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Developing Resiliency

Developing Resiliency

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162 views

Developing Resiliency

Developing Resiliency

Uploaded by

Anonymous mKXmCyVbd
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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The Research on Resiliency

Dr. Robert Brooks, a Harvard Medical School child psychologist, and his
colleague Sam Goldstein, at the University of Utah, have spent their
careers studying resilience in children, including those with SLDs and/or
ADHD. They emphasize that fostering a childs strengths is a great way to
begin the process of creating the ability to bounce back from adversity.
They key elements that lead to resilient children are: 1) unconditional
love from an adult and 2) giving a child responsibilities he can handle.
You can use the Strength Star to gain a better picture of your childs
strengths, and you should begin emphasizing them both in the tasks your
child takes on and in praising her for what a good job she does using
these skills.
Brooks and Goldstein agree that one of the most important things you
can do for your child to build resilience is to unconditionally accept him
for both his strengths and his weaknesses. This means not attacking her
when she makes mistakes and encouraging her to pursue activities in her
areas of strength, as opposed to activities solely in your areas of interest.
Every child needs to have access to an adult who will coach her and
accept her as she is. Besides or in addition to a parent, children can turn
to a sports coach, a minister, or a Scouting leader. Look for mentors in an
area (based on your assessment of your childs strengths) that will help
her flourish. If she is particularly musically
gifted, it may be the person who teaches her
how to play an instrument; if she has a love
for kinesthetic learning, it could be a dance
team choreographer.
It is also extremely important to develop
a pattern of problem solving with your
child. Brooks and Goldstein emphasize
that its important for children to have a
sense of worth that comes from meaningful
From the Book, THE DYSLEXIA EMPOWERMENT PLAN by Ben Foss.
Copyright 2013 by Ben Foss. Reprinted by arrangement with Ballantine
Books, an imprint of Random House. All rights reserved.

contributions to the world. A sense of his or her own competence and


usefulness will help foster resiliency in your child over the long term.
This involves giving him responsibilities in the household that are
commensurate with his level of skill. This might range from putting the
dishes away each night to helping you paint a room in the house. This
could also be a volunteer activity where your child helps deliver meals, or
teaches a younger student how to play sports.
Brooks and Goldsteins work also points out the necessity of developing
backup solutions when an initial plan doesnt work. Children are very
capable of thinking through techniques that will help them stay on task
or learn, so involve them in designing solutions and approach mistakes as
an opportunity to engage in problem solving.
This mind-set can result in conversations that begin with How can we do
this better next time? or What accommodations would make this easier
for you in the future? rather than You didnt try hard enough! or Why
dont you focus more? The general principle that resiliency and other
emotional skills drive success has been demonstrated specifically in the
context of dyslexia and other specific learning disabilities as well.
Resiliency and dyslexic children
A study from the late 1990s conducted at the Frostig Center in Pasadena,
California shows a striking result. The Center is affiliated with a school
by the same name that specializes in teaching students with learning
disabilities, including those with dyslexia. Researchers undertook a
twenty-year longitudinal study looking to determine the factors related
to positive adult outcomes for the schools graduates. The findings
showed that life success depended much more heavily on a number
of attitudes, behaviors, and characteristics than it did on any specific
element of their academic achievement, IQ, or social background.
The lead author was Marshall Raskind, who went on to become Director
of Research at the Charles and Helen Schwab Foundation, which
operated a program to disseminate information on learning and attention
problems. The study demonstrated that the IQ scores or academic
achievement of students while enrolled in school had between zero and

Copyright 2014, LearningAlly | www.learningally.org

5 percent predictive power in explaining the variation in their long- term


outcomes. At the same time, emotional and attitudinal success attributes
(the authors named six: self- awareness, perseverance, proactivity,
emotional stability, goal setting, and social support systems) explained
49 to 75 percent of the variance in the students long- term outcomes.
Put another way, academic achievement and IQ score predicted next to
nothing about the future of these dyslexic students. What mattered most
was their ability to bounce back, get help from others, and take action.
In this particular study, the highs and the lows were extreme. The
researchers looked at measures of success: a good job, educational
attainment, stable family lives. One graduate in the study was running
his own soft ware company in California at the age of thirty- five.
Another, also thirty-five, was serving a life sentence in prison for murder.
Either could have a high IQ, and indeed, they might both have strong
verbal or narrative skills as well. But their ability to master emotional
coping skills was what correlated best to their outcomes.
Overall, a hopeful attitude and a sense that you can beat the odds are
the most important elements in building resiliency. As a parent, talking
about dyslexia in the context of a hopeful future is a great way to begin
this path.

Copyright 2014, LearningAlly | www.learningally.org

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