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Resilience is a good outcome in the face of challenges.  Resilience is important because it is part of achieving good health and wellbeing for all children and young people. It is often described as supporting young people’s ability to ‘bounce back’.  Others have described it as converting ‘toxic stress’ into ‘tolerable stress’ by supporting young people to achieve favourable outcomes (National Scientific Centre on the Developing Child, 2015).

Our targeted resilience workshops for young people and training for staff addresses and offers tools and techniques to achieve the main components of resilience

What are the main components of resilience?

  • Optimism – a sense of a positive future, a tendency to find positive meaning in experiences, and a belief in one’s ability to impact positively on one’s environment and situation.
  • Emotional awareness and control – the ability to understand how you feel and control feelings expressed so that they remain appropriate to a given situation.
  • Impulse control – the ability not to rush to make decisions or tack action without thinking. The ability to sit back and look at things in a thoughtful way before acting.
  • Empathy and connection – the ability to notice and correctly interpret the needs and wants of other people. The ability to connect with others and have positive relationships.
  • Self-efficacy – confidence and belief in your ability to solve problems and achieve goals for yourself.
  • Flexible and accurate thinking – possessing multiple solutions to a problem and having many reasons for being successful in something.
How to build resilience in young people

Promoting and building resilience in young people is key to our model of improving mental wellbeing. 

What you’ll learn

This course will help you understand why resilience matters and how to promote it in the children and families you work with.

By the end of it, you’ll:

  • understand what resilience is and the theories underpinning it
  • be able to lead constructive self talk (talking to yourself positively rather than negatively)
  • be able to help children and their families develop emotional literacy
  • learn new problem-solving techniques
  • explore and co-create new ways of working with children and families