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Resilience to Violence Lecture notes 2023& 2022 £6.00
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Lecture notes

Resilience to Violence Lecture notes 2023& 2022
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  • Module
  • Resilience to Violence
  • Institution
  • Universiteit Leiden (UL)

This document encompasses both the lecture notes on the Resilience to Violence lectures given in 2023 and in 2022, includes mock exam of both years as well.

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Document information

  • October 27, 2023
  • 62
  • 2023/2024
  • Lecture notes
  • Anne-laura van harmelen
  • All classes

Subjects

  • resilience
  • violence

Written for

  • Universiteit Leiden (UL)
  • Minor Violence Studies
  • Resilience to Violence
All documents for this subject (3)

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Resilience to violence Lecture notes 2023
Lecture 1: A short history of resilience science
Exam: 2th November 13-15u: 40 MC (6 per lecture) + 2 open questions: Historical and theoretical development,
Empirical models and approaches, The four waves of resilience research, Theoretical frameworks and theories,
Individual social cultural and geo-political factors and/or processes, Severity of exposure context and developmental
timing

Short history of resilience science
Covid, earthquake disasters, war, etc. have a substantial affect on individuals experiencing considerable psychological
distress, ranged from approximately one-tenth to nearly half of the respondents. Several groups with vulnerabilities,
such as disaster workers, children, internally displaced people, patients with psychiatric disorders, and the bereaved.

Ecological systems theory




Burger et al., 2021




Child maltreatment: abusive or neglectful experience that occur to children and adolescents under the age of 18
‘The consequences of failing to address adolescent mental health conditions extend to adulthood, impairing both
physical and mental health and limiting opportunities to lead fulfilling lives as adults.’ (WHO)

,How can we boost resilience to violence and trauma in children and young people?
Resilience: the noun resilience, meaning ‘the act of rebounding’, was first used in the 1620s and was derived from
‘resiliens’, the present participle of Latin ‘resilire’, to recoil or rebound. By 1824, the term had developed to
encompass the meaning of ‘elasticity’
 The capacity to recover quickly from difficulties; toughness
 The ability of a substance or object to spring back into shape, elasticity

More than 50 years of resilience research
 Norman Garmenzy
 Emily Werner
 Michael Rutter
o Describing the concept of resilience
o Future vision: can we impact/influence/promote resilience among adolescents/youngsters that are in
need for resilience
 Adolescents at risk: war, low social-economic status, intergenerational transmission of
physiology  when your parents have physiology, you are at bigger risk, minority groups,

The children of Kauai
 200 children classified as high risk
 2/3 significant problems at age 10 or 18
 1/3 showed resilience
 Later on in life some showed resilience = late bloomers
 Resilience is not something that is stable, it can change

Resilience research: why do some children who experience adversity, violence and trauma develop poorly, whilst
others do not?
1. Who stays well and recovers well?
2. How?
3. How can we promote and protect health and positive development?

The four waves
FIRST WAVE 1970s: Doing well in the context of risk
 Descriptive: What questions
o What is resilience? How do we measure it? What makes a difference?
 Focus on individual factors & situational differences
 Lacked understanding of (underlying) processes
 Person focused model of resilience
o Single case studies (Harry Potter
o Aggregate studies (Kuai)
o Recent: individual differences
 Classic model: the children of Kauai study

SECOND WAVE 1990s: (underlying) processes
 How questions

, o How do protective influences work?
o How is positive development promoted?
 Resilience as a process, not a single event
 Attention to developmental and ecological systems
 Unable to inform (effective resilience) interventions


Two research methods:
 Person-focused: Child characteristics (Second wave)
 Variable-focused: Family characteristics (Third wave)
 Statistically test patterns among variables in groups of individuals
 CA= Childhood Adversity
o Main effects o Mediation
model o Moderation




o Risk activated Moderation (airbag) o Classic Moderation




Positive memory specificity is associated with reduced vulnerability to depression




Systems influencing children:

, Microsystem: is the smallest and most immediate environment in
which children live
Mesosystem: encompasses the interaction of the different
microsystems which children find themselves in
Mesosystem: linkages between home and school, between peer
group and family, and between family and community.
Exosystem: the linkages that may exist between two or more
settings, one of which may not contain the developing children but
affect them indirectly nonetheless.
Chronosystem: time (period)


Developmental systems theory (Masten, 2019)
 Developmental systems theory: a person’s development is affected by the complex interactions of several
systems external to the individual, embedded in multiple ecological layers
 Competence or achievements on depend on age and time dependent stages

THIRD WAVE 2007: Interventions
 Testing theories through interventions, can resilience be promoted?
 Lacked integration of neurobiological and social systems.
 (Dynamic systems, multi-level Analyses, interventions for resilience)
o What to do with people who don’t show resilience ?
o Neuroendocrine substances about stress resilience are gradually explored
o Molecular adaptations underlying susceptibility and resistance to social defeat in brain reward regions
o Intervening to foster resilience & neuro-bio-psychosocial perspective
 The Bucharest Early Intervention Study (BEIP):
o Abortion and contraception illegal
o Menstrual police: women fewer than 5 kids; monthly examinations by state gynecologists to make
sure they weren’t using birth control
o Celibacy tax: heavy tax if less than 5 kids
o Large spike in the number of Romanian infants abandoned to deplorable conditions in the country’s
orphanages. 1989: 170.000 kids in institutions
o Examine the effects of institutionalization on brain and behavioral development of young children
o Effects could be remediated by foster care
o Improved welfare of children in Romania by establishing foster care as alternative to
institutionalization

FOURTH WAVE 2017: Dynamic systems
 Integrating genetics, neuroscience, sociology; dynamic interactive systems
Hybrid models
 Growth models
 Network model comparisons
 Well-being and cognition are coupled during development
 Unravelling the complex nature of resilience factors and their changes between early and later adolescence
 The resilient emotional brain: a scoping review of medial prefrontal cortex and limbic structure and function
in resilient adults with a history of childhood maltreatment
o Stronger connectivity between the central executive network and the limbic regions
o Improved ability to regulate emotions through medial prefrontal cortex-limbic downregulation
o White matter integrity of pathways involved in self-referential processing
 Friendships support interacts with CA to predict acute stress responses in young people (ages 16-26) with
threat experiences (N=61)

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