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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


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)


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.

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.



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

66

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.


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).



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)


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.


.

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


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



Personal Resiliency & Life Events

Mastery

Relatedness

ReactivityLife Events

Ability


Sense of MasterySense of Mastery

Self-Efficacy

Ability

SESAdaptability

Optimism


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.”


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.”


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.”


Sense of RelatednessSense of Relatedness

Basic Trust

Comfort

Tolerance of Differences

Social Support


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.


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.”


Emotional ReactivityEmotional Reactivity

Impairment

RecoverySensitivity


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.


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.”


The Resiliency Scales for The Resiliency Scales for Children and AdolescentsChildren and Adolescents

Instrument Development


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.


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.


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.


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


Resiliency Scale T score Ranges


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.


Personal Resiliency Profile

0

10

20

30

40

50

60

70

Mastery Relatedness Reactivity

Bobby

Linda

Joe


Resiliency Index Scoressummarizing Resource and Vulnerability


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


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


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


Clinical ApplicationClinical Application

Three Tiered model forUniversal Screening

Using RSCA Index Scores


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.


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).

..


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


RSCA Profile AnalysisRSCA Profile Analysis

Cluster analysis based profiles of normative sample

RSCA profiles by clinical diagnosis


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%


Clinical Group Resiliency ProfilesClinical Group Resiliency Profiles

0

10

20

30

40

50

60

70

Mastery Relate Reactivity

non

Anxiety

Depression

Conduct

Bipolar

NonSpec


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.


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.


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.



Author Contact information: Three Factor Theory of Personal Resiliency

Sandra Prince-Embury, Ph.D. Resiliency Institute of

AllenhurstE-mail: [email protected]: 732-272-3773

mailto:[email protected]

mailto:[email protected]

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