European Tribune

Protective Factors Enhancing Resilience in Children (2)

by whataboutbob
Fri Jun 29th, 2007 at 05:49:10 AM EST

To further follow up on the conversation that we started the other day (here), below is the little online article that I had published on the "International Platform for Sports and Development". The article is focused on the use of sport and play programs for kids who have been through disasters or wars (ie, catastrophic events), and so trauma focused. But I would add that these concepts are relevant to the experience of other types of adversity, and that arts and education are also crucial activities (and structures) that can help promote health in children, so I would keep this in mind as you read this:

In recent years new questions in Sport & Development have emerged: can psychosocial sport and play programs help youth learn to manage adversity, or in overcoming severe stress or trauma? And if yes, how might this happen? These questions have been especially important for humanitarian and development workers who wish to respond to the trauma experienced by victims of disasters, conflicts and/or in ongoing societal emergencies. Although the idea of using sport was increasingly discussed over the last few years, only now are empirical psychosocial field research projects actually being initiated to assess the effects of sports and play in helping youth overcome trauma. A key concept in much of this new research involves the idea of resilience - an internal process in which an individual is seen to adapt positively to particularly adverse circumstances. At the moment, it is applying resilience-supporting and enhancing practices in psychosocial sport and play programs that are thought to actively support the emotional and mental health of youth.

(more below)

From the diaries - afew


The article continues:

Based on the findings of various research endeavours, four key protective factors which serve to support and promote resilience in all youth have been discerned. These are:
  1. the presence of healthy, supportive relationships between adults and youth;
  2. healthy peer to peer relationships;
  3. the ability of youth to develop and utilize internal and external problem-solving strategies, in order to affectively mediate adversity (including developing cognitive skills and understandings in order to better deal with stressful and uncertain situations); and
  4. healthy involvement with and commitment to a broader community, which includes the encouragement to contribute to the common good of that community.

The existence of these over-arching protective factors are believed to help shield youth from such risk factors as trauma or severe stress experienced in catastrophes, as well as to help them "bounce back" after such experiences. The additional promise of the resilience perspective is that instead of a focus on negative symptoms and behaviours that are what define "mental illness" (which in many cultures carries great stigma, along with social resistance to dealing with it), a resilience focus offers an alternative emphasis on the strengths that support and promote a child's emotional and mental health. The importance of this alternative strengths-focused perspective is that it can potentially help make mental health services more socially acceptable, and accessible in socio-cultural contexts that may otherwise consider trauma, stress or other mental health problems as taboo.

To be clear about terminology, the American Psychiatric Association (1996) defines trauma as the exposure of a person to a life-threatening event (including witnessing another have such an experience, or even to learn of someone close having such an experience), along with concurrent intense feelings of terror or horror. It should be understood, however, that experiencing a traumatic event does not mean that the person is permanently traumatized. It is widely accepted in the psycho-traumatology field that 90-95% of people who have traumatic experiences can eventually return to pre-event levels of mental health. This process of natural healing is understood to be the result of an individual's resilience, and as described above, this resilience process can be encouraged.

At present, a great majority of these new resilience-based psychosocial research projects are being implemented in school settings, as consistent access to children can be arranged, structured interventions applied, and pre- and post-testing of children can occur more easily. But as there are numerous other psychosocial field programs existing in countries around the world that offer services to children outside of school settings (one of the most popular being sport and play programs), it is also very important to investigate the practices of organizations that may effectively enhance the resilience of children outside of school. In general, more research on resilience-based practices is needed and encouraged, and it is hoped that research in the area of psychosocial sport and play programs will help to identify best practices that support and enhance children's resilience processes.

So this is some basic background on the subject of resilience, and the context I have been studying it in so far. I am now moving more into the areas of working with "non-traumatic" adversity, and in looking more at the relationship of resilience and adult development. Anyway, I hope this gives a bit more general background on the basic concepts of protective factors that enhance the development of resilience. In another article, I will explore in more depth the specific cognitive and behavioral qualities attributed to a person with resilience.

And please feel free to comment, question or challenge this, as it will help me come to a clearer understanding too.

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Bob, thanks for writing this. I had wanted to give some feedback when you posted the link, but had no time.

What I'm mainly wondering about is how you would specify (operationalise) healthy, supportive relationships between adults and youth and healthy peer to peer relationships. How do you detect their presence or their absence?

by nanne (zwaerdenmaecker@gmail.com) on Thu Jun 28th, 2007 at 08:57:05 AM EST
An excellent question...and a challenge for the social sciences. How do you operationalize healthy relationships? It would have to either be a lack of idenfified unhealthy behaviors, or presence of identified healthy behaviors. How these are measured, is a question...but it can be done, by utilizing chosen tests to assess coach or teacher behaviors, or attitudes, or self-observations. Depends on what we think are the attitudes or behaviors that we would want to measure.

One of the challenges in the humanitarian sports field, is that they are finding that certain coaches are more effective because they have something extra special...an ability to reach kids emotionally...beyond the ability to teach sport techniques. But when organizations are trying to replicate teaching methods, in order to expand their programs, this is a challenge they meet. I think that is true for teachers too...what makes a good teacher?

What do you think? What would you want to measure in an adult or peer?


Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!

by whataboutbob on Thu Jun 28th, 2007 at 09:22:23 AM EST
[ Parent ]
a challenge for the social sciences. How do you operationalize healthy relationships?

Huh? You wrote

Based on the findings of various research endeavours, four key protective factors which serve to support and promote resilience in all youth have been discerned. These are:
  1. the presence of healthy, supportive relationships between adults and youth;
  2. healthy peer to peer relationships;
  3. the ability of youth to develop and utilize internal and external problem-solving strategies, in order to affectively mediate adversity (including developing cognitive skills and understandings in order to better deal with stressful and uncertain situations); and
  4. healthy involvement with and commitment to a broader community, which includes the encouragement to contribute to the common good of that community.
The existence of these over-arching protective factors are believed to help shield youth from such risk factors as trauma or severe stress experienced in catastrophes, as well as to help them "bounce back" after such experiences.
Is that research you mention just handwaving? When social scientists (and especially psychologists) talk about "factors" it is likely to be a technical term meaning a factor analysis has been performed. Or, at least, to avoid ambiguity the word "factor" should not be used for its nontechnical meaning.
Applications of factor analysis in psychology

Factor analysis is used to identify "factors" that explain a variety of results on different tests. For example, intelligence research found that people who get a high score on a test of verbal ability are also good on other tests that require verbal abilities. Researchers explained this by using factor analysis to isolate one factor, often called crystallized intelligence or verbal intelligence, that represents the degree in which someone is able to solve problems involving verbal skills.

Factor analysis in psychology is most often associated with intelligence research. However, it also has been used to find factors in a broad range of domains such as personality, attitudes, beliefs, etc. It is linked to psychometrics, as it can assess the validity of an instrument by finding if the instrument indeed measures the postulated factors.

By the way, The Mismeasure of Man by Stephen Jay Gould contains a lengthy and strong critique of factor analysis as a useful tool in anthropometrics. Factor analysis is similar but not to be confused with Principal Components Analysis, which is simply a data reduction technique. Factor analysis doesn't have the ambiguities that PCA has, but on the other hand factor analysis attaches too much meaning to the factors, which PCA doesn't do.

Can the last politician to go out the revolving door please turn the lights off?
by Migeru (migeru at eurotrib dot com) on Thu Jun 28th, 2007 at 09:38:16 AM EST
[ Parent ]
I have to acknowledge here, I have only been involved in research for two years...I am primarily a clinician by training and practice. So I am just touching my toe in this water, and trying to produce some research that some jurnal feels is worthy of publication (which hasn't happened yet). Its late in the game for me...but an interesting challenge.

Anyway...There has been years of research...even beyond this more recent resilience research...on identifying protective factors in healthy child development. Yes, there have been many psychological instruments used, so assume factor analyses were done (though to be honest, I was not thinking of factor analysis when I used the term...though maybe I should). If you are interested, and can give you some good references on resilience research that I think are key.

But...even as long as psychology has been around...there still a dearth of validated psychological tests that have been validated to assess resilience in children, or to test trauma in children, or to test resilience and/or trauma in children in other cultures (which has been surprising for me to learn). It goes on, for example, there is hardly any research at all on the effects of disasters on women. Etc.

Social psychological research about the effects of disasters, about the efects of disasters on people in the developing world (etc) is really quite new. Most research is from the West. And a lot that is assumed, has not been "proved"...but then, as I assume you know, it is quite difficult to say with any assuredness that "X causes Y human behavior". Mostly we can point to significant relationships..."we see that x behavior is related to y behavior"...which goes back to the factor analysis point you made.

Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!

by whataboutbob on Thu Jun 28th, 2007 at 10:38:40 AM EST
[ Parent ]
Anyway...There has been years of research...even beyond this more recent resilience research...on identifying protective factors in healthy child development. Yes, there have been many psychological instruments used, so assume factor analyses were done (though to be honest, I was not thinking of factor analysis when I used the term...though maybe I should). If you are interested, and can give you some good references on resilience research that I think are key.

So can you or can't you not "operationalise" healthy relationships?

Can the last politician to go out the revolving door please turn the lights off?

by Migeru (migeru at eurotrib dot com) on Thu Jun 28th, 2007 at 10:51:35 AM EST
[ Parent ]
It depends more specifically upon what you are studying, how you define it and what validated tools you use to measure it.

But, yes, healthy relationships can be operationalized.

Its just challenging when a researcher is trying to do this "in the field", as opposed to in a more controlled clinic or university setting. There's a lot of variables that can come into play.

Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!

by whataboutbob on Thu Jun 28th, 2007 at 11:02:41 AM EST
[ Parent ]
I'm less of a purist in this matter (the isolation of terms to avoid circularity/self-reference in analysis) than I suspect Migeru of being. I think that in psychology you also go about with a certain measure of feeling or common understanding of what is 'healthy'. You should however strive for a more precise understanding of the terms through a kind of "reflective equilibrium" model (as set out by Rawls in moral philosophy).

What I wondered about was how you avoid bias. Like, when you're faced with a kid who doesn't 'bounce back', do you go looking for elements that might not be healthy, whereas with a kid that does, if you're not confronted with it, you would just assume that all is well? Do you exaggerate elements you might have let pass in a kid that does make it pass. I mean, there are all kinds of shots to call. Like, is all physical correction abuse, or do you define it as neutral when it is not frequent and stays within strict boundaries? When does harmless or even supportive teasing among kids become bullying?

What I'd say is that you do indeed need a set of identified behaviours, both positive and negative, and you need to define them in a way that allows for the greatest consistency in measurement. Then, you start shaving.

What these are, I don't really know. I do policy and law, not psychology ;-) Just wondering out loud how you guys deal with these problems.

by nanne (zwaerdenmaecker@gmail.com) on Thu Jun 28th, 2007 at 10:26:44 AM EST
[ Parent ]
Bias in research is a huge concern. And so is ethics. Which makes doing research with children very challenging.

How is truly objective data gathered? The researcher often has a hypothesis of what they want to learn - is that somehow being communicated to the subject of their study? And does this person figure out what the questions are about, and respond to this positively or negatively, based on their own bias? Are we getting the real information, or information based on what someone wants or doesn't want? Plus, it has been noted that kids are often more aware of their internal experience, but less aware of their behavior. Whereas adults are ware of a kids behaviors, but less aware of their internal experience. How do you reconcile that?

On top of all that, there are ethical challenges for anyone who wants to learn about how well a kid is doing. What does a researcher do if they find a kid has (or is) being mistreated, or living in an unsafe situation, etc. That's "easier" in the West, where there are child protection laws, but there are many countries where are no child protection laws or services (and I say "easier" in quotes, because it is not easy to have to call child protection authorities on a family...). One has to be very thorough and very careful before starting research, and very protective of anyone they are studying.

Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!

by whataboutbob on Thu Jun 28th, 2007 at 10:56:56 AM EST
[ Parent ]
That makes me wonder how a western researcher can look at trauma in say, African communities where to us the experiences are horrific and abnormal but to them the experiences are no less horrific but more normal or more common.  

Also cultural differences between researchers and African communities would skew interpretation of research findings unless a very comprehensive understanding of that particular community or culture was present through the design of the research.

And now my brain runs off to wonder if the local presence of many people who have experienced a similar trauma, in itself builds resilience?

Thanks for this diary Bob, I'm looking forward to the next one too.

Ad astra per aspera

by In Wales (inwales aaat eurotrib.com) on Thu Jun 28th, 2007 at 12:19:54 PM EST
[ Parent ]
Paging kcurie...

Can the last politician to go out the revolving door please turn the lights off?
by Migeru (migeru at eurotrib dot com) on Thu Jun 28th, 2007 at 12:29:30 PM EST
[ Parent ]
LOL!

Ad astra per aspera
by In Wales (inwales aaat eurotrib.com) on Thu Jun 28th, 2007 at 12:31:06 PM EST
[ Parent ]
Unfortuantely I did not attend this meeting :

http://cfp.english.upenn.edu/archive/Theory/0703.html


Despite Cathy Caruth's claim in her landmark collection "Trauma: Explorations in Memory" that "trauma itself may provide the very link  between cultures," trauma has been infrequently explored from cross-cultural and non-Western perspectives. This panel seeks to examine the relationship between trauma and culture, to explore and possibly  critique the Eurocentric perspective of trauma studies, and to investigate the manner in which trauma reinvigorates psychoanalysis with the work of cultural critique.

Paper topics might consider the following questions:

How does culture theorize trauma? Do differentcultures and histories require different theories? What are the ethical problems involved in using European-originated theories for non-European or postcolonial traumatic histories? What are the ethics of cross-cultural comparisons  of trauma?

neither I read the book.. so I do not have the foggiest idea about cross-cultural trauma... no frigging clue. But the danger of imposing ethnocentrics vision of traumas or looking for traumas in places where tehere is none always exist....

But no idea....

A pleasure

I therefore claim to show, not how men think in myths, but how myths operate in men's minds without their being aware of the fact. Levi-Strauss, Claude

by kcurie on Fri Jun 29th, 2007 at 08:01:41 AM EST
[ Parent ]
Hey kcurie! Thanks for this. The article you point out, is a big discussion point right now...and though I am intrigued to learn more about trauma, the cross-cultural issues involved made me feel it is worthy to focus more on resilience...

Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!
by whataboutbob on Fri Jun 29th, 2007 at 09:24:24 AM EST
[ Parent ]
Why African communities?  

"This is nothing compared to how Putin rigged Eurovision."
by poemless on Thu Jun 28th, 2007 at 01:13:18 PM EST
[ Parent ]
Because whataboutbob has a project in Tanzania.

Can the last politician to go out the revolving door please turn the lights off?
by Migeru (migeru at eurotrib dot com) on Thu Jun 28th, 2007 at 01:15:47 PM EST
[ Parent ]
I was just trying to take an example of a culture/area that is significantly different to UK/US to draw the comparison from. It could have been Iraq, or anywhere you choose to name.

Ad astra per aspera
by In Wales (inwales aaat eurotrib.com) on Thu Jun 28th, 2007 at 01:43:27 PM EST
[ Parent ]
I was thinking of civil war and famine/poverty in particular.

Ad astra per aspera
by In Wales (inwales aaat eurotrib.com) on Thu Jun 28th, 2007 at 01:45:44 PM EST
[ Parent ]
I don't think horror is common or normal anywhere, but there are many questions about how trauma is experienced in different cultures. So that is a very real issue. Most (if not all) tests were created based on Western/Northern cultures...are they valid for others? What ways yes and what ways no?

Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!
by whataboutbob on Thu Jun 28th, 2007 at 01:21:53 PM EST
[ Parent ]
To take it a bit further (and to answer your question...more), lets take "hope", which is considered a cognitive component of resilience. So you create a study where you use the "Children's Hope Scale", for (a simple) example, before they start an arts program that is aimed to encourage hope through teaching techniques, and then the test is given after they have finished this program, and then perhaps sometime after as a follow-up. Does the child express more feelings of hope after this? Is there an significant increase, decrease, or does it stay the same?

Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!
by whataboutbob on Thu Jun 28th, 2007 at 11:13:29 AM EST
[ Parent ]
The interpretation of what is healthy/unhealthy or normal/abnormal is largely dependent on the culture and community and resulting norms for that person (researcher or the subject).

I don't know anything about psychology but in social constructionist terms, we pick apart the natural vs the social and the various factors (in a non-technical sense) that contribute to both.

What is common sense knowledge and where does it come from?  Why does common sense dictate that a person who goes through a trauma will end up a certain way and is it true? Do natural factors such as personality and intelligence dictate the outcome or do social factors provide the largest influence? What about expectations on individuals within a particular society and the role that they are expected to play in a community?  How about the way that communities respond to trauma that has occurred for individuals. Where do the norms of a particular community at any particular point in time, come from?

It is so complex to try to unpick all the different influences, especially depending on whose norms are being applied in order to gauge what is healthy or unhealthy.

Ad astra per aspera

by In Wales (inwales aaat eurotrib.com) on Thu Jun 28th, 2007 at 12:30:46 PM EST
[ Parent ]
Between the social factors that tend to appear more or less arbitrarily in social constructionism (in my perception of sc) and more innate factors of behaviour (though I would not say intelligence is all that innate, see the S.J. Gould book Migeru quoted on that one) there is a large field of elements that develop largely along the same lines in most human communities, and in some cases, among all social animals with some measure of intelligence (a sense of fairness, for instance).

The supportive or non-supportive functioning of a community might be largely the same across all cultures, and some behaviours might have similar psychological effects regardless of whether or not they are considered "healthy", which is why you need to objectify (or intersubjectify) the measurement.

To put this in a charged way: a kid in a culture in which beating is considered de rigeur - as it was in our cultures not too long ago - may still flinch when you raise your hand.

by nanne (zwaerdenmaecker@gmail.com) on Thu Jun 28th, 2007 at 02:12:46 PM EST
[ Parent ]
I'd like to add something which I've not seen addressed here.  It might seem glaringly obvious.  But I don't think the importance can be overestimated.

I cannot speak for child peer to peer relationships.  But "healthy" relationships between adult and child and the support of community are necessary not simply for the psychological comforts and emotional tools they provide, but for the fact that children are dependent upon others for their basic welfare: nourishment, safety, education.  Children who survive trauma often cannot rely either on their families or communities for these things, depending on the source of the trauma.  It is one thing to speak of confidence, being strong, having emotional companionship and encouragement.  But without the guarantee that you will be fed, be safe, be given the information and resources you need to live in the world, all of which require the time, money, and commitment from other humans, invested in the future of these children, resilience is compromised.  So the role of community and healthy relationships in resilience, I think, must be rooted in their ability to provide -unconditionally, for a child- these practical resources.  

I think to the state of mental health care in America.  There is no shortage of support groups, therapies, etc.  Most of the people I have met in the mental health system have suffered some kind of trauma as a child, be it severe poverty, sexual and physical abuse, abandonment ...  which throws them into a cycle of disenfranchisement because those supports that were supposed to be there from the outset were not : being moved from home to home, having no one to advocate for their education or health care, living in fear of adults, a family, violence, being used to meet the needs of others (sex, drugs, whatever) and not having their needs met.  Then once they reach adulthood, all of the strength and self-worth and kind platitudes in the world can't save them if they cannot hold a job or manage finances, form healthy relationships, if they have no access to good health care, if no one has made any long term investment in them and their success.  And that investment is more than emotional support.  It has to be financial.  It has to involve long term education.  It has to extend beyond the age of 18.  And I believe therein lies the key to resilience.  It's no 100% guarantee.  But without these things, it's an almost 100% guarantee that their ability to be resilient will be compromised.  

I really believe this.  I really think that yes, most people are capable from recovering from anything that doesn't kill them.  But it's not a matter of willpower and confidence and warm fuzzy relationships, though those are important.  I think educational, health & financial resources have to be there for psychological recovery to occur.  For one, I think these are basic necessities for emotional strength anyway.  Also, they keep a person in a community, rather than on the fringes enfranchising them.  And this enfranchisement  provides opportunity to learn basic life skills and acquire resources (human, financial, informational) -which will make any kind of relapse less dangerous- that you can't get if you are feeling really strong and valuable but living on the street, doing drugs, or just hustling your way through life because some childhood trauma put a roadblock between you and where you were going.

Also, "90-95% of people who have traumatic experiences can eventually return to pre-event levels of mental health."  I'm not sure what that means.  Esp. if we are talking about childhood trauma.  You go back to the mental health of an adolescent?  Anyway, I think humans are constantly evolving, adapting, changing.  I don't think you can "go back" to who you were before x, y or z happened.  That doesn't mean you can't be fabulous though.

"This is nothing compared to how Putin rigged Eurovision."

by poemless on Thu Jun 28th, 2007 at 02:05:39 PM EST
poemless, please put up several empty comments so I can give you a bunch of 4s for this one.

When locusts move on, they leave nothing behind
by afew (afew(a in a circle)eurotrib_dot_com) on Fri Jun 29th, 2007 at 04:14:04 AM EST
[ Parent ]


"This is nothing compared to how Putin rigged Eurovision."
by poemless on Fri Jun 29th, 2007 at 10:48:47 AM EST
[ Parent ]


"This is nothing compared to how Putin rigged Eurovision."
by poemless on Fri Jun 29th, 2007 at 10:48:56 AM EST
[ Parent ]


"This is nothing compared to how Putin rigged Eurovision."
by poemless on Fri Jun 29th, 2007 at 10:49:03 AM EST
[ Parent ]
Yes, excellent comment.

The point you are making is absolutely true. If there is complete chaos somewhere, like for example after an earthquake or tsunami, the primary survival "stuff" has to be in place first. Food, clothing, shelter, medicine/medical care, safety from any after events, being re-unified with family, and so forth. And one of the UN definitions of a disaster is that the event is so disruptive that the effected community (or region, as it often is), requires assistance from outside.

The quote you questioned:

"90-95% of people who have traumatic experiences can eventually return to pre-event levels of mental health."

comes from disaster and trauma studies of Westerners, with the findings being that 90% to 95% of survivers studied returned to pre-event levels of health without any treatment...over time. No "treatment" is needed for most people. But, programs can speed up the process because they can provide important normalizing structure, plus can be valuable in not only helping to assess emotional status of those involved, but in fact assess the status of any other basic survival needs.

So, yes, the discussion does assume that the basic survival needs are being met...but good that you point this out. And...that all said...unfortunately, the emotional and mental effects of adversity are often neglected, because those aren't so tangible. But no less important.

Half the population is under the age of 18. Tanzania's future is NOW...join the 50% campaign!

by whataboutbob on Fri Jun 29th, 2007 at 06:23:38 AM EST
[ Parent ]
I suggest watching the segment of La Espalda del Mundo about the peruvian children to see how children cope when they don't have adult support.

Can the last politician to go out the revolving door please turn the lights off?
by Migeru (migeru at eurotrib dot com) on Fri Jun 29th, 2007 at 06:30:58 AM EST
[ Parent ]
Or, rather, how children cope who do cope.

Can the last politician to go out the revolving door please turn the lights off?
by Migeru (migeru at eurotrib dot com) on Fri Jun 29th, 2007 at 07:07:54 AM EST
[ Parent ]


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