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29 September 2020 | Story Dr Lynette van der Merwe | Photo Supplied

There is no doubt that 2020 will be a year to remember.  A pandemic, national lockdown, social isolation, health risks, economic and academic disruption, and uncertainty, loss of control, fear, and panic due to information flooding are all ingredients in the perfect storm of the unprecedented ‘new normal’.  Due to COVID-19, we have become sensitised to the need to protect mental health and well-being among all members of society – not least, our caregivers.  The plight of healthcare workers in the front lines has focused our attention on the threat of burnout (defined as emotional exhaustion, depersonalisation, and a sense of low personal accomplishment) as a result of increased stress, as well as the risk of depression and anxiety disorders. 
 
Focus on becoming more agile and adaptable

But do we need to stick to the prescribed script that dooms us to global resignation of merely trying to survive?  Is there an alternative response that uncovers unique strengths? Can we flip the narrative to resilience?  

In the destructive wake of this global crisis, we could instead focus on how we have become more agile and adaptable. We could notice the coping strategies of those who do not succumb to despair, victimhood, or expedience.  We could reimagine a world where the problems of the day do not define us; a world where we respond with intention, drawing on resilience forged in the fire of adversity, resolutely using our prior-established values to guide us.

Resilience helps us to not merely survive, but to recover, regroup, and reach new heights.   Diane Coutu described the characteristics of resilient people:  stoic acceptance of tough situations, creating meaning despite the current overwhelming circumstances, and an astonishing ability to improvise.  The notion was reinforced in a recent perspective published in the New England Journal of Medicine.  The authors eloquently pointed out that during the uncertainty of the COVID-19 pandemic, a sense of altruism and urgency seemed to catalyse restored autonomy, competency, and relatedness – three pillars considered supportive of intrinsic motivation and psychological well-being.  

Adaptive coping strategies

Research among students and staff in the UFS Faculty of Health Sciences has shown that higher resilience (and lower burnout) is associated with adaptive coping strategies.  Strength and growth through hardship were foundational to dealing with endemic stress and inevitable personal, academic, and financial challenges. 

So, what are some of the qualities, skills, or resources that help us bounce back and grow our resilience, resulting in the crisis of the day (aka COVID-19 and its nasty sequelae) causing a (temporary) bruise, rather than a (permanent) tattoo?
Have hope.  Far from blind, naïve optimism, it is instead a sober realism about reality, balanced by finding strength in the belief that in the end, you will overcome (the Stockdale Paradox). This ties closely with acceptance, allowing emotions a seat at the table of our lives but not giving in to their attempts at a hostile takeover.  It happens when we choose to respond, rather than react, leaving space to be flexible enough to adjust our expectations from immediate gratification to the perseverance to sit out the discomfort.  

Stay kind.  In the face of extreme hardship, humans reveal the truth about themselves.  Treating others with compassion, patience, and respect may not make the crisis disappear – but when we look back, are we not most inspired by those who have created meaning through extraordinary humility and sacrifice?  When all is said and done, what story would you like to tell about the kind of person you were during the pandemic? 

Be brave

Be brave anyway.  Approaching the sixth month of the pandemic means that most of us are tired.  Despite trying to be safe, innovative, and wise, there are no apparent solutions or a clear end in sight.  This is the time to be insanely courageous, to step into the arena to find answers and offer alternatives, despite naysayers (often anonymous) criticising your best efforts. This is the moment in history when we need to overcome our fear with the kind of courage that shows up even when legs shake, the voice trembles, and the heart palpitates.

When we look back on 2020, may we do so knowing that we continued hoping (even while accepting the tragic reality), that we stayed kind (creating meaning in the midst of turmoil), and that we were brave (overcoming seemingly insurmountable difficulty with exceptional creativity).  We have much to offer if we allow our resilience to stand this test of time. May COVID-19 change us for the better.


News Archive

A bridge to the future for school leavers
2009-03-04

 
Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS. 
 Photo: Supplied)

Thousands of learners in the country’s high schools fail to qualify for post-school education and training. Now a unique project funded by the Ford Foundation and being piloted at the University of the Free State (UFS) seeks to provide such learners with a lifeline.

The 2008 Grade 12 results showed once again that the schooling system is – and has been for a long time – in the throes of a severe crisis. The most disturbing feature of this crisis is that the system does not produce learners with the required level of literacy, numeracy and other cognitive skills to further their education or to become part of the country’s workforce.

Clearly this situation is untenable in a developing country such as ours, facing the immense challenges of a severe skills shortage, poverty and unemployment. We cannot afford to have hundreds of thousands of young people walking the streets without any prospect of a decent living and a future of opportunity.

The UFS and partners in the Free State Higher Education Consortium (FSHEC) have devised a unique programme to help underprepared and even unprepared school-leavers who have fallen through the cracks of the school system.

“We are hoping to make a meaningful contribution to the challenging field of creating educational opportunities for post-school study and the world of work through the generous support of the Ford Foundation,” says Ms Merridy Wilson-Strydom, Research Consultant at the Centre for Higher Education Studies and Development at the UFS.

“The Skills for a Changing World Programme is specifically aimed at removing barriers to educational opportunities for school-leavers who are not able to access higher education – mainstream or extended degrees. At the moment there are few, if any, meaningful opportunities for those learners who come through the school system un/underprepared,” she says.

The primary target group for the NQF Level-5 Programme is young people between the ages of 18 and 25 who are currently excluded from post-schooling educational opportunities. The duration of the programme is one year.

According to Ms Wilson-Strydom, the core modules of the activity-driven curriculum are English Literacy and Language Development, Mathematical Literacy, Information and Communication Technology and Your Global Positioning System (YGPS), which focuses on study skills and critical life skills, e.g. dealing with diversity. Students will also be supported to make informed choices about their future study or career directions.

“The development of the core-module materials is almost complete and from the second semester we plan to test the programme by means of a pilot project, which will be conducted on the UFS’s South Campus in Bloemfontein,” says Ms Wilson-Strydom.

“The pilot study will involve a group of 20-50 learners who have finished Grade 12 but do not qualify for the UFS bridging programme known as the Career Preparation Programme or any other higher-education programmes,” says Ms Wilson-Strydom.

Although not yet accredited, the project team aims to have the programme accredited as a Higher Certificate and is also exploring the possibility of registering the programme as a Short Learning Programme.

“One of the challenges with access and bridging programmes in the country is that students do not obtain a formal qualification for their bridging year. Hence those who do not continue with higher-education study (or cannot continue for various reasons such as finances), do not gain the recognition they should get for what they have learnt during their bridging year.”

“Our focus on developing the Skills for a Changing World Programme as a qualification in its own right is a key innovation in the current education and training landscape,” says Ms Wilson-Strydom.

Media Release
Issued by: Lacea Loader
Assistant Director: Media Liaison
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl.stg@ufs.ac.za  
4 March 2009
 

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