‘Bounce-Back-Ability’ Part 2 – Building Emotional Resilience

“How to Build Bounce-Back-Ability aka Emotional Resilience”

“Resilience is important because it is the human capacity to face, overcome and be strengthened by or even transformed by the adversities of life. Everyone faces adversities; no one is exempt.” The International Resilience Project

While some people are born more Emotionally Resilient than others, it is something we’re able to learn and I’ll use the same headings as the last blog to discuss how. A number of people have contacted me asking how this can be developed in children, so this blog has a bent toward that. It does however apply to anyone, of any age.

 

  1. Positive Self Concept & Outlook – a belief that whatever is going on, you’re still in control of the situation rather than it being something that is ‘done to you’.

Having a positive self-concept isn’t something you can suddenly acquire but it can be nurtured. The elements involved are complex but can be broken down as follows:

Self Talk

The way we talk to ourselves is critical, yet we don’t often notice what we’re saying or how we’re saying it.

Just out of interest try observing the words you use to speak to yourself. Are you kind? Probably not, we tend to talk to ourselves in a way we would never dream of speaking to anyone else e.g. “You idiot, why did you do that?”

We put effort into thinking through ways of positioning things more gently with others e.g. “That’s OK it just didn’t work out this time.”

When we’re stressed or annoyed it takes effort to step back and think through how we’re saying things, but it’s worth it. The stories we tell ourselves become our reality, and the words we say to our children become their own internal dialogue for life.

Mindfulness can be very helpful for nurturing a kinder form of self-talk. For kids over 7 years try this free app:

http://smilingmind.com.au/smiling-mind-app/

View of the Future

If you or your children are pessimistic about the future, gently challenge the thinking. Is it really going to be that bad? Are there really no other solutions?

Ask children how they’d like things to turn out and what they can do to make that happen (to divert thinking away from worrying about what they fear most). Encourage them to paint a picture with words or in a drawing of what they want things to look like.

Taking Responsibility

We tend to want to go in and ‘rescue’ children or people we love when things go wrong but that doesn’t help build their tolerance and capability for coping. Children, in particular, need to know what they are responsible for. Learning to accept the consequences of their behaviour helps them to understand the limit of their control and enables them to see that they can make a difference, whether good or bad, to the outcome. In turn this builds a sense of self-efficacy, a belief that they are in control of outcomes rather than things being ‘done to them’.

Problem Solving

It’s all too easy to become passive when things are tough but it’s important to help children, or whoever is struggling, to take decisive action. This prevents them from feeling that something is being ‘done to them’.

Encourage them to talk to people: to bounce ideas around, to ask a person who’s been in the same situation what they did. Help them understand how to get information on the situation.

Enabling someone to make a decision on what to do is empowering and builds a more positive self-concept.

Celebrate Success

Make a point of recognizing when your children have done a good job. Celebrate it. We all, grown ups included, need to feel like we’re important, that we can be proud of what we’ve achieved. It helps us keep going when things aren’t so great.

 

  1. Growth Mindset – a flexibility and openness, adjusting personal expectations depending on what is thrown your way and constantly being willing to learn and develop.

 Learning is key. Keep encouraging your children to learn and explore the world around them, to read, to try different activities, to meet new people and generally be observant, curious and questioning about everything. This is something we should continue throughout life.

As well as taking proactive steps to learn, reflecting on bad experiences is also a helpful aid to growth. When something goes really wrong, writing down what’s happened can help an understanding of how it might be approached differently next time.

 Research has shown that writing about an experience can help us to assign meaning to what has happened and why. Writing actually helps us to create new understandings and insights simply through the ‘act of writing’ (Jackson, 2007).

 

  1. Persistence – the ability to keep on going whatever is thrown at you.

 Whatever a child is trying to do, encourage patience, explain things take time and persistence. Help them to understand the baby steps that need to be taken to get to a bigger target.

Sport is a great learning ground for both nurturing persistence and watching it in action. For example when Andrew Murray was playing Juan Martin del Potro in the Olympic final he refused to give up. Watch that game with a child (or on your own) and get them to notice what’s happening, how fed up Murray looked at times, how hard he had to work to win. When the going gets tough it’s all too easy to say I’ve had enough, but the rewards are much greater if we don’t.

N.B. Regardless of whether they are winning or losing, remember to always praise children for not giving up. The same is of course true for adults.

 

  1. Strong Social Network – having strong interpersonal relationships and being willing to ask for help.

A broad social network is critical for everyone. Research has time and again shown how this helps bolster emotional well-being and even physiological health (Ozbay et al, 2008).

 Having trusting relationships, adults and friends who will offer care and emotional support, is critical for children.

Encourage children to form relationships with different people. Support contact with people who really care about them (and do the same for yourself) and help them work through who is best to talk to about a particular problem. Foster the notion that ‘asking for help’ is a real strength (not a weakness).

But if nothing else simply offer a child love. Being responsive to a child can help to actually “reverse the physiological changes that are activated by stress” helping to protect the child’s brain, body and immune system. The same applies to a friend or relative who you know who is distressed.

 

  1. Emotional Awareness – an ability to understand and accept emotions, to manage rather than deny, suppress or give in to them. This may mean being sad, but not letting the sadness linger.

It’s not always easy to put what we are feeling into words, especially when we’re little, so we need to help children to learn how to express their thoughts and feelings. Comparing the emotion to something else can help e.g. ‘it feels like a brick on my head’ or ‘I feel like I’m a big balloon waiting to explode’. Or giving the emotions names e.g. ‘sad’ may take on the name of a cartoon character such as ‘Eeyore’ from Winnie the Pooh.

One of my favourite ways of explaining emotions to kids is creating a mindful glitter jar:

http://www.mindful.org/how-to-create-a-glitter-jar-for-kids/

Letting children know that it’s OK to feel anxious, upset or angry at times is really important. Research shows that encouraging children to be gentle with themselves helps to nurture emotional resilience (Bright, 1997).

Encouraging children to notice what other people are feeling is also very helpful. It not only dramatically improves the ability to relate to others but also helps self-development, which improves emotional resilience (Giordano, 1997).

 

Is that it?

Like all these things it’s not that easy, nor is it black and white. This only scratches the surface of a very complex behavioural concept. If nothing else, remember: to take care of yourself and those you love, be gentle with your mind (even if you are aiming to achieve great things your journey there will be a lot easier if you are) and that the most emotionally resilient people of all will always ask for help.

 

Links and References:

www.headspace.com

http://www.bibalex.org/Search4Dev/files/283337/115519.pdf

http://www.heysigmund.com/building-resilience-children/

Bright J. (1997) Turning the Tide. Demos Publishers, London.

Giordano B. (1997) Resilience: a survival tool for the nineties. Association of Perioperative Registered Nurses Journal 65, 1032– 1036.

Jackson, D., Firtko, A. and Edenborough, M. (2007) Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review. Journal of Advanced Nursing, 60; 1-9

Ozbay F, Johnson D.C, Dimoulas E, Morgan C.A, Charney D, Southwick S. Social support and resilience to stress: From neurobiology to clinical practice. Psychiatry (Edgmont) 2007;4(5):35–40

 

 

 

2 thoughts on “‘Bounce-Back-Ability’ Part 2 – Building Emotional Resilience

  1. I loved this post. I’m a teacher working in a very deprived area in Scotland and I will definitely be using this blog as a foundation for lessons.

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