RiskandProtectiveFactors:WhatSchoolsCanDotoBuildProtectiveFactors Althoughweoftenfocusonchildrenbeingharmedormistreatedbystrangers,mostabuseisperpetratedbya parentorcaretaker,someonewhoissupposedtoloveandcareforthechild.Whenwethinkofaparentwho abusesachildtheimageisoftenofanangry,intoxicatedpersonwhoisphysicallyoremotionallyabusiveand intentionallyharmingthechild.Inmostcasesthechildisactuallybeingneglected.TheChildrensBureau(U.S DepartmentofHealthandHumanServices,2010)reportedthepercentofallchildabusevictimswhohad experiencedneglectin2008wasjustover73%.Theimageoftheintoxicatedparent,however,isoftenaccurate, asmanyparentswhoneglectandabusetheirchildrenaremisusingsubstances.Theyarealsooftenvictimsof domesticviolence,andwerethemselvesvictimsofchildabuseandneglect.Often,theseadultslackparenting skillsandtheresourcesorcapacitytomeettheneedsofthechildrenintheircare. Unfortunately,thereisnospecificindicatorthatisknowntocausechildabuseandneglect.Researchersand professionalsinthefieldhaveidentifiedriskfactorsimpactingfamiliesthathavebeenfoundtoincreasethe probabilityofchildabuseandneglectandpoordevelopmentaloutcomesforchildren.Riskfactorscanbefound atthechild,parent,family,andcommunitylevels.Itmakessensereally,asriskincreases,sodoesthepossibility ofchildabuseandneglect.

t. Itisimportanttorecognizethattheabsenceofriskdoesnotmeanthatchildabuseorneglectisnotpossible,or thatallfamilieswhoexperienceriskfactorswillabuseorneglecttheirchildren.Thefactthatmanychildrenand familiessucceeddespitetheaccumulationofriskhasledresearcherstoalsoidentifythestrengthsandsupports availabletothechildandfamily.Thesestrengthsandsupportsareknownasprotectivefactorsandtheyhelp buildresilienceagainstrisk.Similartoriskfactors,protectivefactorscanalsobefoundatthechild,parent, familyandcommunitylevels. Anunderstandingofriskandprotectivefactorsallowschildrenandfamiliestobeviewedinthecontextoftheir environments,insteadofasbadorproblematicindividuals.Thisstrengthsbasedratherthandeficitbased approachtoworkingwithchildrenandfamiliesprovidesamuchbetterchanceofimprovingtheoutcomesfor theproblemsidentified. Listedbelowareanumberofriskandprotectivefactorsthathavebeenidentifiedinrelationtochildabuseand neglect.Followingthelistarespecificactionsthatschoolpersonnelcantaketopromoteprotectivefactorsand buildresilienceinchildrenandfamilies. RISKFACTORS Parent/caregiverfactors o Personalitycharacteristicsandpsychologicalwellbeing Lowselfesteem Externallocusofcontrol(i.e.,beliefthateventsresultprimaryfromfactorsoutsideof individualactionsfate,badluck) Poorimpulsecontrol Depression
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Anxiety Antisocialbehavior Historyofabuseorneglectasachild Substanceabuse Negativeattitudesandattributionsaboutachildsbehavior Inaccurateknowledgeofparentingandchilddevelopment Unrealisticexpectationsofthechildsabilities Negativeattitudechildlookslikeexhusband,childisbad Ageyoungermothersatthetimeofchildsbirthlinkedtothefollowing contributingfactors suchas: Lowereconomicstatus Lackofsocialsupport Highstresslevels

Familyfactors o FamilyStructure Singlefamiliesprimarilywithlowerincome Familieswithfewsocialsupports Largefamilyormanyhouseholdmembers Chaotichomeshouseholdwithchangingconstellationsofadultandchildfigurese.g.,a motherandherchildrenwholiveonandoffwithvariousothers,suchasthemother's mother,themother'ssister,orvariousboyfriendshavebeenfoundtobeatgreaterriskof neglect. o MaritalConflictandDomesticViolence Childrenmaywitnessparentalviolencewhethervictimsofabuseornotchildrenexposedto domesticviolenceexperienceharmfulpsychologicaleffects. o Stress Stressfullifeevents Parentingstress Emotionaldistress o ParentChildInteraction Parentseldomrecognizesorrewardschildspositivebehavior Parenthasstrongresponsetochildsnegativebehavior Harshdisciplinehitting,prolongedisolations,verbalaggression Parentislesssupportive,affectionateandplayful Lackofpositiveparentingskills Childfactors o Age Infantsandyoungchildren,duetotheirsmallphysicalsize,earlydevelopmentalstatus,and needforconstantcare,canbeparticularlyvulnerabletochildmaltreatment.Veryyoung childrenaremorelikelytoexperiencecertainformsofmaltreatment,suchasshakenbaby syndromeandnonorganicfailuretothrive.Teenagers,ontheotherhand,areatgreater riskforsexualabuse. DisabilitiesChildrenwithphysical,cognitive,andemotionaldisabilitiesappearto experiencehigherratesofmaltreatmentthandootherchildren. Childrenperceivedas"different"orhavingspecialneeds,includingchildrenwithdisabilities, childrenwithchronicillnessesorchildrenwithdifficulttemperamentareatgreaterriskof maltreatment. Thedemandsofcaringforthesechildrenmaybeoverwhelming. Disruptionsmayoccurinthebondingorattachmentifthechildandparentareseparatedby frequenthospitalizations. Childmaybeunresponsivetoaffection.
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Childmaynotunderstandthattheabusivebehaviorsareinappropriate,andisunlikelyto escapeordefendself. Societalattitudes,practices,andbeliefsdevalueanddepersonalizechildrenwithdisabilities o OtherChildCharacteristics: Prematureinfant Lowbirthweightinfant Thesefactorsmaybeattributabletohighermaternalstressheightenedbyhighcaregiverdemands,but italsomayberelatedtopoorparentaleducationaboutlowbirthweight,lackofaccessibleprenatal care,andotherfactors,suchassubstanceabuseordomesticviolence o Aggression o Attentiondeficit o Difficulttemperament o Behaviorproblemsortheparentalperceptionsofsuchproblem

EnvironmentalFactorsoftenincombinationwithparent,family,andchildfactors o Unemploymentorinabilitytoprovideeconomically o Poverty o Socialisolation o Violentcommunitiesinunsafeneighborhoodsviolencemayseemacceptable,especiallyforthose whowitnessitmorefrequently.

PROTECTIVEFACTORS Parent/caregiverfactors o NurturingandAttachment Love Acceptance Positiveguidance Protection o KnowledgeofParentingSkills Respectfulcommunication Consistentrulesandexpectations Authoritativeparenting o KnowledgeofChildDevelopment Safeopportunitiesforindependence Motivation Encouragingcuriosity o ParentalResilience Capacitytocopewithstress o ConcreteSupportsabilitytomeetbasicneeds Food Clothing Housing Transportation o Accesstoessentialservices Childcare Healthcare Mentalhealthservice o SocialConnections Emotionallysupportivefriends,family,andneighbors
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ChildfactorsPersonalValues,Beliefs,andBehaviors o SocialCompetence Responsiveness Communication Empathy Caring Compassion Altruism Forgiveness o ProblemSolvingSkills Planning Flexibility Resourcefulness Criticalthinking Insight o Autonomy Positiveidentity Internallocusofcontrol Initiative Selfefficacy Resistance Selfawareness Mindfulnessselfaware,presentinthemoment Humor o SenseofPurpose Goaldirection Achievementmotivation Educationalaspirations Specialinterest Creativity Imagination Optimism Hope Faith Spirituality Senseofmeaning

Familyfactors o Warmth o CohesionasFamilygroup o PositiveRelationshipwithParentorParentFigure o PhysicalandPsychologicalSafety o Structure o AbsenceofStress Environment o CaringRelationships o HighExpectations o OpportunitiesforParticipation o PositivePeerInfluence o AvailableMentors o SenseofPlace/Culture/Identify o SenseofCommunity
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o WhatSchoolsCanDotoPromoteProtectiveFactors? Schoolshaveanenormousinfluenceinsupportingandstrengtheningprotectivefactorsinthechildren,families andcommunities.Forchildrenages5to12years,theschoolmayplayanevenmoresignificantrolethanthe familyunit.Thedailycontactschoolshavewithchildrenprovidesmanyopportunitiesforchildrentoacquire internalandexternalprotectivefactorsassociatedwithresilience.Schoolsprovideacriticalcontextinshaping childrensselfefficacyandsenseofcontrolovertheirlives.Withthis,anincredibleopportunitytominimizeand inmanyinstances,preventormitigatefutureproblemsforthesechildren. Recognitionofthecriticalroletheschoolenvironmentcanprovideinpromotingresilienceandpositive outcomesforchildrenisincreasingworldwide.Asaresultthreekeyfactorsfordevelopingresilienceinchildren havebeenidentified,theseare: o CaringRelationships o HighExpectationsandAcademicStandards o OpportunitiesforParticipationandContribution Schoolsthatkeepthesefactorsinmindandembedthemintothedailyinteractionswithchildrenhavebeen foundtoimproveoutcomesforchildren.Whentheenvironmentissupportive,challenging,andinvolving,and thepotentialofeachchildrecognized,protectivefactorsandresiliencearepromoted.Everyinteraction becomesanopportunitytobuildprotectivefactorsandpromoteresilience. Teachersdontneedtobecomeexpertsinpsychology,theyneedonlytounderstandthepotentialtheirattitude aboutchildrenandtheirinteractionswiththemhave.Theyneedtobeawareoftheirwordsandplanfor activitiesandopportunitiestopromotethepotentialineachchild.Iftheteacherconveysoptimismaboutthe future,thechildrenwillbehopeful,butiftheattitudeisnegativetheopportunitytodevelophopeislost. Promotingresiliencedoesnotstopwiththeteachers.Childrenandfamiliesalsoneedtobesupportedwithin theschoolandtheschoolcommunity.Everyleveloftheschoolcanengageinidentifyingopportunitiesto developprotectivefactors. ProtectiveFactorsfor1stGraders AccordingtoErikson,childreninfirstgradearelearninginitiative.Atthisagethechildisactivelyengagedin playandisbusy.Makebelieveandpretendarewhatplayisabout.Itissometimesdifficultforthesechildrento separateplayfromreality.Itisnotuncommonforachildthisagetotellafarfetchedstoryaboutsomething thatreallyhappened.Firstgradersarecuriousabouteverything,especiallywhatsomeoneelseisdoing.They wanttohelpandaskmanyquestions.Ifthechildisdismissedorrejectedheorshemayfeelguiltyorbad. Tipsforincreasingprotectivefactorsanddevelopingresilient1stGraders Provideunconditionallove Usewordstoexpresscaring Helpchildrenlabeltheirfeelingsandexpressthem Helpchildrenrecognizeandlabelthefeelingsofothers Helpchildrenlearntocomfortandcalmthemselves
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Safe OpportunitiesforPositiveActivities Religiouscommunity Afterschoolprograms Safe,enjoyableactivities AvailabilityofSocialSupports

 Provideamplepraise Encouragecuriosityandindependence Providechallengestochildrenbutdosogradually Provideasafeenvironment Encouragesharingofideasandfeelings Encourageempathy Providerecognitiontochildrenwhoactwithempathy Modelproblemsolving,courage,optimisminthefaceofadversity Maintainpositiveattitudesandbehavior Encourageproblemsolvingtoresolveinterpersonalproblems Provideclearrules,enforcethemwithconsequenceswhenrulesarebroken Providefirmdiscipline Providereconciliationwhendisciplineisneeded Assistchildrentotakeresponsibilityforbehavior Establishclearrules,setlimits,andenforceconsequences Provideencouragementandguidancewhenerrorsaremadeorfailuresoccur Providecomfortandencouragementinstressfulsituations Modelappropriatebehaviorinstressfulsituations Seekhelpwhenneeded Encourageflexibilityinrespondingtodifferentsituationsandapproachtolearning ProtectiveFactorsfor3rdthrough5thGraders AccordingtoErikson,childrenfromthirdtofifthgradearelearningaboutindustry.Childrenaremovingfrom playtomasteringlifeskillsandbeliefintheirabilitytosucceed.Thisiswhenmanychildrenmasterreading, writing,andmathskills.Thechildsimageofhimorherselfisimportantandthechildislookingforpeer acceptanceandapproval.Ifachildinthisstageisnotsuccessfulorhearsonlyaboutfailures,thechildwillfeel insecureanddoubthisorherabilitytosucceed. Tipsforincreasingprotectivefactorsanddevelopingresilient3rd5thGraders. Provideunconditionallove Expresscaringverbally Encourageindependenteffortsatproblemsolving,provideassistancewhenrequestedorindicated Helpthechildidentify,express,andmanagefeelings Confrontandcorrectnegativetalkofselforothers Identifyandlabelcommunityvalues,modelbehaviorthatsupportssuchvalues Providereasonsforrulesandexpectations,obtaincommitmentfromgrouptosupportthem. Provideamblepraiseforsuccessandpositivebehavior Practiceproblemsolvingforconflicts,schoolwork,andproblems Encourageopencommunication Discussfeelings Setachievablegoalsforeachstudent,providefeedbackandencouragealleffort Recognizefailuresasopportunities Encouragechildrentoacceptresponsibilityforattitude,behaviorandwork Provideanopportunityforreconciliationwhenrulesarebrokenandconsequenceisenforced. Modelflexibilityinrespondingtochallengesandadversity Encourageempathyforothers Additionalresources
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Aboutresiliencyforschools,parentsandkidscanbefoundat: http://www.embracethefuture.org.au/resiliency/index2.htm Forfurtherinformationonriskandprotectivefactors http://www.childwelfare.gov/can/factors/ Formoreideasforschoolsfordevelopingprotectivefactorsinchildrenandtheirfamilies.Includeshandoutsfor parentsandotherresources StrengtheningFamiliesandCommunities:2010ResourceGuide http://www.childwelfare.gov/pubs/res_guide_2010/ Caringrelationshipsaredevelopedwhenteachers: Havegenuineconcernforeverychildintheircare Arepreparedtolistentostudents'concernsandprovideempathyandunderstanding Recognizeandbelieveineachchild'spotential Nurtureindividualchildrensstrengths Provideencouragement Challengenegativebehaviors Modelpositivebehaviorsandattitudes Reframenegativethoughtsaboutchallengingchildren,trytofindacontextforthedisruptivebehaviors Encouragecooperationandpeersupport Dontallowputdownsofanykind Encourageformalandinformalcommunicationbetweenteachersandparents Developstrategiesforaddressingissueswithparents (Geary,1988;Benard,1995). Schoolscreatehighexpectationsandacademicstandardswhenthey: Setachievablegoalsforimprovingperformance,fortheindividualchild,teachers,classroomandschool Providesupporttostudentsexperiencinglearningchallenges Emphasizetheimportanceofacademicachievement Emphasizereading Sethighexpectationsforstaff,providefeedbackandsupporttostaffsogoalsbecomeachievable Encouragechildrensactiveinvolvementinthelearningprocess Provideapositivelearningclimatebyexpectingorderanddiscipline Setgoalsforattendance Providebasicskillsinstruction Helpchildrenlearnstudyskills Provideampleuseofpraiseofgoodperformance Smallerclassroomsize Assignhomeworkregularly Providemultipleopportunitiesforchildrentotakeresponsibilityandbeinvolved (Cotton,2001;Howard&Johnson(1998) Opportunitiesforparticipationandcontribution Rutter's(1979)foundthatsuccessfulschoolsprovidedmanydifferentopportunitiesforstudentstotakeon responsibilityandparticipateinameaningfulway.Offeringavarietyofoptionsforinvolvement,childrenwere abletofindsomethingthatinterestedthem,thatfittheirskillsandabilityandtheycouldsucceedat.Examples ofsuchopportunitiesforparticipationinclude:
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Useacooperativelearningapproach Allowstudentstoidentifytopicsforcurriculum Holdclassroommeetingstoaddressandsolveproblems Setgoalsandencouragestudentinvolvementintheassessmentofprogress Allowchildrentoestablishclassroomrules Providechildrenwithopportunitiestotakeresponsibilityincluding: o mentoryoungerchildren o organizeaschoolorclassroomevent o createasystemtolearnskillsandtakeontheresponsibilityofmonitoringtheplaygroundandresolve conflicts o provideleadershipinalearningexperience (Bickart&Wolin,1997) Schoolscanenhanceresilienceandbuildprotectivefactorsbyproviding: Highexpectationsofstudents Availablesocialsupportsschoolcounselors,schoolresourceofficer,teachers Consistentstructure,rules,androutines Ampleuseofpraiseofgoodperformance Smallerclassroomsize Homeworkassignedregularly Firm,butnotseverediscipline Multipleopportunitiesforchildrentotakeresponsibilityandbeinvolved Activeinvolvementinthelearningprocess

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