Resilience education from triadic harmony in Japan

Through collaboration with teachers, school counsellors,

and researchers

3rd of July 2014

Chieko Kibe (Ochanomizu University)

Miki Suzuki (Ikubunkan Institute of Education)

Mari Hirano (The University of Tokyo)

The Japanese youth

(Japan Youth Research Institute, 2011)

(n=3933)

(n=1176)

(n=1011)

(n=1113)

Can education promote students resilience?

Resilience is… The flexibility in response to changing situational demands, and the ability to bounce back from negative emotional experiences (Tugade et al., 2004)

Research Question

Outline • Context

• Private high school

• 1st grade students (n=91)

• 3rd grade students (n=87)

• Procedure

1. Intervention

2. Pre-/post-assessment

3. Feedback & consultation

S.C.

Researchers

Teachers

Students

support requests

consultation based on data

program deliver

measurement feedback

daily information

consultation

program modification

assessment

Researcher

SC

Teacher

•SPARK(Boniwell & Ryan, 2009) 12x60min lessons (for 11+)

Positive psychology

Resilience

Post traumatic growth

Cognitive behavioral therapy

•Program delivery

School counsellor

Localization

Intervention

P

A

R

K

S

• Program accommodation in the school context (re-organization)

Localization

(material courtesy of Suzuki, 2013)

• Tailoring materials and works

Localization

(material courtesy of Suzuki, 2013)

•Resilience (Bidimensional Resilience Scale: Hirano, 2010)

Based on Temperament and Character Inventory (Cloninger, 1993)

Psychobiological model of personality

Character Acquired Resilience

Temperament Innate Resilience

Measurement

Results Overall impacts of intervention

*

***

***

*p<.05, **p<.01, *** p <.001 N=178

Results

• Students feedbacks

“I realized my own pattern of perception. I think I understand myself better now.”

“Learning resilience enabled me to see things from multiple perspectives.”

“I understand that negatives are not necessarily bad, and what really matters is my own attitude.”

Results • Teachers’ feedbacks

– Students seem to have become more aware of their psychological process

– Teachers utilize skills from resilience education

– Individual consultation in depth

Conclusion

• Education can promote student resilience • A close liaison is the key for successful

implementation • Continuing empirical validation is crucial

for sustainable resilience promotion

Acknowledgement

<Ikubunkan Institute of Education>

Thank you for your attention!