6.5 Cautionary Notes

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Del curso dictado por University of Minnesota

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

90 calificaciones

University of Minnesota

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

90 calificaciones

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.

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

Conoce a los instructores

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

Welcome back.

In this session, I want to briefly emphasize some of the most important

cautionary notes that I think it's important to keep in mind as you think

about resilience either science or intervention concerning resilience.

First of all, remember that no person or system is invulnerable.

Remember the great lesson of the Myth of Achilles,

which was the idea that no human individual can be invulnerable.

Secondly, remember that resilience is renewable, but it's not inexhaustible.

Any person, any system can be overwhelmed if there's enough or

a long enough time of resilience.

And that's important to keep in mind.

And it goes along with the idea that no individualer system is in vulnerable,

because any system or person can be, and

any child, can be overwhelmed by enough challenge or adversity.

Another caution or lesson is that one size does not fit all.

There are no magic bullets that can solve all challenges.

Because human life is very complex and

the experiences we have are, are different and varied.

And one of the great achievements of

human development both culturally and biologically is our versatility.

And all of the adaptive systems have that quality.

They enable us to be flexible in our response to challenges.

But that means that there's so much variation, that when we think about

resilience and what to do we have to keep in mind, there's a lot of

individual differences and lot of cultural differences, a lot of system differences.

And we have to think about resilience,

from the point of view of versatility and flexibility.

As we plan what we're going to do to try to promote resilience.

Next, there's more than one way to,

manifest resilience there's one path of resilience not a single way.

There's no best road.

There're many possible ways to achieve good outcomes in life.

And I think it's important to keep that in mind.

And that also is the effect of many different influences,

that make it possible for humans to manifest resilience.

Many interactions, many systems coming together in shaping a human life.

But it means there could be many different pathways that could come out

with a similarly positive outcome.

I think it's important to keep in mind, as I've mentioned before that resilience can

take time to emerge, and I think that's particularly the case after a long period.

Of adversity or an overwhelming kind of disaster.

It takes time sometimes for systems to be restored or

recover enough that we can see resilience emerge.

And I don't think you can expect resilience to emerge in the midst of

overwhelming adversity in a young child.

Sometimes you have to change the experience and

opportunities of a child, before you can give resilience a chance to emerge.

This one I've put very simply,

remember that, to remove the land mines before you build the school.

Certainly, it's important to add resources and

build positive experiences into a child's life.

But you can, all the work you do can be undermined if you

don't take care of very dangerous risk factors and adversities.

And I think this is a good metaphor for that.

You don't want to build your beautiful, new school building at the end of

the war on top of a field where there's still land mines buried.

You want to make sure you get the land mines out before you build the beautiful,

new school.

Is that can promote the resilience of the children as they recover from war.

Keep in mind and I've said this before adaptive systems can be hijacked.

Although we think of the ordinary magic systems the basic human adaptive systems,.

It as having a great deal of positive potential to promote human development and

resilience in the midst of adversity, these same adaptive systems can be

misdirected at different kinds of goals, and that can happen in different ways.

For example, your brain.

And these wonderful powerful reward systems that motivate learning can be

hijacked by drug addiction, that's a kind of chemical hijacking and

it's also the case that the talents and adaptive systems that could promote

positive functioning in children can be misdirected if children are persuaded.

By gang leaders or anybody else to engage in,

in behaviors that you or I or the society might not approve, might not approve of.

And finally, I think it's important o

keep in mind that that best intended interventions.

Well meaning interventions, can have surprising consequences in

complex adaptive systems, like the lives of human beings.

We, human beings are very complex.

And sometimes, when you intervene, something unexpected happens.

So it's important to keep in mind, to first do no harm.

It's, you have to pay attention, to what else is going on.

An intervention that helps a child at school may have

unintended consequences at home.

And I think it's important that we keep an eye out,

for the surprises when we intervene in resilience, because

sometimes when you're dealing with complex interacting systems, the you know?

Well meaning intervention can have a negative effects in

some other domain of functioning or at a different level of analysis.

I think a good example of that is the example of antibiotics.

Antibiotics can save a human life.

But, if antibiotics are used by lots of people all over the world,

the too much use of antibiotics can actually increase the spread of diseases

as the infectious agents become resistant to antibiotics.

So, just keep an eye on that.

Humans and, human resilience is a complex endeavor.

And when we intervene, we have to be paying attention to

the surprising consequences of what we do, as well as the positive and

intended and hoped for consequences of our interventions.

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