Keywords:
Resilience, Mental Health, Course Design
Presented by:
Jaime Bauer Malandraki, Purdue University
Key Statement:
Graduate students are experiencing unprecedented mental health challenges. Targeting the development of resilience within the classroom can give students the tools to effectively manage stressors.
Abstract:
This poster describes a novel approach to effectively increase emotional resilience through targeted instruction. Using the backward design framework, five novel curricular elements were developed to target the social-emotional competencies known to undergird the development of emotional resilience. These five curricular elements were incorporated into an 8-week counseling course for graduate students in communication sciences and disorders. Students complete pre- and post-course resilience self-assessments. Results indicated overall increased levels of resilience after the 8-week course. While further research is needed, this study is the first to show that increasing emotional resilience can be achieved through targeted curricular intervention.
Learning Outcomes:
Describe the foundational competencies for emotional resilience.
Describe course activities that can be used to increase emotional resilience.
Apply concepts for building emotional resilience to diverse coursework/subject matter.
Hear it from the author:
TRANSCRIPT:
This poster is titled: “Training Resilient Students Through Novel Curricular Design”
My name is Jaime Bauer Malandraki and I’m a clinical associate professor in the Department of Speech,
Language, Hearing Sciences at Purdue University. This poster describes a project conducted during an 8 week summer course for graduate students in speech-language pathology and audiology. Speech-language pathologists and audiologists are considered helping professionals—that is, those whose work is centered around caring for others. Individuals in the helping professions are known to experience high levels of burnout and compassion fatigue as a result of the psychological strain of caring for others. In addition, it has been well- documented that graduate students across the country have been experiencing increased mental health difficulties, such as anxiety and depression. Therefore, it is essential that educators who are responsible for the training of future helping professionals, do more to support the mental health and wellness of their students. This is important not only to support them during their education, but to provide them with the healthy foundation they will need in their professional careers. We can do this through targeting the development of emotional resilience.
This project looks at the effectiveness of targeting emotional resilience within 8-week course. In addition
to sharing outcomes from this project, this poster presentation will review the foundational competencies that undergird the development of emotional resilience, will describe course activities that can be used to increase emotional resilience, and will discuss strategies for how to address emotional resilience across the curriculum to support the mental health and well-being of all students.
I hope you see you there!
References
Bauer Malandraki, J. (2022). The case for addressing emotional resilience in graduate student training. Perspectives of the ASHA Special Interest Groups, 7(1), 105–114. https://doi.org/10.1044/2021_PERSP-21-00116
Burnett Jr, H. J., & Wahl, K. (2015). The compassion fatigue and resilience connection: A survey of resilience, compassion fatigue, burnout, and compassion satisfaction among trauma responders. International Journal of Emergency Mental Health and Human Resilience, 17, 318–326. https://doi.org/10.4172/15224821.1000165
Grant, L., & Kinman, G. (2014). Emotional resilience in the helping professions and how it can be enhanced. Health and Social Care Education, 3(1), 23–34. https://doi.org/10.11120/hsce.2014.00040
Kinman, G., & Grant, L. (2011). Exploring stress resilience in trainee social workers: The role of emotional and social competencies. The British Journal of Social Work, 41(2), 261–275. https://doi.org/10.1093/bjsw/bcq088
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavorial Medicine, 15(3), 194-200. https://doi.org/10.1080/10705500802222972
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