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Psychopathology & Development > Resilience > Flashcards

Resilience Flashcards

1
Q

RESILIENCE

A
  • resilient kids develop positive outcomes despite exposure to adversity/risk
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2
Q

HISTORY

A

MASTEN (2007)
- key characteristics/environments
- attachment/self-regulation/psychobiological reactivity
- prevention/intervention
- multi-level analysis

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3
Q

FAMILY VIOLENCE

A

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

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4
Q

FAMILY VIOLENCE: RISK FACTORS

A

MARTINEZ-TORTEYA ET AL. (2009)
- maternal depression
- stressful life events
- race
- low income

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5
Q

FAMILY VIOLENCE: PROTECTIVE FACTORS

A

MARTINEZ-TORTEYA ET AL. (2009)
- positive parenting
- positive maternal mental health
- child temperament
- child cognitive ability

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6
Q

FAMILY VIOLENCE: MATERNAL INSIGHTLNESS

A

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

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7
Q

SINGLE RISK FACTOR

A

ZOKOSKI ET AL. (2012)
- kids exposed to negative event = 57% resilient
- maltreated kids = 45% resilient
- kids exposed to maternal psychopathology = 40% resilient

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8
Q

MULTIPLE RISK FACTOR

A

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

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9
Q

ADVERSITY/RISK FACTORS

A

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

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10
Q

CUMULATIVE RISK

A

FLOURI (2011)
- risk factors occur together
- important to do research examining risk factor accumulation
- each risk factor can have more/less impact on individual

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11
Q

RISK ASSESSMENT

A

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

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12
Q

RESILENCE = PROCESS

A

LUTHAR ET AL. (2000)
- 2 important conditions:
1. exposure to risk/adversity
2. positive outcome development
- resilience = better conceptualised as process; NOT a trait

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13
Q

POSITIVE OUTCOMES

A

CATANI ET AL. (2010)
- psychopathology absence
- superior social skills
- excellent academic performance
- all of above (?)

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14
Q

MULTIDIMENSIONAL NATURE OF RESILIENCE

A

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

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15
Q

STABILITY

A

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

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16
Q

PROTECTIVE FACTORS

A

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)

17
Q

PROTECTIVE FACTORS: ISSUES

A

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

18
Q

PROTECTIVE FACTORS: INDIVIDUAL

A

ZOLKOVSKI ET AL. (2012)
- positive attitude
- emotion regulation
- intellectual functioning
- social support
- physical exercise

19
Q

PROTECTIVE FACTORS: FAMILY

A

ZOLKOVSKI ET AL. (2012)
- caregiving associated w/:
1. material resources
2. warmth/support
3. experiences promoting kids’ cognitive/social development
4. discipline
5. monitoring

20
Q

PROTECTIVE FACTORS: COMMUNITY

A

ZOLKOVSKI ET AL. (2012)
- communities associated w/:
1. neighbourhood safety
2. community/cohesion sense
3. schooling
4. after school activities

21
Q

FUTURE DIRECTIONS FOR STUDIES

A
  • 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
22
Q

INTERVENTIONS

A

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)

23
Q

INTERVENTIONS: KIDS/ADOLESCENTS

A

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

24
Q

INTERVENTIONS: ADULTS

A

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

25
Q

! SUMMARY !

A
  • resilience requires 2 conditions:
    1. exposure to adversity
    2. positive adaptation
  • theoretical/methodological constrains in resilience research
  • important to uncover processes by which protective factors contribute to resilience

Psychopathology & Development (12 decks)

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