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positive outcomes in the context of adversity; dynamic process that results from ongoing transactions between child and their environment

Focuses on protective factors-  characteristics of the child, family, and wider environment that reduce the negative effects on the child

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factors known to be associated with negative outcomes

Examples - parental psychopathology, poverty

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absence of negative outcomes, measures of adjustment ( achievement)

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Child – attributes of the child (iq)

Family – presence of a caregiver, provides resources and relationship

Community – neighborhood quality, programs

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Central objective of resilience researchers

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Central objective of resilience researchers

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Identify vulnerability and protective factors that modify negative effects of adverse life events and to identify mechanisms by which this occurs

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Distinction between protective and vulnerability factors

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Distinction between protective and vulnerability factors

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Protective factors v. vulnerability factors

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Need to determine the casual antecedents both vulnerability or resilience

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Need to be careful of “presumption” of risk conditions
Need to be careful when assuming particular groups are at high or low risk

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Interactions effects vs. within group analyses

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Interactions effects vs. within group analyses

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Researchers are focused on interaction effects. Want to compare across groups
Researchers should look at specific groups and what makes a difference for particular at risk children

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Examine how these factors contribute to resilience and protective factors

Strengthens interventions

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focus on factors that are salient in that particular life context and that affect a large number of people in that group

attend to risk factors that are malleable

focus on factors that are enduring or exert influence throughout child’s life

look at generative indices (factors that set risk or protection in cascades)

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Focus on relationships – what makes for good parents?

How should we harness available resources to help parents?

Studying resilience in children: include self reports from children

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understanding chad

help with prevention and intervention

guide policy and social programs

researchers have to inform the research literature

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Using ‘resilience’ in context of severe risk

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Using ‘resilience’ in context of severe risk

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Is it a stable characteristic?

Risk factors are not all equivalent in severity. i.e. need to accurately capture daily experiences of children at risk for adverse outcomes

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Resilience is not an all-or-nothing phenomenon

Risk- careful about relying on stereotypes to determine what is high risk

Positive outcomes

Need to examine this issue in specific or across all domains

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Child, Family, Community Risk and Protective Factors

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Child, Family, Community Risk and Protective Factors

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Need to look at interactions among these factors

Definitions of protective

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Attributes of the child

Ex. Ability to manage your emotional expression predicts more positive social functioning

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Presence of a caregiver is of central importance

Absence linked to negative outcome

Parental monitoring

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Neighborhood quality

cohesion

community organizations

quality of school environment

after school activities

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Need to focus decreasing overall exposure to risks in intervention and prevention

Need to look at the developmental perspective

Need to investigate effects of cumulative protective factors

Process through which protective factors have influence

What are the rates of resilience within and cross groups?

How do genetics play a role in resilience?