Building Resiliency in Vulnerable
Adolescents: Strengths Based Practice
in Youth Empowerment Programs
Michelle Vazquez Jacobus, J.D., L.C.S.W.
Come to the edge.
We might fall.
Come to the edge.
It’s too high!
COME TO THE EDGE.
AND THEY FLEW.
-Christopher Logue
And she pushed.
And they came.
What does it mean to be “Vulnerable” or “At-Risk”?
Stressors and adversity in a person or family’s life are
such that they are statistically more“at-risk” of behaviors
or conditions that will interfere with their healthy happy
functioning in the world than others who have not been
subject to such stressors.
“Maladaptive” behaviors or conditions
to which “at-risk” children are more
prone include:
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serious psychiatric illness
violent or abusive behavior (toward others)
ongoing victimization from violence
criminal or delinquent behavior
substance abuse
suicide
and often include teen parenting and school drop
out
STRESSORS THAT PUT A CHILD AT-RISK
Severely or chronically psychiatrically ill parent(s) or caretaker(s)
Severely or chronically substance abusing parent(s) or caretaker(s)
Serious accident, injury or illness to parent(s) or caretaker(s)
Out of home placement
Close family member jailed or institutionalized
Child abuse or neglect
Parent(s) with poor parenting skills
Family violence
Severe or long term emotional or psychological abuse
Chronic poverty and/or unemployment
Poor and/or crowded living conditions
Social isolation
Single parent who has relatively little support
Extended severe family discord
Chronic exposure to crime, violence
Frequent exposure to major life events such as death, divorce,
marriage, birth, relocation
Chronic neighborhood disadvantage, danger or disorganization
Trauma (chronic or severe or both)
Racism, bigotry and oppression
Poor schooling and/or the inability to perform well in school
*Conduct disorders or aggression in early childhood
Attar, Guerra & Tolan (1994); Dubow, Edwards &
Ippolito, (1997); Garbarino, Dubrow, Kostelny & Pardo
(1992); Dubrow, Kostelny & Pardo (1992); Gonzalez,
Cauce, Friedman & Mason (1996); Luthar (1991);
McWhirter, McWhirter, McWhirter & McWhirter
(1998).
WHAT DOES GROWING UP
WITH TRAUMA OR ADVERSITY
DO TO A CHILD?
PTSD (Post Traumatic Stress Disorder)
and other trauma reactions:
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Recurrent and intrusive distressing recollections of the trauma or
dreams of trauma
Acting or feeling like event is recurring (hallucinations, flashbacks)
Intense psychological and physiological distress at exposure to
internal or external cues which are associated with the event.
Avoidance of stimuli associated with the trauma
Feelings of detachment or alienation from others
Restricted range of affect
Hyper arousal, hyper vigilance
Difficulty sleeping, eating
Inattention or difficulty concentrating
Irritability or outbursts
Foreshortened sense of future
Other long term emotional or psychological effects:
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Depression
Anxiety
Aggression
Suicidal Ideation
Desensitization to violence, abuse, adversity or assault
Compromise moral development
Violence/aggression accepted and tolerated as means of interaction
Compromise attachments and relationships
Regress or arrest maturation and development
Diminish self esteem
Confuse development of identity
Erode child=s sense of control, mastery, and efficacy in the world
Destroy child=s sense of safety, optimism and hope
Garbarino et al. (1992); Herman (1992); Davidson & Smith (1990); Terr (1983)
THERE ARE PEOPLE, AND THEY ARE NOT IN THE MINORITY,
WHO HAVE LIVED WITH MANY OF THESE RISK FACTORS
AND WHO NOT ONLY SURVIVE, BUT ADAPT -- AND EVEN THRIVE
Most adults who grow up in violent homes do not become violent adults (Kaufman & Zigler, 1987).
Only 14 % of children who grow up with a schizophrenic parent show some serious psychiatric disturbance
later in life, and only 35 % of such show some serious behavioral problem - this means 50% grow up to be
relatively well adjusted healthy adults. (Garmezy, 1971)
Of 700 children studied 1/3 of those identified as “high-risk” (exposed to 4 or more risk factors by age 2)
avoided mental health and behavioral problems by age 18. (Werner & Smith, 1992).
“Child developmentalists have estimated that up to 80 % of children exposed to powerful stressors do not
sustain developmental damage; some children even make use of the challenge and grow stronger” (Garbarino
et al. 1992, pp. 100-101; citing Werner, 1990; Fish-Murray, 1990: Rutter, 1979)
RESILIENCY
Resilience is "the process of, the capacity for,
or the outcome of successful adaptation
despite challenging or threatening circumstances."
(Masten, Best, & Garmezy, 1990, p. 426)
“ . . . we have to let go of our preoccupation with risk and risk
factors as the research base guiding our planning and
evaluation efforts. Solutions do not come from looking at what
is missing; solutions will come by building on strengths. While
several approaches to prevention programming try to combine
a risk- and protective- factor approach, . . . these are two
incompatible paradigms for change. Individuals cannot
simultaneously hold on to two competing paradigms; we cannot
simultaneously see the proverbial glass as both half-empty and
half-full.”
B. Benard
PERSONALITY -“Hardiness”(Kobasa, 1979)
“Self Righting” Capability(Werner et al. 1992)
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Active-approach coping skills
Developed problem solving skills
Perceived competence and efficacy
Challenge viewed as positive catalyst for change
Impulse control
Judgment
Creativity/Self expression
Sociability
Resourcefulness
Perceived self-worth
Intelligence
Developed emotional outlets
Sense of optimism, hope, future
ENVIRONMENT
•Supportive and resilient family
•Consistent expectations, rules, consequences and supervision in
immediate environment
•Attachment to at least one reliable, trusted “good enough” parent or
caretaker
•Existence of supportive non-parent adults
•Sense of community
•Strong supportive social network
•Strong supportive school
Smith & Carlson (1998);
Causey & DuBow(1992),
Sandler, Tein & West (1994);
Shaunnessy, B. A. (1992);
Garbarino et al. (1992);
Werner & Smith (1992);
Werner (1990); Moos (1990),
Snyder & Paterson (1987);
Garmezy (1984);
Kobasa (1979);
Winnicott (1971)
PRACTICE IMPLICATIONS:
PROMOTE RESILIENCY
Encourage and confirm sense of
efficacy and competence
Promote and encourage
development of identity and selfworth (including ethnocultural
identity)
Confirm and validate trauma and
experience
Teach and model healthy
communication and interaction
styles (including naming and
expressing emotions)
Support and teach importance of
structure and consistency
(though NOT rigidity)
Reinforce healthy and cohesive
relationships
Empower and encourage family
to marshal resources
Encourage joy and play,
recreation and diversion
Encourage and suggest outlets for
expression and creativity
Promote social skills and social
interactions
Help instill hope,
Optimism
and a sense of the future
Percentage of
Students
95
90
85
80
75
70
65
Target
Actual
Short-Term
Intermediate
Goals
Relationship To Group
Long-Term
Percent of Students
120
100
80
60
40
Target
20
Actual
0
Short-Term
Intermediate
Long-Term
Goals
Relationship To The Other
Percent of Students
95
90
85
80
Target
75
Actual
70
Short-Term
Intermediate
Long-Term
Goals
Relationship To The Community
Percent of Students
100
80
60
40
Target
20
Actual
0
Short-Term
Intermediate Intermediate
A
B
Goals
Relationship To Self
Long-Term
Percent of Students
100
80
60
40
Target
Actual
20
0
Short-Term
Intermediate
Long-Term
Goals
Relationship To Schools
Percent of Students
100
80
60
40
Target
20
Actual
0
Short-Term
Intermediate
Long-Term
Goals
Youth As Resources In The Community
Youth Survey
100
% of Participants
80
60
40
20
0
Had Fun
Enjoyed
Individual
Time
Worked with
Community
Learned
About
College
Totally
Made New
Friends
Mostly
Talked to
Family
Some
Felt
Encouraged
Felt
Supported
Self Esteem
100
% Participants
80
60
40
20
0
Have Good
Qualities
Respect Myself
Totally
Mostly
Respect Others
Some
No
Like Myself
Mentor Survey
100%
% Mentors
80%
60%
40%
20%
0%
Positive Model
Positive Impact
Strongly Agree
Increased
Responsibility
Mostly Agree
Increased
Community
Awareness
Agree
More Connected
to Community
Neutral
“We are planting the seeds of hope
to grow the tree of knowledge”
Addy, age 12 (in response to the
question “What are you doing?)”