Embracing a
Strength-Based
Approach in
Education: Why the
Assessment and
Measurement of
Resiliency Matters
Debbie Chiodo, MA, M.Ed.,Ph.D. Candidate
Research Associate
CAMH Centre for Prevention Science
Faculty of Education, Western University
@debbiechiodo
CAMH: Strategies for Healthy
Youth Relationships
 Fourth
 An
R Program
evaluated school-based program to
prevent adolescent violence and related
risk behaviours
WHAT DO WE MEAN BY HIGH
QUALITY EDUCATION IN THE 21ST
CENTURY?
One problem: Academic achievement remains
flat if not decreasing for some groups of
students.
What differentiates academically
Whatsuccessful
differentiates
academically
students
from their peers
successful
students
from their
who struggle,
disengage
and peers who
struggle,
disengage,
and perhaps even
perhaps
even drop out?
drop out?
The capacity’ of resilience is one of the most essential
personal factors influencing academic achievement.
Resilience
Resiliency factors improves
academic achievement.
Schools are the
hallmark place
where
resiliency can
be fostered and
nurtured.
Resiliency research in schools is about how some
students, despite stressors in their lives, manage to
adapt, thrive and be successful.
Critical need to monitor, assess, and collect
data around the positive development of
students…. not just what they lack.
How do you we do this?
What promotes resiliency and also
predicts academic success?
Valuing Education
Academic Confidence
Connectedness
Stress Management
Health and well-being
Intrinsic Motivation
Caring and supportive
relationships
Self-efficacy
Caring and supportive
schools
High expectations
Growth mindset
Exploring Culture and Healthy Relationships as Protective Factors
in Aboriginal Adolescent Well-Being (CAMH, Western University,
and the Thames Valley District School Board)
 Strengths
that increase the academic success and
well-being of FNMI youth
 Strengths
that support the transition from
elementary to high school for FNMI youth
 Followed
FNMI students from Grade7/8 – Grade 10
What protective factors did we
measure and how?

Quantitative Measures
 Cultural Connectedness (Snowshoe, Crooks, Tremblay, Craig &
Hinson, 2014)
 Traditions, spirituality, identity
 Hemingway Measure of Adolescent Connectedness (Karcher,
2003)
 Connection to friends, school, belongingness, family, social
support, self in the present, self in the future
 Self-Efficacy
 Mental Health Continuum (MHC-SF)- Positive Mental Health
(Keyes, 1998)
 Emotional well-being, social well-being, psychological well-being
 Help Seeking and Coping Skills
 School Support and Climate (WestEd, 2011)

Qualitative Interviews
Other great choices

Growth Mindset (Dweck)


3 questions!
Child and Youth Resilience Measure (CYRM) (Liebenberg,
Ungar, LeBlanc , 2013)

12 items!
My Plea