Students Need A Path To Resilience

Adverse Childhood Experiences
(ACEs) are traumatic childhood events
caused by abuse, neglect, or other
often persistent household stressors,
like witnessing domestic violence or
alcoholism.

Two out of three children have been part of an adverse childhood experience, while one out of every five have experience 3 or more ACE’s. Each ACE a child experiences augments the risk of other health and social issues.

The Potential Impact of ACE’s

Adverse childhood experiences increase the risk a child might be exposed to some of the following health and social problems. These issues can have dramatic impacts on learning, relationships, and mental/physical health, now and in the future. (reference)

Blue circle with white bottle outline, representing Alcoholism

Alcoholism

Blue Circle with Brain outline, representing "Decreased Cognitive Ability"

Decreased Cognitive Ability

Blue circle with graduation hat outline, representing "Poor Academic Achievement"

Poor Academic Achievement

Blue circle with gauge outline, representing "Poor Work Performance"

Poor Work Performance

Blue circle with pill outline, representing "Illicit Drug Use"

Illicit Drug Use

Blue circle with outline of fetus, representing "Adolescent Pregnancy"

Adolescent Pregnancy

Blue circle with frustrated figure outline, representing "Depression and Suicide"

Depression and Suicide

There is hope through resilience.

Resilience does not eliminate risks and stress, but allows an individual to deal with them effectively.

What is resilience?

Resilience is really the counter balancing of difficult things that may exist in the child’s life with positive things that occur within the family/community.

When positive experiences accumulate and children learn coping skills that help them to manage stress, the fulcrum can slide so the scale tilts towards positive outcomes more easily. That’s what resilience is all about.

Trauma Informed Principles

While Leader in Me is not a trauma intervention per se, the transformational changes that come through
implementation create the foundation necessary to effectively care for students facing trauma and its consequences. In fact, Leader in Me practices support application of the six principles identified by The National Center for Trauma-Informed Care (NCTIC) as necessary to address ACEs and facilitate healing and resilience.

NCTIC Principle

Leader in Me Practices

Leader in Me Research Evidence

Safety LiM empowers educators with paradigms and practices necessary in identifying and improving dimensions of their school’s physical, social, and emotional culture that most directly impact feelings of safety. LiM “helps to build a positive school climate… it creates conditions in which teachers relate and communicate more effectively to students, work more collaboratively with one another in planning and coordinating lessons, and spend less instructional time dealing with behavior issues.”

Corcoran, Reily, & Ross. John Hopkins University,2014

Trustworthiness and Transparency LiM professional learning helps teachers develop productive learning environments by proactively building trusting relationships with students and fostering trust among students. “At least 85% of the [LiM] students indicated agreement that their teacher cared about them, they liked going to the school, and they are learning a lot.”

– ROI Institute, 2014 (p. 6)

Peer Support Adults in LiM schools teach and model positive social behaviors to students. Students apply these behaviors to their peer relationships in ways that promote mutual support and develop high-trust. “The Leader in Me has positively impacted peer relationships”

Dr. C. Tidd. Walden University, 2016 (p. 42)

Collaboration and Mutuality Adults in LiM schools teach and model positive social behaviors to students. Students apply these behaviors to their peer relationships in ways that promote mutual support and develop high trust. Teachers and students reported that after implementing Leader in Me the “classroom became a safe environment where all students felt comfortable pursuing goals.”

Baldwin, et al. The College of Saint Rose, 2012 (p. 8)

Empowerment, Voice, and Choice LiM helps educators create environments where student voice and choice are a part of the learning culture and empowering instructional techniques aid in academic achievement as well as self-advocacy and problem solving. Teachers working with low-income students indicated a hope that their students would “have [their leadership skills] be what defines them and not the circumstances in their lives.” Similarly, for some students, “the leadership skills being taught became a source of possible empowerment and the ability to perhaps improve their lives.”

Evans. Virginia Commonwealth University, 2014(p. 106)

Cultural, Historical, and Gender Issues The habits of interpersonal effectiveness practiced in LiM schools help students and adults develop awareness, respect, and openness to others, especially for those who may be different, and in times of conflict. Leader in Me professional learning “help educators in better preparing students to be responsible individuals who use their leadership skills to positively impact their own learning and school and community cultures.”

Caracelo. Walden University, 2012 (p. 3)

 

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