Building Resiliency in ChildrenCarol Coussons de ReyesOCA AdministratorDHHS Nebraska: Division of Behavioral Health

First let’s talk about stress

Stress is a life event or situation that causes imbalance in a child’s life. Stress is experienced in many forms and varies by the individual child, the child's developmental level and the child's previous life experience.

Stressors can be:

Trauma Loss of a loved one

through death, divorce, or moving

Chronic abuse, neglect or poverty

Exposure to violence or war

Natural disasters such as fire, flood, or earthquake

Change in family composition

Change in schools

Parents disabled by physical or mental illness

Peer interaction

What Stressful Behavior MayLook Like

In Preschoolers:

• Regressive behavior such as bedwetting or thumb sucking

• Fear of darkness, strangers or “monsters”

• Changes in eating habits or indigestion

• Bowel or bladder problems

• Complaints of unexplainable pains

• Fear of separation, especially from parents, or a fear of being left alone and abandoned

• Aggressive behavior or withdrawal

• Sleep disturbances, such as night terrors

In School-agers:

• Excessive clinging• Crying or excessive

sadness over the loss of a pet or a favorite object

• Sleep disturbance• Irritability• Headaches, nausea

or complaints of vague aches and pains

• Aggressive behavior, withdrawal or hyperactivity

• An inability to concentrate

• Fear of noises• Talking constantly

about the experience

How Children Cope

Resiliency is a “self-righting tendency." Children often have a natural ability to self-right or bounce back. The resilient child recognizes a stressful event, often responds emotionally, recoils temporarily, then bounces back and returns to a prior emotional state figuring-out in his own way what he can do to manage the difficult situation.

There needs to be a balance for children between stressful events and having enough protective buffers in place to help them cope. When stressors outweigh the protective factor, even the most resilient child can develop problems.

Trauma Must EndSafety must be restored for

resilience to begin◦In chronic child abuse◦In catastrophic events

Masten, 1997

Teaching Children To Bounce BackWhen a child faces challenges, it's important to develop attributes of resilience.

A caregiver can do this by………..

BUILDING EMOTIONAL STRENGTH

When a child responds with fear, anger, disappointment or sadness, identify the emotion they are feeling and convey understanding or empathy. Observe the child until he returns to emotional stability.

ENCOURAGING COMMUNICATION

Validate the difficulty of the child’s situation andconvey confidence that he can figure out a wayto manage the situation effectively. Don’t approach the child as the “victim.”

ENCOURAGING CHILDREN TO ASK FOR SUPPORT

When troubles arise, encourage the older child to ask for help from a parent, family member, teacher, coach, clergy, friend, community support person or expert. When the child is able, suggest the child help others.

BUILDING PROBLEM-SOLVING SKILLS

Once emotions subside and the child is ready to communicate, identify the situation and ask the child what he can do to solve the problem. Validate the child’s ideas and offer a few suggestions, but don’t dominate. Allow him to use his own resources to manage the situation, if appropriate

OFFERING AN OPTIMISTIC VIEW OF LIFE

You being able to model is the most effective strategy. When problems arise, recognize them, but point out any silver lining in the troubled cloud. Help the child see that in time things will get better and life will again offer many moments of happiness!

STRATEGIES TO REDUCE STRESS AT HOME OR IN CHILD CARE

Reduce stress through a low-stress environment by providing social support, modeling problem-solving skills and by teaching children to anticipate stress and learning new ways to avoid it.

Offer self-expressive activities through art, sand/water play, block play, play dough or clay

and Dramatic play activities

Have an exercise station

Give children extra transition warnings and

support when necessary

Use a daily picture activity board so children can anticipate what the day's activities will include.

Activities for ParentsProvide unconditional loveEnforce rules & remove privileges when neededModel behavior in selfPraise accomplishmentsEncourage independent explorationAcknowledge and assist in labeling of feelingsSay “I know you can do it”Say “I’m here”Offer explanations with rulesEncourage empathy and caringEncourage language for problem solvingEncourage communication and sharing feelings

Christle, Harley, Nelson, & Jones, 2011

Tips for Building Resiliencein Children and Teens

Teach friendship building skills (empathy, when others feel pain)

Teach your child age appropriate volunteering

Maintain a daily routineTeach distraction skillsTeach self-care by exampleTeach your child goal settingNurture a positive self-viewMaintain a hopeful outlookAccept change as part of living

APA, 2011

What is Resilience in the Face of Stressful Events?

How children “make it”Manifestations of competenceAbility to thrive, mature, &

increase competence Does not mean unscarred

Masten, 1997; Ohio State Bulletin, 2011

Cambodian Youth Holocaust Survivors in Minnesota

Went to collegeMade friendsBuilt lives

Horrifying memories

JumpinessTimes of great

sadnessDifficulty

focusing

Masten, 1997

Risk Factors Any factor or combination of factors that increase the chances of an

undesirable outcome affecting a person They can be internal (within the individual) or external (involving the

family, school, and community). Some examples of internal risk factors are;

hyperactivity, concentration problems, restlessness, early involvement in antisocial behavior, and beliefs and attitudes favoring deviancy.

External risk factors include conditions in the environment, such as the home, school, and community. Some examples are; a single-parent household, family’s poverty.

School risk factors may involve overcrowding, a high student/teacher ratio, insufficient or inappropriate curriculum, and weak and inconsistent adult leadership.

Factors in the community that may cause risks for children are high levels of neighborhood disorganization, high mobility rates, few adults to monitor children’s behavior, and high levels of drug and gang activity in the neighborhood. Some examples of external risk factors

Masten, 1997

Protective Factors The good news is that most

children who grow up in families with many challenges do overcome the odds and manifest “resilience.” Resiliency may be explained by the presence of “protective factors,” those qualities or situations that help alter or reverse expected negative outcomes. Resiliency can be cultivated by providing and promoting these protective factors in a child’s life.

Examples of protective factors;

Average or better IQ Good attention skills Street smarts Self worth Self efficacy Feelings of hope Meaningfulness of life Attractiveness to others Talents valued Faith and religious

affiliations Mentors outside the family Socioeconomic advantage Good schoolsMasten, 1997

Internal Protective FactorsProtective factors can be internal (within the

individual) Ability to take controlBe proactiveDecisivenessResponsibility for decisionsAccept abilities & limitsGoal directedRealistic about goalsKnow when to quitPositive outlookKnow how much to push self

External Protective Factorsexternal (involving the family, school, and community)• Caring Relationships• Positive & High Expectations• Opportunities for meaningful participation• Attachment to one proactive family member• Sense of belonging• Sense of purpose• Told can & will be successful• Positive safe schools• High & achievable academic standards

Parents and Teachers: Protective FactorsParents cano Visit teacher and

administratorso Encourage

academic clubso Advocate for childo Partner with

teacherso Take care of

physical/mental health

o Give attentiono Teachers cano Be a positive role

modelo Be trustworthyo Offer sincere

interesto Give individual

attentiono Use of rituals

Christle, Harley, Nelson, & Jones, 2011

GIVEN THE MANY CHALLENGES THAT PARENTS AND FAMILIES FACE TODAY

Raising children to be physically and emotionally healthy can be a daunting task. Single parents, in particular, may need to reach out to schools and community agencies for assistance. You need to take care of your own physical and mental health in order to give your child the attention that he or she needs. Regardless of the particular challenges and risks that your family may be facing, to promote resiliency in your children keep in mind the three key themes: 1. caring relationships2. positive and high expectations 3. opportunities for meaningful participation

Questions?

Click icon to add picture