Resilience in Early ChildhoodBy Katherine S. McLarty

Background

Resilience = Protective Factors > Risk Factors

At-risk children are in situations that increase their likelihood of negative outcomes (Werner & Smith, 2001)

Children from birth to age 7

Significance

Earlier is Better Risk factors accumulate Most significant protective factors exist before

age 10

Longitudinal study from birth to age 40 Ratings of mother’s caregiving skills during

infancy Toddler’s social orientation score Emotional support available (ages 2 and 10)

Outline

1. Identify Protective Factors Social Maturity Emotional Support Personal Drive

2. Discuss Programs & Techniques

3. Gaps and Recommendations

Social Maturity

Description Regulate emotion and behavior Constructively solves problems

Impact Do better academically (Schelble, Franks, & Miller, 2010).

Have positive peer relationships (Bulotsky-Shearer, Fantuzzo, & McDermott, 2010).

Experience fewer medical problems, are less likely to have a criminal record, or display violent behavior in adulthood (Obradović, Burt, & Masten, 2010)

Emotional Support

Description Quality parent-child interactions Positive relationships with adults outside the

immediate family.

Impact Teaches emotional regulation (Sanson, Smart, & Misson, 2011)

Improves academic and interpersonal adjustment(Baker & Hoerger, 2012)

Long-term impact on later development of emotional support systems (Werner & Smith, 2001)

Personal Drive

Description Self-efficacy Motivation to learn Stimulating home environment

Impact Improved academic competence Long-term impact on work satisfaction (Werner & Smith,

2001)

Intervention & Prevention

Home Visitation

Improved health

Increased positive mother-child interactions

Reduced chance of maltreatment or witnessing DV

School-Based

P.A.T.H.S, Incredible Years, Tools of Mind Social skills Consideration Positive parent-

child interactions Academic

engagement

Interaction-Based Techniques

Play Social skills

Good Behavior Game Self-regulation

Praise Motivation

Implementation

Community-Family Link (Jones et al. 2011; DuBois, Portillo, Rhodes, Silverthorn, &

Valentine, 2011)

Parent education Community support

Universal Integration School-wide programs have longer-lasting impacts Allows community to personalize (Dishion, 2011)

Quality Teacher training Childcare vs. Preschool

Supported Protective Factors

Social Maturity

Home Visitation

PATHS

Incredible Years

Tools of Mind

Play

Good Behavior Game

Emotional Support

Home Visitation

Incredible Years

Play

Personal Drive

Praise

Gaps & Recommendations

Little rigorously tested information on how to build self-efficacy or a motivation to learn

Many of the implementation factors mentioned are not consistently used