Alicia Matthews Educational Psychology: Annotated Bibliography Resilience in the Education System Coholic, D., Eys, M.

, & Lougheed, S. (2012). Investigating the Effectiveness of an Arts- Based and Mindfulness-Based Group Program for the Improvement of Resilience in Children in Need. Journal Of Child & Family Studies, 21(5), 833844. doi:10.1007/s10826-011-9544-2 This article highlights how it is important to give consideration to how we can attend to young peoples needs in relevant ways because resilience is a condition of a communitys ability to provide the needed resources just as much as it is a part of an individuals capacity for growth. Children enjoyed the variety of arts-based and mindfulness-based activities that encouraged them to learn about themselves, and also enjoyed the opportunity to meet other children in similar life experiences. The study at hand aimed to build various aspects of resilience such as self awareness, social and problem solving skills, emotional understanding and regulation, self-compassion and empathy, and the ability to pay attention and focus within a context that is strengths based and responsive to the participants needs.!Mindfullness-based cognitive therapy can assist children to develop aspects of resilience including improved coping and social skills, and emotional-regulation because with self-awareness comes improved ability to make conscious choices about ones behaviors. One limitation of this study is that a selfreporting method is used, which definitely limits the accuracy and the spectrum of which the child is affected. ! Luthar, S. S. (2003). Resilience and vulnerability: Adaptation in the context of childhood adversities. Cambridge, U.K: Cambridge University Press. The main theme throughout this book is the topic of risk factors and protective factors. In this book Luthar talks about children from lower income families and how

lower income families typically consist of a single parent with little education, and how drugs and alcohol come into the mix along with unemployment.!This does not mean that single parents always live in poverty; it just talks about how these things tend to happen to those who are struggling financially, etc. This is pertinent because the students who need to be resilient are often the ones who have to face the most adversity. This is important to my research because it is important to know the risk factors, but even more important to know the protective factors. As a teacher, if I want to make a difference then I will need to know some of the protective factors.

Medoff, L. (2013). Getting Beyond "I Hate Math!". Educational Leadership, 71(1), 44-48. This article is about how adversity shouldnt be avoided, that its important for students to encounter small levels of challenge and frustration and to receive support for handling them so they learn to keep going even when they face a truly difficult time. Medoff writes about how rather than giving up, a resilient pattern of behavior involves using such strategies as: trying a different method, engaging with greater effort, seeking support and assistance, or identifying negative emotions as a clue to where the work is needed. As educators, we need to imagine how the student!feels when learning something completely out of their comfort zone. It is also important to communicate to students what the test is assessing when you give a test; that it is not to test how smart the students are, but how well you taught the topic. This article is pertinent to my research because it talks about resilience in Math, which is extremely important in elementary and middle school, and even more important in respect to teaching girls. The formative years are most important in establishing that Math!is not impossible for young girls.

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! ! Sumsion, J. (2003). 'Bad Days don't Kill You; They Just Make you Stronger': a case study of an early childhood educator's resilience. International Journal Of Early Years Education, 11(2), 141. This article is about what enables some early childhood educators to keep their commitment to a career in childrens services despite multiple adverse conditions. The case study documented in this article addresses this by identifying influences contributing to the resilience of an Australian early childhood educator. Their research highlights the importance of personal qualities, contextual features, and the connection between the personal and the contextual. It suggests that fostering resilience could contribute to keeping staff members in the early childcare profession. This is pertinent to my research because I believe that the educators also need to be resilient in the school system because they can also receive a lot of negative commentary, criticism, etc. As an educator, hopefully one is already resilient as they have grown up and learned a great deal about how to manage their feeling in certain situations. However, being an educator opens a person up to situations that they may have not been exposed to before, and so educators often have to open themselves up to building resilience to new situations. ! Warshof, A., & Rappaport, N. (2013). Staying Connected with Troubled Students. Educational Leadership, 71(1), 34-38. This article talks about how the securely attached students are the ones who form relationships well and how the children who are not making friends are the ones who need assistance from educators in building their resiliency and helping them make friends. The students who enter the classroom with significant emotional burdens are the

ones who really need the consistent, caring relationships because they can be extremely powerful and curative, but these are the students who struggle to build relationships on their own. This article also looks at how attunement is important, and how we must respond to how the student is feeling in order to help them feel understood. Much of the methods that are given in this!article have to do with teachers really paying close attention to their students and reading the physical or emotional cues that our students give us. This article is pertinent to my research because it offers a perspective on how teachers should be paying more attention to the students that tend to receive only the bad attention. Wright, T. (2013). "I keep me safe.": Risk and resilience in children with messy lives. Phi Delta Kappan, 94(10), 39-45. This article talks about how educators can recognize that behaviors that are considered problems at school may have developed because they keep students safe in the terrifying parts of their lives. The article highlights that students sometimes risk having negative relationships with teachers and other adults because they are keeping their guard up to serve more basic survival needs. In this book we discover that what children do in order to be resilient at home can also affect them while they!are at school. For example, if a child cannot turn their back to the teacher it is most likely because if they turned their back on their abusive parent at home they would be harmed. This is important to my research and future as a teacher because I think it is important to know why students may be acting in odd ways and to know the importance of considering what might be happening at home for a child. ! !

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