minimise risks and maximise protective factors for our children and young people. See below for a summary of protective factors: Domains of Resilience Protective Factors – Families Community Educational Establishments Family harmony Neighbour and other Engage and empower The presence of at least support students as valued one unconditionally Peer contact and strong members and resources in supportive parent or social support networks the school community. parent substitute. Positive adult role models Particularly by providing A committed mentor or Sources of informal opportunities for person from outside support such as members meaningful participation the family of the extended family, Increase pro-social Nurturance and trust peers, neighbours, bonding Lack of separations informal mentors or role Set clear, consistent Lack of parental mental models boundaries understood by health or addiction Participation in a range of all staff and children and problems extra-curricular activities young people for academic The ability or opportunity The ability or achievement and – to a difference’ by to a appropriate behavior ‘make – ‘make helping others difference’ by helping Teach life skills Encouragement for others Provide caring and support autonomy Not to be excessively Set and communicate high Encouragement for sheltered from challenging expectations expression of feelings situations that provide Ensure a feelings of safety (boys) opportunities to develop among staff and students Close grandparents coping skills Develop supportive Sibling attachment relationships within the Four or fewer children school Sufficient financial and Ensure respect, and material resources an ethos of caring Not to be excessively Participation in a range of sheltered from challenging extra-curricular activities situations that provide Not to be excessively opportunities to develop sheltered from challenging coping skills situations that provide sources of informal opportunities to develop support such as members coping skills of the extended family, sources of informal peers, neighbours, support such as members informal mentors or role of the extended family, models peers, neighbours, informal mentors or role models A committed mentor or person from outside the family
minimise risks and maximise protective factors for our children and young people. See below for a summary of protective factors: Domains of Resilience – Protective Factors Families Community Educational Establishments Family harmony The presence of at least one unconditionally supportive parent or parent substitute. A committed mentor or person from outside the family Nurturance and trust Lack of separations Lack of parental mental health or addiction problems The ability or opportunity to ‘make a difference’ by helping others Encouragement for autonomy Encouragement for expression of feelings (boys) Close grandparents Sibling attachment Four or fewer children Sufficient financial and material resources Not to be excessively sheltered from challenging situations that provide opportunities to develop coping skills sources of informal support such as members of the extended family, peers, neighbours, informal mentors or role models Neighbour and other support Peer contact and strong social support networks Positive adult role models Sources of informal support such as members of the extended family, peers, neighbours, informal mentors or role models Participation in a range of extra-curricular activities The ability – or – to ‘make a difference’ by helping others Not to be excessively sheltered from challenging situations that provide opportunities to develop coping skills Engage and empower students as valued members and resources in the school community. Particularly by providing opportunities for meaningful participation Increase pro-social bonding Set clear, consistent boundaries understood by all staff and children and young people for academic achievement and appropriate behavior Teach life skills Provide caring and support Set and communicate high expectations Ensure a feelings of safety among staff and students Develop supportive relationships within the school Ensure respect, and an ethos of caring Participation in a range of extra-curricular activities Not to be excessively sheltered from challenging situations that provide opportunities to develop coping skills sources of informal support such as members of the extended family, peers, neighbours, informal mentors or role models A committed mentor or person from outside the family
East-Ayrshire-Relationships-Framework.docx