Resilience is defined as the capacity of a system to adapt successfully to challenges that threaten the function, survival, or future development of the system. Why Do Some Children Respond to an Intervention and Others Dont? Protective experiences and adaptive skills on one side counterbalance significant adversity on the other. Early childhood development: Economic development with a high public return. This chapter highlights the meaning and findings of developmental resilience science, particularly in regard to children and families. The Heckman curve. Preparing for and responding to disasters, when many interconnected systems essential to human life collapse or stop functioning at the same time, made it abundantly clear that a multisystem approach was essential. Concerns also were growing about climate change, as the frequency or intensity of storms and floods appeared to grow (Stott, 2016). Children with greater resilience are . Examples include ceremonial forgiveness rituals practiced by a particular community or practice drills at schools for fires, tornadoes, or other threats to school safety common in the regional context. The idea of preventing bad outcomes does not engender the same enthusiasm from stakeholders as promoting success. Adversity exposure also can trigger changes that potentially result in developmental cascades, either positive or negative. Equifinality and multifinality in developmental psychopathology. ), How well is the system doing? In the physical sciences, it refers to . Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy. Understanding why some children do well despite adverse early experiences is crucial, because it can inform more effective policies and programs that help more children reach their full potential. Resilience research indicates that during the early childhood years, it is important for children to have good quality of care and opportunities for learning, adequate nutrition, and community support for families, to facilitate positive development of cognitive, social and self-regulation Stress and Resilience: How Toxic Stress Affects Us, and What We Can Do About It, Podcasts: These factors, or the processes believed to underlie them, have been divided into two basic groups: promotive factors or processes that are associated with better functioning on the criteria for judging adaptive function across risk levels (a main effect) and protective factors or processes that are associated with better function or outcomes when threat levels are higher than normal (a moderating effect). Principles that inform this perspective are delineated, along with implications for the meaning of resilience and its applications in practice. Exercise helps strengthen the brain and make it more resilient to stress and adversity. Family influences on the development of aggression and violence. Our work was subsequently published as a special feature in the journal of the Resilience Alliance, Ecology and Society, Managing Surprises in Complex Systems, edited by Lance Gunderson and Pat Longstaff. Many interventions for children have targeted parenting quality to boost resilience and improve child outcomes (Masten & Palmer, 2019). The pathways of twins and children in the same family can diverge quite dramatically, and the pathways of two individuals from very different backgrounds can converge if their experiences shape them toward similar directions or outcomes. Videos: The ultimate goal of this program is improving school success in children, mediated by housing, family, and school stability. The scope of these challenges also underscores the importance of integrating knowledge and practice across traditional disciplinary boundaries of training and practice. Finally, we would like to express our gratitude to Jessica Henderson Daniel, PhD, Board of Directors liaison, for Two basic kinds of models have guided research on resilience in recent decades, sometimes described as person-focused or pathway models and variable-focused models (Masten, 2001, 2014b). We are now in the midst of the fourth wave as scholars tackle multisystem questions and attempt to integrate concepts and findings about resilience across disciplines and levels of analysis. We can prevent most forms of severe hardship that young children and their parents face. . Similarly, interventions that build resilience in other systems important to childrens lives, such as schools, would be expected to boost resilience of children interacting with those systems. Yet not all children experience lasting harm as a result of adverse early experiences. B = moderating effect of a protective factor, showing a risk-activated and an independent moderator. Our basic studies of children experiencing homelessness repeatedly have implicated EF skills and parenting quality as key promotive or protective factors associated with resilience among these children, particularly with their school success (e.g., Masten et al., 2015; Herbers, Cutuli, Supkoff, Narayan, & Masten, 2014). Introduction Why a Volume on Multisystemic Resilience? The fourth wave of resilience science (which this volume represents) is unfolding as investigators attempt to study the interplay of multiple systems as they shape development and response to the challenges and disturbances engendered by adversity. Many contemporary preventive interventions are designed now to support or protect key protective factors in the lives of children, such as high-quality parenting or caregiving. Go Outside. Results: Definitions have evolved over time but fundamentally resilience is understood as referring to positive adaptation, or the ability to maintain or regain mental health, despite experiencing adversity. When developmental change leads to advances in the processes underlying the capacity to respond effectively to challenges, development would be bolstering resilience. (What are the risks? Resilience theory and research on children and families: Past, present, and promise. Set. Developmental researchers often focus on developmental tasks or the expected achievements for children of a given age, culture, and period in history (Masten & Coatsworth, 1998; Masten, 2014b). Following a brief history on the emergence of resilience research, this chapter presents an overview of the current meaning of resilience in studies of children and families and the developmental systems principles that inform that definition. Nonetheless, these early investigators were searching for answers to a fundamental question: What makes a difference? In this study, we operationalized emotional resilience as positive mental health outcomes in the context of adverse situations [17]. Living systems are self-organizing with higher-order emergent capabilities that can be surprising or unpredictable based on knowledge from lower levels of analysis. 1. Investing in disadvantaged young children is good economics and good public policy [Testimony before the Joint Economic Committee]. . Many interacting systems shape the development of individuals as well as families, such that capacity for adapting successfully to adversity will depend on the interactions of multiple systems. In other words, resilience models for intervention transformed older diathesis-stressor models that originated in medical models of illness, broadening the focus to include assets, strengths, and adaptive processes neglected in deficit-oriented models of adjustment to adversity (Luthar & Cicchetti, 2000; Masten, 2001; Masten & Coatsworth, 1998; Wyman, Sandler, Wolchik, & Nelson, 2000). Research on violence suggests spreading effects within families and also across levels in individuals, peer groups, families, and communities (Labella & Masten, 2017). The construct of resilience: Implications for interventions and social policies. Adults who strengthen these skills in themselves can model positive behaviors for their children, thereby improving the resilience of the next generation. That is resilience. It is particularly important for interventions targeting adaptive processes to measure those processes directly or the manifested resilience that reflects improvements in resilience. Trauma researchers often have focused on mental health symptoms as their criteria for (not) doing well while other investigators have focused on psychological well-being or happiness. For children, examples include interventions that support or foster good caregiving and relationships with competent and caring adults (including teachers or mentors) or prosocial friends (peers), strengthen self-regulation or problem-solving skills, provide opportunities or routines that build self-efficacy, and other interventions that focus on bolstering known or hypothesized adaptive systems. Resilient children can recover from setbacks and get back to living life. Retrieved from https://www.minneapolisfed.org/~/media/files/publications/studies/earlychild/abc-part2.pdf, Sandler, I. N., Schoenfelder, E. N., Wolchik, S. A., and MacKinnon, D. P. (, Sanson, A. V., Wachs, T. D., Koller, S. H., & Salmela-Aro, K. (, Tugel, A. J., Herrick, J. E., Brown, J. R., Mausbach, M. J., Puckett, W., & Hipple, K. (, Wyman, P. A., Sandler, I., Wolchik, S., & Nelson, K. (, Zelazo, P. D., Anderson, J. E., Richler, J., Wallner-Allen, K., Beaumont, J. L., & Weintraum, S. (, Oxford University Press is a department of the University of Oxford. These were the first two waves of resilience science in the behavioral sciences (Masten, 2007, 2014b). Videos: Resilience, therefore, is the result of a combination of protective factors. Child Development Core Story, Tools & Guides: FLIP IT! From the outset of resilience research, for example, it was clear that the quality of caregiving and support from other attachment relationships played a central role in the resilience of children, as did the individual capabilities of the children, such as problem-solving skills. MOOC: The Best Start in Life: Early Childhood Development for Sustainable Development, Presentations: s m t w th f s 1 2 3 4 5 7 8 9 1011 12 14 15 16 1718 19 20 21 22 23 24 25 26 27 28 29 30 31 . Common models relating risks, resources, interventions, and moderators in variable-focused models of resilience. Changes in children, families, or community systems resulting from systems interactions have been described as developmental cascades when they alter the course of development (Masten & Cicchetti, 2010). Child development in the context of disaster, war and terrorism: Pathways of risk and resilience. Trajectories of internalizing problems in war affected Sierra Leonean youth: Examining conflict and post conflict factors. Resilience in children: Developmental perspectives. It follows from these principles that the resilience of an individual child at any given time depends on other systems, and indeed on the resilience of other systems, both within and external to the child, and most especially in relationships and proximal systems, such as the family, school, peer groups, community, and culture. Soil change, soil survey, and natural resources decision making: A blueprint for action. They look for solutions. Not all stress is harmful. A school readiness program designed to boost executive function skills in preschoolers experiencing homelessness and high mobility. Actions to reduce exposure to adversity serve to lower the burden for resilience. To demonstrate change, however, it is essential to have valid measures of parenting, child adjustment, and other targeted variables. Introduction Resilience is a construct with diverse application. Focusing on strength and resources and ways to expand opportunity for African-American boys and young men may be a great place to start. Go!was designed to target self-regulation capacity in mobile children as a strategy for boosting school readiness. For example, regular physical exercise and stress-reduction practices, as well as programs that actively build executive function and self-regulation skills, can improve the abilities of children and adults to cope with, adapt to, and even prevent adversity in their lives. Resilience from a developmental systems perspective. Avoiding challenges doesn't build resilience. Many resilience factors and processes also have been investigated in answer to the third question, which is directly focused on resilience. (, Casey, E. C., Finsaas, M., Carlson, S. M., Zelazo, P. D., Murphy, B., Durkin, F., . . Huebner, G., Boothby, N., Aber, J. L., Darmastadt, G. L., Diaz, A., Masten, A. S., . Resilience in developmental psychopathology: Contributions of the project competence longitudinal study. The program funds community programs to provide rental assistance and related supports to families as a strategy for improving education outcomes in their children. The third basic strategy for intervention in this framework is to mobilize or restore powerful adaptive systems that protect or drive positive adaptation in the context of adversity. Henry, C. S., Morris, A. S., & Harrist, A. W. (, Herbers, J. E., Cutuli, J. J., Supkoff, L. M., Narayan, A. J., & Masten, A. S. (. In a resilience framework for action, models encompass positive influences and outcomes along with risks and problems. Resilience investigators had to validate measures developed in narrow segments of the global population for use with high-risk populations from diverse socioeconomic or cultural backgrounds. This perspective integrated disparate theory on the roles of multiple interacting systems at multiple levels of analysis in shaping the development of living systems, including the development of children (Masten & Cicchetti, 2016). The Brain Architects Podcast: Toxic Stress: Protecting the Foundation, Reports & Working Papers: Salient models of resilience are discussed along with key concepts in developmental resilience science, such as pathways, cascades, promotive factors, and protective factors. Resilience develops when children experience challenges and learn to deal with them positively. Even during a period of uncertainty and high stress, we find parents to be highly interested in healthy brain development, school readiness, and academic achievement of their children and intrigued with research on the development of EF skills and other tools for learning that parents can support. Over time, both our bodies and our brains begin to perceive these stressors as increasingly manageable and we become better able to cope with lifes obstacles and hardships, both physically and mentally. Reducing the effects of significant adversity on young childrens healthy development is critical to the progress and prosperity of any society. Retrieved from https://heckmanequation.org/resource/the-heckman-curve/. The Brain Architects Podcast: IDEAS Impact Framework Toolkit, Podcasts: Age-appropriate activities that have widespread health benefits can also improve resilience. 13. august 2023 . The nomenclature varies, but patterns that resemble stress resistance, bouncing back (breakdown with recovery), or breakdown without recovery have been described in the literature on seeds, microorganisms, and soil, to mention a few (e.g., Tugel et al., 2005). This profound shift also is evident in global humanitarian efforts to promote positive development and flourishing among children and their families contending with or fleeing conditions of extreme poverty, violence, or marginalization (Ager, 2013; Leckman, Panter-Brick, & Salah, 2014; Lundberg & Wuermli, 2012; Masten, 2014a). Indeed, it is this interaction between biology and environment that builds the capacities to cope with adversity and overcome threats to healthy development. InBrief: The Science of Resilience. Resilience in complex adaptive systems is dynamic because the individuals, contexts, and processes involved are always changing. necessarily apply a resiliency paradigm (e.g., Shneyderman & Schwartz, 2013). Why Do Some Children Respond to an Intervention and Others Dont? (, Leckman, J. F., Panter-Brick, C., & Salah, R. This interdisciplinary network experience underscored my belief that we needed a common and scalable language to facilitate integration of the many sciences engaged in research on resilience. Partner Resources, Tools & Guides: The interactions among systems connecting the lives of individuals or families with other systems also may lead to progressive changes in any of the systems involved. Disaster preparation and recovery: Lessons from research on resilience in human development. How climate change affects extreme weather events. What We Can Do About Toxic Stress. This chapter highlights findings from the developmental research on resilience in children and families. However, at any given time, capacity can be affected by temporary situations, such as illness or overload. Three basic methods or strategies of intervention are suggested by a resilience framework, focused on risk, resources, or resilience systems. InBrief: What Is Resilience? NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD new insights into the underlying causal mecha-nisms that explain how supportive relationships build the capacities to deal with adversity. Resilience may change over time as a function of development and one's interaction with the environment (e.g., Kim-Cohen & Turkewitz, 2012 ). A child interacts directly with microsystems such as the family or a set of friends or a team and indirectly with many other systems external to these proximal systems, such as a parents workplace (an exosystem) or large, distal macrosystems that influence a child or her microsystems indirectly, such as a state government. A more recent version of responses reflecting resilience to an acute trauma experience is shown in Figure 6.1. . Betancourt, T. S., McBain, R., Newnham, E. A., & Brennan, R. T. (, Bonanno, G. A., Romero, S. A., & Klein, S. I. Mass-trauma adversities always played a role in resilience research, beginning with the pioneers, who highlighted observations about the effects of war and disaster on children in addition to the more everyday stressors of family violence, poverty, or oppression (Garmezy, 1983; Masten et al., 1990). What happens early may matter most, but it is never too late to build resilience. Progress is likely to require new models of training for multisector and multidisciplinary teams to advance the science and application of multisystem approaches to resilience. Gottesman famously illustrated the various pathways of individuals with varying genetic diathesis for schizophrenia who developed or avoided this serious mental illness over the life course, depending on their life experiences (Gottesman, 1974). No matter the source of hardship, the single most common factor for children who end up doing well is having the support of at least one stable and committed relationship with a parent, caregiver, or other adult. The concept of posttraumatic growth (Calhoun & Tedeschi, 2006) could be viewed from a cascade perspective if the transformation has lasting effects on the life course. The capacity of a complex adaptive system, such as a living person, to respond well to challenges is dynamic because the sources of that capacity are also dynamic and distributed across many interacting systems. Moreover, similar pathway models of resilience have been proposed and observed in the literature on adults (see Bonanno, 2004; Bonanno, Romero, & Klein, 2015). Resilience-based strategies can help to reduce health risk behaviors by building on assets in the individual, family and community (Davies, Thind, Chandler and Tucker, 2011). This brief is part of a series that summarizes essential scientific findings from Center publications. Masten A. S. (, Kirmayer, L. J., Dandeneau, S., Marshall, E., Phillips, M. K., & Williamson, K. J. Development emerges from a complex network of interacting systems that also shape the capacity of the person to adapt to adversity. Manifested resilience refers to observable good adaptation in the context of adversity, by whatever criteria are being applied to evaluate the success of meeting a significant challenge. It is interesting to note that pathway models also have been proposed in the ecology literature, and these models often take a similar form. CAMH's publication, Growing Up Resilient , is a must-read for adults (including parents, teachers and front-line workers) who want to increase resilience in the children and youth in their lives. Here are five ways to do this. In other words, it is important to distinguish manifested resilience from the resilience processes that made it possible for the person or other system of interest to adapt to serious challenges. (2019). Building resilience helps children not only to deal with current difficulties that are a part of everyday life, but also to develop the basic skills and habits that will help them deal with challenges later in life, during adolescence and adulthood. It is important to set positive goals for multiple reasons, not the least of which is the appeal to stakeholders, including children and parents themselves (Masten, 2006). (2010), for example, observed that their parenting intervention had unplanned positive effects on maternal standard of living indicators, such as income, occupation, and education, as well as the behavior of the target child and siblings in the family. Masten, A. S. (, Christie, D. J., Behrman, J. R., Cochrane, J. R., Dawes, A., Goth, K., Hayden, J., . Why is it important to study how children grow, learn, and change? Governments have the resources to provide scholarship for children to attend quality preschools and rental subsidies or housing vouchers intended to stabilize the lives of families at risk of homelessness. Set. The capabilities that underlie resilience can be strengthened at any age. It was a logical starting point in the early research on resilience to begin the search for resilience by studying individuals who had demonstrated by their successful adaptation to adversity that they had the capacity to cope with or overcome in as yet unknown ways the challenges posed by negative life experiences.
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