Building Resiliency in Vulnerable Adolescents: Strengths Based Practice in Youth Empowerment Programs Michelle Vazquez Jacobus, J.D., L.C.S.W.

Come to the edge. We might fall. Come to the edge. It’s too high! COME TO THE EDGE.

And they came. And she pushed. AND THEY FLEW. -Christopher Logue

Stressors and adversity in a person or family’s life are such that they are statistically more“at-risk” of behaviors or conditions that will interfere with their healthy happy functioning in the world than others who have not been subject to such stressors. What does it mean to be “Vulnerable” or “At-Risk”?

“Maladaptive” behaviors or conditions to which “at-risk” children are more prone include: serious psychiatric illness violent or abusive behavior (toward others) ongoing victimization from violence criminal or delinquent behavior substance abuse suicide and often include teen parenting and school drop out

STRESSORS THAT PUT A CHILD AT-RISK

WHAT DOES GROWING UP WITH TRAUMA OR ADVERSITY DO TO A CHILD?

PTSD (Post Traumatic Stress Disorder) and other trauma reactions: Recurrent and intrusive distressing recollections of the trauma or dreams of trauma Acting or feeling like event is recurring (hallucinations, flashbacks) Intense psychological and physiological distress at exposure to internal or external cues which are associated with the event. Avoidance of stimuli associated with the trauma Feelings of detachment or alienation from others Restricted range of affect Hyper arousal, hyper vigilance Difficulty sleeping, eating Inattention or difficulty concentrating Irritability or outbursts Foreshortened sense of future

Other long term emotional or psychological effects: Depression Anxiety Aggression Suicidal Ideation Desensitization to violence, abuse, adversity or assault Compromise moral development Violence/aggression accepted and tolerated as means of interaction Compromise attachments and relationships Regress or arrest maturation and development Diminish self esteem Confuse development of identity Erode child = s sense of control, mastery, and efficacy in the world Destroy child = s sense of safety, optimism and hope Garbarino et al. (1992); Herman (1992); Davidson & Smith (1990); Terr (1983)

Most adults who grow up in violent homes do not become violent adults (Kaufman & Zigler, 1987). Only 14 % of children who grow up with a schizophrenic parent show some serious psychiatric disturbance later in life, and only 35 % of such show some serious behavioral problem - this means 50% grow up to be relatively well adjusted healthy adults. (Garmezy, 1971) Of 700 children studied 1/3 of those identified as “high-risk” (exposed to 4 or more risk factors by age 2) avoided mental health and behavioral problems by age 18. (Werner & Smith, 1992). “Child developmentalists have estimated that up to 80 % of children exposed to powerful stressors do not sustain developmental damage; some children even make use of the challenge and grow stronger” (Garbarino et al. 1992, pp ; citing Werner, 1990; Fish-Murray, 1990: Rutter, 1979) THERE ARE PEOPLE, AND THEY ARE NOT IN THE MINORITY, WHO HAVE LIVED WITH MANY OF THESE RISK FACTORS AND WHO NOT ONLY SURVIVE, BUT ADAPT -- AND EVEN THRIVE

RESILIENCY Resilience is "the process of, the capacity for, or the outcome of successful adaptation despite challenging or threatening circumstances." (Masten, Best, & Garmezy, 1990, p. 426)

“... we have to let go of our preoccupation with risk and risk factors as the research base guiding our planning and evaluation efforts. Solutions do not come from looking at what is missing; solutions will come by building on strengths. While several approaches to prevention programming try to combine a risk- and protective- factor approach,... these are two incompatible paradigms for change. Individuals cannot simultaneously hold on to two competing paradigms; we cannot simultaneously see the proverbial glass as both half-empty and half-full.” B. Benard

PERSONALITY -- “Hardiness”(Kobasa, 1979) “Self Righting” Capability(Werner et al. 1992) Active-approach coping skills Developed problem solving skills Perceived competence and efficacy Challenge viewed as positive catalyst for change Impulse control Judgment Creativity/Self expression Sociability Resourcefulness Perceived self-worth Intelligence Developed emotional outlets Sense of optimism, hope, future

ENVIRONMENT Supportive and resilient family Consistent expectations, rules, consequences and supervision in immediate environment Attachment to at least one reliable, trusted “good enough” parent or caretaker Existence of supportive non-parent adults Sense of community Strong supportive social network Strong supportive school Smith & Carlson (1998); Causey & DuBow(1992), Sandler, Tein & West (1994); Shaunnessy, B. A. (1992); Garbarino et al. (1992); Werner & Smith (1992); Werner (1990); Moos (1990), Snyder & Paterson (1987); Garmezy (1984); Kobasa (1979); Winnicott (1971)

PRACTICE IMPLICATIONS: PROMOTE RESILIENCY

Encourage and confirm sense of efficacy and competence

Promote and encourage development of identity and self- worth (including ethnocultural identity)

Confirm and validate trauma and experience

Teach and model healthy communication and interaction styles (including naming and expressing emotions)

Support and teach importance of structure and consistency (though NOT rigidity)

Reinforce healthy and cohesive relationships

Empower and encourage family to marshal resources

Encourage joy and play, recreation and diversion

Encourage and suggest outlets for expression and creativity

Promote social skills and social interactions

Help instill hope,

Optimism

and a sense of the future

“We are planting the seeds of hope to grow the tree of knowledge” Addy, age 12 (in response to the question “What are you doing?)”