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Three Factor Model of Three Factor Model of Personal ResiliencyPersonal Resiliency
The Resiliency Scales for Children and Adolescents
Use for Preventive Screening and Intervention
Presented by:Presented by:Sandra Prince-Embury, Ph.D.Sandra Prince-Embury, Ph.D.
American Psychological AssociationAmerican Psychological AssociationAnnual Convention Annual Convention
August 7, 2014August 7, 2014
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What is the Definition of ResilienceWhat is the Definition of Resilience
“Resilience refers to a class of phenomena characterized by good outcomes in spite of serious threats to adaptation or
development” (Masten, 2001, p. 228)
“Psychological resilience has been characterized by the ability to bounce back from negative emotional experiences and by flexible adaptation to the changing demands of stressful experiences” (Tugade & Fredrickson, 2004, p.320).
“Resilience may be briefly defined as the capacity to recover or bounce back, as is inherent in its etymological origins, wherein ‘resilience’ derives from the Latin words salire (to leap or jump), and resilire (to spring back).” (Davidson et al., 2005, p. 43)
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Personal ResiliencyPersonal Resiliency
The individual brings to the circumstance personal strengths that make him/her less vulnerable, which serve as buffers to damage, and empower him or her to cope with and recover from adverse circumstances.
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Status of Resilience TheoryStatus of Resilience Theory Early longitudinal studies viewed resilient individuals as extraordinary
in that they survived adverse circumstances with minimum negative outcome. Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.
Resilience research yielded lists of protective factors including “competence.” (see work of Rutter, Luthar & Masten)
Resilience theory became more complicated considering context or the interaction between the person and the environment with studies of developmental change at a physiological level. Cicchetti, D., Ganiban, J., & Barnett, D. (1991). Contributions from the study of high-risk populations to understanding the development of emotion regulation. In J. Garber & K. Dodge (Eds.), The Development of Emotion Regulation and Dysregulation (pp. 15–48). New York: Cambridge University Press.
Masten (2001) suggested that resilience was ordinary magic available to all based on core developmental systems. (Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–238.
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Resiliency Theory in Developmental Psychology: selected references
Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34(4), 416–430.
Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 55, 97–111.
Luthar, S. S. (2006). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Risk, disorder, and adaptation (Vol.3, 2nd ed., pp. 739–795). Hoboken, NJ: John Wiley & Sons.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238
Masten, A. S., & Powell, J. L. (2003). A resilience framework for research, policy, and practice. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 1–25). Cambridge, UK: Cambridge University Press.
Rutter, M. (1987). Psychosocial resilience and protective mechanisms [Special report]. American Journal of Orthopsychiatry, 57(3), 316–331.
Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.
Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca: Cornell University Press.
Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: Risk
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Problems in Resilience Research and Problems in Resilience Research and ApplicationApplication Lack of consensus on definition led some to question
the value of the construct. (Kaplan, 1999, 2005). Some claim that “resilience” is a phenomenon which
cannot be directly measures but may only be inferred. Lack of consensus on definition made standardized
measurement and comparisons more difficult. Interactive/contextual emphasis made research more
complex. Difficult to document significance of subtle interaction effects.
All of the above makes systematic application more difficult.
Luthar differentiated “personal resiliency,” attributes of the individual, from “resilience,” the interaction between the individual and the environment.
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Three Factor Model of Three Factor Model of Personal ResiliencyPersonal Resiliency
The Three Factor Model is based on three previously identified attributes of personal resiliency reflective of three core developmental systems: Sense of Mastery, Sense of Relatedness, and Emotional Reactivity
and the relationship of these factors to one another (Prince-Embury, 2006, 2007).
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Identified areas of Personal Identified areas of Personal ResiliencyResiliency
Sense of Mastery:Sense of Mastery: optimism, self-efficacy and adaptability increases the likelihood that the individual will be able to cope with adverse circumstances. (Protective)
Sense of Relatedness:Sense of Relatedness: Relationships with others and sense of relatedness serves as a buffer against stress. (Protective)
Emotional Reactivity:Emotional Reactivity: Sensitivity to stress or impact from adversity is related to the individuals pre-existing level of emotional reactivity. (Risk/Vulnerability)
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Three Factor Model of Personal Three Factor Model of Personal ResiliencyResiliency
compared with two factor modelcompared with two factor model
Sense of Mastery: Protective Sense of Relatedness: Protective Emotional Reactivity: Risk
Sense of MasterySense of Mastery A child’s sense of mastery and self-efficacy is recognized by
most experts as a core characteristic of resiliency in children and adults.
Robert White (1959) In 1959 Robert W. White wrote a classic article for Psychological Review titled, "Motivation Reconsidered: The Concept of Competence." In it, White proposed a new concept: effectance motivation. Effectance was described as a "tendency to explore and influence the environment." White suggested that the "master reinforcer" for humans is personal competence. He defined competence as "the ability to interact effectively with the environment."
Albert Bandura (1977, 1993, 1997) spent many years studying the mechanisms by which self-efficacy is learned and developed. Bandura demonstrated in his research that individuals with a more positive view of their own effectiveness exert more effort to succeed and are motivated to persist in the face of difficulty or failure. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
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Early resilience researched examined competence as a strategy for preventing or ameliorating behavioral and emotional problems. (Project Competence initiated by Garmazy. (Masten & Coatsworth, 1998; Masten, Burt & Coatsworth, 2006).
Seligman documented the existence of “learned helpless” and “learned optimism” and their significance in predicting behavior.Seligman, M. E. P. (1995). The optimistic child. New York: Houghton Mifflin.
Block & Block introduced the concept of “islands of competence”
which have been more recently discussed by Brooks & Goldstein as an aspect of a “resilient mindset.” Brooks, R., & Goldstein, S. (2001). Raising resilient children: Fostering strength, hope, and optimism in your child. New York: Contemporary Books. San Antonio, TX: The Psychological Corporation.
Sense of RelatednessSense of Relatedness Reviewing five decades of resilience research in child
development, Luthar (2006, p. 780) concluded, “Resilience rests, fundamentally, on relationships.”
The importance of relationships for human resilience has been noted in every major review of protective factors for resilience (see Masten & Obradovic, 2008).
The significance of trust was identified by Erikson (1963) as the first stage of social-emotional development, upon which all other social development is built.
The attachment system originally described by John Bowlby in three volumes on attachment and loss (1969) has since been examined in many studies of attachment in human development
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Emotional Reactivity Much research in the field of developmental
psychopathology has found that whether a child develops pathology in the presence of adversity is related in some way to the child’s emotional reactivity and his or her ability to modulate and regulate this reactivity
Reactivity has been labeled alternately as vulnerability, arousability, or threshold of tolerance prior to the occurrence of adverse events or circumstances , Rothbart and Derryberry (1981)
Emotional Reactivity According to Block’s theorizing, ego-resiliency is the
ability to adapt one’s level of control temporarily up or down as circumstances dictate (Block, 2002; Block & Block, 1980).
Affective style, psychopathology, and resilience: Brain mechanisms and plasticity. Davidson, Richard J.
American Psychologist, 55(11), Nov 2000, 1196-1214. Cicchetti, D. & Tucker, D. (1994). Development and
self-regulatory structures of the mind. Development and Psychopathology, 6(4), 533–549.
Structure of the RSCA Three Factor Model
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Personal Resiliency & Life Events
Mastery
Relatedness
ReactivityLife Events
Ability
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Sense of MasterySense of Mastery
Self-Efficacy
Ability
SESAdaptability
Optimism
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Sense of Mastery: subscaleSense of Mastery: subscale
Optimism Optimism consists of positive attitudes about the world, life in general and about ones own life specifically; and would refer specifically or generalize to the future. Seligman (1998) describes an optimistic attitude as characterized by specific attribution styles.
“My life will be happy.”
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Sense of Mastery:Sense of Mastery: subscalesubscale
Self-efficacy: Problem solving attitudes and strategies: seeing problems as challenges or puzzles to be solved, having strategies for approaching problems. sense that one can master one’s environment. Robert White (1969) focused on the development of sense of efficacy, mastery, or sense of competence as essential in a child’s development. Bandura focused on Self-efficacy as well.
“I am good at figuring things out.”
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Sense of Mastery: subscaleSense of Mastery: subscale
Adaptability: Adaptability: flexibility or adapting to change, being personally receptive to criticism and learning from one’s mistakes.
“ “I can learn from my mistakes.”I can learn from my mistakes.”
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Sense of RelatednessSense of Relatedness
Basic Trust
Comfort
Tolerance of Differences
Social Support
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Sense of RelatednessSense of Relatedness
Basic Trust: Basic Trust: as represented in this scale may be defined as the degree to which others are reliable and the degree to which one can be authentic in these relationships.
Social Support: Social Support: These items were designed to tap the degree to which the individual believes he or she has others to which he can turn for support in dealing with adversity.
Comfort with others or social ease: Comfort with others or social ease: These items were designed to tap comfort with others that may buffer stressors in his or her life.
Tolerance of difference: Tolerance of difference: These items were designed to tap the degree to which the individual believes that he or she can safely express difference within a relationship.
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Sense of Relatedness – Sense of Relatedness –
Subscale itemsSubscale items
“I can trust others.”“There are people who love and care
about me.”“I feel calm with people.”
“I can make up with friends after a fight.”
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Emotional ReactivityEmotional Reactivity
Impairment
RecoverySensitivity
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Emotional Reactivity component Emotional Reactivity component subscalessubscales
SensitivitySensitivity: : Emotional Sensitivity as defined in this scale is threshold for reaction and the intensity of the reaction. Items ask the child to assess “how easy it is for (him) to get upset” and how upset he gets
Recovery time:Recovery time: Emotional recovery as defined in this scale is the ability to bounce back from emotional arousal or disturbance of ones emotional equilibrium.
Impairment:Impairment: Items ask the child to report the frequency with which some impairment occurs related to being upset.
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Emotional Reactivity ItemsEmotional Reactivity Items
“It is easy for me to get upset.”
“When I get upset, I stay upset for the whole day.”
“When I get upset, I don’t think clearly.”
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The Resiliency Scales for The Resiliency Scales for Children and AdolescentsChildren and Adolescents
Instrument Development
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How do we assess personal How do we assess personal resiliency?resiliency?
Identify core areas of personal resiliency.
Develop tools for assessing/quantifying core areas of personal resiliency.
Developing method for standardizing scores yielded by these tools.
Develop methods for summarizing these standardized scores.
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Guidelines for Developing Tools for Guidelines for Developing Tools for Assessing Core Areas of ResiliencyAssessing Core Areas of Resiliency
Provide brief, (8 to 15 minutes), easy to administer measures to assess critical aspects of personal resiliency. Designed in a way:
that are easily understood by children and adolescents and translated into interventions
so that they provide a common metric that may be used across populations and circumstances.
that they provide base-rates for assessment of
event impact, outcome of intervention and changes that occur over time.
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Resiliency Scales DesignResiliency Scales Design
Three 20 – 24 item self-report questionnaires. (each addressing different developmental process.)
Written at a 3th grade reading level. (easily understood)
Response options are ordered on a 5 point Likert scale ranging from 0(never), 1 (rarely), 2 (sometimes), 3(often), 4 (almost always). (provide measurement on continuum).
Standardized on normative samples stratified by parent
education level and race/ethnicity within age and gender groups, using T score metric; norms available by gender within age-band; 9 – 11, 12 – 14, 15 - 18
Develop ways to summarize the relationship of multiple dimensions with each other; Personal Resiliency Profile and Index scores.
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RSCA RSCA informationinformation reportedreported
Three global resiliency scale scores: Sense of Mastery, Sense of Relatedness and Emotional Reactivity. (T score), mean =T50, SD= 10
Ten subscale scores. (scale scores) mean=10, SD=3
Individual items within each subscale for inquiry
Personal Resiliency Profiles: Global scale and subscale level
Two summary Index scores: Resource Index and Vulnerability Index T scores
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Resiliency Scale T score Ranges
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Personal Resiliency ProfilePersonal Resiliency Profile
A graphic way to illustrate three scale scores simultaneously.
A way to show the inter-relatedness of three aspects of resiliency for individual or group.
Way to compare relative resiliency across individuals and groups.
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Personal Resiliency Profile
0
10
20
30
40
50
60
70
Mastery Relatedness Reactivity
Bobby
Linda
Joe
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Resiliency Index Scoressummarizing Resource and Vulnerability
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Resource Index ScoreResource Index Score The estimate of the resources experienced by the child considering both personal sense of mastery and sense of
relatedness weighted equally. This is based on the fact these
two scores are highly correlated.
Resource Raw total score = (Sense of Mastery T + Sense of
Relatedness T) 2
Resource Index Score = Standardized Resource Raw Total Score
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Vulnerability Index ScoreVulnerability Index Score
Standardized difference between the Emotional Reactivity Scale T score and the Resource Index T Score.
Vulnerability Raw Score = Emotional Reactivity T Score
(-) Resource Index T score
Vulnerability Index T score = Vulnerability raw score
converted to T score by norm group
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RSCA Application: What can we RSCA Application: What can we do with the information?do with the information?
Screening using RSCA Index Scores Screening using Profile Analysis Assessment Linked Interventions Outcome Assessment
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Clinical ApplicationClinical Application
Three Tiered model forUniversal Screening
Using RSCA Index Scores
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Preventive Screening and Preventive Screening and IdentificationIdentification
Screening with the RSCA in larger groups requires condensation of information into one or two summary scores that act as red flags for further examination.
Quantification of the Resiliency Profile using the Resource and Vulnerability Index Scores
Resource Index: Identify children who indicate low personal Resources before they fall behind.
Vulnerability Index: Identifying children who indicate high Vulnerability with or without the emergence of symptoms.
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Population Based ScreeningPopulation Based Screening
First tier: Screening for Vulnerability Administer Resiliency Scales to entire group (5-10 minutes)
Calculate Vulnerability Index Score for all students. (software program available for scoring).
Those scoring T60 (high) or higher may be referred for review, preventive intervention (Tier 2) and retest.
Those scoring T65 (very high) or higher may be referred for mental health intervention (Tier 3).
..
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Second Tier: If Vulnerability Index is high > T60 examine the level of Emotional Reactivity
If Emotional Reactivity Score is T60 or higher, suggest psycho-education related to management of emotional reactivity.
If Resource Index is Low
If Resource Index is T 40 or below examine Sense of Mastery
and Sense of Relatedness scale scores to determine area for
psycho-education.
Sense of Mastery < T40 enhance mastery Sense of Relatedness < T40 enhance relatedness
Third Tier If Vulnerability Index score is very high >T65 Referral for psychotherapy and/or medication evaluation
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RSCA Profile AnalysisRSCA Profile Analysis
Cluster analysis based profiles of normative sample
RSCA profiles by clinical diagnosis
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RSCA Profiles based on cluster analysis RSCA Profiles based on cluster analysis of the normative standardization of the normative standardization
sample sample age 9-18 n= 641age 9-18 n= 641
0
10
20
30
40
50
60
70
MAS REL REA
A 31%B 44%C 25%
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Clinical Group Resiliency ProfilesClinical Group Resiliency Profiles
0
10
20
30
40
50
60
70
Mastery Relate Reactivity
non
Anxiety
Depression
Conduct
Bipolar
NonSpec
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Major PointsMajor Points The RSCA three factor model boils personal resiliency down
to core developmental constructs for practical application.
The three factor model of Personal Resiliency is easier to link to specific interventions related to mastery, relatedness and emotional reactivity.
The Personal Resiliency Profile, Resource & Vulnerability Indexes
allow us to look at relationships between personal resiliency factors.
The Vulnerability Index estimates the discrepancy between youths emotional reactivity risk and combined personal mastery and relatedness resources.
Selected RSCA references by authorSelected RSCA references by author Prince-Embury, S. (2014). A Three Factor Model of Personal Resilience and Related
Assessment. In Prince-Embury, S. and Saklofske, D. (Eds.) Resilience Interventions for Youth in Diverse Populations. New York: Springer.
Prince-Embury, S. (2013). Resiliency Scales for Children and Adolescents; Theory,
Research and Clinical Application. In Prince-Embury, S. and Saklofske, D. (Eds.) Resilience in Children, Adolescent and Adults; Translating Research for Practice. New York: Springer.
Prince-Embury, S. (2012). Resiliency Scales for Children and Adolescents;
Constructs, Research and Clinical Application. Chapter in Goldstein, S. and Brooks, R. (Eds.) Handbook of Resilience in Children; Second Edition. New York: Springer.
Prince-Embury, S. (2011). Assessing personal resiliency in the school context
using the Resiliency Scales for Children and Adolescents, Psychology in the Schools, 48 (7), 672-685.
Prince-Embury, S. Steer, R. (2010). Profiles of personal resiliency for normative and clinical samples of children and adolescents using the Resiliency Scales for Children and Adolescents. Journal of Psychological Assessment, 28 (4), 303-315.
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RSCA References ContinuedRSCA References Continued
Prince-Embury, S., Courville, T. (2008). Comparison of a One, Two and Three Factor Models of the Resiliency Scales for Children and Adolescents. The Canadian Journal of School Psychology, 23(1), 11-25.
Prince-Embury, S., Courville, T. (2008). Measurement Invariance of
the Resiliency Scales for Children and Adolescents across gender and age cohorts. The Canadian Journal of School Psychology, 23(1), 26-40.
Prince-Embury, S. (2008). The Resiliency Scales for Children and
Adolescents, Psychological Symptoms and Clinical Status in Adolescents. The Canadian Journal of School Psychology, 23(1), 41-56.
Prince-Embury, S. (2007). Resiliency Scales for Children and Adolescents: Profiles of Personal Strength. San Antonio, TX: Harcourt Assessment, Inc.
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RSCA ReviewsRSCA Reviews Prince-Embury, S., Saklofske, D. H., Veseley, A. (in press)
Resiliency Measures. Chapter in (Eds.) Boyle, G. & Saklofske, D. Measures of Personality and Social Psychology Constructs. Elsevier Inc.
Sink, C. A., & Mvududu, N. G. (2009). A review of the Resiliency Scales for Children and Adolescents. In R. A. Spies & B. S. Plake (Eds.) The 18th Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press.
Thorne, K. J., & Kohut, C. S. (2007). A review of Prince-Embury, S. (2007, 2006), Resiliency Scales for Children and Adolescents: A profile of personal strengths, Canadian Journal of School Psychology, 22, 255-261
Venn, J. (2009). A review of the Resiliency Scales for Children and Adolescents. In R. A. Spies & B. S. Plake (Eds.). Eighteenth Mental Measurements Yearbook, Lincoln, NB: Buros Institute.
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Author Contact information: Three Factor Theory of Personal Resiliency
Sandra Prince-Embury, Ph.D. Resiliency Institute of
AllenhurstE-mail: [email protected]: 732-272-3773