Emotional distress is high among those experiencing financial strain. This talk reconceptualises much of the preventative work that happens in community settings beyond the confines of experts, psychiatrists and psychologists and their discourses.
Resilience Forum
Mentoring can be a powerful tool for professional resilience. In this Resilience Forum we collaboratively looked at the concept of mentoring and how we can use mentoring for professional resilience and well-being in the workplace.
We know a great deal about the benefits of developing a hobby, but we know less about how they are initiated and sustained, especially for children experiencing adversity in their young lives.
One of our PhD students, David Glynne-Percy, is speaking at the Resilience Forum today. Astonishing that he actually wanted me to come along. Normally students beg me not be at anything they are speaking at… Can’t think why…
Karen will explain the concept of Children’s Communities, and present her experiences of being involved in their development in the North East of England. She will facilitate discussion about what messages are relevant to Blackpool.
The aim of this Resilience Forum is to show and discuss what role ICT can take as a media to train and support individuals in adopting and implementing the Academic Resilience Approach in schools.
Come along to HeadStart Blackpool’s Resilience Forum to hear all about our experience in South Africa. The forum will show highlights from the Pathways International Resilience Conference which we were fortunate to attend.
Being resilient isn’t about coping alone with a ‘stiff upper lip’. Rather being strong in the face of adversity involves accessing and using support. And sometimes it involves changing your socks not ‘pulling them up’.
Peer Support offers opportunities for those with ‘lived experience’ to provide services to those facing similar mental health challenges. Recent research suggests that peer support may increase resiliency and improve health outcomes.
In social learning theory, learning is viewed, not merely as the acquisition of information and skills, but primarily as our changing ability to participate in the world: participation is not merely a context for learning, it is its core constituent.
