1. Development of A Resilient Individual KEL 2300 (4+0)
DPM (PJJ) – FACE TO FACE 1
12 SEPTEMBER 2015
INSTRUCTOR:
SITI NOR BINTI YAACOB, PhD.

2. SYNOPSIS OF COURSES
This course focuses on the concept of resilience and elements that contribute towards the development of individual’s resilience.
Cognitive competencies and emotional intelligence as the motivators of individual behavior and challenges to resiliency at each stage of individual’s development will also be discussed.

3. LEARNING OUTCOMES
Explain the concept of resilience and its elements which contribute to the development of individual’s resilience (P2, A2)
Describe the role of cognitive intelligence and emotional stability in stimulating personal behavior (CS, CTPS)
Analyze challenges in every life stages of individual and its impacts towards the formation of resilience (C4, A3, LL)

4. COURSE ASSESSMENT NO. TYPE OF ASSESSMENT % Due 1. Test 1 25 2.
Assignment (2) 35 3.
Final exam 40 4.
TOTAL
100

5. TOPIC1: Understanding of Resiliency
1.1 Definition of resilience
1.2 Characteristics of resilient individual
1.3 Resilience as coping

6. DEFINITION OF RESILIENCE
Quality within people that we call resiliency
Allows individuals to bounce back from setbacks (physical and psychological traumas)
Achieving positive outcomes despite challenging or threatening circumstances (Brooks, 2006; Masten, 2001; Masten et al., 1991), coping successfully with traumatic experiences, and avoiding negative paths linked with risks (Garmezy, Masten, & Tellegen, 1984; Luthar, Cicchetti, & Becker, 2000; Werner, 1992).

7. DEFINITION OF RESILIENCE
Process, capacity or outcome of successful adaptation despite challenges or threatening circumstances
Good outcomes despite high-risk status, sustained competence under threat and recovery from trauma (Masten, Best, & Garmezy, 1990, p.426)

8. CATEGORIES OF RESILIENCE
NATURAL RESILIENCY
LEARNED RESILIENCY
Some people seems to possess resiliency from birth or at least from childhood
There may be nothing in their environment or background that explain
They may come from impoverished backgrounds or suffered neglect or abuse or move from home to another and had to assume family responsibility at a very early age
Resiliency is learned and developed throughout a lifetime, from birth to death
People are capable of becoming more resilient as they experience challenges and setbacks, but this is certainly not an automatic process
How you handle loss, injury, grief, challenge (even positive changes), determines whether or not you will continue to grow more resilient

9. CHARACTERISTICS OF RESILIENT INDIVIDUAL
FIVE resilient attributes of CHILDREN:
Social competence (Bernard, 1993, 1995)
Empathy, caring, flexibility, communication skills, sense of humor
Problem-solving skills
Ability to think abstractly giving children the ability to generate alternative solutions for cognitive and social problem
Planning and resourcefulness in seeking help from others
Critical consciousness
Having and insightful awareness of structures of cruelty (e.g. alcoholic parent) and generating strategies in overcoming them
Autonomy (Bernard, 1993, 1995)
Having a sense of his or her own identity, capability to act independently, and ability to exert some control over the environment
Sense of purpose (Bernard, 1995)
Having goals, educational aspirations, and a belief in a bright future

10. CHARACTERISTICS OF RESILIENT INDIVIDUAL
TEN components of resiliency:
Un-ambivalent commitment to life
Resilient people don’t waste time agonizing over whether or not life is worth living
Resilient people know: it is
Self-confidence
Understand the world around them, set realistic goals to achieve in that world, and develop the skills required for doing so, to give them the strength to strive for their aspirations
See problems and changes as opportunities for growth and learning, rather than threats or burdens to be avoided or shifted to someone else

11. CHARACTERISTICS OF RESILIENT INDIVIDUAL
TEN components of resiliency:
Adaptability
Can modify their habits to work with others, both personally and professionally
Resourcefulness
Know what resources are available for problem solving and where they can turn for support when they must have it
Know where and how to find the help they need – even they don’t need if often
Seek help from family, friends, co-workers, educational and spiritual institutions
Creative and imaginative in the way they use resources to solve problems

12. CHARACTERISTICS OF RESILIENT INDIVIDUAL
TEN components of resiliency:
Willingness to risk
Not always possible to know the outcome of an action or a behavior
Takes intelligent risks grounded in real possibilities and with a good chance for success
Acceptance of personal responsibility
Unwilling to claim victim status
Don’t make excuses when make mistakes
By owning their mistakes, they turn them into positive learning experiences

13. CHARACTERISTICS OF RESILIENT INDIVIDUAL
TEN components of resiliency:
Perspective
Know what is important and what is not
Put energy into serious or core issues and activities
Dismiss/ enjoy the inconsequential ones
Openness to new ideas
Take in new information eagerly and without excessive prejudgment
Free of the rigidity which accompanies a narrow outlook on life
Don’t close their minds to anything that would increase their capacity to learn and adapt

14. CHARACTERISTICS OF RESILIENT INDIVIDUAL
TEN components of resiliency:
Willingness to be proactive
Proactive rather than reactive
Meet challenge with positive action rather than waiting until the only recourse possible is a reaction to actions already taken by others
Action-oriented
Attentiveness
Paying attention to the world around them
When you speak to them they are listening
Don’t shut out other voices

15. RESILIENT AS COPING
Clauss-Ehlers (2004) presents the term “cultural resilience” as describing the degree to which the strengths of one’s culture promote the development of coping.
Cultural resilience in development can pertain to how culture is associated with “good developmental outcomes despite high-risk status, sustained competence under stress, and recovery from trauma” (Werner, 1995, p.81)

16. RESILIENT AS COPING
The sociocultural aspects of support promote adaptive coping which in turn promotes insight earlier on in one’s developmental history
This aspect of the model suggests that culture and cultural values can promote positive coping behavior among youth from diverse backgrounds who face an array of adversities
At the same time, having stressful experience may lead to adaptive or maladaptive coping which then influences whether insight occurs earlier or later in one’s development

17. RESILIENT AS COPING
A basic interpretation of the notion of exposure might favor a banal form of intervention, one that seeks to resource young people (at the individual, family, school or community level) with some judicious exposure to nastiness in order to ‘steel’ them for later adversity
While over protection and shielding of a young person does little to develop resilience, at the other end of the spectrum, too much exposure, too soon, risks overwhelming the young person and compromising a developing resilience

18. RESILIENT AS COPING
Coping skills and resources are built in response to crisis, often within the context of one-on-one treatment.
Dyer and McGuiness (1996) suggest a shifting balance between vulnerability and resilience with the balance in either direction being largely determined by how young people perceive their ability to manage and engage the risk setting

19. RESILIENT AS COPING
Comprehensive interventions that maximize protective factors and decrease stress are important to help children be less vulnerable (Werner, 1995)
Early intervention may promote early insight which is associated with the development of greater resilience
Perhaps early insight is related to resilience not only because it gives youth awareness about their current struggles, but also because these early realizations will help them grapple with, better understand, and be more adaptive to overcome the problems that have yet to present themselves in the future.

20. RESILIENT AS COPING If you are alive, you need resiliency
No life without setbacks, disappointments, failures
Most of us want to lead vital, productive lives – want to face challenges with the hope that we can do more than survive them – yes, we want to bounce back
If you want to achieve your personal goal, cope with personal and professional transitions, grow with your spouse, friends and family, love and be loved, and comeback from setbacks – you need resiliency

21. DIFFERENT LEVELS OF RESOURCES
Individual-level resources
Protective mechanism
Constitutional resilience
Positive temperament
Robust neurobiology
Sociability
Responsiveness to others
Pro-social attitudes
Attachment to others
Intelligence
Academic achievement
Planning and decision making
Communication skills
Developed language
Advanced reading
Personal attributes
Tolerance for negative effect
Self-efficacy
Self-esteem
Foundational sense of self
Internal locus of control
Sense of humour
Hopefulness
Strategies to deal with stress
Enduring set of values
Balanced perspective on experience
Malleable and flexible
Fortitude, conviction, tenacity, and resolve

22. DIFF LEVELS OF RESOURCES
Family-level resources
Protective mechanism
Supportive families
Parental warmth, encouragement, assistance
Cohesion and care within the family
Close relationship with a caring adult
Belief in the child
Non-blaming
Marital support
Talent or hobby valued by others
Social environment-level resources
Protective mechanism
Socio-economic status
Material resourced
School experiences
Supportive peers
Positive teacher influences
Success (academic or not)
Supportive communities
Believes the individual’s stress
Non-punitive
Provisions and resources to assist
Belief in the values of a society

23. INSTRUMENTS FOR MEASURING RESILIENCE
Measurements
Instruments
Children
Devereux Early Childhood Assessment (DECA; Naglieri & LeBuffle, 2005)
-An examination of the child from positive and concern standpoints
-An understanding of how protective factors impact the aged 2 through 5 child’s behavior
-Date for intervention planning
Adolescents
Resilience Scale (RS; Wagnild & Young, 1993)
-A personal competence
-Acceptance of self and life
Family functioning
McMaster Family Assessment Device (Fredman & Sherman, 1987)
-Problem solving, communication, roles, affective responsivenss, affective involvement, behavior control, general functioning
Family Environment Scale (Tedeschi & Kilmer, 2005)
-perceptions across relationship, personal growth, system maintenance

24. INSTRUMENTS FOR MEASURING RESILIENCE
The Hardiness Scale (Kobasa, Maddi, & Kahn, 1982)
Dispositional Resilience Scale (DRS; Bartone, Ursano, Wright, & Ingraham, 1989)
Connor-Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003)