ABSTRACT
This is the second of four chapters that present a range of strategies for further education teachers wishing to develop resilience. This chapter explores the proactive approaches that can be taken to develop autonomy and thus take control of individual resilience building. It encourages individual teachers to identify their role within a stressful situation in order to understand where support can be most appropriately placed. Teaching is a profession that is often in flux and many teachers are thus adept at responding to change. This is a key skill for resilience, and teachers who make this connection can benefit from utilising such resilience in other ways. Moreover, teachers with strong emotional intelligence may gauge effectively how they connect with a stressful situation. This is an important skill and teachers develop this from empathising with others and accurately identifying their individual needs. The chapter also discusses a visualisation strategy called Headroom, where teachers can strengthen their resilience by dealing with individual stressors in a robust and systematic manner.
