Empowering the “Self Righting” Capacities: Risk factors, resilience and implications for young adult transition programs

Movie Clip Story of risk and overcoming adversity.

Risk Factors Gordy LaChance Chris Chambers Teddy Duchamp Verne Tessio

Risk Factors Gordy LaChance - Death of family member, depressed parents, trauma, weak parenting Chris Chambers - Alcoholism in family, criminal behavior of father, abusive sibling relationship, brother in a gang, abusive parent, low SES, rule breaking behavior Teddy Duchamp - Family history of mental illness, physical abuse from father, poor school performance, thrill seeking behavior Verne Tessio - Overweight, bullied, anxiety, delinquent brother in a gang

Risk Categories Environmental Risk Factors -poor schools, moving, death, poverty, divorce…. High Risk Behaviors -substance abuse, physical aggression, sexual behaviors... Dangerous Deficits -social skills deficits, cognitive deficits, emotional skills deficits... 9.2 to 15.8 million children are considered at risk (Annie E Casey Foundation, 1999)

Looking Through the “Risk Lens” Risk factors for the most part predict negative outcomes. Predictive for about 20-49% of a given high risk population (Rutter, 1987, 2000; Werner, 2001) Too often we stop here We don’t get the whole story

Werner & Smith: Classic Resiliency Study Longitudinal study 698 infants born in 1955 Kauai, Hawaii Children followed up at ages 1, 2, 10, 18, 32, & 40 One third of sample exposed to at least 4 familial risk factors before age 2 Poverty Perinatal health problems Congenital handicaps Low parent education Family alcoholism Violence Instability / discord Mental illness

Werner & Smith (1982, 1992, 2001)

The Other Part of the Story….. Take most at risk populations: foster care (Festinger, 1984) gang affiliation (Vigil, 1990) born to teen mothers (Furstenburg, 1998) physical / sexual abuse (Wilkes, 2002) substance abuse (Watt, 1984) mental illness in family (Werner, 1986 poverty (Vaillant, 2002) Most individuals develop social competence and lead successful lives. Average 70-75% make it (Rhodes & Brown, 1991) Children who experience multiple and persistent risks - 50% make it (Rutter, 2000)

Ordinary Magic “What began as a quest to understand the extraordinary has revealed the power of the ordinary“ (Masten 2001). Resiliency and Environmental Protective Factors. Transcend ethnic, social class, geographical and historical boundaries Have a more profound impact on life course than specific risk factors

Looking through the “Resiliency Lens” Predicts positive outcomes in 50-80% of a high risk population (Werner, 2001) Despite adversity people are overcoming the odds due to a process / combination Resiliency factors inherent to healthy human development Protective factors in one’s environment

What is Resiliency? Resilience is NOT: A quality some people possess and others do not. A set personality trait. Something that is acquired through direct instruction alone. Something that comes from rare and special qualities.

What is Resiliency? Resiliency is: A universal capacity everyone possesses Part of the process of healthy human development / Normative The capacity all youth have for healthy development and successful learning ”The self righting tendency that moves children toward normal adult development under all but the most adverse circumstances” (Werner & Smith, 1992).

What Does Resiliency Look Like Personal Resilience Strengths Positive developmental outcomes that demonstrates that this innate capacity exists and is engaged. Do not cause resilience but are what resilience looks like. Four Categories: Social competence Problem solving Autonomy Sense of purpose.

Social Competence Characteristics, skills and attitudes essential to forming relationships and positive attachment Responsiveness Communication Empathy and Caring Compassion, altruism, forgiveness

Problem Solving Encompasses many abilities that are highly correlated with executive functioning. The variables have a “figuring things out” quality. Planning Flexibility Resourcefulness Critical thinking / Insight

Autonomy To act independently and to feel a sense of control over one’s environment. Positive identity Internal locus of control / Initiative Self efficacy / Mastery Adaptive distancing / Resistance Self awareness / Mindfulness Humor

Sense of Purpose The deep belief that one’s life has meaning and that one has a place in the universe. ”Who am I, what do I love, how shall I live and how can I make a difference?” (Baumeister, 1991) Goal direction Special interest, creativity, imagination Optimism / hope Faith, spirituality, sense of meaning

Resiliency Over Adversity Social competence - empathy, compassion, communication Autonomy - Goal direction, hope, sense of meaning Sense of Purpose - humor, internal locus of control, adaptive distancing Problem Solving - planning, critical thinking, resourceful

Resiliency by Disability There’s a reason that our young adult transition population needs support. If we look at different disabilities through a “Resiliency Lens” we get a clearer picture of why they may struggle to overcome adversity.

Video of College Student

College Student with Autism -What personal resilience areas may he be lacking and in need of support? -What personal resilience areas might he be strong in? -Impact on transition to a college setting?

Resiliency Strengths By Disability Table

Environmental Protective Factors -Supports that buffer the effect of adversity and enable healthy development to proceed. -Help protect youth from risk and allow them to develop their innate capacity for resilience. -Sometimes called external assets, supports / opportunities, or protective factors.

Environmental Protective Factors -These are part of an interconnected dynamic protective process that must include: -Caring Relationships -High Expectations -Opportunities for meaningful participation and contribution -These are interactive not isolated. -High expectations without caring relationships / caring relationships without meaningful participation.

Programmatic Implications -To maximize client success: -Provide environmental protective factors -Focus on the four main domains: (Home, School, Community, Peers) -Provide resiliency supports and programming

Takeaways and Final Thoughts Risk Predicts Challenges Protective Factors Mitigate Risk Resiliency Predicts Success Our Programs Already Provide Superior Protective Factors (The Ordinary Magic). We Can Also Teach and Foster Resiliency You’re probably already doing it. Intentionally infusing the awareness and language of Resiliency can further imbed Resiliency Development into your program.

Takeaways and Final Thoughts Research Indicates That Our Ability to Couple Protective Factors with Resiliency Development Provides the Best Chance For Clients To Access Their Native “Self Righting” Capacities Apply the “Resiliency Lens” To What You’re Already Doing: Parent Education (Stakeholder Engagement) Staff Training (Professional Development) Program Articulation (Marketing & Admissions) Service Delivery Model (Program Development)

Presenters - Contact Info -Sean LaRoque, Ph.D. - sean@mansfieldhall.org -Perry LaRoque, Ph.D. - perry@mansfieldhall.org -Jake Weld, M. Ed. - jake@mansfieldhall.org Mansfield Hall - Burlington 371 Pearl Street Burlington, VT 05401 802-440-0532 Mansfield Hall - Madison 141 West Gilman Street Madison, WI 53703 www.mansfieldhall.org