1. The Resilience Scale
Using Metaphor to Communicate a Developmental Perspective on Resilience

2. FRAMEWORKS Nathaniel Kendall-Taylor May 2012

3. The best thing since

4. Simplifying Models
Simplifying models are powerful tools in widening public understanding of science issues Stories of bootstrapped success are so popular in American culture, people thinking such outcomes occur frequently, but the reality is different. Primed with the simplifying model, participants focused overwhelmingly on materialist (resources, relationships, contexts) rather than mentalist (drive, willpower) factors. Can go outside of the “family bubble” model and recognize role of outside/community influences in shaping outcomes

5. Core Story: Brain Architecture, Toxic Stress, Effectiveness factors
Toxic Stress can cause the fulcrum to slide and make the scale more likely to be tipped by negative weight. Establishing solid brain architecture builds a fulcrum; this fulcrum is able to bear some negative load. Effectiveness Factors could be things that you put on the protective side of the scale to counterbalance negative weight either before negative weight is introduced (prevention approach) or after it has already been introduced (remedial approach).

6. A Simplifying Model for Resilience
Communicate the role of gene-environment interaction in shaping individual difference and developmental outcomes. Establish that resilience is and outcome rather than a substance or trait. See positive outcomes as exceptional and facilitated by contextual factors. Inoculate against the notion that resilient outcomes are the exclusive result of innate willpower. Resilience has limits – it is not synonymous with invincible. Allow people to see that resilient outcomes can be cultivated.

7. The Resilience Scale
The child’s development is the scale The tipping of the scale represents the outcomes of development. Positive/protective factors get placed on one side of the scale, while negative/risk factors are stacked on the other. Protective and risk factors come in different weights. The fulcrum represents an individual’s genetic constitution. The fulcrum determines the operation of the scale, which shapes its sensitivity to positive and negative weight.

8. The resilience scale
Experiences over time can cause the fulcrum to move, within certain parameters, in either direction; thus changing the scale’s sensitivity to weight and predisposition to tip in one director or the other. There are times during which it is easier to move the fulcrum in either direction. Weight can be added or taken off either side to shape outcomes.

9. Research on effectiveness
When primed with the Resilience Scale, participants described a dramatically expanded set of factors, such as community resources, non-parental relationships, violence, educational quality and availability of quality childcare. People more likely to understand Individuals have different genetic “starting points” Contextual factors are mediated by biology Genetic factors can be influenced by experience over time Learned skill is part of the fulcrum

10. Kudos to Buncombe, NC

11. Using 2 “sticky” metaphors developed by Frameworks Institute to explain resilience
Resiliency Scale
Positive and Negative stacking factors
Tipping toward resiliency
Resource Grid
Understanding that resiliency is nested within systems of support
Filling in the gaps of a resource grid

12. Example of and exercise using these metaphors in the community
Exercise instructions:
Have individuals name their positive and negative stacking factors –write them down on sticky notes (use different size notes to connote impact)
If they know their ACE score you can use that in explaining the “fulcrum”and how it will make it either easier or harder (depending on their score) to tip toward resiliency
Have them look over their factors and see whether they are tipping toward resiliency or trauma – have them draw the scale to reflect this and add the factors on both sides
Then introduce the concept of the grid and ask them to draw their grid adding those resources that they have. Have them group resources in ways that are meaningful to them.
Examine where there are “gaps” and figure out what they might do to fill in the gaps. This can bump up against, “safe-to-fail” experiments that they might want to try as well.

14. Tipping toward resiliency by offloading negative factors and stacking positive factors.

15. Building out our resource grid

16. Resource Grid:
Identifying gaps and filling them in

17. Possible Elements of Resource Grid