What is Resilience

8/8/2019 What is Resilience

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What is resilience

And can we affect its emergence?

Infant Mental Health ConferenceJan 9, 2010 Dallas


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Possible Risks for ChildrenFacing Adversity

Academic failure

Social maladjustment

Health problems Poverty

Mental illness Substance abuse

Law enforcement involvement


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Whats the other side?


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What is Resilience?


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Resilience

Positive outcome in the face of

adversity and disadvantage

Bouncing back

Qualities that cushion a vulnerablechild from the worst effects of

adversity Allow coping, survival, possibly

thriving


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The Kauai Longitudinal Study

(KLS)

Three major, "relatively enduring" protective factors

have enabled these strong, resilient, well-functioningindividuals to withstand the troubles that overwhelmedthe others who faced them.

These are attributes such as activity level, sociability,

and intelligence, which have a strong genetic base ...And environmental factors such as unconditionalemotional support from a family member or closefriend ... and a school or work atmosphere that

rewarded effort and competency.

Emmy Werner


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Resilienceis it common Many longitudinal studies show that 50-70%

children exposed to adversity mentally ill parent

Alcoholic parent, abusive parents

criminally involved poverty stricken or homeless

Living with war

Loss of parent/culture to HIV Special needs/cerebral palsy

Overcome odds to turn life around


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Research in many fields

Positive psychology

Body-mind connection

Education

Early literacy Head Start

Youth programs

Community development

Attachment


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Resilience in Adults

PTSD Literature

50-60% exposed to traumatic events

5-10 % develop PTSD


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Ways to measure traits

Time for some self measurement of

resiliance

Rate questions from 1 to 5; 1 verylittle and 5 very strong


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Scoring traits

Count up all your 1s, 2s, 3s, etc

Multiply 2 total by 2, 3 total by 3 etc

Example: 10 2s, 5 3s, 3 4s

10x2=20

5x3=15

3x4=12 Total products=47


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Results

65-80

50-65

40-50

>80


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Characteristics Temperament factors

Easy going, good self regulation, attentional controls Problems solving skills

High IQ, flexibility

Social competence

Empathy, caring, sense of humor Autonomy

Sense of identity, ability to act independently

Sense of purpose and future orientation Goal directed, achievement motivation Sense of meaning (spirituality)

Sense of optimism Academic and social success


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Personal Factors

Social competence

Problem solving

Critical consciousness

Autonomy

Sense of purpose


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Social competence qualities

Responsiveness

Elicit positive responses from others

Flexibility

Move between different cultures

Empathy

Communication skills Sense of humor


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Problem solving skills

Ability to plan

Ability to be resourceful in seeking

help

Think critically

Think creatively

Non academic talents Think reflectively


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Critical consciousness

Reflective awareness of structures of

society/culture

Creative strategies for overcoming

this


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Autonomy Sense of ones own identity

Ability to act independently Exert some control over environment

Task mastery

Internal locus of control

Self-efficacy

Resistance to negative messages

Detachment from dysfunction


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Sense of purpose Belief in a future

Goal direction

Educational aspirations

Achievement motivation Persistence

Hopefulness

Optimism

Spiritual connectedness


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External factors

Family

School (childcare)

Community


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Caring relationships A way of being that conveys

compassion, respect, understandingand interest

At least ONE person Conveys compassion, belief that child

is doing the best they can

Masten and Reed

Often teacher

Werner and Smith-40 year study Noddings


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Within family protections Perception of availability of caregivers

Provision of structure High expectations

Low family discord

Organized home environment Rituals, ceremonies, shared dinner times,

shared responsibilities

Secure emotional base Socioeconomic advantages


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Protective factors-Schools School connectedness

Participative learning

High expectations

Support to be successful


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Opportunities for

participation

Meaningful involvement through

responsibility

Encourage critical thinking and dialogue Making learning hands on

Involve students in curriculum planning

Participatory evaluation

Cooperative strategies

Peer helping, cross age mentoring,community service


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Protective factors

community

High level public safety

Good emergency and social services

Good public health and health care

availability Support from cultural and religious

traditions

Connected community becomesextended family


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Fostering Resilience

Remove/decrease risk factors

Provide prenatal care

Better quality of care in infancy

Provide early childhood education

School readiness

Adequate medical care Motivational climate


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Fostering Resilience Increase parents involvement in education Improve quality of attachment relationships

Good integrative schools Promote competencies, encourage interests Increase sense of belonging to school Peer teaching

Search-institute.org

TeachSafeSchools.org Apahelpcenter.org


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Social support Listening

Emotional support

Emotional challenge

Reality confirmation Task appreciation

Task challenge

Tangible assistance

Personal assistance Richman, Rosenfield and Hardy (1993)


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Model for children

I HAVE

I AM

I CAN

Promoting Resilience Action model Gotberg

I HAVE I AM I CAN


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Trusting and loving relationships with others: parents,siblings, teachers, friends.

Loveable: the child possesses, or ishelped to develop, qualities that appealto others.

Communicate: the child is able toexpress feelings and thoughts, andlisten to those of others.

Structure at home: clear rules and routines, comprehensibleand fair sanctions when breached, praise when followed.

Loving: the child is able to expressaffection to others, and is sensitive totheir distress.

Solve problems: the child can applythemselves to problems, involveothers where necessary, and bepersistent.

Role models: parents, other adults, peers, siblings, whomodel good behaviour and morality.

Proud of myself: the child feels they havethe capacity for achievement and resistsdiscouragement.

Manage my feelings: the child knowsand understands emotions,recognises the feeling of others, andcontrols impulsive behaviour.

Encouragement to be independent: people who offer praisefor growing autonomy.

Responsible: the child accepts and isgiven responsibilities, and believes thattheir actions can make a difference.

Understand my temperament: thechild has insight into their personalityand that of others.

Access to health, education and social care: consistentdirect or indirect protection for physical and emotionalhealth.

Promoting resilience-action model Grotberg 1997

Hopeful and trustful: the child has faith ininstitutions and people, is optimistic forthe future and is able to express theirfaith within a moral structure.

Seek out trusting relationships: thechild has the ability to find people peers or adults in whom they canconfide and develop mutual trust.


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I have.. Trusting and loving relationships

Structure at home

Rules and routines; fair consequences;frequent earned praise

Role models

Encouragement to be independent

Praise for movements of autonomy Access to health care, education and social

care


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I am. Loving

Express affection, be sensitive to distress Proud of myself

Capacity for achievement; resistant to

discouragement Responsible

Able to make a difference

Hopeful and trustful

Optimistic for the future Within a moral structure


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I can Communicate

Solve problems

Apply myself, seek out help if needed, bepersistent

Manage my feelings

Understand my temperament

Insight into personality and that of others Seek out trusting relationships

Ability to find appropriate adults and peers


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40s for various age groups 20 external and 20 internal assets

External Support

Empowerment

Boundaries and expectations

Constructive use of time Internal

Commitment to learning

Positive values

Social competencies Positive identity

SEARCH institute


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Increase in information

Numbers of web pages dealing with

resilience

Sept 2003 394,000

April 2006 30,000,000


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Not as general as first

thought Domain specific

Academic

Social

Behavioral Fluid over time

Relatedness of risk and protective

factors Multiple pathways to gain resilience


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Genetic factors Personal factors

Promotor of monamine oxidase gene Less degredation of norepinephrine-moreanxiety

Promotor of serotonin transportergene

Short allele, long allele

Related to stress pathwaydevelopment

Brain areas: amygdala, prefronalcortex, hippocampus


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Gender differences Males

Active problem solving Scholastic competence at 10 predictive of

adult success

More sensitive to loss and separation in firstdecade

Females

Strong caring relationships High self-esteem and self efficacy predictive

More sensitive to family discord and loss in

second decade


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Interaction of Risk and

Protective Factors Risk cumulative and subtle

Covariance of environment andgenetics (epigenetics)

Depression runs in families

Depressed mothers inconsistent,unresponsive, negative, coercive

People select neighborhoods

Increasing number of risks-associatedwith negative outcome

High risk over longer times morenegative


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Interaction of Risk and

Protective Factors Protective factors appear less frequently at

highest risk

Harder to express individual protectivefactors

Some factors less protective Family support less important in high

levels of community violence

May wash out with cumulative familystressors

High IQ and positive temperament

Limits to effects of some protective factors inhighest levels of risk


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Literature Review Studies reporting prevalence rates of

positive outcomes Studies that examine positive

outcomes over time Studies that examine positive

outcome across multiple domains

Ella Vanderbilt-Adriance, Daniel ShawPittsburgh 2008


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Single risk/Middle class Range of positive outcomes

30-90% with cluster at 40-60%

One study parental psychopathology

Maternal depression PLUS paternaldepression, anxiety or substanceabuse

Good functioning over 4 assessmentsencompassing 10 years

41% without a psychiatric diagnosis


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Multiple risks and Poverty

Rochester Longitudinal Study

6% positive outcome

Christchurch Health and Development

Study 16 years New Zealand 37% positive outcome in high risk

Most disadvantaged5 % positive Least disadvantaged 80% positive


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Multiple risk Preterm birth +poverty12% normal at age 3

No poverty40% normal at age 3

Maltreatment + poverty 18% positive outcome

Overall 1-40% positive outcome

2 studies >35% positive

9 studies 25% or less


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Resilience across domains

10/13 studies

Only one domain

School based competence-resilient

When absence of emotional distress

added, 15% of original groupremained


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Where are we? Resilience = concept, interactive,

changes over time

Characteristics can be promoted and

supported Basics of many programs,

interventions

Not magic

Combination of nature/nurture


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Starfish story


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Useful websites

Resiliency.com

Projectresilience.com

Freespirit.com

WestEd.org/hks

Publicallies.org

Dosomething.org Kidsconsortium.org


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NASP Online Resources

for Members Crisis Response Handout:

Identifying Seriously Traumatized Children:Tips for Parents and Educators. NASPResources: Crisis Resource: Trauma.

Managing Strong Emotional Reactions toTraumatic Events: Tips for Parents and

Teachers. NASP Resources>Crisis>Trauma.

www.nasponline.org/communications


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for Parents V. S. Harvey (2007). Schoolwide Methods

for Fostering Resiliency.

Promoting Resiliency in Your Child. Adaptedfrom V. S. Harvey (2003). Resiliency: Strategies forParents and Educators in Helping Children and Homeand School II: Information for Parents and Educators.

Bethesda, MD: National Association of SchoolPsychologists.



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for Parents Building Resiliency: Helping Children Learn

to Weather Tough Times. Adapted from V. S.Harvey (2003). Resiliency: Strategies for Parents andEducators in Helping Children and Home and School

II: Information for Parents and Educators. Bethesda,MD: National Association of School Psychologists.

V. S. Harvey (2005). Fostering Resilience:

A Handout for Teachers and Parents. NASPCommuniqu`, 34(3).



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for Members

Research Articles: Harrington, P. L. (Ed.). (1998). Resilience Applied:

The Promise and Pitfalls of School-Based Resilience

Programs. School Psychology Review, 27(3).

Smith J. & Cochrane, W. S. (2006). Interventions to

Enhance Resilience for Children At Risk forDisruptive Behavior Disorders. NASP Communiqu`,35 (4).


S O


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for Members Goldstein, S. & Brooks, R. (2005). Defining

a Clinical Psychology of Resilience. NASPCommuniqu 33(5).

R. B. Armistead, K.C. Cowan (2005,November). Resilience. NASPCommuniqu: Communication Matters,

34(3).

www nasponline org/communications

What is Resilience

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