6.3 Strategies and Strategic Action

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Do curso por University of Minnesota

Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives

106 classificações

University of Minnesota

Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives

106 classificações

How do children overcome hazardous experiences to succeed in life? What can be done to protect young people at risk from trauma, war, disasters, and other adversities? Learn about the importance of fostering resilience in children at risk. During this course, participants will: learn how trauma can affect children and the systems they depend on, gain insight into core concepts, research methods and lessons learned in last 50 years of resilience research, learn how research is being applied in the real world through interventions that promote resilience, and engage in discussions with others who are working with children at risk around the world Participants are welcome to take the MOOC at no cost or to register for a Course Certificate ($49). Those who register and earn a Course Certificate from Coursera also are eligible to sign up for continuing education clock hours through the University of Minnesota. Participants can earn 10 clock hours of continuing education credit (added cost $99) from the College of Education and Human Development at the University of Minnesota. Go here http://z.umn.edu/1a5q to register for continuing education clock hours for completing this course.

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Week 6: A Resilience Framework for Action, Enduring Controversies, and New Horizons in the Study of Resilience

In video lectures this final week of the course, Professor Masten presents a general resilience framework for designing interventions and programs to promote resilience. She also discusses enduring controversies in the study of resilience and new frontiers, including the neurobiology of resilience and growing research on the role of culture in resilience. The course concludes with highlights about growing global work on resilience and final “take home” messages from the course.

6.1 Resilience in Action: Overview4:50

6.2 A Framework for Action8:59

6.3 Strategies and Strategic Action11:55

6.4 Enduring Controversies11:37

6.5 Cautionary Notes7:33

6.6 New Horizons in Neurobiology11:57

6.7 New Horizons in Culture and Society9:32

6.8 Think Globally4:50

6.9 Course Wrapup and Acknowledgments8:18

Optional video: Interview with Dante Cicchetti24:03

Optional video: Interview with Michael Rutter17:54

Conheça os instrutores

Ann S. Masten, Ph.D., LP
Regents Professor, Irving B. Harris Professor of Child Development
Institute of Child Development

Hello.

In this session I want to discuss in more detail some of the strategies, and

strategic approaches for intervention from a resilience framework.

We already saw the slide on methods, and

I mentioned that there are three basic, strategies for intervention.

In a resilience framework that are suggested by

the research that's accumulated.

And I want to talk a little bit more by giving you some examples of

these three approaches.

One approach is risk focused.

Even though it's a resilience framework, it's important to take risk and

adversity into account.

Because one of the most powerful ways to promote better development in children is

to prevent, or reduce their exposure to life altering adversities.

And there are a number of examples listed here.

For example, one of the most powerful interventions that we have

observed in the past century is our efforts to improve

the chances of children to be born at full term.

We know that premature birth is a risk factor for human development.

And many efforts have been made in societies around the world to prevent

premature birth by providing better prenatal care, and

nutrition, and so forth for pregnant women.

And it's far less expensive to.

Prevent premature birth and to deal with a young baby who's born two, or

three months too early, and

there are many other examples here that are risk focused in their design.

You can try to reduce the violence and adversity that children are exposed to.

You can.

Try to clean up the environment that children are living in.

We know that, for example, lead exposure is toxic for human development.

And so, cleaning up lead, and making sure that children aren't exposed to lead.

In their environment is very important.

We also as societies, and in our child welfare systems,

can try to reduce the degree to which children have unnecessary stressors.

When we end up placing children in foster care, we can try to.

Strive for stability and reduce the ch,

you know, number of times they're moved from one foster care home to another,

because that's another preventable risk factor.

Similarly, you've heard how I study homeless families.

It's very important, if we can, to prevent homelessness or

to reduce the number of moves.

And changes in a childs life.

It's not good for

school achievement for children to move constantly from one school to another.

So, these are all examples on this list of risk focused efforts to promote

resilience by reducing the negative challenges in a child's life.

And some of these prevention strategies are extremely important.

A different kind of strategy is to focus on assets.

Try, instead of trying to prevent or

reduce risk, trying to build up, and add resources.

And promotive factors into a child's life.

These are influences that we know are good for most children in their,

to enable them to develop well and succeed.

And they, in situations of adversity,

these same kind of assets can make a great deal of difference.

And there are many examples here that'll be familiar to you.

We can provide financial support to children and families.

In many situations, we need to provide the basics, food,

water, shelter, medical care, dental care, that sort of thing.

That's particularly important, for example, after a disaster.

For children who come from disadvantaged backgrounds, it can be important to

provide them with extra help for learning like a tutor or an after school program.

We can also focus our efforts at different levels.

We can support the education of family members or teachers.

And other people in the environment of children.

Childcare workers.

So, that they understand child development and

know, learn better strategies for helping children learn, or disciplining children.

We can build resources in the form of libraries, or high technology schools.

We can provide community services, we can subsidize housing.

There are many ways we can add assets in the life of a child,

to try to promote positive development.

And many of these assets will work to help them deal with adversity as well.

The third strategy is focused on the adaptive systems I've talked about.

The most fundamental.

And powerful of the resilience engines.

These are the ingredients of ordinary magic.

For example, we can try to make sure that

every child has a caregiver who's doing a good job.

We can try to support families and family functions so that.

Families can be resilient on the behalf of children.

We can encourage in many different ways opportunities, and

friendships, and connections for children that make it possible for

them to attend better schools, make friends with children who can.

Help them develop positive ways of getting along.

We can nurture brain development, both with food, and

with opportunities, and stimulation.

And we can also support cultural traditions that,

in a particular culture are known to make a big difference for children.

These are very powerful systems that can promote.

Resilience in the current time and also in the future for many children.

We've learned over the years,

from a lot of research on resilience, particularly intervention research,

that interventions that work typically are developmentally strategic.

And culturally strategic, meaning that they take development into account.

They are timed and

targeted to focus on the right thing at the right time for child development.

They're also tuned in to the culture of a child or they focus and build on.

Cultural strengths.

Also, the,

there's some other characteristics of interventions that work, listed here.

They often combine promoting the positive with reducing the risk for negative.

Those are just a few examples.

I'm sure you can think of some more.

And, when you think about resilience, you also can.

Think either about an individual or about larger systems.

And these tips are about transforming the larger systems in which children live.

Sometimes we're trying to transform a child or a family, but

sometimes to promote resilience, we're trying to transform a school system for

example, or some other organization.

And a lot of the same.

Influences appear to work, for larger systems as well as for individuals so

I've listed those here.

We've also learned over the years of research that there are probably windows

of opportunity when we can intervene strategically, so

that we get a bigger effect, either more improvement for our investment,

or we get a wider spreading effect over the course of development.

And here's some examples of situations.

That make a difference.

So, we know that sometimes in human development, and children are more open to

experience, that there are periods of brain development where

there's what we call high plasticity where the brain is more sensitive to input, and

if we intervene then, we can see it make quite a bit of difference.

In the child's development.

Many of those windows are early in development, but not all of them are.

We also know that when systems are changing for

whatever reason, either developmentally or because the person or

family moved to a new place or because there's been a challenge of some kind,.

Anything that throws a system into flux can create vulnerability, but it can also

create a window opportunity for change and that may be important for us to

consider when we're trying to help promote resilience in the midst of adversity.

There are periods of opportunity in different points of development and

we've seen many examples throughout this course.

Some are very early, pre-natal.

Some are in early childhood.

For example, when we were trying to.

In, you know, change executive function in very high risk young children.

We did it in the preschool years.

It's a window of opportunity for learning these kinds of cognitive skills.

But there are other windows of opportunity, too.

We've seen how Michael Maddis.

Blossomed in the transition to adulthood, because he had opportunities.

And his thinking changed about his own life.

And he took charge, and managed to make his way from

a juvenile delinquent to a successful surgeon as he moved into adulthood.

And there're many examples of these windows.

Here's some more that we've talked about in the class over the course of

this course.

And I think that you can probably imagine many more.

And to close, I just want to have you

think about a few reminders as you think about these windows of opportunity.

The fundamental adaptive systems, the ones I call ordinary magic, are very powerful,

and they're very versatile, and that's very important to remember,

because these systems can be a high priority in the work that we do.

They are so fundamental.

And they're so versatile that if these systems are operating well, they

can make all the difference as a child move, or an adult, moves through life.

It's also important to remember that, that cascades happen.

And there are negative cascades where problems in

one area spread to other areas over time.

Or that one negative thing happens and it triggers another negative thing.

But there's also positive cascades and, if we intervene and

try to interrupt a negative cascade and start a positive one going,

we can have lasting and widespread effects on the course of child development.

And finally I want you to remember that opportunities matter, too.

It's not all about reducing, risks and just adding assets into people's lives.

Sometimes what people need is a second chance, and

opportunities to experience something new, to take their life in a new direction.

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