Resiliency, Protective Processes, Resiliency, Protective Processes, Promotion & CommunityPromotion & Community

Chapter 7Chapter 7

ResiliencyResiliency Defined: as a class of phenomena Defined: as a class of phenomena

characterized by good outcomes in spite of characterized by good outcomes in spite of serious threats to adaptation or development.serious threats to adaptation or development.

– Involves competence and adaptability in the face of Involves competence and adaptability in the face of adversity AND adaptation is “good” or “helpful”adversity AND adaptation is “good” or “helpful”

– Focuses on how ppl succeed despite challenges in their Focuses on how ppl succeed despite challenges in their environmentsenvironments

P. 150 JacindaP. 150 Jacinda

Common myths about ResiliencyCommon myths about Resiliency1.1. All ppl who survive their childhood and adolescence are All ppl who survive their childhood and adolescence are

resilient.resilient. Co-occurring multiple stressorsCo-occurring multiple stressors

2.2. Resilient individuals are completely successful in every Resilient individuals are completely successful in every area of their lives.area of their lives. Residency is multidimensional in nature: may be resilient in school Residency is multidimensional in nature: may be resilient in school

but not in work or leisure.but not in work or leisure.

3.3. Resilience stems from an internal personality traitResilience stems from an internal personality trait Personality traits can promote, but not is not resiliency itselfPersonality traits can promote, but not is not resiliency itself Characteristics of the person’s environment seem to be as important Characteristics of the person’s environment seem to be as important

for resiliencyfor resiliency Definition of resiliency must acknowledge: History of successDefinition of resiliency must acknowledge: History of success

Common myths about ResiliencyCommon myths about Resiliency

4.4. Resiliency is rare.Resiliency is rare. Most children and youth are resilient in the face of Most children and youth are resilient in the face of

adversity.adversity. Not rare, but not guaranteedNot rare, but not guaranteed Those who are resilient have connected to parts of their Those who are resilient have connected to parts of their

environment that provide support, encouragement, and environment that provide support, encouragement, and opportunities that nurture their developmentopportunities that nurture their development

How can we promote resiliency in youth How can we promote resiliency in youth sport?sport?

Risk & Protective Factors & Risk & Protective Factors & ProcessesProcesses

Keys to becoming resilient?Keys to becoming resilient?1.1. Risk factors & processesRisk factors & processes

2.2. Protective factors & processesProtective factors & processes

Risk Factors & ProcessesRisk Factors & Processes– Defined: individual or environmental hazards Defined: individual or environmental hazards

that increase an individual’s vulnerability to that increase an individual’s vulnerability to negative developmental behaviors, events or negative developmental behaviors, events or outcomes such as alcohol & drug abuse, early outcomes such as alcohol & drug abuse, early unprotected sex, delinquency & violence, unprotected sex, delinquency & violence, school failureschool failure– Ex Risk factors: Ex Risk factors:

– poverty, violent neighborhood, parental style with inconsistent poverty, violent neighborhood, parental style with inconsistent discipline and lack of warmth, extreme shyness, and lack of discipline and lack of warmth, extreme shyness, and lack of socioemotional control.socioemotional control.

– Just because risk factors are present does not guarantee Just because risk factors are present does not guarantee they will occur; rather it simply increases the probability they will occur; rather it simply increases the probability of their occurrenceof their occurrence

Protective Factors & ProcessesProtective Factors & Processes Buffer, modify, or improve an individual’s reaction to an Buffer, modify, or improve an individual’s reaction to an

adverse situation that, in ordinary circumstances, adverse situation that, in ordinary circumstances, would lead to inadequate outcomes. would lead to inadequate outcomes.

Types:Types:– Dispositional attributesDispositional attributes

– Affectional tiesAffectional ties

– External support systemsExternal support systems

Individual’s Individual’s hopefulnesshopefulness that the odds could be that the odds could be attainable is a central positive factor in their lives!attainable is a central positive factor in their lives!

Protective Factors & Processes at Protective Factors & Processes at each level of youth’s enviornmenteach level of youth’s enviornment

Individual levelIndividual level

Familial levelFamilial level

Peer levelPeer level

School levelSchool level

Community levelCommunity level

What protective factors did Jacinda have in her What protective factors did Jacinda have in her environment?environment?

Caring Relationships with AdultsCaring Relationships with Adults Parents are importantParents are important

Caring relationships with nonparental adults Caring relationships with nonparental adults provide a frame of reference and model for provide a frame of reference and model for how one is supposed to act.how one is supposed to act.– Characteristics:Characteristics:

Nonjudgmental loveNonjudgmental love MentoringMentoring

– Most important factor: DURATION of the Most important factor: DURATION of the RELATIONSHIPRELATIONSHIP

must be long term to be effective AND harm can be done if not must be long term to be effective AND harm can be done if not sufficient durationsufficient duration

Findings from Big Brother / Big SistersFindings from Big Brother / Big Sisters– Most needed during times of transitionMost needed during times of transition

High ExpectationsHigh Expectations

From whom?From whom?

Provide what?Provide what?

To be absorbed they must be?To be absorbed they must be?

Opportunities for Participation, Opportunities for Participation, Contribution, & RecognitionContribution, & Recognition

Critical universal protective processes for Critical universal protective processes for youthyouth

Enable youth to address several needs:Enable youth to address several needs:– Ability to have a sense of belong, mastery and of Ability to have a sense of belong, mastery and of

generosity & matteringgenerosity & mattering How are these achieved?How are these achieved?

– Is this why youth sport has such a great impact on so many youth?Is this why youth sport has such a great impact on so many youth?– Tied to social normsTied to social norms– What is required helpfulness and what does it do for What is required helpfulness and what does it do for

youth?youth?– How can we structure ways to make sure youth are How can we structure ways to make sure youth are

recognized by their peers and the community for their recognized by their peers and the community for their contributions?contributions?

Promotion & Prevention Through Promotion & Prevention Through Community Youth DevelopmentCommunity Youth Development

Protective factors - The 6 C’sProtective factors - The 6 C’s1.1. Competence Competence in academic, social, emotional, and in academic, social, emotional, and

vocational areasvocational areas2.2. Confidence Confidence in whom one is becoming (identity)in whom one is becoming (identity)3.3. Connection Connection to self & othersto self & others4.4. Character Character that comes from positive values, integrity, & that comes from positive values, integrity, &

strong sense of moralsstrong sense of morals5.5. Caring Caring and compassionand compassion6.6. Contribution Contribution to their families, neighborhoods, and to their families, neighborhoods, and

communitiescommunitiesNote table 7.1 on p. 162Note table 7.1 on p. 162

Community Youth DevelopmentCommunity Youth Development

What is it?What is it?

Who does it focus on?Who does it focus on?

What is the two-prong strategy for community What is the two-prong strategy for community youth development?youth development?

So, how do we apply all of this So, how do we apply all of this to youth sport programs?to youth sport programs?

Homework for next class:Homework for next class:1.1. Read: Recreation & Youth Dev. -Chapter Read: Recreation & Youth Dev. -Chapter

1212 2.2. Research Training and Orientation Research Training and Orientation

ProgramsPrograms (be prepared to share this (be prepared to share this information with the class.....information with the class.....yes, write it yes, write it downdown!)!)