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THE VICTOR'S CROWN OF RESILIENCY
National Network for Child Care's Connections Newsletter
Jacqueline L. Scott, M.A., M.Ed.
State Program Coordinator
Serve America
University of Missouri Cooperative Extension
Copyright/Access Information
Everyone has seen Timex commercials. A Timex watch "takes a licking and keeps on ticking." Energizer battery commercials are similar. These commercials have a small pink rabbit beating a drum who "keeps going and going and going." Each commercial sends a simple and yet powerful message to the consumer: In spite of abuse and continued use, this product will outperform all others. Heroes are made the same way. When all the other people have fallen victim in battle, one person keeps fighting and eventually wears the victor's crown.
Like Timex watches and Energizer batteries, there are people who rise above their peers. Some of these people stand out because of their innate talents or skills. Other people stand out because of all they did not have. Yet they, too, succeeded. Every teacher and child care provider can name a child or two "who didn't have a chance." And yet, a few of those kids did succeed. Why? Resiliency.
Resiliency is a battered Timex watch or an overused Energizer battery that keeps on working. Resiliency is apparent when one perseveres or "beats the odds." Resiliency enables individuals to grow, thrive, and succeed in spite of what appear to be insurmountable odds. Simply stated, resiliency enables a person to "bounce back or recover from a disappointment, obstacle, or setback" (Dugan & Coles, 1989).
Some researchers point to resiliency as the critical factor in Holocaust survivors, street children, victims of abuse, and children of poverty who later become healthy and well-adjusted adults. However, a child's obstacle does not need to be as great as the Holocaust for them to need the quality of resiliency. Circumstances that children face at home and in the community may place them at risk for a poor developmental outcome. In such situations, resiliency can serve to protect children from the effects of family dysfunction, substance abuse, neglect and abuse, chronic illness, violence in the community, poverty, and mental illness.
Adults play a vital role in a child's development of resiliency. These adults may be the child's own parents, child care providers, school personnel, community members, or the parents of a child's friends. By providing a safe and supportive environment, adults can promote the development of resiliency in children by addressing the child's personality and the child's future.
A child's personality can contain the tools of resiliency. Researchers have found that resiliency is the result of specific characteristics such as pro-social behavior, temperament, character, and intelligence. For example, these characteristics can be seen when a child uses "comic relief" during stressful events or when a child has ability to make friends with people of different ages. These characteristics can also be seen in a child's sense of identity and control, and in a child's responsiveness to others. In a sense, these characteristics are the "tools" that enable people to know themselves and successfully interact with the people in their world. Although not all children are born with these characteristics, parents, teachers, and providers can work with children to enhance resiliency. They can help children to develop friendship skills, effective problem-solving skills, and self-confidence.
Within the area of personality traits are the specific elements of resiliency found in people: Resilient people ...
- see obstacles as something that can be overcome, endured, or changed.
- persevere in finding ways to improve situations.
- develop a range of strategies and skills to address a situation.
- have a broad range of interests and goals.
A sense of purpose, future, or strong aspiration is a second vital element of resiliency. Adults give children a future by believing in them and by verbalizing to a child the belief that s/he "has what it takes" to reach desired goals. These words strengthen a child's inner being and encourages them to "aspire to greatness." This strong aspiration is the opposite of learned helplessness.
An important aspect of hope for a better future is the child's ability to understand that s/he is not the cause of the problem (for example, a dysfunctional home). They need to understand that their life can be different. This involves a child's ability to emotionally separate him/herself from the dysfunction so that s/he can establish meaningful relationships outside of the home or community. Emotional distance is an adaptive behavior. It allows the child to develop a sense of identity and a sense of control that allows the child to make and pursue goals.
Parents, teachers, and child care providers who interact with children can provide children with important role models and a wide range of learning opportunities. In doing so, they enhance a child's steps toward resiliency. One way of doing this is through "enabling interactions." This occurs when the adult supports and encourages a child's unique perception of a situation or problem-solving ideas. The opposite of enabling interactions are "constraining interactions." Constraining interactions limit a child's ability to "figure things out" by ignoring or rejecting the child's views and ideas.
Parents, teachers, and child care providers can ensure "enabling interactions" and help build resiliency by following a pattern of positive-negative-positive interaction when they need to discipline or redirect a child's efforts. First, the adult points out something good or compliments the child. Then the adult addresses the problem. And lastly, the adult offers words of encouragement and praise, or clarifies the situation in a positive manner. In a sense, discipline is sandwiched between two positive statements.
Like a Timex watch or an Energizer battery, resilient children don't give in to the dangers in their environment. Although all children have the potential to be resilient, some need assistance. In nurturing environments, parents, teachers and child care providers play an essential role in helping children develop the personality characteristics of resiliency. With this help, a child who "didn't have a chance" can be a hero and wear the victor's crown.
REFERENCES
Dugan, T. F., & Coles, R. (Eds.). (1989). *The child in our times: Studies in the development of resiliency.* New York: Brunner/Mazel.
DOCUMENT USE/COPYRIGHT
National Network for Child Care - NNCC. Part of CYFERNET, the National Extension Service
Children Youth and Family Educational Research Network. Permission is granted to reproduce
these materials in whole or in part for educational purposes only (not for profit beyond the cost of
reproduction) provided that the author and Network receive acknowledgment and this notice is
included:
Reprinted with permission from the National Network for Child Care - NNCC. Scott, J. L. (1994). The victor's crown of resiliency. In Todd, C.M. (Ed.), *Child care center connections*, 3(5), pp. 5-7. Urbana-Champaign, IL: University of Illinois Cooperative Extension Service.
FORMAT AVAILABLE:: Internet
DOCUMENT REVIEW:: Level 3 - National Peer Review
DOCUMENT SIZE:: 14K or 4 pages
ENTRY DATE:: March 1996 |
