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1
Introduction to Resilience
Ecological framework
Figure 1.1 Three ecological levels at which resilience factors can be located
Throughout these workbooks the practitioner is encouraged to place assessment and intervention practice within an ecological framework (Brofenbrenner 1989). This entails considering what resources might be available to the child at each of three levels (see Figure 1.1):
1.the individual, for example, in dispositional and temperamental attributes
2.close family or substitute family relationships, for example, in secure attachments
3.the wider community, for example, in extrafamilial supports.
All the checklists will address aspects of each of these levels and suggestions for intervention will be provided for different ecological levels.
Resilience
Resilience can be defined as: ‘Normal development under difficult conditions’ (Fonagy et al. 1994).
Due to a wide range of practice and theoretical research, the protective factors that support positive outcomes, despite adversity, are becoming better understood (Rutter 1985; Werner 1990; Werner and Smith 1992). These protective factors that are associated with long-term social and emotional well-being have been located at all levels of the child’s ecological social environment. The existence of protective factors can help explain why one child may cope better with adverse life events than another.
Figure 1.2 Dimension on which individual resilience can be located
The level of individual resilience can be seen as falling on a dimension of resilience and vulnerability (see Figure 1.2).
This dimension is usually used to refer to intrinsic qualities of an individual. Some children are more intrinsically resilient than others because of a whole range of factors that will be detailed later (Werner and Smith 1992). For example, an ‘easy’ temperament is associated with resilience in infancy.
A further dimension for the understanding of individual differences is that of protective and adverse environments; this dimension covers extrinsic factors and is therefore located at the outer ecological levels of family and wider community.
Figure 1.3 Dimension on which factors of resilience around the child can be located
Examples of protective factors are the existence of a close attachment and the presence of a supportive extended family member (see Figure 1.3).
Figure 1.4 Framework for the assessment of resilience factors
When considered together these dimensions provide a framework for the assessment of adverse and positive factors at all ecological levels of a child’s socio-emotional environment (Daniel, Wassell and Gilligan 1999) (see Figure 1.4).
The two dimensions will interact: an increase in protective factors will help to boost a child’s individual resilience. Therefore, the workbook encourages the assessment of potential protective factors at each ecological level, with the aim of building up protective factors and thus boosting resilience.
Resilience is a complex issue and some caution is required. For example, it can be possible for children to appear to be coping well with adversity, whereas in fact they may be internalising their symptoms (Luthar 1991). Apparent coping cannot be taken at face value and careful, wide-ranging assessment is essential.
The assessment of resilience is not straightforward: the vast majority of studies have been carried out retrospectively. However, a number of checklists have been devised that aim to measure levels of resilience. For example, the International Resilience Project uses a simple checklist of 15 items that indicate resilience in a child (Grotberg 1997, p.20):
1.The child has someone who loves him/her totally (unconditionally).
2.The child has an older person outside the home she/he can tell about problems and feelings.
3.The child is praised for doing things on his/her own.
4.The child can count on her/his family being there when needed.
5.The child knows someone he/she wants to be like.
6.The child believes things will turn out all right.
7.The child does endearing things that make people like her/him.
8.The child believes in power greater than seen.
9.The child is willing to try new things.
10.The child likes to achieve in what he/she does.
11.The child feels that what she/he does makes a difference in how things come out.
12.The child likes himself/herself.
13.The child can focus on a task and stay with it.
14.The child has a sense of humour.
15.The child makes plans to do things.
Although many factors can be associated with resilience, there appear to be three fundamental ...
