Resilience Flashcards
RESILIENCE
- resilient kids develop positive outcomes despite exposure to adversity/risk
HISTORY
MASTEN (2007)
- key characteristics/environments
- attachment/self-regulation/psychobiological reactivity
- prevention/intervention
- multi-level analysis
FAMILY VIOLENCE
MARTINEZ-TORTEYA ET AL. (2009)
- 190 mothers & kids
- assessments happened when kids were 2-4Y
- kids w/scores above cut off on Children’s Behaviour Checklist classified as negatively adapted
- kids exposed to family violence = x4 ^ likely to develop emotional/beh issues > unexposed kids
- 54% exposed = resilient
FAMILY VIOLENCE: RISK FACTORS
MARTINEZ-TORTEYA ET AL. (2009)
- maternal depression
- stressful life events
- race
- low income
FAMILY VIOLENCE: PROTECTIVE FACTORS
MARTINEZ-TORTEYA ET AL. (2009)
- positive parenting
- positive maternal mental health
- child temperament
- child cognitive ability
FAMILY VIOLENCE: MATERNAL INSIGHTLNESS
GRAY ET AL. (2015)
- 64 preschool kids exposed to violence
- mothers did questionnaires on kids’ emotional/beh issues (CBCL)
- exposed kids + low insightfulness (on motives/new info/openness) = highest emotional/beh issue lvl > other kids
SINGLE RISK FACTOR
ZOKOSKI ET AL. (2012)
- kids exposed to negative event = 57% resilient
- maltreated kids = 45% resilient
- kids exposed to maternal psychopathology = 40% resilient
MULTIPLE RISK FACTOR
ZOKORSKI ET AL. (2012)
- kids exposed to multiple risk factors (ie. poverty/health issues/family conflict/low socio-economic status) = 26% resilient
- poor/premature/ethnic kids = 12% resilient
ADVERSITY/RISK FACTORS
LUTHAR ET AL. (2000)
- adverse life circumstances that predict adverse kid outcomes; occur in dif contexts:
1. family context
2. peers
3. school
4. community
5. environment
- dif in severity
CUMULATIVE RISK
FLOURI (2011)
- risk factors occur together
- important to do research examining risk factor accumulation
- each risk factor can have more/less impact on individual
RISK ASSESSMENT
LUTHAR ET AL. (2000)
- statistical VS actual risk = each individual can be exposed to dif situations
- subjective VS objective = each individual can perceive risk factor dif
RESILENCE = PROCESS
LUTHAR ET AL. (2000)
- 2 important conditions:
1. exposure to risk/adversity
2. positive outcome development
- resilience = better conceptualised as process; NOT a trait
POSITIVE OUTCOMES
CATANI ET AL. (2010)
- psychopathology absence
- superior social skills
- excellent academic performance
- all of above (?)
MULTIDIMENSIONAL NATURE OF RESILIENCE
LUTHAR ET AL. (2000)
- should researchers expect positive outcomes in other domains?
- groups of kids exposed to adversity
- show positive adaptation in 1 function domain BUT issues in others
STABILITY
LUTHAT ET AL. (2000)
- fluctuations over time; 50% individuals classified as resilient adolescents = criminal adult offence
- resilience = dynamic developmental construct
- need for longitudinal studies/large sample to examine resilience stability
PROTECTIVE FACTORS
ZOLKOVSKI ET AL. (2012)
- protective factors decrease risk factors/adversity effects on kids’ adjustment
- protective factors incl:
1. kid characteristics (ie. emotion regulation)
2. family characteristics (ie. parental warmth/support)
3. community characteristics (ie. cohesion)
PROTECTIVE FACTORS: ISSUES
ZOLKOVSKI ET AL. (2012)
- are they equally effective under dif conditions?
- kids from disadvantaged socio-economic backgrounds w/easy temperaments = positive cognitive outcomes
- BUT no association w/decreased beh issues
PROTECTIVE FACTORS: INDIVIDUAL
ZOLKOVSKI ET AL. (2012)
- positive attitude
- emotion regulation
- intellectual functioning
- social support
- physical exercise
PROTECTIVE FACTORS: FAMILY
ZOLKOVSKI ET AL. (2012)
- caregiving associated w/:
1. material resources
2. warmth/support
3. experiences promoting kids’ cognitive/social development
4. discipline
5. monitoring
PROTECTIVE FACTORS: COMMUNITY
ZOLKOVSKI ET AL. (2012)
- communities associated w/:
1. neighbourhood safety
2. community/cohesion sense
3. schooling
4. after school activities
FUTURE DIRECTIONS FOR STUDIES
- multiple levels (psychological/biological/social)
- resilience across time (at dif points)
- several domains simultaneously
- focus on life transitions
- incl. dif age groups
- incl. multiple risk/protective factors
- how protective factors work
INTERVENTIONS
MORRISON-GUTTMAN ET AL. (2011)
1. RISK-FOCUSED
- reduce risk/adversity (ie. provide support for low income individuals)
2. ASSET-FOCUSED PROGRAMMES
- boost assets (ie. provision of after school events)
3. PROCESS-ORIENTED PROGRAMMES
- improve adaptive systems (ie. self-regulation/social relationships)
INTERVENTIONS: KIDS/ADOLESCENTS
ZOLKOSKI ET AL. (2012)
1. THE LIFE SKILLS TRAINING PROGRAM
- prevent violence among adolescents
- enhance adolescent social skills
2. RESOURCEFUL ADOLESCENT PROGRAM
- boost social skills/peer relations/competencies
- help cope effectively w/stressors
INTERVENTIONS: ADULTS
SOUTHWICK ET AL. (2011)
1. HARDINESS TRAINING
- negative events = challenges
- develop sense of control
2. STRESS INOCULATION TRAINING
- more aware of stress responses
- learn/consolidate more effective skills
3. LEARNED OPTIMISM
- more aware of negative thoughts/beh
- beh activation
4. WELL-BEING THERAPY
- better aware of thoughts/beh
- manage to transform distress -> positive mood
