* How can I be the positive / supportive adult that a child who is struggling with adversity? For the one child I am thinking of (OH), I will do this by spending time playing and talking with him, and giving positive affirmations.
* Teach children how to BREATHE from the diaphragm.
* Model the calming strategies I use for myself (e.g. deep breaths, self-talk)
* Brain Breaks - aim for 3 x per day
* Help students develop:
1. self-regulation e.g. asking is this helpful? (see below)
2. focus attention e.g. stop and count the circles (silently) in the room
3. persevere e.g. articulate past success; set up achievable challenges; model perseverence
* Help students develop:
1. self-regulation e.g. asking is this helpful? (see below)
2. focus attention e.g. stop and count the circles (silently) in the room
3. persevere e.g. articulate past success; set up achievable challenges; model perseverence
MY QUESTIONS
How can we build resilience in our parents/whanau?
MY LEARNING FROM THIS SESSION
*Knowing your strengths helps you in times of challenge (i.e. to be resilient).
My strengths: appreciation of beauty, gratitude, keeping the big picture in mind
What I'd like to develop: processing speed, prioritising, to move on when stuck
* Confronting challenge is part of life...and it requires flexibility, resilience, being able to be vulnerable (see Brene Brown's work on this). Be aware of behaviours and mindful of what challenges children might be facing at home/out of school.
* Confronting challenge is part of life...and it requires flexibility, resilience, being able to be vulnerable (see Brene Brown's work on this). Be aware of behaviours and mindful of what challenges children might be facing at home/out of school.
Resilience is about THRIVING not just SURVIVING.
* NEGATIVE EMOTIONS must be dealt with or processed rather than held in, e.g. by talking,
* NEGATIVE EMOTIONS must be dealt with or processed rather than held in, e.g. by talking,
Individuals bring unique meanings to their experiences based on their beliefs, values and past. SO...children in Christchurch may find change of space/movement particularly challenging, given Earthquakes.
WHAT BUILDS RESILIENCE?
WHAT BUILDS RESILIENCE?
Jennifer presented the following. There is some synergy with the 5 Ways of Wellbeing...perhaps the 5 Ways are the behaviours/actions we can take to help build the inner strengths. See:
INNER STRENGTHS
|
EXTERNAL SUPPORTS
These support the development of the inner strengths opposite.
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*Self-regulation and control
*Cognitive flexibility
*Positive outlook
*Self-efficacy: build by noticing effort rather than result (cf Dwek), model mistake making
*Sense of purpose
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*Caring relationships
*Positive role models
*Community resources e.g. churches, sports groups, libraries etc
|
Other actions of resilience:
* Being open to help & telling others what you need
- also see Lucy Hone's work on this
* Reflect on past challenges and what helped you (use this as a blueprint of what to do)
* Notice the good things, positive things
* Awareness of mindset: you can choose your reaction (although give yourself time to experience emotions, then move on)
* Take care of basic needs (e.g. nutritious eating, sleep, movement)
CALMING
STRATEGIES
Short Term
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CALMING
STRATEGIES
Long Term
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* Sleep (nap); water
* Movement: walk, run, dance, rock etc
* Self-talk 'I am calm,' 'I can do this,'
'I am not alone,'
* Drawing/doodling
* Hug
* Thinking of someone who matters (e.g. get
through for my Grandad, so he would be proud)
* Nature/going outside
* Ask for help/let others know you're struggling
or need space
* Reading/movie
* Connect with a friend
* Breathing
* Laughter
*Music
|
*
Passion/hobby/interest
* Exercise - regular!
* Healthy
eating and sleep
*
Visualising goals, dreams
* Reflect
on achievements
* Regular
connecting with whanau and friends
* Connecting with a professional (counsellor, doctor etc)
|
www.exerciseright.com.au 2.01.2017
BUILDING SELF-REGULATION
See Shanker's work
3 key steps for helping a child self-regulate:
Give the child time before responding (unless safety is at risk)
1. Do something practical to reduce the stress e.g. food, offer a hug,
2. Help child be self-aware i.e. do they know what calm and stressed feels like? Do they know they are acting stressed (e.g. yelling). Children/a person needs to know what stress and what calm feels like, before they can navigate themselves from one emotion to the other. Possible strategies: draw how they feel, talk.
3. Over time, help them develop strategies for calming down (e.g. breathing, tapping, walking etc)
THE FOLLOWING WILL DRIVE BEHAVIOUR:
THE FOLLOWING WILL DRIVE BEHAVIOUR:
Also see: https://www.youtube.com/watch?v=Ngr2kG48Xvw
How does a child's prior experience trigger emotion, thoughts and then behaviours.
e.g. if a child associates anger with violence from prior experience, their immediate reaction to anger might be fear...behaviour might be hiding, running.
Thinking Traps
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