6.7 New Horizons in Culture and Society

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Del curso dictado por University of Minnesota

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

102 calificaciones

University of Minnesota

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

102 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

Hello.

[SOUND] For many years in resilience research and practice,

the themes of culture and society were relatively neglected.

But that's not true any more.

Some of the most exciting, new horizons for research on resilience in

children are focused on the cultural or societal level.

There's a rising interest globally in

understanding the role of culture in resilience.

And also in planning interventions and

programs with cultural differences in mind.

Culture can have many influences,

as we've already talked about on developmental tasks.

But also different cultures have different practices, and rituals and

belief systems, that play a protective rule in their culture, and

have evolved over the millenia, to protect people practicing that culture.

And what we're seeing is a surge of interest and understanding,

cultural differences and similarities, and how these cultural practices

work to protect child development and promote resilience and adversity.

There's a lot of interest worldwide in res, the potential of immigrant youth.

There's a lot of migration around the world of children and young people.

And it is important for

receiving societies to understand and promote their well being and

success because the success of the society in many countries is depending more and

more on the success of immigrant and refugee children.

How do we foster resilience in immigrant youth?

How do we retain the capacity, adaptive capacity that

immigrant children bring to a new country and their,

in terms of their language, their culture, and their families?

How do we build those resources to not only promote the resilience of

the individual immigrant or refugee child, but

also to promote the resilience of the communities and societies where they live?

How do we restore cultural practices that are really crucial for

child and family development in the aftermath of disaster?

We talked quite a bit about that in the unit on disaster, and

there's important work going on trying to understand that and

different centers and research projects.

Also, there's tremendous interest in learning more about how to

mobilize cultural and societal strengths in order to support and

promote positive child development.

This is happening among researchers and it's also happening among humanitarian and

governmental agencies who are very invested in the future resil,

the resilience of children, because that represents their future.

There's also a great deal of interest in learning how to

tailor interventions to culture.

We know that it's important to be sensitive to cultural differences.

This goes back to the idea of one size does not fit all.

You have to consider a cultural context when you're developing and

implementing efforts to promote resilience in children.

And you have to also understand the role of culture when you're trying to

study the basic nature of resilience.

But there's particularly interest in how to build into our

interventions the, the strengths and potential of cultures.

How do we align our interventions so that the capacities and

strengths of a particular culture are working for

the intervention and for positive child development.

Many cultures, one school is the motto of

one of our local high schools here in the city where I live.

And in this school, there are many diverse children.

Because in our community,

there are many immigrants from generations of migration into the community.

So, the school is very, very diverse.

And I think that motto captures what, very nicely, what they're trying to do.

They want to have a very positive school climate where everybody feels that

they belong and they can achieve, at the same time,

recognizing cultural diversity and differences.

And I think schools in communities with a lot of cultural diversity play a very

special role in fostering not only opportunities for

children from different backgrounds, but fostering and

helping children learn about cultural differences and

how children from different groups can get along with each other.

Changing intergroup attitudes, and interactions.

Schools can also support and maintain the multiple language skills

that children from different cultures bring to their communities and societies.

And schools have long played a role.

And increasingly play a role in citizenship and now we have young

people who need to become global citizens and schools will play a role in that.

Finally, I want to mention the importance of global learning and research networks.

Because of the interest in cultural diversity and

the different ways that societies can promote resilience and

take culture into account, there's a lot of interest in creating networks

of researchers, networks of, of program and service providers and

learning networks to put together what we know and link people around the globe

who are trying to promote resilience in different kinds of situations.

And I just wanted to share this example, the Resilience Research Center,

which is located in Halifax, Nova Scotia.

Is led by Michael Ungar and many other wonderful scholars.

And this center not only operates

research projects around the world linking researchers together, but

they also provide a learning community.

For trying to understand the role of cultures and societies in resilience,

and I want to direct you to their website, and I suggest that you watch the video,

called Supporting Youth Resilience, it's very short, about two and a half minutes.

And it's a,

you know, tells a very powerful story about resilience in diverse cultures.

You can also learn on their website all the different kinds of

things they're doing.

Different research projects, and different ways that they're trying to

understand the role of culture and resilience.

And I just wanted to share with you one of their infographics.

This is available if you want to download it from their website.

It's this is the first page of two pages and what you

can just see here this is actually what's portrayed in the little video.

It's what they're trying to convey is how you know,

youth resilience grows and develops over time from, from nurturing,

from the strength that draws from the environment, from many other systems that

play a role in the growth and development of healthy trees.

But that's part of it, and here's the rest of their infographic.

And I just would encourage you to learn more about

the Resilience Research Center and everything that they do.

Another example of network for resilience and learning about resilience and

sharing what works is called CORELAC, and the mission this is it Coalition for

the Resilience of Children and you in Latin America and the Caribbean.

And this group also has a website where you can learn about their activities.

Their mission is disaster risk reduction.

And they're trying to work together in a community of service providers and

scholars to try to build knowledge and do a better job in reducing

the risk of children and youth exposed to various kinds of disasters.

And this is just another example of how coalitions and

networks of scholars and investigators and government and

non-government agencies are coming together to try to learn together and

work together to promote resilience in young people around the world.

[SOUND]

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