ΑΝΤΟΧΗ (Resilience): ΕΝΙΣΧΥΟΝΤΑΣ ΤΗΝ ΑΝΤΟΧΗ ΣΕ ΠΑΙΔΙΑ ΚΑΙ ΝΕΟΥΣ Brian Leslie Lecturer in Social Work TEI Patras June 2008

Η ΙΣΤΟΡΙΑ ΤΩΝ 4 ΦΙΛΩΝ Brian EwanDavidRobert

Springburn Glasgow 1960’s

ΒΑΣΙΚΟ ΕΡΩΤΗΜΑ ΓΙΑΤΙ ΑΥΤΟΙ ΟΙ 4 ΦΙΛΟΙ ΜΕ ΤΗΝ ΙΔΙΑ ΠΡΟΕΛΕΥΣΗ ΑΚΟΛΟΥΘΗΣΑΝ 4 ΔΙΑΦΟΡΕΤΙΚΟΥΣ ΤΡΟΠΟΥΣ ΖΩΗΣ?

ΟΡΙΣΜΟΣ: ΑΝΤΟΧΗ Resilience ‘ΟΜΑΛΗ ΑΝΑΠΤΥΞΗ ΣΕ ΔΥΣΚΟΛΕΣ ΚΑΤΑΣΤΑΣΕΙΣ’ Fonagy et al ‘Η ΙΚΑΝΟΤΗΤΑ ΥΠΕΡΒΑΣΗΣ ΑΝΤΙΞΟΩΝ ΣΥΝΘΗΚΩΝ’ Gilligan 1997 p14

ΑΝΤΟΧΗ: ΒΑΣΙΚΕΣ ΑΡΧΕΣ(1) ΕΙΝΑΙ ΟΙΚΟΛΟΓΙΚΗΣ, ΟΛΙΣΤΙΚΗΣ Η ΣΥΣΤΗΜΙΚΗΣ ΚΑΤΕΥΘΥΝΣΗΣ Η ΑΝΑΠΤΥΞΗ ΤΟΥ ΠΑΙΔΙΟΥ ΛΕΙΤΟΥΡΓΡΕΙ ΕΠΑΝΟΡΘΩΤΙΚΑ, ΕΊΝΑΙ ΑΝΤΙΘΕΤΟ ΣΕ ΘΕΡΑΠΕΥΤΙΚΑ ΜΟΝΤΕΛΑ ΠΟΥ ΔΙΝΟΥΝ ΠΡΟΣΟΧΗ ΜΟΝΟ ΣΤΑ ΠΡΟΒΛΗΜΑΤΑ ΚΑΙ ΑΝΕΠΑΡΚΕΙΕΣ ΤΟΥ ΠΕΛΑΤΗ ‘Message of hope’ – ‘Recovery’ Good at asking what is wrong or who is causing the wrong ΔΗΛΑΔΗ ΕΝΔΙΑΦΕΡΕΙ ΤΙ ΠΗΓΑΙΝΕΙ ΚΑΛΑ ΚΑΙ ΠΟΙΟΣ ΜΠΟΡΕΙ ΝΑ ΒΟΗΘΗΣΕΙ ΣΥΝΗΘΩΣ ΔΙΝΕΤΑΙ ΛΙΓΗ ΠΡΟΣΟΧΗ ΣΤΑ ΘΕΤΙΚΑ ΣΤΟΙΧΕΙΑ ΤΟΥ ΠΑΙΔΙΟΥ Η ΤΗΣ ΟΙΚΟΓΕΝΕΙΑΣ, Our response can be clinical & premature

The Assessment Triangle The Whole Child: Physical, social, educational, emotional, spiritual and psychological development

Key Tenets (2) ΙΣΟΡΟΠΙΑ ΜΕΤΑΞΥ 4 ΚΥΡΙΩΝ ΠΑΡΑΓΟΝΤΩΝ ΠΑΡΑΓΟΝΤΕΣ ΠΡΟΣΤΑΣΙΑΣ, ΚΙΝΔΥΝΟΥ,ΕΥΑΛΩΤΟΤΗΤΑ ΑΝΤΟΧΗ

ΕΥΑΛΩΤΟΤΗΤΑ ΑΝΤΟΧΗ ΠΑΡΑΓΟΝΤΕΣ ΠΡΟΣΤΑΣΙΑΣ ΠΑΡΑΓΟΝΤΕΣ ΚΙΝΔΥΝΟΥ

Protective factors ----> Resilience ----> ΑΝΑΓΝΩΡΙΣΗ ΚΑΙ ΕΝΙΣΧΥΣΗ ΑΥΤΩΝ ΤΩΝ ΠΑΡΑΓΟΝΤΩΝ ΕΝΙΣΧΥΣΗ ΤΗΣ ΙΚΑΝΟΤΗΤΑΣ ΤΟΥ ΠΑΙΔΙΟΥ ΝΑ ΧΡΗΣΙΜΟΠΟΙΕΙ ΑΥΤΟΥΣ ΤΟΥΣ ΠΑΡΑΓΟΝΤΕΣ

ΓΕΓΟΝΟΤΑ Η ΣΥΝΘΗΚΕΣ ΠΟΥ ΑΠΕΙΛΕΟΥΝ ΤΗΝ ΦΥΣΙΟΛΟΓΙΚΗ ΑΝΑΠΤΥΞΗ ΠΧ ΑΠΩΛΕΙΑ, ΚΑΚΟΠΟΙΗΣΗ, ΠΑΡΑΜΕΛΗΣΗ ΑΝΤΙΞΟΕΣ ΣΥΝΘΗΚΕΣ:

ΕΥΑΛΩΤΟΤΗΤΑ ΕΣΩΤΕΡΙΚΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΠΟΥ ΠΡΟΔΙΑΘΕΤΟΥΝ ΈΝΑ ΠΑΙΔΙΑ ΣΕ ΕΥΑΛΩΤΟΤΗΤΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ Η ΙΔΑΙΤΕΡΕΣ ΣΥΝΘΗΚΕΣ ΠΟΥ ΠΡΟΚΑΛΟΥΝΤΑΙ ΑΠΟ ΓΟΝΕΙΣ ΚΑΙ ΠΕΡΙΒΑΛΛΟΝ

ΠΑΙΔΙ ΕΥΑΛΩΤΟ ΕΠΕΙΔΗ: ΜΙΚΡΗ ΗΛΙΚΙΑ ΕΙΔΙΚΕΣ ΑΝΑΓΚΕΣ ΙΣΤΟΡΙΑ ΚΑΚΟΠΟΙΗΣΗΣ ΑΝΘΕΚΤΙΚΟ ΕΠΕΙΔΗ: ΥΨΗΛΟ IQ/EQ ΚΑΛΗ ΣΧΕΣΗ ΜΕ ΓΟΝΕΙΣ ΚΑΛΗ ΕΙΚΟΝΑ ΕΑΥΤΟΥ ΚΑΛΗ ΣΧΕΣΗ ΜΕ ΑΔΕΛΦΙΑ

ΓΟΝΕΙΣ/Carer ΕΥΑΛΩΤΟΣ ΕΠΕΙΔΗ: ΟΙΚΟΓ. ΒΙΑ ΣΟΒΑΡΗ ΚΑΤΑΧΡΗΣΗ ΟΥΣΙΩΝ ΧΡΟΝΙΑ ΨΥΧΙΑΤΡΙΚΑ ΠΡΟΒΛΗΜΑΤΑ ΑΝΘΕΚΤΙΚΟΣ ΕΠΕΙΔΗ: ΚΟΙΝΩΝΙΚΗ ΥΠΟΣΤΗΡΙΞΗ ΘΕΤΙΚΕΣ ΕΜΠΕΙΡΙΕΣ ΑΠΌ ΟΙΚΟΓΕΝΕΙΑ ΛΑΚΗ ΥΓΕΙΑ ΓΟΝΕΩΝ ΚΑΛΗ ΕΚΠΑΙΔΕΥΣΗ ΕΡΓΑΖΟΜΕΝΟΣ

ΟΙΚΟΓΕΝΕΙΑΚΟ ΠΕΡΙΒΑΛΛΟΝ ΕΥΑΛΩΤΟ : ΠΑΡΑΜΕΛΗΜΕΝΗ ΓΕΙΤΟΝΙΑ ΠΛΗΜΜΕΛΗΣ ΠΑΡΑΚΟΛΟΥΘΗΣΗ ΣΧΟΛΕΙΟΥ ΑΣΘΕΝΕΣ ΔΙΚΤΥΟ ΚΟΙΝ. ΥΠΟΣΤΗΡΙΞΗΣ ΕΝΔΕΙΑ ΚΟΙΝΩΝΙΚΗ ΑΠΟΜΟΝΩΣΗ ΑΝΘΕΚΤΙΚΟ: ΑΦΟΣΙΩΜΕΝΟΣ ΕΝΗΛΙΚΑΣ ΚΑΛΗ ΣΧΕΣΗ ΜΕ ΣΧΟΛΕΙΟ ΛΕΙΤΟΥΡΓΙΚΗ ΤΟΠΙΚΗ ΚΟΙΝΟΤΗΤΑ ΕΠΑΡΚΕΣ ΔΙΚΤΥΟ ΤΟΠΙΚΩΝ ΥΠΗΡΕΣΙΩΝ

Daniel, B. and S. Wassell (2002). The School Years: Assessing and Promoting Resilience in Vulnerable Children. London, Jessica Kingsley.

Some Key Questions ΠΟΙΑ ΕΙΝΑΙ ΤΑ ΠΡΑΓΜΑΤΑ ΠΟΥ ΠΗΓΑΙΝΟΥΝ ΚΑΛΑ ΣΤΗ ΖΩΗ ΤΟΥ ΠΑΙΔΙΟΥ? ΣΕ ΠΟΙΟΝ ΕΊΝΑΙ ΤΟ ΠΑΙΔΙ ΣΗΜΑΝΤΙΚΟ? ΠΟΙΟΣ ΠΑΙΖΕΙ ΈΝΑ ΣΗΜΑΝΤΙΚΟ ΡΟΛΟ ΣΤΟ ΣΠΙΤΙ, ΣΧΟΛΕΙΟ? Gilligan, R. in Howarth.J (Ed.)(2001)‘The Child’s World: Assessing Children in Need’ Jessica Kinsley London Page 190

Key Themes: Important to know what factors can act as a buffer when we meet a child or young person living in stressful circumstances and to help them withstand difficult life events such as separation/loss, impact of abusive events etc. Helps to identify the ‘less robust’ children and to identify appropriate supports Careful assessment of resilience factors is important in shaping intervention One of the most helpful areas for intervention with individual children is working to build up resilience; this can increase feelings of security, self-esteem and self efficiency; With families to focus on developing strengths, capacities, problem and solving and coping skills

References Daniel, B. et al Child development for child care and protection workers. JKP. London. Ps 64 – 112 Parker. J. and Bradley, G Social Work Practice: Assessment, Planning, Intervention and Review. Learning Matters. Exeter. Ps Howarth, J ‘The Child’s World: Assessing Children in Need’ Jessica Kingsley London Schofield, G. ‘Resilience and family placement: a lifespan perspective’ in Adoption and Fostering, Vol 25, Number 3. Cairns. K Attachment, Trauma and Resilience. BAAF London

Resilient Girls—Factors That Protect Against Delinquency By Stephanie R. Hawkins, Phillip W. Graham, Jason Williams, and Margaret A According to data from the Federal Bureau of Investigation, from 1991 to 2000, arrests of girls increased more (or decreased less) than arrests of boys for most types of offenses. By 2004, girls accounted for 30 percent of all juvenile arrests. However, questions remain about whether these trends reflect an actual increase in girls’ delinquency or changes in societal responses to girls’ behavior. To find answers to these questions, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) convened the Girls Study Group to establish a theoretical and empirical foundation to guide the development, testing, and dissemination of strategies to reduce or prevent girls’ involvement in delinquency and violen

ΠΑΡΑΓ. ΚΙΝΔΥΝΟΥ. The four risk indicators analyzed were physical assault by a parent or caregiver, sexual assault, neglect by a parent or caregiver, and neighborhood disadvantage.

Physical assault: Being slapped, hit, or kicked more than 10 times by a parent/caregiver before the sixth grade (asked retrospectively in wave 3). Sexual assault: Forced sexual intercourse by any perpetrator during the previous

Neglect: Being left alone when an adult should have been present more than 10 times before the sixth grade, or ever not having basic needs (such as food and clothing) met by the parent or caregiver before the sixth grade (asked retrospectively in wave 3). Neighborhood disadvantage: An index developed during wave 1, based on the percent of families living below poverty, percent of adults without a high school diploma or its equivalent, percent of female-headed households, and unemployment rate

ΠΑΡΑΓΟΝΤΕΣ ΠΡΟΣΤΑΣΙΑΣ. The four protective indicators were the presence of a caring adult, school connectedness, school success, and religiosity. The indicators were based on responses to questions in wave 1.

Caring adult: Three questions about the degree to which respondents felt their parents, teachers, or other adults cared about them. School connectedness: Seven questions about respondents’ perceptions of school and their interactions with peers and teachers. School success: GPA in math, science, social studies, language arts, and English. Religiosity: Three questions— frequency of praying and attending religious events and perceived importance of religion.

Resilient Girls—Factors That Protect Against Delinquency By Stephanie R. Hawkins, Phillip W. Graham, Jason Williams, and Margaret A. Zahn According to data from the Federal Bureau of Investigation, from 1991 to 2000, arrests of girls increased more (or decreased less) than arrests of boys for most types of offenses. By 2004, girls accounted for 30 percent of all juvenile arrests. However, questions remain about whether these trends reflect an actual increase in girls’ delinquency or changes in societal responses to girls’ behavior. To find answers to these questions, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) convened the Girls Study Group to establish a theoretical and empirical foundation to guide the development, testing, and dissemination of strategies to reduce or prevent girls’ involvement in delinquency and violen