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Building Resiliency in Vulnerable Adolescents: Strengths Based Practice in Youth Empowerment Programs

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Building Resiliency in Vulnerable Adolescents: Strengths Based Practice in Youth Empowerment Programs Michelle Vazquez Jacobus, J.D., L.C.S.W. – PowerPoint PPT presentation

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Title: Building Resiliency in Vulnerable Adolescents: Strengths Based Practice in Youth Empowerment Programs


1
Building Resiliency in Vulnerable Adolescents
Strengths Based Practice in Youth Empowerment
Programs
  • Michelle Vazquez Jacobus, J.D., L.C.S.W.

2
Come to the edge.
We might fall.
Come to the edge.
Its too high!
COME TO THE EDGE.
3
AND THEY FLEW. -Christopher
Logue
And she pushed.
And they came.
4
Stressors and adversity in a person or familys
life are such that they are statistically
moreat-risk of behaviors or conditions that
will interfere with their healthy happy
functioning in the world than others who have not
been subject to such stressors.  
What does it mean to be Vulnerable or At-Risk?
5
Maladaptive behaviors or conditionsto which
at-risk children are more prone include
  • serious psychiatric illness
  • violent or abusive behavior (toward others)
  • ongoing victimization from violence
  • criminal or delinquent behavior
  • substance abuse
  • suicide
  • and often include teen parenting and school drop
    out

6
STRESSORS THAT PUT A CHILD AT-RISK
7
WHAT DOES GROWING UP WITH TRAUMA OR ADVERSITY
DO TO A CHILD?
8
  • PTSD (Post Traumatic Stress Disorder)
  • and other trauma reactions
  • Recurrent and intrusive distressing recollections
    of the trauma or dreams of trauma
  • Acting or feeling like event is recurring
    (hallucinations, flashbacks)
  • Intense psychological and physiological distress
    at exposure to internal or external cues which
    are associated with the event.
  • Avoidance of stimuli associated with the trauma
  • Feelings of detachment or alienation from others
  • Restricted range of affect
  • Hyper arousal, hyper vigilance
  • Difficulty sleeping, eating
  • Inattention or difficulty concentrating
  • Irritability or outbursts
  • Foreshortened sense of future

9

Other long term emotional or psychological
effects
  • Depression
  • Anxiety
  • Aggression
  • Suicidal Ideation
  • Desensitization to violence, abuse, adversity
    or assault
  • Compromise moral development
  • Violence/aggression accepted and tolerated as
    means of interaction
  • Compromise attachments and relationships
  • Regress or arrest maturation and development
  • Diminish self esteem
  • Confuse development of identity
  • Erode childs sense of control, mastery, and
    efficacy in the world
  • Destroy childs sense of safety, optimism and
    hope
  • Garbarino et al. (1992) Herman (1992) Davidson
    Smith (1990) Terr (1983)

10
THERE ARE PEOPLE, AND THEY ARE NOT IN THE
MINORITY, WHO HAVE LIVED WITH MANY OF THESE RISK
FACTORS AND WHO NOT ONLY SURVIVE, BUT ADAPT --
AND EVEN THRIVE
Most adults who grow up in violent homes do not
become violent adults (Kaufman Zigler,
1987).   Only 14 of children who grow up with a
schizophrenic parent show some serious
psychiatric disturbance later in life, and only
35 of such show some serious behavioral problem
- this means 50 grow up to be relatively well
adjusted healthy adults. (Garmezy, 1971)   Of 700
children studied 1/3 of those identified as
high-risk (exposed to 4 or more risk factors by
age 2) avoided mental health and behavioral
problems by age 18. (Werner Smith,
1992).   Child developmentalists have estimated
that up to 80 of children exposed to powerful
stressors do not sustain developmental damage
some children even make use of the challenge and
grow stronger (Garbarino et al. 1992, pp.
100-101 citing Werner, 1990 Fish-Murray, 1990
Rutter, 1979)
11
RESILIENCY
Resilience is "the process of, the capacity for,
or the outcome of successful adaptation despite
challenging or threatening circumstances."
(Masten, Best, Garmezy, 1990, p. 426)
12
. . . we have to let go of our preoccupation
with risk and risk factors as the research base
guiding our planning and evaluation efforts.
Solutions do not come from looking at what is
missing solutions will come by building on
strengths. While several approaches to prevention
programming try to combine a risk- and
protective- factor approach, . . . these are two
incompatible paradigms for change. Individuals
cannot simultaneously hold on to two competing
paradigms we cannot simultaneously see the
proverbial glass as both half-empty and
half-full. B. Benard
13
PERSONALITY -- Hardiness(Kobasa, 1979) Self
Righting Capability(Werner et al. 1992)
  • Active-approach coping skills
  • Developed problem solving skills
  • Perceived competence and efficacy
  • Challenge viewed as positive catalyst for change
  • Impulse control
  • Judgment
  • Creativity/Self expression
  • Sociability
  • Resourcefulness
  • Perceived self-worth
  • Intelligence
  • Developed emotional outlets
  • Sense of optimism, hope, future

14
ENVIRONMENT
  • Supportive and resilient family
  • Consistent expectations, rules, consequences and
    supervision in immediate environment
  • Attachment to at least one reliable, trusted
    good enough parent or caretaker
  • Existence of supportive non-parent adults
  • Sense of community
  • Strong supportive social network
  • Strong supportive school

Smith Carlson (1998) Causey DuBow(1992),
Sandler, Tein West (1994) Shaunnessy, B. A.
(1992) Garbarino et al. (1992) Werner Smith
(1992) Werner (1990) Moos (1990), Snyder
Paterson (1987) Garmezy (1984) Kobasa (1979)
Winnicott (1971)
15
PRACTICE IMPLICATIONS PROMOTE RESILIENCY
16
Encourage and confirm sense of efficacy and
competence
17
Promote and encourage development of identity and
self-worth (including ethnocultural identity)
18
Confirm and validate trauma and experience
19
Teach and model healthy communication and
interaction styles (including naming and
expressing emotions)
20
Support and teach importance of structure and
consistency (though NOT rigidity)
21
Reinforce healthy and cohesive relationships
22
Empower and encourage family to marshal resources
23
Encourage joy and play, recreation and diversion
24
Encourage and suggest outlets for expression and
creativity
25
Promote social skills and social interactions
26
Help instill hope,
27
Optimism
28
and a sense of the future
29

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We are planting the seeds of hope to grow the
tree of knowledge Addy, age 12 (in response
to the question What are you doing?)
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