ANNOTATED BIBLIOGRAPHY
Here are 9 sources on the topic of resiliency that I found to be pertinent to education and teaching. The first 5 articles are evidence-based research performed on children, youth and teachers. The last 4 resources are to provide more current ideas, ponderings and events to supplement the scholarly articles about the overall topic. I chose the topic of resilience because I am interested in if it is even possible to have an impact in the lives of children. I am also interested if it is possible to learn some personal strategies to implement on myself as a teacher needing to prevent burnout.
Investigating the Effectiveness of an Arts-Based and Mindfulness-Based Group Program for the Improvement of Resilience in Children in Need
Coholic, D., Eys, M., & Lougheed, S. (2012). Investigating the Effectiveness of an Arts-Based and Mindfulness-Based Group Program for the Improvement of Resilience in Children in Need. Journal Of Child & Family Studies, 21(5), 833-844. Retrieved from EBSCO Host.
The purpose of this study was to see if art had a positive impact on the children at risk in the area of resiliency. This study was done in Canada through an organization called HAP (Holistic Arts-Based Program) with 36 participants ages 8-14 mixed gender for 12 week – 2-hour session each. All of the participants were referred by their social worker from Child Protective Services and interviewed for level of interest and commitment. Many interviews and assessments were done to mark the level of resiliency before, during and after the study. Evidence was found that the key factor HAP provided for the participants was that it was “fun”, meaning that there was greater self-awareness, self-esteem, higher confidence, better emotional regulation and less emotional reactivity. Some highlighted limitations were that some of the participants did not follow through the whole program and the depth reflected in the tools they used to measure resiliency. They felt like the particular assessment was limited in its scope.
I chose this study because it focused on the arts and how it strengthens resiliency. I would like to see something like this integrated in the classroom as an action research to see how it affects students in resiliency and how it affects their learning. I thought it was a significant find that arts used therapeutically can create higher levels of confidence, self-esteem, and emotional regulation. There was a lack of detail in this study, unfortunately. After 12 weeks and 3 groups, I am surprised that this study did not give us examples of observed improvement in students and conversation pieces from the assessments and interviews.
Improving Classroom and Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies. Journal Of Classroom Interaction, 46(1), 37-48. Retrieved from EBSCO Host.
The purpose of this study was to explore the affects that resiliency has in the vocation of teaching. This study posed the issue of burnout rate in education and how it has gained national attention, yet there are very few studies performed on how to better support teachers in increasing resiliency. The research group that performed this study created a professional development program called CARE (Cultivating Awareness And Resilience in Education) using 2 groups. The 1st were teachers from an urban setting and the 2nd were mentors and mentees from a teaching program in a sub-urban setting. Pre assessments and post assessments were taken. Both groups separately received two weekend retreats with workshops and follow-up phone calls. At the end, there were focus groups taken to measure growth along with interviews. Findings were that the 1st group had the greatest perceived improvement in mindfulness with interpersonal relationships in and out of the classroom & a decrease in unhealthy time urgency during work.
I thought this study showed the need for teachers to be cared for in practical ways such as encouraging and teaching strategies on how to take care of one self better on the job. I feel as though teachers tend to put themselves last when it comes to self-care and the amount of demands there are from top down, creating healthy boundaries can be pretty hard. I was not sure why they chose a group of student teachers for the 2nd group? This group felt as if they did not get as much out of the study as the 1st group. They concluded that the 1st group might have had better results because they needed it the most teaching in a low-income area where there are greater needs in the classroom. I wonder if they would have chosen teachers in a sub-urban area if they had benefited from the study in different ways than the 1st group? In this study, it would have been nice to read a more detailed description of the responses from teachers pre and post study.
Functional Assessment and Positive Support Strategies for Promoting Resilience: Effects on Teachers and High-Risk Children
Stoiber, K., & Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology In The Schools, 48(7), 686-706. Retrieved from EBSCO Host.
This 2-year study was an experimental analysis of teacher’s use of a combination of Functional Assessment (FA) and Positive Behavior Support (PBS) in preK-1st grade classroom management and discipline. The study wanted to know if professional development was effective in helping teachers be successful in implementing this model and how it assists in building resilience in the students and in the teachers. Also, the study aimed to see the results and effects of the classroom environment. Teacher participants were serving in a mainly Caucasian, middle-class neighborhood school in Wisconsin. Each teacher in the study identified 2 students in their class whom have shown significant behavioral issues and focused the study on them. There were a target, general and control groups. The control group did not receive formal training. After 8-phases of the program, results were measured and noted how significant the positive changes were in both the students and the teachers. They concluded that even if teachers who were not formally trained were still able to decrease behavioral problems along with creating resiliency within the classroom along with in the job of the teacher.
I thought this study was really important because it shows significant results not only in the livelihood of the student but in the teacher as well. If your students are showing better behavior and responses in the classroom, this will in fact help the teacher with his/her ability to cope with children who cause challenges. As a result, resiliency can be built for both parties. I would like to see, of course, more examples shown through Action Research. What would this look like in the classroom? Also, could this same study be done in more challenging environments and show similar results?
The Promise and the Caution of Resilience Models for Schools
Doll, B., Jones, K., Osborn, A., Dooley, K., & Turner, A. (2011). The promise and the caution of resilience models for schools. Psychology In The Schools, 48(7), 652-659. Retrieved from EBSCO Host.
This study points out the need to acknowledge how building resilience in students is not a one-size-fits-all approach. Also, the study is a caution to educators to not jump to conclusions with their students if a particular child shows signs of distress. This could or could not be an early indicator of further problems. This study focused on 3rd- 5th graders in a mid-western elementary school and how shifts and changes of success could in fact be signals of later success rather than risk. They categorized a resilient student as one who has a good perception of themselves in the classroom, able to problem solve during homework time, and one who has effective peer-friendships. Empirical evidence was taken from questionnaires from students, teachers and parents every year. The results were surprising. For example, results showed that out of 10 students in 3rd grade that struggled with one or more of those categories, 4 continued to struggle in later grades. In 4th grade, 82% of those students were successful in peer-relationships. In conclusion, the study points out that we must be careful not to label kids early on to have long-term problems in resiliency as that individuals can work out their struggles year to year and could, in fact, be successful later on.
This study, for me was important because it helps me keep in mind to not nit pick on students who are struggling and think that if they do not master one of the 3 categories while they are in my class, that they will never work out their problems later on. This is why students staying in the same school with teachers who communicate well and give clean hand offs from grade to grade can be important so that teachers can track to see how each student grows and develops throughout the years. However, we all know this does not always work out. So, we must be willing to be flexible as we build on these important traits of resilience according to the needs, learning styles and context of each student. One question I had while reading this study was what contributing factors helped these students improve rather than continue to spiral down each year? I would like more explanation rather than a simple conclusion that not all students continue to fall behind in resiliency.
A Focus on Hope: Toward a More Comprehensive Theory of Academic Resiliency Among At-Risk Minority Students
Morales, E. (2008). A Focus on Hope: Toward a More Comprehensive Theory of Academic Resiliency Among At-Risk Minority Students. Journal Of At-Risk Issues, 14(1), 23-32. Retrieved from EBSCO Host.
This case study was taken on 50 at-risk minority youth showing that a key factor of academic resilience rests on emotional intelligence, honest assessment of needs, development of what they call “exogenous and endogenous protective factors”, and developing an internal loci of control. This particular study chose students who were transitioning from high school to college. A series of phone interviews in a span of 4 years were taken in order to track common themes of resilience throughout their college career. Some quotes were given to illustrate what it meant that each student possessed internal loci of control or other themes they found.
I really enjoyed this study because it shows long-term effects that resilience can play out in individuals who have to fight and work extra hard to create success. This was a longer study, which shows more credibility and focuses on a relevant population that will be my focus as a teacher. I liked how this study exposed how the perceived lack or deprivation in their growing up years can in fact be used as strength as they become adults. This is important to note since high economic status does not always equal good character or resiliency. It can, in fact, hinder resiliency. I was left with again more questions on how educators can encourage and teach these traits. I recognize that not all students will have reinforcement at home or in their communities, but how can educators make a difference in these cases?
PEDAGOGICAL RESOURCES
Scharberg, K. (2013, September 12). Insights on resilience and learning. Retrieved from http://www.wholechildeducation.org/blog/insights-on-resilience-and-learning
This is a great comprehensive list of important voices in the study of resiliency. In this blog post, Scharberg summarizes the latest thoughts in the September issues of the journal “Educational Leadership”, which is a reputable journal for educators. The title for this particular journal was “Resilience and Learning”. I really like how Scharberg briefly brings up the main ideas and questions addressed in the journal along with links to other authors mentioned throughout the journal. These supplemental authors are all apart of the infographic highlighting the 7 main contributors to resiliency. Then, she includes a study guide link for teachers to ponder how resilience fits into a teacher’s daily life on the job. This is a helpful guide to make the topic of resiliency applicable for teachers themselves as they teach these skills to their students. Since I do not subscribe to this actual journal, having a concise and comprehensive webpage to glean resources from is helpful. I was able to see an interview with Angela Duckwork and Maya Angelou, both notable women who are leaders in this field.
Henderson, N. The Resiliency Quiz. Retrieved from https://www.resiliency.com/free-articles-resources/the-resiliency-quiz/
I would definitely come back to this webpage as a teacher because it can help guide me in my thinking in assessing my students in their level of resiliency. I can then make decisions on how to move forward in intervention if needed. The website I found this link to is from a well known organization that has been providing materials for educators on resilience since 1996. Using the Resiliency Wheel, which was mentioned in every scholarly article that I touched on, can be used as a guide alongside of the quiz. This can also be a good starting point for a teacher who is overwhelmed to know what he/she needs right now in order to feel like he/she is thriving on the job and can get the help they need.
Alvord, M., Gurwitch, R., Martin, J., Palomares, R., (2010). Resilience guide for parents and teachers. Retrieved from: http://www.apa.org/helpcenter/resilience.aspx#
The American Psychological Association has a “Resilience Guide for Parents and Teachers” that is very helpful. In this guide, one can look up tips according to life stage of the child/student. This can be a great tool for me as a teacher who does not have children of my own, but might need to give helpful advice to parents on how to intervene and help them through a difficult time. This could also be a site I could list for parents to check out. I could refer to this for own students while conseling one-on-one. There are also a lot of related links that touches on resiliency in many areas of life on this page. The APA website is reputable because it is the actual association for American psychologists and the contributors are researchers and practioners in their field of study.
Wolpow, R., Johnson, M.M., Hertel, R., & Kincaid, S. (2007) The heart of learning and teaching: compassion, resiliency, and academic success. In 3-20-2013 Webinar Follow-up. Retrieved September 13, 2013. Retrieved from http://www.k12.wa.us/CompassionateSchools/default.aspx
The pdf link to this website is a great resource for teachers. I will definitely be referring back to it as it gives a great comprehensive summary of what children and youth are dealing with when they face adversity at home and how it affects them in the classroom. I especially like how it addresses teachers and how important it is to give from what you already have as a teacher rather than giving from lack. The latter way of giving can result in burnout, which is a daunting problem that has effected education. I have heard many times that the average length of time a teacher stays in their profession is 5 years. So, resources like this will be helpful for me to refer to as I continue on as a teacher in the States. This resource was written by a team of practioners and scholars in teaching and education from the state of Washington.
Here are 9 sources on the topic of resiliency that I found to be pertinent to education and teaching. The first 5 articles are evidence-based research performed on children, youth and teachers. The last 4 resources are to provide more current ideas, ponderings and events to supplement the scholarly articles about the overall topic. I chose the topic of resilience because I am interested in if it is even possible to have an impact in the lives of children. I am also interested if it is possible to learn some personal strategies to implement on myself as a teacher needing to prevent burnout.
Investigating the Effectiveness of an Arts-Based and Mindfulness-Based Group Program for the Improvement of Resilience in Children in Need
Coholic, D., Eys, M., & Lougheed, S. (2012). Investigating the Effectiveness of an Arts-Based and Mindfulness-Based Group Program for the Improvement of Resilience in Children in Need. Journal Of Child & Family Studies, 21(5), 833-844. Retrieved from EBSCO Host.
The purpose of this study was to see if art had a positive impact on the children at risk in the area of resiliency. This study was done in Canada through an organization called HAP (Holistic Arts-Based Program) with 36 participants ages 8-14 mixed gender for 12 week – 2-hour session each. All of the participants were referred by their social worker from Child Protective Services and interviewed for level of interest and commitment. Many interviews and assessments were done to mark the level of resiliency before, during and after the study. Evidence was found that the key factor HAP provided for the participants was that it was “fun”, meaning that there was greater self-awareness, self-esteem, higher confidence, better emotional regulation and less emotional reactivity. Some highlighted limitations were that some of the participants did not follow through the whole program and the depth reflected in the tools they used to measure resiliency. They felt like the particular assessment was limited in its scope.
I chose this study because it focused on the arts and how it strengthens resiliency. I would like to see something like this integrated in the classroom as an action research to see how it affects students in resiliency and how it affects their learning. I thought it was a significant find that arts used therapeutically can create higher levels of confidence, self-esteem, and emotional regulation. There was a lack of detail in this study, unfortunately. After 12 weeks and 3 groups, I am surprised that this study did not give us examples of observed improvement in students and conversation pieces from the assessments and interviews.
Improving Classroom and Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of Two Pilot Studies. Journal Of Classroom Interaction, 46(1), 37-48. Retrieved from EBSCO Host.
The purpose of this study was to explore the affects that resiliency has in the vocation of teaching. This study posed the issue of burnout rate in education and how it has gained national attention, yet there are very few studies performed on how to better support teachers in increasing resiliency. The research group that performed this study created a professional development program called CARE (Cultivating Awareness And Resilience in Education) using 2 groups. The 1st were teachers from an urban setting and the 2nd were mentors and mentees from a teaching program in a sub-urban setting. Pre assessments and post assessments were taken. Both groups separately received two weekend retreats with workshops and follow-up phone calls. At the end, there were focus groups taken to measure growth along with interviews. Findings were that the 1st group had the greatest perceived improvement in mindfulness with interpersonal relationships in and out of the classroom & a decrease in unhealthy time urgency during work.
I thought this study showed the need for teachers to be cared for in practical ways such as encouraging and teaching strategies on how to take care of one self better on the job. I feel as though teachers tend to put themselves last when it comes to self-care and the amount of demands there are from top down, creating healthy boundaries can be pretty hard. I was not sure why they chose a group of student teachers for the 2nd group? This group felt as if they did not get as much out of the study as the 1st group. They concluded that the 1st group might have had better results because they needed it the most teaching in a low-income area where there are greater needs in the classroom. I wonder if they would have chosen teachers in a sub-urban area if they had benefited from the study in different ways than the 1st group? In this study, it would have been nice to read a more detailed description of the responses from teachers pre and post study.
Functional Assessment and Positive Support Strategies for Promoting Resilience: Effects on Teachers and High-Risk Children
Stoiber, K., & Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology In The Schools, 48(7), 686-706. Retrieved from EBSCO Host.
This 2-year study was an experimental analysis of teacher’s use of a combination of Functional Assessment (FA) and Positive Behavior Support (PBS) in preK-1st grade classroom management and discipline. The study wanted to know if professional development was effective in helping teachers be successful in implementing this model and how it assists in building resilience in the students and in the teachers. Also, the study aimed to see the results and effects of the classroom environment. Teacher participants were serving in a mainly Caucasian, middle-class neighborhood school in Wisconsin. Each teacher in the study identified 2 students in their class whom have shown significant behavioral issues and focused the study on them. There were a target, general and control groups. The control group did not receive formal training. After 8-phases of the program, results were measured and noted how significant the positive changes were in both the students and the teachers. They concluded that even if teachers who were not formally trained were still able to decrease behavioral problems along with creating resiliency within the classroom along with in the job of the teacher.
I thought this study was really important because it shows significant results not only in the livelihood of the student but in the teacher as well. If your students are showing better behavior and responses in the classroom, this will in fact help the teacher with his/her ability to cope with children who cause challenges. As a result, resiliency can be built for both parties. I would like to see, of course, more examples shown through Action Research. What would this look like in the classroom? Also, could this same study be done in more challenging environments and show similar results?
The Promise and the Caution of Resilience Models for Schools
Doll, B., Jones, K., Osborn, A., Dooley, K., & Turner, A. (2011). The promise and the caution of resilience models for schools. Psychology In The Schools, 48(7), 652-659. Retrieved from EBSCO Host.
This study points out the need to acknowledge how building resilience in students is not a one-size-fits-all approach. Also, the study is a caution to educators to not jump to conclusions with their students if a particular child shows signs of distress. This could or could not be an early indicator of further problems. This study focused on 3rd- 5th graders in a mid-western elementary school and how shifts and changes of success could in fact be signals of later success rather than risk. They categorized a resilient student as one who has a good perception of themselves in the classroom, able to problem solve during homework time, and one who has effective peer-friendships. Empirical evidence was taken from questionnaires from students, teachers and parents every year. The results were surprising. For example, results showed that out of 10 students in 3rd grade that struggled with one or more of those categories, 4 continued to struggle in later grades. In 4th grade, 82% of those students were successful in peer-relationships. In conclusion, the study points out that we must be careful not to label kids early on to have long-term problems in resiliency as that individuals can work out their struggles year to year and could, in fact, be successful later on.
This study, for me was important because it helps me keep in mind to not nit pick on students who are struggling and think that if they do not master one of the 3 categories while they are in my class, that they will never work out their problems later on. This is why students staying in the same school with teachers who communicate well and give clean hand offs from grade to grade can be important so that teachers can track to see how each student grows and develops throughout the years. However, we all know this does not always work out. So, we must be willing to be flexible as we build on these important traits of resilience according to the needs, learning styles and context of each student. One question I had while reading this study was what contributing factors helped these students improve rather than continue to spiral down each year? I would like more explanation rather than a simple conclusion that not all students continue to fall behind in resiliency.
A Focus on Hope: Toward a More Comprehensive Theory of Academic Resiliency Among At-Risk Minority Students
Morales, E. (2008). A Focus on Hope: Toward a More Comprehensive Theory of Academic Resiliency Among At-Risk Minority Students. Journal Of At-Risk Issues, 14(1), 23-32. Retrieved from EBSCO Host.
This case study was taken on 50 at-risk minority youth showing that a key factor of academic resilience rests on emotional intelligence, honest assessment of needs, development of what they call “exogenous and endogenous protective factors”, and developing an internal loci of control. This particular study chose students who were transitioning from high school to college. A series of phone interviews in a span of 4 years were taken in order to track common themes of resilience throughout their college career. Some quotes were given to illustrate what it meant that each student possessed internal loci of control or other themes they found.
I really enjoyed this study because it shows long-term effects that resilience can play out in individuals who have to fight and work extra hard to create success. This was a longer study, which shows more credibility and focuses on a relevant population that will be my focus as a teacher. I liked how this study exposed how the perceived lack or deprivation in their growing up years can in fact be used as strength as they become adults. This is important to note since high economic status does not always equal good character or resiliency. It can, in fact, hinder resiliency. I was left with again more questions on how educators can encourage and teach these traits. I recognize that not all students will have reinforcement at home or in their communities, but how can educators make a difference in these cases?
PEDAGOGICAL RESOURCES
Scharberg, K. (2013, September 12). Insights on resilience and learning. Retrieved from http://www.wholechildeducation.org/blog/insights-on-resilience-and-learning
This is a great comprehensive list of important voices in the study of resiliency. In this blog post, Scharberg summarizes the latest thoughts in the September issues of the journal “Educational Leadership”, which is a reputable journal for educators. The title for this particular journal was “Resilience and Learning”. I really like how Scharberg briefly brings up the main ideas and questions addressed in the journal along with links to other authors mentioned throughout the journal. These supplemental authors are all apart of the infographic highlighting the 7 main contributors to resiliency. Then, she includes a study guide link for teachers to ponder how resilience fits into a teacher’s daily life on the job. This is a helpful guide to make the topic of resiliency applicable for teachers themselves as they teach these skills to their students. Since I do not subscribe to this actual journal, having a concise and comprehensive webpage to glean resources from is helpful. I was able to see an interview with Angela Duckwork and Maya Angelou, both notable women who are leaders in this field.
Henderson, N. The Resiliency Quiz. Retrieved from https://www.resiliency.com/free-articles-resources/the-resiliency-quiz/
I would definitely come back to this webpage as a teacher because it can help guide me in my thinking in assessing my students in their level of resiliency. I can then make decisions on how to move forward in intervention if needed. The website I found this link to is from a well known organization that has been providing materials for educators on resilience since 1996. Using the Resiliency Wheel, which was mentioned in every scholarly article that I touched on, can be used as a guide alongside of the quiz. This can also be a good starting point for a teacher who is overwhelmed to know what he/she needs right now in order to feel like he/she is thriving on the job and can get the help they need.
Alvord, M., Gurwitch, R., Martin, J., Palomares, R., (2010). Resilience guide for parents and teachers. Retrieved from: http://www.apa.org/helpcenter/resilience.aspx#
The American Psychological Association has a “Resilience Guide for Parents and Teachers” that is very helpful. In this guide, one can look up tips according to life stage of the child/student. This can be a great tool for me as a teacher who does not have children of my own, but might need to give helpful advice to parents on how to intervene and help them through a difficult time. This could also be a site I could list for parents to check out. I could refer to this for own students while conseling one-on-one. There are also a lot of related links that touches on resiliency in many areas of life on this page. The APA website is reputable because it is the actual association for American psychologists and the contributors are researchers and practioners in their field of study.
Wolpow, R., Johnson, M.M., Hertel, R., & Kincaid, S. (2007) The heart of learning and teaching: compassion, resiliency, and academic success. In 3-20-2013 Webinar Follow-up. Retrieved September 13, 2013. Retrieved from http://www.k12.wa.us/CompassionateSchools/default.aspx
The pdf link to this website is a great resource for teachers. I will definitely be referring back to it as it gives a great comprehensive summary of what children and youth are dealing with when they face adversity at home and how it affects them in the classroom. I especially like how it addresses teachers and how important it is to give from what you already have as a teacher rather than giving from lack. The latter way of giving can result in burnout, which is a daunting problem that has effected education. I have heard many times that the average length of time a teacher stays in their profession is 5 years. So, resources like this will be helpful for me to refer to as I continue on as a teacher in the States. This resource was written by a team of practioners and scholars in teaching and education from the state of Washington.