1. Ego-Resiliency Presenter: Monisha Nayar-Akhtar

3. What is ego-resiliency Ability to overcome in the context of significant challenges to adaptation or development Ability to overcome in the context of significant challenges to adaptation or development Resilient children are those who worked and played well, held high expectations(Garmezy) Resilient children are those who worked and played well, held high expectations(Garmezy) Characterized as using constructs such as: Characterized as using constructs such as: Locus of control Locus of control Self-esteem Self-esteem Self-efficacy Self-efficacy Autonomy Autonomy Not a static characteristic: Developmental changes will influence resilience Not a static characteristic: Developmental changes will influence resilience

4. What is ego-resiliency Does not mean that the individual does well no matter what the adversity Does not mean that the individual does well no matter what the adversity No one has absolute resistance No one has absolute resistance Graded phenomenon Graded phenomenon Features that constitute resilience will vary according to the risk mechanism Features that constitute resilience will vary according to the risk mechanism Not an intrinsic feature of the individual. Resides also in the social context Not an intrinsic feature of the individual. Resides also in the social context

5. What constitutes Ego-Resiliency The ability to be happy and have purpose and direction The ability to be happy and have purpose and direction The capacity for productive work The capacity for productive work Emotional security, self-acceptance, self-knowledge and good reality testing Emotional security, self-acceptance, self-knowledge and good reality testing Interpersonal adequacy and the capacity for warm and caring relationships Interpersonal adequacy and the capacity for warm and caring relationships

6. Process versus Trait Best understood as a process Best understood as a process Researchers have been devoted to discovering the protective factors that explain people’s adaptation to adverse conditions Researchers have been devoted to discovering the protective factors that explain people’s adaptation to adverse conditions Thinking of protective factors Thinking of protective factors

7. Profile of the Resilient Child Social Competence Social Competence Problem solving skills Problem solving skills Autonomy Autonomy Sense of Purpose and Future Sense of Purpose and Future

8. Related Factors Personal attributes, including: Personal attributes, including: Outgoing, bright and positive self-concepts Outgoing, bright and positive self-concepts The family The family Having close bonds with at least one family member Having close bonds with at least one family member The community The community Receiving support or counsel from peers Receiving support or counsel from peers

9. Risk Factors Distal Distal ie Social status ie Social status Mediated by proximal variables Mediated by proximal variables Proximal Proximal ie Inadequate nutrition ie Inadequate nutrition

10. Protective Factors Internal Internal Good health Good health Being female Being female Those who work, play, love and expect well Those who work, play, love and expect well External External Within family Within family Within school Within school Within community Within community

12. Protective Factors Family Caring and support High expectations Encouraged participation Other factors: Family size Mother’s age Siblings difference in age School/Community School Caring and Support by teachers Peer support Participation and involvement Community Caring and Support High expectations Opportunities for Participation

13. Factors that Promote Resilience The ability to cope with stress effectively The ability to cope with stress effectively Good problem solving skills Good problem solving skills Seeking help Seeking help Belief in one’s own ability manage feelings and cope Belief in one’s own ability manage feelings and cope Having social support Having social support

14. Factors that Promote Ego- Resiliency Connection with others Connection with others Self-disclosure of trauma to loved ones Self-disclosure of trauma to loved ones Spirituality Spirituality Identifying as a survivor as opposed to a victim Identifying as a survivor as opposed to a victim Helping others Helping others Finding positive meaning in the trauma Finding positive meaning in the trauma

15. Resilience Building American Psychological Association Maintain positive relationships with close family members, friends and others Maintain positive relationships with close family members, friends and others Avoid seeing crises or stressful events as unbearable problems Avoid seeing crises or stressful events as unbearable problems Accept circumstances that cannot be changed Accept circumstances that cannot be changed Develop realistic goals and move towards them Develop realistic goals and move towards them Take decisive actions in adverse situations Take decisive actions in adverse situations

16. Resilience Building To look for opportunities self-discovery after loss To look for opportunities self-discovery after loss To develop self-confidence To develop self-confidence To keep a long-term perspective To keep a long-term perspective To maintain a hopeful outlook To maintain a hopeful outlook To take care of one’s mind and body To take care of one’s mind and body Both mental and physical exercise Both mental and physical exercise

17. Building Resilience in the Classroom Helping children develop: Helping children develop: High expectations of themselves High expectations of themselves Meaning for life Meaning for life Goal setting and personal agency Goal setting and personal agency Inter-personal problem solving skills Inter-personal problem solving skills These work together to prevent the behaviors associated with ‘learned helplessness’ These work together to prevent the behaviors associated with ‘learned helplessness’

18. Classroom (Thomas & Chess) ‘Adaptive distancing’ is the psychological process whereby an individual can stand apart from distressed family in order to accomplish goals ‘Adaptive distancing’ is the psychological process whereby an individual can stand apart from distressed family in order to accomplish goals Moving away from home is a way of practicing ‘adaptive distancing’ Moving away from home is a way of practicing ‘adaptive distancing’ Help students develop sense of belong and involvement Help students develop sense of belong and involvement

19. Role of the Community Three characteristics of the community which play a huge role in fostering resilience (Benard) Three characteristics of the community which play a huge role in fostering resilience (Benard) Availability of social organizations Availability of social organizations Consistent expression of social norms Consistent expression of social norms Opportunities for children and youth to participate Opportunities for children and youth to participate Constant relocation does not foster ego-resiliency Constant relocation does not foster ego-resiliency Children fall through the cracks Children fall through the cracks

20. Role of Family Caring and supportive Caring and supportive Assigned chores Assigned chores Caring for brothers and sisters Caring for brothers and sisters Contribution of part-time work Contribution of part-time work Family routines and celebrations Family routines and celebrations Maintenance of common values regarding money and leisure Maintenance of common values regarding money and leisure Religion Religion

21. Ungar: 7 Aspects 0f Resilience Across Cultures Access to material resources Access to material resources Access to supportive relationships Access to supportive relationships Development of desirable personal identity Development of desirable personal identity Experiences of power and control Experiences of power and control Adherence to cultural traditions Adherence to cultural traditions Experiences of social justice Experiences of social justice Experiences of a sense of cohesion with others Experiences of a sense of cohesion with others

22. Building Competence and Prevention First generation First generation Building singular or core sets of skills Building singular or core sets of skills Second generation Second generation Developmental, ecological, and multi-causal models Developmental, ecological, and multi-causal models Early childhood education programs (ie Head Start) Early childhood education programs (ie Head Start)

23. Building Resiliency in Institutionalized Children Attachment between youth peers and care providers Attachment between youth peers and care providers Reactive/disorganized attachment Reactive/disorganized attachment Stronger connections to peers Stronger connections to peers Care provider’s factors Care provider’s factors Personal trauma Personal trauma Addressing Trauma Addressing Trauma Family Narratives Family Narratives Intergenerational Transmission of Trauma Intergenerational Transmission of Trauma Neurobiological changes Neurobiological changes

24. Bibliography Bibliography Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The Study of Stress and Competence in Children: A Building Block for Developmental Psychopathology. Child Development, 97-111. Masten, A. S., Best, K. M., & Garmenzy, N. (1990). Resilience and Development: Contributions from the Study of Children who Overcome Adversity. Development and Psychopathology, 2(04), 425-444. Matsen, A. S. & Coatsworth, J. D. (1998). The Development of Competence in Favorable and Unfavorable Environments. American Psychologist, 53(2), 205-220. Thomas, A. & Chess, S. (1997). Temperament and Development. Brunner/Mazel. Ungar, M. (2008). Resilience Across Cultures. British Journal of Social Work, 38(2), 218-235