Enhancing Resiliency in Children

Dr. Roberta HeavenVisual Impairment Program, SHHC

Linking Up Linking In Conference 2013 Workshop

To understand concepts of resiliency To be aware of: risk factors Incidence in BC of Mental Health Concerns in

Children and Youth Understand incidence in Students with VI Role of Parents and the Family Increasing role of Teachers and School

Environment Vision teachers key position Strategies that work

Objectives

It is our ability to cope with change and challenges

It is our ability to recover from setbacks and to react positively and adapt when things don’t go as planned.

This concept has gained interest in recent years, particularly with busier, more challenging times, and greater occurrence of stress, anxiety and depression disorders among all ages in our society

Resiliency

Is a MindsetIt’s how we think

Resiliance

How resilient are you?

Quiz time

Social-Emotional Health

In our children and youth

In Canada

1 in 5 Canadian children will develop a mental health concern

Has been on the rise dramatically in the last 10 years.

84% of students surveyed reported stress and pressure in the previous month

14% reported it so extreme they could not cope Girls and older students more apt to report

extreme stress to point of not being able to function

Of those reporting major stress, 17% reported cutting or self-injury

Incidence of Mental Health Concerns in BC YouthMcCreary Centre Society 2006

BC Adolescent Health Survey 2008 About 10 % surveyed reported

health/disability Of those, this group were twice as likely to

report mental health issues, extreme despair, stress, self-harm or suicidal ideation.

They felt less safe at school, worse about their body image and were less likely to have long term goals

Over ½ did not access support services

Youth in BC with a chronic health condition or disabilityMcCreary Centre Society 2011

Data sample of 100 children seen through the program

80% had subscales on the BASC-2 significantly elevated

Most common are:◦ Withdrawal◦ Atypicality◦ Anxiety◦ Depression◦ Poor Functional Communication◦ Poor Adaptive Behaviour Skills

Children and Youth with VI seen through VIP

Measuring ResiliencyHow to?

In recent years, a standardized assessment measure has been developed for children which entails a self-report questionnaire

The Resiliency Scales for Children and Adolescents:

A Profile of Personal Strengths Comprised of a Sense of Mastery Scale; a

Sense of Relatedness Scale; and an Emotional Reactivity Scale

Resiliency

Sense of Mastery Scale:◦ Optimism; Self-Efficacy; Adaptability

Sense of Relatedness Scale:◦ Trust; Support; Comfort; Tolerance

Emotional Reactivity Scale:◦ Sensitivity; Recovery; Impairment

◦ Resource Index and Vulnerability Index

Resiliency Scales for Children

Findings so far Observations instead

Is it useful?

Has been studied only in the last 50 years This construct is based on research

indicating there are both protective factors and risk factors that impact an individual’s resiliency

Protective factors include: ◦ Personal factors such as intellect, temperament

and sociability◦ Social Environment such as family factors of

attachment, warmth, emotional support◦ Key environment factors such as positive school

and peer experiences

Resiliency

Personal traits such as rigid, resistant style

Significant emotional reactivity, negative outlook

Poor support networks – lack of supportive family situations

Lack of positive peer or school experiences

Risk factors:

Resiliency is often associated with (Ginsburg 2013)◦ Confidence◦ Competence◦ Connection◦ Character◦ Contribution*◦ Coping◦ Control – sense of (external or internal) related to

discipline/ consequences of real action

Strategies to support these skills will also support the development of greater resiliency

Resiliency

Some individuals are much more resilient than others Some of these traits appear to be genetic Those who are more resilient tend to be happier,

better adjusted and more successful in their endeavours

There is a lower incidence of mental health conditions in those who are more resilient

Latest research indicates it impacts health up to 50 years later!

Most importantly, literature suggests that individuals can learn to be more resilient!

What does the literature tell us?

It starts when we are born

Role of Parents and home for little ones

Not surprisingly, Parents have a key role in the development of resilient children

Even when the unique individual may not be easy going by nature, they can be taught to be a problem-solver

It is key for parents to be fully engaged This means being able to not just talk the

talk, but walk the walk

Roles of Parents in the Family

To achieve this, parents must be able to be engaged so need to be aware of their own needs and take care of themselves, and,

Be committed to a set of common values, and, Commit to teaching to build skills to support

positive resilient children Be aware of the pressures that can interfere:

financial, employment demands, roles in the family, child behaviour and time pressures just to name a few ( may be even more relevant when children have challenges)

Parenting power

Is important to be a resilient parent Meeting your own needs ( sleep, nutrition,

down time, relationship time) Keeping perspective

Support network – identifying supports and USING them

Resources – such as agencies CNIB, VIP, Blind Beginnings, SHERC, Shared Vision

Taking care of yourself

Parenting in a family with children with unique and varied needs can provide a wealth of experience and learning

Can bring parents together and unite a family in a close knit and loving way

Can promote and encourage everyone to be their personal best and be grounded in what really matters

Benefits

So many things to teach, guide and encourage…

Bonding and attachment Motor skills Communication skills Self-help and personal care skills Concepts Socialization skills Problem- solving and learning about the world Values, perspective, attitude…resilience

Teaching and guiding our children

So Busy – Overwhelming Being pulled in many directions – health

needs, developmental challenges, sensory needs

Other people in the family need time too Work and household demands Unique child characteristics – social/shy,

easy-going/stubborn, receptive/not!

Challenges

Love Honesty Respect Gratitude Generosity Uniqueness Spirituality Creativity

Curiosity Forgiveness Humour Positive Attitude Persistence Passion Accountability Compassion

Important values to teach children

We want to encourage a love of learning in our children

Not just about school but well beyond it Goal to be life long learners and have the

tools to do it This means encouraging

◦ Curiosity◦ Willingness to try new things◦ Knowledge is powerful◦ Mistakes can be a powerful part of learning

and growth

Love of Learning

As parents we want to protect our children, and at times prevent them from learning the hard way

While this is very appropriate with safety issues, we need to give them room, time, and permission to go ahead and learn for themselves too – this is critical

We can give them the tools, and set up for success, but letting them do things themselves or the parts of things that they are capable of themselves is so important

Having expectations that they will is also important

Key Issues

This is especially true when our children have added challenges to being a small child such as having a visual impairment or motor challenge

We may find ourselves doing things they are capable of as it is faster and we are dashing to get out the door

We may not expect one child to bring their dishes to the sink as it is more difficult, but we should expect the part they can contribute – it builds sense of belonging, self-efficacy, self-esteem

Fairy godmother experiences do not foster understanding

VI

We want to be part of routines and experiences

Be active versus passive learners Provide the information needed to make the

connections for full understanding We want them to become problem-solvers

Instead

1. What is the problem? (define objectively, specifically)

2. What are possible solutions? ( generate as many as viable)

3. Consider each possible solution ( think it through)

4. Choose the best solution and do it 5. Evaluate – Did it work? If so, great, if not,

back to 3.

Problem-solving know how

Teaching your child a problem-solving perspective empowers them.

If every challenge is merely a problem to be solved, children learn they have potential to overcome the challenge, that they can find a solution, or can get help to find it.

Teaching this way of thinking is one of the most powerful things you can do as a parent to protect your child from future mental health issues such as depression.

Problem-solving Power

Several ways that work to help your child learn everything from basic self-care to more complex social skills:◦ Instructions: Teaching by describing

For children who have a visual impairment, they may not be able to benefit fully from vicarious learning, distant learning or details learning

Providing description paired with experience Providing the Big picture as many children learn part-

to-whole Describing something new in terms of something

they already know

Helping through Learning

Modelling: teaching by showing:◦ Demonstration◦ Hand- over-hand or hand- under-hand

Shaping: teaching by approximations Teaching step by step

Helping through Learning

The early years build an expertise with your child This expertise on who your child is, how they

react to new situations, what circumstances set up for the most receptive teaching moments, how they communicate allows you to inform others – daycare, preschool, kindergarten

How to SET-UP-FOR-SUCCESS Children must feel safe to learn Encourage them: “ pretty soon, you will find

that’s easier to do – or next time you can choose to…”

Parents as Experts

Thankfully this is done in the context of what you do already everyday, but with mindfulness

Quality time, attention and focus and show they matter

Read with your child – endless possibilities Limit screen time – instead Play with your child

even for a few minutes Talk about, and live joint family values Talk about and teach values, skills, to build self-

esteem, self-efficacy and optimism through problem-solving

How to teach resiliency?

Focus on:◦ Family◦ Love◦ Sense of purpose more than happiness◦ Who a child would like to be (as opposed to what )◦ Less on grades and more on learning and curiosity

Building Resilient Children

Off to SchoolThe importance of teachers and the school environment

Remember every child is UNIQUE – with a personality and temperament all their own

Taking joy in who they are and what they do helps form a positive view of self

Interaction with your child in care activities, daily routines, down time, comforting and play all help build confidence, flexibility and foster secure attachment

From the time we are born we are seeking to predict our environment, as we do this we build trust, confidence and are open to learning

For every child

It is vital for children to feel loved, valued and a sense of belonging

This starts in the family and extends to community Giving them opportunities to do tasks ( or parts of

tasks) that they are capable of helps build self-confidence

This also means giving opportunities for trial and error, free-play, and age-appropriate decision making

Giving reasons for your decisions help children to be able to apply them also.

For every child

Through these opportunities, children can build coping skills and be better able to take risks with new experiences, reach out to others, and be able to get along

Give praise: describe and notice: I see you made a tower all by yourself or I like the way you ….

Let them make some decisions from an early age but set up for success “ would you like to wear the blue shirt or the green shirt?”

Give direction: talk about the action ( behaviour), not the child - notice positives, sandwich technique

For every child

Help encourage realistic thinking◦ Often it is not the problem but the way the child is

thinking about it – spilt paint◦ Help them label their feelings◦ Help them to gain perspective ( not the end of the

world)◦ Only if they will talk with you can you learn what

they are thinking and help them to dispel errors in thinking

Teach Positive Coping Skills

Encourage children to use words to express feelings and not just a physical response

Provide words when they are reacting “I can see you are feeling mad right now…”

A child’s understanding of feelings grows as they do A child with big emotions has a bigger job to be

able to be in control of them than a more mild, easy going child

Teach some strategies for managing feelings, such as self-talk, deep breaths or an action like a squishy pillow or scribble book

Encouraging Emotional Regulation

Teachers and School Environment Can Make the

DifferenceA positive tipping point at almost any stage

in school

Strategies that WorkYou can make a difference

6 environmental influences teachers can create:◦ Increase prosocial bonding: ◦ Set clear, consistent boundaries:◦ Teach “life” skills:◦ Provide unconditional caring and support:◦ Set and communicate high expectations:◦ Provide opportunities for MEANINGFUL

participation:

Nan Henderson and the RESILIENCY WHEEL(www.resilency.com)

Far to easy to see what’s wrong Focusing on what is wrong and trying to fix

it doesn’t seem to work Instead, Look for their strengths and build on them BELIEVE It works just like THE SECRET

Build on Student’s Strengths

“Children will be more resilient if the important adults in their lives BELIEVE in them UNCONDITIONALLY and hold them to HIGH EXPECTATION”

It’s really all about LOVE – respect, delight in them as individuals

“Children live up or down to the expectations we set for them.”

KEY WORDS: Time, Nurturance, Love

According to Ken Ginsberg (2013)

Must be careful not to undermine their sense of self

Allow safemistakes – the most important lessons

Talk in ways young people understand Keep in mind the level of thinking – where

they are at (not adult) –often still concrete Don’t lecture and don’t tell them not to

do…. Instead, respectfully guide them in what to

do

Working with older children and teens

Teach Positive Coping Skills – model daily

Included in this:◦Is it real or a paper tiger◦This too shall pass◦Some good things remain

Most Importantly

They may – engage or disengage They may focus on emotions or problems

Many of the social emotional issues – eating disorders, cutting, drug or alcohol use are coping strategies to deal with stresses

Criticizing without providing alternate strategies just makes it worse

Everyone tries to cope with stress

Make the problem manageable - break it down Teach active avoidance – when this works Model how to let some things go Value of exercise for stress release Relaxation tools Importance of nutrition, sleep How to take a mind vacation – READ Use of emotional releases – cry, laugh, journal Change the world – one act at a time -

contribute

What we can share: Skills(Ginsberg,2013)

Resiliency is a child’s ability to cope or bounce-back from changes or challenges that come along in life

While some people have more of this, resiliency skills can be learned

Parents are key in promoting the development of these coping skills

Children are children first, and any challenges they face are add-ons.

Summary

Caring adults – Teachers, SEA’s, communityCan make a huge difference in a child’s outcome

Even with taxed schedules, the time you givecan make all the difference!

The children we serve are AMAZING PEOPLE

Summary

Shared Vision: BC Vision teachers UBC Vision teacher and O&M Program PRCVI and SET BC CNIB BC Blind Sports Blind Beginnings Visual Impairment Program SHHC Visual Impairment Clinic QA CLVP POPDB and CDBRA

In BC

www.resiliency.com has a free mentorship manual

By November, 2013 a huge manual will be released in the US based on the work of Ginsberg and others

The bottom line is love unconditionally and hold children in high expectations

Resources

Dr. Roberta HeavenVisual Impairment Program

rheaven@cw.bc.ca