Resilience…It is often a topic of consultation either with teachers/school staff and/or parents…’what is resilience’, ‘how to build resilience’, ‘what would we see if a child is highly resilient’, ‘where do we start in promoting resilience and implementing strategies’…
This book outlines the different domains of resilience: social competencies, positive values, education, secure base, friendships and talents. It offers a framework that aims to evaluate each domain as well as providing strategies and interventions for implementation. It is important to point out that the concept of resilience aims to be used when a child is experiencing adversity or hardship. However, the literature notes that domains of resilience are positive skills to acquire by all children.
In consultation, I use the framework proposed in this book to identify areas of difficulties and strengths. We identify the domains needing more support, who can help, how to measure and observe change. This then forms a plan of actions to support resilience that parents and teachers are then part of. When I used this framework last week with a child, the main Assessment and Intervention framework table provided a positive way to structure the conversation and identify further strategies. It really helped the child to elicit areas of strengths and difficulties independently.
Variance: It could also be used following standardised assessment results as a way to implement support and intervention as a result. It could also help scaffold conversations with school staff as to what domains need more attention in a classroom.
Daniel, B. & Wassell, S. (2002). The School Years: Assessing and Promoting Resilience in Vulnerable Children 2. Jessica Kingsley Publishers: London.
Also see Early Years Volume 1 and Adolescence Volume 3