Has The Resilience Ship Sailed? (Cover Feature) TES 25 March 2016
Extract: Most teachers would consider themselves adept at reading students’ emotions. Our pastoral duties dictate that we need to be able to spot potential problems and help to find solutions. Yet how often do we apply this skill of reading emotions to our teaching?
Despite the growth of so-called non-cognitive skills interventions in schools, such as resilience training, there often exists a degree of dissonance regarding the definition of such terms. Resilience interventions have been found to use the term in different ways, reducing the significance of any measurable outcomes. Reconceptualising our view of academic resilience as academic buoyancy helps to distinguish between traditional views of resilience and the more useful role of learners’ ability to bounce back from seemingly minor, yet subjectively crucial, daily setbacks.
Bounce Back: 10 Ways To Raise Resilient Children The Green Parent (April/May, 2015)
Extract: Parents want to protect their children from the more stressful elements of life and, believe me, after a decade of teaching in secondary schools I have first hand experience of the pressure young people today face. Furthermore, being a single dad to a teenage boy has led me, at times, to become a little overprotective. Nevertheless, promoting resilience in children requires us to gently let go of some of the anxieties that plague most parents. Encouraging resilience in our kids is as important as ensuring that they grow up to be healthy and wise, care about others and are confident with their place in the world. Because resilient children tend to display greater levels of well-being and lower levels of anxiety, it’s more important than ever to try and nurture this particularly powerful quality.
Extract: Few boys do psychology; and those who do, don’t do it very well. A-level psychology is now the fourth most popular A-level with nearly 55,000 young people having entered for the exam in 2010 – not bad for a subject that attracted only 275 candidates when the first exam was sat back in 1972. Recent years have seen a huge explosion of interest in A-level psychology, and it has now become a serious topic for investigation by the academic community, with articles on the future of A-level psychology (Smith, 2010) and its popularity (Walker, 2010), not to mention several articles in The Psychologist (September 2010 and October 2007). However, few have turned their attention to a potentially damaging pattern: the near total exclusion of boys and the severe underachievement of those boys who dare to adopt the role of the ‘rogue male’ (Sanders et al., 2009).
A -Level Psychology: Is There a Way Forward? Psychology Teaching Review (2010)
Extract: Since its introduction in the early 1970s A-level psychology has grown in popularity to become the fourth most popular A-level. During this time it has also been heavily criticised by the media and higher education for its lack of rigour and practicability. Issues such as the lack of subject specialists, damaging changes made by the Qualifications and Curriculum Authority (QCA) and an arrogant and dismissive attitude shown by universities plus failures by the British Psychological Society to inform decision making, have transformed A-level psychology into the poor cousin of undergraduate psychology and psychology teachers into a form of academic underclass. This paper examines the reasons behind such derision and attempts to offer some solutions in an attempt to get such issues firmly back on the agenda.