Importance of emotional resilience materials for young children

Julia SimensMA Clinical Psychology, Child Adolescent and Family TherapyApril 2011

“It is difficult to make people miserable when they feel worthy of themselves”

(Abraham Lincoln)

http://jsimens.com Emotional Resilience and the Expat Child

+ Concept: What is ‘emotional resilience’?

Resilience - act of ‘springing back’ (COD, 1990)

Rutter (1985) identifies 3 fundamental components A sense of self-esteem & self -confidence A belief in one’s own self-efficacy & ability to deal

with change and adaptation A repertoire of social problem-solving approaches

Cooper (2000; 31) defines resilience as: ‘the ability to take hard knocks, to weather the storm and to continue to value oneself whatever happens.’

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+ Concept: What is ‘emotional resilience’?

Close association between resilience & self-esteem, self-efficacy and social competence is noted by various authors (eg Daniel and Wassell, 2002)

Lown (2002) and others assert that low self-esteem seems to be ‘rife’ amongst those struggling at school

By identifying what it is that makes some children so resilient, it is possible to help more youngsters develop the fundamental life skills (Nash, 2000)

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+ Origin of resilience work with children

Rutter’s (1985) work on resilience entitled: ‘Resilience in the face of adversity’, reflects focus upon children brought up in adverse situations, eg poverty, abusive environments etc, so initially confined to social services eg child protection

Increasing interest being shown in resilience by those working in education

Need to ask if legitimate to broaden specific focus upon adversity to incorporate the disadvantaged, even those without disadvantage, since it’s to do with life skills

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+ Aim of emotional resilience projects in a school

Main aim of project is to develop, implement, evaluate and disseminate a school-based programme, which enhances emotional resilience & resourcefulness of children in elementary school

A particular priority is to help those who are vulnerable to developing social and emotional difficulties later on

Circle Time lessons offer an excellent ‘slot’ in school timetable to deliver this school-based programme

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+ Context: Key Stage 2 Circle Time Curriculum

‘Circle Time’ refers to class-based activities, which explore personal & social issues (eg bullying, friendships)

Circle-time curriculum takes form of class sessions of 40 minutes, over course of the school year. Sessions lead by the counselor. Children sit in a circle to promote sense of equality and sharing of experiences

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+ Context: Circle Time Curriculum

Transition and growing up.

Families valuing family, differences.

Citizenship: keeping safe and well

Friendship

Bullying and conflict

Citizenship rules, property, choices, human rights and diverse world

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+ Context: Circle Time Curriculum

Emotional Resilience Curriculum at all levels

Emotional awareness: vocabulary of emotional resilience; awareness of own & others’ emotions

Behavioural expression of emotion. Self and others. Introduction of ‘self-talk’

Encouraging positive & nurturing self-talk

YEAR 6 has additional curriculum

Growing up

Changing friendships

Transition to secondary school

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+ Rationale for emotional resilience curriculum

Well established link between children’s psychosocial adjustment at school, mental health & school progress. DfES report (2004) ‘Every Child Matters’ identifies need for schools to pay greater attention to psychological well-being of children, not least in preventing social and mental health difficulties in later life.

In 2006, DfES produced materials ‘Social & Emotional Aspects of Learning’ (SEAL) for primary schools

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+ Rationale for emotional resilience curriculum

With documented rise in child mental health problems growing recognition of need to enhance psychological well-being of all children & young people today, not only those identified as vulnerable (eg Young Minds, 2006)

Seligman’s (eg 1998) seminal work on optimism, identifies emotional resilience as a key protective factor

Seligman propounds concept of learned optimism , ie by teaching youngsters how to adopt a more optimistic outlook on life, attitude towards school, learning & peers can become life-enhancing, rather than debilitating

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+ Promoting resilience in childrenThe resilient young person is one who is able to say:

(Cooper, 2000; Grotberg, 1997) I AM (ie cognitive resilience)

‘I am a likeable person & respectful of myself & others’

I CAN (ie behavioural resilience) ‘I can find ways to solve problems & I can control myself’

I HAVE (ie emotional resilience) ‘I have people who love me and people to help me’

This ‘vocabulary’ forms framework for development of emotional resilience curriculum for children in elementary school

Resilient learners persist where others give up (Fuller,2001)http://jsimens.com Emotional Resilience and the Expat Child

+ What is the ‘right age’ to work on resilience?

In order to benefit from emotional resilience activities, children need to be able to reflect upon own thoughts and feelings, ie have sense of self-awareness

Psychological literature suggests that children’s self-concept/self-perception not usually stable (ie reliable) until the age of around 8 years old – We believe that the children need the vocabulary much earlier than at 8.

By introducing emotional resilience, children have opportunity to explore aspects of personal development & fundamental life skills before addressing issues around transition to a new country, new school or secondary school.

http://jsimens.com Emotional Resilience and the Expat Child

+Key components of

emotional resilience curriculum

Vocabulary of emotional resilience; awareness of own & others’ emotions (empathy)

Behavioural expression of emotion; self & others - Recognising the facility for self-talk

Strategies for encouraging positive self-talk

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+ Positive & negative self-talk

Examples of positive & constructive self-talk: “I can do it!” “I’ll give it my best shot” “I tried really hard”

Examples of negative & unconstructive self-talk: “I’m horrible at sport” “I’m so nervous” “I know I messed it up”

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+ Benefits of promoting positive self-talk

Bloch & Merritt (2003;9) highlight that the conscious use of affirmative language (positive self-talk), can foster emotional health & self-esteem in children in various ways: Fosters independence, autonomy & self-responsibility Shifts externally based self-concept to an internally based one Enhances self-confidence & self-esteem Provides antidote to unhealthy shame Assists child in setting & achieving personal goals Positively affects child’s health & body image Encourages child to stay true to self & resist outer pressures Helps child respond to adversity in positive & empowering

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