Melbourne, 8 April 2020, 5:37 pm

Term 3 - Program 3: Resilience, Assertiveness and Mental Strength

Resilience, Assertiveness and Mental Strength Term 3 involves the development of the following skills:

  • Introducing the 32 skills of resilience - including the skill of optimism, flexible thinking, critical thinking and the value of delaying gratification
  • Recognising that bullies and difficult people come in all ages and are everywhere in life. The goal is to be pro-active: understand bullies, and then learn how to handle and respond to bullies with strength, resilience, empowering behaviour and emotional skill. Learning how to deal with bullies whilst young is pro-active and common-sense
  • Recognising that bullying another person is not a sign of strength, but a sign that the bully is feeling disempowered and lacks emotional intelligence. Bullies are not entitled to be popular - they need help
  • Mastering the 34 prevention and coping strategies to deal with bullying
  • Developing assertiveness skills (win-win communication skills that empower a child to resist peer pressure), strong body language, self-esteem and self-confidence
  • How to choose friends wisely (using the S.E.A. acronym)
  • How to deal with frustration - a core life skill
  • Examination of a wide set of skills to cope with stress
  • An introduction on how to handle rejection, criticism, conflict, bullying and failure
  • Ability to live with uncertainty and change without panic
  • Knowing oneself and being able to communicate what one feels and what one needs with assertiveness and courtesy
  • Recognising that passive aggression (eg: silent treatment) or aggression (eg: verbal or physical abuse) are unacceptable. Assertiveness is the only healthy expression of anger and is a win-win for all. Unlike aggression, assertiveness is not innate and needs to be learnt and practised
  • Recognising the long-term value of taking the moral high road
  • Recognising that shyness is a learnt coping behaviour that can morph in to healthy confidence with self-knowledge and practice
  • How to take ownership of our responsibility to act with self-respect at all times
  • Feeling comfortable saying "no": early, clearly, courteously, definitively and without sugarcoating it  -"Richard, that is not a good idea" or "I'm sorry, but that won't be possible". The word "no" spoken firmly and kindly shows self-respect