Risk and Resilience
Resilience
Resilience refers to the adaptation and survival of a system after perturbation, often referring to the process of restoring functional equilibrium and sometimes referring to the process of successful transformation to a stable new functional state (Masten, 2014, p. 9)
Resilience is common and typically arises from the operation of basic protections (Masten, 2014, p. 7)
Resilience arises from ordinary resources and processes (Masten, 2014, p. 3)
Resilience emerges from commonplace adaptive systems for human development, such as a healthy human brain, close relationships with competent and caring adults, committed families, effective schools and communities, opportunities to succeed, and beliefs in the self nurtured by positive interactions with the world (Masten, 2014, p. 8)
Resilience arises from "ordinary magic" and it is possible to understand where it comes from and how to foster it (Masten, 2014, p. 22)
Risk
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It is not possible to prevent all the known threats to child development (Masten, 2014, p. 3)
Two judgments as criteria for resilience: has there been risk? is this person doing okay? (Masten, 2014, p. 13)
Risk factors are established predictors of undesirable outcomes, where there is evidence suggesting a higher-than-usual probability of a future problem (Masten, 2014, p. 13)
Risks include low birth weight, family violence, low SES, divorce, harsh or neglectful parenting, natural disasters, terrorism, cognitive difficulties, malnutrition, poverty, homelessness, and other forms of family displacement (Masten, 2014, p. 13-14)
There are also cumulative risks (Masten, 2014, p. 14)
Protective Factors
Resilience is built on protective factors. Mobilizing these powerful adaptive systems to try to promote health human development and prepare humans for better adaptation under adversity (Masten, 2013, 14:50)
Preschool age is hugely important to development. "Window of opportunity in human development." Transition to adulthood is another window (Masten, 2013, 16:20)
We measure adaptive function to study resilience (Masten, 2014, p. 15)
There is a short list of widely reported factors associated with resilience in young people and implicated adaptive systems (Masten, 2013, p. 148)
Resilience Factors include: Effective careegiving, close relationships with other capable adults, close friends and romantic partners, intelligence and problem solving skills, self control, emotional regulation, planfullness, motivation to succeed, self efiicacy, faith, hope, belief that life has meaning, effective schools, effective neighbourhoods; collective efficacy (Masten, 2014,p. 148)
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Adaptive systems include: Attachement (family, social netowrk, peer); learning and thinking systems of the CNS, Self regulation of the CNS, mastery motivation and related reward systems, spiritual and cultural belif systems, education systems, communities (Masten, 2014, p. 148)
Resilience is not a trait, but rather a multiplicity of characteristics often associated with better adaptation (Masten, 2013, p. 167)
There are fundamental adaptive systems that protect human development under many different circumstances (Masten, 2001, 2007, as cited in Masten, 2013, p. 148)
Fundamental systems are a product of biological and cultural evolution and are shared across many societies (Masten, 2013, p. 149)
In young children, the role of caregiver is paramount, including primary caregiver supplemented by extended family and other individuals in caregiving roles (Masten, 2013, p. 150)
Many protective factors can be a double-edged sword (Masten, 2013, p. 155)
Faith can be a protective factor, but traumatic experiences can shatter deeply held systems of belief (Masten, 2013, p. 165)
There are three strategies for resilience: recognizing suffering as part of life, discerning where to focus attention, and assessing if something is helping or harming (Hone, 2019, 7:09)
Adversity doesn't discriminate (Hone, 2019, 1:15)
Resilient people can rise up from adversity and navigate tough times (Hone, 2019, 6:43)
Positive Focus: Resilient people don't diminish the negative but have a way of tuning into the good (Hone, 2019, 10:03)
Children in the care of mothers and mother surrogate show fewer signs of traumatic shock (Masten, 2013, p. 116)
Dose matters in traumatic exposure and can have lasting effects (Masten, 2013, p. 120
Exposure to trauma with greater frequency or intensity can lead to higher risk for symptoms and suffering (Masten, 2013, p. 121)
Trauma
Exposure to trauma with greater frequency or intensity can lead to higher risk for symptoms and suffering (Masten, 2013, p. 121)
Developmental Factors: There are differences between sexes when it comes to trauma, with girls reporting more internalizing symptoms and boys showing more aggressive behavior (Masten, 2013, p. 124)
Some exposure to stress prepares the organism for effective responses (Masten, 2013, p. 132)
Sometimes the same personality trait could be protective or problematic depending on the situation (Masten et al., 1990 as cited in Masten, 2013, p. 124)
The impact of trauma includes social factors and behaviors as well as internal emotions and thoughts (Arreola-Garcia, 2019, 14:16)
The American Psychological Association suggests strategies for resilience: building connections, fostering wellness, finding purpose, embracing healthy thoughts, and seeking help (APA, 2020)
You can overcome anything and need strategies for coping with the bad things in life (Hunt, 2016, 0:01; 7:00)
Trauma Informed approaches in education: Positive teacher-student relationships and creating a safe space are critical for students who have experienced trauma (Arreola-Garcia, 2019, 37:32; 43:00)
Preventative strategies and trauma-informed practices in schools are important (Arreola-Garcia, 2019, 52:08; 29:26)
Self care and Mindset: Self-care is important for staff dealing with trauma, and mindset and belief systems matter (Arreola-Garcia, 2019, 1:20:00; Hunt, 2016, 8:00)
Your mind is your most important tool, and perspective and perseverance are key (Hunt, 2016, 8:34; 11:47)
Barriers to RIY integration: Social isolation, cultural differences, racism, hostility, aggression, and language (Gyan et al, 2023, p. 1)
Developing a mindset and capacity for adjusting to new conditions is essential for integration (Gyan et al, 2023)
Resilience is a process activated during hardships and difficulty (Gyan et al, 2023)
Resilience involves connecting with one's place and culture while adapting to the new environment (Gyan et al, 2023)
School-based interventions are a feasible and low-cost alternative to therapy (Werner, 2012, p. 553)
Classroom settings provide routines, training, social interactions, and supportive relationships (Werner, 2012, p. 556)
Reported lack of support in schools: Schools report needing more support for students' mental health and well-being (People for Education, 2023)
Principals express concerns about staff burnout and increased mental health challenges (People for Education, 2023)
Mental health disorders are predicted to be the leading cause of disability by 2030 (People for Education, 2023)
Rates of depression and anxiety have doubled during the pandemic (Halldorsdottir, 2022, 2:50)
Separation from parent