Building resilience in children and young people

Resilient Children “can resist adversity, cope with uncertainty and recover more successfully from traumatic events or episodes” Newman, T (2002)

Resilience Normal development under difficult circumstances. Relative good result despite experiences with situations that have been shown to carry substantial risk for the development of psychopathology (Rutter) The human capacity to face, overcome and ultimately be strengthened and even transformed by life’s adversities and challenges... a complex relationship of psychological inner strengths and environmental social supports (Masten)

Resilience is…. …Ordinary magic... In the minds, brains and bodies of children, in their families and relationships and in their communities (Masten)

Resilience in the child secure attachment experience an outgoing temperament as an infant good communication skills, sociability planner, belief in control humour problem solving skills, positive attitude experience of success and achievement religious faith capacity to reflect

Resilience in families At least one good parent-child relationship Affection Clear, firm consistent discipline Support for education Supportive long term relationship/absence of severe discord

Resilience in communities Wide supportive network Good housing High standard of living High morale school with positive policies for behaviour, attitudes and anti-bullying Schools with strong academic and non-academic opportunities Range of sport/leisure activities Anti-discriminatory practice

Young people should: Have an adult they trust who helps them through life Have support with getting the very basics in life, like food, clothing, transport and housing Actually access activities, hobbies and sports Have multiple opportunities to practise problem-solving at home, school and in the wider community Feel safe, and be able to be themselves in their homes, schools and communities Know how to calm themselves down and take charge of their feelings

Young people should: Know what they are good at, and are proud of it Support other people, for example, through volunteering and peer mentoring Be supported to understand what they need to do to build their own resilience and support other people in their communities to build theirs Know that all adults in their lives are enabled to help ALL young people build resilience, at any time and in any place Have help to map out a sense of future (hope and aspirations) and develop life skills

Young people tell us: Notice our distress Build relationships Observe (with ears as well as eyes) Be here for us emotionally Create a climate where we feel able to access resources Reflect not react Understand behaviour as communication

Be helpful Make information available Signpost Be prepared to take the first step Hang on in there – it might be a long and rocky ride See the world from our perspective – it might look very different

Don’t treat all young people the same – they don’t all start from the same place Early intervention – identify which young people are at greater risk of poorer outcomes (educational and otherwise) and target what you do to build them up alongside your universal resilience approaches for all Combine simple, evidence-based activities/ideas and practise them consistently Don’t give up on vulnerable young people, despite the challenges Don’t give up on yourself as the adult that can help them to do better than you might have expected

YoungMinds Tel: 020 7089 5050 Parents Helpline: 0808 802 5544 Website: http://www.youngminds.org.uk Publications: 020 7089 5062 Training & Consultancy: training@youngminds.org.uk