Wajeeha MumtazMS Clinical Psychology

Roll no 1275

HOW to Build

Resilience

Building Resilience

“Fall down seven…Get up eight…”

Japanese Proverb

We can’t control what happen to us

But we can control how we respond

(Leahy, 2003)

The cognitive Model

Negative feelings

Unhelpful thoughts

Self defeating behavior

(Leahy, 2003)

Helpful thoughts

More constructive

behavior

More positive feelings

(Leahy, 2003)

The Essential Building Blocks of Resilience

competenceConfidence

Connection Character

ControlContribution

(Grotberg, 2012)

I Have I Am

I Can

(Grotberg, 2007)

I Have

* People around me I trust and who love me, no matter what happen* People who set limits for me so I know when to stop before there is danger or trouble * People who show me how to do things right by the way they do things * People who want me to learn to do things on my own * People who help me when I am sick, in danger or need to learn

(Grotberg, 1993)

I Am

* A person people can like and love * Glad to do nice things for others and show my concern * Respectful of myself and others * Willing to be responsible for what I do * Sure things will be all right

(Grotberg, 1993).

I Can

* Talk to others about things that frighten me or bother me * Find ways to solve problems that I face * Control myself when I feel like doing something not right or dangerous * Figure out when it is a good time to talk to someone or to take action * Find someone to help me when I need it

(Grotberg, 1993).

Time ManagementTime Management

3

2

1

Sort of life as a teenager.

Are friends important to be around at this time? Do you find yourself on the internet a lot? environment? Are your parents around to assist you or prefer to ask for teachers' help

Prioritize the weekly schedule as a student

List the exact due dates for events, projects, essays, and other homework

How to Manage Time

4

5

6

Set a time limit on how long you study for each class

Get at least 6-9 hours of sleep

Don’t neglect health and leisure activities

A fixed Complete Time Table

Objective

Group Size

The things that we keep hidden inside are our hurts, emotional pain, scars, and anger. This activity gives the opportunity to share their pain and the anger with others. When people start to deal with these feelings of anger before becoming destructive they can experience happiness in their lives once again.1 or more

Material Paper, Pens or pencils, Scissors, pieces of threadOne small, and one large balloon for each person (not inflated)

(Hiew, & Cormier, 1994).

Description

• Explain the person that balloon represents their

heart and all of the pain, hurt and anger that can

be found inside of it. pain

• Instruct them to, to write down their hurts and

anger on slip of paper, and put the papers into the

balloon and tie the balloon closed with the thread.

• Give each person one of the larger balloons and

ask each person to put their "heart" (the smaller

balloon) into the larger balloon

(Hiew, & Cormier, 1994).

• Tell them that they are to write on the outside of the balloon how they present themselves to others

• Once all of the balloons are written on, gather the group together and discuss what is written on the outside of the balloons

• Ask to share at least one thing they have written down on the outside of their balloon

• Then ask each person to state if it is a good thing to cover up what is on the inside or if they would like people to know more about what's going on in their life and if so to think of a way that this can happen. After this discussion, allow them to pop their balloons as a symbolic way of getting rid of all the walls and devices that they use to hide their pain.Give the heart (small balloon) the most TRUSTED person and explain what the balloon represent and why they want to give it to him.

(Hiew, & Cormier1994).

.Group size: 6-25Activity overviewEach student decorates an envelope and writes his or her name on the front. Next, have students write a nice comment about the personality (or character) of each of their classmates on individual strips of paper. Have students deliver their compliments to each other’s envelopes. At the end of the activity, each student will have an envelope full of compliments about their character from their classmates. Have student hang envelope in his or her cubby, desk, or locker for added encouragement at times of stress, e.g., standardized testing, or dips in confidence

Teaching SkillsEnhance self-esteem, self awareness, Self confidence

Play Compliment Game

(Segal, & Yahraes , 1988).

The Magic Box

Construct a “magic box” which can be any kind of a box with a mirror placed so as to reflect the face of any one who looks inside. Begin the activity by asking, “Who do you think is the most special person in the whole world?” After allowing the child to respond, you may continue, “Well, I have a magic box with me, and you can look inside and discover the most special person in the world.” Give the individual a chance to look into the box after you ask who they think they will see.

ObjectiveObjective: enhance Confidence and positive self image

(Wolin, & Wolin, 1993).

The Magic BoxPost questioning

Are you surprised?”

How does it feel to see that you are the

special person?”

You smiled so big, like you are happy to

see that you are the special person

(Wolin, & Wolin, 1993).

Enhancing Competence

The Ten Year Race: where do you want

to be after ten years from today

(Wolin, & Wolin, 1993).

Plan for My Goals

Work HabitsMy goal is to………………………………………………………..I will do these activities to reach my goal……………………………………………………………..Academic My goal is to……………………………………………………………………………………….I will do these activities to reach my goal………………………………………………………………PersonalMy goal is to……………………………………………………………………I will do these activities to reach my goal……………………………………………………………………

(Wolin, & Wolin, 1993).

References References

Grotberg, E., (1993). Promoting resilience in children: A new

approach. University of Alabama at Birmingham: Civitan

International Research Center.

Grotberg, E., (2012). Guide to Promoting Resilience in Children:

Strengthening the Human Spirit . Switzerland: Thomson.

Hiew, C.C., & Cormier, N. (1994). Children's Social Skills and

Parental Relationship in Promoting Resilience. Presented

at the Annual Conference of the International Council of

Psychologists, Lisbon, Portugal, July, 1994.

Leahy, R.L. (2003). Cognitive Therapy Techniques: A practitioner’s

Guide. Guilford Press

Segal, J., & Yahraes, H. (1988). A Child's Journey. New York:

McGraw Hill.

Any Question