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Fostering Resiliency

Can we go back and make up for what we didn't know when our children were younger?

Recent Hot Topics articles have highlighted what science has to say about what young brains need in order to develop to their fullest potential. We have looked at the importance of providing the optimum physical environment, and potentially devastating consequences of drugs and other toxins on our babies' developing brains. The wisdom of assuring a secure attachment to a responsive primary caregiver and of providing lots of language cannot be overestimated. But, what if, for any of a variety of reasons, a child missed these crucial elements in the earlier part of her life? Is all lost? Should we just forget her, wring our hands sadly, and wonder what's to become of her?

Research demonstrates that while such a child may be at risk, children's brains are resilient. If vulnerability is answered with intervention and protective factors, children are able to live productive lives, exhibiting competence, confidence, and caring. (Werner, E.E., & Smith, R.S., 1992. Overcoming the odds: High risk children from birth to adulthood.) While there are times, critical periods, that are most opportune for developing particular skills, there is never a right time to give up on a child.

For instance, in Paving the way for lifelong thinkers, the discussion mentioned that the critical period for language acquisition was quite early in a child's life. But, what happens when a child is deprived of a rich language experience during that time, will he never talk? While his language skills would likely be greater if they had been developed under the more positive circumstances, all is not lost. There are ways to enhance his language development.

We, as parents, would want to offer that child all of the experiences missed earlier. It is not too late to fill his world with caring, supportive caregivers who are willing to offer lots of interaction with words through a rich variety of sources. We would chat endlessly together in the car and while waiting in line at the bank. Making a personal connection with him by talking about the things that interest him, through give and take conversation and open-ended questions expands his thinking skills. Listening carefully and writing down his ramblings as he draws a picture after a conversation, or story, would be a sign to him that he and his voice are important. Encouraging him to act out stories and other dramatic scenes, for us, or with us, would appear to be our pleasure.

We would sing to her and with her even at the expense of humiliating ourselves! The poet in us would spring forth and we would laugh at ourselves with that child while we tried to cultivate the talent together. We would play in many silly ways with words and rhymes, and limericks. We would read and reread her favorite stories. We would allow her to see us reading even the instructions and ingredients on packaging. Providing writing, drawing, and painting materials would be a priority, as would be providing a fun collection of props for pretend play. There would be books, magazines, and sources of print everywhere.

Children's brains respond to caring adults in their lives. Attachment to a responsive caregiver is a most crucial protective factor for children whose environments present multiple risk factors. According to the Werner and Smith (1992) longitudinal study of a multiracial cohort of 698 infants on the Hawaiian island of Kauai, the availability of caregivers who provided them with a secure base for the development of trust, autonomy, and initiative, was a key protective factor for the children. Resilient children are children who remain competent despite exposure to misfortune or to stressful events. (Rutter, M. 1985. Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder.) Characteristics of resilient children include (Demos, V. 1989. Resiliency in Infancy.):

• A sense of self-esteem and self-efficacy, which allows the child to cope successfully with challenges
• An active stance toward an obstacle or difficulty
• The ability to see a difficulty as a problem that can be worked on, overcome, changed, endured, or resolved on some way
• Reasonable persistence, with an ability to know when enough is enough
• A capacity to develop a range of strategies and skills to bear on the problem, which can be used in a flexible way

When we demonstrate to children through our care that we believe they are capable and can exercise some control in their lives- when we model these skills for them- when we supply a balance of support and opportunity to grow, we foster resiliency in our children.

For more information see Learning to read and write: A place to start by Rebecca Novick, Ph.D.