Resiliency
Growing up is never easy. In recent years, a number of researchers have changed their focus from the examination of risks associated with a negative health outcome to one of considering mechanisms or factors deemed protective to adolescent health. Two psychosocial models have emerged from this research, emphasizing resiliency and asset building rather than risk. Young people who come from a high-risk environment are those who fall through the cracks—unless safety nets are provided. They are not necessarily overtly aggressive, stereotypical juvenile delinquents. They are often the quiet, withdrawn, passive kids. They are not limited to one geographical area or socio-economic or ethnic group. They are present in every community. They are the youth who, for various reasons including biological, psychological, or social, have a greater likelihood for the development of delinquency, substance abuse, or other related anti-social and self-destructive behaviors.
Resiliency research suggests a strong link between success in life and one’s resiliency. Resiliency is the ability to avoid destructive behavior by successfully overcoming the effects of a high-risk environment and developing social competency despite exposure to severe stress. Despite difficult family and community circumstances, some children succeed at school and in life. Because they have persevered through severe, often enduring and multiple challenges, they are referred to as resilient. Resilience studies (Werner and Smith 1982; Ruter 1990; Rolf et al, 1990) have determined that of the children growing up in a high-risk environment, most who achieve adult success tend to have a long-term, close relationship with a caring, responsible parent or adult, religious faith, and perceptions of themselves as worthy and competent.
Based on extensive research, including the work of B. Bernard (1993), Fostering Resiliency in Kids: Protective Factors in the Family, School and Community, resilient children have the following identifiable characteristics.
A resilient young person:
Is Socially Competent: responsive, flexible, and adaptable; empathetic and caring; able to communicate; and has a sense of humor.
Is Skilled at Problem Solving and Planning: average or above intelligence; able to think abstractly, critically, deductively, and flexibly; able to seek alternative solutions; and responsible.
Is Autonomous: has a sense of identity, self-esteem and self- worth, able to act independently; sense of personal control; and able to recognize and separate self from a harmful situation.
Has a Sense of Purpose and Future: healthy expectations, sense of coherence, confidence and faith that hardships can be overcome.
These areas of competency are hardly predestined; they can be learned in families, schools, and communities. To the extent that parents, educators, and other adults in the community encourage development of such resilience competencies, children are likely to be successful in school and in life. As in medicine, preventive actions may be wiser and more cost-effective than after-the-fact remedies.
MENTORING
Studies indicate that youth from at-risk environments can be successful in overcoming the negative factors that surround them. These studies further indicate that the key protective factor in these success stories is the presence of at least one caring adult in the lives of these youths. A mentor is an individual who provides one-to-one support and attention, a friend and a role model. Dozens of model projects throughout the State of California demonstrate that a mentoring relationship can bring a supportive role model into the life of a youth that enables that youth to define himself or herself in positive rather than negative ways.
There is no better antidote for the social ills that face our youth than an adolescent’s belief that the world is a positive place and that they can accomplish what they want in life. To learn more about mentoring opportunities in your community, call the Mentor Resource Center at 1-800-444-3066.
