MODULE 1 – The Importance of Building Resiliency

I. Objectives
 To define resiliency
 Illustrate the importance of resiliency
 Identify the different types of resiliency

II. Materials Needed

 Coloring Materials
 Pencil
 Scissors
 Glue

III. Energizer
The instructions are simple: have the students color in each area of the Mandala in a
way that represents how they feel about that area of their life. They can use a variety of
colors or just one color, however best represents their feelings.
IV. Developmental Activity
Cut along the dotted lines and arrange the box. Identify the gifts and good qualities that
you feel you have and put it on the box that you arranged. These are some list of
qualities:

 Patient
 Loyal
 Honest
 Calm
 Thoughtful
 Helpful
 Artistic
 Funny
V. Lecturette / Abstraction
We all experience points in our lives where we face challenges, difficulties and issues.
Often, we are told by friends, ‘Be strong, you’ll get through this’, or ‘You need to be
more resilient’ but what does that mean, and how can we achieve it in a practical
sense?

What does resilience mean?

In essence, being resilient means being able to adapt and bounce back when
something difficult happens in our lives. It is the ability to once again pick ourselves up
after trauma or painful experience.

Our levels of resiliency will change and develop throughout our lives, and at points, we
will find that we do not cope as well as others, as well as surprising ourselves when we
manage a difficult situation. In another sense, resilience is just one of many
psychological tools we implement to get us back to feeling normal again.
Why is resilience important?

As we all know, when we are in a weakened position where we feel as if things are
going from bad to worse, it can be very difficult to find our balance, or swim against the
tide, or, recover and regain stability.

Resilience is important for several reasons; it enables us to develop mechanisms for

protection against experiences which could be overwhelming, it helps us to maintain
balance in our lives during difficult or stressful periods, and can also protect us from the
development of some mental health difficulties and issues. Some of the various benefits
of becoming more resilient are listed below.

 Improved learning and academic achievement.

 Lower absences from work or study due to sickness.
 Reduced use of risk-taking behaviours such as excessive drinking, smoking or
use of drugs.
 Increased involvement in community or family activities.
 A lower rate of mortality and increased physical health.

Are there different types of resilience?

The phrase ‘emotional resilience’ may be one which you have heard before. It is quite a
simple term which refers to how able we are to manage the emotional impact of
stresses, difficulties and trauma in our lives. However, there are different sorts of
resilience which we develop and need throughout different points in our lives. 
Inherent resilience - this is the natural resilience with which we are born. This natural
resilience protects us, and informs how we discover and explore the world; learn to play,
learn and also to take risks. This sort of natural resilience occurs a great deal within
children under the age of about seven, (provided their development was not disrupted
and they did not experience any sort of trauma).

Adapted resilience - this type of resilience occurs at different points in our lives and is
usually brought about through a difficult or challenging experience. Being made
redundant, and going out the next day to look for a new job, or the end of a relationship,
and finding the strength to, over time, rebuild your sense of confidence to once again
meet someone new. Adaptive resilience is resilience which needs to be learnt on the
spot and can give us the ability to manage stresses and pain.

Learnt resilience - this type of resilience is built up over time, and we learn to activate it
through difficult experiences from our past. We learn to know when to draw on it, and to
use it during stressful times. It is through this resilience, which we learn, grow and
develop our mechanisms for managing, and find ways to draw on strength we did not
know we had in times when we need it the most.

VI. Application
A Personal Problem Sheet
VII. Assessment

The importance of building resilience

https://www.counselling-directory.org.uk/memberarticles/the-importance-of-building-
resilience
MODULE 2 – How To Promote Resilience In Your Students

I. Objectives
 Identify the importance of resiliency for students
 To promote resiliency to students
 Identify ways on how to strengthen resiliency on students

II. Materials Needed

 Pencil
 Coloring materials

III. Energizer
What do you want to know? Look at the topics shown below and color the number
which shows how much you want to focus on each topic. Use the appropriate color on
the number.
- 0 meaning not at all (Black)
- 1 (Red)
- 2 (Orange)
- 3 (Yellow)
- 4 (Green)
- 5 meaning “Yes I really want to focus on this” (Blue)
IV. Developmental Activity
Write your ideas on how to promote resilience to students.
V. Lecturette / Abstraction

Resilience helps kids navigate these stressful situations. When kids have the skills and
the confidence to confront and work through their problems, they learn that they have
what it takes to confront difficult issues. The more they bounce back on their own, the
more they internalize the message that they are strong and capable.

Strategies to Build Resilience

Parents can help kids build resilience and confront uncertainty by teaching them to
solve problems independently. While the gut reaction of the parent might be to jump in
and help so that the child avoids dealing with discomfort, this actually weakens
resilience. Kids need to experience discomfort so that they can learn to work through it
and develop their own problem-solving skills. Without this skill-set in place, kids will
experience anxiety and shut down in the face of adversity.

Build a Strong Emotional Connection

Spend one-on-one time with your kids: Kids develop coping skills within the context of
caring relationships, so it’s important to spend one-on-one time with them. This means
you need to put down the smart phone and focus on your child. When kids know they
have the unconditional support of a parent, family member, or even a teacher, they feel
empowered to seek guidance and make attempts to work through difficult situations.
Positive connections allow adults to model coping and problem-solving skills to children.

Promote Healthy Risk-Taking

In a world where playgrounds are made “safe” with bouncy floor materials and
helicopter parenting, it’s important to encourage kids to take healthy risks. What’s a
healthy risk? Something that pushes a child to go outside of their comfort zone, but
results in very little harm if they are unsuccessful. Examples include trying a new sport,
participating in the school play, or striking up a conversation with a shy peer. When kids
avoid risk, they internalize the message that they aren’t strong enough to handle
challenges. When kids embrace risks, they learn to push themselves.
Resist the Urge to Fix It and Ask Questions Instead

When kids come to parents to solve their problems, the natural response is to lecture or
explain. A better strategy is to ask questions. By bouncing the problem back to the child
with questions, the parent helps the child think through the issue and come up with
solutions.

Teach Problem-Solving Skills

The goal is not to promote rugged self-reliance. We all need help sometimes, and it’s
important for kids to know they have help. By brainstorming solutions with kids, parents
engage in the process of solving problems. Encourage kids to come up with a list of
ideas and weigh the pros and cons of each one.

Label Emotions

When stress kicks in, emotions run hot. Teach your kids that all feelings are important
and that labeling their feelings can help them make sense of what they’re experiencing.
Tell them it’s okay to feel anxious, sad, jealous, etc. and reassure them that bad
feelings usually pass.

Demonstrate Coping Skills

Deep breathing exercises help kids relax and calm themselves when they experience
stress or frustration. This enables them to remain calm and process the situation clearly.

Embrace Mistakes—Theirs and Yours

Failure avoiders lack resilience. In fact, failure avoiders tend to be highly anxious kids.
When parents focus on end results, kids get caught up in the pass/fail cycle. They either
succeed or they don’t. This causes risk avoidance. Embracing mistakes (your own
included) helps promote a growth mindset and gives kids the message that mistakes
help them learn. It can be helpful to talk about a mistake you made and how you
recovered from it.

Promote the Bright Side—Every Experience Has One

Optimism and resiliency go hand in hand. Some kids may appear more naturally
optimistic than others, but optimism can be nurtured. If you have a mini pessimist on
your hands, acknowledge the feelings that lead to pessimistic thinking and teach your
child to reframe his thoughts to find the positive.

Model Resiliency

The best way to teach resilience is to model it. We all encounter stressful situations.
Use coping and calming strategies. Deep breathing can be an effective way to work
through stress. Always label your emotions and talk through your problem-solving
process.

Go Outside

Exercise helps strengthen the brain and make it more resilient to stress and adversity.
While team sports are the most popular method of consistent exercise for kids, all kids
really need is time spent outdoors engaging in a physical activity. If team sports don’t
appeal to your child, encourage them or introduce them to bicycling, playing tag, or
even just swinging at the playground. These are all great ways for kids to engage in free
play that also builds resilience.

Resilience helps kids navigate the obstacles they encounter as they grow. It’s not
possible to avoid stress, but being resilient is one of the best ways to cope with it.

VI. Application

Answer the statement provided in the box.

VII. Assessment

How To Promote Resilience In Your Students

https://www.psycom.net/build-resilience-children
MODULE 3 – Coping & Practicing Resilience during COVID-19

I. Objectives
 To practice resilience during COVID-19
 Identify ways on how to cope in this pandemic
 To help in managing students’ stress

II. Materials Needed

 Pencil
 Coloring materials

III. Energizer
IV. Developmental Activity
Things I am good at
Using the boxes below write down for yourself, five things that you believe you are good
at On a separate sheet write five positive comments that other people have made about
you

V. Lecturette / Abstraction
Are you feeling off-balance? If so, you’re not alone. Concerns about COVID-19 have brought
rapid changes, which can bring stress, anxiety and fear. Your foundation may feel unstable,
your grasp and sense of control may feel tenuous. 
This is new territory for everyone, which means we’re in this together. And it will take time, but
we don’t know how long. It could be a marathon rather than a sprint. 
How do we cope and practice resilience during uncertain times?  Let’s remember our
wholeness and connections. You may want to check in with yourself and others: How are you
feeling, not just your temperature, but in all dimensions of your well-being? 

Following are tips for coping and practicing resilience. 

Give grace. 
Stress uses up a lot of energy. Many feel unfocused and unproductive. Allow yourself to dial
down your expectations of yourself and others a bit. It’s okay and normal to waver around as
you try to adapt to new circumstances. This is part of the learning curve. Give yourself and
others grace.
Keep up your social connections. 
Those connections can mean the world. This is the time to stay in touch and supportive of each
other. Check in on others: family members, friends, classmates, colleagues. You might choose
one person a day to connect with. Ask how they’re doing. Let them know you care. Imagine
what you can do virtually, in pairs, in small groups, or in larger gatherings.

Actively manage stress.

 It’s important to notice when you’re stressed, name it and acknowledge it. Just doing that
helps us begin to relax and then we can shift into what we want to do about it.
 Move your body. The recommendation to hunker down (colloquially speaking) does not
prevent going for a walk or a run (assuming you’re not in self-quarantine, self-isolation,
or sheltering in place). Movement is a great way to relieve stress, notice the big wide
world, and get fresh air. For those who are currently in self-quarantine, get some fresh
air by opening up your bedroom window or taking time to read on your front porch.
 Sleep. Sleep restores us like nothing else. Create a sleep schedule to wake up about
the same time every day, which can add some structure to your day and help regulate
your circadian rhythm, so you'll feel more stable.
 Practice mindfulness. Being mindful helps us to slow down and reduces anxiety. A few
deep breaths can reduce stress. Notice nature, even in the middle of a city. Notice what
you’re eating. Being mindful for one minute can be a welcome change from worries, and
it can help us to focus on what’s truly important.
Watch for not-so-positive means of coping. Sometimes people use alcohol or other drugs,
sleep too much, or use other not-so-positive means of coping. If you notice that, consider talking
to your guidance counselor now available via online.
Mix it up.

 If you're staring at a screen too long, take a break, move around and shift your gaze.
 If you're worried about the news, tune out for a while, listen to lullabies on Pandora, or
dive into well-told, personal stories on the Moth instead.
 If you crave a change of scenery, take a walk, or if can't get outside, escape into a book
or podcast. One engaging podcast is Hidden Brain, which "uses science and storytelling
to reveal the unconscious patterns that drive human behavior, shape our choices and
direct our relationships."

Switch up your study habits, if needed. 

Find your new normal. We feel better when we can get our bearings, find our resources, and
create productive routines, and those things take time. 
 Without the usual rhythm of campus life, you may miss structure in your day. Create a
schedule e.g. when to arise, when to go to bed, or just focus on the things you want to
do today. Create a space to do work. 
Seek help if needed. The Office of the Guidance Counselor is the central location to coordinate
help for students. 
Use this time productively. Sure, binge-watch. You don’t have to be super productive all the
time. But you could make a plan to explore something new, hone your skills. The Office of the
Guidance Counselor can provide help. 
VI. Application
Complete the statement that best describe you

It’s Great to be Me!

Talents and Skills Personal Qualities

(I am good at …) (I am liked because …)

My Achievements My Best Qualities

(I have achieved …) (My best qualities are …)

VII. Assessment

VII. Assessment

Coping & Practicing Resilience during COVID-19

https://uhs.umich.edu/coping-resilience