Resiliency in Schools: Making It Happen for Students and Educators

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SAGE Publications, Apr 11, 1996 - Education - 135 pages
This book is about developing "resiliency," a new paradigm of student and staff development that offers schools a coherent, research-based framework for the achievement of success and lifelong learning for all. A six-step plan of action for resiliency building is introduced. The resiliency model offers hope based on scientific evidence that many, if not most, of those who experience trauma, stress, and risks in their lives can bounce back. Educators are challenged to focus more on strengths than on deficits and to concentrate on what is "right" about students. A wellness model is proposed that focuses on the emergence of competence, empowerment, and self-efficacy. Strategies educators can use to promote resiliency include three steps for mitigating risk (increase bonding, set clear and consistent boundaries, and teach life skills) and three steps for building resiliency (provide caring and support, set and communicate high expectations, and provide opportunities for meaningful participation). (Contains 18 figures, 1 table, 16 entries in an annotated bibliography, and 50 references.) (SLD)

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How Schools Foster Resiliency in Students
Resilient Students Need Resilient Educators
Characteristics of ResiliencyBuilding Schools

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About the author (1996)

Mike M. Milstein is a partner in The Resiliency Group, Ltd., and Professor Emeritus of Educational Leadership at the University of New Mexico. His professional career also includes being Professor of Educational Leadership at the University of Buffalo and a classroom teacher. His teaching, research, and writing interests are in the areas of resiliency and organiza-tional change and development. He has been actively engaged in school and community resiliency development efforts in such places as Nelson, New Zealand, Ashland, Oregon; Battle Creek, Michigan; and Shelby County, Tennessee. The resil-iency initiatives he has facilitated include classroom instruction and cur-riculum improvement efforts, school wide activities that enhance the resil-iency of educators, and school-community partnerships that support resiliency development for both children and adults. He has written 11 books, including coauthoring Resiliency in Schools (2002; 1996).

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