runs counter to current research, and embraces a deficit thinking
perspective of individuals. Understanding that as educators we work with
students who have capacities and breaking point, who have the ability to
develop skills and perspectives, is foundational to nurturing our students and
moving them towards optimal levels of achievement and success. We must
understand the impact of community and learned perspectives on our students,
while also working towards the alignment of these same assets to support them.
Resilience in our students appears to be a malleable trait, that when
understood can speak directly to the optimization of student achievement.
References
Great article!!
ReplyDeleteExcited for you and your future!
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