RESILIENCE: CAUSAL RESILIENCE: CAUSAL PATHWAYS AND SOCIAL PATHWAYS AND SOCIAL

ECOLOGYECOLOGY

By By Michael RutterMichael Rutter

450

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ResilienceResilience = = Relative resistance Relative resistance to to environmental environmental risk experiencesrisk experiences ORORThe overcoming of The overcoming of stress or adversitystress or adversity ORORA relatively good A relatively good outcome despite risk outcome despite risk experiencesexperiences(N.B. It is not just social competence or (N.B. It is not just social competence or positive mental health)positive mental health)

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BackgroundBackground = = Universal finding of Universal finding of huge individual differences in huge individual differences in people’s people’s responses to all kinds of responses to all kinds of environmental environmental hazardhazard

PLUSPLUSEvidence of ‘steeling’ effects in which Evidence of ‘steeling’ effects in which successful coping with stress or successful coping with stress or adversity can lead to adversity can lead to improvedimproved functioning and functioning and increasedincreased resistance resistance to stress/adversityto stress/adversity

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RESILIENCE IS AN RESILIENCE IS AN INTERACTIVE CONCEPTINTERACTIVE CONCEPT

It requires demonstration of an effect that It requires demonstration of an effect that operates in the presence of operates in the presence of stress/adversity but stress/adversity but notnot in its absence i.e. in its absence i.e.– NOT NOT the same as competence or well-beingthe same as competence or well-being

AndAnd– NOTNOT the same as positive influences or the same as positive influences or

positive mental healthpositive mental health

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IS RESILIENCE JUST A FANCY WAY IS RESILIENCE JUST A FANCY WAY OF RE-INVENTING CONCEPTS OF OF RE-INVENTING CONCEPTS OF

RISK AND PROTECTION? IRISK AND PROTECTION? INo, becauseNo, because

risk and protection start with a focus on risk and protection start with a focus on variables and move to outcomes with an variables and move to outcomes with an implicit assumption that the impact of risk and implicit assumption that the impact of risk and protective factors will be broadly similar in protective factors will be broadly similar in everyone, and that outcomes will depend on everyone, and that outcomes will depend on the mix and balance between risk and the mix and balance between risk and protective influencesprotective influences

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IS RESILIENCE JUST A FANCY WAY OF RE-IS RESILIENCE JUST A FANCY WAY OF RE-INVENTING CONCEPTS OF RISK AND INVENTING CONCEPTS OF RISK AND

PROTECTION? IIPROTECTION? II

By contrast,By contrast, resilience starts with a recognition of the resilience starts with a recognition of the huge individual variation in people’s huge individual variation in people’s responses to the same experiences, and responses to the same experiences, and considers outcomes with the assumption that considers outcomes with the assumption that an understanding of the mechanisms an understanding of the mechanisms underlying that variation will cast light on the underlying that variation will cast light on the causal processes and, by so doing, will have causal processes and, by so doing, will have implications for intervention strategies with implications for intervention strategies with respect to both prevention and treatmentrespect to both prevention and treatment

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DO RESILIENCE CONCEPTS REJECT DO RESILIENCE CONCEPTS REJECT THE TRADITIONAL STUDY OF RISK AND THE TRADITIONAL STUDY OF RISK AND

PROTECTIVE FACTORS?PROTECTIVE FACTORS?

NONObecause 1)because 1) there is an abundance of evidence that there is an abundance of evidence that

much of the variance in psychopathological much of the variance in psychopathological outcomes can be accounted for by the outcomes can be accounted for by the summative effects of risk and protective factorssummative effects of risk and protective factors

because 2) resilience is an interactive concept that because 2) resilience is an interactive concept that can only be studied if there is a thorough can only be studied if there is a thorough measurement of risk and protective factorsmeasurement of risk and protective factors

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CAN RESILIENCE BE MEASURED DIRECTLY AS CAN RESILIENCE BE MEASURED DIRECTLY AS AN OBSERVED TRAIT, RATHER THAN HAVING AN OBSERVED TRAIT, RATHER THAN HAVING TO RELY ON AN INFERENCE BASED ON SOME TO RELY ON AN INFERENCE BASED ON SOME

KIND OF INTERACTION, HOWEVER ASSESSED?KIND OF INTERACTION, HOWEVER ASSESSED?

NONO, , because it is not a single quality. because it is not a single quality. People may be resilient in relation to some People may be resilient in relation to some sorts of environmental hazards, but yet not sorts of environmental hazards, but yet not others. Equally, they may be resilient in others. Equally, they may be resilient in relation to some kinds of outcomes but not relation to some kinds of outcomes but not others. In addition, because context may others. In addition, because context may be crucial, people may be resilient at one be crucial, people may be resilient at one time period in their life but not at otherstime period in their life but not at others

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LESSONS FROM RESILIENCE LESSONS FROM RESILIENCE FINDINGS IFINDINGS I

1.1. Resistance to environmental hazards may come Resistance to environmental hazards may come from from exposureexposure to risk in controlled circumstances, to risk in controlled circumstances, rather than rather than avoidanceavoidance of risk. of risk. c.f. Natural immunity to infections and immunisation c.f. Natural immunity to infections and immunisation Animal experiments (e.g. Levine) with physical Animal experiments (e.g. Levine) with physical stressorsstressors

Treatment of phobiasTreatment of phobiasCalifornia studies (Elder) in the economic California studies (Elder) in the economic depressiondepression

N.B. Paucity of evidence, and great need to consider both N.B. Paucity of evidence, and great need to consider both physiological mediation and cognitive/affective physiological mediation and cognitive/affective mediationmediation

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LESSONS FROM RESILIENCE LESSONS FROM RESILIENCE FINDINGS IIFINDINGS II

2.2. Protection may derive from circumstances Protection may derive from circumstances that that are either neutral or risky in the are either neutral or risky in the absence of the key environmental absence of the key environmental

hazardhazardc.f. c.f. heterozygote sickle cell status and heterozygote sickle cell status and

malaria malaria adoption for children exposed to adoption for children exposed to abuse/neglectabuse/neglect

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LESSONS FROM RESILIENCE LESSONS FROM RESILIENCE FINDINGS IIIFINDINGS III

3.3. Protection may derive from what people Protection may derive from what people do do to deal with stress/adversityto deal with stress/adversity(that is, the notion of resilience focuses (that is, the notion of resilience focuses attention on coping mechanisms, attention on coping mechanisms, mental mental sets, and the operation of sets, and the operation of personal personal agency. In other words, it agency. In other words, it requires a requires a move from a focus on move from a focus on external risks to a external risks to a focus on focus on howhow those those are dealt with)are dealt with)

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STRATEGIES FOR STUDYING STRATEGIES FOR STUDYING RESILIENCERESILIENCE

1.1. Focus on positive turning point effects in Focus on positive turning point effects in individuals from a deviant backgroundindividuals from a deviant background

2.2. Focus on features associated with Focus on features associated with educational/occupational success in educational/occupational success in individuals from a disadvantaged individuals from a disadvantaged backgroundbackground

3.3. Focus on individual differences in Focus on individual differences in outcome following serious outcome following serious stress/adversitystress/adversity

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OUT OF THE WOODS: TALES OF RESILIENT OUT OF THE WOODS: TALES OF RESILIENT TEENSTEENS

by Stuart Hauser, Joseph Allen & Eve Golden, by Stuart Hauser, Joseph Allen & Eve Golden, 20062006

Follow-up into adult life of 67 young people who Follow-up into adult life of 67 young people who were patients in an inpatient adolescent were patients in an inpatient adolescent

psychiatry unitpsychiatry unitComparison of 9 who showed outstanding resilience Comparison of 9 who showed outstanding resilience and 7 who were 'ordinary'and 7 who were 'ordinary'Three key elements characterised resilience:Three key elements characterised resilience:1. personal agency and a concern to overcome 1. personal agency and a concern to overcome

adversityadversity2. a self-reflective style2. a self-reflective style3. a commitment to relationships3. a commitment to relationships

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SHARED BEGINNINGS, DIVERGENT SHARED BEGINNINGS, DIVERGENT LIVESLIVES

John Laub & Robert Sampson, 2003John Laub & Robert Sampson, 2003Follow up to age 70 years of Gluecks' sample Follow up to age 70 years of Gluecks' sample of of 500 incarcerated adolescent 500 incarcerated adolescent delinquents and 500 delinquents and 500 matched non-matched non- delinquentsdelinquents

PlusPlusDetailed life history interviews of 19 desistors, Detailed life history interviews of 19 desistors, 14 14 persisters and 19 with a zig-zag coursepersisters and 19 with a zig-zag courseTurning point effects associated with resilienceTurning point effects associated with resilience

Military serviceMilitary service PlusPlus Human agencyHuman agencyMarriageMarriage exercisingexercisingEmploymentEmployment focussed choicefocussed choice

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PROTECTIVE ELEMENTS IN PROTECTIVE ELEMENTS IN MARRIAGEMARRIAGE

1.1. Social support & commitmentSocial support & commitment2.2. Informal social controlInformal social control3.3. Change in routines & lifestyle activitiesChange in routines & lifestyle activities4.4. Residential changeResidential change5.5. Birth of children and consequent effects Birth of children and consequent effects

on responsibilitieson responsibilities

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MILITARY SERVICE AND LATER MILITARY SERVICE AND LATER SOCIOECONOMIC ACHIEVEMENTSOCIOECONOMIC ACHIEVEMENT (data (data

from Sampson & Laub, 1996)from Sampson & Laub, 1996)

Key predictors of success:Key predictors of success: Overseas dutyOverseas dutyTraining under the GI BillTraining under the GI BillLack of a military arrestLack of a military arrest

but interactions withbut interactions withEarly entry to military serviceEarly entry to military service

N.B. effects of military service comparable to those of N.B. effects of military service comparable to those of measured ability and much greater than SES or measured ability and much greater than SES or educational achievementeducational achievement

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ELEMENTS IN EFFECTIVE SCHOOLING ELEMENTS IN EFFECTIVE SCHOOLING From Rutter et al, 1970, '15,000 Hours'From Rutter et al, 1970, '15,000 Hours'

Crucial role of social experiences is Crucial role of social experiences is differentiating between effective and less differentiating between effective and less effective schools (as judged by pupil effective schools (as judged by pupil success)success)– Academic emphasis & high expectationsAcademic emphasis & high expectations– Children treated positively and given multiple Children treated positively and given multiple

opportunities for responsibility & successopportunities for responsibility & success– Teachers provided models of conscientious Teachers provided models of conscientious

behavior together with an interest in, and a behavior together with an interest in, and a positive response to, pupils' work & other positive response to, pupils' work & other activitiesactivities

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COMMUNITIES FOSTERING COMMUNITIES FOSTERING RESILIENCERESILIENCE

Chicago study by Sampson et al (1997) showed that Chicago study by Sampson et al (1997) showed that crime was highest in areas showing social crime was highest in areas showing social

disorganization and a lack of collective efficacy. disorganization and a lack of collective efficacy. That is, the area differences in crime were That is, the area differences in crime were notnot a a result of noxious influences pushing individuals result of noxious influences pushing individuals into into crime but, rather, a lack of acrime but, rather, a lack of a positive social positive social ethosethos that that protected individuals in a high risk protected individuals in a high risk area.area.Bruhn and Wolf's (1979 & 1993) study of Roseto in Bruhn and Wolf's (1979 & 1993) study of Roseto in

Pennsylvania showed that an unusually low rate Pennsylvania showed that an unusually low rate of deaths from heart disease seemed to derive of deaths from heart disease seemed to derive from a powerful egalitarian social structure from a powerful egalitarian social structure

involving an unusual degree of collective involving an unusual degree of collective efficacyefficacy

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OUTLIERS FOR ECONOMIC OUTLIERS FOR ECONOMIC SUCCESSSUCCESS

(Gladwell, 2008)(Gladwell, 2008)

OpportunityOpportunity++

PracticePractice++

Multiplier effectMultiplier effect

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EXAMPLES OF OPPORTUNITY EXAMPLES OF OPPORTUNITY THROUGH PHYSICAL MATURITYTHROUGH PHYSICAL MATURITY

High proportion of ice hockey stars born in High proportion of ice hockey stars born in first 3 months of the yearfirst 3 months of the year– Because more physically matureBecause more physically mature

This led to high intensity training providing This led to high intensity training providing a a multiplier multiplier effecteffectExtended practice added to this (cf the Extended practice added to this (cf the '10,000 Hours Rule')'10,000 Hours Rule')

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VALUE OF MEANINGFUL VALUE OF MEANINGFUL WORKWORK

AutonomyAutonomy

ComplexityComplexity

Connection between efforts & rewardConnection between efforts & reward

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TERMAN'S STUDY OF BOYS TERMAN'S STUDY OF BOYS WITH AN IQ OF AT LEAST 140WITH AN IQ OF AT LEAST 140

Follow-up showed Follow-up showed – 1/51/5thth outstandingly successful in adult life outstandingly successful in adult life

ButBut– 1/51/5thth strikingly unsuccessful (dropping out of strikingly unsuccessful (dropping out of

college & struggling in their work)college & struggling in their work)

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DIVERGENT PARENTING DIVERGENT PARENTING STYLES (Lareau, 2003)STYLES (Lareau, 2003)

'Concerted Cultivation''Concerted Cultivation' 'Accomplishment of 'Accomplishment of Natural Growth'Natural Growth'

Active intensive Active intensive scheduling of activitiesscheduling of activities

Care of children but style Care of children but style of letting them grow & of letting them grow & develop on their owndevelop on their own

Expectation that children Expectation that children talk back, negotiate & talk back, negotiate & questionquestion

Expectation that children Expectation that children compliant & obedientcompliant & obedient

Fostering 'sense of Fostering 'sense of entitlement'entitlement'

No fostering of active No fostering of active entitlemententitlement

RESILIENCE: CAUSAL RESILIENCE: CAUSAL PATHWAYS AND SOCIAL PATHWAYS AND SOCIAL

ECOLOGYECOLOGY

By By Michael RutterMichael Rutter

450

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SOCIAL CONTEXT: KEY SOCIAL CONTEXT: KEY ELEMENTSELEMENTS

Provision of social support at an individual Provision of social support at an individual levellevel

: emotional: emotional: practical: practical

Provision of community resourcesProvision of community resources

Source of friends & love relationshipsSource of friends & love relationships

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IMPORTANCE OF IMPORTANCE OF OPPORTUNITYOPPORTUNITY

GI Bill providing entitlement to college GI Bill providing entitlement to college educationeducationHamburg clubs opportunity for the Hamburg clubs opportunity for the 'Beatles''Beatles'Opportunity of period of economic Opportunity of period of economic expansionexpansionNew opportunity of free access to time-New opportunity of free access to time-sharing mainframe computersharing mainframe computerPhysical maturityPhysical maturityBeing part of a smaller birth cohortBeing part of a smaller birth cohort