Resilience to Violence – HC aantekeningen
Hoorcollege 1
Adverse childhood experiences (ACE):
• Abuse
− Physical.
− Verbal.
− Sexual.
• Neglect
− Emotional.
− Physical.
• Growing up in a household with
− Adults are alcoholics or
addicts.
− Adults with mental problems.
− Domestic violence.
− Adults who have served jail time.
− Divorced parents.
31,7% if those with a war related trauma also reported childhood adversity such as abuse and
neglect in the home environment.
ACE’s and mental health:
• ACE’s are highly prevalent and interrelated.
• ACE’s are associated with maladaptive family functioning.
Risk predicts risk:
1. Cumulative risk
− Risk can have snowballing effects; the likelihood of problems increases with the
number of risk factors that are present.
− Major risk factors may predict more complex risk (e.g. divorcing parents may lead to
physical neglect from one parent).
2. Tabulae number of experiences (ACE scores)
3. Quantifying severity of cumulative experiences
− Risk/dose-response gradient.
− Dimensions of risk (deprivation vs. threat).
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.
• Higher chance of
psychological disorders in
adult life.
1
,Ecological systems theory (Burger et al., 2021).
• It also takes a look at the household situations that lead to disaster, not just outside
factors.
Why do some children who experience
adversity (= difficulties), violence and
trauma develop poorly, whilst others do
not?
• How can we boost resilience to
violence and trauma in children and
young people?
How to research resilience?
1. Who stays well and recovers
well?
2. How do they do that?
3. How can we promote and
protect health and positive
development?
Four waves of resilience science:
1. What is resilience? → wave 1
2. How do resilience processes work? → wave 2
3. Can resilience be promoted through interventions? → wave 3
4. How do dynamic processes across systems (including brain and genetics) contribute
to resilience? → wave 4
Wave 1: What is resilience?
• Descriptive → what questions.
• What is it? What is needed to measure it? What makes a
difference?
• Focuses on individual factors → person focused model of
resilience:
− Single case studies (one child).
− Aggregate studies (larger group).
− It contains a classic model and an expanded version
• Lacked understanding of resilience processes.
• Aggregate studies → The Children of Kauai study (through
classic model).
Wave 2: How do processes work?
• Focuses on processes (how questions).
• How do protective influences work? How is positive development promoted?
• Resilience as a process.
• Developmental and ecological systems.
• Unable to inform interventions.
• Variable focused model of resilience → statistically test patterns among variables in
groups of individuals.
2
, Main effects model: Mediation model:
Moderation model: Risk activated moderation model:
Systems that influence children:
1. Microsystem: the smallest and
most immediate environment in
which children live (household).
2. Mesosystem: encompasses
the interaction of the different
microsystems which children
live in (neighborhood, school,
friend groups).
3. Exosystem: environment that
children do not experience
individually, but may affect the
child’s social connections, who
will then influence the child
(neighborhood, school, friend
groups, family).
− E.g. a child’s parent got fired
from work → affects the parent
first, then the child later on
(slowly becoming more poor).
4. Macrosystem: broader social and cultural that shape the child’s development
(politics, economics).
5. Chronosystem: the time period in which everything takes place.
3
Hoorcollege 1
Adverse childhood experiences (ACE):
• Abuse
− Physical.
− Verbal.
− Sexual.
• Neglect
− Emotional.
− Physical.
• Growing up in a household with
− Adults are alcoholics or
addicts.
− Adults with mental problems.
− Domestic violence.
− Adults who have served jail time.
− Divorced parents.
31,7% if those with a war related trauma also reported childhood adversity such as abuse and
neglect in the home environment.
ACE’s and mental health:
• ACE’s are highly prevalent and interrelated.
• ACE’s are associated with maladaptive family functioning.
Risk predicts risk:
1. Cumulative risk
− Risk can have snowballing effects; the likelihood of problems increases with the
number of risk factors that are present.
− Major risk factors may predict more complex risk (e.g. divorcing parents may lead to
physical neglect from one parent).
2. Tabulae number of experiences (ACE scores)
3. Quantifying severity of cumulative experiences
− Risk/dose-response gradient.
− Dimensions of risk (deprivation vs. threat).
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.
• Higher chance of
psychological disorders in
adult life.
1
,Ecological systems theory (Burger et al., 2021).
• It also takes a look at the household situations that lead to disaster, not just outside
factors.
Why do some children who experience
adversity (= difficulties), violence and
trauma develop poorly, whilst others do
not?
• How can we boost resilience to
violence and trauma in children and
young people?
How to research resilience?
1. Who stays well and recovers
well?
2. How do they do that?
3. How can we promote and
protect health and positive
development?
Four waves of resilience science:
1. What is resilience? → wave 1
2. How do resilience processes work? → wave 2
3. Can resilience be promoted through interventions? → wave 3
4. How do dynamic processes across systems (including brain and genetics) contribute
to resilience? → wave 4
Wave 1: What is resilience?
• Descriptive → what questions.
• What is it? What is needed to measure it? What makes a
difference?
• Focuses on individual factors → person focused model of
resilience:
− Single case studies (one child).
− Aggregate studies (larger group).
− It contains a classic model and an expanded version
• Lacked understanding of resilience processes.
• Aggregate studies → The Children of Kauai study (through
classic model).
Wave 2: How do processes work?
• Focuses on processes (how questions).
• How do protective influences work? How is positive development promoted?
• Resilience as a process.
• Developmental and ecological systems.
• Unable to inform interventions.
• Variable focused model of resilience → statistically test patterns among variables in
groups of individuals.
2
, Main effects model: Mediation model:
Moderation model: Risk activated moderation model:
Systems that influence children:
1. Microsystem: the smallest and
most immediate environment in
which children live (household).
2. Mesosystem: encompasses
the interaction of the different
microsystems which children
live in (neighborhood, school,
friend groups).
3. Exosystem: environment that
children do not experience
individually, but may affect the
child’s social connections, who
will then influence the child
(neighborhood, school, friend
groups, family).
− E.g. a child’s parent got fired
from work → affects the parent
first, then the child later on
(slowly becoming more poor).
4. Macrosystem: broader social and cultural that shape the child’s development
(politics, economics).
5. Chronosystem: the time period in which everything takes place.
3
