Volume 3, Number 1 PROMOTING RESILIENCY IN FAMILIES Children’s Services Practice Notes is a news- letter for North Carolina’s child welfare work- AND CHILDREN ers produced four times a year by the North Did you ever wonder why some of the traits include: a Carolina Division of Social Services and the N.C. Family and Children’s Resource Program, families and children we work with sense of humor, part of the Jordan Institute for Families and overcome their hardships, despite cri- being first- born, the School of Social Work at the University of sis, pain, and difficult life experiences? having insight into North Carolina at Chapel Hill. When this occurs, we say that the situations, and in- In summarizing recent research, we try to give family or child involved has the power dependence. you new ideas for refining your practice. How- to bounce back--that they are resilientesilient. These traits are ever, this publication is not intended to replace regular supervision and peer consultation— As social workers, our job is to pro- tools people can only to enhance them. mote resiliency in families and chil- use in times of cri- What can you do to help dren, to help them recover from what- sis; they give Let us hear from you! families and children ever challenges they face, be it abuse, them the edge If you would like to comment about something “bounce back”? that appears in this or any other issue of neglect, or separation. In order to suc- and help them Children’s Services Practice Notes, please do ceed in this task, we need to be able make it through the situation. These so! Address your comments to: to do two things. First, we need to traits don’t prevent problems, but they John McMahon know how to assess families and chil- do help solve them. Jordan Institute for Families UNC–CH School of Social Work dren for the traits that promote or in- Risk traits are influences that may Chapel Hill, NC 27599-3550 hibit resiliency. This allows us under- interfere with a person’s or family’s State Courier Number: 14-24-11 stand the strengths a particular fam- ability to cope during times of stress. E-mail: [email protected] ily can build on to solve the problems Risk traits include: living in a home with Newsletter Staff that confront it. Second—and more im- domestic violence or substance Joanne Caye, MSW, Advisor portantly—we need to know how to abuse, low birth weight, and low self- Lane Cooke, MSW, Advisor John McMahon, MA, Writer/Editor help families obtain or maintain their esteem (Fraser & Galinsky, 1997). Daniel Brezenoff, Writer ability to “bounce back.” These traits can negatively influence Angie Pittman, Writer the way people react to crisis. For ex- Michelle Wetherby, Writer RECOGNIZING RESILIENCY To assess a family’s resiliency, social ample, when a problem occurs, an in- workers must be able to identify two dividual may not know how to solve it, kinds of characteristics: protective what the options are, or even how to traits and risk traits. ask for help. Protective (or resiliency) traits are ASSESSMENT IS KEY strengths that help a person or family Some believe there is a window of op- cope with stress or life difficulties, in- portunity during crisis when social creasing the likelihood of rebound workers can help families find and from difficult situations. Resiliency build on the traits that will cont. page 2 RECOGNIZING AND PROMOTING RESILIENCY from page 1

help them recover (Saleebey, 1996). drawing a genogram with the individual Psychological traits also affect re- Others believe that, if a family is work- or family, or by just talking to them. If siliency. Children born with “easy” tem- ing in partnership with someone they family members are not available or peraments are more easily nurtured trust, the window of opportunity never do not know the whole story, key data by parents, making a “good” disposi- closes, and they can learn and develop can usually be obtained from a child’s tion a resilient trait at birth (Charity, new skills that increase their resiliency medical birth record. This birth infor- 1997). While talking with a family, ob- for an indefinite period. mation is important, since risk traits serve the level of nurturing parents To intervene appropriately, how- such as genetic problems, low IQ, low show their child. Based on your ob- ever, a social worker must first thor- birth weight, and mental disorders af- servations, you can ask questions that oughly assess a family’s resilience. To fect not just the child’s but the whole will tell you more about a family’s de- do this, he or she must assess pro- family’s ability to respond to adversity. gree of bonding, communication and tective and risk traits on three levels: Gender plays an important role— problem-solving skills, and general re- individual; family, school, and commu- research shows that girls adapt more sourcefulness. nity; and environmental (Kirby & easily than boys to things such as di- Social workers should evaluate in- Fraser, 1997). Once this is done, the vorce and out-of-home care, although dividuals’ independence, comfort with family and the worker can then create there are no long-term studies regard- their roles (caretaker, parent, role an intervention plan that builds on the ing the children of today (Kirby & model, friend, etc.), and sense of pur- family’s strengths. Fraser, 1997). (See side-bar, page 3.) pose in life—important resiliency traits INDIVIDUAL FACTORS Culture and ethnicity, too, play a (Giordano, 1997). Although they may To assess resiliency at the individual role in assessment. More African not see these traits immediately, so- level, it is important to look at both Americans, Hispanics, and Native cial workers can help families find and birth and psychological traits. Build- Americans live in poverty, which put develop them. For example, since a ing a social history of the individual is them at risk due to limited resources nurturing caregiver in a child’s life can a good place to start this portion of and limited access to healthcare mediate many risk traits, social work- the assessment. You can do this by (Fraser & Galinsky, 1997). ers should focus on helping parents develop their abilities in this area. FAMILY, SCHOOL, AND PROTECTIVE TRAITS COMMUNITY FACTORS To assess a child’s or a family’s resil- Working together, social workers and families can identify resilient traits and ience, it is important to look at the build them into intervention plans. Some traits to look for include: role extended family, school, and the • Communication—family members discuss things openly. community play in their lives. Strong, • Bonding and mutual respect—an emotional connection among two or more positive peer bonds, involvement in family members. positive peer social groups (such as • Adaptability—family members can respond to changing circumstances. athletics), and informal community • Resourcefulness—when families are in a bind/crisis, they can think of and networks (such as faith community and achieve alternative plans. after school programs) are resilient • Commitment—to each other and to family goals. traits for children. Extended family • Family time—they spend time together consistently. support and adequate access to • A present caring adult—a family member, friend, mentor on which the child/family can rely. The NC Department of Human Resources does not • Problem-solving skills—the family is able to process problems and come discriminate on the basis of race, color, national ori- up with solutions. gin, sex, religion, age, or disability in employment or the provision of services. 2,700 copies printed at a (Source: Pike, 1996) cost of $1,450.00 or $0.54 per copy. 2 needed services (such as health care) are in trouble in school, make poor also contribute to a child’s or a family’s grades, and have few friends, take INTERVENTION ability to deal with hard times. notice. Community atmosphere and POINTS Usually, if a child has a resiliency support in their community should be trait, the same strength will be found taken into consideration. If the com- Following are some tips for increas- in the child’s family. These strengths munity is involved and supportive, they ing resiliency in families and children: can give social the worker and family can help the family in times of trouble, • Promote a stable, supportive, a foundation for their work together. adding to a family’s resilient traits. continuous relationship with at least one responsible adult in the For example, a child who adapts to ENVIRONMENTAL FACTORS child’s life (this significantly different circumstances may come Environmental conditions should be in- enhances resilience). from a flexible family. If a social worker cluded in any assessment of resiliency. • Accept families as they are—be makes this connection, he or she can Environmental traits are those of culture, aware of and respect their cultural heritage, home life, and past build an intervention plan that will help ethnicity, socioeconomic status, educa- experiences. families remedy their situation by maxi- tion, and employment status/opportu- • Give support and encouragement, mizing this strength. nities. Other portions of your assess- whether or not the child has a School and community should also ment will naturally bring environmental “difficult” or “easy” temperament— be considered when assessing a traits to light—take the opportunity to we all need support and en- family’s resiliency. If a child is doing discuss these with families. couragement; telling families they are doing something right can build well in school and participating in So, a comprehensive, family-inclu- trust. sports or positive peer groups, you sive assessment is needed in order • Understand their reality—know should count these things as strengths to identify the resilient traits to con- what experiences they are having that can help the child “bounce back” centrate on in your work with an indi- and their developmental level. in other parts of her life. If children cont. page 8 • Support development of resilient traits based on their strengths— ARE GIRLS REALLY MORE RESILIENT? use what they already have to Although research suggests that girls are more resilient than boys, practitioners strengthen weaker areas. should be careful about relying on this conclusion. There are several explana- • Invite them to reach out to peers, tions for the higher incidence of serious emotional and behavioral distur- adults and groups to widen positive bance in boys. social support—help them make friends, find groups, or learn where One theory is that, due to dominant cultural values, girls are more likely to to look for help. keep their distress to themselves. Girls are often taught that assertiveness is impolite, while boys learn to express their feelings freely. Therefore, boys may • Model constructive thinking and problem solving — use oppor- show their anger in destructive ways, while their sisters remain relatively “calm.” tunities to work through problems As a result, mental illness may go undetected in girls, only to show up later in life. with them by asking questions. Another explanation has to do with the many roles girls play. Especially as • Seek their strengths—look for and they reach maturity, girls may be asked to become housekeepers, employ- verbally reinforce all they are good ees, and caretakers for children. Parents may feel that it is necessary for at doing. girls to remain in the home at all costs. Boys are more likely to be removed • Assist them in self awareness and from the home (Packman, 1986), which often aggravates existing problems. reflection—ask them what they Thus, girls may appear more resilient than they actually are. With this in mind, think; try to understand what they practitioners should accept that boys and girls may have different ways of ex- are saying. pressing their distress, and take care not to stigmatize boys or ignore girls. • Encourage humor and other Packman, J. (1986). Who need care. Oxford: Blackwell Scientific. natural coping personality traits. Rutter, Michael. (1987). Psychosocial resilience and protective mechanisms. Ameri- can Journal of Orthopsychiatry, 57(3), 316–331. (Source: Giordano, 1997)

3 TECHNIQUES FOR HELPING CHILDREN RECOVER Every social worker knows the story: a REDUCING RISK IMPACT boy who has been physically abused, Reducing risk impact may be the easiest lived in poverty all his life, and written intervention to envision and the hardest off as a hopeless case by teachers, to accomplish. There are two ways to parents, and therapists somehow man- reduce risk. We can alter the risk itself, ages to succeed. He may not always for example by providing an abusive par- be smiling, and he may deal with a great ent with alternative means of discipline. deal of pain, but eventually, through Or we can alter the child’s exposure to hard work, confidence, and a mysteri- the risk, for example by working with fami- ous sense of hope, he becomes a men- lies to improve supervision of children tally healthy adult, marries, and raises who are beginning to engage in antiso- Timely intervention can his children without the violence or pain cial behaviors like stealing or fighting. prevent negative patterns, he knew so well as a child. enabling a child’s natural Sometimes an indirect approach is Social workers also know that, un- resiliency to blossom. best. For example, if one parent is over- fortunately, such stories are all too rare. burdened and often yells at the children, Many children survive abuse, poverty, poor nutrition, or a the other parent can be encouraged to share more of the learning disability. However, when all of these risk factors, parental duties. One risk factor that seems simple to rem- and more, are present, the chances are high that a child edy is poor nutrition. However, families often eat poorly will grow up with serious mental or social problems. Surely, due to financial restrictions, and may find any criticism of there must be something we can learn from the kids who their diet to be extremely offensive. beat the odds, something we can bring to our practice It is impossible to shelter children from all adversity. that will help more children overcome adversity. We often work with children who live in situations that are The ability to recover from trauma, respond to stress, difficult to alter, for example, they may be poor or have and maintain a sense of meaning, hope, and identity is parents who use drugs. Sometimes, risk factors truly can- called resiliency. Factors long associated with mental not be altered, for example low birth-weight, past abuse, health seem to promote resiliency, and factors associated with behavioral difficulties, failure in school, and mental HELPING CHILDREN RECOVER illness decrease the likelihood of a child being resilient. Of course, the children exposed to substance abuse, spou- Here are some examples of interventions that can be made sal abuse, poor nutrition, and other risk factors are the when working with children who have been abused. ones who most need to be resilient. Research into child- • Be honest with the child. Let the child know what is hood resiliency has therefore concentrated largely on chil- happening to him or her and why. Give the child op- portunities to ask questions about the situation. An- dren at risk. swer those questions. One of the pioneers of recent resiliency research is • Offer the child as many choices as possible. For example, Michael Rutter. In 1987, he developed four techniques for let them select among healthy food choices, decide what promoting resiliency. No one is free from risk, but if these possessions to take along to a new placement, or even four techniques are used, the children we serve are more have a voice in choosing potential foster parents. likely to cope positively and avoid more serious problems. Because these actions foster a sense of control, the child The four techniques Rutter outlined were: reduction of may find it easier to recover from the stress of abuse and subsequent displacement from the life he or she knows. These risk impact, reduction of negative chain reactions, estab- kinds of interventions can help children become more re- lishment of self-esteem and self-efficacy, and opening up silient in other stressful situations as well, such as the opportunities. These interventions are easy to remember death of a parent or a move to a new school district. and understand, but difficult to put into practice. 4 or serious medical conditions. Therefore, Rutter suggests occupational, or otherwise—helps build a positive self- some ways of mediating risk in the face of such adversities. concept and thus protects children from risk factors. REDUCING NEGATIVE CHAIN REACTIONS PROVIDING OPPORTUNITIES Researchers generally agree about the existence of nega- Rutter’s fourth and final technique for promoting resiliency tive chain reactions, which occur when one event (e.g., is providing opportunities. Chances to receive academic suspension from school) cause negative effects in other, tutoring, employment training, and positive social experi- seemingly unconnected areas of life (e.g., arguments at ences serve two purposes. First, they give the child a skill, home after the suspension lead the child to run away). such as better reading, appropriate social interaction, or Rutter points out that they play a crucial role in any long- technical training. Second, they give the child a sense of term effects of exposure to risk factors. For example, the hope for the future, and a sense that there is some mean- death of a parent is a tragic event in a small child’s life, ing in life. Without the chance to grow and learn, a child but it is not usually enough to cause serious psychological has little incentive, and is less likely to be resilient. As problems in the long run. However, if a child is institution- social workers, we can make our clients and our clients’ alized or not provided with a safe or affectionate caregiver, children aware of such opportunities and help them figure resilience is less likely. out which resources best suit their needs. When children are abused, they may be removed from References the home quickly enough to prevent trauma. However, the Rutter, Michael. (1987). Psychosocial resilience and protective mechanisms. pattern of abuse, even when it has ended, may cause them American Journal of Orthopsychiatry, 57(3), 316–331. to adopt certain behaviors they feel necessary for sur- vival, such as lying, avoiding physical contact, running away, or becoming violent when angry. Social workers can HOLD THE DATE FOR try to intervene before such patterns of behavior become set, thus enabling the child’s natural resiliency to blossom. Through the Eyes The two above interventions—reducing risk impact and reducing negative chain reactions—require us to change of the Child: the child’s environment. However, changing environment Celebrating is not always possible. Therefore, we want to know what kinds of personality traits will help a child survive serious and Creating adversity. Success PROMOTING SELF-ESTEEM AND SELF-EFFICACY A Special Conference for Rutter found two traits that promote resilience: self-es- North Carolina’s Challenge for teem (a sense of self-worth), and self-efficacy (a belief Children Counties that one can “cope successfully with life’s challenges”). This is, of course, easier said than done. However, re- May 11–12, 1998 North Raleigh Hilton search points to intimate relationships and the accomplish- Raleigh, NC ment of tasks as essential factors in promoting self-es- teem and self-efficacy. This conference is open only to county DSS’s participating in N.C.’s The most important relationship in early childhood is a Challenge for Children. Registration secure attachment to a primary caregiver. Rutter’s work is free. Sponsored by the N.C. tells us that, even in the face of massive obstacles such Division of Social Services. For registration information, contact as poverty, poor education and nutrition, and mental ill- Clarence Lamb at 919/733-7672. ness, a secure relationship with a parent can enable a child to grow into a healthy adult. He also observes that Achieving Permanence for Families! succeeding at tasks—whether academic, artistic, athletic, 5 PROMOTING RESILIENCY IN YOURSELF In other articles in this issue we have resources and demands. The second stage considered resiliency as it applies to consists of immediate, short-term emo- helping families and children, but how tional tension, fatigue, and exhaustion. The does it apply to social workers and other third stage consists of a number of helping professionals? Why is it that changes in attitude and behavior, such as some talented, caring professionals only a tendency to treat clients in a detached last a year or two, while others are still and mechanical fashion, or a cynical pre- going strong at retirement? occupation with gratifying one’s own needs BURNOUT (Chernis, 1980). In order to talk about this kind of resil- JOB CHARACTERISTICS iency, it is helpful to define it’s opposite— Some jobs are more prone to burnout than burnout. Burnout leads to cynicism, de- others. When performance expectations creased productivity, and general unhap- Are some individuals and roles are unclear, the risk of burnout more prone to burnout? piness. But what exactly is burnout, and increases. Role conflict—for example, what are its causes? when a worker must act both as a legal Burnout has been defined many ways. Maslach and authority and a helping professional—is also related to burn- Jackson (1986) define it as a “syndrome of emotional out. High case loads are another contributing factor, as are exhaustion, depersonalization, and reduced personal lack of autonomy, inadequate feedback, monotony, lack of accomplishment that can occur among individuals who participation in decision-making, and lack of responsibility. Poor do ‘people work’ of some kind.” A broader definition is opportunity to use skills and poor physical work conditions “a state of physical, emotional, and mental exhaustion have also been found to be related to burnout. caused by long-term involvement in situations that are Organizational factors contribute as well. These include bu- emotionally demanding” (Pines & Aronson, 1988). reaucratic organizations and emotionally demanding relationships Burnout can also be described as occurring in with clients. Poor team cohesion and interpersonal conflicts at stages. The first stage involves an imbalance between work also contribute to burnout (Schaufeli & Buunk, 1996). PERSONAL CHARACTERISTICS SYMPTOMS OF BURNOUT Are some individuals more prone to burnout than oth- ers? Many studies have found that single people have • Feeling ‘empty’ or ‘trapped.’ an increased risk of burning out compared to those • Depressed mood, helplessness, hopelessness, and impotence. who are living with a partner (Maslach & Jackson, • Sense of failure, insufficiency, and powerlessness. 1985). It may be that social support from the part- • Aggression and anxiety, diminished tolerance for frustration. ner alleviates stress. However, it is interesting to note • Irritability, oversensitivity, and hostile or suspicious behavior. that stress at work exacerbates stress in marriages • Inability to concentrate, forgetfulness, difficulty making decisions and vice versa—marital conflict affects job perfor- • Nervous tics, restlessness, inability to relax. mance (Jayaratne et al., 1986). • Headaches, nausea, muscle pain, sexual problems, sleep Several personality traits have been associated disturbances, loss of appetite and shortness of breath, chronic with decreased worker resiliency. One of the stron- fatigue, ulcers, gastrointestinal disorders and coronary heart disease. Colds or flu that will not seem to go away. gest links is to a trait known as external locus of • Increased consumption of stimulants (e.g., coffee), alcohol or control—the feeling that forces outside yourself illegal substances. are responsible for what happens in your life. Poor • Interpersonal problems with colleagues, supervisors, and resistance to stress (lack of hardiness), type A be- subordinates, withdrawal from social contacts, decreased havior, poor personal control, anxiety traits, and involvement with recipients. poor self-esteem have all been found to be associ- Source: Schaufeli and Buunk, 1996 ated with burnout (Schaufeli & Buunk, 1996). 6 INTERVENTIONS Can anything be done to decrease the occurrence of burnout? Yes! STAYING EMOTIONALLY On an individual level, time management, physical training, HEALTHY dieting, and increasing one’s social skills—particularly assertiveness—have been recommended to combat burnout. • Get a life apart from your job and attend to it. Give yourself some things to look forward to. Utilizing techniques such as a deep muscle relaxation, mental • Develop, recognize, and be able to rely upon a relaxation, and mental imagery are considered to be effective strong value base from which you can draw strength. for relieving stress (Maslach, 1982). Find meaning and importance in what you do. However, self-improvement alone is not enough. It is neces- • Take care of the things that are important to you sary to focus on the workplace as well as the individual. Be- personally. Confront what is bothering you. cause burnout leads to decreased productivity and effective- • Develop the skills to address the situations you ness, and because turnover is disruptive to organizational effec- routinely face. tiveness, agencies are wise to invest resources in keeping their • Make mistakes. workers healthy. Preparatory training programs may provide • Don’t own others’ mistakes. workers with more realistic images of their profession, espe- • Develop some “perspective taking” abilities. Don’t overvalue your disappointments or undervalue cially when workers have unrealistically high expectations about your gains and victories. their jobs. For new hires, an introductory mentoring program • Do what you need to do to experience success. can alleviate feeling overwhelmed. Get your work done. You may be more intolerant Career development programs and counseling are useful, too, and frustrated with other people when you don’t feel good about your own efforts. since many workers feel ‘locked in’ to their careers. Job enlarge- ment, job rotation, and job enrichment are useful preventative tools. • Have fun. Enjoy the challenge and the people. Capitalize on the energy the tasks and Regular consultations and meetings between colleagues and supe- relationships bring. Every now and again take the riors can provide much needed social support and the opportunity focus off the things that need to be done. Take for communication about problematic issues. Conflict resolution advantage of opportunities to laugh, be a little silly, or just play. classes, time-outs, and sabbaticals are useful. Also helpful are mu- • Look at your goals to determine if they are working tual aid groups formed by the workers themselves, rather than by for you. Set realistic goals and ask yourself whether their management (Schaufeli & Buunk, 1996). they have been given to you by someone else or Happy workers are productive workers. Ultimately, workers whether you have made them your own. should feel they have a sustainable work load, choice and con- • Recognize that you can be an active agent in your life. trol, and a sense of community. They should receive recognition • Look to colleagues and friends for support. Don’t and reward, feel they are being treated with fairness, respect, try to internalize all your concerns and deal with and justice, and find meaning and value in their work (Maslach & them alone. Leiter, 1997). • Create a support group. With your colleagues you can collectively come up with alternative ways References to approach problems and identify new ways to Homan, M. (1994). Promoting Community Change: Making It Happen In the Real World. find hope. You can also use this time to get to Pacific Grove, California: Brooks/Cole Publishing Company. know your colleagues on a personal level, have Jayaratne, S., Chess, W. & D. Kunkel. (1986). Burnout: Its impact on child welfare work- fun with then, talk about light subjects unrelated ers and their spouses. Social Work, 31(1) 53–59. to work, and simply share whatever is on your Maslach, C. (1982). Burnout: The Cost of Caring. New Jersey: Prentice-Hall, Inc. mind and in your heart. Maslach, C. & Leiter, M. (1997). The Truth About Burnout: How Organizations Cause Personal Stress and What to Do About It. San Francisco: Jossey-Bass Publishers. • Purposefully develop the skill to discover humor Schaufeli, W. & Buunk, B. (1996). Professional burnout. In M. Schabracq, J. Winnubst, and in the situations you face. C. Cooper (Eds.), Handbook of Work and Health Psychology. New York: John Wiley and Sons, Inc. 311–346. Source: Homan, M. (1994). Promoting Community Change: Making It Happen In the Real World. Pacific Grove, California: Brooks/Cole Publishing Company.

7 Children’s Services Practice Notes Family & Children’s Resource Program Jordan Institute for Families UNC–School of Social Work Campus Box 3550 Chapel Hill, NC 27599-3550 State Courier # 14-24-11

IN THIS ISSUE: PROMOTING RESILIENCY IN FAMILIES AND OURSELVES

life and has the opportunity to assist a child in acknowl- in child a assist to opportunity the has and life

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homelessness, racial injustice, and poverty. Social work- Social poverty. and injustice, racial homelessness, with the assessment and direction of that learning, children learning, that of direction and assessment the with

have difficulties due to environmental issues such as such issues environmental to due difficulties have order to become resilient, and when social workers assist workers social when and resilient, become to order

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vidual or family. For example, a child could be considered be could child a example, For family. or vidual edging, enhancing, and developing protective factors and factors protective developing and enhancing, edging,

RESILIENT FAMILIES AND CHILDREN AND FAMILIES RESILIENT from page 3 3 page page from from from page 3 page from from page 3 3 page page from from