michelle vazquez jacobus, j.d., l.c.s.w

Building Resiliency in Vulnerable Adolescents: Strengths Based Practice in Youth Empowerment ProgramsMichelle Vazquez Jacobus, J.D., L.C.S.W.

Come to the edge.We might fall.Come to the edge.Its too high!COME TO THE EDGE.

And they came.And she pushed.AND THEY FLEW. -Christopher Logue

Stressors and adversity in a person or familys life are such that they are statistically moreat-risk of behaviors or conditions that will interfere with their healthy happy functioning in the world than others who have not been subject to such stressors.

What does it mean to be Vulnerable or At-Risk?

Maladaptive behaviors or conditionsto which at-risk children are more prone include:serious psychiatric illnessviolent or abusive behavior (toward others)ongoing victimization from violencecriminal or delinquent behaviorsubstance abusesuicideand often include teen parenting and school drop out

STRESSORS THAT PUT A CHILD AT-RISK

Severely or chronically psychiatrically ill parent(s) or caretaker(s)

Severely or chronically substance abusing parent(s) or caretaker(s)

Serious accident, injury or illness to parent(s) or caretaker(s)

Out of home placement

Close family member jailed or institutionalized

Child abuse or neglect

Parent(s) with poor parenting skills

Family violence

Severe or long term emotional or psychological abuse

Chronic poverty and/or unemployment

Poor and/or crowded living conditions

Social isolation

Single parent who has relatively little support

Extended severe family discord

Chronic exposure to crime, violence

Frequent exposure to major life events such as death, divorce, marriage, birth, relocation

Chronic neighborhood disadvantage, danger or disorganization

Trauma (chronic or severe or both)

Racism, bigotry and oppression

Poor schooling and/or the inability to perform well in school

*Conduct disorders or aggression in early childhood

Attar, Guerra & Tolan (1994); Dubow, Edwards & Ippolito, (1997); Garbarino, Dubrow, Kostelny & Pardo (1992); Dubrow, Kostelny & Pardo (1992); Gonzalez, Cauce, Friedman & Mason (1996); Luthar (1991); McWhirter, McWhirter, McWhirter & McWhirter (1998).

WHAT DOES GROWING UP WITH TRAUMA OR ADVERSITY DO TO A CHILD?

PTSD (Post Traumatic Stress Disorder) and other trauma reactions:

Recurrent and intrusive distressing recollections of the trauma or dreams of traumaActing or feeling like event is recurring (hallucinations, flashbacks)Intense psychological and physiological distress at exposure to internal or external cues which are associated with the event.Avoidance of stimuli associated with the traumaFeelings of detachment or alienation from othersRestricted range of affectHyper arousal, hyper vigilanceDifficulty sleeping, eatingInattention or difficulty concentratingIrritability or outburstsForeshortened sense of future

Other long term emotional or psychological effects: DepressionAnxietyAggressionSuicidal Ideation Desensitization to violence, abuse, adversity or assaultCompromise moral developmentViolence/aggression accepted and tolerated as means of interactionCompromise attachments and relationshipsRegress or arrest maturation and developmentDiminish self esteemConfuse development of identityErode child=s sense of control, mastery, and efficacy in the worldDestroy child=s sense of safety, optimism and hopeGarbarino et al. (1992); Herman (1992); Davidson & Smith (1990); Terr (1983)

Most adults who grow up in violent homes do not become violent adults (Kaufman & Zigler, 1987).Only 14 % of children who grow up with a schizophrenic parent show some serious psychiatric disturbance later in life, and only 35 % of such show some serious behavioral problem - this means 50% grow up to be relatively well adjusted healthy adults. (Garmezy, 1971)Of 700 children studied 1/3 of those identified as high-risk (exposed to 4 or more risk factors by age 2) avoided mental health and behavioral problems by age 18. (Werner & Smith, 1992).Child developmentalists have estimated that up to 80 % of children exposed to powerful stressors do not sustain developmental damage; some children even make use of the challenge and grow stronger (Garbarino et al. 1992, pp. 100-101; citing Werner, 1990; Fish-Murray, 1990: Rutter, 1979)

THERE ARE PEOPLE, AND THEY ARE NOT IN THE MINORITY, WHO HAVE LIVED WITH MANY OF THESE RISK FACTORS AND WHO NOT ONLY SURVIVE, BUT ADAPT -- AND EVEN THRIVE

RESILIENCYResilience is "the process of, the capacity for, or the outcome of successful adaptation despite challenging or threatening circumstances."

(Masten, Best, & Garmezy, 1990, p. 426)

. . . we have to let go of our preoccupation with risk and risk factors as the research base guiding our planning and evaluation efforts. Solutions do not come from looking at what is missing; solutions will come by building on strengths. While several approaches to prevention programming try to combine a risk- and protective- factor approach, . . . these are two incompatible paradigms for change. Individuals cannot simultaneously hold on to two competing paradigms; we cannot simultaneously see the proverbial glass as both half-empty and half-full.B. Benard

PERSONALITY -- Hardiness(Kobasa, 1979)Self Righting Capability(Werner et al. 1992)

Active-approach coping skillsDeveloped problem solving skillsPerceived competence and efficacy Challenge viewed as positive catalyst for changeImpulse controlJudgmentCreativity/Self expressionSociabilityResourcefulnessPerceived self-worthIntelligenceDeveloped emotional outletsSense of optimism, hope, future

ENVIRONMENTSupportive and resilient family

Consistent expectations, rules, consequences and supervision in immediate environment

Attachment to at least one reliable, trusted good enough parent or caretakerExistence of supportive non-parent adults Sense of communityStrong supportive social networkStrong supportive school

Smith & Carlson (1998); Causey & DuBow(1992), Sandler, Tein & West (1994); Shaunnessy, B. A. (1992); Garbarino et al. (1992); Werner & Smith (1992); Werner (1990); Moos (1990), Snyder & Paterson (1987); Garmezy (1984); Kobasa (1979); Winnicott (1971)

PRACTICE IMPLICATIONS: PROMOTE RESILIENCY

Encourage and confirm sense of efficacy and competence

Promote and encourage development of identity and self-worth (including ethnocultural identity)

Confirm and validate trauma and experience

Teach and model healthy communication and interaction styles (including naming and expressing emotions)

Support and teach importance of structure and consistency (though NOT rigidity)

Reinforce healthy and cohesive relationships

Empower and encourage family to marshal resources

Encourage joy and play, recreation and diversion

Encourage and suggest outlets for expression and creativity

Promote social skills and social interactions

Help instill hope,

Optimism

and a sense of the future

Chart1

9080

7586

8085

Target

Actual

Goals

Percentage of Students

Relationship To Group

Sheet1

Relationship to GroupShort-TermIntermediateLong-Term

Target907580

Actual808685

Relationship to the OtherShort-TermIntermediateLong-Term

Target907085

Actual9510092

Relationship to the CommunityShort-TermIntermediateLong-Term

Target908090

Actual919090

Relationship to SelfShort-TermIntermediate AIntermediate BLong-Term

Target90807080

Actual92908587

Nutrition

Actual

Violence Prevention

Actual

HIV/AIDS Prevention

Actual

Handle Moods

Actual

Successful Outings

Actual

Relationship to SchoolsShort-TermIntermediateLong-Term

Target907590

Actual907992

Youth as ResourcesShort-TermIntermediateLong-Term

Target959570

Actual808575

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Sheet2

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Sheet3

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Actual

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Relationship To The Community

9090

7579

9092

Target

Actual

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Percent of Students

Relationship To Schools

9580

9585

7075

Target

Actual

Goals

Percent of Students

Youth As Resources In The Community

9092

8090

7085

8087

Target

Actual

Goals

Percent of Students

Relationship To Self

Chart2

9095

70100

8592

Target

Actual

Goals

Percent of Students


Sheet1


Target907580

Actual808685


Target907085

Actual9510092


Target908090

Actual919090


Target90807080

Actual92908587

Nutrition

Actual

Violence Prevention

Actual

HIV/AIDS Prevention

Actual

Handle Moods

Actual

Successful Outings

Actual


Target907590

Actual907992


Target959570

Actual808575

Sheet1

00

00

00

Target

Actual

Goals



Sheet2

00

00

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Actual

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00

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Actual

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9090

7579

9092

Target

Actual

Goals

Percent of Students


9580

9585

7075

Target

Actual

Goals

Percent of Students


9092

8090

7085

8087

Target

Actual

Goals

Percent of Students


Chart3

9091

8090

9090

Target

Actual

Goals

Percent of Students


Sheet1


Target907580

Actual808685


Target907085

Actual9510092


Target908090

Actual919090


Target90807080

Actual92908587

Nutrition

Actual

Violence Prevention

Actual

HIV/AIDS Prevention

Actual

Handle Moods

Actual

Successful Outings

Actual


Target907590

Actual907992


Target959570

Actual808575

Sheet1

00

00

00

Target

Actual

Goals



Sheet2

00

00

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Target

Actual

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Sheet3

00

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Target

Actual

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9090

7579

9092

Target

Actual

Goals

Percent of Students


9580

9585

7075

Target

Actual

Goals

Percent of Students


00

00

00

00

Target

Actual

Goals

Percent of Students


Chart4

9092

8090

7085

8087

Target

Actual

Goals

Percent of Students


Sheet1


Target907580

Actual808685


Target907085

Actual9510092


Target908090

Actual919090


Target90807080

Actual92908587

Nutrition

Actual

Violence Prevention

Actual

HIV/AIDS Prevention

Actual

Handle Moods

Actual

Successful Outings

Actual


Target907590

Actual907992


Target959570

Actual808575

Sheet1

00

00

00

Target

Actual

Goals



Sheet2

00

00

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Target

Actual

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Percent of Students


Sheet3

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Target

Actual

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Percent of Students


9090

7579

9092

Target

Actual

Goals

Percent of Students


9580

9585

7075

Target

Actual

Goals

Percent of Students


00

00

00

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Target

Actual

Goals

Percent of Students


Chart5

9090

7579

9092

Target

Actual

Goals

Percent of Students


Sheet1


Target907580

Actual808685


Target907085

Actual9510092


Target908090

Actual919090


Target90807080

Actual92908587

Nutrition

Actual

Violence Prevention

Actual

HIV/AIDS Prevention

Actual

Handle Moods

Actual

Successful Outings

Actual


Target907590

Actual907992


Target959570

Actual808575

Sheet1

00

00

00

Target

Actual

Goals



Sheet2

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Target

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Chart6

9580

9585

7075

Target

Actual

Goals

Percent of Students


Sheet1


Target907580

Actual808685


Target907085

Actual9510092


Target908090

Actual919090


Target90807080

Actual92908587

Nutrition

Actual

Violence Prevention

Actual

HIV/AIDS Prevention

Actual

Handle Moods

Actual

Successful Outings

Actual


Target907590

Actual907992


Target959570

Actual808575

Sheet1

00

00

00

Target

Actual

Goals



Sheet2

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Target

Actual

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We are planting the seeds of hope to grow the tree of knowledgeAddy, age 12 (in response to the question What are you doing?)

michelle vazquez jacobus, j.d., l.c.s.w

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