1. Brigid Daniel Professor of Social Work University of Stirling Acknowledgements to: Sally Wassell, Robbie Gilligan and Cheryl Burgess

3. Newman and Blackburn (2002) It has been observed for many years in the study of child development that adverse life events have contributed to psychiatric disorders in some children while others, faced with identical precipitating factors, have emerged unscathed...

4. Luthar (2005)...a phenomenon or process reflecting relatively positive adaptation despite experiences of adversity or trauma.

5. ….qualities which cushion a vulnerable child from the worst effects of adversity in whatever form it takes and which may help a child or young person to cope, survive and even thrive in the face of great hurt and disadvantage. Gilligan (1997)

6. Newman and Blackburn (2002) Data suggest that only around one third of an "at-risk" child population experience negative long term outcomes; up to two thirds appear to survive without serious developmental harm...

7. Counter-balance to scary determinism... All need not be lost by 3 yrs!

8. Resilience Experience of adversity – chronic and / or acute Better well-being than might be expected

9. Adversity Stressful life events can be chronic or acute and can come from outside or be related to family and individual circumstances. (Garmezy; Masten & Powell, 2003)

10. Adversity The higher the number of risk factors the more the problems chronic adversity is especially corrosive eg neglect or poverty. (Masten & Powell, 2003)

11. And who defines adversity? Researchers, practitioners, policy makers or service users? A factor could be adverse for one person but not another e.g. living in homeless accommodation could be a positive improvement if there was abuse in the family home.

12. Implications for support Do not make assumptions on children and young people’s behalf – listen. Consider the different types of adversity that can be experienced. Try to disentangle chains of adversity. Pay attention to structural factors that may be having a direct and indirect adverse impact on children and their families.

13. What is well-being? What factors combine to give a feeling of well-being? Is it material or emotional? Is it about coping or thriving? Is it about conformity? How can it be measured? Who defines it?

14. What is a good outcome? Some research defines it as better than average functioning. Some as absence of symptoms if a child has suffered significant abuse or neglect, is it resilience to be functioning reasonably well?

15. Resistance and conformity In the face of adversity people may develop resistance. Sometimes ‘streetwise’ skills are needed. Sometimes such resistance is defined as problematic or anti-social. To what extent is ‘kicking against’ a resilient response? People can also develop a kind of ‘apparent resilience’ – brittle and surface coping.

16. ‘Resilience’ and ‘resistance’ A study of US teenagers who were earning their living by prostitution showed that they resisted the ‘victim’ label 'Instead of a sad-eyed crying victim [ practitioners] confront a strong, wilful, survivor who looks and acts quite differently from the victims portrayed in the media.‘ Williams (2010) Active coping strategies but some coping skills that worked in one situation, don’t work in others - e.g. withdrawal.

17. Implications for support Explore the existing coping strategies. Look at how they are helpful. Look at ways in which they may be less helpful. Focus on factors that can be changed. Go with the grain of coping. Rare is the person who shows positive adaption to all circumstances and in all domains – so build on the areas of strength.

18. Implications for support Hold high aspirations for all. Find out what children and young people themselves value. Be clear what you are working towards and that you are not thwarting what might be legitimate resistance and challenge to social structures. Support positive values.

19. What goes on in the middle? Experience of adversity – chronic and / or acute Better well-being than might be expected in all or some domains

20. Adaptive qualities In the context of adversity the individual has access to internal and external resources and has the adaptive ability to make use of those resources to buffer the effects of adversity.

21. Resource factors can be: Additive / compensatory Challenging / Innoculatory Protective / moderating Garmezy et al (1984)

22. Innoculation -‘Cotton wool kids’ Practitioner There’s the other extreme which you find working in some schools, where teachers are saying they’ve got an issue with resilience because our kids cannot cope with the slightest adversity. If they’re not picked for this or that they’re on the floor – they’re so overprotected. So adversity is relative and different for every young person.

23. Protective / moderating Especially effective under circumstances of risk e.g: Good parenting is especially beneficial in contexts of high-risk (strictness can be helpful) High-quality child care is especially helpful for children living in at-risk families Good relationships with teachers and positive school experiences for young people facing risks at home or in the community In adults practical and emotional intelligence, and the capacities for insight, empathy, and altruism (Luthar)

24. Someone is more likely to develop resilience if he or she has: 1. the sense of security that comes from a good attachment relationship and access to extended family and community support, 2. the appreciation of his or her own worth and the worth of others that is associated with good self- esteem, 3. the sense of mastery and insight into personal strengths and limitations that leads to high self- efficacy.

25. ‘I have...’ ‘Resilience rests, fundamentally, on relationships. The desire to belong is a basic human need and positive connections with others lie at the very core of psychological development; strong, supportive relationships are critical for achieving and sustaining resilient adaptation.’ (Luthar, 2005)

26. ‘I am...’ and ‘I can...’ Are intertwined: self-worth and self-competence. We need to: feel good about ourselves and feel that we can meet challenges we may face. (Mruk 1999)

27. Defensive self-esteem Low sense of self-worth, and a positive self-competence. High sense of self-worth but low self competence. We also have to appreciate the worth of others – empathy is associated with resilience.

28. Understand the impact of adversity and trauma Identify and support protective resources Nurture the child’s capacity to benefit from these resources Remove or reduce the impact of adversity Resilience Matrix Daniel, Wassell and Gilligan

29. Intervention Strategies 1. Reduce vulnerability and risk 2. Reduce the number of stressors and ‘pile-up’ 3. Increase available resources 4. Mobilise protective processes 5. Foster resilience strings (Masten, 2004)‏

30. 1. Reduce vulnerability and risk Minimise the number and impact of separations. Minimise the experience of unexplained changes and decisions. Minimise the effects of neglect and abuse. Address risks flowing from domestic abuse, parental mental health problems, and parental substance misuse. Minimise the impact upon children’s access to services such as health care and education.

31. 2. Reduce the number of stressors and ‘pile-up’ Need to try and stagger stressful experiences eg: move of school new contact arrangements Prevent pile-up of stresses and vicious cycle of events: purposeful plans for lapses in cases of substance misuse good links between adult and children’s services back-up arrangements network of supports.

32. 3. Increase the available resources Maximise the protective power of informal resources, e.g. extended family, kin care. Maximise access to wider community networks of support – ensure universal projects can be accessed by young people with additional support needs.

33. 4. Mobilise protective processes Lay foundations of self-esteem, self-efficacy and ‘planful competence’ e.g with play or activities that: encourage perseverance on tasks allow the child to fail safely and try again help the child feel good about self and others nurture a sense of hope and optimism

34. 5. Foster resilience strings Whilst reducing negative chain reactions – look for opportunities for positive chain reactions Can a strength in one area be used to promote development in another? Framework for considering different domains in a child’s life…..

36. Resilience strings Secure base Education Friendships Talents and interests Positive values Social competencies

37. Bernard (2002) identifies three qualities that characterise individuals who help young people resist stress, i.e. ‘turnaround people’: – a caring relationship – high expectations – opportunities for contribution and participation. People matter