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Resilience is wisdom acquired from making decisions in the face of adversity. Be conscious of every transaction as it occurs, make choices that promote balance, don't worry about things you cannot change.

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There are situations where the grief needs to allowed to take its time...the resilience can only come once 

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There are situations where the grief needs to allowed to take its time...the resilience can only come once 

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Accepting all regardless of the cost, and being kind to yourself.

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Accepting all regardless of the cost, and being kind to yourself.

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the video was good. I'd have to think about its messages though. Not easy ones. Choosing attention, yes. But easier said than done.

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Your resilience is completely up to you. 

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Your resilience is completely up to you. 

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Your thinking patterns and your attitudes can shape how you face disaster.
1. Sh* happens
2. Focus on the good
3. Is this harmful or helpful?

So many good points raised in that video.

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I am grateful for my ability to totally ignore social media, and to resist having accounts with so many of the. So much of what I read and hear
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stress sometimes brings people together rather than isolates them. Being resilient sometimes means l
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Being alone makes resilience infinitely more challenging. 
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It was interesting to hear that resilient people realize that "suffering is part of life".
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Indigenous

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"Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom."

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The article "Developing Resilience" stated "The stresses and worries in life are like that glass of water. Think
about them for a while, and nothing happens. Think about them a bit longer and they begin to
hurt. And if you think about them all day long, you will feel paralyzed – incapable of doing
anything." I agree with this to a point, but if you don't think about things enough, they can eat away at you subconsciously and then emerge, possible years down the line
, and really cause a massive setback or fall. You have to acknowledge the hard times and work through them.

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"Resilience is moving from victim to survivor to thriver"

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"Resilience is moving from victim to survivor to thriver"

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A balanced dialogue with yourself and others

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A balanced dialogue with yourself and others

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we can cultivate the resilience TOGETHER..

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we can cultivate the resilience TOGETHER..

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"You can actually do something about how you experience every day; you don’t have to be a victim of the turmoil and unpredictability of the world. Change is a given in life; how you respond is within your control."

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I am grateful for my ability to totally ignore social media. So much of what I read and hear points to the same conclusion - that social media pressures have decreased mental health. The question of "is this harming or helping me?" is so relevant to social media.

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stress sometimes brings people together rather than isolates them.  Being resilient sometimes  means being linked to others in the community

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Lucy's talk gave me a lot to think about - and different ways to do that thinking...

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Lucy's talk gave me a lot to think about - and different ways to do that thinking...

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Being alone makes resilience infinitely more challenging. Relationships with family and friends; in a school: with students and with colleagues.

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It was interesting to hear that resilient people realise that "suffering is part of life".

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"At many of the schools I visited that are functioning in challenging contexts, teachers draw on their cultural heritage – their indigenous knowledge systems – to provide care and support. This promotes resilience.

Teachers in these schools don’t go into “fight or flight” mode in response to the sorts of shocks I’ve described. They flock together. They tap into each other’s relationships to access and use available resources. " The article goes on to describe a teacher who connected to a local nurse so she could directly refer a sick child. It helped reduce the teacher's stress to be able to do something.

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Schools can offer their pupils valuable support systems even if they're short on resources. Reuters/Akintunde Akinleye

Many schools in Southern Africa are functioning in tough situations. Poverty, a lack of resources and poor or non-existent basic services all combine to make a less than ideal environment for education. But a number of schools in Namibia, Swaziland, Lesotho and South Africa display incredible resilience - a concept steeped in indigenous knowledge systems. The Conversation Africa's education editor Natasha Joseph asked Professor Liesel Ebersöhn to explain the role of resilience in education. What is "resilience", in an educational setting?
Resilience in schools involves a process where teachers, principals, families, students and district officials know and use strategies that help teachers to teach and students to learn.

Resilience becomes relevant in education as soon as there is a shock to the education system that requires intervention. After that shock, resilience can ensure better than projected outcomes for students and teachers.

In a postcolonial, transforming society - like highly unequal South Africa - such "shocks" or challenges are chronic. They don't let up. They are also cumulative, coming from a variety of fronts.

In South Africa these barriers include a limited number of trained teachers; an unreliable supply of teaching materials; and multilingualism - either teachers and pupils don't share home languages, or they do but converse only in English for the purpose of teaching and learning.

School systems, in conjunction with health and welfare systems, may not be responsive enough to identify pupils who are vulnerable because of health or socio-economic needs. Even if they can, the services available might be really limited. A lack of physical infrastructure like buildings, electricity, water and sanitation in schools limits opportunities for teachers to teach, and for students to learn and develop.

Schools that have supportive strategies in place can offer buffers. They can promote positive outcomes - for pupils and teachers.
Can you tell us about a school in southern Africa whose resilience is allowing it to flourish? How does that resilience manifest itself?
I've conducted research in rural Swaziland and Lesotho, urban Namibia and four of South Africa's nine provinces around school-community resilience.

At many of the schools I visited that are functioning in challenging contexts, teachers draw on their cultural heritage - their indigenous knowledge systems - to provide care and support. This promotes resilience.

Teachers in these schools don't go into "fight or flight" mode in response to the sorts of shocks I've described. They flock together. They tap into each other's relationships to access and use available resources. For instance, I met a primary school teacher in an Eastern Cape informal settlement who asked a relative to connect her to a friend working as a nurse at the neighbourhood clinic. Now when the teacher sees that a child is sick she doesn't feel helpless or frustrated: she calls the nurse directly and refers that child and family for health care.

In cases where teachers suspect a family may require financial support they can refer them to their "insider" link; someone who can help with identifying and completing the necessary forms. It can be hard for families with high rates of illiteracy to access the help they need, so these connections are vital.

So the flocking starts with an identified problem. Then teachers think about which resources they need to address this need, and who could connect them with a person who's a custodian of this resource or service. In this way a network is created. Its purpose is to pragmatically access resources.

What they're doing fits into a theory in indigenous knowledge systems that's called Relationship Resourced Resilience. This explains how individuals connect in times of hardship to share limited resources. They do so by providing social support to one another with positive outcomes for the collective, not only the individual.

This resilience response is robust. It continues to be used in urban and rural settings, by elders and young people, as well as men and women.
What is it that these schools are doing differently?
Schools that are able to show resilience are those that tap into age-old practices. These have stood the test of time and the absence of formal, policy-level structures to provide social support.

This social support is relational, collective and pragmatic. Teachers use existing relationships to tap into resources. For example, they might use reciprocal donations. These are in the form of skills in exchange for money, or for goods like food, or shared savings in societies to provide funds for school uniforms, or festivities, or transport. The cultural use of relationships is aimed at collective buffering against shocks and ultimately collective well-being.
Are there obvious and visible differences in these schools' results?
The positive outcomes that have been measured relate to resilient school communities' subjective health and well-being documented over a ten-year time frame with teachers and students in primary and secondary schools, and in urban and rural schools.

At these schools, teachers continue to show up, teach and support each and their students. Parents and caregivers bring their children to schools that follow this resilience formula: research shows that such schools have higher enrolment numbers, which means they get more government funding for teacher posts and so enjoy lower student-teacher ratios.

Parents, caregivers and school-community volunteers offer their services to such schools. They assist with cultivating gardens to supplement the school nutrition programme. They follow up on students who don't attend school and encourage them to return, and participate in after-school programmes that provide well-being and development opportunities for young people to engage in arts, culture, sports, and homework.

Neighbourhood businesses link with such schools to provide computers for teacher professional development and student training. They provide funds for counselling centres, books for libraries and jungle gyms for crucial development through play.
What lessons can be taken from your research?
Social support is an indigenous knowledge system in southern Africa. It has been used over time to combat challenges and compensate for the absence of equal services. It has also been used to access available opportunities, and connect people to adaptive pathways. It is a strategy that promotes positive outcomes for many even amid ongoing scarcity. It has been refined and has proven to be robust as a response to shocks. Social support is used organically in some schools - even in the absence of formal intervention.

In other schools that are struggling to adapt to ever-present hardships, systematic interventions grafted onto existing indigenous knowledge about social support could promote resilience.

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Why resilience matters for schools trying to thrive in tough situations

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Many schools in Southern Africa are functioning in tough situations. Poverty, a lack of resources and poor or non-existent basic services all combine to make a less than ideal environment for education.

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We would add in " being grateful" to our definition instead of only focusing on being reflective.

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"Cultivated through engaging in specific habits and by fostering specific dispositions."

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Don't hold on to the stress, let it go.

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Can just be a change of thinking

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It also includes how you rebounds after the fall.

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TED talk gives good concrete strategies for building resilience.

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Lucy's talk was quite powerful - three strategies to become more positive are excellent.

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Lucy's talk was quite powerful - three strategies to become more positive are excellent.

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Resources, thoughts, feelings

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Good strategies from the video.

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I had thought about resilience in reference to major life events, but the resources reminded me that resilience was also in reference to little day to day things.

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I had thought about resilience in reference to major life events, but the resources reminded me that resilience was also in reference to little day to day things.

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Identify strategies to help you be mindful of your resilience

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know that bad things will happen, that suffering is a part of life. They also define their own meaning and purpose that allows them to continue on, even in the face of great adversity.

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The idea that how we respond can impact our relationships and that resilience and overcoming difficult times as a community can connect us in more meaningful and deeper ways

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Focusing on
the positive

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No, it hasn't changed.  It's important to note that we all cope in different ways.

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No, it hasn't changed.  It's important to note that we all cope in different ways.

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Resilience is the choices we make during moments/incidences of stress and resilience can be depleted over sequential moments of stress.

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Resilience is the choices we make during moments/incidences of stress and resilience can be depleted over sequential moments of stress.

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In challenging situations, part of resilience is the wisdom to know when a behavior, thought or habit is helping or harming yourself.

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Don't deprive others of their "helpers' high." Pass that glass of water or put it down!

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Don't deprive others of their "helpers' high." Pass that glass of water or put it down!

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I think my definition stayed the same but the articles helped illustrate various situations and how different people might react to those situations.

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Self care in the form of your physical health, mental state, social relationships, esteem etc is key to building and maintaining resilience. In a profession like education, time needs to be built in for it.

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I have realized that it is ENTIRELY up to you and how you think. 

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I have realized that it is ENTIRELY up to you and how you think. 

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Your perspective directly impacts your resilience.
1. Sh- happens
2. Focus on the good (each day)
3. Does this help me or harm me?

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Feeling fear or worry doesn't mean you're not resilient -- sometimes feeling these are needed to push forward and take action.

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I think it's mostly the same, but I did like that the idea of taking ownership back when things are seeming bad by asking, "Is this harming me or helping me?"

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My Resilience definition has not changed. Maybe an addition would be the idea that we are in control of our response to adversity.

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My Resilience definition has not changed. Maybe an addition would be the idea that we are in control of our response to adversity.

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Thinking about worries only increases their weight.

You choose to grow.

You choose to foster and develop resilience.

It is fostered by daily habits.

Resilience is a choice- something we develop.

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It was interesting to see that its not just fight or flight but that we flock together once a problem has been identified.

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I have been thinking through all of this that it is in some way my job to help maintain "normal" for our students and help them emotionally. I have been prioritising that and not taking time for myself and my family. I need to "put the water down" in the evenings so that I can continue to endure.

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This was a great video and more than anything confirmed my believes and strategies used so far. The last point helpful or harmful to me is powerful and something I will definitely use myself and pass on to students I work with.

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Not really changed but Lucy Hone was really useful to remind that not everyone's experiences are the same and how people cope with stressful situations are often very different. Many people are not able to expect bumps in the road and will need some training to help them.

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1) Sh*%^ Happens
2) Carefully select where you put attention
3) Is what I'm doing harming or helping?

"Don't lose what you have by focussing on what you have lost."

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The three secrets of resilient people | Lucy Hone | TEDxChristchurch

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Stress is like a glass of water. It's not the absolute weight that matters, it's how long you have to hold it up.

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Recognizing that each person is having a unique experience, and that my experience not indicative of how others are experiencing this adversity.

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Chumbawamba - Tubthumping (I Get Knocked Down)