Resiliency - A Paradigm Shift From “At Risk” to “At Potential”

Resiliency - A Paradigm Shift From “At Risk” to “At

Potential”

Presenter:

Wayne Hammond, Ph.D.Resiliency Initiatives

www.resiliencyinitiatives.ca

October 2011

Friday, 28 October, 11

http://www.resiliencyinitiatives.ca

http://www.resiliencyinitiatives.ca

“ 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




The Deficit/Risk Model

Historically, the social and behavioural sciences have followed a problem-focused approach to studying human and social development.

This has impacted care provision services in that children and youth who do not meet a certain level of achievement and behaviour are coded as in need.

Success in school and community is based upon certain criteria that focuses on certain behaviours and ways of thinking







“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)



1) Canada is in considered second in the world for academic performance by students

2) But is ranked in the bottom third of industrialized countries for social development (health and safety, family/peer support, subjective well-being)

Unicef Report - 2007



Labels given to Complex Youth:



CommunityLoser

UngratefulBrat

DangerousVictim

Drop-OutDelinquent

Thief



CommunityLoser

UngratefulBrat

DangerousVictim

Drop-OutDelinquent

Thief

ProfessionalsConduct

DisorderedReactive Disorder

A.D.H.D.DepressedSuicidal

BorderlineAntisocial

Emotionally DisturbedResistant

Lacking Impulse Control



CommunityLoser

UngratefulBrat

DangerousVictim

Drop-OutDelinquent

Thief

ProfessionalsConduct

DisorderedReactive Disorder

A.D.H.D.DepressedSuicidal

BorderlineAntisocial

Emotionally DisturbedResistant

Lacking Impulse Control

YouthLeaderTough

Gang memberReliableFaithful

CommittedSexy

SurvivorStud

Street SmartHelperFighter


The Deficit Model Tends To Lead To:

•  Labeling and therefore, limiting of options

•  Obscuring the recognition of a person�s unique capabilities and strengths

•  Focusing on the �can�ts� as opposed to the �cans�.

•  Ignoring potential resulting from adversity

•  Prescribed programming – as opposed to individualized

•  Looking for patterns – broken homes, poverty etc.


Doing What It takes to Survive

Given their current level and response to stress (change), people always use their

best problem-solving strategies to get their needs met, even if these strategies

are dysfunctional.


Pain-Based Behaviour (Bendtro)

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



“In our haste to change a person’s behaviour, we often overlook how their current behaviours make sense to them.

Try as we might as adults or professionals to guide them, they will not heed our word’s of advice or intervention until

they are confident we understand they are already doing the best they can with

what they have.”

Michael Ungar


Evidence for a Strength-Based ApproachResearch suggests that fifty (50) to seventy (70) percent of children growing up in families with mentally ill, drug/alcohol addicted, abusive, or criminally involved parents or in poverty-stricken families do overcome these risk factors to live functional, socially contributing lives (Benard, 1995)

Evidence that many children who might have received a diagnostic label do, in fact, ‘grow out’ of their problems without professional help. (Cohen, 1993)

There is also evidence that a predominant focus on deficits and highlighting problems can actually lead to poor outcomes (Miller et al., 1997)



Not Everything is as it seems

Imagine a person described as thus:

Unpredictable moods

Difficult to understand

The foods they eat make you cringe

The music they like makes you cringe

They often break things

The clothes they wear you would never dream of wearing

They often omit offensive odors



Reframing Risk to Resilience


Reframing Risk to Resilience


Requirement for a Paradigm change

Shifting one’s paradigm requires personal change - requires hard work

New information does not change paradigms

Changing paradigms requires nothing less than a change in a person’s heart and mind

Strength-based practice is a personal lifestyle


Albert Einstein defined “insanity” as doing the

same thing over and over, but expecting different

results.


Strength-Based Assumptions

1) An absolute belief that every person has potential and it is their unique strengths and capabilities that will determine their path of success

2) What we focus on becomes one’s reality – focus on strengths, not labels 3) The language we use creates our reality

4) Belief that change is inevitable – all individuals have the urge to succeed, to explore the world around them and to make themselves useful to others and their communities.


5) Positive change occurs in the context of authentic relationships - people need to know someone cares

6) Person’s perspective of reality is primary (their story)–need to value and start with what is important to the person

7) People embrace change when they are invited to start with what is right with them - start with and build upon successes

8) Capacity building is a process and a goal – a life journey

9) It is important to value differences and the need to collaborate – effective change is a collaborative, inclusive and participatory process – “it takes a village to raise a child”.


The strength-based approach seeks to answer some quite different questions like:

•  Why do people survive the problems of life?

•  What resources do people draw upon that account for their resilience?

•  Why do a significant number of people experiencing social, mental and physical challenges not only survive, but thrive?

•  What are the protective factors that support recovery and sustainable health.

•  What meaning do people ascribe to their experiences, their suffering, and their triumphs?


Resiliency and strength-Based practice…

... An alternative to the deficit paradigm


Traditional Services vs Positive Youth Perspective

Traditional Youth Services

- Focus on Problems

- Reactive

- Targeted youth

- Youth as Recipients

- Programs

- Professional providers

Positive Youth Development

- Focus on positive outcomes

- Pro-Active

- All youth

-Youth as active participant

- Community response

(systemic change)

- Community membersFriday, 28 October, 11


Positive Youth ChangeYouth can change – they have the resources to alter their life circumstances and resolve problems

Youth change when their ready- change always occurs within a system of perceptions and relationships

We are more likely to help youth change - when we focus on what is strong in them and not what is wrong with them

Change does not occur - based on special powers from professionals


We are more likely to help Youth change - when our conversations focus on their preferences, hopes, and intentions

Change happens - when a youth uses their inherent strengths and resources

Change happens - when youth are supported by relationships that take your innate goodness as a given

Change happens - when you create a plan that is participatory and inspires the hope necessary for action


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.



“ 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 O’Connell Higgins


The Resilient Child/Youth

“… an ability to spring back and adapt to life’s challenges … an attitude of hope and optimism.”


Definition of Resiliency

“Resiliency is the capability of individuals to understand and creatively draw upon their internal and external strengths resulting in

effective coping with challenges and adversity in ways that promote positive youth

development and results in an increased ability to constructively respond to future

adversity over time.”

W. Hammond, 2008


Patterns of Resilience

(Normative Development)St

reng

ths a

nd

Opp

ortu

nitie

s

Options

Early Years

Teenage years

Middle Years

Normative Developmental Trajectory


Patterns of Resilience

(Under Stress and over Time)St

reng

ths a

nd

Opp

ortu

nitie

s

Options

Capacity 1

Capacity 3

Capacity 2

Resilience 2: Enhanced

Resilience 1: Overwhelmed

Stressors


Resilience 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 person’s life span”.

(Greens & Conrad)


Youth Resiliency Model



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 person’s life span”.

(Greens & Conrad)





Resiliency Versus Risk

7.9

6.2

5.2

4.0

2.72.0

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

00-05 06-10 11-15 16-20 21-25 26-30

Developmental Strengths Categories

Avera

ge Nu

mber o

f At-R

isk Be

haviou

rs


Resiliency and Alcohol Tobacco Products (During Last Month)

54.2

42.7

30.9

21.013.9

9.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30

Number of Developmental Strengths

Perce

nt


Resiliency and Marijuana Use

Used Marijuana (In the Past Month)

52.1

42.4

29.2

17.711.4

6.0

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30


Perce

nt


Resiliency and GamblingGambled or Played the Lottery (During the Last Month)

40.2

27.123.3

18.411.5 8.4

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30


Perce

nt


Resiliency and Destructive Behaviour

Defaced or Damaged Property Just for Fun(At Least Once in Last Year)

57.2

42.235.3

23.514.5

8.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30


Perce

nt


Resiliency and Bullying

Resiliency and Bullying


Resiliency Versus Prosocial

2.43.1 3.5

4.1

5.25.9

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

00-05 06-10 11-15 16-20 21-25 26-30

Developmental Strengths Categories

Avera

ge N

umbe

r of P

ositi

ve/C

onstr

uctiv

e Beh

aviou

rs .


Resiliency and Volunteering

Volunteers in the Community (At Least Once a Week)

15.720.0 21.3 24.6

30.9

45.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

00-05 06-10 11-15 16-20 21-25 26-30


Perce

nt



Family Factor



School Culture Factor


Youth Engaged in School

1 Resiliency Initiatives © 2010


Youth Not Engaged at School

53 Resiliency Initiatives © 2010


Students without a Mentor

Resiliency Initiatives © 2010


Students without a Mentor

Resiliency Initiatives © 2010





Complex School Children/Youth

0

22.5

45.0

67.5

90.0

3 4 5 6 7 8 9 10 11 12

Extrinsic Intrinsic Resilient


GROUP HOME COMPARISON


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 relationship

2) engagement in meaningful activities

83% of change involves these two factors 17% is a result of technique (Miller & Duncan, 1997)


The Four Common Factors of Positive Change

(Lambert, 1992)

0

10

20

30

40

MentorHope and Optimism

Youth Strengths

Program and Technique




Social Connectedness – Having a strong network of supportive, healthy relationships.

Managing Ambiguity – An ability to successfully cope with and

navigate through experiences that are unclear and/or uncertain. Adaptability – An ability to change or modify one’s approach to better

fit the situation. Agency and Responsibility – The ability to understand and take action according

to prevailing social expectations and/or one’s commitments. Moral Directedness – Focusing attention and acting in ways that are virtuous.

Strength Based Aptitude – Having a clear understanding of important strengths and how to consciously utilize them in day-to-day life.

Emotional Competence – An ability to accurately identify, understand, self-manage and express emotions in constructive ways.


A Strength-Based Intervention Model

Skills

Knowledge

Transformational Relationships

Resilience and Core Character

Traits

67


5%

15%

80%

Impoverished Profile:Profile presents with 0 to 10 developmental strengths

Vulnerable Profile:Profile presents with 11 to 20 developmental strengths

Resilient Profile:Profile presents with 21 to 31 developmental strengths

Levels of Resiliency Capacity


Child , Youth and Family

Traditional Model of Collaboration

Therapist

Teacher

School Counselor

Social Services Worker

Psychologist /Doctor

Professional Roles

Characteristics of Collaboration

• Professional driven• Silo oriented• Multi -tasked• Diagnostic driven


Child , Youth and Family

Relational Model of Collaborative Intervention

Therapist

Teacher

School Counselor



Professional Roles

Characteristics of Roles

Change Role -Support Role -Informing Role -

Change

Support

Informing

Intervention Roles


Child, Youth and Family


Therapist

Teacher

School Counselor



Professional Roles

Change

Support

Informing

Intervention RolesParticipant Role


Child, Youth and

Family


Therapist

Teacher

School Counselor



Professional Roles

Change

Support

Informing

Intervention RolesParticipant Role

SERVICE

PLAN

Facilitator


5%

15%

80%

Strategic Intervention:Collaborative-based intervention - intense,

comprehensive interagency and family focused that requires sustained help

Formal Intervention:Purposeful academic and emotional support

to help students facing challenges and stressors

Informal Intervention:Promotion of broad based academic, social, & emotional programs and relationship building leading to positive youth development for all

students

Levels of Resiliency Capacity vs Intervention


A Strength-Based Engagement Process

77


Strength-based interventions and case management goes beyond

addressing crisis, mitigating risk and removal from toxic environments: It is a relational process that facilitates

and optimizes strengths, potential and preferences in a way that

purposefully and meaningfully builds life-long capacity.

A Strength-Based Intervention Model


61


“ Staking the Deck”

Idea is to collaboratively work to create an “ecology” around Children and Youth that makes it increasingly difficult for certain high risk problems to survive.

This includes a focus both on intrinsic and extrinsic components of resiliency.


Strengths-Based Practitioners Possess:

A mindset that focuses on finding a person’s strength rather than weakness - for example, recognizing that a child of an addicted parent is capable of getting to school each day in spite of parental neglect

The vocabulary of resilient behaviours - for example, knowing that the child’s getting to school reflects initiative and the ability to be independent

The ability to assist students in reframing their painful experiences - for example, helping the student to see they can make good choices and look after themselves even though not supported by those who should


Some Strategies to Consider (Ungar, 2006)

Hear their truth - help them to listen for others’

Help youth look critically at their behaviour

Create opportunities that fit with what youth say they need

Speak in ways youth will hear and respect

Find the difference that counts - identify unique qualities and strengths

Encourage interventions that replace in meaningful ways as opposed to fixing


Our Challenge Is our goal to help youth to survive?

Outcome focused - Continue to concentrate our energy on changing their behaviour and world around the youth

OR

Do we prepare them to thrive?

Process focused - Nurturing their capacity to navigate challenging situations and meet

their needs in constructive ways


Strengths-Based Learning

1) 1) Put relationship first – Before learning"! !- Students do not care how much we know until they

!know how much we care.""2) Believe that all student’s can achieve their potential"! !- Transformative teachers seek to reframe a student’s

!struggle from being at risk to being at promise!3) 3) Seek what is beneath a struggle with learning"! !- Recognize that beneath the bravado or acting

!out, students have many feelings driving the !behaviour!


4) Provide flexible learning environments!! !- Rather than expecting youth to mold themselves to

!the curriculum, transformative teachers adjust the !intervention and learning activities to meet varied !learning needs.!

5) Set Realistic expectations that are rigorous, but reachable!! !- Teachers can help youth see what is possible by

!holding a deep belief in their innate competence and self-!righting capabilities – challenging to perform at a level !beyond what they believe they can do.!

!Friday, 28 October, 11

6) Maintain perspective with mistakes!! !- Capabilities for resilience are often linked to !a student�s response to mistakes, not to the mistakes themselves – mistakes are part of learning.!

!7) Provide frequent, timely feedback!! !- Observing when to support and when to let a

!student fail !is critical!!

66


Strategies to Build Trust

1) Turn problems into learning opportunities (Please coach me. Don’t scold me)

2) Provide fail-safe relationships (A person like me really needs a fan club)

3) Increase dosages of nurturance (I need to believe you really care)

4) Don’t crowd (When you get too close, I will back away for a while


5) Use the back door (If you help me to do something important to me, you are

important to me)

6) Decode the meaning of behaviour (I try to hide what I really think.)

7) Be authoritative, not authoritarian (Don’t control me, Help me to control myself)

8) Model respect to the disrespectful (Your respect helps to build mine)


9) Enlist youth as colleagues (I’m the only real expert on myself)

10) Touch in small ways (I watch little things you do to discover who you are)

11) Give seeds time to grow (Please be patient with me – I’m still growing)


Strength-Based Questions Are Characterized By:1) Not Knowing (suspending assumptions and using open questions)2) Curiosity about and appreciation of experience, context,

constraints, strengths, exceptions, and aspirations3) Open invitations to share stories and explore values4) The belief that people are their own experts5) The belief that people can change and grow6) Expansiveness – room to move from specific

description to exploring the context of experience, feeling, and meaning

7) Positive reframing – respectful languageFriday, 28 October, 11

We should ask:Do my messages convey and teach respect?

Am I fostering realistic expectations?

Am I helping the person to problem solve?

Am I teaching empathy and compassion?

Am I promoting self-discipline and control?

Am I setting limits in ways that permit learning as oppose to resentment?

Am I validating what the person says?

Does the person know that I value their input?

Does the person know how special they are?

Does the person know that mistakes are part of the process of learning?

Am I comfortable in acknowledging my own mistakes and apologizing for them?


To Embrace Change, Youth Need To:

1) Feel safe, confident and hopeful

2) In sharing their stories – feel heard and validated

3) Have a picture of where it is they want to go to

4) Be sufficiently motivated and able to address challenges

5) Be aware of, appreciate, and mobilize their own strengths, capacities and resources

6) Know what to do and how to do it

7) Be a full participant in the change process who will support and appreciate their efforts and progress

8) Be connected to others

97


Mindset of a Resilient child/Youth

Feel special and appreciated

Have learned to set realistic goals and expectations for themselves

Rely on productive coping strategies that are growth-fostering rather than self-defeating

View obstacles as challenges to confront – not avoid

Are aware of their weaknesses and vulnerabilities, but build on strengths

Strong self-esteem and sense of competence

Have effective interpersonal skills and can seek out assistance and nurturance

Know what they can and cannot control in their lives


Always Reflect and Evaluate

Perhaps the best way of knowing if you are maintaining a close relationship is asking them directly. The following questions are recommended after every meeting:

1) Do you like what we did today? 2) Do you feel like I listened to and understood you

today? 3) Overall, do you like how things are going? 4) Is there anything I could do differently to make our

time better?


Characteristics of a Strength-Based Facilitator

•  Exude warmth: Radiate warmth with an attitude of friendliness, approachability, and kindness. Consistently offer verbal and nonverbal expressions of sincere interest, acceptance and genuine positive regard.

•  Listen actively: In reasonable ways, make yourself available when youth wants to connect. During those conversations, give them your undivided attention. Ensure your verbal and non-verbal messages are similar and you reflect (accurately paraphrase) their primary concerns.

92



•  Show unconditional regard: Show that the youth is a person of great value and potential by being consistent in your commitment of time, being dependable and by making an effort to genuinely understand.

•  Embrace humour: Laugh at yourself often as a way of modeling humility and perspective. Use humour to engage and teach a youth how to balance life�s stressful moments with laughter.

93



•  Do not expect perfection: Expect excellence without perfection. Model how life�s mistakes are opportunities for exploring other options and pathways to success. Serve as an intentional and transparent model of imperfect excellence.

•  Attend to interpersonal cues: Pay attention to your own emotional life and demonstrate emotional self-awareness. Model a range of emotions in constructive ways and work at an accurate understanding of the emotional states of the youth.

95



•  Be trustworthy and dependable: Demonstrate trustworthiness as well as consistency, reliability, and integrity. Keep promises, maintain confidence and adhere to professional and organizational codes of behaviour.

•  Respect values: Do not pretend to be �value neutral� – acknowledge your core beliefs and values. Respect the youth�s values and provide a safe place to discuss value differences when appropriate.

96


“If we want to change the situation, we first have to change ourselves.”

Stephen Covey


Finland – 30 years ago had one of the highest rates of incarceration in all

of Europe.

Embraced a strength-based approach to youth – e.g., exchanged armed guards with

caring parent-like staff.

Now: Rates of Incarceration Finland – 52 per 100,000 people USA - 702 per 100,000 people Russia - 664 per 100,00 people


“What we want to achieve in our work with those at risk 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


"People of character do the right thing, not because they think it will change the

world but because they refuse to be changed by the world."

Actor and Author of Michael JosephsonRadio Commentator


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Resiliency - A Paradigm Shift From “At Risk” to “At Potential”

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