MAKING OUR KIDS SUCCESSFULRELATIONSHIPS ENGAGEMENT AND

MAKING OUR KIDS SUCCESSFULRELATIONSHIPS ENGAGEMENT ANDRELATIONSHIPS, ENGAGEMENT AND

RESILIENCERELATIONSHIPS, ENGAGEMENT AND

RESILIENCE

Bruce FergusonSickKids and U of TBruce FergusonSickKids and U of TTCDSB Feb. 20, 2009TCDSB Feb. 20, 2009

CHSRG AND SUCCESSCHSRG AND SUCCESS

CHSRGThe purpose of the Community Health p p y

Systems Resource Group is to create and implement systemic models for children's success through the transfer of knowledge to all who can influencewho can influence healthy outcomes for children.

CHSRG VISION

CompetenceCognitiveSocialPhysical

SuccessCharacter

Caring / Compassion

Physical

=Success g p

Connections

ConfidenceConfidence

Adapted from Lerner et al. (2000)

RELATIONSHIPS

WHY ARE RELATIONSHIPS SO IMPORTANT?

WHY ARE RELATIONSHIPS SO IMPORTANT?IMPORTANT?IMPORTANT?

Survival in hunter and gatherer societies

Success/survival in agrarian/industrial societies

I th 21st t l ti hi ill b ti l tIn the 21st century relationships will be essential to solving our problems – survival again but at a distance

As individuals, how do we get the 5 C’s?

WHY IS ENGAGEMENT SO IMPORTANT?

WHY IS ENGAGEMENT SO IMPORTANT?IMPORTANT?IMPORTANT?

Relationships are reciprocal or engaging

We get the 5 C’s by being engaged in relationships!

21st t lif i l d l t f21st century life is complex, we need lots of competencies and connections to succeed

Engagement and participation give us context and meaning

WHAT IS RESILIENCE?WHAT IS RESILIENCE?

“ …. POSITIVE ADAPTATION DESPITE EXPERIENCES OF SIGNIFICANT ADVERSITY OR TRAUMA .. “

At the level of society?

At the level of communities?

At the level of individuals?At the level of individuals?

WE ALL ARE RESILIENT!WE ALL ARE RESILIENT!Resilience is “ordinary” and normative

WHY IS RESILIENCE SO IMPORTANT?

WHY IS RESILIENCE SO IMPORTANT?IMPORTANT?IMPORTANT?

At the level of society?

At the level of communities?

At th l l f i di id l ?At the level of individuals?

SUCCESS IN THE CONTEXT OF OUR WORLDSUCCESS IN THE CONTEXT OF OUR WORLD

SOME SMALL PROBLEMS?• the globalization of the market economy – economic changes and

calamities• the information age – the communication revolutionthe information age the communication revolution• the nature of work• demographic imperatives – aging populations

i i ti d lti lt li• immigration and multiculturalism• changes in families, communities and governments• concerns for a sustainable world • global warming and biodiversity• happiness/the meaning of life – spirituality/ religion• our society’s view of children and adolescents

WHERE DOES RESILIENCE COME FROM?

WHERE DOES RESILIENCE COME FROM?FROM?FROM?

SOURCES OF RESILIENCESOURCES OF RESILIENCE:

Internal:/bi l d i ti- genes/biology and epigenetics

- developed characteristics of self

E t lExternal:- family/extended family- friends, peers, neighbourhood- community agencies school- societal attitudes/policies/programs

WHAT CAN WE CHANGE? WHY DO WE NEED TO?

HOW DOES RESILIENCE DEVELOP?HOW DOES RESILIENCE DEVELOP?

DEVELOPING RESILIENCE RELATIONSHIPS RELATIONSHIPSDEVELOPING RESILIENCE:RELATIONSHIPS, RELATIONSHIPS, RELATIONSHIPS!

CHARACTERISTICS THAT PROMOTE RESILIENCE:CHARACTERISTICS THAT PROMOTE RESILIENCE:

Good natured and affectionateEffective emotional and behavioural regulation strategiesGood cognitive abilities and problem-solving skillsPositive view of selfGood social skills – perceptive, assertiveHas sense of self-efficacyHas sense of self efficacyHas future orientationDelays gratification

WHERE DO SUCH CHARACTERISTICS COME FROM? HOW DID WE GET OURS?

SELF-DEVELOPMENT AS RESILIENCE

SELF-DEVELOPMENT AS RESILIENCERESILIENCERESILIENCE

SELF DEVELOPMENT

Self awarenessSelf managementSelf managementProblem solvingSocial awarenessSocial awarenessRelationship building

BUILDING SELF AWARENESSBUILDING SELF AWARENESS

WHO AM I?

Getting to know one’s self : emotions, strengths, weaknessesweaknessesAccepting (liking) one’s selfSeeing a place in the world for one’s selfg p

HOW DOES THIS HAPPEN?

LEARNING SELF MAMANGEMENTLEARNING SELF MAMANGEMENT

HOW DO I CONTROL AND CHANGE MYSELF

Control emotions – set goals Natural tendencies not always most adaptiveNatural tendencies not always most adaptiveFinding models Accepting (liking) one’s selfSeeing a place in the world for one’s self

HOW DO WE LEARN TO DO THIS?

DEVELOPING PROBLEM-SOLVINGDEVELOPING PROBLEM-SOLVING

WHAT IS THE PROBLEM HERE ANYWAY?

Finding the real or core problem - analysisSetting out the optionsgEvaluating the costs and benefitsArriving at a tentative solutionM it i th tMonitoring the outcomeRespect and responsibility

WHERE DO THESE SKILLS COME FROM?

BUILDING SOCIAL AWARENESSBUILDING SOCIAL AWARENESS

WHO ELSE IS IN THE/MY WORLD? WHAT WOULD IT FEEL LIKE TO BE ANOTHER PERSON?

Understanding that the world looks different to others - perspective-takingp p gAccepting others right to be themselves - diversitySeeing a place in the world for everyone – valuing diversity

WHO MODELS THIS WORLDVIEW FOR YOUTH?WHO MODELS THIS WORLDVIEW FOR YOUTH?

RELATIONSHIP BUILDINGRELATIONSHIP BUILDING

WHAT KIND OF FRIENDS/PEERS DO I WANT? ARE ALLWHAT KIND OF FRIENDS/PEERS DO I WANT? ARE ALL REALTIONSHIPS EQUAL?

Relationships are reciprocalRelationships are reciprocal Relationships require skills – communication, negotiation, refusalRelationships take time and persistence - trustNot all relationships are at the same levelRelationships are our “insurance policy” againstRelationships are our “insurance policy” against almost all of life’s risks

NOT JUST FOR YOUTH? e.g. personal coaches

SCHOOL ENGAGEMENTSCHOOL ENGAGEMENT

Promoting SuccessPromoting Success

TeacherEngagement

StudentEngagement

ParentEngagement

CommunityEngagement

Teacher Engagement Teacher Engagement

• Emphasize, facilitate and reward teachers interacting with other teachersE f ll ti ibilit• Encourage a sense of collective responsibility for all students in the school community.

• Involve teachers in viewing and solving allInvolve teachers in viewing and solving all school issues as a community

BELONGING!

WHY CARE ABOUT SCHOOL ENGAGEMENT?

WHY CARE ABOUT SCHOOL ENGAGEMENT?

SCHOOL ENGAGEMENT/CONNECTEDNESS IS INVERSELY RELATED TOINVERSELY RELATED TO:tobacco, alcohol, drug useearly sexual behaviour/teen pregnancyearly sexual behaviour/teen pregnancyschool behaviour problemscontact with the justice systemj y

AND POSITIVELY CORRELATED WITH:academic performancegraduating from high school

SO WE SHOULD DO EVERYTHING WE CAN TO INCREASE SCHOOL ENGAGEMENT!INCREASE SCHOOL ENGAGEMENT!

WHAT DOES ENGAGEMENT MEAN?WHAT DOES ENGAGEMENT MEAN?

ENGAGEMENT MEANS:Positive relationships with peers and teachersNotable focus on school life:

d i- academics- extracurricular- athletics- athletics- social life

Real identification with some aspect(s) of school life

EARLY SCHOOL LEAVERS PROJECTEARLY SCHOOL LEAVERS PROJECTFinal ReportFinal Report

EARLY SCHOOL LEAVERS PROJECTEARLY SCHOOL LEAVERS PROJECTFinal ReportFinal ReportFinal ReportFinal Report

< < http://www.edu.gov.on.ca/eng/parents/schoolleavers.pdf>

Final ReportFinal Report

< < http://www.edu.gov.on.ca/eng/parents/schoolleavers.pdf>

Main FindingsMain Findings

• Transcripts clearly depict youth who, although struggling with a multitude of riskalthough struggling with a multitude of risk factors, are at the same time determined to make better lives for themselves

• This was evidenced by the fact that virtually all of the young people had plans to return to school in the future.

PATHWAYS OF DISENGAGEMENTPATHWAYS OF DISENGAGEMENT

1. Starting from scratch- 42% g2. Mostly protected- 28% 3. The in-between- 30%

ContributionsContributions

• Many more protective factors cited• Positive roles of schools, friends, families• Youth enjoyment of school

Mi i f Ri k/P t ti F t• Mirror images of Risk/Protective Factors• Non-linearity and fractured paths to adulthood • Heterogeneity of the lived experience andHeterogeneity of the lived experience and

pathways to disengagement

RecommendationsRecommendations

1. Be more understanding!

2. Be more flexible!

3 Be more proactive!3. Be more proactive!

Student Success InitiativeStudent Success Initiative

LI

NU

PAI

TE

UME

ATH

RAC

RAC

WAYC

YCY

YS

COMMUNITY CULTURE CARINGCOMMUNITY CULTURE CARING

STUDENT SUCCESSSTUDENT SUCCESS

THE STUDENT SUCCESS INITIATIVE +THE TRANSITION PROGRAM ARE AIMED AT

CREATING THE SENSE OF BE ONGING ANDCREATING THE SENSE OF BELONGING AND SAFETY AND PROMOTING THE TYPES OF RELATIONSHIPS THAT WILL PROMOTE ENGAGEMENT, SELF DEVELOPMENT AND RESILIENCE IN OUR STUDENTS

IF WE REALIZE THE POTENTIAL OF THESE PROGRAMS, WE WILL HAVE LAID THE ,FOUNDATION FOR SUCCESS!

STUDENT SUCCESSSTUDENT SUCCESS

RELATIONSHIPS – HOME, SCHOOL, COMMUNITY

ENGAGEMENT – HOME, SCHOOL, COMMUNITY

RESILIENCE HOME SCHOOL COMMUNITYRESILIENCE – HOME, SCHOOL, COMMUNITY

WE KEEP DEVELOPING ALL THREE AND THEY ENABLE AND SUSTAIN US THROUGHOUT O SOUR LIVES!

SUCCESSSUCCESS

Key Risk FactorsKey Risk Factors

Macro Meso Micro

Non- Low social class Family DisabilitiesNon-School

Minority StatusGender“Place”Youth cultureImmigration/resettlement

School-home link

Adult status

Risk-takingSocial isolationIdentity issues

Moves/interruptionsImmigration/resettlement Moves/interruptions

School Ineffective disciplineLack of referral, counselling or outreachNegative school culture

Negative teacher-student relationsCurriculumPassive Instruction

Low level of engagement

Suspensions/retentions

Negative administrator relationsSchool structural flawsLack of assessment for disabilitiesSchool culture conflicts

Disregard for learning styleLack of support, outreach

Key Protective FactorsKey Protective Factors

Macro Meso Micro

Non- “Place” Family Educational advantage

School Supportive others in community (links to child welfare etc)

School-home link

Moderate employment

Friends/partners

Healthy lives

Insight, reflection, motivation

School Positive school climate

School and class size

Teaching style/care

Counsellors outreach

Friends/peers

ClassmatesSchool and class size

Tutors and support

Alternative education

Counsellors - outreach

Curriculum

Classmates

RecommendationsRecommendations

1. Be more understanding!

• Listen to what to students have to say• Understand the complex “youth culture” your students live

iin• Recognize the impact of various forms of racism,

discrimination, and bullying• Operate under principles of respect and fairnessOpe ate u de p c p es o espect a d a ess• Accept different lifestyles and life plans• Take acquisition of cultural competence seriously (i.e.

provide adequate teacher training)

Recommendations

2 Be more flexible!2. Be more flexible!

• Take into account the adult roles of youth (work, parenting)• Develop local curriculum (fitting local job pathways, providing

relevance and appropriateness for different cultural groups, meeting individual needs)

• Innovative interactive and personalized instructional strategies• Innovative, interactive and personalized instructional strategies• Develop disciplinary alternatives to suspension/expulsion• Build links with the community (agencies, organizations, groups,

businesses)• Fit between school structure and adolescent development (need forFit between school structure and adolescent development (need for

sleep, brain development)• Broad offering of extra-curricular activities• Expand alternative approaches to school structure• Create improved inter-provincial coordination and international

fassessment of curricula and educational standards

Recommendations

3. Be more proactive!

• Be proactive when youth start to disengage from school• Be proactive when youth start to disengage from school• Provide sufficient and appropriate resources for assessment,

counselling, and needed interventions• Develop better communication with parents and seek ways to

increase parent involvement in schools (especially immigrant p ( p y gparents)

• Improve teacher skills at monitoring student understanding/progress

• Create inter-sectoral partnerships to support poor and troubled youth (i e those with mental health problems substance abuseyouth (i.e. those with mental health problems, substance abuse issues, involvement with the law, family difficulties, or in the care of child aid agencies) to stay in school

• Encourage a culture in which youth feel they ‘belong’ within schools• Find ways to use school facilities for homework help and mentoringy g