fancy are the mother’s workload and the number and
type of alternative caretakers available to the mother.
The amount of attention given by the mother or pri-
mary caretaker is yet another. In considering these
factors it is easy to see the interaction among them.
As the child grows, the care-giving style of the
parents comes to the forefront as a protective factor.
This is a realm where self-esteem can be fostered and
the child can acquire areas of skill and mastery. So-
cialization within the family works as a strengthening
shield when trust, autonomy, initiative, and affective
ties are encouraged. Families fostering resilience
often include relatives with similar values and beliefs
who are available to pitch in when the parent or par-
ents are not present. Also common is either a brother,
or sister, or close friend who takes care of the other
children.
Interestingly, an intact family is not a consistent
factor. A father’s absence is not the determining fac-
tor in resilience—more important is the overall cop-
ing and functioning of the family, with low discord.
An organized home environment that includes struc-
ture and monitoring does contribute to fostering re-
silience.
Other caring relationships develop in school.
Along with extended family members, teachers are
extremely important as confidants, mentors, or posi-
tive role models. During middle childhood and ado-
lescence, encouraging school environments are a
powerful factor. A school buffers stress when it pro-
vides a place to excel at something—to be recognized
and feel good about one’s self has a definite buffering
effect. Schools that foster resilience have high expec-
tations for children and provide them with opportu-
nities for participation and contribution. In such
empowering schools, students’ self-esteem, self-
efficacy, and positive values are reinforced. Addition-
al supportive environments include churches, clubs,
and organizations that furnish positive role models.
Through these, caring adults lessen the effects of the
risk factors. The community at large can also contrib-
ute, when it makes good public health care available
and provides high levels of public safety.
Profile of a Resilient Child
Resilience happens when the factors protecting
the child outweigh the hazards and handicaps. A
child with roots of resiliency is an optimistic, well-
balanced person. This child has effective problem-
solving and communication skills. Resilient children
are generally efficient at getting other people to help
out and have at least an average IQ. They also most
likely have an area of ability that is recognized and ap-
preciated by those around them. A hopeful outlook
is observed, with faith in the future and a sense of
meaning in life. A good sense of humor is common,
as is efficient impulse control and social skills.
Resilient children do not run a straight line to
success. In adolescence, resilient youths may report
higher levels of anxiety and depression. Resilient
youths rely more heavily on practical coping skills
than well-adjusted adolescents who have not been ex-
posed to multiple risks. Resilient youths also struggle
more with self-esteem and may experiment with anti-
social or illegal activities, although this is not a predic-
tor of similar later activities in adulthood.
There is a temptation to think of resilient chil-
dren as super-kids who are invincible and stand up
well under stress. After all, they can be identified as
high risk due to their being poor or coming from fam-
ilies with a history of violence, crime, or substance
abuse. They may come from a large family, with par-
ents who have a minimal education or even mental
health problems. Maybe they were even born with
some congenital disease. Yet somehow, protective fac-
tors are also in place and they are beating the odds.
Showing signs of being well-liked, well-adjusted, func-
tioning children, it is no wonder they seem ‘‘survi-
vors.’’ One researcher described resilient people as a
‘‘checkerboard of scars and strengths.’’Resilience-Based Programs
A resilience-based approach is already being used
in many youth development, school improvement,
and health-risk behavior prevention programs. Some
programs have risk-focused strategies, such as the
health program that seeks to reduce the exposure to
threat. Others focus on improving the number or
quality of resources available. Yet others seek to mobi-
lize basic human adaptation strategies such as sup-
porting cultural traditions, fostering secure
relationships, or teaching effective coping strategies.
Programs exist that include all three types of strate-
gies.
In the early twenty-first century, research was
evolving from the identification of the traits of resil-
ience to resilience as a dynamic developmental pro-
cess. The latter research was seeking to understand
the precise nature of the interaction of resilience and
risk factors in order to improve health, social, and ac-
ademic outcomes. In providing a framework for the
programs mentioned, it is considered the responsibil-
ity of adults to provide the external protective factors
or assets while fostering the internal resilience traits
of young people. The basic external assets include
caring relationships, high expectations, and mean-
ingful participation in home, school, and community.
The internal assets encompass social competence,RESILIENCY 347