ResilienceResilience

Protective factors within the person supported by the community

Bonnie BenardBonnie Benard

• ““For over 20 years, Bonnie Benard For over 20 years, Bonnie Benard has helped children and youth live has helped children and youth live healthier, drug-free lives. She healthier, drug-free lives. She develops resources, provides develops resources, provides training and professional training and professional development, and presents to development, and presents to national and international national and international audiences best practices in the audiences best practices in the field of prevention and field of prevention and resilience/youth development resilience/youth development theory and policy.” theory and policy.”

• http://www.wested.orghttp://www.wested.org

““Fostering Resiliency in KidsFostering Resiliency in Kids

• Protective factors in the Family, School, Protective factors in the Family, School, and Community.” and Community.”

• Available from:Available from:• National Resilience Resource CenterNational Resilience Resource Center• University of MinnesotaUniversity of Minnesota• http://http://www.cce.umn.edu/nrrc/research.shtmlwww.cce.umn.edu/nrrc/research.shtml

History of preventionHistory of prevention

• Traditionally look for risk factors.Traditionally look for risk factors.• Alcoholism:Alcoholism:• GeneticsGenetics• Personality (impulsive, risk-taking)Personality (impulsive, risk-taking)• Social settings (family and friends)Social settings (family and friends)• Predict who will be affected.Predict who will be affected.

Biological factorsBiological factors

• Biological susceptibilityBiological susceptibility• Genetic evidenceGenetic evidence• Family historyFamily history• Children of alcoholics (COA)Children of alcoholics (COA)• If father alcoholic,If father alcoholic,• 25% sons affected25% sons affected• General population rate of 5-10%General population rate of 5-10%

Positive ViewPositive View

• Pathological (negative) view Pathological (negative) view states that 25% affected.states that 25% affected.

• Positive view wants to know Positive view wants to know about the other 75%.about the other 75%.

• More likely to be resilient.More likely to be resilient.• Look for protective factors.Look for protective factors.• What lowers the risk?What lowers the risk?• Use as prevention strategy.Use as prevention strategy.

Humanistic ViewHumanistic View

• ““Human personality is Human personality is viewed as a self-righting viewed as a self-righting mechanism that is mechanism that is engaged in active, engaged in active, ongoing adaptation to ongoing adaptation to the environment.”the environment.”

-Urie Bronfenbrenner-Urie Bronfenbrenner

Category of Protective factorsCategory of Protective factors

• 1) Individual personality attributes1) Individual personality attributes• 2) Family characteristics2) Family characteristics• 3) Environmental influences (peers, school 3) Environmental influences (peers, school

and community)and community)

Profile of the Resilient ChildProfile of the Resilient Child

• 1) Social competence1) Social competence• 2) Problem-solving skills2) Problem-solving skills• 3) Autonomy3) Autonomy• 4) Sense of purpose and future 4) Sense of purpose and future

Social CompetenceSocial Competence

• ““Resilient children are Resilient children are considerably more considerably more responsive (and elicit responsive (and elicit more positive responses more positive responses from others), more from others), more active, and more flexible active, and more flexible and adaptable.”and adaptable.”

• Bonnie BenardBonnie Benard

Comic reliefComic relief

• More likely to have a good sense of humor.More likely to have a good sense of humor.• Alternative ways of looking at things.Alternative ways of looking at things.• Ability to laugh at themselves and Ability to laugh at themselves and

ridiculous situations.ridiculous situations.• Humor as transcendent strength.Humor as transcendent strength.• Cleaning up the mess at Micky D’s.Cleaning up the mess at Micky D’s.

Problem solving skillsProblem solving skills

• Ability to think abstractly and flexibly.Ability to think abstractly and flexibly.• Rutter study of abused and neglected girls Rutter study of abused and neglected girls

in British slums.in British slums.• Good planning skills led to good marriages.Good planning skills led to good marriages.• Didn’t repeat the cycle of abuse.Didn’t repeat the cycle of abuse.• Street kids have to negotiate the demands of Street kids have to negotiate the demands of

their world to survive.their world to survive.

AutonomyAutonomy

• Sense of one’s own identity.Sense of one’s own identity.• Ability to act independently.Ability to act independently.• Exert control over one’s environment.Exert control over one’s environment.• ““Stand away” from sick parent.Stand away” from sick parent.• Adaptive distancing from alcoholic parent.Adaptive distancing from alcoholic parent.• Know they are not the cause of illness.Know they are not the cause of illness.

Sense of purpose and futureSense of purpose and future

• Healthy expectancies, achievement Healthy expectancies, achievement motivation, persistence, hope.motivation, persistence, hope.

• Strongest predictor of positive outcome.Strongest predictor of positive outcome.• Education aspirations better predictor than Education aspirations better predictor than

academic achievement.academic achievement.• Children of alcoholics pin success on sense Children of alcoholics pin success on sense

of the future. of the future.

Adolescent Pregnancy Adolescent Pregnancy PreventionPrevention

• Marian Edelman of Children’s Marian Edelman of Children’s Defense Fund:Defense Fund:

• ““A bright future is the best A bright future is the best contraceptive!”contraceptive!”

• Responsibility for their ability to Responsibility for their ability to influence the future.influence the future.

• Antidote for learned helplessness.Antidote for learned helplessness.

Children develop in social setting.Children develop in social setting.

• Social competence Social competence based on interactions based on interactions with other people.with other people.

• Care giving also a Care giving also a powerful predictor of powerful predictor of resilience.resilience.

• Look next at Look next at protective factors protective factors within the family.within the family.

1. Families: Caring and Support1. Families: Caring and Support

• Most resilient children Most resilient children can identify one adult can identify one adult who provided them who provided them stable care and gave stable care and gave appropriate attention.appropriate attention.

• Early years important.Early years important.

Erik Erickson Erik Erickson (1902-1994)(1902-1994)

• Stage of psychosocial Stage of psychosocial development.development.

• Birth to 18 months:Birth to 18 months:• Trust vs mistrust.Trust vs mistrust.• The infant must form a first The infant must form a first

loving, trusting relationship loving, trusting relationship with the caregiver, or with the caregiver, or develop a sense of mistrust. develop a sense of mistrust.

Powerful predictor Powerful predictor

• Care giving during the Care giving during the first year of a child’s life first year of a child’s life is the most powerful is the most powerful predictor of resiliency in predictor of resiliency in children.children.

• Constant feedback from a Constant feedback from a few adults early in life, few adults early in life, not necessarily the not necessarily the parents.parents.

Resilience in troubled familiesResilience in troubled families

• Michael Rutter (1979) in UK.Michael Rutter (1979) in UK.• Children with supportive Children with supportive

parent: 25% had conduct parent: 25% had conduct disorder.disorder.

• Children without: 75% had Children without: 75% had conduct disorder.conduct disorder.

• Aggressive behavior, bullying, Aggressive behavior, bullying, cruel behavior toward people cruel behavior toward people and pets, destructive behavior, and pets, destructive behavior, lying, truancy, vandalism and lying, truancy, vandalism and stealing. stealing.

2. Families: High Expectations2. Families: High Expectations

• Parental attitudes can help offset Parental attitudes can help offset impoverished environment.impoverished environment.

• Parents support maturity, common Parents support maturity, common sense, learning and well-being in sense, learning and well-being in children of Miami housing projects children of Miami housing projects (Mills, 1990).(Mills, 1990).

• Encourage moral development.Encourage moral development.• Family rules that maintain order.Family rules that maintain order.

Faith practicesFaith practices

• Religious beliefs and practices Religious beliefs and practices promoted resiliency.promoted resiliency.

• Provide stability and meaning in Provide stability and meaning in times of adversity.times of adversity.

• Things will work out in the end.Things will work out in the end.• Child survivors of the Nazi Child survivors of the Nazi

Holocaust: faith gave sense of Holocaust: faith gave sense of hope. Learn to love and show hope. Learn to love and show compassion even in terrible compassion even in terrible situation (Moskovitz, 1983).situation (Moskovitz, 1983).

3. Families: Encourage Children’s Participation3. Families: Encourage Children’s Participation

• Opportunities for children to Opportunities for children to contribute in meaningful ways.contribute in meaningful ways.

• Chores, care of siblings, part time Chores, care of siblings, part time work to help family.work to help family.

• Productive roles of responsibility.Productive roles of responsibility.• Family acknowledges contribution.Family acknowledges contribution.• Child has important role in family.Child has important role in family.• Supports social competence, Supports social competence,

problem solving, autonomy.problem solving, autonomy.

Families and communitiesFamilies and communities

• Families exist within communities.Families exist within communities.• Communities have important role to play in Communities have important role to play in

supporting families.supporting families.• Power of school to influence the outcome of Power of school to influence the outcome of

children from high-risk environments.children from high-risk environments.• Protective factors within the school.Protective factors within the school.

Protective factors within schoolsProtective factors within schools

• Researchers have found parallels with Researchers have found parallels with factors found in the family.factors found in the family.

• Caring and supportCaring and support• High expectationsHigh expectations• Youth participation and involvementYouth participation and involvement

Schools: Caring and supportSchools: Caring and support

• Fewer studies exploring the role of teachers.Fewer studies exploring the role of teachers.• Not just a instructor but a confidant and role Not just a instructor but a confidant and role

model for personal identification.model for personal identification.• Children of concentration camps sent to Children of concentration camps sent to

therapeutic nursery schools in England.therapeutic nursery schools in England.• All resilient children “considered one woman to All resilient children “considered one woman to

be the most potent influence in their lives. The be the most potent influence in their lives. The nursery school teacher who provided warmth nursery school teacher who provided warmth and caring and taught them to behave and caring and taught them to behave compassionately (Moskovitz, 1983).”compassionately (Moskovitz, 1983).”

Peer and friendsPeer and friends

• Often overlooked role in Often overlooked role in school and community school and community environments.environments.

• Positive peer pressure Positive peer pressure and support.and support.

• Particularly effective in Particularly effective in reducing drug and reducing drug and alcohol use.alcohol use.

• High risk behavior.High risk behavior.

Schools: High expectationsSchools: High expectations

• In studies on resiliency, successful schools In studies on resiliency, successful schools had an academic emphasishad an academic emphasis

• Challenging curriculumChallenging curriculum• Clear expectations from teachersClear expectations from teachers• High level of student participationHigh level of student participation• Many, varied alternative resources:Many, varied alternative resources:• Library, voc ed, art and musicLibrary, voc ed, art and music

Negative power of labelsNegative power of labels

• ““Children of alcoholics”Children of alcoholics”• May get special services.May get special services.• Also negative consequences Also negative consequences

of labeling.of labeling.• Create powerful expectations.Create powerful expectations.• Low expectations internalized Low expectations internalized

by child.by child.

Schools: ParticipationSchools: Participation

• Resiliency enhanced by student Resiliency enhanced by student involvement in activities.involvement in activities.

• Students given responsibility and Students given responsibility and react accordingly.react accordingly.

• Participate in organized activities.Participate in organized activities.• Sports, music, clubs.Sports, music, clubs.• Take leadership roles.Take leadership roles.• Activities that they value and take Activities that they value and take

and active role in running.and active role in running.

StakeholdersStakeholders

• ““When one has no stake in the way When one has no stake in the way things are, when one’s needs or opinions things are, when one’s needs or opinions are provided no forum, when one sees are provided no forum, when one sees oneself as the object of unilateral actions, oneself as the object of unilateral actions, it takes no particular wisdom to suggest it takes no particular wisdom to suggest that one would rather be elsewhere that one would rather be elsewhere (Seymour Sarason, 1990).”(Seymour Sarason, 1990).”

• Psychologist, expert in education reform.Psychologist, expert in education reform.

Protective factors within the communityProtective factors within the community

• Children socialized in family and school.Children socialized in family and school.• Community also important.Community also important.• Profound influence on the “lives” of Profound influence on the “lives” of

families and schools.families and schools.• Capacity of community to build resilience Capacity of community to build resilience

is called community competence.is called community competence.

Social CohesivenessSocial Cohesiveness

• Competent community Competent community depends on the depends on the availability of social availability of social networks.networks.

• Provide links within the Provide links within the community.community.

• Networks on campus, Networks on campus, extended family, musical extended family, musical groups, friends.groups, friends.

Access to community resourcesAccess to community resources

• Resources necessary to healthy human Resources necessary to healthy human development:development:

• Health care, childcare, housing, education, Health care, childcare, housing, education, job training, employment and recreation.job training, employment and recreation.

• Guard against risk factors of social isolation Guard against risk factors of social isolation and poverty.and poverty.

• Build social bonds that link individuals and Build social bonds that link individuals and organizations to resources.organizations to resources.

Cultural normsCultural norms

• Expectations of community.Expectations of community.• Community expectations of youth: resource Community expectations of youth: resource

or source of problems?or source of problems?• Youth must view themselves as Youth must view themselves as

stakeholders in the community.stakeholders in the community.• Actively involved in organizations and Actively involved in organizations and

activities.activities.• Society set guidelines for youth.Society set guidelines for youth.

Alcoholism is low in cultures whereAlcoholism is low in cultures where

• Children learn alcohol is a Children learn alcohol is a beverage.beverage.

• Served in dilute forms.Served in dilute forms.• Abstain okay.Abstain okay.• Parents model moderate Parents model moderate

drinkingdrinking• Getting drunk not seen as Getting drunk not seen as

comical.comical.• Everyone knows ground Everyone knows ground

rules.rules.

Alcoholism is higher in cultures whereAlcoholism is higher in cultures where

• No ground rules.No ground rules.• Mixed messages from different individuals Mixed messages from different individuals

and groups.and groups.

Getting drunk okay? Funny?Getting drunk okay? Funny?• Heavy drinking is encouraged.Heavy drinking is encouraged.• Drinking a sign of masculinity or Drinking a sign of masculinity or

adulthood.adulthood.

Media images of alcoholMedia images of alcohol

• Ireland has highest Ireland has highest heavy drinking rates in heavy drinking rates in Europe.Europe.

• Youth bombarded Youth bombarded with alcohol ads.with alcohol ads.

• Have begun to restrict Have begun to restrict advertising.advertising.

• Change the culture.Change the culture.

Community ParticipationCommunity Participation

• Cross-cultural studies have shown that Cross-cultural studies have shown that “youth participation in socially and/or “youth participation in socially and/or economically useful tasks is associated with economically useful tasks is associated with heightened self-esteem, enhanced moral heightened self-esteem, enhanced moral development, increased political activism development, increased political activism and the ability to create and maintain and the ability to create and maintain complex social relationships (Kurth-Schai, complex social relationships (Kurth-Schai, 1988).”1988).”

Full participation neededFull participation needed

• ““Society needs the full Society needs the full participation and participation and creativity of youth to creativity of youth to address the social and address the social and environmental problems environmental problems of the present and of the present and future.”future.”

Effective preventionEffective prevention

• Reinforces the “natural social Reinforces the “natural social bonds between young and old, bonds between young and old, between siblings, between between siblings, between friends that give meaning to friends that give meaning to one’s life and a reason for one’s life and a reason for commitment and caring.commitment and caring.

• To neglect these bonds is to risk To neglect these bonds is to risk the survival of a culture (Werner the survival of a culture (Werner and Smith, 1982)”.and Smith, 1982)”.