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Abuse Theory - Resilience
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Resilience Theory
Presented by Cassandra , Keshia , Kimara, Naiyma and Simmy
Abuse Theory
What is Resilience?
What is Resilience?
Center on the Developing Child at Harvard University
(2015
Resilience Theory
Introduction
Definition:
An individual's ability to successfully adapt to life tasks in the face of social disadvantage or highly adverse conditions. Adversity and stress can come in the shape of family or relationship problems, health problems, or workplace and financial worries, among others.
Masten view on Resilience
Masten view on Resilience
Good outcomes in spite of serious threat to adaptation or development (Masten, 2001:228)
In a YJ Context
Youth Justice
- Aids in understanding why some young offenders grow up to be healthy adults spite of being at risk of ACEs (Adverse Childhood Experiences)
- The theory informs research and intervention design by considering a strengths based apporach
- Resiliency focuses it attention on positive contextual and individual variables .
- In order to prevent disruptive development traits of abuse like: offending behaviour, mentla illiness, depression and other problem behaviour
- Therefore theses varibles can be called promotive factors work in "Opposition to risk factors, and help youth overcome negative of abuse." (Fergus and Zimmerman, 2005)
Fergus and Zimmerman Theory
Fergus and Zimmerman Theory
Accoridng to Fergus and Zimmerman (2005) these can be spilt into two categories:
Resources (Factors outside individual
Assets (Positice Factors that reside in the individual)
- Self -esteem
- Self-efficacy
- Identity
- Confidence
- Pro-social skills
- Temperament
- Parental Support
- Opportunities
- Structures
- Education
- Extra Curricululm activites
Research Review by Sahlberg (2012)
Research Review by Sahlberg (2012)
Sahlbery involved an examination of the current peer- reviewed literature in relation to child abuse or maltreatment and the protective factors that help promote resilence.
Results: Protective factors at an individual, familial and community-level acts as a buffer against negative outcomes.Factors that contribute to 3 healthy adapted lifestyles include characteristics within the child (i.e. easy-going temperament, flexibility, resourcefulness), and external to the child (i.e. a supportive, available family member, peer relationships, and community organizations).
Resilience during School Years
Resilience during school years
Factors associated with resilience during school years
Individual factors associated with resilience
• Sense of competence and self-efficacy
• Empathy with others
• A set of values
Continued...
Continued...
Family factors associated with resilience
• Close bond with at least one person
• Nurturance and trust
• Sibling attachment
Wider community factors associated with resilience
• Peer contact
• Good school experiences
• Positive adult role models
All these factors can influence the child’s healthy development and avoidance of delinquent behaviour. It may also explain how the “cycle of violence” can be interrupted. (The Children’s Charity, 2007)
Limitations of Resilience Theory
• It is vital to note that resilience is not a static trait or quality of an adolescent always present in every situation. Resilience is instead defined by the context, the population, the risk and the outcome.
• Luthar & Zelazo (2003 in Fergus and Zimmerman, 2004) further point out that the term resilient should not be used adjectively to describe a person, but instead a trajectory. This ensures that the construct of resilience is not taken to be an individual trait as it can place blame on young people for failing to overcome adversity or risk.
Fergus and Zimmerman (2004)
Continued...
Continued...
• Also, an issue to consider is that resilience may be context specific. For example, young people may be resilient in the face of one type of risk but be unable to overcome other types of risk.
• Finally, the process of resilience may vary for different groups of adolescents. Depending on where they live, high and low socioeconomic status, male or female and early or late adolescence.
(Fergus and Zimmerman, 2004)
References
References
Fergus, S., Zimmerman, MA., (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review Public Health.
Fergus, S. and Zimmerman, M.A. (2004), Adolescent Resilience: A Framework for Understanding Healthy Development in the Face of Risk’, p404-405
Sahlberg,. M, (2012). Research Review: Resilience in Child Maltreatment and Abuse. Washington state university.
The Children’s Charity, 2007. Literature Review: Resilience in Children and Young People [online]. https://www.actionforchildren.org.uk/media/3420/resilience_in_children_in_young_people.pdf Accessed 26th October 2017
Center on the Developing Child at Harvard University
(2015) https://www.youtube.com/watch?v=cqO7YoMsccU