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6.1 Resilience in Action: Overview

Course video 41 of 51

In video lectures this final week of the course, Professor Masten presents a general resilience framework for designing interventions and programs to promote resilience. She also discusses enduring controversies in the study of resilience and new frontiers, including the neurobiology of resilience and growing research on the role of culture in resilience. The course concludes with highlights about growing global work on resilience and final “take home” messages from the course.

Resilience in Children Exposed to Trauma, Disaster and War: Global Perspectives

Universidad de Minnesota

How do children overcome hazardous experiences to succeed in life? What can be done to protect young people at risk from trauma, war, disasters, and other adversities? Learn about the importance of fostering resilience in children at risk. During this course, participants will: learn how trauma can affect children and the systems they depend on, gain insight into core concepts, research methods and lessons learned in last 50 years of resilience research, learn how research is being applied in the real world through interventions that promote resilience, and engage in discussions with others who are working with children at risk around the world Participants are welcome to take the MOOC at no cost or to register for a Course Certificate ($49). Those who register and earn a Course Certificate from Coursera also are eligible to sign up for continuing education clock hours through the University of Minnesota. Participants can earn 10 clock hours of continuing education credit (added cost $99) from the College of Education and Human Development at the University of Minnesota. Go here http://z.umn.edu/1a5q to register for continuing education clock hours for completing this course.

Impartido por:

Ann S. Masten, Ph.D., LP
Regents Professor, Irving B. Harris Professor of Child Development

Transcripción

Hello, everyone,

and welcome to section six of this course on Resilience in Children.

I'm going to provide a quick overview of what we're going to

do in this last segment of the course.

There are four sections, or themes, in this final unit.

The first is a framework for action.

The next is controversies.

We're going to talk about new horizons, and

we're also going to do some wrapping up.

Children can't wait for us as scientist to figure out everything there

is to know about resilience they need help and assistance right now.

So I'm going to talk about a framework for intervention for taking action to try and

protect and promote the, adaptation of children.

And I'm going to describe a general framework in terms of five,

what I call the five Ms, as you can see here.

How to frame an intervention and address issues that,

should, put you in a good position to try to promote resilience.

We're also going to talk a little, in a little more detail about strategies for

positive change.

And these include, based on the resilience framework and the science on resilience.

Three kinds of strategies.

One is risk-focused.

Another is focused on assets or increasing promotive factors in

a person's life and the third strategy is process-oriented and

that strategy is really aimed at mobilizing the big systems,

the big adaptive systems for resilience in human life.

We're also going to talk about timing and how to be strategic about intervention

including, not only developmental timing but also what you target when.

How can you interrupt negative cascades and

promote positive cascades in human development.

In the second segment of this last unit, we're going to talk

about some of the enduring controversies in the science of resilience.

In any science there are controversies, especially when the science goes on for

awhile, issues come up and people revisit these issues as newer science emerges.

And here's a list of some of the controversies we're going to take a look

at in this final segment, is resilience a trait, is there a price to be paid for

resilience, who should define positive adaptation?

Is happiness important for resilience and is there a time limit on resilience?

There's a lot of interesting debate continuing to this day about these issues.

We're also going to look at some cautionary notes that I

want to provide in thinking about resilience.

Here's just two examples, but we'll be talking about more than these and

one is metaphorical but actually true as well.

It's important to remove the landmines before you build a new school.

After a war has ended we want to go in there and

help with the recovery, but we have to keep in mind that there

are maybe dangers that need to be address to protect children as well.

Not, simply putting more positive things in children's lives.

We're also going to take a look at the possibility that

well meaning interventions can have surprising consequences.

Human beings are very complicated individuals and

there they have many influences in their lives and

they live in more than one world at a time frequently, and we have to

be careful when we intervene that we are not doing any harm to children.

We'll next talk about new horizons in the science of resilience.

There's exciting new areas of work, and we'll take a look at some of them.

In particular, we're going to look at the neurobiology of resilience.

Both old models and some exciting new work in this area.

The, this is of important direction for the future.

We'll also talk about cultural processes and

what societies can do about resilience, and this is finally,

after many years of neglect, getting a lot of attention in resilience science.

And we'll also try to think about global approaches to resilience and we'll take a,

a quick look at one, an example of this that I've been involved in,

called the Forum on Investing Young Children, in Young Children Globally.

And then at the very end we'll do

a wrap up of the journey we've made in this course.

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