Enhancing Resilience 2 links to English

Coping

Making meaning
What do we mean by stress? - page 23

Stress spotters - page 24

Making stressburgers - metaphors for stress - page 25

Workbook activity - page 26

Homework - page 26

Stress (handout) - page 27

Teacher Talk

The activities in Enhancing Resilience 1 can be used across the curriculum. They can be used at the beginning of each school year as new class-groups establish a working routine, atmosphere of trust, safety and acceptance.

Thinking

1. Using a wide range of thinking modes

Demonstrates a full range of thinking styles and capabilities, eg cognitive, intuitive, use of multiple intelligences like visual, spatial, environmental, spiritual, musical, and lower and higher order thinking skills.

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Coping

Stressful self-talk
Looking under the surface - pages 28-29

What is self-talk?
Picture it - page 30

Stress under the surface (worksheet) - page 31

Getting into your head (worksheet) - page 32

Teacher Talk

Start a lesson by commenting on positive behaviour you have noticed in each student.

Identity

1. Understanding self, group and others

Develops self-awareness and understanding with a strong sense of self-worth in social and working contexts.

Coping

Mope, hope or cope
Identifying coping strategies - pages 33-34

Coping collections - pages 34-35

Bunches of fives - page 36

Teacher Talk

Use the activities in Enhancing Resilience 1 and Enhancing Resilience 2 in staff professional development sessions as energisers, mixers and starting points for discussion about health and wellbeing.

Identity

3. Relating effectively to others regardless of their identities

Uses personal skills and institutional structures to deal with issues affecting identity, eg harassment, grievance procedures, conflict resolution.

Develops personal and cultural resilience to maintain and support aspects of identities that are valued.

Makes changes to those values and practices that are harmful or counter-productive.

Coping

Is it the same for boys & girls?
Is it the same for boys & girls? - page 57

Sample questions - page 58
Coping styles (handout) - page 59

Teacher Talk

Use 'Thinking Hat' strategies to facilitate students' thinking about emotions.

Identity

1. Understanding self, group and others

Respects different personal and collective identities.

Coping

The 'experts' speak
The 'experts' speak - pages 60-61

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

Is able to use language effectively to communicate ideas, information, values and emotions, in individual, group and social contexts.

Is aware of the power and function of different discourses and adapts communication to different people and contexts.

2. Understanding how communication works

Engages in critical debate and explains and advocates positions to different audiences and in different settings.

Group support

Smarties relay - pages 67-68

Sample questions - page 68

Identity

2. Understanding the social construction of identities

Appreciates that identities are constructed around personal and social values, ethics, systems, policies, practices and economics, eg age, race, ethnicity.

Protective layers

Costume race - pages 77-78

Sample questions - page 78

Identity

1. Understanding self, group and others

Develops self-awareness and understanding with a strong sense of self-worth in social and working contexts.

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia.