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SWK 4620 Class 1B
1. SOCIAL WORK PRACTICE WITH CHILDREN
AND ADOLESCENTS
SWK 4620
April 26, 2021
Risk & protective factors & resilience
2.
3. Ecological approach to resilience
(Davies, 2004)
• Resilience:
– The ability to bounce back from adverse experiences
– Capacity to meet a challenge and use it for psychological growth
– The ability to function competently under threat, or recover from
even extreme stress or trauma
• Often implied that resilience exists primarily within the individual
– However it is now believed to be interdependent among individual
factors, familial supports, and factors in the environment
• Risk factors are not fate
• Responses to risk are highly heterogeneous
• Important to keep in mind the timing and duration of risk and
protective processes
4. Resilience (Ungar, 2005)
• Concept of resilience developed by Western social
scientists biased toward Western concepts of health
• “Human beings are generally adaptive & resourceful but
…resilience is not unlimited, automatic, or universal…each child
has limits” (Garbarino, p xi)
• We need to better understand the protective function of
processes relative to setting-what may be protective in
one setting may be dangerous in another
• When considering practice implications, “one size cannot fit all”
• https://www.youtube.com/watch?v=isfw8JJ-eWM
5. Resilience around the world
• http://resilienceresearch.org
• The Resilience Research Centre
• Dalhousie University
• Dr. Michael Ungar
6. • Understanding:
– individual child factors
– factors within the layers of context surrounding the child
– transactions between the individual child and the layers of
ecological context
• family
• peers
• culture
• economics
• oppression
• politics
– including interactions among all the layers of contexts
Ecological approach to resilience
(Davies, 2004)
7. Protective factors
• Reduce stress, provide opportunities for growth or strengthen
coping
• Child protective factors
– Temperament
– Health
– Intelligence
– Emotions
– Self-concept
– Internal sense of control
– Belief one can influence the environment
– Spirituality-meaningfulness
• Factors change and their importance changes at different
developmental stages
8. Parental protective factors
Provision of the following to their children
• Safety & stability
• Secure attachment
• Healthy diet & exercise
• Parental warmth
• Communication and listening
• Care giving after a stressful experience
• Modeling of competent behaviour and skills
• Structure/rules/appropriate expectations
– Required helpfulness
• Meaningfulness in their lives
• Supportive extended family
• Cultural/racial/ethnic pride, pride in traditions
• Involvement, support & positive connection with all parental figures
9. Broader societal protective factors
• Warm, positive, supportive relationships with other adults
– Child/youth community programs
– Pre-school programs
– Religious/spiritual involvement
• Positive school experiences, feedback, clear rules, predictability,
high expectations
– Supportive, encouraging teachers, classmates, mentors
– Engagement in out-of-school activities
– Perceived school connectedness
– Schools with effective leaders & good relationships with parents
• Acceptance
• Positive sense of culture and cultural belonging
• Overall sense of security (peace, societal stability)
• Secure alternate caregivers
10. Risk factors
• Chronic risks more harmful that acute ones
• The more risks the greater their impact (as
they interact with one another)
• It is believed that multiple significant
risk factors represent a potential threat
to adaptation
11. Child-based risk factors
• Biological
– Health challenges, illness, injuries, developmental
or ability challenges
• Temperament, emotions
– Parental factors, goodness of fit
• bi-directionality of temperament & parental factors-
between care giving and difficult temperament
• however extremes of temperament increase risk for
problems
12. Parental risk factors
• Parents need to be “good enough”
• However some risks are particularly impactful
– Maltreatment, substance abuse, psychopathology
or significant mental health struggles
– Unemployment
– Leaving children to cope on their own
– High parental conflict, family disruption, divorce,
conflictual joint custody
– Teen parenthood
13. Parental risk factors
– Anger & violence between parents witnessed by child
– Harsh parenting, corporal punishment, coercive family
process
– Child maltreatment or neglect
– Disrupted attachments
• Foster care, caseworker turnover
– Witnessing family violence
– Death of a parent
14. Community/Societal Risk Factors
• Discrimination/racism/prejudice/minority status-minority
stress/social class/ genderism/oppression
• Most limited resources available for neediest groups
– Vulnerability plus provoking episodes (Garcia-Coll, et al,
1996)
• Increases in child poverty, teen births, single parent
households, homelessness, deaths by firearms, inadequate
childcare, exposure to toxins, lack of access to health care
• Less social spending, punitive governmental attitudes to the
poor
• Poor quality childcare
• Exposure to community violence
– Stabile homes, schools & supportive families can counter
balance violence in neighborhoods
– Made worse by media violence-may be traumatizing and
may offer violent behaviour
16. Variables that increase risk:
• When a child cannot mobilize coping strategies to deal with a
stressor (under 6, insecure attachment, maltreatment, trauma)
• When care givers are not able/available to reduce child’s stress
• When acute stressors interact with multiple, ongoing risk factors,
tipping the balance to vulnerability
• When child expects to fail
• When maladaptive coping mechanisms and defenses are rigidly
established and mobilized in an indiscriminate fashion in response
to any stress
• When the child’s coping abilities are worn down by repeated
exposure to multiple risks
• Intervention is best when starts young, continues, is
intense, direct, comprehensive, linked to degree of risk
18. Intervention
• Intervention goals
– Need to be guided by evidence and analysis of risk
& protective factors
– Reduce risk and enhance strengths
• Change individuals, enhance family situations,
change social environments, advocate for change
in policies
• Individual social workers may not be able
to carry out all of the intervention-may
need to access other supports or help
individuals to access them
20. Application
• Going on 13
• Kristy Guevara-Flanagan and Dawn Valadez
Directors’ statement:
There are many films about teenage girls, but few films follow them
through puberty. And biological changes are only one part of this
transformation. There is a whole world of emotional, cultural and
social relationships that girls experience. It's an intense period. We
wanted to capture that and ask, "How do girls separate themselves
from their parents and develop their own identity? How does this
happen within today's complex social and cultural context?"
21. Going on 13 – Refresh
• What struck you about the film?
• Consider similarities and differences between
and among the girls and their families
• Extend the same comparisons to your own
experiences of transitioning from childhood
to adolescence (your own time of going on
13)
22. Going on 13 – Context/Capacities
• With your group’s girl (Isha, Esmeralda, Ariana,
Rosie):
– Identify risk and protective factors at the child,
family, communal, societal levels
– How are they interacting? Consider the intersectional
impact of race/ethnicity, class, and gender in the film.
– Identify strengths/capacities and potential evidence of
resilience
– If useful, construct an ecomap of her ecological
context
23. Going on 13 – Development
• Still focused on Isha, Esmeralda, Ariana, or
Rosie:
– Describe her developmental pathway from
ages 10 to 13 – how does her development
differ from her peers?
– Think about her familial context, how do her
caregivers respond to her development?
– Describe her family relationships. Draw a
genogram if helpful.
24. Going on 13 – Engagement
• Still focused on Isha, Esmeralda, Ariana, or Rosie:
– Imagine that you are her social worker. Under what
contexts/systems could you imagine that relationship
starting? What might be the presenting concerns?
– What opportunities and barriers would you perceive in
building an alliance with her? How would you engage her?
– Consider the risk and protective factors you previously
identified: are there any risk factors that are modifiable?
Protective factors that can be enhanced or accessed?
Discuss an approach to tackling these issues.
25. Going on 13 – Attachment
• Reflecting on Isha, Esmeralda, Ariana, or
Rosie:
– What are some thoughts about the nature of
their attachment relationships with
caregivers?
– How do these dynamics play out in other
relationships (peers, teachers, even the
directors of the film)?
