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Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,A Strength-Based Approach To Assessing and Building Resiliency in High Risk Youth,Presenter:,Wayne Hammond, Ph.D.,Resiliency Canada,November 21, 2006,“ If we think we are fragile and broken, we will live a fragile, broken life. If we believe we are strong and wise, we will live with enthusiasm and courage. The way we name ourselves colors the way we live. Who we are is in our own eyes. We must be careful how we name ourselves.,Wayne Muller,From Deficit to Resiliency,The Deficit/Risk Model,Historically, the social and behavioural sciences have followed a problem-focused approach to studying human and social development.,As a result, the helping community has been preoccupied with the deficit or at-risk paradigm for understanding and serving children in trouble and their families.,Deficit Thinking,SpecialtyDiagnosisReaction,EducationDisruptiveReprimand, suspend, expel,Social WorkDysfunctionalIntake, manage, discharge,CorrectionsDelinquent Adjudicate, punish, incarcerate,BehaviourismDisordered Assess, conditioning, time out,MedicineDiseasedDiagnose, drug, hospitalize,PsychopathologyDisturbedTest, treat, restrain,“A deficit model assumes certain knowable norms for youth/family behaviour and interaction. Whatever deviates from these norms is assumed to be defective. Interventions then focus on fixing that which is in need of repair, inadvertently reinforcing a focus on dysfunction.,(Madsen, 1999, p. 22-23),Labels given to High-Risk Youth:,Community,Loser,Ungrateful,Brat,Dangerous,Victim,Drop-Out,Delinquent,Thief,Professionals,Conduct Disordered,Reactive Disorder,A.D.H.D.,Depressed,Suicidal,Borderline,Antisocial,Emotionally Disturbed,Resistant,Lacking Impulse Control,Youth,Leader,Tough,Gang member,Reliable,Faithful,Committed,Sexy,Survivor,Stud,Street Smart,Helper,Fighter,Problem Solving Mind Set,We often find it difficult to see the positive side of a situation,It is easier to focus on the “cants as opposed to the “cans.,Problem solvers look for patterns, such as broken homes, dysfunctional neighborhoods, and poverty, to explain difficulties,We assume that youth experiencing similar patterns will also exhibit similar difficulties,As a result, problem solvers may see problems even where they may not exist,Challenges of Deficit/At-Risk Model,Tends to label youth,Focused on reducing risk,Labels limit options and exploring of innate resources,Ignores potential resulting from adversity,Leads to prescribed programming,May or may not include a focus on relationship building and earning of trust by care provider,Intervention tends to be linear not ecological,Does not clearly show cause versus effect,No common philosophy of service provision,“ Assumptions can be like blinkers on a horse they keep us from straying from the road, but they block our view of other routes and possibilities along the roadside,Armand Eisen,Given their current level and response to stress (change), youth always use their best problem-solving strategies to get their needs met, even if these strategies are dysfunctional.,Doing What It takes to Survive,Pain-Based Behaviour (Bendtro),Pain is a very powerful motivator that permeates emotions, thinking, and behaviour:,Painful emotions,include inner states such as fear, anger, sadness, disgust, hopelessness, helplessness, guilt, hatred, and shame.,Painful thinking,may include distressing thought processes such as worry, anxiety, distrust, pessimism, blame, vengefulness, denial, and unconstructive rationalization,Pain-based behaviour,puts painful emotions and thinking into action as an attempt to escape from pain,For kids in pain, life is a daily struggle to handle distress and disruption, and they often use counterproductive coping strategies.,All behaviours serve some purpose:,Sam prevents the pain of rejection by keeping people at a distance,Joe avoids the pain of failure by giving up efforts to succeed,Maria fights the pain of powerlessness by defiant rebellion,Ron overrides the pain of conscience by calloused thinking,Ruth medicates her loneliness with alcohol and drugs,Understanding the Triune Brain,All of us have a triune brain specializing in three different tasks:,1) The Survival Brain,is the most primitive part of the brain and connects directly to the spinal cord and operates biological functions of internal organs like the lungs and heart. The survival brain also executes flight-or-fight reactions,2) The Emotional Brain,wraps around the survival brain and generates positive and negative emotions. The emotional brain is where value is attributed right and wrong. This part of brain also conditions and stores emotional memories. Emotions that motivate and prepare the brain and body for action.,3),The Logical Brain,is the centre for logic. Language and reasoning it also plays a role in regulating emotion,Understanding the Tit-for-Tat Rule,A youths brain is hard-wired to react to positive or negative emotions.,Friendliness usually invites friendliness, while hostility evokes hostility.,At the first sign of danger or disrespect, we are biologically programmed to stop being friendly and react with freeze, fight, or flight behaviour.,As a result, the Tit-for-Tat rules works against those who work with youth based upon “If you respect me, Ill respect you.,Effective work with youth in pain, then, becomes a “double struggle;,it demands that we work hard to respond to the message of a youths emotional reaction,rather than be sucked into our own negative emotional reaction to the angry form the message may take.,Embracing Change,Most youth,want to be successful, but just do not have the experiential templates to meet their needs constructively,Youth,will accept our invitations,to change when what we offer replaces their current conventional pursuits in a meaningful way,Alternative invitations must be chosen, not required no evidence that interventions that try to force youth to stop behaviours work,Values and behaviour of youth,always change in the context of relationships, not programs,Barriers to Effective Change,Attitude of the Care Providers “If it was not for us professionals, our youth would do well in care,Erroneous assumptions and expectations,Challenging maladaptive behaviours out of context,The need to change youth with an agenda that is control oriented as opposed to invitational,Fear of chaos,The need to Label,Why is Change so Difficult?,Lack of confidence in ability to make change,Do I have the skills?,Can I really do this?,Lack of understanding of what is needed to change,Lack of involvement with meaningful relationships,Cannot see personal benefits of the change,Whats wrong with the way things are?,Who will support me? - Expectations of others,Change,does not come from special powers from professionals,Change,happens when a person uses their inherent strengths and resources and are supported by relationships that take your innate goodness as a given,Change,happens when you create a plan that is tailored to the persons ideas and therefore inspires the hope necessary for action,The Four Common Factors of Positive Change,Critical Components of Change,An analysis of 40 years of research found the best predictor of successful change are two factors:,1) engagement in meaningful relationships,2) engagement in meaningful activities,83%,of change involves these two factors,17%,is a result of technique,Nurturing these two essential factors for change is accomplished by,:,The ability to:,Engage in a respectful and youth focused manner,See with unconditional positive regard and ability to make positive change,Establish meaningful starting points -,Exploring and agreeing on goals the youth is truly invested in,Exploring and agreeing on ways to reach those goals,See intervention as a collaborative process,Regularly ask for feedback and adapt,Assumptions About Change,People can change, they have the resources to alter their life circumstances and resolve problems,People change when their ready,and change always occurs within a system of perceptions and relationships,We are more likely to help people change,their behaviour when we focus on what is strong in them and not what is wrong with them,We are more likely to help people change,their behaviour when our conversations focus on what people would like for themselves their preferences, hopes, and intentions,Change,does not come from special powers from professionals,Change,happens when a person uses their inherent strengths and resources and are supported by relationships that take your innate goodness as a given,Change,happens when you create a plan that is tailored to the persons ideas and therefore inspires the hope necessary for action,Alcoholics Anonymous defines “insanity as doing the same thing over and over, but expecting different results.,A New Approach,Focus on what is,strong,in people and not what is,wrong,with them,Focus on people,as resources,and less on them as absorbing resources,Focus on,what people would like for themselves,(their preferences, hopes, and intentions) not what we think they need,Focus on,what is important,and less on what we think is urgent,To see all individuals as “at promise rather than “at risk is a fundamental shift that means facilitating rather than fixing, pointing to health rather than dysfunction, turning away from limiting labels and diagnosis to wholeness and well-being.,As opposed to emphasizing problems, vulnerabilities, and deficits, those embracing a strength-based perspective hold the belief that children, youth and their families have strengths, resources and the ability to recover from adversities.,The strength-based paradigm offers a different language to describe childrens and families difficulties and struggles.,The Strength-Based Model,Problem-Based Thinking,Focuses on understanding fixed problem patterns in youths lives,Elicits detailed descriptions of problems and youth is categorized by the problems,Focuses on “whats wrong and “whats not working,Interprets and highlights the times that youth resist or are,inconsistent in their responses,Negative experiences are seen as damaging the lives of youth and predict later pathology,Focus of intervention as something provided by an “expert,Strength-Based,Focuses on understanding how change occurs in the youth and what positive possibilities are open to them,Elicits detailed descriptions of goals and preferred futures,Youth is seen as more than the problem, with unique talents and strengths and a personal story to be told,Focuses on identifying “whats right and “whats working,Negative Experiences are not necessarily predictive of pathology as it may weaken or strengthen the youth,Interventions are always a collaborative endeavor client is the expert of their own lives care giver informs and nurtures the change process,Resiliency Adjustment / Adaptation Model,Definition of Resiliency,Ann Masten (2001): resilience as “good outcomes in spite of serious threats to adaptation or development (p. 228),Lifton (1994): identified resiliency as the human capacity of all individuals to transform and change, no matter what their risks; it is an innate “self-righting mechanism.,The Resilient Child,Definition of Resiliency,“ an ability to spring back and adapt to lifes challenges, an attitude of hope and optimism.,Resiliency is not one particular thing:,“What we call resilience is turning out to be an interactive and systemic phenomenon, the product of complex relationships of inner and outer helps throughout a persons life span.,(Greens & Conrad),Resiliency,Functional,Non-Functional,Points to Consider:,- developmental,- story of youth,- fluidity,- role of risk,- balance between intrinsic/extrinsic,View of Resiliency,“ To nurture resilient potential effectively, you need to explain and amplify the past and present strengths of the vulnerable, clarifying the adaptive strategies that keep them farther from the bottom rather than focusing on why they are not closer to the top.,Gina OConnell Higgins,Examples of Protective Factors,Internal Protective Factors,Gives of self in service of others and/or a cause,Uses life skills, including good decision making, assertiveness, impulse control, and problem solving,Sociability - ability to be a friend and form positive relationships,Sense of humour,Internal locus of control,Autonomy; independence; good sense of self-worth,Positive view of personal future,Capacity for and connection to learning,Self-motivation and flexibility,Personal competence feels they are good at something,External Protective Factors,(,characteristics of,families, schools/role environment, communities, and peers,),Promotes close bonds,Values and encourages learning,Uses high-warmth, low-criticism style of interaction,Sets and enforces clear boundaries (rules, norms, and laws),Encourages supportive relationships with many caring others,Promotes sharing of responsibilities, service to others required helpfulness,Provides access to resources for meeting basic needs of housing, employment/schooling, health care, and recreation,Expresses high and realistic expectations for success,Encourages prosocial development of values and life skills,Provides leadership, decision making, and other opportunities for meaningful participation,Appreciates and affirms the unique talents of person,Youth Resiliency Model,Extrinsic Components of Youth Resiliency,Peer,Family,Learning at School,School Culture,Community,Intrinsic Components of Youth Resiliency,Self-control,Self-Concept,Cultural Sensitivity,Empowerment,Social Sensitivity,Sample Resiliency Profile,Youth Resiliency Versus Risk Behaviours (N = 2290),Resiliency and Tobacco Use,Resiliency and Alcohol Use,Resiliency and Marijuana Use,Resiliency and Gambling,Resiliency and Destructive Behaviour,Youth Resiliency Versus Prosocial Behaviours (N = 2290),Resiliency and Volunteering,Challenge Model of Resiliency Identified For Specific At-Risk Behaviours,Resiliency Pattern,A Resiliency Approach,The core of strength-based resilient prevention is paying attention to,what works and identifying strengths,rather than deficits in the youth.,It focuses on,what is important,and not what is urgent,It takes a,whole community practicing a strength-based,philosophy when working with youth at all levels of implementation of preventative interventions,Needs to be,process and relationship oriented,with less dependency on techniques and professionals.,Strength-based practice,is about partnering,in order to help youth identify and use their own strengths and resources to overcome obstacles and live empowered lives.,Principles of Resilience,Belonging need to engage and build trust,Building Capacity recognize strengths and passion,Independence promote ability to creatively draw upon internal and external resources,Purpose nurture belief that “my life has meaning,Characteristics of Resiliency-Based Practice,A focus on language “Language is not innocent (Anderson, 1996),A focus on story Stories of self guide how people act, think, feel, and make sense of their past and present lives,A focus on strengths, abilities, and resources a firm and committed belief that all people of all ages, and all families possess ability, competence, and other special qualities regardless of their life experience or current situation,4. A focus on,collaboration, acknowledging that people have a view of their current situation, its potential solutions and ideas about how the change process should unfold,5. A focus on,relationship, walking with as opposed to dictating,Role of Mentoring Relationships,Research clearly indicates that the most significant and preventative influence on youth is adult mentors.,Characteristics of successful mentorship,Sufficient intensity,Duration of the relationship,Developmental focused as opposed to prescribed,Youth centred and participatory focused,Statistical Support for Mentoring,Making an difference: An impact study of Big Brother/Big Sisters (1995),Children and youth with mentors (as opposed to those without),46%,less engagement in substance use ,70%,less difference for African American,33%,less reduction in violent behaviour,50%,less reduction in school truancy,significant improvement in school performance and interactions with parents,“ To nurture resilient potential effectively, you need to explain and amplify the past and present strengths of the vulnerable, clarifying the adaptive strategies that keep them farther from the bottom rather than focusing on why they are not closer to the top.,Gina OConnell Higgins,Proposing an Integrated Model That is Strength-Based,Seeks to understand the crucial variables contributing to individual resilience and well-functioning families,Provides a common language and prevention philosophy,Resiliency provides a conceptual map to guide prevention efforts,Prevention strategies are client-driven and relationship focused,Engages distressed people with respect and compassion,Affirms the reparative potential in people and seeks to enhance strengths as opposed to deficits,“If we want to change the situation, we first have to change ourselves.,Stephen Covey,“It is not enough to institute best-practice strategies. Their success depends on the quality of the relationships surrounding them, invitations offered through them and ongoing opportunities for participation.“,“What we want to achieve in our work with young people is to find and strengthen the positive and healthy elements, no matter how deeply they are hidden. We enthusiastically believe in the existence of those elements even in the seemingly worst of our adolescents.,Karl Wilker,
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