Building Resiliency
Most mental health experts would argue that many teens are "at risk" for one reason or another. At some point, these teens will face overwhelming problems and challenges that threaten to drown them. Statistics indicate that more than half of all teens will experience their parent's divorce. Many of these teens will experience a second divorce when their parent's remarriage breaks up. According to the Federal government, one-fourth of all children and teens live in families with an alcoholic. One in five teens will suffer depression. Furthermore, many parents work long hours and leave their teens unsupervised and alone for extended periods of time. Sometimes parents or close friends become sick and die. Some teens live in communities where violence is a daily occurrence. Just getting to school is a miracle. Teens drop out of school because they feel alienated. Approximately one in three teens experiences bullying either as a victim or perpetrator. More than any previous generation, teens are bombarded by media messages that promote drug and alcohol use and casual sex.
Why do some teens thrive and prosper during troublesome periods, while others do not? 'Why do some teens make lemonade when life gives them lemons?' Those who can cope are resilient. This ability to 'bounce back in the face of adversity' can be learned. Fortunately teens can learn to protect themselves from the damaging effects of peer pressure, unstable and dysfunctional families, bullying, and impersonal schools.
Resiliency Research
Resiliency is a topic that has been studied by many educators and researchers. One of the most important studies was conducted by Emmy E. Werner and Ruth Smith in which they studied all the children born on the island of Kauai, Hawaii shortly before their birth until they were 31 or 32. Werner and Smith found that even though many children had been born into poverty, experienced the breakup of their family, or watched a family member die, they were able to overcome these problems and became competent and caring adults. These children succeeded because they were resilient. On the other hand, some students folded and crumpled when exposed to adversity.
Werner and Smith found many factors that protect children from adversity. There are nine protective factors that are especially worth mentioning. Each of these factors can be taught to students. Educators and librarians can develop learning opportunities and programs to help students develop these protective factors.
1. Making connections and being mentored. Resilient teens remember one or two adults who made a difference in their lives. These adults acted as role models and mentors. Werner's nearly 40-year research journey shows that being emotionally connected with adults and people in communities is a significant part of what allows nearly 70% of young people in even the worst conditions to thrive despite adversit (Brown, D. Emidio-Caston, and Benard 16).
2. Reading. Resilient teens can read. Werner and Smith found that 'effective reading skills by grade 4 was one of the most potent predictors of successful adult adaptation' (Krovetz 9).
3. Problem-solving and information skills. Resilient teens know how to find and use information to solve problems. When faced with adversity, they will utilize a problem-solving model to determine options for dealing with their problems.
4. Social skills. The chief determinant of a youngster's popularity during adolescence is his or her social skills (Steinberg 187). Popular teens have more friends and are more confident. They tend to be friendly, cheerful, good-natured, humorous, and intelligent (187). On the other hand, unpopular teens are more likely to be low achievers in school, drop out of high school, have learning disabilities, show higher rates of delinquent behavior, and suffer from emotional and mental health problems as adults (191).
5. Life skills. Through fostering personal awareness, responsibility, and decision-making capabilities and through focusing on each person's healthy overall development, we help young people to see possibilities and potentials in their lives and to reduce each young person's risk for poor development (Brown, D Emidio-Caston, and Benard xiii).
6. Hobbies and interests. Teens who participate in hobbies and activities feel more confident, competent, and positive about themselves. Hobbies and activities bring teens in contact with more people and can provide solace during times of stress and turmoil.
7. Careers. Resilient teens have goals. Werner and Smith found that career and job success was the highest priority on the agenda of the resilient men and women, but the lowest priority for their peers with problems in adolescence. (Krovetz 9).
8. Taking care of others and volunteering. Teens engaged in required helpfulness are more resilient. Teens who believe they have something to contribute feel more empowered and confident about themselves. Tutoring, being a peer helper, babysitting, or volunteering promotes self-esteem and competency.
9. Participation at school, church, and community. Active participation provides opportunities to make friends and develop skills. Teens who have faith in God believe their lives have meaning, and they control their own fate.
References:
Brown, Joel H., Marianne D Emidio-Caston, and Bonnie Benard. Resilience Education. Thousand Oaks, CA: Corwin Press, Inc., 2001.
Krovetz, Martin L. Fostering Resiliency: Expecting All Students to Use Their Minds and Hearts Well. Thousand Oaks, CA: Corwin Press, Inc., 1999.
Steinberg, Laurence. Adolescence. 6th ed. Boston: McGraw Hill, 2002.
Werner, Emmy E., and Ruth S. Smith. Overcoming the Odds: High Risk Children from Birth to Adulthood. Ithica, NY: Cornell University Press, 1992.
Read more articles on resiliency.
Inquiries? Please contact Dr. Jami Jones