Download - 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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NASP Online Resources
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.
www.nasponline.org/communications
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NASP Online Resources
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).
www.nasponline.org/communications
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NASP Online Resources
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).
www.nasponline.org/communications
S O
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NASP Online Resources
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