The Resilience Framework was developed to provide early year’s workers, teachers and youth support workers, learning mentors, social care and health practitioners across Wakefield with:

  • A consistent, evidence-based and practical approach to promoting resilience therefore reducing risk of adverse outcomes
  • The means to provide good quality interventions to promote resilience and reduce risk to all children and young people
  • A programme that is cohesive and developmental from 0-19 years
  • An approach that puts the child or young person at the centre and focuses on their competences.

It is hoped that the framework will contribute to effective multi-agency planning, commissioning, development and delivery of services that improve resilience and reduce risk for all children and young people and narrow the gap in outcome between those who do well and those who do not.

Development

The resilience framework was developed through repeated and ongoing stakeholder involvement. Group interviews, trials and questionnaires were used with parents, children, young people, volunteers and members of staff in Wakefield to gather information and test the resource as it developed.

A small team used information gathered from the stakeholder interviews as well as the results of a national and international literature review to design a flexible framework which will support professionals to promote resilience among the children and young people they are working with.

How is the resource structured?

Practitioners accessing the framework have the freedom to adapt the example schemes of work (session plans) to suit the needs, age and ability of the children and young people they are working with.

The eight competence areas

The framework is broken down into 8 main areas; the aims of each area are identified below…

  1. Loving myself (self-awareness)
    • To develop a positive sense of self, self-esteem and self-confidence (including race, religion, gender, sexuality, ability/disability and age).
    • To understand that the way I feel about myself can affect the choices I make.
    • To be able to demonstrate feelings of belonging and acceptance in relation to my peers, my family and my community.
    • To understand the environment in which I am growing up and the effect this has on me.
    • To be able to assertively challenge bullying behaviour, prejudice and discrimination.
  2. Expressing myself (self-management)
    • To be able to identify, manage and express my own needs and feelings.
    • To recognise and manage the feelings associated with loss and change (such as divorce, separation or bereavement).
    • To understand how my thoughts and feelings may affect my behaviour and the choices I make.
    • To recognise the physical and emotional changes that takes place during puberty.
  3. Working it out (responsible decision-making)
    • To develop effective decision-making and problem-solving skills.
    • To understand my personal strengths and limitations.
    • To have the skills, confidence and knowledge to make informed financial
  4. Being heard (effective communication)
    • To be able to communicate with others including, talking, listening, negotiating and being assertive.
    • To be able to recognise and resist peer pressure.
    • To be able to ask for help.
  5. Living together (social awareness)
    • To develop an awareness of others, including having the ability to express empathy.
    • To understand that there are different types of relationships.
    • To explore how to develop and maintain positive, healthy relationships.
    • To be able to form and maintain positive relationships with peers, family members and others.
  6. Keeping safe (risk awareness)
    • To be able to discriminate between ‘safe’ and ‘unsafe’ situations.
    • To be able to understand and manage risk and the consequences of risky behaviour.
    • To be able to establish and negotiate age-appropriate boundaries.
    • To understand the risks of using modern technologies (such as the internet, computer and video games and mobile phones) and know how to keep safe whilst using them.
  7. Getting informed (information management)
    • To know where to go for help.
    • To be able to access and use information and services to meet needs.
    • To understand how the media presents information and the effect of this.
  8. Knowing where I am going (self-efficacy)
    • To have a sense of purpose and positive aspirations for myself.
    • To be actively and positively engaged in nursery, school or college and my local community.
    • To have the ability or opportunity to make a difference.

Each area is broken down to provide an outline of the core competences that practitioners can expect children and young people to have achieved by the time they reach a particular age. These age ranges correspond to the main educational key stages, but the resource can equally be used in non-school settings and for this reason, age rather than key stage is used. Note that the age you focus on may be different to their actual (chronological) age.

The competences have example lesson plans attached for universal, targeted groups and those experiencing additional learning needs. Lesson plans for work with children and young people with additional learning needs have been developed by Lesley De Meza, Hillary Dixon and Stephen De Silva (Me-and-Us) and linked to the framework competences.

A selection of resources are available to loan free of charge from the Resilience resource library at Lightwaves Leisure Centre, Wakefield WF1 3HL tel: 01924 364198. These include resource packs, board games, practical items such as beer goggles; a selection of videos and DVD’s including My Dangerous Loverboy, Alco-sex and FIT plus the newly updated Love or Lies (Friend or Foe) resource.

Each age-grouping builds on the competences that were developed previously and practitioners are invited to use the resource flexibly depending on skills, educational levels and knowledge of the children and young people they are working with.

Share best practice

There is also the option to include on the site your own material or activities that you have used successfully and would like to share with other practitioners.

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