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6.1 Resilience in Action: Overview

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

Universidad de Minnesota

4.8 (140 calificaciones) | 10K estudiantes inscritos

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.

Revisiones

4.8 (140 calificaciones)

5 stars
113 ratings
4 stars
23 ratings
3 stars
3 ratings
2 stars
1 ratings

GA

May 19, 2019

This is a fantastic course! Extremely interesting material superbly delivered! Inspiring, useful and thought provoking. Would definitely recommend.

CJ

Sep 16, 2017

Diverse and insightful content, compelling readings, and valuable tools and frameworks - thoroughly absorbing and worthwhile.

De la lección

Week 6: A Resilience Framework for Action, Enduring Controversies, and New Horizons in the Study of Resilience

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.

6.1 Resilience in Action: Overview4:50

6.2 A Framework for Action8:59

6.3 Strategies and Strategic Action11:55

6.4 Enduring Controversies11:37

6.5 Cautionary Notes7:33

6.6 New Horizons in Neurobiology11:57

6.7 New Horizons in Culture and Society9:32

6.8 Think Globally4:50

6.9 Course Wrapup and Acknowledgments8:18

Optional video: Interview with Dante Cicchetti24:03

Optional video: Interview with Michael Rutter17:54

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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