Notes on Resiliency
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Collapse ▲Toward Protective Communities
Risk and protective factors for children, families, schools, communities
prepared by:
Karen DeBord, PhD
State Extension Specialist
North Carolina State University
Working toward protective communities
Human resiliency is the process of healthy human development- whereby the individual dynamically interacts with the environment. The range of outcomes is determined by the balance between risk factors, stressful life events, and protective factors (Werner & Smith, 1992).
By reviewing the risk factors, we can think through strategies that in turn become protective factors.
Risk Factors for children:
Anti-social behavior| Substance abuse| Alienation or rebelliousness
Resiliency Factors for Children
Well-developed social competencies and interpersonal skills | Well-developed problem-solving skills
Autonomy| A sense of purpose and future | At least one coping mechanism or strategy
A sense of self-esteem and personal responsibility | Religious commitment
Family risk factors
Poor parental monitoring| Distant, uninvolved, inconsistent parenting | Unclear family rules, expectations and rewards
Substance abuse
Family support/protective factors
Close bond/attachment with at least one person | Availability of support | High warmth | High, clear expectations
Rootedness | Opportunity to contribute in meaningful ways | Family personal social network
Sensitivity to family cultural belief systems | Build on family strengths (first must identify what they are)
Relationships with families cannot be defined by the services and programs offered – but rather in resources of people, organizations, etc. This is a resources-based model.
There must be emphasis on formal and informal supports, community resources seen as rich, expandable, renewable, defines solutions as are found from within the community people and organization.
School risk factors
School transitions | Academic failure | Low commitment to school
Association with peers engaged in similar (risk) behaviors
School support/protective factors
At least one caring friend/peer | Personal interest of school personnel | Cooperative learning | Positive role models
Continuity over time | Expectations for success | Range of options for participation | Overall positive school experience
Risk factors within the community
Long work hours for parents or working teen | Low socio-economic status | Permissive or complacent community laws and norms
Low neighborhood attachment, community disorganization, high mobility | Media influences
Protective Factors in the Community
Helpfulness found in the work place and community at large | Support of family-school collaboration
Social networks| Availability of human resources | Caring and Support | High community expectations
Youth are valued as a resource/contributor | Religious options | Reciprocity and mutual support
Evidence of Interdependence | Shared responsibility and collaboration
Partnerships and collaboration are emphasized (evidenced in peer support, social networks)
Role demands in different settings are compatible
There are supportive linkages between settings
Entry into a new setting is made in the company of one or more persons with whom he/she has participated in other settings
Two-way communication exists between settings
Family is included in the communications network
Communications between settings is personal or face to face
Transitions can become tense when there are imbalances between systems (communication, linkages, who makes decisions)
Individuals who have made transitions between multiple systems have a privileged vantage point for making decisions
1. FOCUS on addressing the known risk factors
What would be realistic family and child expectations, community or organizational expectations? Identify the risk factors first. Is there a lack of attachment between parents and children or a lack of a sense of purpose and future in youth?
2. Focus on increasing protective factors
Bonding – relative, teacher, mentor who believes in the child and that just be being there and available PROTECTS the child
Setting clear standards
Build on individual characteristics (resilient temperament)
High intelligence
Provide strategies to increase bonding (Ex: SNUGLI program for new moms)
Promote social competence
Teach and practice family/classroom management
Address risk factors at appropriate developmental stages
Focus on early intervention – before behavior stabilizes
Target individuals (meaning don’t label kids as pre-delinquent)
HOW? Create opportunities to bond (to family, to school to groups, to community)
By providing opportunities and to be actively involved and to contribute.
By providing chances for youth to develop developmentally appropriate skills (impulse control, initiation, decision making, follow through)
By providing for a consistent system of recognition (verbal praise, culturally appropriate)
Focus on outcomes.
Establish clear policies in schools (knowing what to expect)
Mobilize the community (get a wide cross section involved in change)
Use top down AND bottoms-up strategies
Address multiple risks with multiple strategies
REDUCE, ELIMINATE and BUFFER factors associated with risk
Mobilize the media (tell the story!)
Involve people on coalitions
Involve youth and teach them how to participate and contribute (listen, one at a time, ask questions)