revised - developing resilience behaviors in adults and
TRANSCRIPT
Developing Resilience Behaviors in Adults &
ChildrenK D H E A P P R O V E D K D H E A P P R O V E D K D H E A P P R O V E D K D H E A P P R O V E D –––– 3 C L O C K H O U R S3 C L O C K H O U R S3 C L O C K H O U R S3 C L O C K H O U R S
KCCTO-KITS Infant Toddler Specialist Network
800-227-3578
Reproduction, dissemination, and/or use in any format may only be used with appropriate citation to KCCTO-KITS ITSN.
ITSN – LAST UPDATED JAN 2018
Welcome to
Developing Resilience Behaviors in Adults & ChildrenDeveloping Resilience Behaviors in Adults & ChildrenDeveloping Resilience Behaviors in Adults & ChildrenDeveloping Resilience Behaviors in Adults & Children
Developed by:
Sarah Holmes, M.S.
Course Information
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• 3 KDHE clock hours
• Core Competencies: Content Area V: Health
and Safety; Promoting Mental Health; 3b.,
4a., 5a.
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KCCTOKCCTOKCCTOKCCTO----KITS Infant Toddler Specialist NetworkKITS Infant Toddler Specialist NetworkKITS Infant Toddler Specialist NetworkKITS Infant Toddler Specialist Network
Impacting child care quality by providing education, support, consultation and technical assistance to early childhood Impacting child care quality by providing education, support, consultation and technical assistance to early childhood Impacting child care quality by providing education, support, consultation and technical assistance to early childhood Impacting child care quality by providing education, support, consultation and technical assistance to early childhood
professionals who care for infants and toddlers in Kansas.professionals who care for infants and toddlers in Kansas.professionals who care for infants and toddlers in Kansas.professionals who care for infants and toddlers in Kansas.
The KCCTO-KITS Infant-Toddler Specialist Network is a program of the Kansas Child Care Training Opportunities, Inc. and the University of Kansas Life Span
Institute at Parsons and is supported through a grant from the Kansas Department for Children and Families’ Child Care and Early Education Services. However,
information or opinions expressed herein do not necessarily reflect the position or policy of the agency and no official endorsement should be inferred.
Housekeeping
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1. Be sure to write your information on the Sign-in sheet, as well as the Enrollment form, if necessary.
2. We will complete a opening & closing reflection. I would like to keep those papers for documentation of learning, but, I will email you a copy within 24 hours.
3. We do not have scheduled breaks, so take breaks as needed, roam around the room, move chairs—whatever you have to do to stay focused and engaged!
4. Please complete the Trainer Evaluation form at the end of the training.
Objectives
• Define RESILIENCE and discuss it’s importance in your program
• Discuss the importance of RELATIONSHIPS in building RESILIENCE
• Discuss the importance of OBSERVATION and REFLECTION in identifying and
building RESILIENCE
• Learn and apply the RESILIENCE skill of ATC (Activating Event, Thoughts, Consequences)
• Learn and apply the RESILIENCE skill of ATT (Avoid Thinking Traps)
Opening Reflection
• On the paper provided, please answer the following two questions:
• What words, ideas, phrases come to mind when you hear the word RESILIENCE?
• Currently, what activities, strategies, etc. do you implement to identify, promote,
and/or build RESILIENCE within your program?
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Key Term: Resilience
• “The ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress.” (Pizzolongo & Hunter 2011)
• “Being able to bounce back from stress, challenge, tragedy, trauma or adversity.” (Young, 2017)
• “The ability to overcome hardship.” (Center on the Developing Child, 2015)
• “Dr. Ann Masten, one of the leading researchers on resilience, described it as “ordinary magic”, (Masten,
2001) a quality that shows itself in children’s curiosity, in their ability to relate to others, and, above all,
in their ability to survive and be successful even though their lives include many challenges.” (Beardslee, Watson, Auoub, Watts, & Lester, 2010)
Why is Building Resilience Important?
• The conclusion of the 2011/2012 survey conducted by the National Survey of Children’s
Health indicated that, “almost half the nation’s children have experienced at least one or
more types of serious childhood trauma.” (NSCH, 2011/12)
• Resilience can be taught, nurtured, and strengthened in all children (and adults), at any
time, if they are given the skills and tools needed to build their resilience.
• Research data show, time and again, that the most important factor affecting a child’s ability
to build and maintain resilient behaviors is the presence of at least one stable, committed one stable, committed one stable, committed one stable, committed
relationship with an adultrelationship with an adultrelationship with an adultrelationship with an adult. (Beardslee, Watson, Auoub, Watts, & Lester, 2010; Center on the
Developing Child, 2015; Pizzolongo & Hunter 2011).
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Importance of Relationships
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• When viewing the Pyramid Model, developed by the Center
on the Social and Emotional Foundations for Early Learning
(CSEFEL), one sees that nurturing and supportive
relationships form the foundation for building strong social-
emotional competencies in young children (i.e. resilience
behaviors).
• Children rely on positive, stable adult and peer relationships
to guide positive social interactions throughout their lifetime.
Importance of Relationships
• When children develop a positive, stable relationship to one or more adults who provide
consistent, nurturing care, they:
� Understand they are important and can count on others.
� Develop a positive sense of self.
� Gradually acquire an understanding of their own and other’s emotions, leading to
the development of positive social skills.
• We must take time to step back and watchwatchwatchwatch children during their daily routines and
interactions with others.
• Look at observable behaviors and actions from many angles to help you learn more about each
child.
• When watching, be mindful of your personal perceptions and biases.
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The Power of Observation: Watch & Reflect
• Along with watching, you must also reflectreflectreflectreflect on what the behaviors and actions you saw might
mean.
• Reflection requires that we look for the reason or function driving a child’s behaviors and
actions.
• EVERY behavior/action is a request for something!
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The Power of Observation: Watch & Reflect
Developing Resilience Behaviors
� Knowing that many of the children in your program are likely to experience some form of trauma,
toxic stress, or adversity, it is of great importance that YOU become that positive, stable adult in
their life.
� Relationship building with children starts as you learn who they are through unbiased interactions,
observations, and reflections.
� Building children’s capacity for resilience requires that you identify and understand your own
forms and functions of behavior, perceptions, and biases.
� Next, we will identify, discuss, and practice two skills that will help you build your children’s
capacity for resilience.
Developing Resilience Behaviors
� Identifying and understanding your own forms and functions of behavior, perceptions, biases,
emotions, and thoughts is NOT a Monday morning skill! It is one that requires a great deal of
reflection, practice, and persistence.
� The remainder of this training includes two skills that will aid you in identifying your thoughts
about a situation, enabling you to better control your emotions and reactions during/after the
situation occurs.
MRT Skill: ATCBased on the works of Albert Ellis, Karen Reivich, Martin Seligamn, U.S. Army Master Resilience Training
AAAACTIVATING EVENT:CTIVATING EVENT:CTIVATING EVENT:CTIVATING EVENT:
The trigger: a challenge, adversity, or
positive event
TTTTHOUGHTS:HOUGHTS:HOUGHTS:HOUGHTS:
Your interpretation(s) of the
Activating Event; what you say
to yourself in the heat of the
moment
CCCCONSEQUENCES: ER:ONSEQUENCES: ER:ONSEQUENCES: ER:ONSEQUENCES: ER:
E: Emotions (feel)
R: Reactions (do/don’t do)
EXAMPLE of ATC
ACTIVATING EVENT:ACTIVATING EVENT:ACTIVATING EVENT:ACTIVATING EVENT:
Sarah bites Melissa
THOUGHTS:THOUGHTS:THOUGHTS:THOUGHTS:
“@#$^)(*!! She does this
every day!!
Sarah always ruins
everything!!”
CONSEQUENCES: CONSEQUENCES: CONSEQUENCES: CONSEQUENCES:
E: E: E: E: Angry, Annoyed, Agitated
R: R: R: R: (heart racing, face flushed) Stomp over to Sarah and say (in an angry
voice), “We DON’T bite!” then look at Melissa’s arm to see if the skin was
broken, go and write the report, call the Director/parent
Group Discussion
NOW….LET’S LOOK MORE CLOSELY AT OUR THOUGHTS
• Was that Activating Event
• OBJECTIVE?• Were the Heat-of-the-Moment
Thoughts
• RAW and UNCENSORED?
• Were the Emotions what you were
• FEELING?• Were the Reactions what you
• DID?
• Were the Emotions/Reactions
• HELPFUL OR HARMFUL???
MRT Skill: Avoid Thinking Traps (ATT) Based on the works of Aaron Beck, Karen Reivich, Martin Seligamn, U.S. Army Master Resilience Training
Activating Event:Activating Event:Activating Event:Activating Event:Sarah bites Melissa
Thoughts:Thoughts:Thoughts:Thoughts:“@#$^)(*!! She does this every
day!! Sarah always ruins
everything!!”
JUMPING TO CONCLUSIONS JUMPING TO CONCLUSIONS JUMPING TO CONCLUSIONS JUMPING TO CONCLUSIONS – Believing one is CERTAIN about a situation despite having LITTLE OR NO EVIDENCE to support it
MIND READING MIND READING MIND READING MIND READING – ASSUMING that you know what another person is thinking or EXPECTING another person to know what you are thinking.
ME, ME, ME ME, ME, ME ME, ME, ME ME, ME, ME – Believing that YOU are the SOLE CAUSE of EVERY PROBLEM you encounter
THEM, THEM, THEM THEM, THEM, THEM THEM, THEM, THEM THEM, THEM, THEM – Believing that OTHER PEOPLE/CIRCUMSTANCES are the SOLE CAUSE of EVERY PROBLEM you encounter.
ALWAYS, ALWAYS, ALWAYSALWAYS, ALWAYS, ALWAYSALWAYS, ALWAYS, ALWAYSALWAYS, ALWAYS, ALWAYS– Believing that negative events are UNCHANGEABLE and that you have LITTLE OR NO CONTROL over
them.
EVERYTHING, EVERYTHING, EVERYTHINGEVERYTHING, EVERYTHING, EVERYTHINGEVERYTHING, EVERYTHING, EVERYTHINGEVERYTHING, EVERYTHING, EVERYTHING– Believing that you can judge one’s WORTH/CHARACTER based on a SINGLE EVENT or believing
that what caused the problem is going to NEGATIVELY AFFECT MANY AREAS of one’s life.
You’re falling into a THINKING
T
R
A
P
Avoid Thinking Traps (ATT) (cont.)
CRITICAL QUESTIONSCRITICAL QUESTIONSCRITICAL QUESTIONSCRITICAL QUESTIONSMENTAL MENTAL MENTAL MENTAL
CUESCUESCUESCUES
Mind Reading
SPEAK UPSPEAK UPSPEAK UPSPEAK UP
Did I express myself? Did I ask for Did I express myself? Did I ask for Did I express myself? Did I ask for Did I express myself? Did I ask for
information? information? information? information?
Jumping to Conclusions
SLOW DOWNSLOW DOWNSLOW DOWNSLOW DOWN
What is the evidence What is the evidence What is the evidence What is the evidence
for/against my thoughts?for/against my thoughts?for/against my thoughts?for/against my thoughts?
Me, Me, Me
LOOK OUTWARDLOOK OUTWARDLOOK OUTWARDLOOK OUTWARD
How did others and/or How did others and/or How did others and/or How did others and/or
circumstances contribute? circumstances contribute? circumstances contribute? circumstances contribute?
Them, Them, Them
LOOK INWARDLOOK INWARDLOOK INWARDLOOK INWARD
How did I contribute? How did I contribute? How did I contribute? How did I contribute?
Always, Always, Always
GRAB CONTROLGRAB CONTROLGRAB CONTROLGRAB CONTROL
What’s changeable? What can I What’s changeable? What can I What’s changeable? What can I What’s changeable? What can I
control? control? control? control?
Everything, Everything, Everything
GET SPECIFICGET SPECIFICGET SPECIFICGET SPECIFIC
What is the specific behavior that What is the specific behavior that What is the specific behavior that What is the specific behavior that
explains the situation? What explains the situation? What explains the situation? What explains the situation? What
specific areas of my life will be specific areas of my life will be specific areas of my life will be specific areas of my life will be
affected? affected? affected? affected?
Let’s try this again!
ACTIVATING EVENT:ACTIVATING EVENT:ACTIVATING EVENT:ACTIVATING EVENT:
Sarah bites Melissa
THOUGHTS:THOUGHTS:THOUGHTS:THOUGHTS:
“@#$^@#$!! She does this every day!! Sarah
always ruins everything!!”
STOP and ASSESS
Are we falling into a Thinking
Trap(s)??YES!!!!!
Always, Always, Always
and
Everything, Everything, Everything
GRAB CONTROL
AND
GET SPECIFIC
Avoid Thinking Traps (ATT) cont.
Small Group Discussion:
Critical Questions
What can I control?
What’s changeable?
What is the specific
behavior that explains the
situation? What specific areas of my
life will be affected?
Put it all together...
ACTIVATING EVENT:ACTIVATING EVENT:ACTIVATING EVENT:ACTIVATING EVENT:
Sarah bites Melissa
THOUGHTS:THOUGHTS:THOUGHTS:THOUGHTS:
“Oh $^!+, she bit
Melissa! I need to
check on them!”
CONSEQUENCES:
E: Frustration, Empathy, Worry, Concern
R: Heart beating, grab an ice pack/wet towel/band-aid – ask your co-teacher to comfort
Melissa, while you go to Sarah.
[Bring Sarah to Melissa (if she is willing) and say (in a firm, calm voice), “Ouch! Biting hurts! Sarah, teeth are for
eating food, not for biting. Did you want to play with her toy? (yes) Okay, we have to ask first and then take turns.
Use your words and say, “Can I play with that?” Melissa are you okay? (no) Sarah look, it hurt when you bit
Melissa’s arm. Melissa can you tell Sarah, ‘I don’t like it when you bite me, that hurts!’” Then you write the
report/call management.]
Group Practice
Activating Event:Activating Event:Activating Event:Activating Event: Thoughts:Thoughts:Thoughts:Thoughts:
Consequences:
E:
R:
HELPFUL or HARMFUL????
Closing Reflection
• On the paper provided, please answer the following two questions:
• What NEW words, ideas, phrases come to mind when you hear the word
RESILIENCE?
• What SPECIFIC activity, strategy, words/phrases, etc. will you implement in your
program to promote RESILIENCE?
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Wrap-up
• Children learn and grow best in the context of secure relationships.
• Children can become resilient – but they need YOU to help them get there!
• Only YOU have control over your thoughts, feelings, and reactions.
• When you are in control of your emotions/reactions, you teach children how to
gain control, build relationships, and develop resilient strategies and behaviors
for life!
CONTACT INFORMATION
• Your local specialist:
• Sarah Holmes
• [email protected]@[email protected]@ku.edu
• 785-477-0566
• http://kskits.org/kcctohttp://kskits.org/kcctohttp://kskits.org/kcctohttp://kskits.org/kccto----kitskitskitskits----infantinfantinfantinfant----toddlertoddlertoddlertoddler----specialistspecialistspecialistspecialist----networknetworknetworknetwork
• www.kccto.org/itsnwww.kccto.org/itsnwww.kccto.org/itsnwww.kccto.org/itsn
• KITS (Kansas Inservice Training System) for:
• Technical Assistance Packets /Virtual Kits: http://kskits.org/technicalhttp://kskits.org/technicalhttp://kskits.org/technicalhttp://kskits.org/technical----assistanceassistanceassistanceassistance----0000
• Early Childhood Resource Center: http://opac.libraryworld.com/opac/home.phphttp://opac.libraryworld.com/opac/home.phphttp://opac.libraryworld.com/opac/home.phphttp://opac.libraryworld.com/opac/home.php
• KCCTO (Kansas Child Care Training Opportunities) for questions about online and community-based course support:
• 785-532-7197
• www.kccto.orgwww.kccto.orgwww.kccto.orgwww.kccto.org
References
• Beardslee, W., Watson, A., M., Auoub, C., Watts, C., & Lester, P. (2010). Building Resilience: The Power to Cope with Adversity. Zero to Three. Retrieved from https://www.zerotothree.org/resources/357-building-resilience#downloads.
• CSEFEL: Center on the Social and Emotional Foundations for Early Learning. (2017). Retrieved from csefel.vanderbilt.edu/.
• Center on the Developing Child. (2015). Key Concepts: Resilience. Retrieved from www.developingchild.harvard.edu/science/key-concepts/resilience/
• Holmes, S., Nippert, A., & Lindeman, D. (2018). Proactive Strategies to Support Classroom Routines and Schedules: The Power of Observation. Unpublished manuscript.
• Holmes, S., Nippert, A., & Lindeman, D. (2018). Proactive Strategies to Support Classroom Routines and Schedules: Understanding Relationships, Interaction Techniques, and Teaching Strategies. Unpublished manuscript.
• National Survey of Children's Health (NSCH) (2011/12). Data query from the Child and Adolescent Health Measurement Initiative, Data Resource Center for Child and Adolescent Health website. Retrieved from www.childhealthdata.org.
• Pizzolongo, P. & Hunter, A. (2011). I Am Safe and Secure: Promoting Resilience in Young Children. Young Children, March 2011. Retrieved from https://www.naeyc.org/files/yc/file/201103/PromotingResilience_Pizzolongo0311.pdf.
• Stevens, J. (2012). The Adverse Childhood Experiences Study – the largest, most important health study you never heard of – began in an obesity clinic. Retrieved from https://acestoohigh.com/2012/10/03/the-adverse-childhood-experiences-study-the-largest-most-important-public-health-study-you-never-heard-of-began-in-an-obesity-clinic/
• Stevens, J. (2013). Nearly 35 million U.S. children have experienced one or more types of childhood trauma. Retrieved from https://acestoohigh.com/2013/05/13/nearly-35-million-u-s-children-have-experienced-one-or-more-types-of-childhood-trauma/.
• Young, K. (2017). Building Resilience in Children – 20 Practical, Powerful Strategies (Backed by Science). Retrieved from www.heysigmund.com/building-resilience-children
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