An Introduction to Developmental psychology by A. Slater and G. Bremner (third edition) - Chapter 20
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Resilience occurs when children experience positive outcomes despite experiencing significant risk. Risk is defined as those stressors that have proven or presumed effects on increasing the likelihood of maladjustment in children (e.g: poverty, maltreatment). Risk factors are catastrophic events. Risk factors pose a pervasive threat through deprivation of children’s basic needs. A protective factor is anything that prevents or reduces vulnerability for the development of a disorder. Vulnerability factors refer to those attributes of the individual that contribute to maladjustment under conditions of adversity. Children’s exposure to risk varies according to age. Infants are more vulnerable, yet less likely to suffer from difficulties involving their social environment, because of their lack of understanding of the situation.
There are several major risk factors:
Children rarely experience risk in isolation. Risks tend to cluster. A single risk factor often does not have a big impact, but the accumulation of several risk factors does. Risk accumulation is the way in which multiple risk factors have a cumulative effect on child outcomes. The dichotomous classification of risk exposure is a way of measuring cumulative risk.
Risk | Present/absent |
Risk 1 | 1/0 |
The risks are not weighted, because the sum of risk factors is what leads to dysfunction according to the cumulative risk theory and because weighted models do not outperform unweighted models. Cumulative risk measures explain more variance in children’s outcomes than single factors.
Although it is not wise to weight risk factors, individual risk factors do vary in their impacts. The number of risk factors and not the combination of risk factors are important in predicting children’s outcomes. Risk specificity oversimplifies the complex interactions between risk factors and outcomes.
It is unclear at what level contextual risk should be measured. It can be measured at a family level, neighbourhood level, community level and so on. The level at which contextual risk is measured influences the child’s outcomes.
Protective factors are attributes of persons, environments, situations and events that relate to positive adaptation under conditions of adversity. Vulnerability factors are attributes that relate to maladjustment under conditions of adversity. Protective and vulnerability factors are the opposite ends of the same construct (e.g: parental warmth is a protective factor and parental coldness is a vulnerability factor). There are few universal protective factors of children. Factors that promote competence may vary according to the age of the child, the developmental outcome being targeted or even the general context.
There are three domains of protective factors:
Domain | Factors |
Personal characteristics | These factors are always present, but influence the way children react when negative situations occur. Girls are less susceptible to emotional and behavioural disturbances than boys, although this may just be the case because of less risk exposure. The protective effect of gender seems to lessen with age. Intelligence is a protective factor. Temperament is also a protective factor. Perceived locus of control, self-regulation, self-esteem and coping style may be key protective factors. Perceived locus of control refers to beliefs about the sources of one’s successes and failures. Self-esteem can facilitate the development of other characteristics that can function as protective factors. |
Family characteristics | A secure attachment contributes to children’s positive development. It is particularly important for children exposed to adversity. It also facilitates the development of positive self-esteem. A secure attachment is not only a protective factor, but can also facilitate the development of their capacity for resilience in the future. The quality of parenting also plays an essential role in children’s responses to stressful situations. Family-level resources may also operate as protective factors (e.g: positive interactions). Family cohesion may enhance children’s perceived internal control and their coping strategies. |
External support systems | Friendships are particularly important for older children experiencing adverse life circumstances. Peer rejection can increase the effects of risk factors. Positive school environments are also associated with children experiencing risk. Communities can play a protective role in high-risk children. Neighbourhood green space may promote emotional well-being in poor urban children. |
The earliest models of resilience used the term protective factors as factors that promote resilience. Whether a variable is considered a protective or vulnerability factor depends on its connection with the risk variable, not in terms whether it has positive or negative qualities. There are three main models of risk and resilience:
Model | Factor | Risk-resilience relation |
Moderator (interactive) effects | Protective/vulnerability | Resilience is determined by the presence of a significant interactive relationship with risk. The factor either has no effect (low-risk population) or has a magnified effect (high-risk population) |
Main effects | Promotive | If the population is high risk, resilience is determined by a significant main effect of the factor on the outcome. |
Mediator effects | Deterioration / mobilisation | Risk is related to the outcome. Resilience cannot be demonstrated. |
Social competence is the success of a person in meeting societal expectations. This includes criteria such as personal development and self-actualisation. Social competence also depends on the stage of development the child is in. There is a tendency to believe that if high-risk children do not show negative external behaviour that they have overcome adversity, but this might not be true, as they may internalize the adversity. Some researchers have suggested that in order to be called resilient, they must excel in multiple domains of competence. It is also unclear when someone is competent. Some researchers think a high-risk child is resilient when the child performs within the average of the population, while other researchers believe that a high-risk child is resilient when the child performs better than the other high-risk children. Competence at one stage of development can have a protective effect at a later point in time.
A resilience framework emphasises the promotion of competent functioning and fosters the development of policies and interventions that reflect the belief in resilient adaptation. Developmental models of intervention consider the risks, protective processes and competencies that are relevant to a specific age group. There are three types of intervention designs:
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This bundle contains a summary for the course "Developmental Psychology" taught at the University of Amsterdam. This contains the book: "An Introduction to Developmental psychology by A. Slater and G. Bremner (third edition)" and several articles.
The following
...This bundle makes use of the book: "An Introduction to Developmental psychology by A. Slater and G. Bremner (third edition)" and several articles.
The following chapters of the book are used:
- 2, 3, 4, 5, 6, 9 , 10, 11, 12, 15, 16, 18, 19, 20, 21.
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