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Resiliency

This section looks at issues relating to resiliency in children and young people. Other sections look at the psychosocial effects of HIV/AIDS on children and young people and the specific issue of grief and bereavement.

Key points regarding resiliency in children and young people:

1. Resiliency is the ability to cope with adversity. Children and young people are naturally extremely resilient and able to cope with very difficult circumstances.

2. Resilient children and young people have the ability to understand an adverse event. They believe they can cope because they have some control over what happens. They are able to give deeper meaning to the adverse event.

3. Resiliency comes from what the child has, who the child is and what the child can do. The first of these is called external resources. The second and third are internal resources.

4. It is possible to build resiliency in children and young people in a number of different ways. These either increase a child?s internal or external resources.

5. Key places where a child develops resiliency are in the family and at school.

What is Resiliency?

Resiliency has been described as...

• the human capacity to face, overcome and be strengthened by or even transformed by the adversities of life
• the universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity
• the ability to bounce back
• the ability to cope with life's adversities

In many ways, it is the opposite of vulnerability. Vulnerable children and young people are less able to cope with problems they face in life. Resilient children and young people are more able to cope.

Resilient children and young people understand adverse events. They believe they can cope because they have some control over what happens. They are able to give deeper meaning to the adverse event.

Where does Resiliency Come From?

Resiliency comes from a child's external and internal resources. Their external resources consist of what they have. Their internal resources consist of who they are and what they can do.

A child has:

• People that they trust.
• Structures and boundaries for their safety.
• People who set examples of how to behave. These are called role models.
• Encouragement to do things on their own. This is called being autonomous.
• Access to health, education and social welfare services.

A child has a sense of who they are from how they are treated by other people. A child is more likely to be resilient if they:

• See themselves as lovable and appealing.
• Are able to do kind things for others and show concern.
• Are proud of themselves.
• Are able to take responsibility for what they do.
• Are filled with hope, faith and trust.

A child is more likely to be resilient if they can:

• Communicate.
• Solve problems.
• Manage feelings and impulses.
• Understand how other people are feeling.
• Establish trusting relationships.

Building Resiliency

Steps can be taken which actively build a child's resiliency. This is done by nurturing the internal and increasing the external resources available to them. This may involve:

• Providing a safe, nurturing environment
• Spending time listening to and playing with the child
• Teaching a child how to communicate
• Allowing a child to make mistakes
• Involving the child in day to day activities and routines
• Praying with the child
• Trusting and valuing the child
• Using experiential learning in schools

The key places where children and young people develop resiliency are in the family and at school.

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