Helping Your Pupils To Be Resilient-David Fulton Publishers (2008) PDF

Helping your pupils
to be resilient
The Little Books of Life Skills

In our rapidly changing world, education is becoming less and less about
imparting knowledge than it is about empowerment. We now want to make
sure our children get the skills they need, not only to engage with and take
responsibility for their own learning, but to successfully take part in a range
of experiences throughout their lives.
The strategies and activities in the Little Books of Life Skills will help
children see themselves as champions of their own world, a critical step in
meeting the outcomes of the Every Child Matters agenda. Each title in the
series will help children get the skills they need to enjoy and achieve in
school and beyond.
The five Little Books of Life Skills are:
Helping your pupils to ask questions
Helping your pupils to be resilient
Helping your pupils to communicate effectively and manage conflict
Helping your pupils to think for themselves
Helping your pupils to work cooperatively
Helping your pupils

to be resilient
Jen Allen, Michele Murray

and Kelli Simmons
First published by Curriculum Corporation 2005

PO Box 177
Carlton South Vic 3053
Australia
This edition published 2008 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN, United Kingdom
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY 10016
Routledge is an imprint of the Taylor & Francis Group, an informa business
2008 Jen Allen, Michele Murray and Kelli Simmons
Consulting editor Dr Jeni Wilson
Illustrations by Aja Bongiorno
Typeset in Stone Serif by FiSH Books, Enfield, Middx.
Printed and bound in Great Britain by TJ International Ltd, Padstow, Cornwall
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Dedication
To everyone who has shown us that it is possible to achieve the most out of life and
rise above the adversities that are inevitably thrown at us.
Acknowledgements
Thank you to all the teachers who have allowed us to develop our ideas in their
classrooms or with them during professional development programs, and the students
and families with whom we have worked. This has been a time when we have had to
confront our beliefs and skills, and appreciate all our supports. Thanks to our families
for their encouragement and support. We are immensely grateful to Jeni Wilson for
giving us their opportunity to begin our journey as writers. In Jenis words, being a
writer is a true test of resilience.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
ISBN 10: 1-415-44728-3
ISBN 13: 978-1-415-44728-7
Contents
What is resilience?
What are the benefits of resilience?
16
The role of the teacher
17
Organising the classroom
26
Strategies and activities
28
Frequently asked questions (and troubleshooting)
38
Tips for the teacher
40
Assessment and record keeping
45
Proformas for the classroom
49
10 Further reading
65
What is resilience?
Resilience is the process of developing survival capacities in the face of lifes

emotional, social and physical challenges. Repairing from the harms
supports the individual to face future life adversities with greater strength.
A person can display resilience by reaching out, standing up and walking
on when they have encountered one of lifes pitfalls. Next time, perhaps, the
individual will be able to identify the hole earlier and approach it
differently.
The strength of an individuals resilience depends on their beliefs, skills
and supports. This is developed from their life experiences and determines
their protective capacity to respond resiliently. Learning to be resilient builds
upon a persons self-esteem and optimism.
Todays pupils will move through multiple careers in their lifetime. Many
will live in communities without knowing their neighbours and will not
have the support of extended family. Hence, the development of young
peoples resilience is more important than ever, to manage the rate of
change, unpredictability and increased isolation in our communities.
The good news is that individuals have an innate capacity to develop
resilience. Resilience is not a fixed state but an emerging state. However, life
is unpredictable and each individual is neither always resilient nor nonresilient. Responses to adversity will depend upon the number of stressors
and their coping mechanisms, formed by beliefs, skills and supports.
Within a school environment, teachers and the whole school community
can have a positive, life-sustaining impact upon pupils. Teachers must
ensure that they nourish and develop their own protective capacity to be
resilient. This is one of the primary steps towards a systemic approach to
building resilient school communities.
Consequently, teachers can promote resilience through their language,
actions and the surroundings they help to create. They can plan for and
teach pupils to be more self-sufficient, independent, responsible, considerate
and selfless, and to approach people and situations with optimism. In
addition, they can explicitly teach pupils how to communicate with others,
problem solve and successfully handle pessimistic thoughts, feelings and
behaviours.
In an effective whole school community, pupils become active and selfmanaging in the promotion of their own resilience.
SKILL
S
IEFS
BEL
SUPPORTS
MO
TI V A
The resilient recovery process

Resilience is not an end state but rather a collection of protective attributes
that support an individual during the process of facing one of lifes
adversities. The individual is guided to become more resilient in an effective
whole school community context that delivers supportive structures and
strategies.
The diagram opposite shows the process of a pupils resilient recovery
from an adverse event.
What is resilience?
Status quo
Adverse event
Initial response
Pupil is able to
function well
academically and
socially.
Pupil does not receive

an invitation to
another pupils party,
which they were
hoping to attend.
Pupil is impacted
negatively in their
ability to function
academically or
socially.
Resilient recovery
Pupil accepts that
they have not been
invited.
Status quo
Pupil is able
to function
well
academically
and socially.
Pupil is optimistic
and believes that
they will receive
other invitations at
another time.
If the same adverse
event re-occurs, the
pupils initial
response may be
less problematic.
Pupils sources
of resilience
Beliefs
Pupil knows they are
likeable and lovable.
Skills
Pupil can be vulnerable
and express fears that
may arise from this event.
Supports
Pupil has family and
friends who are
compassionate to them
during this event.
What is an adverse event that a pupil may face?

There are a number of adversities that can affect a pupils performance
emotional, physical or social. Possible adversities that may challenge a
pupils resilience during a school day include:
Bullying
Changing school
Cultural conflict
Family problems
Learning difficulties
Missing out on team selection
Physical differences of the pupil
Stolen or damaged property
Friendship difficulties
A feeling of not belonging
A pupil may face a compounding number of these adverse events at any

given time, possibly resulting in them becoming more vulnerable and
requiring greater support. For example, if the pupil who did not receive the
party invitation also has parents who divorced during their early
developmental years, feelings of abandonment may be triggered,
intensifying the initial response. In this case, the early intervention strategy
of counselling may be suggested by the school.
What are the individuals sources of resilience?

There are three vital sources of a pupils understanding of self, which support
their developing resilience: beliefs, skills and supports. Resilience results
from a combination of these sources.
The pupils perception of their beliefs, skills and supports forms protective
understandings. This has as much impact upon their capacity to cope as the
reality of their beliefs, skills and supports. For example, if a pupil perceives
that they cant turn to their parents for support, then even if supportive
parents really exist, their response will be as if the support is not there at all.
The task of the teacher in this case will be to make the sources of support
explicit to the pupil.
In order for a pupil to be resilient they need to develop protective
understandings across beliefs, skills and supports. A resilient pupil does not
need all of these beliefs, skills and supports to be resilient, but one is not
enough. The table opposite demonstrates examples of this.
We honour the professional and parental wisdom, along with the
sustained personal efforts, that many teachers and parents commit to daily.
However, it is an unfortunate truth that some pupils experiences crush or
impede resilience as they receive mixed messages. They feel helpless, sad and
not fully supported within the whole school community. This is not
necessarily the intention; it is more the fact that some people are not clear
about resilience or how to promote it in children.
What is resilience?
Sources of resilience
PROTECTIVE UNDERSTANDINGS
BELIEFS
(intrapersonal)
A pupil who is a likeable
and lovable person.
A pupil who is
compassionate and caring
towards others and
themselves.
A pupil who is civil and
generous towards others
and to themselves.
A pupil who is
accountable for what they
do.
SKILLS
(interpersonal)
A pupil who can be
vulnerable and express their
fears with others.
A pupil who can persevere
and find solutions to
problems that they
encounter.
A pupil who can be selfdisciplined to make positive
choices when they are
tempted to do something
unsafe.
A pupil who can decide
whether it is most
appropriate to seek advice
or deal with the issue
themselves.
SUPPORTS
(supportive resources)
A pupil who has
supportive people who
demonstrate unconditional
love to them.
A pupil who has others
who provide boundaries for
them so they know what is
appropriate.
A pupil who has positive
role models who they learn
from.
who guide and empower
them to independence.
who notice and support
them when in need.
A pupil who can seek

support when required.
PUPIL PROFILE
PROTECTIVE
UNDERSTANDINGS
Example 1
A pupil may be well liked or loved but if they lack
accountability or interpersonal skills the pupil is not resilient.
Support
Belief
Skill
Belief
Skill
Support
Skill
Belief
Support
Example 2
A pupil may have a great deal of self-esteem but if they have
poor communication with others and have little support the
pupil is not resilient.
Example 3
A pupil may have high-level communication skills but if they
lack empathy or do not learn from positive role models
the pupil is not resilient.
Within the school environment the classroom teacher can make the
interconnections between the pupil, family and wider community explicit.
The classroom teachers ability to have a sustaining impact ideally requires a
whole school systemic approach. They cannot do it alone. Just as the
children need adults who know how to promote resilience and are, indeed,
becoming more resilient themselves, so too the teacher needs the support of
the school. However, do not underestimate the powerful lifelong influence
of a teacher who truly understands and attends to the individuals emotional
and social needs.
It is important to note that the individual cannot be seen in isolation
from their environment. In the course of any given day the individual may
move between the roles of daughter, pupil, friend, sibling, grandchild, etc. as
they shift environment. Therefore, the first step may be building the
relationships of a supportive whole school community.
The stronger the communication is between the family and school, the
greater the chance for fostering pupils protective understandings. This acts
collaboratively to promote the growth of resilience.
How can family and school protective understandings be

communicated?
A vital component to fostering resiliency for pupils is through strengthening
the communication between family and school. All communication
between the school and family will either support or detract from the pupils
ability to be resilient. The table on page 7 illustrates the opportunities for
family and school communication.
It may benefit the building of pupils resilience by auditing the modes and
quality of the communications between family and school.
What is the connection between self-esteem, optimism and

resilient individuals?
Resilient people generally have realistically high confidence and self-esteem.
When a person displays competency in any number of areas academia,
sport, music, art or other special hobbies or talents they usually develop
high confidence and self-esteem. Such competencies are a source of pride;
are often used to facilitate relationships with peers; and provide people with
What is resilience?
Fostering resilience through familyschool communication

Opportunities for
familyschool
communication
All communications
All school protocols
All family issues
Ways school can

support familyschool
communication
Ways family can

support familyschool
communication
Provide direct teacher support

in a whole school approach
for organising for resilience.
Encourage social, emotional

and physical health.
Example: teachers are

supported to contact parents
each term regarding
progress.
Relationship enhancement
Sharing knowledge about

each others values and
beliefs.
Example: parents reflect the

schools curriculum in the
advice they give regarding
peer conflict.
Developmentally and
culturally appropriate
instruction.
Participate in education
support and training provided
by the school.
Example: teachers invite

parents to contribute to the
development of the school
rules and responsibilities.
Example: parents attend

formal and informal
occasions.
Role-model positive learning

and self-reflection examples.
Espouse positive attitudes

toward learning and school.
Example: teachers provide

opportunities for pupils to
give feedback on being in the
classroom.
Example: parents engage in

learning new tasks.
solace when confronting difficulties in life. Confidence and self-esteem

based on competence are powerful motivators. Pupils who feel competent
show more persistence in working at different tasks. They are more likely to
be effective in their actions. In fact, competence, confidence and high selfesteem are basic building blocks to the development of a realistic self that
supports resilience.
Links to individual sources of resilience
PROTECTIVE UNDERSTANDINGS
BELIEFS
SKILLS
SUPPORTS
(intrapersonal)
(interpersonal)
(supportive resources)
A pupil who is . . .
A pupil who can . . .
A pupil who has . . .
IMPACTS UPON
Self-esteem
The individuals
capacity to be their
authentic self.
Optimistic thinking
and behaviour
The individuals
capacity to think and
act positively.
Knowledge and
ability to access
sources of
prevention and
intervention
This may depend on
the pupils awareness
and abilities.
What is self-esteem?
Self-esteem is measured by how much we value ourselves. It is determined
by the individuals understanding of themselves (self-concept), their beliefs
of desired characteristics (ideal self) and themselves in relation to others
(external shaping influences). The fit between the self-concept, ideal self and
the feedback from the world around them determines a pupils self-esteem.
In some instances teachers may need to directly challenge their pupils
style of thinking as this impacts upon how they feel about themselves and
their consequent behaviour. Self-esteem is not a permanent state. New
learning experiences impact upon the level of the persons self-esteem
positively or negatively.
What is resilience?
EXTERNAL SHAPING
INFLUENCES
Wider community
Teachers
Cultural public figures
All forms of media

Parents and
extended family
The external shaping influences inform the ideal self. The shaping
influences are extensive and exhaustive:
peers
teachers
parents
extended family
wider community
cultural
public figures
all forms of media.
Self-esteem development
Self-concept
Sets of beliefs pupils

have about themselves:
personal characteristics
relationships
SELF-ESTEEM
talents
temperament
spirituality
ability to manage choice
The ideal self
Sets of beliefs about

characteristics pupils
perceive as being ideal.
These may be realistic
or unrealistic
10
Low self-esteem within an ineffective whole school community

When a pupil believes they have few characteristics that are ideal for their
learning community, there is a poor fit between the self-concept and ideal
self, and low self-esteem is reinforced. If the pupil is learning in an
ineffective whole school community their low self-esteem is
counterproductive to building resilience.
Adverse event
Shaping influences
and outcome
John believes he is a poor reader. He notices competent

readers have peer admiration. He chooses to avoid public
reading because he believes he will fail.
John learns not to attempt

to read in public.
Self-concept
Ideal self
Low self-esteem (belief)
During a whole-school assembly John is required to read

publicly. The teacher has failed to provide a safe work space
for him by not appropriately addressing put-downs.
Ineffective whole school

community strategies
John reluctantly begins to read and feels humiliated.

He ceases reading and refuses to continue.
Reinforced low self-esteem

(belief)
John learns not to attempt to read in public.
Non-resilient recovery from

adverse event
High self-esteem within an ineffective whole school community

When a pupil believes they have characteristics that are ideal for their
learning community, there is a good fit between the self-concept and ideal
self. This will allow for continued aspirations of the pupil and their selfesteem is reinforced. If the pupil is learning in an ineffective whole school
community, there will be insufficient supports to nurture their self-esteem
and build resilience. They may have to draw upon previous resilient learning
and learn how to behave in a perceived unsafe environment. This may be
counterproductive to their levels of self-esteem and resilience.
What is resilience?
Adverse event
Shaping influences
and outcome
Self-concept
Ideal self
High self-esteem (belief)
Nancy believes she is a competent reader. She notices

competent readers have peer admiration. She chooses to
read publicly because she is confident of her skill.
During a whole-school assembly Nancy is required to read

publicly. The teacher has failed to provide a safe work space
for her by not appropriately addressing put-downs.
Ineffective whole school

Nancy confidently begins to read and feels unsafe.

She continues reading.
Draws upon unsupported

high self-esteem (belief)
Nancy learns that she can self-support in an unsupportive

classroom, but may be hesitant to read publicly again.
Possible resilient recovery

from adverse event
Low self-esteem within an effective whole school community

When a pupil believes they have few characteristics that are ideal for their
learning community, there is a poor fit between the self-concept and ideal
self, and low self-esteem is reinforced. If the pupil is learning in an effective
whole school community, there will be supports to nurture their self-esteem
and a framework for building resilience.
Adverse event
Shaping influences
and outcome
Self-concept
Ideal self
Low self-esteem (belief)
Anna believes she is a poor reader. She notices competent

readers have peer admiration. She chooses to avoid public
reading because she believes she will fail.
During a whole-school assembly Anna is required to read

publicly. The teacher has provided a safe work space for
her by appropriately addressing put-downs.
Effective whole school

Anna reluctantly begins to read and feels the support of

her peers. She continues reading even though its difficult.
Draws upon peer support

despite low self-esteem
(belief)
She learns to persist with her attempts to read in public.
Resilient recovery from

adverse event
11
12
High self-esteem within an effective whole school community

When a pupil believes they have characteristics that are ideal for their
learning, there is a good fit between the self-concept and ideal self. This will
allow for continued aspirations by the pupil and their self-esteem is
reinforced. If the pupil is learning in an effective whole school community,
there will be supports to nurture their self-esteem and a framework for
building resilience.
Adverse event
Shaping influences
and outcome
Self-concept
Ideal self
High self-esteem (belief)
Vin believes he is a competent reader. He notices competent

readers have peer admiration. He chooses to read publicly
because he is confident of his skill.
During a whole-school assembly Vin is required to read

publicly. The teacher has provided a safe work space for
him by appropriately addressing put-downs.
Effective whole school

Vin confidently begins to read and feels safe and supported.

He has unexpected difficulty with a section of the passage,
but continues reading. He becomes more animated in his
expression as he recovers from this difficulty.
Reinforced high self-esteem

(belief)
Vin learns to read in public with growing confidence.
Reinforced resilience
Optimistic thinking
Optimistic thinking is the ability to think in a way that allows pupils to
anticipate and envisage a positive future, even when the present is difficult
and uncertain. An optimistic thinker acknowledges adversity and takes
responsibility for their beliefs and behaviours related to adversities. To help
pupils develop optimistic thinking, teachers should model a positive,
hopeful attitude, as well as the knowledge that they can make a difference to
their situation.
Teachers need to provide explicit instruction in how to think
optimistically by disputing the beliefs related to the adverse event. Ellis and
Becks approach (1995) fits well into the educational context for classroom
teachers. Teachers can apply the process opposite to intervene when wanting
What is resilience?
to challenge pupils pessimistic thinking. This process can be used as a

conversation with an individual pupil or as a whole class teaching strategy.
Ellis and Becks approach
Possible teacher questions
(A) Adverse event
What is the problem?
(B) Beliefs
What are the values and attitudes that impact

upon the problem?
(C) Consequent feelings and actions
How do you feel and what do you want to do?
(D) Disputing beliefs
Do you want to continue to hold this value and

attitude?
(E) Status quo
How will your behaviour look with these new

learnings?
Disputing pupils pessimistic thinking

A pupil with pessimistic thinking believes that setbacks are unchangeable
and that they are the sole cause of these setbacks. Challenging pessimistic
thinking and encouraging optimistic thinking recognises the close link
between what is thought and what is felt. Teachers can instruct pupils on
new ways of thinking about the cause of adverse events and how they may
consequently act.
Challenging pupils explanatory style

When pupils understand the connection between what they think and how
they feel, they can develop an understanding of the individuals power over
thoughts and actions. Making pupils aware of their beliefs grants them free
choice over their reactions to adverse events. Teachers cannot protect
individuals from all adverse events, but they can support individuals with
the protective and intervention tools to promote a resilient recovery.
Disputing provides a tool for teachers to use when challenging pupils to
refine their use of optimistic language. Teachers pose questions that are
informed by their ability to dispute the permanence (always), pervasiveness
(everywhere) and personalisation (all about me) of the adverse event.
13
14
Possible questions:
Always Is the problem forever? Do the causes exist all of the time
(permanent), only part of the time or just sometimes (temporary)?
Everywhere Do you face the problem everywhere you go and in every
situation? Do the causes exist in everything (global) or only in certain
instances (specific)?
All about me Is the problem solely your fault (internal) or due to other
things (external)?
Example: Teacher challenging pupil

Teacher:
Mary, I noticed you looking uncomfortable when I spoke of the

public reading for next week.
Pupil:
I cant read publicly.
Teacher:
I can see this is difficult for you. Is there a way I can help you?
Pupil:
No one can help me.
Teacher:
Well, Id like us to try to find a way through this. Ive heard you
reading the star signs to your friends and think you do that well.
Pupil:
Thats different.
Teacher:
I cant see how thats different. I think thats reading publicly.
Pupil:
Its not really.
Teacher:
So what is public reading to you?
Pupil:
Reading what the teacher tells you to read.
Teacher:
Would it help if you chose the material for the public reading?
Pupil:
Can I read the star signs?
Teacher:
Would you consider that public reading?
Pupil:
I suppose.
Teacher:
You suppose?
Pupil:
Ok. It is public reading.
Teacher:
Thats great. I am looking forward to your public reading.
What is resilience?
Example: Pessimistic thinking leading to reinforced hopelessness

A pupil is required to read publicly. She thinks:
I cant learn to read.
(Always)
I cant learn anything.
(Everywhere)
I am too stupid to read.
(All about me)
She does not tell anyone how she is thinking and refuses to participate.
Example: Optimistic thinking leading to a resilient recovery

A pupil is required to read publicly. She thinks:
I am a learner of reading; this will change.
(Always)
I am good at learning most things.
(Everywhere)
With support I will learn to read.
(All about me)
She may or may not share her vulnerability and she participates.
15
What are the benefits

of resilience?
In the classroom context, the more resilient the pupil the more able they are
to learn. They may be assessed across three major areas: self as supported
learner, self as interpersonal learner and self as intrapersonal learner. These
attributes can be viewed as behavioural habits.
Attributes of a resilient individual
Self as intrapersonal
learner
Demonstrates ability to:
Self as interpersonal
learner
Demonstrates ability to:
Self as supported
learner
Demonstrates ability
to name:
16
Persist with tasks

Achieve personal best
Embrace difference in self
Manage a range of emotions
Plan and utilise organisational skills
Like oneself
Take risks
Communicate satisfaction with personal efforts
Seek help
Work alone
Think clearly
Think optimistically
Embrace difference in others
Seek support from others
Sustain relationships in work
Sustain relationships in play
Communicate personal responsibility for actions
Positively manage conflict
Communicate effectively
Positive role models
People who support goal setting
People who set them limits
People who want them to learn
People who nurture and cheerlead them
People who support productive time management
An individual meets an adverse event and responds. All events lead to

learning, whether positive or negative. The pupils response is shaped by the
whole school communitys ability to provide prevention education along
with school-based intervention strategies.
The teacher has a vital role to play in supporting the development of the
individuals protective understandings: beliefs, skills and supports. The
ability to develop resilience is shaped by interactions with others. It is the
task of the teacher, supported by the whole school community, to
understand that pupils behaviour needs to be viewed within the context of
their environment, as well as their significant relationships.
Prevention/intervention is a spectrum of interrelated action proactive
and reactive undertaken by schools and support services. The four
interrelated levels are:
1. PRIMARY PREVENTION
2. EARLY INTERVENTION
3. INTERVENTION
4. POSTVENTION
These levels occur concurrently to meet the individual needs of all pupils.
17
18
Spectrum of prevention and intervention
ACTIVITY
LEVEL
WHO
Primary prevention
whole school learning environment
Entire community
All pupils
and teachers
Some pupils
Few pupils
Early intervention
part of curriculum
Intervention
counselling
Postvention
counselling
Entire community
Teaching pedagogy
Pupils needing
additional internal social
health intervention
Pupils needing additional
internal social health
intervention
The level of support ranges from education for all young people through
to specific targeted activities for pupils who present more at risk from harm
or who may need support in crisis situations.
The planned targeting of primary prevention strategies and activities
within a whole school approach is vital to facilitating lifelong resilience. In
essence, the more energy injected into primary prevention the less need for
further intervention.
The four levels of prevention and intervention action

Primary
prevention
The broadest area of activity,

focusing on the whole school
community. The task is to
strengthen connectedness
and develop wellbeing.
Example:
A learning environment of
cooperation and collaboration, and a
curriculum that supports resilience.
Early
intervention
A considerable area of
well-timed activity for pupils
identified at risk. The task is
to increase coping skills and
decrease vulnerability to risk.
Example:
The social welfare coordinator
working with teachers regarding
pedagogy.
Intervention
A variety of pupil support

services for a lesser number of
pupils with serious problems.
The task is to identify and
provide support and treatment.
Example:
School liaison with outside support
agencies; providing a school-based
counselling service.
Postvention
Thorough preparation for

emergencies to facilitate a
suitable response. The task is
to handle trauma and minimise
impact.
Example:
Policy development for traumatic
incidences and emergencies that
provide direction on monitoring the
reactions of vulnerable pupils, staff
and parents.
Working within the context of a whole school approach will obviously be

the best support for a teacher, pupil and family. However, the teacher may
make a meaningful impact by beginning with themselves, their teaching
practice, their relationship with the pupils and families, and the strategies
and structures within their control. The optimum position is for the teacher
to be working within a supported ongoing review of the whole school
approach.
19
20
ADVERSE EVENT
whole school community

prevention/interventions


Effective
Ineffective
Ineffective
Pupil response
Sufficient or insufficient
protective understandings
Resilient recovery
Learning new skills to
support self in the face of
future adverse events
Pupil response
Sufficient protective
understandings
Possible
resilient recovery
Drawing upon previous
learnt skills to support self
in the face of unsupportive
environment
Pupil response
Insufficient protective
understandings
Non-resilient recovery
Reinforced helplessness
OR
Possible introduction
of helplessness
Learning about self as a
helpless failure
Resiliency process for the whole school community

The following is a process the teacher may use to support planning for
future curriculum. There are other tools in the assessment and record
keeping section to support this (see pages 457).
A sample record of an individuals resilience attributes appears on pages
2125. The data may be collected through teacher observation and interview
with the pupil, parents or peer learners.
Pupil profile: Jo Achiever

Jo Achiever is in Year 5. Her academic record has been inconsistent. She has a low level of
emotional self-management, and frequently displays high levels of anger or anxiety when
faced with tasks that she perceives as difficult. Once Jo has worked through the emotions
she completes a satisfactory piece of work. Jos parents are actively involved in her
schooling and have high expectations of themselves, Jo and the school. Jos parents freely
admit that they find failure difficult to manage. Jo is a skilled basketball player; however,
she finds it difficult to tolerate mistakes her own and others. The parents have been
working closely with the basketball coach to better support Jo as a team player. They are
finding an improvement in Jos attitude and behaviour on and off the court.
Action plan
1
Use the Audit Tool: Individuals Attributes of Resilience (page 52) to create the pupil
profile. Interviews may include:
the pupil
the pupils previous teacher
the pupils teacher (or home room, pastoral or welfare teachers)
the pupils parents
the pupils peer learners
other (chosen by the pupil).
a) The teacher conferences with the pupil to determine the behavioural evidence that
will demonstrate the desired resilient attributes for self as supported learner.
b) The pupil conferences with a selected peer learner to determine the behavioural
evidence that will demonstrate the desired resilient attributes for interpersonal
self.
c) The pupil reflects on self to determine the behavioural evidence that will
demonstrate the desired resilient attributes for intrapersonal self.
d) The pupil records all responses on the proformas Self as Interpersonal Learner (page
54), Self as Intrapersonal Learner (page 53) and Self as Supported Learner (page
55).
a) The teacher records information gained from these interviews on the Audit Tool:
Individuals Attributes of Resilience (page 52).
b) Periodically review the process and adjust pupil profiles ready to begin the process
again.
21
22
Sample planning tool: self as interpersonal learner

Name: Jo Achiever
Task
Develop a project related to the range of health issues relevant to a Year 5 or 6
pupil within a cooperative learning group
Attributes
Evidence of attribute and

reflection notes
Demonstrates ability to embrace

difference in others
How will you tell me that youd
prefer to do something another way?
I will respect your opinion using

assertive language.
Demonstrates ability to seek support

from others
How will I know you need my help?
I will ask you for help.
Demonstrates ability to sustain

relationships in work
How will we stay positive learning
friends during work times? How will
you work cooperatively?
I will listen to your ideas and not

use put-downs. I will take turns
and share roles.

relationships in play
How will we stay positive learning
friends at play? How will you bring
enjoyment to the task?
I will respect other peoples learning

preferences by complimenting the
way they choose to do the task.
Demonstrates ability to communicate

personal responsibility for actions
How will you communicate the
responsibility you have?
I will ensure that I talk to you

about why I chose that action.
Demonstrates ability to positively

manage conflict
How will I know you disagree
with me?
I will use assertive language and

the hints provided in how to be a
collaborative team member.
Demonstrates ability to
communicate effectively
What effective communication skills
will you focus on?
I will use assertive language. I will

take turns with speaking and
listening.
Achieved
Sample planning tool: self as intrapersonal learner

Name: Jo Achiever
Task
Attributes
Comments
Demonstrates ability to persist

with tasks
How can I show that I will stay with the
task even when it becomes difficult?
I can talk about what it will be

like to present my work.
Demonstrates ability to achieve

personal best
How will I know I am achieving my
personal best?
I will be pleased to show my work

to others.
Demonstrates belief they can achieve

How will I show that I believe I can
achieve?
I can describe how I will feel when

my work is completed.
I will respect other peoples learning

difference in self
styles by complimenting the way
What will I do to show I understand
they choose to do the task.
and appreciate that we are all different?
Demonstrates managing a range of
emotions
How can I show that I regulate my
emotions?
I will be aware of my emotions and

find time to communicate and
manage my feelings.
Demonstrates ability to plan and utilise

organisational skills
How will I show I can organise my
project?
I will use the reflective chart to

plan my work and will place all my
drafts in my draft folder.
Demonstrates liking self

How will I demonstrate I like myself?
I will journal my positive behaviours

that make me feel proud.
Demonstrates ability to take risks

How will I show that I am willing to
take risks?
I will try a new way to present my

project. I will use Excel for my
graphs.

satisfaction with personal efforts
How will I tell others that I am satisfied
with my efforts?
I will include a self-assessment

form in my project.
Demonstrates ability to seek help

What will I do to seek help?
I will ask Matt when I am stuck.

I will use the folder with hints
about Excel. I will ask for
assistance from the teacher.
Achieved
23
24
Attributes
Comments
Demonstrates ability to work alone

How will I show I can work on my own?
I will sit in the quiet area so I can

concentrate uninterrupted.
Demonstrates ability to think clearly

How will I show that I am thinking
clearly?
I will use the Its a goal goalplanning tool.
Demonstrates ability to think

optimistically
What will be some helpful thinking
statements to use during the project
time?
I have been successful in

completing small projects before.
I have many supports around me.
Achieved
Sample planning tool: self as supported learner

Name: Jo Achiever
Task
Attributes
Evidence of attribute and

reflection notes
Can name positive role models

Name the people you look up to.
My basketball coach and friend

George.
Can name people who support

goal setting
Who will help you set your goals?
My teacher.
Can name people who set limits

Name the people who help you set
limits.
Myself, my parents, my teacher

and my coach.
Can name people who want me to

learn
Name the people who want you to
learn.
Myself, my parents, my teacher

and my coach.
Can name people who nurture and

cheerlead
Name the people who encourage you.
My peer learner and my parents.

productive time management
Name the people who help you to
manage your time.
My teacher.
Achieved
Sample audit tool: individuals attributes of resilience

Name: Jo Achiever
Date: Feb 15
Attributes
Intrapersonal self
In classroom
EM
Demonstrates ability to achieve personal best
Demonstrates ability to persist with tasks
Out of classroom
EM
Demonstrates belief that one can achieve
Demonstrates ability to embrace difference in self
Demonstrates managing a range of emotions


Demonstrates ability to communicate satisfaction

with personal efforts
Demonstrates ability to think optimistically
Interpersonal self
Demonstrates ability to embrace difference in others
Demonstrates ability to seek support from others
Demonstrates ability to sustain relationships in work
Demonstrates ability to communicate personal

responsibility for actions
Demonstrates ability to sustain relationships in play
Demonstrates ability to positively manage conflict
Demonstrates ability to communicate effectively
Self as supported learner

Can name people who want me to learn
Can name people who nurture and cheerlead me

Can name people who support productive time
management
EM = emerging C = consolidating E = established
Can name people who support goal setting
25
Organising
the classroom
When designing the classroom to foster resilience, the following points are
important fundamental beliefs:
1. People are able, valuable and responsible, and should be treated
accordingly if they are to develop fully.
2. Learning is a collaborative act between pupil and pupil, and pupil and
teacher. For this to occur, relationships within the classroom should
be based on emotional understanding and rapport.
3. Process is the product in the making. How we do something affects
what we have in the end.
4. People possess untapped positive potential in all areas of human
endeavour.
(Brearley 2001)
Potential can best be realised by places, policies, processes and programs
specifically designed to invite development.
26
Organising the classroom
27
The resilient classroom

Learning style chart
and guiding tips
Our Proud
Moments board
De Bonos hats
and process
displayed
School and
classroom
responsibilities
Tables in groups
Agreed
guidelines for
behaviour
within the
class
Class meeting area
Teacher as guide
not answer-giver
Jokes/cartoons
display
Charts with steps for social

skills, conflict resolution, etc
A class tape recorder,

construction
materials, posters
and books
Burn essential
oils to enhance
memory and
calm
There is a wide variety of strategies and structures that can be used to foster
resilience in the classroom. Several examples are provided here. Choose an
activity according to the context and/or need.
Mission statement
Protective understandings addressed:
28
I am likeable and lovable.
I am compassionate and caring towards others and myself.
I am civil and generous towards others and myself.
I am accountable for what I do.
I can be vulnerable and express my fears to others.
I can persevere and find solutions to problems that I encounter.
I can be self-disciplined to make positive choices when I am tempted

to do something unsafe.
I can decide whether it is appropriate to seek advice or deal with the

issue myself.
I can seek support when required.
I have supportive people who demonstrate unconditional love.
I have others who provide boundaries for me so I know what is

appropriate.
I have positive role models from whom I learn.
I have others who guide and empower me to independence.
I have people who help me when I am sinking, in danger or in need.
Method:
1. In collaborative groups, pupils create a mission statement and a bill
of rights for the classroom based on elements of resilience (I am,
I can and I have).
2. Each group is given an element of resilience that relates to the
classroom (see Mission Statement proforma, page 57).
3. The group designs a behavioural expectation that reflects the
element of resilience. For example: In our classroom we have people
around us who support us. To achieve this we ensure others can
communicate freely and that a persons views and feelings are
respected.
4. Encourage pupils to make reflective steps when established shared
understandings are breached.
Family coat of arms

I am civil and generous towards others and

myself.
I have supportive people who demonstrate

unconditional love.
Method:
1. Pupils use Family Coat of Arms proforma (page 58) to design a coat of
arms for their family.
2. Pupils can then share their designs with each other to compare
differences/similarities.
3. Discuss: What does your coat of arms tell you about yourself and
your family?
29
30
Blind cars

Method:
1. Pupils pair up and stand one in front of the other.
2. The front person is the car, with hands out in front, palms up to act
as bumpers. Their eyes are closed.
3. The person behind is the driver, and uses the shoulders of the car as a
steering wheel to guide the car through traffic created by the other
cars. The drivers eyes are open.
4. After a few minutes reverse roles.
5. Discuss: How did it feel to be the driver?
6. Discuss: How did it feel to be the car?
(Note: Adhere to the schools guiding safety measures when conducting
this activity.)
Trust token
Method:
1. Pupils choose an item that is precious to them and the class (e.g. a
classroom plant or pet).
2. Each pupil takes the classroom object home for a night.
3. Pupils share the experience of caring for the object with the class. For
example: I had to put it up high so that my little brother didnt draw
on it.
Class eggsercise
I am compassionate and caring towards

others and myself.
Method:
1. Once class trust is established, each pupil builds, names
and decorates a home for an egg. They take their eggs
home for one night.
2. The next night pupils exchange eggs with another pupil to care for
overnight.
3. Discuss: How did it feel to give your egg to someone else to care for?
How did it feel to care for someone elses egg?
People I have around me


issue myself.
I have supportive people who demonstrate to me unconditional love.

appropriate.
I have positive role models who I learn from.
I have others who notice and support me when in need.
31
32
Method:
1. Brainstorm the people we have around us.
2. Discuss the frequency of contact with these people.
3. Pupils use the People I Have Around Me proforma (page 61) to indicate
whether the person is someone they usually see daily, weekly or
monthly.
4. Discuss and record problems or issues that pupils may experience.
Identify which of these people may be of assistance.
Extension:
Using chalk on asphalt, draw a concentric circle like the one on the
BLM.
Assign roles to pupils, such as parents, teachers or coach. They can

dress up or wear signs to indicate their roles.
As a class, decide where to place the people in the concentric circle.
Assign a pupil to interview the characters and find out how they may
help.
Discuss: If that person does not listen or help who would you go to
next?
Safety web

appropriate.
Method:
1. Pupils list two rules and limits that they value to keep them safe within
each of the contexts indicated on the Safety Web proforma (page 59).
2. Pupils list two norms of group behaviour that are not listed as rules
and limits.
3. Discuss the implications if someone chooses not to comply with the
set limits.
4. In cooperative groups pupils create posters that reflect the learnings.

5. Display the posters in a common teacher, parent and pupil area
within the school.
Magnificent mentor medal

I am civil and generous towards others and

myself.
I have positive role models from whom I

learn.
Method:
1. Pupils and staff nominate staff members who
demonstrate an attribute of resilience.
2. The staff member is awarded the Magnificent Mentor
Medallion (see proforma on page 60) at class or school assembly.
3. For a specified time this attribute is celebrated when identified in
anyone within the whole school community.
Achievement time line

Method:
1. Using photos, drawings or written explanations, pupils create a time
line to depict different skills they have learnt throughout their lives.
2. They could also include a skill or achievement that they would like
to achieve by the end of the year.
33
34
3. Pupils share their aspirations and discuss how they can achieve their
goal.
4. Pupils share their time lines with the class.
5. Pupils respond to others time lines by writing a letter commenting
on shared aspects of their lives. Collate these responses into a book
for the pupil.
Its a goal!
I can decide whether it is most appropriate to seek advice or deal with

the issue myself.
Method:
1. Pupils use the Its a Goal! proforma (page 62) to write a goal to aim
towards.
2. Pupils state why they want to achieve this goal. How will it help
them or others?
3. Pupils decide how they will achieve the goal, the resources required
and the steps necessary.
4. Pupils conference with a teacher or trusted peer using the SMART
(Specific, Measurable, Accessible, Realistic, Timed) approach to goal
setting.
5. After a week, check the goal. Pupils seek a peers feedback on their
progress towards achieving their goal. Pupils complete the Sustaining
Goals proforma (page 63).
Friendly flowers
Method:
pp
ha
kind
1. Conduct a mini-lesson on the topic of positive affirmations.

2. Brainstorm ways to give positive affirmations based on the protective
understandings listed above. For example: You apologised and
looked after me when you accidentally knocked me over.
3. Record the results of the brainstorming session on large sheets of
paper.
4. Each pupil writes their name on eight paper petals and gives them
to classmates.
5. Pupils write a positive affirmation based on the results of the
brainstorm session on each petal.
6. Paste the petals together to form a flower of affirmations.
7. Display the flowers in the classroom and include them in work folios
to present to parents.
helpfu
l
LIN
fun
ny
str
g
on
sharing
in
ar
ar
sm
35
36
Self-talk
Method:
1. Read the positive and negative self-talk scenario on the Positive and
Negative Self-talk proforma (page 64).
2. Pupils write examples of self-talk and identify them as positive or
negative by placing them under the appropriate heading.
3. Conduct a mini-lesson discussing how positive and negative selftalk can impact upon relationships.
4. Pupils identify words and actions that foster positive relationships.
5. Pupils role-play friendship-making to show positive self-talk.
6. Pupils identify words and actions that foster negative relationships.
7. Pupils role-play friendship-making to show negative self-talk.
8. Pupils write about their own positive and negative self-talk in their
private journals.
Emergency action plan



issue myself.

appropriate.
I have others who notice and support me when in need.
Method:
1. Conduct a mini-lesson on a pupils initial response when faced with
an emergency situation.
2. As a class, discuss a scenario for a possible emergency situation. For
example: You find a younger sibling collapsed on the floor with an
empty packet of tablets next to them. What would you do?
3. In groups, pupils share ideas about the adults who could help, and
how these adults can be quickly contacted.
4. Pupils role-play an emergency situation to share their ideas with the
rest of the class.
5. Outline the steps to contact emergency services. Allow pupils the
opportunity to skill-play this process.
37
Frequently asked
questions
(and troubleshooting)
Is resilience linked to personality traits?

Research shows that some children have a predisposition to be more or less
resilient (Prior 1999). Some children may have difficulties gaining access to
the protective factors of resilience, and this may obstruct the development
of resilience. However, each child has the ability to be resilient and the
process of becoming resilient is ongoing and developmental. Children will
become more resilient if they have the beliefs, skills, behaviours and
supports.
How can I find time to teach resilience?

Schools are an effective place to develop resilience. Resilience can be
attended to via the hidden curriculum particular teaching strategies,
methodology and protective school structures. Most coping skills can be
integrated into physical, personal and social learning. Efforts to foster
resilience will benefit the learning environment, as a resilient child is an
effective learner.
Is resilience a passing fad?

Young people have always needed coping skills to meet lifes challenges. This
need will remain in future generations. Resilience has become a health issue
due to evidence that suggests young people are exposed to a greater array of
challenges and are less able to cope with the challenges they face. Rates of
depression among young people are also higher than in previous generations.
38
Frequently asked questions (and troubleshooting)
Am I qualified to tackle issues of resilience?

Throughout their lives, adults have encountered many experiences where
they have had to call upon their resilience. Reflect upon your own
development of resilience, conduct some professional reading and you will
be in a secure position to tackle resilience.
39
Teachers promote resilience through their language, actions and the

surroundings they help to create. Planning for and teaching about the
following will provide pupils with the beliefs, behaviours and supports
required to display varying degrees of resilience.
Developmentally and culturally appropriate

instruction
40
Teach pupils meta-cognition theories of how people think and how to

control thoughts that influence moods, beliefs and behaviours. They can
then access a higher level of processing insight, creativity, wisdom and
common sense.
Have lesson material that is comprehensive, meaningful, relevant and

engaging. The curriculum material should be based around pupils
strengths, interests and experience.
In partnership with the pupil, set short-term achievable goals to promote

success and confidence. (See the Its a Goal! proforma on page 62.)
Allow for instructional practices that encourage ongoing self-assessment,

self-improvement, goal setting and task mastery review.
Allow think time to support those who have difficulty processing

information.
Use literature to map central characters trials and tribulations. Focus on

the characters strategies to solve problems. Discuss connections with
other books characters and the problem-solving skills used.
Use mood music to help pupils enter a soothing state. This is best done
after playtime or an active time.
Opportunities for learning
Ensure the classroom is a place where pupils have a positive sense of self,
are comfortable emotionally and physically, can communicate freely and
are respectful of others and self.
Provide assessment opportunities that address multiple intelligences, such

as music, drawing, acting, constructing, and verbal and written activities.
Encourage pupils to observe adult interactions and identify positive

aspects.
Create opportunities for learning and studying related to varied learning

styles.
Encourage pupils to be accountable for learning. Use inclusive language to

encourage pupils to take responsibility for their learning. For example:
We are going to explore today and there will time at the end to share
and reflect.
Provide an environment where pupils feelings, views and privacy are

respected.
Establish an environment where pupils can learn and the teacher can
teach.
Support pupils to reflect on their social and academic learning regularly.
Guidance, facilitation and reinforcement from

caring adults
Empower pupils with hopefulness.
Have a belief in pupils capacities.
Encourage helpful thinking. Support pupils in identifying times when

they may exaggerate facts, jump to conclusions or over-generalise.
If a pupil arrives late, support them by informing them individually on

what the class tasks are. (If this is ongoing it may require a conversation
with others to determine how to support the pupil to arrive on time.)
Maintain your own mental health.
Take time to become familiar with pupils interests and thoughts.
41
42
Make a positive comment to each pupil about their contributions for the
day academic or social.
Recognise your own thoughts, feelings and beliefs towards pupils. Avoid
labelling and judgements on behaviour.
Ensure that pupils receive positive reinforcement. Praise pupils by stating

the appropriate behaviour demonstrated. Be honest and realistic about
praise.
When providing feedback use the format of positive comment,

constructive input and praise. For example: You noticed your audiences
lapsed attention and then you involved them in the report by using a
personal quote from one of the peer learners [noted positive behaviour]. I
suggest for next time you make more eye contact with the audience
[suggestion of possible improvement]. Well done for persisting and not
personalising the behaviour of your audience [affirmation].
Create a safe environment by accepting and valuing all contributions.
When talking to pupils about their inappropriate behaviour try to walk

and talk as movement with no direct eye contact may open
communication.
Provide guidance, not all answers.
Ensure the consequences for behaviour guidelines are clear and pupils are
aware of them.
Focus on the behaviour, not the person.
Monitor pupils participation and class dynamics to identify inhibiting

factors for individuals.
Discuss behavioural change expectations away from an audience.
Interact with pupils in a variety of ways as a teacher, a person they are

accountable to and someone who is interested in their social growth.
Laugh, lighten up and have some fun!
Structured opportunities for positive social

bonding, cooperative learning and leadership
Create smaller learning communities in larger schools to help teachers get

to know pupils.
Create an environment conducive to positive interactions by ensuring

that sarcasm or negative comments are not made or accepted.
Allow time for conversations. Take time to listen to concerns. Encourage

one-to-one conversations to develop an understanding of each others
needs, beliefs, supports, understandings and requirements.
Foster resilience by using appropriate self-disclosures. Talk about an

adverse event and what you did to support your recovery.
In group interactions highlight that it is the process that is most

important, not the outcome.
Encourage pupils to take on different roles at different times and have

ownership within the classroom. For example, in a cooperative group task
provide roles for the pupils recorder, reporter, encourager, etc.
Conduct regular class meetings to identify pupils needs and allow

opportunities to implement social skills.
Provide opportunities for pupils active involvement to connect with

others and build trust (e.g. peer support, classroom meetings, buddy
programmes, school counsellor).
Vary group formations (partner/small group/whole class/individual).

Monitor each pupils class participation/interaction to increase your
awareness of what inhibits a persons input in class discussions.
Encourage pupils to problem solve and praise their attempts to find

solutions. Highlight their skill development.
Build a relationship of respect, honesty and empathy by being honest

about your feelings.
Opportunities for meaningful participation
Be a teacher who believes in pupils personally while skilfully teaching

academic skills.
Ensure pupils have meaningful contributions and responsibility within

the school (e.g. questioning opportunities, hands-on learning, curriculum
planning, cross-age mentoring and community service).
Teach pupils to negotiate. Help them to look for solutions that create a
win-win situation. Work on solutions that are not my way/your way but
are agreements where everyone feels they have been heard and respected.
43
44
Include parents in supporting pupils learning with learning evenings

that focus on specific curriculum areas.
Provide opportunities for parents feedback.
Appropriate academic expectations and challenges
Provide adequate support and high expectations for pupils to reach their
full potential. This will allow pupils to believe in themselves and their
future, and develop self-esteem, self-efficacy, autonomy and optimism.
Alternate passive and active brain tasks, creating ebb and flow. Ensure a
challenging task is followed by a less challenging one.
Avoid emphasis on competition, comparisons and rewards only for high

achievers as they have counterproductive effects on academic motivation
and emotional wellbeing (Roeser 1998).
Play trivia games so pupils experience the feeling of positive risk taking.
Provide regular, explicit feedback on achievements that show resilience.
Assessment and
record keeping
The purpose of assessing pupils current levels of resilience is to plan for

future directions and the ongoing development of their resilience. Where
possible both pupils and teachers are involved in the process. This may
include both formal and informal assessment.
The following record-keeping proformas may be utilised individually or
collectively as part of an integrated assessment. They are useful tools to focus
the teacher when profiling a pupil.
1a
1b
1c
2
3
4
Self as Intrapersonal Learner (page 53)

Self as Interpersonal Learner (page 54)
Self as Supported Learner (page 55)
Individuals Attributes of Resilience (page 52)
Its a Goal! (page 62)
Sustaining Goals (page 63)
A sample integrated assessment process
1a
Conducted
by pupil
2
Information
from 1ac
collated by
teacher
3
Conference
with peer
learner or
teacher
4
Conference
with peer
learner or
teacher
1b
Conducted
by peer
learner
Continue as an ongoing process
1a
Conducted
by teacher
45
46
Teachers can use the Protective Understanding Profile proforma (page 50) to
support their preparation for meeting with a family when wanting to raise a
concern.
Informal assessment
When planning lessons teachers can include regular opportunities for
informal assessment by the pupils. These assessments can be conducted orally,
visually or physically using an intrapersonal focus and receiving interpersonal
feedback. We suggest teachers ensure that all interpersonal feedback:
1. notes positive behaviours (e.g. You noticed your audiences lapsed
attention and then you involved them in the report by using a personal
quote of one of the peer learners)
2. suggests possible improvements (e.g. I suggest for next time you make
more eye contact with the audience)
3. finishes with an affirmation (e.g. Well done for persisting and not
personalising the behaviour of your audience).
When teachers use a variety of assessment methods it allows pupils to learn
how to reflect upon their behaviours, skills and beliefs. The more this skill is
internalised by the pupil the greater the opportunity for the growth of their
resilience when they meet future adversities. The following ideas could be
adapted to suit various class levels.
Physical assessment activities
Pupils stand at a point along a continuum to show their response to

questions or statements, such as:
I participated well in my group today.
I kept going when I found the work difficult.
I sought help when I needed it.
I kept going after I made a mistake today.
I managed my fear of failing the task.
Pupils freeze-frame a physical representation of an emotion they used to

persist during the activity.
Assessment and record keeping
Reflection prompts
Questions may be framed to raise awareness and support reflections on
attributes that develop resilience. For example:
What was one thing you heard today that helped to manage a conflict
positively?
In your groups today how were you able to agree on the presentation of
your project?
How did you continue to work with your group when you didnt fully
agree?
What was one thing you saw or heard today that demonstrated effective
communication?
Who can share how they organised themselves to complete their task on
time today?
Who can explain what helped them to achieve their goal?
What positive self-talk did you use to complete the activity?
When you noticed you were using negative self-talk how did you change
it to positive?
How did you communicate personal satisfaction with your efforts?
Recording
Pupils place an affirmation sticker on a picture of themselves that is on

constant display on the wall.
Pupils draw their face showing the emotion they used to support
themselves when, for example, they did not make the basketball team.
Pupils complete the statements: I did well because I ; We did well

because we
Pupils draw a cartoon to show how they took responsibility for their
behaviour and how they apologised.
47
Proformas for the

classroom
49
50
Protective Understandings Profile

Protective understanding
Notes
The pupil has someone who loves them

totally (unconditionally).
The pupil has an older person outside the home
they can talk to about problems and feelings.
The pupil is praised for doing things on
their own.
The pupil can count on their family being
there when needed.
The pupil knows someone they want to
be like.
The pupil believes things will turn out all right.
The pupil does endearing things that makes

people like them.
The pupil holds spiritual beliefs.
The pupil is willing to try new things.
The pupil likes to succeed in what they do.
The pupil feels that what they do makes a

difference to how things work out.
The pupil likes self.
The pupil can focus on a task and stay with it.
The pupil displays a sense of humour.
The pupil makes plans to do things.
J. Allen, M. Murray and K. Simmons, Helping your pupils to be resilient, Routledge, 2008.
51
Audit Tool: Interconnections

between Family and School
Interconnections
Notes
How does the school and family communicate?
How does the school communicate school

protocols with families?
How do families communicate family issues

with the school?
How does the school and family enhance

relationships?
How does the school and family organise

for sharing knowledge about each others
values and beliefs?
52
Audit Tool: Individuals

Attributes of Resilience
Name: ______________________________
Date: _____________________________
Attributes
Intrapersonal self
Demonstrates ability to persist with tasks
Demonstrates ability to achieve personal best
Demonstrates belief that one can achieve
Demonstrates ability to embrace difference in self
Demonstrates managing a range of emotions
Demonstrates ability to communicate satisfaction
with personal efforts
Demonstrates ability to think optimistically
In classroom
EM
Out of classroom
EM
Interpersonal self
Demonstrates ability to embrace difference in others
Demonstrates ability to seek support from others
Demonstrates ability to sustain relationships in work
Demonstrates ability to sustain relationships in play
Demonstrates ability to communicate personal
responsibility for actions
Demonstrates ability to positively manage conflict
Demonstrates ability to communicate positively
Self as supported learner
Can name people who support goal setting
Can name people who want me to learn
Can name people who nurture and cheerlead me
Can name people who support productive time
management
EM = emerging C = consolidating E = established
53
Planning Tool: Self as

Intrapersonal Learner
Name:
Task
Attributes
Comments
Achieved
Demonstrates ability to persist

with tasks
Demonstrates ability to achieve
personal best
Demonstrates belief they can achieve
difference in self and others
Demonstrates managing a range of
emotions appropriately
satisfaction with personal efforts
Demonstrates ability to think
optimistically
54

Interpersonal Learner
Name:
Task
Attributes
Comments
Achieved

difference in others
Demonstrates ability to seeks support

from others

relationships in work

relationships in play

personal responsibility for actions
Demonstrates ability to positively

manage conflict

effectively
55

Supported Learner
Name:
Task
Attributes
Comments
Achieved

goal setting
Can name people who want me

to learn
Can name people who cheerlead me

productive time management
56
Teacher Classroom Environment

Assessment
Mark your response to the statement on the continuum
below.
I provide appropriate developmental and cultural instruction.
always
usually
sometimes
seldom
never
seldom
never
I provide opportunities for my pupils to learn.

always
usually
sometimes
I am a caring adult who provides guidance, and facilitates and provides

reinforcement.
always
usually
sometimes
seldom
never
I structure opportunities for positive social bonding, cooperative learning and

leadership with peers.
always
usually
sometimes
seldom
never
I provide meaningful opportunities for pupils to participate.

always
usually
sometimes
seldom
never
I have appropriate academic expectations and challenges.

always
usually
sometimes
seldom
never
57
Mission Statement
In groups, design guidelines to provide a safe learning
and emotional environment.
BELIEFS
In our classroom I am a likeable and lovable person. In order to achieve this I . . .
In our classroom I am compassionate and caring towards others and myself.

In order to achieve this I . . .
In our classroom I am civil and generous towards others and to myself. In order
to achieve this I . . .
In our classroom I am accountable for what I do. In order to achieve this I . . .
SKILLS
In our classroom I can be vulnerable and express my fears with others. In order to
achieve this I . . .
In our classroom I can persevere and find solutions to problems that I encounter.
In our classroom I can be self-disciplined to make positive choices when I am

tempted to do something unsafe. In order to achieve this I . . .
In our classroom I can decide whether it is appropriate to seek advice or deal

with the issue myself. In order to achieve this I . . .
In our classroom I can seek support when required. In order to achieve this I . . .
SUPPORTS
In our classroom I can name supportive people who demonstrate to me

unconditional love. In order to achieve this I . . .
In our classroom I have others who provide boundaries for me so I know what is
appropriate. In order to achieve this I . . .
In our classroom I have positive role models who I learn from. In order to achieve
this I . . .
In our classroom we have others who guide and empower us to independence.

In our classroom we have others who notice and support us when we are in
need of help. In order to achieve this I . . .
58
Family Coat of Arms

Name: __________________________________________________________________
Design a coat of arms for your family.

1. Fill in each section with something you are very good at and something at which
you would like to improve. Write four words in the scroll that people could use
to describe you and your family.
2. Draw a picture of one of your values.
3. Discuss a value that your family lives by.
4. Imagine you could achieve anything you wanted to and whatever you tried
would be a success. What would you strive to do?
59
Safety Web
Name: __________________________________________________________________
Identify and record two types of behaviour that your

group values and that keep you safe at each of the
places below. With a friend, discuss the consequences of
a person not complying with the set limits.
vel
Tra
me
Ho
ces
pla
lic
Pub
l
oo
Sch
60
Magnificent Mentor
Complete the medal below and award it to a deserving
member of your school community.
61
People I Have Around Me

Name: __________________________________________________________________
Write the supportive people you have around you on the

diagram below. Place them according to how often you
have contact with them. Identify and record which of
these people may be of assistance in particular
situations.
Y
HL
T
N
O
M
Y
KL
E
E
W
ILY
A
D
E
M
62
Its a Goal!
Name: __________________________________________________________________
GOAL SETTING
If you know what you want and why, you can work out how.
WHAT IS
YOUR GOAL?
WHY DO YOU WANT

TO ACHIEVE THIS?
Discuss your goal

with a teacher or
trusted peer. Assess
whether your goal
is SMART. Is it:
After one week, ask:

Am I achieving my
goal?
Specific?
Measurable?
Accessible?
Realistic?
Timed?
HOW CAN YOU

ACHIEVE THIS?
Comments from
others
Sample goals you might consider are:

Working alone
Assertive language
Positive self-talk
Seeking help
Achieving personal best
Accepting feedback
Positively managing conflict

Persistence with tasks
Working in a team
63
Sustaining Goals
Name: __________________________________________________________________
I have already learnt to . . .

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
I would like to learn to . . .

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
I could do this by. . .

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Steps I can take to learn this are . . .

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
The people who can help me are . . .

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
64
Positive and Negative Self-talk

Read the following text. Identify self-talk, record it on slips of paper
and put each piece under the appropriate arrow.
Trini wakes up and notices that her alarm didnt go off. She only has 15
minutes to get to school. She can hear her older brother in the kitchen, but
thinks that he is too busy to help her get to school.
Trini gets dressed and leaves the house. When she gets to school she realises
she has forgotten her sports uniform. She decides to go home to get it.
When she arrives home the house is locked and she cant find the spare key.
Trini decides to break a window at the side of the house to get in. She finds
her sports uniform at the bottom of the laundry basket. It is still dirty. She
grabs her trainers and goes back to school.
She has to go to the office for a late pass. When she gets to class, they are
already 10 minutes into the 50 minute lesson.
For example:
POSITIVE
SELF-TALK
NEGATIVE
SELF-TALK
I can ask for help
No one can help me
I still have time
Its too late
My teacher will understand
I am in trouble
Further reading
10
Beck, A. (1976) Cognitive Therapy & the Emotional Disorders, International

Universities Press, NY.
Bernard, M. E. (2001) You Can Do It! Education, Australian Scholarships
Group, Australia & NZ.
Brearley, M. (2001) Emotional Intelligence in the Classroom: Creative Learning
Strategies for 1118 Year Olds, Crownhouse Publishing Ltd, UK.
Education Victoria (1999) Framework for Student Support Services, Community
Information Service, Department of Education, Vic.
Ellis, A. and Beck, A. (1995) Changing rational-emotive therapy to rationalemotive behaviour therapy, Journal of Rational-Emotive & Cognitive
Behaviour Therapy, vol 13, pp 859.
Goleman, D. (1996) Emotional Intelligence: Why It Can Matter More Than IQ,
Bloomsbury, UK.
Grotberg, E. (1993) A Guide to Promoting Resilience in Students: Strengthening
the Human Spirit, available at www.resilnet.uiuc.edu/library/grotb95b.html
McGrath, H. and Noble, T. (2005) Eight Ways at Once, Pearson, Australia.
Morales, R. (2004) Should Have Said: Empowering Students through Role-play,
Curriculum Corporation, Carlton South.
Roeser, R. et al. (1998) Academic and emotional functioning in early
adolescence, Development & Psychopathology, vol 10, pp 3251.
Seligman, M. E. P. (1995) The Optimistic Child, Random House, Australia.
65

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Helping your pupils

The Little Books of Life Skills

Helping your pupils to ask questions

Helping your pupils to be resilient

Helping your pupils to communicate effectively and manage conflict

Helping your pupils to think for themselves

Helping your pupils to work cooperatively

Helping your pupils

Jen Allen, Michele Murray

First published by Curriculum Corporation 2005

What are the benefits of resilience?

The role of the teacher

Organising the classroom

Strategies and activities

Frequently asked questions (and troubleshooting)

Tips for the teacher

Assessment and record keeping

Proformas for the classroom

Resilience is the process of developing survival capacities in the face of lifes

Helping your pupils to be resilient

The resilient recovery process

Pupil does not receive

What is an adverse event that a pupil may face?

Helping your pupils to be resilient

Missing out on team selection

Physical differences of the pupil

Stolen or damaged property

A feeling of not belonging

A pupil may face a compounding number of these adverse events at any

What are the individuals sources of resilience?

A pupil who can seek

Helping your pupils to be resilient

How can family and school protective understandings be

What is the connection between self-esteem, optimism and

Fostering resilience through familyschool communication

All school protocols

All family issues

Ways school can

Ways family can

Provide direct teacher support

Encourage social, emotional

Example: teachers are

Sharing knowledge about

Example: parents reflect the

Example: teachers invite

Example: parents attend

Role-model positive learning

Espouse positive attitudes

Example: teachers provide

Example: parents engage in

solace when confronting difficulties in life. Confidence and self-esteem

Helping your pupils to be resilient

Links to individual sources of resilience

A pupil who can . . .

A pupil who has . . .

All forms of media

all forms of media.

Sets of beliefs pupils

The ideal self

Sets of beliefs about

Helping your pupils to be resilient

Low self-esteem within an ineffective whole school community

John believes he is a poor reader. He notices competent