Jan Moore State Coordinators Meeting 2013

 Responding more positively than expected after encountering risk  Includes two conditions: 1.an exposure to great risk 2.corresponding factors that either promote positive outcomes or reduce the effect of negative ones

 Risk is the likelihood that a problem will be created or worsened under certain conditions  Being at risk indicates someone is in a group with similar characteristics that is more likely than the general population to develop a problem

 High-risk youth experience numerous risk factors  Additional risks have multiplicative effects  Best predictor of risk may be pattern of difficulty in several areas  Thresholds vary as to how much is harmful  Risk increases likelihood of poorer outcomes, but cannot predict specific results

 Protective factors  Require risk to operate  Have strongest positive effect on those exposed to greatest adversity  Examples: supportive family and school personnel  Developmental assets, compensatory factors, or promotive factors  Can lead to positive outcomes regardless of whether adversity exists  Examples: coping skills, self-esteem, and self- regulation

 Positive relationships can either reduce the risk or reduce a youth’s exposure to risk  Even brief encounters can provide building blocks for meaningful relationships  Some say one caring person is best protective factor a youth could have

 Difficult to identify appropriate interventions  Children are impacted by a multitude of people, circumstances, and systems  Little understanding of how factors interact to influence resilience  Recent research on improving children’s resilience is focused on executive function and self-regulation

 Greater risk than impact of poverty alone  Risk may depend on:  Age: adolescents less resilient while homeless than younger students  Living arrangement: many doubled-up parents perceive that situation as more detrimental to their children’s education than staying in a shelter  Duration: extended homelessness leads to greater negative impact

 Opinions  Good practices - descriptions and anecdotes  Personal experiences and stories  Research studies  Conduct objective investigation  Examine data to support, refute, or explain something  Show circumstances of what’s been tried and results of the implementation

 Consider  Study’s age: Is it is still relevant?  Hypothesis: Is it clearly stated?  Literature review: Does it refer to credible and relevant sources?  Research question: Is it logically based on the literature review?

 Consider  Research design: Is it clearly stated along with methodology description? Does it include representative subjects, & appropriate comparison groups?  Do authors discuss correlational/causation limitations or cautions in their conclusions?  Are claims appropriate for the type of study?

 How can research be used responsibly?  To what extent do you share research with liaisons and others in your state?  How can you share research in meaningful ways, considering everyone’s time constraints?  What would help you utilize and share research more effectively?