Resilience

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Test R
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Part One

TNAM Initiative / project description

Title

.
Resilience

Description

Description

Our project addresses resilience, the ability to successfully cope with adversities in life. Resilience can be seen as a major factor in mastering individual and group challenges. This process of successful mastery addresses health, wellbeing and professional dimensions of everybody’s life. The severe impact of loss of mastery, i.e. the best possible development and situational mobilisation of psychological resources, is reflected in psychological and medical dimensions, such as prevalence of anxiety, depression, and psychosomatic disorders but also in breakdown of social and economic skills such as assertiveness and occupational functioning. Lack of adequate or flexible coping in adversity has been demonstrated to be a major factor. Resilience can be trained and resilient people have been demonstrated to be more successful in education and professional activities and are less prone to burn out and depression. (Reivich, K. and A. Shatté. 2002. The Resilience Factor).

Recent studies have demonstrated the increasing stress faced by the general European population, and even more so by disadvantaged groups such as migrants and those facing long term irregular or unemployment, or immediate severe stressors encountered in private and occupational live. These periods of discontinuity require an optimal mobilisation of individual and group coping strategies or the development of decisive new adaptive skills. Decreased functioning in education and occupational situations consequently frequently interacts with social and family function, leading to a devils circle characterised by loss of positive factors, of self-esteem and increased burn –out in situations where the so far applied skills do not suffice. They are at risk of dropping out of the educational and labour system, if teachers and trainers are not able to help and motivate them. The increasing wealth of data on the constructive influence of salutogenesis based concept and models furthering resilience indicate that this concepts could provide a distinctive difference in supporting those facing adverse situations through promotional programs provided to a broad base of users. Studies have demonstrated that interventions improving resilience can substantially benefit specific target groups through well planned programmes (see for example the READY program for cardiac patients (Burton, 2009, 2010)  and corresponding training models have become a major asset in privileged environments, such as management training courses and in the military (see the US forces CSF program (Casey, 2011)). The present education system though does not at present include any training of such skills. It must be seen as surprising, that at present no major projects address a broader access of the more general or disadvantages groups of the Europeans to learning this key protective skills

Keywords / TAGS
resilience

Coordinator contact details

.
stefano@cscs.it

Coordinator Country

.
Italy

Coordinator Region (NUTS code)

.
ita

Partners

.
It enables all teachers to use the resilience tools in their trainings and education not only by introducing these exercises but also by giving them detailed information on how to integrate these exercises due in their teaching curricula and day-to-day teaching activities, using an integrated set of guidelines comprising also best practise examples with a set of multimedia-based materials, encompassing easily applicable short video formats with texts and serious gaming components.

Theme

.
  • Access for disadvantaged
  • Continuous training
  • Equal Opportunities
  • Lifelong learning
  • Social dialogue

Target Groups

.
  • Individuals
  • Groups
  • Teachers
  • Trainers

Type

.
  • Methods for Training of Teachers/Staff

Sector

.
  • Education
  • Human Health and Social Work Activities

Educational sector

.
  • General secondary
  • Vocational/Technical secondary
  • Special education for disabled persons
  • Adult Education Provider

Year

.
2013
additional info if needed

Language

Your Project language (ISO 639-2)
eng
Languages you will look for
eng

Part Two

TNAM results

1. LLP project or related resource

Title
    TRINNODD: Transfer of Innovation on Dual Diagnosis
Hyperlink
    http://www.trinnodd.eu
Comments/Description
    The TRINNODD project aims at transferring the results of the former TRIADD project to new contexts and countries. In this new project, partners will develop innovative training modules on the subject of Dual Diagnosis (intellectual disability combined with mental health problems). The modules will be based on TRIADD recommendations, on results from needs assessments carried out in new partner countries and on recent research findings. These modules will be delivered in these 4 new partner countries: Italy, Portugal, Spain and Romania. A specific emphasis will be placed on short and long term evaluation of the modules.

2. LLP project or related resource

Title
    Mobile Training for Home and Health Caregivers For People with Disabilities and Older People
Hyperlink
    http://www.mcare-project.eu
Comments/Description
    European people with disabilities (especially those with mobility impairments) depend heavily on personal care givers (PCGs). However, few PCGs get a proper training, if any, while such formal training hardly exists in EU countries. M-CARE aims to ensure that VET centres can offer such training anywhere anytime (via mobile learning), for low-skilled people (without jobs), or people that want to extend their service provision (independent nurses, caretakers, etc.).

3. LLP project or related resource

Title
    SKills UP: Enhancing of teachers and trainers in developing, improving and evaluating key competence
Hyperlink
    http://www.skillsup-project.eu/index.php/it/
Comments/Description
    The SKILLS-UP project is based on the results of the “Competencies for the Labour Market” project, consisting of a set of training tools and methodologies for trainers/teachers concerning 14 basic soft skills and key competences. Prior to developing the 14 training tool-kits, extensive research was done surveying thousands of SMEs, employers and key-actors in the labour market. The training tool-kits include material ranging from methodological aspects to training and teaching, workbook and assessment tools. Any teacher/trainer undergoing this training can be certified hence, establishing and guaranteeing quality in delivery. The SKILLS-UP project promotes, to VET trainers in the partner countries, a selection of 2 out of the 14 competences (2006 EU Recommendation on Key competences). This will strengthen their effort to enhance/support the systemic changes towards competence-based systems and consequently to design/deliver training suitable to established learning outcomes.

4. LLP project or related resource

Title
    Kids in the context of mental Disorders: Skill training to empower Teachers, Health Professionals an
Hyperlink
    http://www.strong-kids.eu/
Comments/Description
    KIDS STRENGHTS aims to increase competences of professionals in diverse sectors working with children in the context of mental vulnerability of parents. Four modules (general information on psychiatric symptoms, resilience, importance of information and Let’s talk about children) are translated into English, German, Portugese, Spanish, Slovakian, Finish, Turkish and Hungarian

Part Three

CB4LLP Action Plan

Useful ideas

The project was prepared on the basis of previous projects addressing unemployed persons, highly distressed and chronically ill populations (“ARTIP”, ASO Kosovo) and on positive Psychology (including “Key Competence Happiness”). Those projects‘ outcomes are considered as starting point for the current proposal and results as to structure, format and dissemination of educational tools will feed the present project. We have further analysed the relevant projects demonstrated to work in special groups (such as READY and CSF), to identify strategies and key elements for the present projects and will link to those projects during implementation. The project core model of integrating the resilience approach in a sustainable, motivating low-barrier vocational education is however, a totally new one, and has never been exploited for training measures before. In this sense, the current project proposal is highly innovative.

Stakeholders

teachers, training and educational organisations

Partnerships

The consortium consists of a selection of 8 specialised organisations that cover the various working fields of the project. In general, the partnership is built on three principles:
1) Scientific and transfer principle
2) Geographic coverage principle
3) Institutional differentiation principle

Other

The consortium partly consists of institutions that have already cooperated in two previous projects (BLICK and MUW, as well as NORTON and CSCS), adding new competent new partners to provide additional expertise in innovative key areas such as multimedia presentation and serious gaming.Most of the partners have already cooperated in regional, National and/or European projects under several funding schemes what allows a quick start-up phase of the project since the partnership is used to work under the specific framework conditions of such programmes. Partners such as MUW will bring results and knowledge such as from the ARTIP Leonardo Lifelong learning project that focuses on traumatic stress and educational models into the present project.

Solutions

General

The project was prepared on the basis of previous projects addressing unemployed persons, highly distressed and chronically ill populations (“ARTIP”, ASO Kosovo) and on positive Psychology (including “Key Competence Happiness”). Those projects‘ outcomes are considered as starting point for the current proposal and results as to structure, format and dissemination of educational tools will feed the present project. We have further analysed the relevant projects demonstrated to work in special groups (such as READY and CSF), to identify strategies and key elements for the present projects and will link to those projects during implementation. The project core model of integrating the resilience approach in a sustainable, motivating low-barrier vocational education is however, a totally new one, and has never been exploited for training measures before. In this sense, the current project proposal is highly innovative.

Particular

none

Internal

moodle

External

mailing

Educational Sector

exercises, selection box, personal profile, guidelines

These materials aim at creating awareness of the relevance of preparedness and resilience training and empower trainers, teachers, counsellors and other specialists to efficiently train core strategies improving resilience when working with disadvantaged groups facing possible adversities such as unemployment, social disadvantage, or chronic illnesses. This will enable individuals:
1. to participate in lifelong learning by learning to cope with adversities trainees can improve their self-esteem. Individuals with a higher self-esteem are more curious and open to new knowledge and therefore more readily participate in education that will in turn enhance occupational and general social functioning.
2. to take care of their own mental and psychological health – preventative healthPeople belonging to disadvantaged groups are often prone to maladaptive strategies, and decrease in psychological health which inhibit them from finding new solutions and from learning in general. People with a higher self-esteem more strongly appreciate their well-being and therefore take more care of their health.
3. to improve their success in professional lifeBy training resiliency people gain skills like stress management, resource-orientation, flexibility and the ability to face the future in a positive way. They extent their scope of action and witness themselves as self-efficacious. This attitude facilitates and encourages the realisation of all personal and professional ambitions
4. to improve their coping skills in all other areas of life.

Non educational

none

Equipment

none

Systems for quality monitoring

Evaluation will not be restricted to the final phase of the project but consist of a permanent accompanying process. It will support the project management during the clearing of operational project objectives and strategies and provide continuous recording instruments for feed-back processes. There will be a mid-term reflection workshop for identification of possible project adaptations, feedback workshops with the co-ordinator and interviews on three levels: partners, target group and labour market related environment. The findings will be presented at a final evaluation workshop.In addition to the internal evaluation, an external evaluator will be in charge of providing further external feedback to the project and to measure its performance based on independent criteria. The external evaluator will cooperate closely with the whole partnership and especially with the project managers and the partners responsible for work package 6. His role will be based on the “Impacts.eu” Evaluation Method, summarised on the site http://www.impacts.eu.

Systems to document taken actions

The project core idea is to introduce resilience as horizontal theme in adult education. This approach is a totally new one and has never been exploited for general target groups training measures before. In this sense, the current project proposal is highly innovative. Making sure that resilience training can be integrated in different teaching schemes and learning contexts is a contribution to improving the content of adult education. Helping students and learners to cope and recover more quickly in adversities enables them to stay open minded, being interested in exploring the world around them and in further consequence being more successful in education.
Introducing resilience training into existing teaching schemes helps the learner to become a critical thinker, helping her/him to develop cognitive skills that improve flexibility and self-efficacy, and giving the person a broad knowledge base from which to interpret the social environment in a more helpful and supportive way. People who are able to bounce back adversities are more open minded having more easily access to learning opportunities than those suffering from depression or from the consequences of a burn out syndrome. By developing innovative guidance and training tools for resilience more learners can be reached especially those who are at risk of dropping out of the educational system.

Part Four

CB4LLP Impact analysis

Useful ideas


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