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SOWK 637: Human Behaviour in the Environment > 5 - Vulnerability, Risk and Resistance > Flashcards

5 - Vulnerability, Risk and Resistance Flashcards

1
Q

Bronfenbrenner’s Ecological Systems Theory

A 
Microsystem - immediate environment
Mesosystem - connections
Exosystem - indirect environment
Macrosystem - social and cultural values
Chronosystem - changes over time
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2
Q

Multifinality

A

One cause resulting in multiple outcomes

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3
Q

Resilience (Masten)

A

Good outcomes in spite of serious threats to adaptation or development
Comes from a development biopsychosocial lens
Outcome-focused

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4
Q

Resilience (Ungar)

A

Resilience is both the capacity of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain well-being and their capacity individually & collectively to negotiate for these resources to be provided and experienced in culturally meaningful ways

Focuses simultaneously on environment and individual

Resilience is the quality of the interaction between the child and environment, and the competence of each

Process-focused

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5
Q

Four Waves of Resilience Science (Masten, 2007)

A

First Wave - measuring and describing the phenomena
Second Wave - uncovering the processes
Third Wave - testing preventive interventions
Fourth Wave - multilevel interactions

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6
Q

Differential impact

A

Individuals respond to supportive relationships in their own unique way
Not one-size-fits-all
Think about Multifinality

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7
Q

Contextual and Cultural Moderation

A

The way that cultural universals are being applied will differ across different cultural groups

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8
Q

Serious Threat

A

Risk factor: any measurable characteristic of an individual, family or social context associated with an increased likelihood of some “undesired” developmental outcome
Cumulative risk: the number (or persistence) of risk factors to which an individual is exposed

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9
Q

Resilience Research: The First Wave

A

Identifying characteristics of children, their families or their social environments that are associated with resilience.

Centrality of relationships

Werner & Smith studies

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10
Q

Resilience Research: The First Wave - INDIVIDUAL

A

Good intellectual functioning
Appealing, sociable, easy-going dispositions
Self-efficacy, self-confidence and high self-esteem
Talents
Faith

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11
Q

Resilience Research: The First Wave - FAMILY

A

Close relationships with caring parent figures
Authoritative parents
Socioeconomic advantages
Connections to extended supportive family networks

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12
Q

Resilience Research: The First Wave - EXTRAFAMILIAL

A

Bonds to prosocial youth outside the family
Connections to prosocial organizations
School climate/culture

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13
Q

Seven Aspects of Youth Resilience

A 
Access to material resources
Relationships
Identity
Power & Control
Cultural adherence
Social justice
Cohesion
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14
Q

Assets

A

Compensatory or promotive factors

Characteristics associated with “good” developmental outcomes for many youth

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15
Q

Protective factors

A

associated with “good” developmental outcomes in the context of threats to development

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16
Q

Resilience Research: The Second Wave

A

Thinking about HOW

Clarifying the developmental processes that may account for the correlates of resilience

Protective processes - operate through ways in which people deal with life changes and with stress and adversity - role of social relationships

17
Q

Resilience Research: The Second Wave - Fundamental Human Adaptational Systems

A

“Ordinary Magic” (Masten, 2001)

These processes were not special to youth - these are good for everyone whether or not you have experienced risk.

Intellectual functioning
Behavioural self-regulation
Caregiver-child relationships

18
Q

Resilience Research: The Third Wave

A

The emergence of the field of PREVENTION SCIENCE
Interventions to promote positive development in children and youth building on correlates and research

Systematic study of interventions

19
Q

Intervention

A

Organized attempt to improve individual functioning or change developmental trajectories

20
Q

Logic Model

A

The full theoretical model specifying the processes by which a particular intervention is thought to achieve its goals

  • Developmental theory
    • Causal & Malleable risk factors
  • Theory of the intervention
  • Mediators - risk factors, protective factors, assets
  • Moderators - factors that may alter intervention impact or developmental processes
21
Q

Intervention and Change Goals

A

Harm reduction

Health promotion

22
Q

Primary Prevention

A

Stop it from happening at all

23
Q

Secondary Prevention

A

An incident has occurred, but trying to mitigate any long term consequences

24
Q

Tertiary Prevention

A

Multiple incidents have occurred and now they are trying to mitigate acute, long-term, immediate consequences

Also referred to as INTERVENTION interchangeably

25
Q

Intervention Spectrum

A

WHO we are targetting

Universal - society as a whole - requires quite general langage (approx. 80%)
Selective - people showing some risk factors (5-20%
Indicated - acutely affected population (less than 5%)

26
Q

Resilience Research: The Fourth Wave

A

Multilevel analysis
Implementation science
Benefit-cost analysis

27
Q

Multilevel analyses

A

Considering biology-environment interactions

28
Q

Implementation Science

A

Started in 2004
Tends to be local and small
How to get innovation into practice
Facilitating the use of best practices in local communities

29
Q

Benefit-cost analysis

A

Documenting the benefits and costs of different preventive interventions
Using incentive information to shape public policy

30
Q

Diathesis-Stress/Dual-Risk Model

A

Outdated
Oversimplified understanding of vulnerability and positive/negative outcomes
Better to think about Differential susceptibility hypothesis or Biological sensitivity to context

31
Q

Differential Susceptibility Hypothesis (Belsky & Pluess, 2009)

A

Some individuals are more vulnerable to the negative effects of adversity and are also more likely to benefit from supportive/enriching experiences

32
Q

Biological Sensitivity to Context (Boyce & Ellis, 2005)

A

Stress reactivity is not a unitary process
Effects of high reactivity phenotypes can exert risk-increasing or risk-protective effects depending on environmental context

SOWK 637: Human Behaviour in the Environment (1 decks)

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