ABSTRACT
This is the first of four chapters that present a range of strategies for further education teachers wishing to develop resilience. It suggests that a critical feature of resilience is centred on individuals’ self-awareness, including their ability to identify and diagnose areas for development. The chapter distinguishes between different types of stressors, known as ‘hurdles’ and ‘barriers,’ and suggests that this categorisation approach enables teachers to identify appropriate ways of dealing with each. The chapter thus highlights the varying nature of stressors, including the perniciousness of seemingly minor stress-related activities. Finally, routine and habitual behaviours are emphasised as key elements of resilience building, along with the necessity to establish a work–home balance.
