Transcript What is Mental Health?

RESILIENCE
CUMBRIA COUNTY COUNCIL
AIMS
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You will be able to describe some key theories of resilience and the
evidence base for resilience
You will be better able to apply resilience based approaches in your work
with children, young people or families
You will be able to consider ways in which you can build your own resilience
RESILIENCE
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Normal development under difficult circumstances. Relative
good result despite experiences with situations that have
been shown to carry substantial risk for the development of
psychopathology (Rutter)
The human capacity to face, overcome and ultimately be
strengthened and even transformed by life’s adversities and
challenges .. a complex relationship of psychological inner
strengths and environmental social supports (Masten)
Ordinary magic .. In the minds, brains and bodies of
children, in their families and relationships and in their
communities (Masten)
APPRECIATE
Valuing; the act of recognizing the best in
people or the world around us; affirming past
and present strengths, successes and
potentials; to perceive those things that give life
(health, vitality, excellence) to living systems
INQUIRE
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The act of exploration and discovery
To ask questions, to be open to seeing new
possibilities and potentials
Synonyms; discovery, search, study, systematic
exploration
PROBLEM SOLVING
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Have pain
Identify problems
Analyse causes
Generate solutions
Action plan – ‘treatment’
APPRECIATIVE INQUIRY
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Valuing the best of what
exists
Envisioning - what might be
Dialoguing – what
could/should be
Innovating – what will be
Metaphor; this person,
system, organization has
problems
A DIFFERENT APPROACH
EXPLANATORY STYLE AND ATTRIBUTION
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Children learn optimistic or pessimistic
explanatory styles and these can be changed
A pessimistic explanatory style is characterised
by beliefs that are;
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Permanent
Personal
Pervasive
Source Martin Seligman
MINDFULNESS
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Is about paying attention to the present (most
of what we worry about is about the past or the
future)
Is about deliberately creating a refuge from the
need to be constantly doing
Has it’s origins in Bhuddism but is supported
by neuroscience evidence
Is at once simple and difficult
RESILIENCE - PRAGMATICALLY
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The kinds of things we need to make happen
(e.g. events, parenting strategies,
relationships, resources) to help children [or
anyone] manage life when it’s tough. Plus
ways of thinking and acting that we need
ourselves if we want to make things better for
children [or adults].’
Source: Aumann and Hart 2009
CAPABILITY
RESILIENCE: BEATING
THE ODDS
FIGURE
1:AND
IDENTIFICATION
OF RESILIENCE
Outcome
Adversity
Low
High
Positive
A. Favourable
experience
of life
B. Resilience:
Unexpected
positive outcome
Negative
C. Unexpected negative
outcome
D. Risk and vulnerability
(reference and downloadable copy: www.ucl.ac.uk/capabilityandresilience. Capability and Resilience: Beating
the Odds Edited by Professor Mel Bartley, published by UCL Dept Epidemiology and Public Health on behalf
of the ESRC Priority Network on Capability and Resilience (2003-2007). )
NAVIGATION AND NEGOTIATION
In the context of exposure to significant adversity,
resilience is both the capacity of individuals to navigate
their way to the psychological, social, cultural, and
physical resources that sustain their well being, and
their capacity individually and collectively to negotiate for
these resources to be provided and experienced in
culturally meaningful ways.
(Ungar, 2008)
RESILIENCE IN THE CHILD
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being female
secure attachment experience
an outgoing temperament as an infant
good communication skills, sociability
planner, belief in control
humour
problem solving skills, positive attitude
experience of success and achievement
religious faith
capacity to reflect
RESILIENCE IN FAMILIES
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At least one good parent-child relationship
Affection
Clear, firm consistent discipline
Support for education
Supportive long term relationship/absence of
severe discord
RESILIENCE IN COMMUNITIES
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Wide supportive network
Good housing
High standard of living
High morale school with positive policies for
behaviour, attitudes and anti-bullying
Schools with strong academic and non-academic
opportunities
Range of sport/leisure activities
Anti-discriminatory practice
Domains of Resilience
Social
competence
Positive
values
Talents &
interests
Secure
base
Education
Friendships
Brigid
Daniel &
Sally
Wassell
7 ‘LEARNABLE’ SKILLS OF RESILIENCE
Emotional awareness or regulation
Ability to identify what you are feeling and manage feelings appropriately
Impulse control
Ability to tolerate ambiguity and not rush decision making
Optimism
Optimistic explanatory style - wed to reality
Causal analysis
Ability to view difficulties from a number of perspectives, and consider many
factors
Empathy
Ability to read and understand the emotions of others. Helps build
relationships with others and gives social support
Self-efficacy
Confidence in your ability to solve problems - involves knowing your strengths
and weaknesses
Reaching Out
Being prepared to take appropriate risk - a willingness to try things and view
failure as part of life.
Karen Reivich; Penn Resilience Programme
NOBLE TRUTHS
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Accepting
Conserving
Commitment
Enlisting
COMPARTMENTS
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Basics
Belonging
Learning
Coping
Core Self
Angie Hart & Derek Blincow
RESILIENCE FRAMEWORK FOR CHILDREN
MINDSETS – THE WORK OF CAROL DWECK
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American research oriented psychologist
Research focus on the way people different
people think different things about you become
clever
Interested in motivation, achievement and
intelligence
HOW STRONGLY DO YOU AGREE/DISAGREE
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You have a certain amount of intelligence and
you really cant do much to change it
Your intelligence is something about you that
you can’t change very much
You can learn new things but you can’t really
change your basic intelligence
FIXED MINDSET
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Intelligence is fixed
Helpless orientation
Focus on performance
Failure and/or effort seen as
being a sign of low ability
Choose activities to
maximise performance (easy
ones to feel clever)
Decrease effort (withdraw or
consider cheating)
GROWTH MINDSET
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Intelligence can grow
Mastery orientation
Focus on learning
Not threatened by hard work
or failure
Seek new challenges
Mistakes seen as helping the
learning process
Effort seen as a necessary
part of the learning process
FIXED AND GROWTH MINDSETS
PRACTISE, MAKE MISTAKES AND PRACTISE
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“It’s not that I’m so smart, it’s just that I stay
with problems longer”
“I have no special talent – I am only
passionately curious” (both quotes from Albert
Einstein)
A growth mindset involves practise and effort
more than ‘talent’. Mindsets can be changed.
SELF-EFFICACY
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Bandura argued that we are motivated (or not) by a
set of beliefs we hold about our chances of success.
Those beliefs are shaped by;
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Mastery experiences; actually succeeding at a given task
Vicarious experiences; seeing someone else succeed at a task
Social persuasion; being encouraged by others to succeed
Physical and emotional states; being healthy and happy enough
to accomplish something
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Self efficacy beliefs are specific to the particular task
THE RESULT?
Psychologist Alan Carr has argued that:
Self efficacy beliefs enhance the functioning of the
immune system and lead to better physical health,
greater resilience in the face of stress and better
psychological and social adjustment. Within specific
domains such as work, sports, alcohol use, smoking
cessation and mental health problems the development
of self efficacy beliefs leads to positive outcomes