Resiliency Webinar 5/2012images.pearsonassessments.com/Images/PDF/webinar/... · Disclosure: This webinar is sponsored by Pearson Clinical Assessment and some Pearson Assessment tools

Resiliency Webinar 5/2012

Copyright 2012. Pearson Education and its Affiliates. All rights reserved. 1

Resiliency and Children’s Mental Resiliency and Children’s Mental HealthHealth

Assessing ResiliencyFor Intervention

PresentedPresented bybyPresented Presented bybyAmy Dilworth Gabel, Ph.D., Amy Dilworth Gabel, Ph.D., NCSPNCSP

Licensed School PsychologistLicensed School PsychologistDirector, Training and Consultation Pearson Director, Training and Consultation Pearson

Clinical AssessmentClinical Assessment

Disclosure: This webinar is sponsored by Pearson Clinical Assessment and some Pearson Assessment tools will be referenced.

Need for Mental Health Need for Mental Health ScreeningScreening

School psychologists have identified the need for population based screening for mental health issues in the schools (Doll & Cummings, 2007).

Epidemiological research conducted in the 1980s showed that at least 20% of school-aged youth had a diagnosable psychiatric disorder, and only a fourth of these children were receiving therapeutic services (Doll, 1996; U. S. Department of Health and Human Services, 1999)

Due to a significant gap between the need for and availability of mental health services, schools have become by default, the mental health provider for most school-aged children and adolescents (Hoagwood & Johnson, 2003).

Early identification is desirable in that children who are identified and treated early may avoid development of psychopathology and associated impairments.

Early identification is beneficial also because more fully developed psychopathology is more difficult and more costly to treat. y

Early or pre-symptom identification presents an assessment dilemma. How does one identify students who may need preventive intervention without focus on symptoms?



What does Resiliency have to do with What does Resiliency have to do with Screening and PreventionScreening and Prevention

Ann Masten, an expert in resiliency, identified resiliency as ordinary magic, or composed of aspects of good development in general.

Schools as places through which most if not all children Schools as places through which most if not all children pass are places where we can observe whether or not sufficient amounts of ordinary magic are occurring.

Children who are less resilient in schools may be less well equipped to learn.

ResiliencyResiliency vs. Resiliencevs. Resilience Personal resiliency is the capacity to

recover from adverse circumstances.

Resilience is the outcome of an interactive Resilience is the outcome of an interactive process between the individual and the environment. Requires assessment of external events and

circumstances.

A Developmental PerspectiveA Developmental Perspective The strengths of resilient children

growing up adaptively in the midst of adversity can be traced back to salient attributes of the parent-infant system.p y regulatory capacities of the child parents' intuitive communicative competence

reciprocal reward system

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What is known about What is known about Personal ResiliencyPersonal Resiliency

The individual brings to the circumstance personal strengths or areas of resiliency that make him/her less vulnerable, which / ,serve as buffers to damage, and empower him or her to cope with and recover from the circumstance.

How do we assess personal How do we assess personal resiliency?resiliency?

Identify core areas of personal resiliency Use tools/techniques for assessing core

areas of personal resiliencyareas of personal resiliency Understand our own biases and beliefs

about resiliency Malindi & Theron (2010). The hidden resilience of

street youth. South African Journal of Psychology, Vol40(3), 318-326.

Identified areas of Personal Identified areas of Personal ResiliencyResiliency

Sense of Mastery: optimism, self-efficacy and adaptability increases the likelihood that the individual will be able to cope with adverse circumstances.

Sense of Relatedness: Relationships with others Sense of Relatedness: Relationships with others and sense of relatedness serves as a buffer against stress.

Emotional Reactivity: Vulnerability to stress or impact from adversity is related to the individuals pre-existing level of emotional reactivity.



Personal Resiliency & Life Events

Mastery

RelatednessAbility

ReactivityLife Events

How are Specific Aspects of Resiliency How are Specific Aspects of Resiliency Related to Accountability?Related to Accountability?

Sense of Mastery > expectation of success > achievement

Sense of Relatedness > engagement at school >Sense of Relatedness > engagement at school > engagement in the learning process > performance.

Emotional reactivity > impact on self-regulation>impact on cognitive processing>

ability to learn

Resiliency Scales DesignResiliency Scales Design

Three 20 – 24 item self-report questionnaires

Written at a 3th grade reading level.

Response options are ordered on a 5 point Likert scale i f 0( ) 1 ( l ) 2 ( ti )ranging from 0(never), 1 (rarely), 2 (sometimes),

3(often), 4 (almost always).

Norms available for ages gender within age-band.9 - 11

12 - 1415 - 18



Clinical Group Resiliency Profiles

40

50

60

70non

Anxiety

Depression

0

10

20

30

Mastery Relate Reactivity

Depression

Conduct

Bipolar

NonSpec

Sense of MasterySense of Mastery

Self-Efficacy

AbilityOptimism y

SESAdaptability

p

Sense of Mastery:Sense of Mastery: SelfSelf--EfficacyEfficacy SelfSelf--efficacy: efficacy: Problem solving attitudes and

strategies: seeing problems as challenges or puzzles to be solved, having strategies for approaching problems. sense that one can master one’s environment Robert Whitemaster one s environment. Robert White (1969) focused on the development of sense of efficacy, mastery, or sense of competence as essential in a child’s development.

“I am good at figuring things out.”“I am good at figuring things out.”



Sense of Mastery:Sense of Mastery: OptimismOptimism

Optimism Optimism consists of positive attitudes about the world/life in general\ and about ones own life specifically; and would refer specifically or generalize to the future Seligman (1998)generalize to the future. Seligman (1998) describes an optimistic attitude as characterized by specific attribution styles.

“My life will be happy.”“My life will be happy.”

Sense of Mastery:Sense of Mastery: AdaptabilityAdaptability

Adaptability: Adaptability: flexibility or adapting to change, being personally receptive to criticism and learning from one’s gmistakes.

“I can learn from my mistakes.”“I can learn from my mistakes.”

Sense of Mastery Subscale Profiles nonnon--clinical versus clinical samples.clinical versus clinical samples.



Sense of Relatedness

Basic Trust

Comfort

Tolerance of Differences

Social Support

Sense of Relatedness Subscale ProfilesSense of Relatedness Subscale Profiles: : nonnon--clinical clinical vsvs clinical samplesclinical samples

Emotional Reactivity

Impairment

RecoverySensitivity



Emotional Reactivity Subscale Profiles: nonnon--clinical vs. clinical samplesclinical vs. clinical samples

Screening using Resiliency Screening using Resiliency Index ScoresIndex Scores

Personal Resiliency Profile with Resource Index

50

60

70

0

10

20

30

40

ResourceMastery Relatedness Reactivity

BobbyLindaJoe



Personal Vulnerability Index: compares difference between a child’s experience of personal resources

with their experience of emotional reactivity.

50

60

70

0

10

20

30

40

50

Resource Vulnerab

BobbyLindaJoe

Clinical ApplicationClinical Application

Case of CMHA

CMHACMHA

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Compared to others the same Compared to others the same ageage--

dissatisfied dissatisfied with with ability ability to perform a to perform a social social and and academic tasks academic tasks

lowlow confidence level inconfidence level in abilityability to maketo make low low confidence level in confidence level in ability ability to make to make decisions, solve problems, decisions, solve problems,

very very low selflow self--esteem esteem negative negative selfself--image, both in terms of image, both in terms of

personal and physical attributes. personal and physical attributes.

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Reactivity increases vulnerabilityReactivity increases vulnerability

SSIS SelfSSIS Self--ControlControl subscale (which includes subscale (which includes behaviors such as: stays calm when behaviors such as: stays calm when teased, and uses appropriate behavior teased, and uses appropriate behavior , pp p, pp pwhen upset) fell in when upset) fell in the below the below averageaveragebehavior level. behavior level. Interview and resiliency scale data confirm Interview and resiliency scale data confirm

difficulty difficulty regaining selfregaining self--control when control when becomes becomes upsetupset

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Copyright 2007 Harcourt Copyright 2007 Harcourt Assessment/PsychCorpAssessment/PsychCorp 3636

Interventions:Interventions:

Identifying StrengthsIdentifying Strength Distracters

Exploring Relationship ResourcesExploring Relationship ResourcesManaging Vulnerability

(Kumar, et.al., 2010) Consider different patterns of resiliency in treatment of individuals with psychiatric

conditions)

Identifying StrengthsIdentifying Strengths



Identifying StrengthsIdentifying Strengths

Use scales to help students remember or Use scales to help students remember or uncover untapped strengthsuncover untapped strengths

Identify “islands of competence”Identify “islands of competence” Identify islands of competenceIdentify islands of competence Block, 1980Block, 1980 Brooks and Goldstein, 2001Brooks and Goldstein, 2001

Identify Strength DistractorsIdentify Strength Distractors

Identify critical issues from life Identify critical issues from life circumstances that may be making it circumstances that may be making it difficult to identify/use a strengthdifficult to identify/use a strengthy/ gy/ g Factors such as poverty, lack of parental Factors such as poverty, lack of parental

support, internalized expectation that things support, internalized expectation that things won’t workwon’t work

CBT and other strategies may work to CBT and other strategies may work to help diffuse these distractorshelp diffuse these distractors

SelfSelf--Efficacy Efficacy (Related to Motivation)(Related to Motivation)

Perceived ability within specific contextPerceived ability within specific context High selfHigh self--efficacy in math, but not in readingefficacy in math, but not in reading

Informed by prior successInformed by prior successy py p Research shows relationships between Research shows relationships between

selfself--efficacy and higher levels of effort, efficacy and higher levels of effort, persistence, achievement (Bandura, 1977; persistence, achievement (Bandura, 1977; Pintrich & Schunk, 2002)Pintrich & Schunk, 2002)



Relationship ResourcesRelationship Resources

Use Sense of Relatedness Scale to open Use Sense of Relatedness Scale to open discussions of how relationship strengths may discussions of how relationship strengths may help to overcome difficultieshelp to overcome difficulties Strengthen weaknessesStrengthen weaknesses Strengthen weaknessesStrengthen weaknesses

Work with student on further communication Work with student on further communication strategies to use in trusted relationshipsstrategies to use in trusted relationships Use CBT to address perceptions regarding Use CBT to address perceptions regarding

relationshipsrelationships Trust issuesTrust issues Willingness to communicate, etc.Willingness to communicate, etc.

Support for Parenting Support for Parenting InterventionsInterventions

Low maternal psychological control was Low maternal psychological control was found to be a protective factor for young found to be a protective factor for young adult offspring of depressed mothers adult offspring of depressed mothers L t l h l i l t l hi hL t l h l i l t l hi h Low paternal psychological control, high Low paternal psychological control, high maternal warmth also related to maternal warmth also related to protective factorsprotective factors..

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Family/ParentingFamily/Parenting The parenting factor might The parenting factor might be be a promising a promising

intervention for protective focus intervention for protective focus in family in family therapy approaches with depressed therapy approaches with depressed mothersmothers and theirand their childrenchildrenmothers mothers and their and their childrenchildren..

Use of strengthUse of strength--based approaches to based approaches to parentparent--child counseling and child counseling and psychotherapy, with emphasis on the psychotherapy, with emphasis on the therapeutic potential of video feedback therapeutic potential of video feedback regarding . regarding .

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Managing VulnerabilityManaging Vulnerability


When there is higher than average When there is higher than average emotional reactivity, intervention must emotional reactivity, intervention must focus on management focus on management gg Some may be aware of how this influences Some may be aware of how this influences

strength in functioning, but others may not strength in functioning, but others may not have clear understanding.have clear understanding.


Help student in analyzing reactivity by Help student in analyzing reactivity by assisting them in breaking it down into assisting them in breaking it down into more manageable, identifiable more manageable, identifiable g ,g ,components components Assist in seeing where they are ultraAssist in seeing where they are ultra--sensitivesensitive Once have better perspective based on Once have better perspective based on

personal experiences, than plan for selfpersonal experiences, than plan for self--managementmanagement



Elements of Resiliency in other Elements of Resiliency in other InitiativesInitiatives

SSIS (Social Skills)SSIS (Social Skills) Assertion Behaviors: Assertion Behaviors:

Expresses feelings, asks Expresses feelings, asks for help, for help, sstands up for tands up for thth

Providing enriching Providing enriching community activities community activities and experiences to and experiences to

t itit itiothersothers

SelfSelf--Control BehaviorsControl Behaviors Makes compromises, Makes compromises,

Stays calm when Stays calm when criticized, Stays calm criticized, Stays calm when disagreeing, Stays when disagreeing, Stays calm when pushed or hitcalm when pushed or hit

support cognitive support cognitive developmentdevelopment

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Questions/CommentsQuestions/Comments

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Resiliency Webinar 5/2012images.pearsonassessments.com/Images/PDF/webinar/... · Disclosure: This webinar is sponsored by Pearson Clinical Assessment and some Pearson Assessment tools