Executive Function Basics Part 3:Practical Resiliency
What is resiliency really?
Sometimes we hear this term used in a way that suggests, it is the ability to bounce back or recover in the face of adversity or a characteristic ability to deal with difficult experiences. Contrary to popular belief, resiliency is not simply an individual characteristic, and is impacted by external factors; meaning, we are not born with resiliency. Certain people may have characteristics that make them less vulnerable to adversity, but research has shown that external factors such as social supports, stable living conditions, and positive learning experiences, play a larger role in developing resiliency than personality traits (Ungar, 2015). Early childhood research also suggests that efforts to build resiliency should include personal growth opportunities and built-in preventative measures to better deal with potential stressors (Lipscomb, 2021). So instead of looking at resiliency as something we want to obtain to avoid difficult life challenges, it is about having the tools and supports to help us go through experiences and say- “wow, that was hard, but here’s what I can do to help myself moving forward.”
So where can I get some resiliency?
If resiliency were something we could pick up at the supermarket, surely there would be a lineup out the door! However, building resiliency is an ongoing and evolving process that involves numerous contextual factors (CAMH; Center for Addiction and Mental Health, 2023). Learning how to adapt and adjust through challenges teaches us that such experiences are an ongoing part of life; providing supports to deal with them effectively and developing our emotional literacy is an impactful way to promote healthy brain development. I will briefly share some protective factors that contribute to building resiliency in young brains. In addition, instead of focusing on the prevalence and need for building resiliency in our communities, I will take a strengths-based approach by providing resources and practical suggestions to incorporate everyday life that help grow resiliency.
Protective factors
Resilience, in itself, is a protective factor against difficult or adverse experiences, however, there are several elements that contribute to building resiliency. Positive care givers who are responsive and sensitive to children’s needs while also setting limits and cultivating a stable foundation on which to learn are key (Hostinar & Miller, 2019). Social environments such as school, community connections and recreational experiences are also valuable contributors; ensuring that children and youth have safe spaces to share in experiences while challenge themselves in low-risk ways (knowing they won’t impact personal safety, grades, friendships, or freedoms) and having tools provided along the way that support their ability to deal with potential challenges (Hostinar & Miller, 2019). In doing so, we are also promoting a growth mindset that encourages individuals to find adaptive solutions to trials of life.
Building A Practical Toolkit
The journey to building resiliency will look different to each person since we may not all be starting in the same place and have different obstacles or characteristics that make our experiences unique. Remember, resiliency is ongoing and evolving process, so even as an adult our needs and lifestyles change- meaning supports and emotional processes may too be altered. Taking care of yourself is important and models positive behaviors for younger generations. So, I urge you to participate in experiences that build resiliency as well! A great place to start is by building a personalized resiliency toolkit.
You can write down the following steps or get creative and make a visual representation, adding personal details as you go along. If you are doing this with a child, peer, or student, work through each step and let them decide how they want to represent their ideas- coloring, drawing, collaging, or using a virtual platform etc.
1. Reflect on past challenges that you or others have had. Learning from previous experiences is a valuable resource.
2. Consider supports you have that help you to work though the challenges. What worked? What is missing? Who can you go to for help if you cannot figure it out on your own?
3. Evaluate why these supports are helpful and how you feel with or without them. Understanding the emotions behind decisions is a huge factor in building emotional literacy.
During difficult moments, it can be harder to identify solutions or helpful supports; having a map of options in front of us not only acts as a guide but also provides autonomy and choice. It can also help develop awareness and decision-making skills. In my own personal experience, I found having it on the fridge to be a useful reference; my children preferred theirs to be somewhere visual in their bedroom. In addition to supports, taking care of yourself and promoting healthy habits play a significant role in resiliency; eating healthy foods, engaging in regular leisure outlets that help us stay active, as well as having a regular bedtime routine and manageable self-care or stress management opportunities. These strategies promote resiliency and when incorporated during vital growth periods like adolescence, foster positive habits that can last into adulthood (Barton et al., 2019). However, what works for one person may not be as successful with others. If you are looking for more strategies, games, or information on resiliency the Alberta Family Wellness Initiative (2023) website has great resources or reach out to a professional for additional advice.
“Joy, collected over time, fuels resiliency.”
- Brené Brown
References:
Alberta Family Wellness Initiative. (2023). Resilience. https://www.albertafamilywellness.org/what-we-know/resilience-scale/
Barton, A. W., Brody, G. H., Yu, T., Kogan, S. M., Chen, E., & Ehrlich, K. B. (2019). The profundity of the everyday: Family routines in adolescence predict development in young adulthood. Journal of Adolescent Health, 64(3), 340-346. https://doi.org/10.1016/j.jadohealth.2018.08.029
Center for Addiction and Mental Health. (2023). Raising Resilience Children and Youth. https://www.camh.ca/en/health-info/guides-and-publications/raising-resilient-children
Hostinar, C. E., & Miller, G. E. (2019). Protective factors for youth confronting economic hardship: Current challenges and future avenues in resilience research. The American Psychologist, 74(6), 641-652. https://doi.org/10.1037/amp0000520
Lipscomb, S. T., Hatfield, B., Goka-Dubose, E., Lewis, H., & Fisher, P. A. (2021). Impacts of roots of resilience professional development for early childhood teachers on young children’s protective factors. Early Childhood Research Quarterly, 56, 1-14. https://doi.org/10.1016/j.ecresq.2021.02.002
Ungar, M. (2015). Practitioner review: Diagnosing childhood resilience - a systemic approach to the diagnosis of adaptation in adverse social and physical ecologies. Journal of Child Psychology and Psychiatry, 56(1), 4-17. https://doi.org/10.1111/jcpp.12306