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Resiliency
Competence and Resilience in Development (Masten, A., & Obradovic, J., 2006)
The first three waves of research on resilience in development, largely behavioral in focus, contributed a compelling set of concepts and methods, a surprisingly consistent body of findings, provocative issues and controversies, and clues to promising areas for the next wave of resilience research linking biology and neuroscience to behavioral adaptation in development. Behavioral investigators honed the definitions and assessments of risk, adversity, competence, developmental tasks, protective factors, and other key aspects of resilience, as they sought to understand how some children overcome adversity to do well in life. Their findings implicate fundamental adaptive systems, which in turn suggest hot spots for the rising fourth wave of integrative research on resilience in children, focused on processes studied at multiple levels of analysis and across species.
Psychosocial constraints on the development of resilience (Sameroff, A., & Rosenblum, K., 2006)
Although resilience is usually thought to reside in individuals,developmental research is increasingly demonstrating that characteristics of the social context may be better predictors of resilience. When the relative contribution of early resilience and environmental challenges to later child mental health and academic achievement were compared in a longitudinal study from birth to adolescence, indicators of child resilience, such as the behavioral and emotional self-regulation characteristic of good mental health, and the cognitive self-regulation characteristic of high intelligence contributed to later competence. However, the effects of such individual resilience did not overcome the effects of high environmental challenge, such as poor parenting, antisocial peers, low-resource communities, and economic hardship. The effects of single environmental challenges become very large when accumulated into multiple risk scores even affecting the development of offspring in the next generation.
The importance of caregiver-child interactions for the survival and healthy development of young children: A review. (World Health Organization, 2004)
This review highlights the need for interventions to improve the relationship between the caregiver and child. This relationship will in turn improve the child’s overall survival, health, and development. This paper includes information pertaining to the nature of caregiver – child interaction, as well as theory and current scientific evidence from both advantaged and resource-poor countries. Furthermore, it presents a solid foundation for the need to integrate interventions to promote better caregiver-child interactions into the design of primary health care programmes for mothers, other caregivers, newborns, and young children. These interventions are also appropriate for community-based nutrition, early child care, violence prevention, orphan care and parent education programmes.
Adolescent programming experiences during conflict and post-conflict (UNICEF, 2004)
This document is a compilation of international case studies. These cases provide examples of programming that encourage adolescent participation in community development and peace building during crisis. In each of the country situations, obstacles have been transformed into opportunities. Collectively, the case studies share stories of sustainable success, as well as demonstrate how youth participation can contribute to the fulfilment of a rights-based agenda and a more peaceful society. They are also intended to raise questions and begin to address the gap in guidance on adolescent participation in programme activities during situations of conflict and post-conflict.
Listen to me: Protecting the development of young children in armed conflict (Landers, C., 1998)
This paper emphasizes the importance of promoting health, resilience, and psychosocial support during early childhood, especially during times of crisis or emergency.
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