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Resilience to violence (6478RTVY) (grade = 8,2!) samenvatting /resume + Book: Ordinary Magic - Masten
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English resume of Resilience to violence + the book: Ordinary Magic
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50 Exam Questions: Ordinary Magic (whole book covered)
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All literature + lectures - Resilience To Violence
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ALL LITERATURE (Book: Ordinary Magic) - minor Resilience to Violence
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Resilience to violenceSummary of all the lectures and the book: Ordinary Magic – Ann S. Masten
,Contents
Lecture 1: short history of resilience science................................................................................................... 2
Chapter 1 of the book...........................................................................................................................................9
Chapter 2 of the book.........................................................................................................................................11
Article: Werner, E. E. (1992). The children of Kauai: Resiliency and recovery in adolescence and adulthood.
Journal of Adolescent Health, 13(4), 262-268....................................................................................................13
Lecture 2: individual resilience..................................................................................................................... 13
Chapter 3 of the book.........................................................................................................................................16
Chapter 4 of the book.........................................................................................................................................17
Chapter 5 of the book.........................................................................................................................................18
Article: Shae‐Leigh Cynthia Vella, Nagesh B. Pai1 (2019). A Theoretical Review of Psychological Resilience:
Defining Resilience and Resilience Research over the Decades. Archives of Medicine and Health Sciences.....18
Lecture 3: adaptive systems (neuro-cognitive).............................................................................................. 19
Chapter 6 of the book.........................................................................................................................................28
Chapter 7 of the book.........................................................................................................................................32
Article: Ioannidis, K., Askelund, A. D., Kievit, R. A., & Van Harmelen, A. L. (2020). The complex neurobiology of
resilient functioning after childhood maltreatment. BMC medicine, 18(1), 1-16..............................................32
Lecture 4: adaptive systems (socio-cultural).................................................................................................. 33
Chapter 8 of the book.........................................................................................................................................39
Chapter 9 of the book.........................................................................................................................................41
Chapter 10 of the book.......................................................................................................................................43
Lecture 5: cognition in harsh and unpredictable environments.....................................................................45
Article: Ellis, B. J., Abrams, L. S., Masten, A. S., Tottenham, N., Sternberg, R. J., & Frankenhuis, W. E. (2022).
Hidden talents in harsh environments. Development and Psychopathology, 34, 95–113.................................53
Article: Frankenhuis, W. E., & Amir, D. (2022). What is the expected human childhood? Insights from
evolutionary anthropology. Development and Psychopathology, 34, 473–497................................................54
Chapter 11 of the book.......................................................................................................................................54
Chapter 12 of the book.......................................................................................................................................55
Lecture 1: short history of resilience science
Exam: 40 MC and 2 open questions about these subjects:
- Historical and theoretical development
- Empirical models and approaches
- The four waves of resilience research
- Theoretical frameworks and theories
- Individual, social, cultural, and geopolitical factors and/or processes
- Severity of exposure, context, and developmental timing
,What is resilience?
Resilience is important, because the world has suffered because of COVID-19.
It does not have an equal impact on people, it mainly affected (vulnerable) children
and especially children with parents with problems. Study influence of earthquake:
people in the vicinity of the earthquake suffered from stigma, especially vulnerable
groups were affected. Natural events affect people and their health.
Ecological systems theory
Childhood adversities
31.7% of those with a war related trauma also reported childhood adversity such as
abuse and neglect in the home environment. More than the half start in childhood.
There is often comorbidity!
, Important: How can we boost resilience
to violence and trauma in children and
young people?
What is resilience?
Resilience is the capacity to recover
quickly from events. The word resilience
has really been used more since 1950.
More than 50 years of resilience research…
- Norman Garmezy
- Emily Werner
- Michael Rutter
All affected by the WW2, affected by violence.
Study: the children of Kauai: resiliency and recovery in adolescence and adulthood
In this study, 200 children (out of a total of 700) were classified as high risk, 2/3 had
significant problems by the age of 10 or 18 years, 1/3 showed resilience.
Not all children develop mental problems from a bad home environment!
Late blooming: individuals who did not do well at first, but later did. This happened
when the children in this study had problems when they were 10, but no longer when
they were 18.
Resilience research: why do some children who experience adversity, violence and
trauma develop poorly, while others do not? Resilience research asks 3 questions:
1. Who stays well and recovers well?
2. How?
3. How can we promote and protect health and positive development?
The four waves
Resilience in 1970: doing well in the context of risk
>1970
Wave 1: Descriptive (what-questions)
- What is resilience? How do we measure it? What makes a difference?
- Focus on individual factors
- Lacked of understanding of processes
Person-focused model of resilience (individual factors)
- This wave uses: person centered approaches, for example: case studies,
aggregate studies (comparing 2 groups), individual differences.
- Classic model: the children of Kauai study
>1990
Wave 2: Process (How-questions)
- How do protective influences work? How is positive development promoted?
- Resilience as a process (as something that unfolds)
- Focusing on developmental and ecological systems
- Unable to inform intervention studies
Variable-focused model of resilience: statistically testing patterns between
variables in groups of individuals.
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