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Resilience

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

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  1. Resilience Wideman family – example • Dad • Daughter Vs. Dad’s brother daughter and son

  2. Why study resilience? • Understand better both normal adjustment and maladjustment • Inform intervention programs

  3. 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

  4. 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.

  5. Qualities of Outcomes • Probabilities • Multi-determined • multi-finality • Proximal and distal factors

  6. One more definition • Markers = risk factor that is NOT causally involved in the outcome • Fixed • variable

  7. How to identify risk and protective factors • Correlations – find relationships between factors and outcomes • Establish time line • Establish causal risk factors and markers

  8. Childhood intervention and prevention • Why?? • Cost to society • Cost to child

  9. Why have they failed? • Tend to be reactive, not proactive • Not comprehensive enough • Too brief Example: DARE wilderness wagon train

  10. FAST TRACK • Intervention for chronic violence • Screened 10,000 students • Chose 900 to participate • ½ get intervention • ½ get no intervention

  11. FAST TRACK • Started in 1st grade • Academic issues • Social-information processing • Home/school partnerships

  12. 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

  13. Masten & Coatsworth • Early childhood • Relationships with caring adults (attachment) • Self-regulation • School Age • Social competence with peers • Socially appropriate conduct • Academic achievement

  14. 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?

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