A Strength-Based Approach To A Strength-Based Approach To Assessing and Building Assessing and Building

Resiliency in High Risk Youth Resiliency in High Risk Youth

Presenter:Presenter:Wayne Hammond, Ph.D.Wayne Hammond, Ph.D.

Resiliency CanadaResiliency Canada

November 21, 2006November 21, 2006

“ “ If we think we are fragile and If we think we are fragile and broken, we will live a fragile, broken, we will live a fragile, broken life. If we believe we broken life. If we believe we are strong and wise, we will live are strong and wise, we will live with enthusiasm and courage. with enthusiasm and courage. The way we name ourselves The way we name ourselves colors the way we live. Who we colors the way we live. Who we are is in our own eyes. We are is in our own eyes. We must be careful how we name must be careful how we name ourselvesourselves.” .”

Wayne MullerWayne Muller

From Deficit to From Deficit to ResiliencyResiliency

The Deficit/Risk ModelThe Deficit/Risk Model

• Historically, the social and behavioural Historically, the social and behavioural sciences have followed a problem-focused sciences have followed a problem-focused approach to studying human and social approach to studying human and social development.development.

• As a result, the helping community has As a result, the helping community has been preoccupied with the deficit or at-risk been preoccupied with the deficit or at-risk paradigm for understanding and serving paradigm for understanding and serving children in trouble and their families.children in trouble and their families.

Deficit ThinkingDeficit ThinkingSpecialtySpecialty DiagnosisDiagnosis ReactionReaction

EducationEducation DisruptiveDisruptive Reprimand, suspend, Reprimand, suspend, expelexpel

Social WorkSocial Work DysfunctionalDysfunctional Intake, manage, dischargeIntake, manage, discharge

CorrectionsCorrections DelinquentDelinquent Adjudicate, punish, Adjudicate, punish, incarcerateincarcerate

BehaviourismBehaviourism DisorderedDisordered Assess, conditioning, time out Assess, conditioning, time out

MedicineMedicine DiseasedDiseased Diagnose, drug, Diagnose, drug, hospitalizehospitalize

PsychopathologyPsychopathology DisturbedDisturbed Test, treat, restrainTest, treat, restrain

““A deficit model assumes certain A deficit model assumes certain knowable norms for youth/family knowable norms for youth/family

behaviour and interaction. behaviour and interaction. Whatever deviates from these Whatever deviates from these

norms is assumed to be defective. norms is assumed to be defective. Interventions then focus on Interventions then focus on

fixing that which is in need of fixing that which is in need of repair, inadvertently reinforcing repair, inadvertently reinforcing

a focus on dysfunction.”a focus on dysfunction.”

(Madsen, 1999, p. 22-23)(Madsen, 1999, p. 22-23)

Labels given to High-Risk Labels given to High-Risk Youth:Youth:

CommunitCommunityy• LoserLoser• UngratefulUngrateful• BratBrat• DangerousDangerous• VictimVictim• Drop-OutDrop-Out• DelinquentDelinquent• ThiefThief

ProfessionalsProfessionals• Conduct Conduct

DisorderedDisordered• Reactive Reactive

DisorderDisorder• A.D.H.D.A.D.H.D.• DepressedDepressed• SuicidalSuicidal• BorderlineBorderline• AntisocialAntisocial• Emotionally Emotionally

DisturbedDisturbed• ResistantResistant• Lacking Impulse Lacking Impulse

ControlControl

YouthYouth• LeaderLeader• ToughTough• Gang Gang

membermember• ReliableReliable• FaithfulFaithful• CommittedCommitted• SexySexy• SurvivorSurvivor• StudStud• Street Street

SmartSmart• HelperHelper• FighterFighter

Problem Solving Mind Problem Solving Mind SetSet

We often find it difficult to see the We often find it difficult to see the positive side of a situationpositive side of a situation

It is easier to focus on the “can’ts’ as It is easier to focus on the “can’ts’ as opposed to the “cans”.opposed to the “cans”.

Problem solvers look for patterns, such Problem solvers look for patterns, such as broken homes, dysfunctional as broken homes, dysfunctional neighborhoods, and poverty, to explain neighborhoods, and poverty, to explain difficultiesdifficulties

We assume that youth experiencing We assume that youth experiencing similar patterns will also exhibit similar similar patterns will also exhibit similar difficultiesdifficulties

As a result, problem solvers may see As a result, problem solvers may see problems even where they may not existproblems even where they may not exist

Challenges of Deficit/At-Risk Challenges of Deficit/At-Risk ModelModel

• Tends to label youthTends to label youth• Focused on reducing risk Focused on reducing risk • Labels limit options and exploring of innate Labels limit options and exploring of innate

resourcesresources• Ignores potential resulting from adversityIgnores potential resulting from adversity• Leads to prescribed programmingLeads to prescribed programming• May or may not include a focus on May or may not include a focus on

relationship building and earning of trust by relationship building and earning of trust by care providercare provider

• Intervention tends to be linear – not Intervention tends to be linear – not ecologicalecological

• Does not clearly show cause versus effectDoes not clearly show cause versus effect• No common philosophy of service provisionNo common philosophy of service provision

“ “ Assumptions can be like blinkers Assumptions can be like blinkers on a horse – they keep us from on a horse – they keep us from straying from the road, but they straying from the road, but they block our view of other routes block our view of other routes and possibilities along the and possibilities along the roadsideroadside””

Armand EisenArmand Eisen

Given their current level Given their current level and response to stress and response to stress

(change), youth always use (change), youth always use their best problem-solving their best problem-solving

strategies to get their strategies to get their needs met, even if these needs met, even if these

strategies are strategies are dysfunctional.dysfunctional.

Doing What It takes to Doing What It takes to SurviveSurvive

Pain-Based Behaviour Pain-Based Behaviour (Bendtro)(Bendtro)

Pain is a very powerful motivator that Pain is a very powerful motivator that permeates emotions, thinking, and behaviour:permeates emotions, thinking, and behaviour:

Painful emotionsPainful emotions – – include inner states such as fear, include inner states such as fear, anger, sadness, disgust, hopelessness, helplessness, anger, sadness, disgust, hopelessness, helplessness, guilt, hatred, and shame.guilt, hatred, and shame.

Painful thinkingPainful thinking – – may include distressing thought may include distressing thought processes such as worry, anxiety, distrust, processes such as worry, anxiety, distrust, pessimism, blame, vengefulness, denial, and pessimism, blame, vengefulness, denial, and unconstructive rationalizationunconstructive rationalization

Pain-based behaviourPain-based behaviour puts painful emotions and puts painful emotions and thinking into action as an attempt to escape from thinking into action as an attempt to escape from pain pain

For kids in pain, life is a daily struggle to handle For kids in pain, life is a daily struggle to handle distress and disruption, and they often use distress and disruption, and they often use counterproductive coping strategies.counterproductive coping strategies.

All behaviours serve some purpose:All behaviours serve some purpose:

1.1. Sam prevents the pain of rejection by keeping people at Sam prevents the pain of rejection by keeping people at a distancea distance

2.2. Joe avoids the pain of failure by giving up efforts to Joe avoids the pain of failure by giving up efforts to succeedsucceed

3.3. Maria fights the pain of powerlessness by defiant Maria fights the pain of powerlessness by defiant rebellionrebellion

4.4. Ron overrides the pain of conscience by calloused Ron overrides the pain of conscience by calloused thinkingthinking

5.5. Ruth medicates her loneliness with alcohol and drugsRuth medicates her loneliness with alcohol and drugs

Understanding the Triune Understanding the Triune BrainBrain

All of us have a triune brain specializing in All of us have a triune brain specializing in three different tasks:three different tasks:

1) The Survival Brain1) The Survival Brain is the most is the most primitive part of the brain and connects primitive part of the brain and connects directly to the spinal cord and operates directly to the spinal cord and operates biological functions of internal organs like biological functions of internal organs like the lungs and heart. The survival brain the lungs and heart. The survival brain also executes flight-or-fight reactionsalso executes flight-or-fight reactions

2) The Emotional Brain2) The Emotional Brain, , wraps around wraps around the survival brain and generates positive the survival brain and generates positive and negative emotions. The emotional and negative emotions. The emotional brain is where value is attributed – right brain is where value is attributed – right and wrong. This part of brain also and wrong. This part of brain also conditions and stores emotional conditions and stores emotional memories. Emotions that motivate and memories. Emotions that motivate and prepare the brain and body for action.prepare the brain and body for action.

3) 3) The Logical BrainThe Logical Brain is the centre for is the centre for logic. Language and reasoning – it also logic. Language and reasoning – it also plays a role in regulating emotion plays a role in regulating emotion

Understanding the Tit-for-Tat Understanding the Tit-for-Tat RuleRule A youth’s brain is hard-wired to react to A youth’s brain is hard-wired to react to

positive or negative emotions.positive or negative emotions. Friendliness usually invites friendliness, while Friendliness usually invites friendliness, while

hostility evokes hostility.hostility evokes hostility.

At the first sign of danger or disrespect, At the first sign of danger or disrespect, we are biologically programmed to stop we are biologically programmed to stop being friendly and react with freeze, fight, being friendly and react with freeze, fight, or flight behaviour.or flight behaviour.

As a result, the Tit-for-Tat rules works As a result, the Tit-for-Tat rules works against those who work with youth based against those who work with youth based upon “If you respect me, I’ll respect you”. upon “If you respect me, I’ll respect you”.

Effective work with youth in pain, Effective work with youth in pain, then, becomes a “double struggle”; then, becomes a “double struggle”; it demands that we work hard to it demands that we work hard to

respond to the message of a youth’s respond to the message of a youth’s emotional reaction,emotional reaction,

rather than be sucked into our own rather than be sucked into our own negative emotional reaction to the negative emotional reaction to the angry form the message may take.angry form the message may take.

Embracing ChangeEmbracing Change Most youth Most youth want to be successfulwant to be successful, but just , but just

do not have the experiential templates to do not have the experiential templates to meet their needs constructivelymeet their needs constructively

Youth Youth will accept our invitationswill accept our invitations to change to change when what we offer replaces their current when what we offer replaces their current conventional pursuits in a meaningful wayconventional pursuits in a meaningful way

Alternative invitations must be chosenAlternative invitations must be chosen, not , not required – no evidence that interventions required – no evidence that interventions that try to force youth to stop behaviours that try to force youth to stop behaviours workwork

Values and behaviour of youth Values and behaviour of youth always always change in the context of relationshipschange in the context of relationships – not – not programsprograms

Barriers to Effective Barriers to Effective ChangeChange•Attitude of the Care Providers – “If it

was not for us professionals, our youth would do well in care”

•Erroneous assumptions and expectations

•Challenging maladaptive behaviours out of context

• The need to change youth with an agenda that is control oriented as opposed to invitational

• Fear of chaos

• The need to Label

Why is Change so Why is Change so Difficult?Difficult?• Lack of confidence in ability to make

change•Do I have the skills? •Can I really do this?

• Lack of understanding of what is needed to change

• Lack of involvement with meaningful relationships

•Cannot see personal benefits of the change

•What’s wrong with the way things are?

•Who will support me? - Expectations of others

Change Change does not come from special does not come from special powers from professionalspowers from professionals

ChangeChange happens when a person uses happens when a person uses their inherent strengths and their inherent strengths and resources and are supported by resources and are supported by relationships that take your innate relationships that take your innate goodness as a givengoodness as a given

ChangeChange happens when you create a happens when you create a plan that is tailored to the person’s plan that is tailored to the person’s ideas and therefore inspires the hope ideas and therefore inspires the hope necessary for actionnecessary for action

The Four Common Factors The Four Common Factors of Positive Changeof Positive Change

0

5

10

15

20

25

30

35

40

Client FactorsRelationshipFactors

Hope andExpectancy

Model andTechnique

Critical Components of ChangeCritical Components of Change

An analysis of 40 years of research found the best predictor of successful change are two factors:

1) engagement in meaningful relationships1) engagement in meaningful relationships2) engagement in meaningful activities2) engagement in meaningful activities

83%83% of change involves these two factors17%17% is a result of technique

Nurturing these two essential factors Nurturing these two essential factors for change is accomplished byfor change is accomplished by::• The ability to:The ability to:

• Engage in a respectful and youth Engage in a respectful and youth focused mannerfocused manner

• See with unconditional positive regard See with unconditional positive regard and ability to make positive changeand ability to make positive change

• Establish meaningful starting points - Establish meaningful starting points - Exploring and agreeing on goals the Exploring and agreeing on goals the youth is truly invested inyouth is truly invested in

• Exploring and agreeing on ways to Exploring and agreeing on ways to reach those goalsreach those goals

• See intervention as a collaborative See intervention as a collaborative processprocess

• Regularly ask for feedback and adapt Regularly ask for feedback and adapt

Assumptions About ChangeAssumptions About Change People can change – they have the resources to

alter their life circumstances and resolve problems

People change when their ready and change always occurs within a system of perceptions and relationships

We are more likely to help people change their behaviour when we focus on what is strong in them and not what is wrong with them

We are more likely to help people change their behaviour when our conversations focus on what people would like for themselves – their preferences, hopes, and intentions

• ChangeChange does not come from special does not come from special powers from professionalspowers from professionals

• ChangeChange happens when a person uses happens when a person uses their inherent strengths and resources their inherent strengths and resources and are supported by relationships that and are supported by relationships that take your innate goodness as a giventake your innate goodness as a given

• ChangeChange happens when you create a plan happens when you create a plan that is tailored to the person’s ideas and that is tailored to the person’s ideas and therefore inspires the hope necessary for therefore inspires the hope necessary for actionaction

Alcoholics Anonymous Alcoholics Anonymous defines “insanity” as defines “insanity” as doing the same thing doing the same thing

over and over, but over and over, but expecting different expecting different

results.results.

A New A New ApproachApproach

• Focus on what is strong in people and not what is wrong with them

• Focus on people as resources and less on them as absorbing resources

• Focus on what people would like for themselves (their preferences, hopes, and intentions) – not what we think they need

• Focus on what is important and less on what we think is urgent

To see all individuals as “at To see all individuals as “at promise” rather than “at risk” promise” rather than “at risk”

is a fundamental shift that is a fundamental shift that means facilitating rather than means facilitating rather than

fixing, pointing to health fixing, pointing to health rather than dysfunction, rather than dysfunction,

turning away from limiting turning away from limiting labels and diagnosis to labels and diagnosis to

wholeness and well-being.wholeness and well-being.

• As opposed to emphasizing problems, As opposed to emphasizing problems, vulnerabilities, and deficits, those vulnerabilities, and deficits, those embracing a strength-based perspective embracing a strength-based perspective hold the belief that children, youth and hold the belief that children, youth and their families have strengths, resources their families have strengths, resources and the ability to recover from and the ability to recover from adversities. adversities.

• The strength-based paradigm offers a The strength-based paradigm offers a different language to describe children’s different language to describe children’s and families’ difficulties and struggles.and families’ difficulties and struggles.

The Strength-Based The Strength-Based ModelModel

Problem-Based ThinkingProblem-Based ThinkingFocuses on understanding fixed problem patterns in Focuses on understanding fixed problem patterns in youths’ livesyouths’ lives

Elicits detailed descriptions of problems and youth is Elicits detailed descriptions of problems and youth is categorized by the problemscategorized by the problems

Focuses on “what’s wrong” and “what’s not Focuses on “what’s wrong” and “what’s not working”working”

Interprets and highlights the times that youth resist Interprets and highlights the times that youth resist or areor areinconsistent in their responsesinconsistent in their responses

Negative experiences are seen as damaging the lives Negative experiences are seen as damaging the lives of youth and predict later pathology of youth and predict later pathology

Focus of intervention as something provided by an Focus of intervention as something provided by an “expert”“expert”

Strength-BasedStrength-BasedFocuses on understanding how change occurs in the Focuses on understanding how change occurs in the youth and what positive possibilities are open to youth and what positive possibilities are open to themthem

Elicits detailed descriptions of goals and preferred Elicits detailed descriptions of goals and preferred futuresfutures

Youth is seen as more than the problem, with Youth is seen as more than the problem, with unique talents and strengths and a personal story to unique talents and strengths and a personal story to be toldbe told

Focuses on identifying “what’s right” and “what’s Focuses on identifying “what’s right” and “what’s working”working”

Negative Experiences are not necessarily predictive Negative Experiences are not necessarily predictive of pathology as it may weaken or strengthen the of pathology as it may weaken or strengthen the youthyouth

Interventions are always a collaborative endeavor – Interventions are always a collaborative endeavor – client is the expert of their own lives – care giver client is the expert of their own lives – care giver informs and nurtures the change processinforms and nurtures the change process

Resiliency Adjustment / Resiliency Adjustment / Adaptation ModelAdaptation Model

MEANINGSIndividual perception of reality

and current situation

DEMANDS

stressors

strains

daily hassles

INDIVIDUAL / FAMILY ADJUSTMENT

RESILIENCY

internal and

external resources

MEANINGSIndividual perception of reality

and current situation

DEMANDSstressors

strains daily hassles

- INDIVIDUAL / FAMILY ADAPTATION +

RESILIENCYinternal and

external resources

CRISIS

CRISIS

CRISIS

CRISIS

Definition of Definition of ResiliencyResiliency

• Ann Masten (2001): resilience as Ann Masten (2001): resilience as “good outcomes in spite of serious “good outcomes in spite of serious threats to adaptation or threats to adaptation or development” (p. 228)development” (p. 228)

• Lifton (1994): identified resiliency as Lifton (1994): identified resiliency as the human capacity of all individuals the human capacity of all individuals to transform and change, no matter to transform and change, no matter what their risks; it is an innate “self-what their risks; it is an innate “self-righting mechanism”.righting mechanism”.

The Resilient ChildThe Resilient Child

Definition of Definition of ResiliencyResiliency

“… “… an ability to an ability to spring backspring back and and adaptadapt to life’s to life’s challengeschallenges

… … an attitude of an attitude of hopehope and and optimismoptimism.”.”

Resiliency is not one particular Resiliency is not one particular thing:thing:

““What we call resilience is turning out What we call resilience is turning out to be an interactive and systemic to be an interactive and systemic phenomenon, the product of complex phenomenon, the product of complex relationships of inner and outer relationships of inner and outer helps throughout a person’s life helps throughout a person’s life span”.span”.

(Greens & Conrad)(Greens & Conrad)

ResiliencyResiliency

FunctionalFunctional Non-FunctionalNon-Functional

Points to Consider:Points to Consider:- developmental- developmental- story of youth- story of youth- fluidity- fluidity- role of risk- role of risk- balance between intrinsic/extrinsic- balance between intrinsic/extrinsic

View of View of ResiliencyResiliency

“ “ To nurture resilient potential To nurture resilient potential effectively, you need to explain effectively, you need to explain

and amplify the past and present and amplify the past and present strengths of the vulnerable, strengths of the vulnerable,

clarifying the adaptive strategies clarifying the adaptive strategies that keep them farther from the that keep them farther from the bottom rather than focusing on bottom rather than focusing on why they are not closer to the why they are not closer to the

top.”top.”

Gina O’Connell HigginsGina O’Connell Higgins

Examples of Protective Examples of Protective FactorsFactors

• Internal Protective FactorsInternal Protective Factors• Gives of self in service of others and/or a causeGives of self in service of others and/or a cause• Uses life skills, including good decision making, Uses life skills, including good decision making,

assertiveness, impulse control, and problem solvingassertiveness, impulse control, and problem solving• Sociability - ability to be a friend and form positive Sociability - ability to be a friend and form positive

relationshipsrelationships• Sense of humourSense of humour• Internal locus of controlInternal locus of control• Autonomy; independence; good sense of self-worthAutonomy; independence; good sense of self-worth• Positive view of personal futurePositive view of personal future• Capacity for and connection to learningCapacity for and connection to learning• Self-motivation and flexibilitySelf-motivation and flexibility• Personal competence – feels they are good at Personal competence – feels they are good at

somethingsomething

• External Protective FactorsExternal Protective Factors ( (characteristics ofcharacteristics of families, families,

schools/role environment, communities, and peersschools/role environment, communities, and peers))• Promotes close bondsPromotes close bonds• Values and encourages learningValues and encourages learning• Uses high-warmth, low-criticism style of interactionUses high-warmth, low-criticism style of interaction• Sets and enforces clear boundaries (rules, norms, and Sets and enforces clear boundaries (rules, norms, and

laws)laws)• Encourages supportive relationships with many caring Encourages supportive relationships with many caring

othersothers• Promotes sharing of responsibilities, service to others – Promotes sharing of responsibilities, service to others –

required helpfulnessrequired helpfulness• Provides access to resources for meeting basic needs of Provides access to resources for meeting basic needs of

housing, employment/schooling, health care, and housing, employment/schooling, health care, and recreationrecreation

• Expresses high and realistic expectations for successExpresses high and realistic expectations for success• Encourages prosocial development of values and life Encourages prosocial development of values and life

skillsskills• Provides leadership, decision making, and other Provides leadership, decision making, and other

opportunities for meaningful participationopportunities for meaningful participation• Appreciates and affirms the unique talents of personAppreciates and affirms the unique talents of person

Youth Resiliency ModelYouth Resiliency Model

Extrinsic Components of Youth Extrinsic Components of Youth ResiliencyResiliency

Family Communication

Adult Family Members As Role

Models

Family Support

Parental Involvement in

Schooling

Positive Peer Relationships

Positive Peer Influence

Achievement

School Boundaries

Caring School Climate

Bonding to School

Caring Neighbourhood

Adult Relationships

Community Values Youth

Neighbourhood Boundaries

High Expectations

School

High Expectations

Parents

School Engagement

Caring Family

School Work Peer

Family

Learning at School

School Culture

Community

Intrinsic Components of Youth Intrinsic Components of Youth ResiliencyResiliency

Safety

Restraint

Resistance Skills

Spirituality

Empathy

Caring

Self-EfficacyCultural

Awareness

Acceptance

Equity & Social Justice

Self-Esteem

Planning & Decision-Making

Self-control

Self-Concept

Cultural Sensitivity

Empowerment

Social Sensitivity

Sample Resiliency Sample Resiliency ProfileProfile

Youth Resiliency Versus Youth Resiliency Versus Risk Behaviours (N = Risk Behaviours (N =

2290)2290)

7.9

6.2

5.2

4.0

2.72.0

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

00-05 06-10 11-15 16-20 21-25 26-30

Developmental Strengths Categories

Average Number of At-Risk Behaviours

Resiliency and Tobacco UseResiliency and Tobacco UseTobacco Products (During Last Month)

54.2

42.7

30.9

21.0

13.99.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30

Number of Developmental Strengths

Percent

Resiliency and Alcohol UseResiliency and Alcohol UseDrank Alcohol (During Last Month)

64.5

57.6

43.4

33.3

22.4

14.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30

Number of Developmental Strengths

Percent

Resiliency and Marijuana UseResiliency and Marijuana UseUsed Marijuana (In the Past Month)

52.1

42.4

29.2

17.711.4

6.0

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30

Number of Developmental Strengths

Percent

Resiliency and GamblingResiliency and GamblingGambled or Played the Lottery (During the Last Month)

40.2

27.123.3

18.411.5

8.4

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30

Number of Developmental Strengths

Percent

Resiliency and Destructive Resiliency and Destructive BehaviourBehaviour

Defaced or Damaged Property Just for Fun(At Least Once in Last Year)

57.2

42.235.3

23.5

14.58.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30

Number of Developmental Strengths

Percent

Youth Resiliency Versus Youth Resiliency Versus Prosocial Behaviours (N = Prosocial Behaviours (N =

2290)2290)

2.43.1

3.54.1

5.25.9

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

00-05 06-10 11-15 16-20 21-25 26-30

Developmental Strengths Categories

Average Number of Positive/Constructive Behaviours .

Resiliency and Resiliency and VolunteeringVolunteering

Volunteers in the Community (At Least Once a Week)

15.720.0 21.3

24.630.9

45.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30

Number of Developmental Strengths

Percent

Challenge Model of Resiliency Challenge Model of Resiliency Identified Identified

For Specific At-Risk BehavioursFor Specific At-Risk Behaviours

0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45

0-5 DS 6-10 DS 11-15 DS 16-20 DS 21-25 DS 26-31DS

Number of Developmental Strengths

% of Youth Involved in Bullying Another

3 or More Times/Mth

Resiliency PatternResiliency Pattern

0102030405060708090

100

3 4 5 6 7 8 9 10 11 12

Grades

Degree of Resiliency Predicted ResiliencyExtrinsic ResiliencyIntrinsic Resiliency

0102030405060708090

100

1 2 3 4 5 6 7 8 9 10 11 12

Grades

Degree of Resiliency TraditionalStrength-Based

A Resiliency ApproachA Resiliency Approach The core of strength-based resilient prevention is The core of strength-based resilient prevention is

paying attention to paying attention to what works and identifying what works and identifying strengthsstrengths rather than deficits in the youth. rather than deficits in the youth.

It focuses on It focuses on what is importantwhat is important and not what is and not what is urgent urgent

It takes a It takes a whole community practicing a strength-whole community practicing a strength-basedbased philosophy when working with youth at all philosophy when working with youth at all levels of implementation of preventative levels of implementation of preventative interventionsinterventions

Needs to be Needs to be process and relationship orientedprocess and relationship oriented with less dependency on techniques and with less dependency on techniques and professionals.professionals.

Strength-based practice Strength-based practice is about partneringis about partnering in in order to help youth identify and use their own order to help youth identify and use their own strengths and resources to overcome obstacles strengths and resources to overcome obstacles and live empowered lives.and live empowered lives.

Principles of ResiliencePrinciples of Resilience Belonging Belonging – – need to engage and build trustneed to engage and build trust

Building CapacityBuilding Capacity – – recognize strengths and recognize strengths and passionpassion

IndependenceIndependence – – promote ability to creatively promote ability to creatively draw upon internal draw upon internal

and and external resourcesexternal resources

Purpose Purpose – – nurture belief that “my life” has nurture belief that “my life” has meaningmeaning

Characteristics of Characteristics of Resiliency-Based PracticeResiliency-Based Practice

1.1. A focus on A focus on languagelanguage – “Language is not – “Language is not innocent” (Anderson, 1996)innocent” (Anderson, 1996)

2.2. A focus on A focus on storystory – Stories of self guide – Stories of self guide how people act, think, feel, and make how people act, think, feel, and make sense of their past and present livessense of their past and present lives

3.3. A focus on A focus on strengths, abilities, and strengths, abilities, and resourcesresources – a firm and committed belief – a firm and committed belief that all people of all ages, and all families that all people of all ages, and all families possess ability, competence, and other possess ability, competence, and other special qualities regardless of their life special qualities regardless of their life experience or current situationexperience or current situation

4. A focus on 4. A focus on collaborationcollaboration – – acknowledging that people have a acknowledging that people have a view of their current situation, its view of their current situation, its potential solutions and ideas about potential solutions and ideas about how the change process should how the change process should unfoldunfold

5. A focus on 5. A focus on relationshiprelationship – walking – walking with as opposed to dictatingwith as opposed to dictating

Role of Mentoring Role of Mentoring RelationshipsRelationships

Research clearly indicates that the most Research clearly indicates that the most significant and preventative influence on significant and preventative influence on youth is adult mentors.youth is adult mentors.

Characteristics of successful mentorshipCharacteristics of successful mentorship Sufficient intensitySufficient intensity Duration of the relationshipDuration of the relationship Developmental focused as opposed to Developmental focused as opposed to

prescribedprescribed Youth centred and participatory focusedYouth centred and participatory focused

Statistical Support for Statistical Support for MentoringMentoring

Making an difference: An impact study of Making an difference: An impact study of Big Brother/Big Sisters (1995)Big Brother/Big Sisters (1995) Children and youth with mentors (as opposed Children and youth with mentors (as opposed

to those without)to those without) 46%46% less engagement in substance use – less engagement in substance use –

70%70% less difference for African American less difference for African American 33%33% less reduction in violent behaviour less reduction in violent behaviour 50%50% less reduction in school truancy less reduction in school truancy significant improvement in school significant improvement in school

performance and interactions with performance and interactions with parentsparents

“ “ To nurture resilient potential To nurture resilient potential effectively, you need to explain effectively, you need to explain

and amplify the past and present and amplify the past and present strengths of the vulnerable, strengths of the vulnerable,

clarifying the adaptive strategies clarifying the adaptive strategies that keep them farther from the that keep them farther from the bottom rather than focusing on bottom rather than focusing on why they are not closer to the why they are not closer to the

top.”top.”

Gina O’Connell HigginsGina O’Connell Higgins

Proposing an Integrated Model Proposing an Integrated Model That is Strength-BasedThat is Strength-Based

Seeks to understand the crucial variables Seeks to understand the crucial variables contributing to individual resilience and contributing to individual resilience and well-functioning familieswell-functioning families

Provides a common language and Provides a common language and prevention philosophyprevention philosophy

Resiliency provides a conceptual map to Resiliency provides a conceptual map to guide prevention effortsguide prevention efforts

Prevention strategies are client-driven Prevention strategies are client-driven and relationship focusedand relationship focused

Engages distressed people with respect Engages distressed people with respect and compassionand compassion

Affirms the reparative potential in people Affirms the reparative potential in people and seeks to enhance strengths as and seeks to enhance strengths as opposed to deficitsopposed to deficits

““If we want to change the If we want to change the situation, we first have to situation, we first have to

change ourselves.”change ourselves.”

Stephen CoveyStephen Covey

““It is not enough to It is not enough to institute best-practice institute best-practice

strategies. Their success strategies. Their success depends on the quality of depends on the quality of

the relationships the relationships surrounding them, surrounding them,

invitations offered through invitations offered through them and ongoing them and ongoing opportunities for opportunities for participation.“participation.“

  

““What we want to achieve in our What we want to achieve in our work with young people is to find work with young people is to find and strengthen the positive and and strengthen the positive and healthy elements, no matter how healthy elements, no matter how deeply they are hidden. We deeply they are hidden. We enthusiastically believe in the enthusiastically believe in the existence of those elements existence of those elements even in the seemingly worst of even in the seemingly worst of our adolescents”.our adolescents”.

Karl WilkerKarl Wilker