Resilience to Violence
Lecture 6:
Implications for action
and future research
Dr. Elizabeth Buimer
In this lecture we
will discuss..
Implications of resilience science Objective 1
Interventions at the family level Objective 2
School-based and technology-based Objective 3
interventions
Interventions at the macro level Objective 4
Closing remarks Objective 5
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Exam material
lecture 6
Chapter 11 and 12 of Ordinary Magic. Resilience in development by
Ann Masten
This lecture
3
Implications of
resilience science
Resilience science has
transformed practice
• Clinical psychology
• Pediatrics, Psychiatry
• School psychology
• Counseling
• Social work
• Family social science
Ann Masten at UCTV - https://www.youtube.com/watch?v=XJZ_c70liaQ
Shifting the focus
• From a deficit-based model to a strength-based model
• A resilience framework for action:
1. Mission
2. Models
3. Measures
4. Methods
5. Multiple systems
1. Mission
Frame:
• positive goals
• positive future perspectives
• positive parts of individual’s behaviour
→ More motivation to partake in interventions, fund interventions
and offer interventions
2. Models
Model:
• Strengths
• Resources
• Positive outcomes
• Adaptive processes
Masten, 2014. Ordinary Magic.
3. Measures
Assess:
• Strengths
• Resources
• Positive outcomes
• Adaptive processes
4. Methods
Develop interventions that:
• Reduce or mitigate risk
• Boost resources and adaptive capacity
• Mobilize adaptive systems
5. Multiple systems
Consider:
• Possibilities at multiple levels
• Expertise from multiple disciplines
• Co-creating different stakeholders
• Co-developing with the target population
Example: Ready? Set. Go!
• Study on preschoolers
experiencing homelessness and
high mobility (HHM)
• Executive functioning (EF) predicts
school success
• Intervention to boost EF
Screenshot from the weblecture
Obradovic 2010
Masten et al 2012
Kalstabakken 2016
Example: Ready? Set. Go!
• Participatory approach applied with many benefits
• Promising results in pilot study
• Strategic timing
• Promising effects in pilot study → EF can be boosted in high-risk
populations
Distefano et al., (2020). European Journal of
Developmental Psychology, 17(6).
Interventions at the
family level
Interventions
• Universal versus targeted
• Preventive versus Curative
• In the Netherlands → Databank Effectieve Jeugdinterventies
van het Nederlands Jeugdinstituut (NJi)
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Examples: Interventions building resilient families
Quality criteria based on how strong the scientific support is
‘The current types of home visiting and parenting programs seem
insufficiently effective at significantly reducing the number of maltreatment
cases reported to child protection services.’
‘the scarcity of evidence-based
means is deplorable’.
School-based and
technology-based
interventions
2017
Re si l ie nc e b o os ti ng in te r ve nt io n s
in a school setting
“ceiling effect” since many of the students
enrolled in universal-based programs have
high baseline mental health and social and
emotional competence
Evidence of publication bias
For example, the serious games SPARX, Mindlight and Dojo help train users in the target behaviour of
deep breathing for relaxation (Merry et al., 2012; Scholten et al., 2016; Schoneveld et al., 2016). Users
who frequently practised the target behaviours perceived SPARX as being helpful (Kuosmanen et al.,
2017).
‘Poppelaars et al. (2016) found all three groups in their study (control group, SPARX, Op Volle Kracht –
a Dutch school-based resilience intervention) all experienced a decrease in depressive symptoms, again
with a higher dropout rate of 29%’
‘Less than half of the adolescents in Poppelaars et al. (2016) study liked SPARX or found it attractive’
‘the game was received poorly with only 38% of participants saying they would use it themselves, let
alone recommend it to a friend. A lack of engagement in the game is concerning because it could
reduce the effectiveness of the intervention.’
Har nessing digital
technologies
Conclusion on school and
technolo gy -base d inter ventions
• Heterogeneous outcomes
Age, type of intervention, type of student and type of teacher influences
outcomes
• Most did not assess change in resilience:
No definition of resilience, no actual measurement of better mental health to
future stress
• Methodological weak
Small samples, publication bias, no follow-ups, no baselines, no control groups
• Small effects, possible iatrogenic effects of universal school-
wide approaches
Interventions at the
macro level
Housing first
Universal basic income
‘Findingsare generally positive that UBI- type
programs alleviate poverty and improve health
and education outcomes and that the effects on
labor market participation are minimal.’
Add ressin g p ove r t y help s to
reduce child maltreatment
• A negative earnings shock of > 30% led to ~ 18% increased
likelihood of CPS involvement
• Social benefits as supplemental income buffered against the
risk of child maltreatment (esp. children ages 0–4)
Racism and discrimination
Racism can affect health in multiple ways:
• Residence in poor neighborhoods
• Less opportunities
• Racial bias in medical care
• The stress of experiences of discrimination
• Societal stigma
Schools and policy makers play a crucial role in reducing (the
effects of) systemic racism
Williams, D. R. (1999). Annals of the New York Academy
of Sciences, 896(1), 173-188. 35
Int er ve ntio n aft er mass trau ma or
disasters
Five intervention principles ( Hobfoll et al., 2007):
1. promote a sense of safety
2. promote calming
3. promote a sense of self- and collective efficacy
4. promote connectedness
5. promote hope
Int er ve ntio n aft er mass trau ma or
disasters
Other important points:
• Keep families together or reunite family members as quickly as
possible
• Consider families when planning for disasters
• Parents and teachers should be considered first responders
• Don’t intervene too much or too soon
Closing notes
Closing notes from the book that were not
covered in the lectures so far
• Resilience is common
• Adaptive systems can be hijacked
• No child is invulnerable
• Perturbations in systems provide potential for positive
and negative change
Enduring problems
in resilience science
• Definition?
• Measurement?
• Rebranding of risk research?
• Resilience trait?
• Resilience takes its toll?
Looking back:
Which topics require
further explanation?
Lecture 4: Chapter 8-10
Effective families
Parenting
Friendship support
Effective schools
The immigrant paradox
Cultural niche
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Lecture 6: Chapter 11-12
Deficit versus strength-based focus
Different models of interventions
Strategic timing of interventions
Dutch databank of youth interventions
Family interventions
School and technology-based interventions
Macro interventions
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