resilience in development - university of new mexicohealthpolicy.unm.edu/sites/default/files/masten...
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ECHD Symposium University of New Mexico24 April 2015
Resilience in DevelopmentEarly Childhood as a Window of Opportunity
Ann S. MastenUniversity of Minnesota
Photo © Kendra Mack 2008
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Resilience is all around us
Photos © Kendra Mack 2008
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Resilience• The capacity of a dynamic system
to adapt successfully to disturbances that threaten system function, viability, or development
Masten 2014
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Developing systems
• Development arises from interactions of many systems across levels
Gottlieb 2007, Lerner 2006, Overton 2013, 2015; Sameroff 2010, Zelazo 2013
Waddington GottliebSameroff
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Systems ina child’s life are • Embedded• Interacting• Interdependent
State or Province National Policy
Local Community
SchoolStaff Classroom
Teacher
Friend
Peer Group
Child
Parent’s Workplace
Parent
Family
Systems within the child
Health AgencySchool District
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Therefore
• Resilience is dynamic
• Capacity for adaptation to adversity is distributed across systems
• Individual resilience depends on resilience of other systems
• Resilience is not a trait
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Two key criteria defining resilience
• Risk (disturbances) What challenges are threatening the system?
• Cumulative risk• Adversities chronic or acute
• Adaptation How well is the system doing?
• Competence in developmental tasks• Symptoms
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Developmental tasks• Expectations and standards of judging progress
and prospects in development
Early childhood examples• Attachment bonds with caregivers• Walking & talking• Beginnings of compliance and self-control
School age• Going to school and learning• Getting along with others, making friends• Following community and school rules for conduct
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Developmental cascades• Adaptation spreads over levels, domains,
contexts Neurobiological to behavior to school function Misbehavior to academic and social problems Community to family to child (and vice versa)
• Competence begets competence High returns on early investment in development
• Intervene to initiate or interrupt cascades Key – targeting the level, process, and/or timing
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Variation in cumulative risk
30
40
50
60
70
80
0 1 2 3 4 5 6
Beh
avio
r pro
blem
s
Risk Level
Risk FactorsLow education
Single parent
Parent died
Parents divorced
Foster care
Maltreatment
Saw violence
Masten & Sesma 1999
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Variation in functionwithinrisk level30
40
50
60
70
80
0 1 2 3 4 5 6
Beh
avio
r pro
blem
s
Risk Level
Masten & Sesma 1999
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Low risk (25%)
…Reduced price (4%)
Free meals (57%)HHM (14%)
46%
12%
75%
21%
Reading scores 2005 to 200926,501 students
Cutuli et al 2013Child Development
Nat test norm
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HHM student individual reading scoresN>3000
National avg
Rea
ding
sco
re
What makes a difference?
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What makes a difference?
• Administrative data Attendance ELL status Minority status Earlier achievement
• Directly assessed General cognitive function Executive function and self-control skills Parenting quality
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First grade reading skills
• Predict later achievement and growth in math, reading
• Show protective effects for high-risk students free lunch and homeless
Herbers et al 2012 Educational Researcher
High
Low
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Executive function skills (EF) Neurocognitive processes involved in goal-
directed control of attention, thought, actions self-control
Needed to succeed in school pay attention control emotionswait turn follow instructions listen to teacher switch activities
Photo courtesy of Philip David Zelazo
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Why EF?• Resilience
• Learning
• Stress
• Good parenting
• Develop rapidlyin preschool
• Malleable
graph courtesy of Stephanie Carlson
Pho
to ©
Ken
dra
Mac
k 20
08
Age
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Executive function skills predict school success entering K and 1st
0.46
‐0.33
‐0.5
‐0.4
‐0.3
‐0.2
‐0.1
0
0.1
0.2
0.3
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0.5
Resilient Maladaptive
Maladaptive
Obradović 2010Masten et al 2012
Resilient
EF Z‐scores
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The short list
• Capable caregiving and parenting• Other close relationships • Problem-solving skills• Self-regulation skills• Motivation to succeed• Self-efficacy• Faith, hope, belief life has meaning• Effective schools• Well-functioning communities
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What does the short list mean?
• Basic adaptive systems are important for resilience under many different circumstances
• Adaptive capacity extends beyond the person into other social and cultural systems
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Adaptive systems (examples)• Family• Attachment relationships• Neurocognitive learning systems • Neurocognitive control systems • Mastery motivation and reward systems• Spirituality and religion• Culture• Education systems• Community
• Biological and cultural evolution
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Importance of early childhood
• Rapid brain development• Development of adaptive systems Immune function and stress regulation Emotion regulation and self-control Problem-solving Motivation to learn Attachment relationships and expectations Roots of empathy and prosocial behavior
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So… What can we do to promote resilience?
Promotepositive development
to prevent problems
Facilitate resilience by strategic intervention
Photo © Kendra Mack 2008
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Mission Frame positive goals
Models Include positive influences
Measures Assess assets & positive goals
Methods Prevent - promote - protect
Multiple Engage multiple levels, disciplines
Resilience Framework for Action
See Masten 2011, 2014
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Strategies for positive change
Risk-focused Prevent / reduce risk or adversity exposure
Asset-focused Increase resources or access to resources
Process-focused Restore or harness the power of human
adaptive systems
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Windows of opportunity• When plasticity is surging• When conditions converge for change• When systems are in flux or unstable
• Some are developmental • Some arise from chance• Some arise in the context of adversity• Some arise when people seek help
• ECD is a strategic window of convergence
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ECD examplesof malleable risks and advantages
• Premature birth, hunger• Homelessness, toxic stress• Income, food, housing, medical care • Parenting quality• Access to quality ECE • Child executive function (EF) skills
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Risk
EF Schoolreadiness
Ready? Set. Go!
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Multi-component intervention
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New Horizons
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The 4th wave of resilience scienceNeurobiology of resilience Interplay of genes, biological systems, and experience Programming and reprogramming of adaptive systems Biological embedding of stress, good parenting, culture
Integrating community, family, & child resilience Check out special issue of Family Relations 2015 How can communities support family and child resilience? How can policies reduce violence and promote resilience
cascades?
Cultural traditions/practices that promote resilience
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Globalization emerging in many forms
• Disaster preparedness Focusing on the needs of children
• National Academies Forum on Investing in Young Children Globally
• State and national governments Investing in young children for lifelong benefits Prevention economics
• International humanitarian action Raising the bar beyond survival with multi-sector efforts UNICEF, World Bank, Save the Children, and others
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Enduring Take-Home Messages Resilience is common
There are many paths of resilience
Ordinary adaptive systems are powerful
Resilience can be supported and promoted
Resilience of children and youth depends on resilience of families, communities, societies
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Global resilience depends on the resilience of children everywhere
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Thank you! Families & individual research participants
Mentors in developmental and resilience science
Faculty and student collaborators
Community collaborators
Funders over the yearsUniversity of Minnesota ~ William T. Grant Foundation ~ NIMH NICHD ~ National Science Foundation ~ Institute of Education Sciences William D. and Catherine T. MacArthur FoundationCenter for Urban and Regional Affairs, Humphrey Institute