Pupil Resilience Assessment Tool

Improving life chances for allwww.fife.gov.uk/educationalpsychology

Fife Council Educational Psychology Service Pupil Resilience Assessment Tool Guide to usage

The Pupil Resilience Assessment Tool is designed to support your use of the School Based Resilience Assessment Tool. The aim is for a familiar and trusted adult to have a dialogue with the pupil to understand how the pupil feels in the 6 key areas of resilience.

The process will be split into two stages. The first is a simple rating scale to gain an overall picture of how the pupil feels in each area. The second stage is to gather more in-depth information via a dialogue to support in target setting.

Rating Scale

Ask the pupil to rate the questions from 1 - not at all to 6 - very much so.

They may be unsure of how to rate some statements – reassure them there’s no right or wrong answers. Once they have rated the statement, ask them to tell you a bit more about why they have rated it that way. The aim is to have a good understanding of areas of strength and aspects of school that they are finding tricky.

Follow up discussion

Once you have an overall picture of how the pupil feels, pick one or two areas which the pupil has rated low on the scale. Have a further discussion using the question prompts below to help you to understand how the pupil feels in order to identify where you might set some targets together and to consider interventions to support these. This should be considered alongside the School Based Resilience Assessment Tool target setting and the targets included in the Resilience Tracking and Monitoring sheet.

Pupil Resilience Assessment ToolName:……………………………………………..……………………………………………………………………………………………………………Date:………………………………………

6/ I like being around other people and this is easy for

me

5/ I know that what I do can make a difference

4/ I have hobbies

and interests

2/ I have good

friends in school

3/ I try my best with my learning tasks

even when things are tricky1/ I feel school is a safe

place for me

Discussion Questions

Section 1: Attachments / Secure base

Feeling safe in the classroom: How do you feel about where you sit in the class? What would you do if you have a worry in the

class? Where do you feel safe in the classroom? Have there been times in the class where you

have felt worried? (Particular school work, other pupil, visiting adult, etc.?)

Areas in school to feel safe:Are there places in school you can go to become calm/chill? How do you feel about:

Playground Breaks Dinner hall Lining up in the morning and at end of day

Notes

Adults in school: Who do you feel listens to you best in school? Is there an adult in school who knows what you like and what you find tricky? If you need an adult, who would you choose to go to? Anyone else you would go

to? What do the adults do that helps you? Is there anything else you think they

could do to help? Are you happy to do things by yourself too?

Sense of belonging: Do you feel part of the school? Why? Do you feel part of your class? Why?

Section 2: Friendships

Do you find it easy to keep your friends? What happens?

Do you have people to spend time with:

In class In playground Outside school

Who are your friend/s?. What makes them your friend?

What would you do if there was a problem with a friend/s or you had an argument?

Notes

What makes a good friend?

Section 3: Education(resilience in learning approach)

How you think you’re getting on with your reading and writing?

Ask the pupil to say if the answer is ‘sometimes’, ‘never’, ‘always’ to the following:

I like reading I can concentrate on learning tasks I am able to listen to instructions I follow instructions / I know what I am being asked to do I take time to think about how to approach a task I can settle to task I can work alone I can work in a group I have a go at all my work tasks I can get better in tasks e.g. through hard work, practise I know when I need help I will ask a classmate to help when I am stuck I will ask an adult when I’m stuck I will change how I am doing a task if somebody makes a suggestion of

how to do it in a different way I will take part in tasks I might find difficult I will keep trying with a tricky jobs I will keep trying and work through any problems with tasks

Notes

What would you do if you had found some of your work tricky? Is there anything you would do differently next time?

Do adults or other children in school know what you’re good at / interested in / like to do?

Do you do any activities or clubs in school?

Notes

Do you do any activities or clubs out-with school?

(By themselves, sports, with a group, doing things with friends)

Section 4: Talents and Interests

Do you like taking part in hobbies and interests?

Do you think you can get better at your hobbies and interests through hard work, determination and practise? Do you keep trying even if they are tricky?

What would you say you are good at /interested in/ like to do?

Ask the child to answer ‘always’, ‘sometimes’, ‘never’ –

I take time to think through and plan what I do or say I can do this even when it might be tricky I can problem solve if things are tricky

Notes

Do you know what you would like to do in the future? (e.g. study, jobs, how I want to live) / What are your hopes and dreams for the future?

Section 5: Positive Values

How do you get on with taking care of yourself? (e.g. washing, dressing, how I look)

How much do you believe that you can have the future you want?

Do you believe that what you can do or say makes a difference? Do you think this would make a positive or negative difference?

Ask the child to answer ‘always’, ‘sometimes’, ‘never’.

When you are talking to someone you know well can you:

Take part in a conversation Ask questions Answer questions Take turns Make yourself understood Look at them

Notes

How do you find this with someone you don’t know well?

Section 6: Social Competence

Talk with the child about something that’s happened in school or the following scenario. ‘Jodie and Sharon came in after playtime. Both girls were upset. Jodie said Sharon called her mum stinky. Sharon said yesterday Jodie said she was stupid.’

Ask the child how Jodie might be feeling and how Sharon might be feeling. Ask the pupil why the girls might be feeling this way. Ask the pupil what they might do to help the situation from here.

Through the discussion, try to assess if the child can: see things from another’s point of view think about others’ feelings show care towards others

What would you do if you were: Happy Angry Sad Excited Worried

How would I know that you were feeling like that? Is there other ways what you could show that feeling? (are they able to deal with emotions appropriately)

Would you behave differently with your friends/ the teacher/ at home/ with people you don’t know?

What kind of things make you laugh? Do you think you have a sense of humour?

What kind of things make you laugh? Do you think you have a sense of humour?

Tell me about a time when you have: Helped others Had fun

NotesSection 6: Social Competence Cont.