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Resilience. Wideman family – example Dad Daughter Vs. Dad’s brother daughter and son. Why study resilience?. Understand better both normal adjustment and maladjustment Inform intervention programs. definitions.

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resilience
Resilience

Wideman family – example

  • Dad
  • Daughter

Vs.

Dad’s brother

daughter and son

why study resilience
Why study resilience?
  • Understand better both normal adjustment and maladjustment
  • Inform intervention programs
definitions
definitions
  • Resilience = process by which children overcome adversity to have positive outcomes
  • Protective factors = factors which moderate the effects of environmental hazards, making the developmental trajectory more positive
definitons continued
Definitons continued
  • Risk factors = conditions associated with an increase in likelihood of undesirable outcomes
    • examples:
  • Outcomes = events or developments
    • Can be desirable or undesirable
    • May be psychological qualities, behaviors, personality characteristics, etc.
qualities of outcomes
Qualities of Outcomes
  • Probabilities
  • Multi-determined
  • multi-finality
  • Proximal and distal factors
one more definition
One more definition
  • Markers = risk factor that is NOT causally involved in the outcome
    • Fixed
    • variable
how to identify risk and protective factors
How to identify risk and protective factors
  • Correlations – find relationships between factors and outcomes
  • Establish time line
  • Establish causal risk factors and markers
childhood intervention and prevention
Childhood intervention and prevention
  • Why??
    • Cost to society
    • Cost to child
why have they failed
Why have they failed?
  • Tend to be reactive, not proactive
  • Not comprehensive enough
  • Too brief

Example: DARE

wilderness wagon train

fast track
FAST TRACK
  • Intervention for chronic violence
  • Screened 10,000 students
  • Chose 900 to participate
    • ½ get intervention
    • ½ get no intervention
fast track12
FAST TRACK
  • Started in 1st grade
  • Academic issues
  • Social-information processing
  • Home/school partnerships
fast track13
FAST TRACK

Results:

  • Conduct disorder reduced by 1/3 in 9th grade
  • 8th grade: 42% of control group arrested vs. 38% of intervention group
  • Parents more effective
  • Reduced aggression at home and at school
masten coatsworth
Masten & Coatsworth
  • Early childhood
    • Relationships with caring adults (attachment)
    • Self-regulation
  • School Age
    • Social competence with peers
    • Socially appropriate conduct
    • Academic achievement
nation et al what works in prevention
Nation et al. – What works in prevention?
  • Identify and describe four principles that are helpful in developing effective prevention programs.
  • Based on these principles, how would you revise the DARE program to be more effective?