1. Resiliency, Protective Processes, Promotion & Community Chapter 7

2. ResiliencyResiliency Defined: as a class of phenomena characterized by good outcomes in spite of serious threats to adaptation or development. Defined: as a class of phenomena characterized by good outcomes in spite of serious threats to adaptation or development. – Involves competence and adaptability in the face of adversity AND adaptation is “good” or “helpful” – Focuses on how ppl succeed despite challenges in their environments P. 150 Jacinda P. 150 Jacinda

3. Common myths about Resiliency 1. All ppl who survive their childhood and adolescence are resilient. Co-occurring multiple stressors Co-occurring multiple stressors 2. Resilient individuals are completely successful in every area of their lives. Residency is multidimensional in nature: may be resilient in school but not in work or leisure. Residency is multidimensional in nature: may be resilient in school but not in work or leisure. 3. Resilience stems from an internal personality trait Personality traits can promote, but not is not resiliency itself Personality traits can promote, but not is not resiliency itself Characteristics of the person’s environment seem to be as important for resiliency Characteristics of the person’s environment seem to be as important for resiliency Definition of resiliency must acknowledge: History of success Definition of resiliency must acknowledge: History of success

4. Common myths about Resiliency 4. Resiliency is rare. n Most children and youth are resilient in the face of adversity. n Not rare, but not guaranteed n Those who are resilient have connected to parts of their environment that provide support, encouragement, and opportunities that nurture their development How can we promote resiliency in youth sport? How can we promote resiliency in youth sport?

5. Risk & Protective Factors & Processes Keys to becoming resilient? Keys to becoming resilient? 1. Risk factors & processes 2. Protective factors & processes

6. Risk Factors & Processes – Defined: individual or environmental hazards that increase an individual’s vulnerability to negative developmental behaviors, events or outcomes such as alcohol & drug abuse, early unprotected sex, delinquency & violence, school failure – Ex Risk factors: – poverty, violent neighborhood, parental style with inconsistent discipline and lack of warmth, extreme shyness, and lack of socioemotional control. – Just because risk factors are present does not guarantee they will occur; rather it simply increases the probability of their occurrence

7. Protective Factors & Processes Buffer, modify, or improve an individual’s reaction to an adverse situation that, in ordinary circumstances, would lead to inadequate outcomes. Buffer, modify, or improve an individual’s reaction to an adverse situation that, in ordinary circumstances, would lead to inadequate outcomes. Types: Types: – Dispositional attributes – Affectional ties – External support systems Individual’s hopefulness that the odds could be attainable is a central positive factor in their lives! Individual’s hopefulness that the odds could be attainable is a central positive factor in their lives!

8. Protective Factors & Processes at each level of youth’s enviornment Individual level Individual level Familial level Familial level Peer level Peer level School level School level Community level Community level What protective factors did Jacinda have in her environment? What protective factors did Jacinda have in her environment?

9. Caring Relationships with Adults Parents are important Parents are important Caring relationships with nonparental adults provide a frame of reference and model for how one is supposed to act. Caring relationships with nonparental adults provide a frame of reference and model for how one is supposed to act. – Characteristics: Nonjudgmental love Nonjudgmental love Mentoring Mentoring – Most important factor: DURATION of the RELATIONSHIP must be long term to be effective AND harm can be done if not sufficient duration must be long term to be effective AND harm can be done if not sufficient duration Findings from Big Brother / Big Sisters Findings from Big Brother / Big Sisters – Most needed during times of transition

10. High Expectations From whom? From whom? Provide what? Provide what? To be absorbed they must be? To be absorbed they must be?

11. Opportunities for Participation, Contribution, & Recognition Critical universal protective processes for youth Critical universal protective processes for youth Enable youth to address several needs: Enable youth to address several needs: – Ability to have a sense of belong, mastery and of generosity & mattering How are these achieved? How are these achieved? – Is this why youth sport has such a great impact on so many youth? – Tied to social norms – What is required helpfulness and what does it do for youth? – How can we structure ways to make sure youth are recognized by their peers and the community for their contributions?

12. Promotion & Prevention Through Community Youth Development Protective factors - The 6 C’s Protective factors - The 6 C’s 1. Competence in academic, social, emotional, and vocational areas 2. Confidence in whom one is becoming (identity) 3. Connection to self & others 4. Character that comes from positive values, integrity, & strong sense of morals 5. Caring and compassion 6. Contribution to their families, neighborhoods, and communities Note table 7.1 on p. 162

13. Community Youth Development What is it? What is it? Who does it focus on? Who does it focus on? What is the two-prong strategy for community youth development? What is the two-prong strategy for community youth development?

14. So, how do we apply all of this to youth sport programs?

15. Homework for next class: 1. Read: Recreation & Youth Dev. -Chapter 12 2. Research Training and Orientation Programs (be prepared to share this information with the class.....yes, write it down!) 1. Read: Recreation & Youth Dev. -Chapter 12 2. Research Training and Orientation Programs (be prepared to share this information with the class.....yes, write it down!)