Module 4—Enhancing resilience

Module 4 learning outcomes

• Critique contemporary resilience intervention research
• Understand key approaches to resilience enhancement with an ecological framework
• Critique resources related to resilience enhancement

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 Activity
To resiliency and
beyond!

1. What role do we have in enhancing student resilience?

2. What strategies might we utilise?
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 Activity
“A diamond is just a piece of charcoal that handles stress
exceptionally well.”

— Anonymous

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 Burton et al (2010) READY
• 22 hours—11 x 2
• Acceptance & Commitment Therapy
− Positive emotions
− Cognitive flexibility
− Life meaning
− Social support
− Active coping strategies

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Delany et al (2015)

• 4 x 90 minutes
• Over 8 weeks
• Positive psychology—strengths & goal based strategies
• Cognitive behaviour therapy—cognitive awareness & control
• Performance psychology—improve learning
• Focus on clinical placement context
• Improved confidence & cognitive control

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Gerson & Fernandez (2013) PATH

• Three 60-90 minute sessions

• Examples of stressful events
• Importance of building resilience
• Ellis’ A-B-C model & impact thoughts on feelings & behaviour
• Explanatory styles—pessimistic, optimistic, personal control
• Considering worst, best & realistic outcomes
• Active, assertive problem solving

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Kreitzer & Klatt (2017) mindful resilience

• Readings on mindfulness & mindful leadership

• Experiential mindfulness practices
• Guest speakers
• Journaling in healthcare context
• Personal interview with practitioner
• Present personal resilience plan

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McAllister & McKinnon (2009) strategies

• Include discussion of resiliency in all courses

• Build positive professional relationships
• Maintain positivity
• Life balance & spirituality
• Reflect on & learn from self & others

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Mansfield et al (2016) teacher resilience

B Building resilience

R Relationships

I Wellbeing

T Taking initiative

E Emotions

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0
Pines et al (2014)

Module 1 - principles of resiliency and behaviours of resilient nurses

Module 2 - professional empowerment & disempowerment
Module 3 - advantages & disadvantages of conflict management styles
Module 4 – TeamSTEPPS, evidence-based teamwork training system

High
Competing Collaborating
ASSERTIVE

Compromising

Avoiding Accommodating
Low

Low COOPERATIVE High

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Steinhardt & Dolbier (2008)

Transforming lives through resilience education - 4x 2 hr in class sessions

1. Transforming stress into resilience

2. Taking responsibility
3. Focusing on empowering interpretations
4. Creating meaningful conversations

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Stephens & Gunter (2016)

• Invitations to a protected Twitter account

• 4 x educational messages/questions per week
− Wk 1 social support
− Wk 2 positive emotions
− Wk 3 humour
− Wk 4 health behaviours
− Wk 5 self knowledge
− Wk 6 effective coping

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Wald et al (2015) simulated learning

• Yr 1—resilient responses to difficult (simulated) clinical interactions

• Yr 2—mindful clinical practice
• Based on Satir et al (1991) & Kabat-Zinn et al (1990)
• Remaining present to self, others & context
• Catch oneself in taking unhelpful stance e.g. placating, blaming

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Resilience strategy themes

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5
 Individual/intrapersonal strategies

• Self-efficacy—more self-directed learning, more choice & control

• Student input into course design/changes
• Realistic goal setting (including long term)
• Feedback on performance
• Graded exposure to challenges & ‘stretch’ assignments

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Delany et al (2015); Howe et al (2012); Slavin et al (2014); Steinhart & Dolbier (2008) 6
 Interpersonal strategies

• Effective social connections

• Positive role modelling
• Staff-student learning communities
• Peer networks
• Interactions between domestic & international students
• Decrease online communication

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Caruana (2014); Eley & Stallman (2014) Howe et al (2012); Slavin et al (2014); Wilks & Spivey (2010) 7
 Organisational strategies

• Create a culture where students valued, supported to try & fail

• Student agency, self-efficacy & self-management
• Facilitate students to set realistic goals (including long term)
• Pass/fail, continuous assessments, graded exposure to challenges
• Monitor wellbeing
• Decrease online communication
• Culture of entitlement to striving

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Bacchi & Licinio (2017); Eley & Stallman (2014) Howe et al (2012); Slavin et al (2014) 8
 Whole university approach

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Copied with permission from the Skorton Center for Health Initiatives at Cornell Health (May 2018) Brewer et al (2018) 9
Societal strategies

Circle of concern
Workplace culture
The economy Government rule
The weather
Threat of war Cost of living
Traffic problems
Job cuts
Natural disasters
Circle of Opinions of
influence others

Career choice
Who to vote for
Choice of next holiday
Political affiliation
Transport choice

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0
Effective interventions

• Best—workshops & CBT

• Adequate—small group problem solving
• Combine with others—mentoring, reflection, mindfulness, relaxation

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Rogers (2016) 1
 Activity

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Activity

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3
Resilience—drain on reserves

When I …
managing work relationships/politics

stretch to limits

personally criticised

outside comfort zone

personal upheavals

juggling responsibilties

challenged by others

0 10 20 30 40 50 60 70 80

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Ovans, HBR, 2015 4
Resilience—sources

From …

Myself

My relationships

The work I do

My organisation

0 10 20 30 40 50 60 70 80 90 100

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Ovans, HBR, 2015 5
 Activity

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 Hopes

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Attribution

Funding for this resource has been provide by the

Australian Technology Network of Universities (ATN).
The views expressed in the document do not
necessarily reflect the views of the ATN.

Unless otherwise noted, all material presented in this

document is provided under the Creative Commons
Attribution-ShareAlike 4.0 International License

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