Steven Wolin- Resiliency Theory

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Steven Wolin- Resiliency Theory Powered By Docstoc
					By Heidi Plant and Jessica Young
 Steven Wolin is a clinical professor of
  psychiatry at the George Washington
  University Medical School
 Wife is Sybil Wolin, she is a developmental
 Began their work on resilience in the late 80’s
 Co-directors of project Resilience, private
  organization in Washington, DC
-consults to schools, clinics
 Resiliency can be defined as:
“the ability to spring back from and adapt
  successfully to adversity.”
 A fifteen year old who had completed some
  resiliency training described it as “Bouncing back
  from problems and stuff with more power and
 (
 Basically resiliency is the quality in a child, who
  regardless of exposure to risk factors, maintains
  well being and a healthy life style.
Children at risk can be victims of and may show
  the following indicators at an early age:
 Violence
 Alienation
 Failure in school
 Early anti-social behaviour
 Rebellion
 School Drop outs
 Drug abuse
 Insight - asking tough questions and giving honest
 Independence - distancing emotionally and physically
  from the sources of trouble in one's life.
 Relationships - making fulfilling connections to other
 Initiative - taking charge of problems.
 Creativity - using imagination and expressing oneself
  in art forms.
 Humor - finding the comic in the tragic.
 Morality - acting on the basis of an informed
Wolin uses the word ‘resiliencies’ to
describe areas of strength that are put
into place throughout the struggle with
Each resiliency develops in stages.
The inside ring represents childhood,
and moves outward to adolescence
and adulthood.

Childhood- resilience's are unformed
Adolescence- behaviours sharpen
and are deliberate
Adults- behaviours deepen,
becoming a part of the self
This model grew out of the Wolin’s research with people who lead satisfying lives despite
challenges and hardships in Childhood.
In the Challenge Model, two forces are at work as children interact with the troubles in
their lives. Interweaving arrows represent the interplay. Troubles are seen as a danger to
children and also as an opportunity. Children are vulnerable to the toxic influence of
hardship, but they are also challenged to rebound from harm by experimenting, branching
out, and developing their own resources. Over time, these self-protective behaviours
develop into strengths called resiliencies.
 Have high expectations for all your students, and
  treat them all equally
 Be a good role model for your students
 Be prepared to work with agencies and families
  in the best interest of your students
 Outline specific rules and expectations as a
  guideline for students when completing work
 Have lots of group work to encourage group
  participation and learn the skills to work
  effectively as a team
Sarah Porter
-There are certain strengths that Sarah is struggling with, causing her failure
in school
-It is not mentioned as to whether or not Sarah is struggling at home with
tough issues, we just assume that her behaviour is due to lack of academic
challenges in the classroom
-Recommendations to meet Sarah’s needs:
o Provide opportunity for more social bonding between classmates
o Set boundaries that are clear and consistent
o Allow opportunities for Sarah to participate in activities that are meaningful
to her
o This, along with caring and support should help Sarah to feel more
o Ultimately, it will provide her with set boundaries and expectations to abide
by that may influence her to be more incorporated in the classroom
   Use of cooperative learning groups
   The importance of creating community in your
    classroom so all students feel safe and
   Teachers must demonstrate mutual respect with
   Some objectives in the classroom are: effectively
    learning the academic content and practicing
    social skills
   State the objectives clearly so that the students
    feel a sense of accomplishment when they
    complete their work
   (1999). Retrieved March 6th, 2009, from Project
   (2008). Retrieved March 6th, 2009, from
    Resiliency in Action:
   Systems, C. (n.d.). Retrieved March 6th, 2009,
    from A New Way of Learning and Being
 Journal Article “Resiliency in Children and
-Gonzalez, J. (2000). Resiliency in Children and
  Families. 11.

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