session 25: strategies to support resilience in children...handbook of resilience in children....
TRANSCRIPT
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School Nurse Strategies to
Support the Development of
Resilience in Children
Robin Landes Wallin DNP, RN, CPNP, NCSN
Director of Health Services
Parkway School District, Chesterfield, MO
December 2, 2016
Missouri Coordinated School Health Conference
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Planner, Presenter, Author Disclosures
I disclose the absence of personal financial
relationships with commercial interests
relevant to this educational activity within the
past 12 months.
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Purpose
• The purpose of this
session is to enable the
learner to understand the
concept and importance
of resiliency and employ
strategies in school
nursing practice to
support the development
of resiliency in students.
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Objectives
• 1. Describe the characteristics of resilience in
children and relevance to the practice of
school nursing.
• 2. Demonstrate a school nurse strategy to
support the development of resilience in
students.
• 3. Create three IHP goals which address
resilience in students with chronic health
conditions. 4
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What is resilience?
“Learning to adapt well over time to life-
changing situations and stressful conditions” (Source: Mental Health America of Eastern Missouri)
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What is a resilient school?
o Promotes positive social
connections
o Nurtures positive qualities
o Reinforces resilience qualities
o Avoids focusing on failure
o Teaches by example
o Fosters competence and self-
efficacy
o Sets high expectations
o Uses restorative justice
techniques
6 Source: http://www.childtrends.org/what-can-schools-do-to-build-resilience-in-their-students/
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Great Resilience Reads
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Self-Assessment
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Personal Resilience
• Work on resilience skills appropriate to your
situation
• Practice/Use skills in your toolbox
• Stress relieving habits (e.g. journaling,
meditation/mindfulness, exercise, eat well,
get enough sleep)
• Give yourself time
• Connect and seek support from others
• Get professional help if you need it
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Resilience Theories
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Why is Resilience Important?
• “The belief then is that every child capable of
developing a resilient mindset will be able to deal
more effectively with stress and pressure, to cope
with everyday challenges, to bounce back from
disappointments, adversity, and trauma, to develop
clear and realistic goals, to solve problems, to relate
comfortably with others, and to treat oneself and
others with respect.” (Source: Goldstein, S., & Brooks, R. B. (Eds.). (2012). Handbook of resilience in children.
Springer Science & Business Media, p. 3)
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Risk Factors
• Biological
• Environmental
Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth:
A review. Children and Youth Services Review, 34(12), 2295-2303.
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13
Source: http://www.cdc.gov/violenceprevention/acestudy/about.html
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., ...
& Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many
of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study.
American journal of preventive medicine, 14(4), 245-258.
Adverse Childhood Experiences (ACE) Study
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Children and Trauma
14
TedTalk: Nadine Burke Harris: How childhood trauma affects health across a lifetime
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Protective Factors
• Individual characteristics
• Family Conditions
• Community Supports
Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth: A
review. Children and Youth Services Review, 34(12), 2295-2303.
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Protective Factors –
Individual Characteristics
• Physical Health Supports
• Self-Regulation
• Good Self-Concept
• Problem-Solving Skills
• Motivated to Achieve
• Positive Relationships
with Friends
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Protective Factors –
Family Conditions
• Responsive
parenting
• Positive emotion
• Family structure
• Supportive
interactions
• Social supports
• Stable finances 17
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Protective Factors –
Community Supports
• Role models
• Environments • Neighborhood safety
• Recreation services
• Social support services • Accessible health services
• Economic opportunities
• Religious organizations
• Effective schools
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Prevention Strategies and the
RTI Framework
19
Primary Level of
Prevention Intervention
Secondary Level of
Prevention/Intervention
Tertiary Level of
Prevention/Intervention
80%
15%
5%
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Characteristics of Resilience* Creating a Resiliency Tool Box
• Optimism
• Flexibility
• Perspective
• Acceptance
• Self-Confidence
• Insightfulness and Intuition
• Perseverance
• Humor • * Source: Used with permission, Mental Health America of Eastern Missouri
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Optimism
• The ability to see
the positive in most
situations
• Believing in one’s
own strength
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Supporting Optimism
22
Positive
Reframing
https://drive.google.com/open?id=0B2Rx51ZrzO7GY3Ytd2F3ME92Zm8
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Flexibility
• The capability to
adapt to new,
different and
changing
situations
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Supporting Flexibility
24
Flexible
Thinking
Pain
Scale
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Perspective
• The ability to
consider
broader context
• Seeing obstacles
as challenges
• Learning from
mistakes
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Supporting Perspective
27
Self-
distraction
Spending
time with
others
Offering
Hope
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Acceptance
• Accepting
circumstances that
cannot be changed
• Focusing on things
you can change
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Supporting Acceptance
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Attribution Theory
•Task Difficulty
•Luck
•Innate Ability or Talent
•Effort
30 Silver, D. (2012) Fall down 7 times get up 8: Teaching kids to succeed. Corwin Press, p. 57.
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Insightfulness & Intuition
• Understanding what
they are feeling and
why
• Looking beyond the
present
circumstances
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Supporting Insightfulness &
Intuition
32
Health
Literacy
https://www.youtube.com/watch?v=_0NeNUQmo1s
Using
popular
media to
engage
students
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33
Mindfulness
https://drive.google.com/open?id=0BzubS7sDhYzzSHZXWjFPVkFuZEE
https://www.youtube.com/watch?v=_0NeNUQmo1s
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Self-Confidence
• Believing that you
are in control of
your own life
34 https://www.healthychildren.org/English/healthy-living/emotional-
wellness/Building-Resilience/Pages/Building-Resilience-in-Children.aspx
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Supporting Self-Confidence
35
Self-Care
Station
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Perseverance
• Willingness to
endure in the face of
difficulty
• Being action-
oriented
• Trusting the process
and not giving up
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Supporting Perseverance
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Humor
• Being able to laugh
in the face of
adversity
38
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39 Source: http://www.someecards.com/usercards/viewcard/i-wonder-if-the-school-nurse-is-missing-me-today-i-havent-
seen-her-yet-and-its-already-1230-5b4c9
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Supporting Humor
40
Every
Day
Events
Bubbles
and fun
distraction
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Using Resilience Supporting
Language
• “What happened to
you?”
• “What have you done
in the past that has
helped?”
• “You can do this! I
believe in you!”
• “What have you already
tried to make it feel
better?” 41
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Language to Calm Anxious
Children •“I am here; you are
safe.”
•“Tell me about it.”
•“How big is your
worry?”
•“What do you want to
tell your worry?”
•“Can you draw it?”
•“Let’s change the
ending.”
•“What other things do
you know about ___?”
•“Take a deep breath.”
•“It’s scary and….”
•“I can’t wait to hear
about….”
•“What do you need
from me?”
•“This feeling will
pass.”
42 Spource: Schwartz, Nicole. Lime Adventures.com (imperfect families.com)
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Role Play
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Resilience in Students with
Disabilities •Personal control
•Seek out and accept support
•Set goals
•Possess a strong will to succeed
•Demonstrate high levels of persistence
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Writing IHCP Goals to Support
Resiliency • Optimism
• Flexibility
• Perspective
• Acceptance
• Self-Confidence
• Insightfulness and Intuition
• Perseverance
• Humor
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GROUP ACTIVITY
46
1. Break into groups of 4-8 people
2. One person shares a student/school health situation with the
group
3. Participants each take one of the 8 characteristics of resilience
and share how they can help the situation. Participants
“become” the characteristic and share how the school nurse can
encourage them with their student. (Source: Mental Health America of Eastern Missouri)
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47
• Optimism
• Flexibility
• Perspective
• Acceptance
• Self-Confidence
• Insightfulness and
Intuition
• Perseverance
• Humor
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Sharing
48
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QUESTIONS?
49
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Contact Information
Robin Wallin
314-415-5064
50
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Thank you for coming!
Promise me you’ll always remember: You’re braver
than you believe, and stronger than you seem, and
smarter than you think. Christopher Robin to Pooh (by A. A. Milne) 51
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References Ahmad, E., & Grimes, D. E. (2011). The Effects of Self-Management Education
for School-Age Children on Asthma Morbidity A Systematic Review. The Journal
of School Nursing, 27(4), 282-292.
Engelke, M. K., Guttu, M., Warren, M. B., & Swanson, M. (2008). School nurse
case management for children with chronic illness: Health, academic, and quality
of life outcomes. The Journal of School Nursing, 24(4), 205-214.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M.,
Edwards, V., ... & Marks, J. S. (1998). Relationship of childhood abuse and
household dysfunction to many of the leading causes of death in adults: The
Adverse Childhood Experiences (ACE) Study. American journal of preventive
medicine, 14(4), 245-258.
Ginsburg, K. R., & Jablow, M. M. (2005). Building resilience in children and
teens. AAP Books.
Goldstein, S., & Brooks, R. B. (Eds.). (2012). Handbook of resilience in children.
Springer Science & Business Media.
52
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Henderson, N., & Milstein, M. M. (2003). Resiliency in schools: Making it happen for
students and educators. Corwin Press.
Korinek, L. & DeFur, S. (2016). Supporting student self-regulation to access the
general education curriculum. Teaching Exceptional Children, May/June, 48(5), pp.
232-242.
Olowokere, A. E., & Okanlawon, F. A. (2014). The effects of a school-based
psychosocial intervention on resilience and health outcomes among vulnerable
children. The Journal of School Nursing, 30(3), 206-215.
Prince‐Embury, S. (2011). Assessing personal resiliency in the context of school
settings: Using the resiliency scales for children and adolescents. Psychology in the
Schools, 48(7), 672-685.
Prince-Embury, S., & Saklofske, D. H. (Eds.). (2012). Resilience in children,
adolescents, and adults: Translating research into practice. Springer Science & Business
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