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6.9 Course Wrapup and Acknowledgments

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Recuperação de Crianças Expostas a Traumas, Desastres e Guerras: Perspectivas Globais

Universidade de MinnesotaUniversidade de Minnesota

4.8 (121 classificações) | 9.7K alunos inscritos

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.

Visualizar o programa do curso

Avaliações

4.8 (121 classificações)

5 stars
101 ratings
4 stars
17 ratings
3 stars
2 ratings
2 stars
1 ratings

GA

May 19, 2019

This is a fantastic course! Extremely interesting material superbly delivered! Inspiring, useful and thought provoking. Would definitely recommend.

CJ

Sep 16, 2017

Diverse and insightful content, compelling readings, and valuable tools and frameworks - thoroughly absorbing and worthwhile.

Na lição

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

Ministrado por

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

Transcrição

Welcome to the course wrap-up.

We've been on quite a journey together.

And, in closing, I just want to highlight some of what we've covered in this class

very, very briefly, and review what I hope are the take home messages for

many of you out there, and conclude with a few acknowledgements.

We began by thinking about the meaning of resilience.

How, what it means to the scientists who do research on a resilience?

And what it means in different cultures, and communities around the world?

And I think we've seen that resilience has a wide and

varying meaning to the participants in this course as well.

We've taken a look at the methods that scientists use to study resilience in

children, and those range from single case studies biographies,

research biographies about people, to very elaborate research conducted

at multiple levels of analysis from a genetic level.

To parent-child interaction up to society levels.

We've looked at the methods from historical studies and

also, very recent studies.

And we've had a little preview of new horizons, and

what kind of research we might see coming down the road in the future.

We've taken a look at a lot of research findings in this class,

a lot of them on the effects of adversities on child development, and

particular kinds of stressors.

What are the impacts of disaster, war and terror, political conflicts, and

also the many other kinds of adversities that children experience through mobility,

through poverty, through maltreatment.

We've considered, what we know now, what we're learning about,

what makes a difference?

What are the promotive and protective factors that make it possible, for

children to survive and flourish in the aftermath of adversities?

How, how does it matter what kind of a, a timing there is on risk, and

how much risk piles up in a childs' life?

And we've also looked at the importance of context,

as well as timing on the impact of adversities on child development.

We've also in this course considered many implications of the science on resilience.

We've looked at the implications for assessment.

There's a much stronger focus now on measuring.

Positive influences, and positive outcomes, and positive pathways in,

in the study of children, and in interventions with children.

I think in part due to the focus on resilience that has emphasized

the positive ingredients in understanding the life course of individual children.

We've also seen the implications for intervention.

There's been a transformation, in intervention strategies,

as a result on the focus on resilience.

There's much more of a focus on the positive goals,

positive mission, positive influences.

And positive outcomes, and measures, and

strategies in the interventions we now see that attempt to promote resilience,

and that doesn't mean that you ignore risk factors, those are considered as well.

But you, there's certainly been a shift toward a much more positive model, and

a set of positive strategies.

To try to promote those positive pathways and development.

We've explored how the implications for thinking more globally about resilience,

and having a global set of participants in this course has

really been exciting to experience I think for

many people that have tuned in and joined the forums in the course.

And we've also seen, some of the implications for the future.

I want to underscore, some of the most important take home

messages from this core, brief introduction to resilience.

I want to, the first message goes back to the very beginning.

The first thing I had to say in the course,

which is resilience is all around us.

Scientists are trying to study these, but

all of us experience resilience in our everyday lives.

And it's very important that we try to understand how to,

where it's coming from and how to promote it.

And there's not just one path of resilience.

There's many pathways of resilience.

Because they're many influences on each person, as they go through life.

Both adversities and protective, and promotive factors.

There's so many influences on development that you're bound to see many pathways.

And many of those pathways to, are roads to resilience.

We've learned along the way that ordinary protective systems, the human

adaptive systems that all of us have in various degrees are very, very powerful.

When this ordinary magic as I've called, it is working properly.

Human beings have a tremendous amount of capacity, for resilience.

If those adaptive systems aren't working,

it's important to get them going again because they are the real drivers, and

the power behind a lot of the resilience processes that we've seen.

I think that evidence strongly indicates that resilience can be support and

promoted, and that we're learing ways to do that most effectively.

And, resilience of children, we've learned from many studies and examples depend.

Depends on the resilience of many other systems including their families,

their communities, and their societies.

And in conclusion, I would also like to have you

take home the other side of that same message which is that, our global

resilience around the world, depends on the resilience of children everywhere.

Before I close,

I also want to acknowledge the team who helped make this move possible.

That includes both a technical team, who made it,

made it possible to film these lectures for the MOOC and

in particular Yelena Yan, who helped organize everything about the MOOC, and

David Lindeman, who led the technical team for filming.

And the many other advisers, students and

assistants who helped with all of the materials for the course.

I also want to thank the four, two, eight, the 4 TAs for the class who

did all kinds of things, and made this a fun experience for

me and hopefully an enriched experience for you as you took the course.

I also want to thank in closing the many families around the world,

who have contributed to the research on resilience.

By their willingness to take part in research, so

that, other people could learn about this phenomenon.

I also want to thank all the individual children and young people,

who chose to participate in research over the years, so that we could learn.

Thank you as well to the funders, who have supported.

This kind of research, to study resilience, and

try to learn lessons that could be applied, so that we can do a better job in

promoting resilience in other children, and families, in the future.

And finally, I want to thank all of you, for your participation, and for

sharing your own ideas about resilience.

Thank you, for your time and interest.

And I hope to see you again.

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