REZILIEN

Drd. CRISTINA POP

Reziliena
Ann S. Masten (2001)
resilience refers to a class of phenomena
characterized by good outcomes in spite of
serious threaths to adaptation or development
Reziliena
Criterii:
Ameninarea
individuals are not considered resilient if there
has never been a significant threat to their
development
Statutul socio-economic
Factorii biologici (ex. schizofrenie)
Divorul
Reziliena
the quality of adaptation or developmental
outcome
Respectarea normelor culturale i a celor
impuse de societate (vrsta i contextul)
Absena psihopatologiei sau un nivel sczut al
simptomelor

Criterii externe
Performanele academice
Absena delicvenei

Criterii interne
Bun starea perceput
Nivelul redus de distres
Modele ale factorilor de
rezilien
Variable focused approaches
Person focused approaches


Modele ale factorilor de
rezilien
Variable focused approaches
Testeaz legturile dintre diferite grade de risc
sau adversitate i potenialele trsturi ale
indivizilor sau ale mediului care pot funciona ca
factori de protecie mpotriva consecinelor
negative ale factorilor de risc
Person focused approaches
Compar persoane cu diferite profile (rezilient
vs. non-rezilient) de-a lungul timpului n contexte
diferite
Variable-focused approaches
n condiii de risc (adversitate ridicat)
Parenting
Capacitatea intelectual
Statutul socio-economic


Performana academic
Comportamentele prosociale i comportamentele
antisociale
Psihopatologia
Acceptarea din partea grupului
Variable-focused approaches
Avantaje
Folosesc metode statistice riguroase
Investigarea legturilor dintre anumite variabile
predictor i variabile outcome
Variabilele au implicaii majore n programele de
intervenie
Dezavantaje
Nu iau n considerare etapele de dezvoltare ale
indivizilor
Omit investigarea longitudinal a impactului
factorilor de risc asupra individului

Person-focused approches
Identific grupuri de indivizi cu un nivel diferite
nivele de adaptabilitate (mai ridicat sau mai
sczut) ntr-un anumit context sau cu un grad
ridicat sau sczut de risc
Werner and Smith (1982, 1992)
Richter and Martinez (1993)
Cowen et al., (1997)


Stilul de parenting i competenele parentale
Person-focused approches
Avantaje
Studiaz fenomenul n mediul su ecologic
Identific patternuri comune de-a lungul vieii
unor indivizi ca rezultat al expunerii la unii
factori de risc
Dezavantaje
Nu integreaz informaiile obinute pentru a
explica suficient de bine fenomenul
Studii independente care contureaz doar
parial fenomenul

Discuii i ntrebri
Dezvoltarea competenelor vs. Distresul
afectiv

whether children pay a price for achieving
competence under adversity in terms of
psychological distress
Luthar, Doernberger and Zigler, 1993
Neighbors, Forehand and McVicar, 1993

Discuii i ntrebri
Abordri globale ale rezilienei (ex.
comportamente parentale)

the expectations and structure provided by
parents may be particularly important for
academic success, whereas their warmth and
emotional support may be important for social
compentence, and a good balance of the two
may be important for the develoment of good
conduct, which in turn influences academic
and social succes

Discuii i ntrebri
Studierea izolat a factorilor de risc (ex.
naterea prematur, divorul)

risk rarely comes in single packeges or
isolated instances of time. Rather childrens
lives are often loaded with many risks and
recurring stressors. Thus, it is unlikely that a
magic bullet for prevention or intervention will
be found


Impactul n practica clinic
Strategies include the enhancement of assets
as well as the reduction of risks or stressors,
and the facilitation of protective processes as
well as treatment of illness or reduction of
harmfull processes

Hawkins, Catlano, Kosterman, Abbot, and Hill
(1999)
Preventing Adolescent Health-Risk Behaviors
by Strengthening Protection During Childhood
Practica clinic
Identificarea acurat stresorilor
Reducerea impactului stresorilor
Creterea autoeficacitii
Tehnici de autoreglare emoional

Penn Resiliency Program (Gillham et
al., 1990)
is a group intervention that teaches cognitive
behavioral and social problem-solving skills. PRP
strives to teach students to think flexibly and
accurately about the challenges and problems that
they confront. Students learn about (a) the link
between beliefs, feelings, and behaviors; (b)
cognitive styles, including pessimistic explanatory
styles; and (c) cognitive restructuring skills, including
how to challenge negative thinking by evaluating the
accuracy of beliefs and generating alternative
interpretations. Students also learn a variety of
techniques for coping and problem-solving, including
assertiveness, negotiation, decision making, and
relaxation. Students apply the cognitive and problem
solving techniques in their lives through group
discussions and weekly homework assignments
Promoting the development of
competence
Programe de dezvoltare a competenelor
Reducerea factorilor de risc i promovarea strii
de bine i a sntii mintale

Prima generaie de programe de dezvoltare a
competenelor
Dezvoltarea abilitilor:
Training pe rezolvarea de probleme
Training pe comunicare asertiv
Resistance and life skills





Promoting the development of
competence
A doua generaie de programe de dezvoltare a
competenelor
Dezvoltarea abilitilor cognitive ale copiilor
Dezvoltarea abilitilor sociale
Stilul de parenting
Interaciunile din cadrul familiei
Suportul social


The Resiliency Scale for Children and
Adolescents (RSCA) (Prince-Embury and Courville,
2008a)
Evalueaz msura n care copiii reuesc s
i regleze intensitatea rspunsurilor
emoionale i durata necesar de revenire la
o funcionare optim dup o reacie
emoional puternic
The Resiliency Scale for Children and
Adolescents (RSCA) (Prince-Embury and Courville,
2008a)
self-report, 64 de itemi
Scala Likert: 0 (niciodat) 4 (aproape
ntodeauna)
3 subscale:
Sense of mastery : optimism, autoeficacitate,
adaptabilitate
Sense of relatedness : ncredere, suport social
perceput, confort, toleran
Emotional reactivity : sensibilitate, recuperare,
deteriorare
The power of the ordinary
Resilience does not come from rare and
special qualities, but from the everyday magic
of ordinary, normative human resources in the
minds, brains, and bodies of children, in their
families and relationships, and in their
communities.
Drd. Cristina Pop

pop.cristina@ubbcluj.ro