Three Factor Model of Personal Resiliency The Resiliency

What is the Definition of Resilience n n n “Resilience refers to a class

Personal Resiliency n The individual brings to the circumstance personal strengths that make him/her

Status of Resilience Theory n n Early longitudinal studies viewed resilient individuals as extraordinary

Resiliency Theory in Developmental Psychology: selected references Garmezy, N. (1991). Resiliency and vulnerability to

Problems in Resilience Research and Application n n n Lack of consensus on definition

Three Factor Model of Personal Resiliency n The Three Factor Model is based on

Identified areas of Personal Resiliency n n n Sense of Mastery: optimism, self-efficacy and

Three Factor Model of Personal Resiliency compared with two factor model n n n

. Sense of Mastery n n n A child’s sense of mastery and self-efficacy

n n Early resilience researched examined competence as a strategy for preventing or ameliorating

Sense of Relatedness n n Reviewing five decades of resilience research in child development,

Emotional Reactivity n n Much research in the field of developmental psychopathology has found

Emotional Reactivity According to Block’s theorizing, ego-resiliency is the ability to adapt one’s level

Structure of the RSCA Three Factor Model copyright 2014 Prince. Embury

Personal Resiliency & Life Events Mastery Ability Relatedness Life Events Reactivity copyright 2014 Prince.

Sense of Mastery Self-Efficacy Optimism Ability Adaptability copyright 2014 Prince. Embury SES

Sense of Mastery: subscale n Optimism consists of positive attitudes about Optimism the world,

Sense of Mastery: subscale n Self-efficacy: Problem solving attitudes and strategies: seeing problems as

Sense of Mastery: subscale n Adaptability: flexibility or adapting to change, being personally receptive

Sense of Relatedness Basic Trust Comfort Social Support Tolerance of Differences copyright 2014 Prince.

Sense of Relatedness n Basic Trust: as represented in this scale may be defined

Sense of Relatedness – Subscale items “I can trust others. ” “There are people

Emotional Reactivity Impairment Sensitivity Recovery copyright 2014 Prince. Embury

Emotional Reactivity component subscales n Sensitivity: Emotional Sensitivity as defined in this scale n

Emotional Reactivity Items “It is easy for me to get upset. ” “When I

The Resiliency Scales for Children and Adolescents Instrument Development copyright 2014 Prince. Embury

How do we assess personal resiliency? n n Identify core areas of personal resiliency.

Guidelines for Developing Tools for Assessing Core Areas of Resiliency n Provide brief, (8

Resiliency Scales Design Three 20 – 24 item self-report questionnaires. (each addressing different developmental

RSCA information reported n n n Three global resiliency scale scores: Sense of Mastery,

Resiliency Scale T score Ranges copyright 2014 Prince. Embury

Resiliency Index Scores summarizing Resource and Vulnerability copyright 2014 Prince. Embury

Resource Index Score The estimate of the resources experienced by the child considering both

Vulnerability Index Score Standardized difference between the Emotional Reactivity Scale T score and the

RSCA Application: What can we do with the information? n n Screening using RSCA

Clinical Application Three Tiered model for Universal Screening Using RSCA Index Scores copyright 2014

Preventive Screening and Identification n Screening with the RSCA in larger groups requires condensation

Population Based Screening First tier: Screening for Vulnerability Administer Resiliency Scales to entire group

Second Tier: If Vulnerability Index is high > T 60 examine the level of

RSCA Profiles based on cluster analysis of the normative standardization sample age 9 -18

Clinical Group Resiliency Profiles copyright 2014 Prince. Embury

Major Points n n The RSCA three factor model boils personal resiliency down to

Selected RSCA references by author n Prince-Embury, S. (2014). A Three Factor Model of

RSCA References Continued n Prince-Embury, S. , Courville, T. (2008). Comparison of a One,

RSCA Reviews n n Prince-Embury, S. , Saklofske, D. H. , Veseley, A. (in

Author Contact information: Three Factor Theory of Personal Resiliency Sandra Prince-Embury, Ph. D. Resiliency

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Three Factor Model of Personal Resiliency The Resiliency Scales for Children and Adolescents Use for Preventive Screening and Intervention Presented by: Sandra Prince-Embury, Ph. D. American Psychological Association Annual Convention August 7, 2014 copyright 2014 Prince. Embury

What is the Definition of Resilience n n n “Resilience refers to a class of phenomena characterized by good outcomes in spite of serious threats to adaptation or development” (Masten, 2001, p. 228) “Psychological resilience has been characterized by the ability to bounce back from negative emotional experiences and by flexible adaptation to the changing demands of stressful experiences” (Tugade & Fredrickson, 2004, p. 320). “Resilience may be briefly defined as the capacity to recover or bounce back, as is inherent in its etymological origins, wherein ‘resilience’ derives from the Latin words salire (to leap or jump), and resilire (to spring back). ” (Davidson et al. , 2005, p. 43) copyright 2014 Prince. Embury

Personal Resiliency n The individual brings to the circumstance personal strengths that make him/her less vulnerable, which serve as buffers to damage, and empower him or her to cope with and recover from adverse circumstances. copyright 2014 Prince. Embury

Status of Resilience Theory n n Early longitudinal studies viewed resilient individuals as extraordinary in that they survived adverse circumstances with minimum negative outcome. Werner, E. E. , & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Mc. Graw-Hill. Resilience research yielded lists of protective factors including “competence. ” (see work of Rutter, Luthar & Masten) Resilience theory became more complicated considering context or the interaction between the person and the environment with studies of developmental change at a physiological level. Cicchetti, D. , Ganiban, J. , & Barnett, D. (1991). Contributions from the study of high-risk populations to understanding the development of emotion regulation. In J. Garber & K. Dodge (Eds. ), The Development of Emotion Regulation and Dysregulation (pp. 15– 48). New York: Cambridge University Press. Masten (2001) suggested that resilience was ordinary magic available to all based on core developmental systems. (Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227– 238. copyright 2014 Prince. Embury

Resiliency Theory in Developmental Psychology: selected references Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34(4), 416– 430. Garmezy, N. , Masten, A. S. , & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 55, 97– 111. Luthar, S. S. (2006). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds. ), Developmental psychopathology: Risk, disorder, and adaptation (Vol. 3, 2 nd ed. , pp. 739– 795). Hoboken, NJ: John Wiley & Sons. Luthar, S. S. , Cicchetti, D. , & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543– 562. Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227– 238 Masten, A. S. , & Powell, J. L. (2003). A resilience framework for research, policy, and practice. In S. S. Luthar (Ed. ), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 1– 25). Cambridge, UK: Cambridge University Press. Rutter, M. (1987). Psychosocial resilience and protective mechanisms [Special report]. American Journal of Orthopsychiatry, 57(3), 316– 331. Werner, E. E. , & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Mc. Graw-Hill. Werner, E. E. , & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca: Cornell University Press. Werner, E. E. , & Smith, R. S. (2001). Journeys from childhood to midlife: Risk copyright 2014 Prince-Embury 6

Problems in Resilience Research and Application n n n Lack of consensus on definition led some to question the value of the construct. (Kaplan, 1999, 2005). Some claim that “resilience” is a phenomenon which cannot be directly measures but may only be inferred. Lack of consensus on definition made standardized measurement and comparisons more difficult. Interactive/contextual emphasis made research more complex. Difficult to document significance of subtle interaction effects. All of the above makes systematic application more difficult. Luthar differentiated “personal resiliency, ” attributes of the individual, from “resilience, ” the interaction between the individual and the environment. copyright 2014 Prince. Embury

Three Factor Model of Personal Resiliency n The Three Factor Model is based on three previously identified attributes of personal resiliency reflective of three core developmental systems: Sense of Mastery, n Sense of Relatedness, and n Emotional Reactivity and the relationship of these factors to one another (Prince-Embury, 2006, 2007). n copyright 2014 Prince. Embury

Identified areas of Personal Resiliency n n n Sense of Mastery: optimism, self-efficacy and adaptability increases the likelihood that the individual will be able to cope with adverse circumstances. (Protective) Sense of Relatedness: Relationships with others and sense of relatedness serves as a buffer against stress. (Protective) Emotional Reactivity: Sensitivity to stress or impact from adversity is related to the individuals pre-existing level of emotional reactivity. (Risk/Vulnerability) copyright 2014 Prince. Embury

. Sense of Mastery n n n A child’s sense of mastery and self-efficacy is recognized by most experts as a core characteristic of resiliency in children and adults. Robert White (1959) In 1959 Robert W. White wrote a classic article for Psychological Review titled, "Motivation Reconsidered: The Concept of Competence. " In it, White proposed a new concept: effectance motivation. Effectance was described as a "tendency to explore and influence the environment. " White suggested that the "master reinforcer" for humans is personal competence. He defined competence as "the ability to interact effectively with the environment. " Albert Bandura (1977, 1993, 1997) spent many years studying the mechanisms by which self-efficacy is learned and developed. Bandura demonstrated in his research that individuals with a more positive view of their own effectiveness exert more effort to succeed and are motivated to persist in the face of difficulty or failure. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. copyright 2014 Prince. Embury

n n Early resilience researched examined competence as a strategy for preventing or ameliorating behavioral and emotional problems. (Project Competence initiated by Garmazy. (Masten & Coatsworth, 1998; Masten, Burt & Coatsworth, 2006). Seligman documented the existence of “learned helpless” and “learned optimism” and their significance in predicting behavior. Seligman, M. E. P. (1995). The optimistic child. New York: Houghton Mifflin. Block & Block introduced the concept of “islands of competence” which have been more recently discussed by Brooks & Goldstein as an aspect of a “resilient mindset. ” Brooks, R. , & Goldstein, S. (2001). Raising resilient children: Fostering strength, hope, and optimism in your child. New York: Contemporary Books. San Antonio, TX: The Psychological Corporation.

Sense of Relatedness n n Reviewing five decades of resilience research in child development, Luthar (2006, p. 780) concluded, “Resilience rests, fundamentally, on relationships. ” The importance of relationships for human resilience has been noted in every major review of protective factors for resilience (see Masten & Obradovic, 2008). The significance of trust was identified by Erikson (1963) as the first stage of social-emotional development, upon which all other social development is built. The attachment system originally described by John Bowlby in three volumes on attachment and loss (1969) has since been examined in many studies of attachment in human development copyright 2014 Prince. Embury

Emotional Reactivity n n Much research in the field of developmental psychopathology has found that whether a child develops pathology in the presence of adversity is related in some way to the child’s emotional reactivity and his or her ability to modulate and regulate this reactivity Reactivity has been labeled alternately as vulnerability, arousability, or threshold of tolerance prior to the occurrence of adverse events or circumstances , Rothbart and Derryberry (1981)

Emotional Reactivity According to Block’s theorizing, ego-resiliency is the ability to adapt one’s level of control temporarily up or down as circumstances dictate (Block, 2002; Block & Block, 1980). n Affective style, psychopathology, and resilience: Brain mechanisms and plasticity. Davidson, Richard J. American Psychologist, 55(11), Nov 2000, 1196 -1214. n Cicchetti, D. & Tucker, D. (1994). Development and selfregulatory structures of the mind. Development and Psychopathology, 6(4), 533– 549. n

Sense of Mastery: subscale n Optimism consists of positive attitudes about Optimism the world, life in general and about ones own life specifically; and would refer specifically or generalize to the future. Seligman (1998) describes an optimistic attitude as characterized by specific attribution styles. “My life will be happy. ” copyright 2014 Prince. Embury

Sense of Mastery: subscale n Self-efficacy: Problem solving attitudes and strategies: seeing problems as challenges or puzzles to be solved, having strategies for approaching problems. sense that one can master one’s environment. Robert White (1969) focused on the development of sense of efficacy, mastery, or sense of competence as essential in a child’s development. Bandura focused on Selfefficacy as well. “I am good at figuring things out. ” copyright 2014 Prince. Embury

Sense of Mastery: subscale n Adaptability: flexibility or adapting to change, being personally receptive to criticism and learning from one’s mistakes. “I can learn from my mistakes. ” copyright 2014 Prince. Embury

Sense of Relatedness n Basic Trust: as represented in this scale may be defined n Social Support: These items were designed to tap the n Comfort with others or social ease: These items n Tolerance of difference: These items were designed as the degree to which others are reliable and the degree to which one can be authentic in these relationships. degree to which the individual believes he or she has others to which he can turn for support in dealing with adversity. were designed to tap comfort with others that may buffer stressors in his or her life. to tap the degree to which the individual believes that he or she can safely express difference within a relationship. copyright 2014 Prince. Embury

Sense of Relatedness – Subscale items “I can trust others. ” “There are people who love and care about me. ” “I feel calm with people. ” “I can make up with friends after a fight. ” copyright 2014 Prince. Embury

Emotional Reactivity component subscales n Sensitivity: Emotional Sensitivity as defined in this scale n Recovery time: Emotional recovery as defined in this n Impairment: Items ask the child to report the frequency is threshold for reaction and the intensity of the reaction. Items ask the child to assess “how easy it is for (him) to get upset” and how upset he gets scale is the ability to bounce back from emotional arousal or disturbance of ones emotional equilibrium. with which some impairment occurs related to being upset. copyright 2014 Prince. Embury

How do we assess personal resiliency? n n Identify core areas of personal resiliency. Develop tools for assessing/quantifying core areas of personal resiliency. Developing method for standardizing scores yielded by these tools. Develop methods for summarizing these standardized scores. copyright 2014 Prince. Embury

Guidelines for Developing Tools for Assessing Core Areas of Resiliency n Provide brief, (8 to 15 minutes), easy to administer measures to assess critical aspects of personal resiliency. Designed in a way: n that are easily understood by children and adolescents and translated into interventions n so that they provide a common metric that may be used across populations and circumstances. n that they provide base-rates for assessment of event impact, outcome of intervention and changes that occur over time. copyright 2014 Prince. Embury

Resiliency Scales Design Three 20 – 24 item self-report questionnaires. (each addressing different developmental process. ) Written at a 3 th grade reading level. (easily understood) Response options are ordered on a 5 point Likert scale ranging from 0(never), 1 (rarely), 2 (sometimes), 3(often), 4 (almost always). (provide measurement on continuum). Standardized on normative samples stratified by parent education level and race/ethnicity within age and gender groups, using T score metric; norms available by gender within age-band; 9 – 11, 12 – 14, 15 - 18 Develop ways to summarize the relationship of multiple dimensions with each other; Personal Resiliency Profile and Index scores. copyright 2014 Prince. Embury

RSCA information reported n n n Three global resiliency scale scores: Sense of Mastery, Sense of Relatedness and Emotional Reactivity. (T score), mean =T 50, SD= 10 Ten subscale scores. (scale scores) mean=10, SD=3 Individual items within each subscale for inquiry Personal Resiliency Profiles: Global scale and subscale level Two summary Index scores: Resource Index and Vulnerability Index T scores copyright 2014 Prince. Embury

Personal Resiliency Profile n n n A graphic way to illustrate three scale scores simultaneously. A way to show the inter-relatedness of three aspects of resiliency for individual or group. Way to compare relative resiliency across individuals and groups. copyright 2014 Prince. Embury

Resource Index Score The estimate of the resources experienced by the child considering both personal sense of mastery and sense of relatedness weighted equally. This is based on the fact these two scores are highly correlated. Resource Raw total score = (Sense of Mastery T + Sense of Relatedness T) 2 Resource Index Score = Standardized Resource Raw Total Score copyright 2014 Prince. Embury

Vulnerability Index Score Standardized difference between the Emotional Reactivity Scale T score and the Resource Index T Score. Vulnerability Raw Score = Emotional Reactivity T Score (-) Resource Index T score Vulnerability Index T score = Vulnerability raw score converted to T score by norm group copyright 2014 Prince. Embury

RSCA Application: What can we do with the information? n n Screening using RSCA Index Scores Screening using Profile Analysis Assessment Linked Interventions Outcome Assessment copyright 2014 Prince. Embury

Preventive Screening and Identification n Screening with the RSCA in larger groups requires condensation of information into one or two summary scores that act as red flags for further examination. n Quantification of the Resiliency Profile using the Resource and Vulnerability Index Scores n Resource Index: Identify children who indicate low personal Resources before they fall behind. n Vulnerability Index: Identifying children who indicate high Vulnerability with or without the emergence of symptoms. copyright 2014 Prince. Embury

Population Based Screening First tier: Screening for Vulnerability Administer Resiliency Scales to entire group (5 -10 minutes) Calculate Vulnerability Index Score for all students. (software program available for scoring). Those scoring T 60 (high) or higher may be referred for review, preventive intervention (Tier 2) and retest. . Those scoring T 65 (very high) or higher may be referred for mental health intervention (Tier 3). copyright 2014 Prince. Embury

Second Tier: If Vulnerability Index is high > T 60 examine the level of Emotional Reactivity If Emotional Reactivity Score is T 60 or higher, suggest psychoeducation related to management of emotional reactivity. If Resource Index is Low If Resource Index is T 40 or below examine Sense of Mastery and Sense of Relatedness scale scores to determine area for psycho-education. Sense of Mastery < T 40 enhance mastery Sense of Relatedness < T 40 enhance relatedness Third Tier If Vulnerability Index score is very high >T 65 Referral for psychotherapy and/or medication evaluation copyright 2014 Prince. Embury

Major Points n n The RSCA three factor model boils personal resiliency down to core developmental constructs for practical application. The three factor model of Personal Resiliency is easier to link to specific interventions related to mastery, relatedness and emotional reactivity. The Personal Resiliency Profile, Resource & Vulnerability Indexes allow us to look at relationships between personal resiliency factors. The Vulnerability Index estimates the discrepancy between youths emotional reactivity risk and combined personal mastery and relatedness resources. copyright 2014 Prince. Embury

Selected RSCA references by author n Prince-Embury, S. (2014). A Three Factor Model of Personal Resilience and Related Assessment. In Prince-Embury, S. and Saklofske, D. (Eds. ) Resilience Interventions for Youth in Diverse Populations. New York: Springer. n Prince-Embury, S. (2013). Resiliency Scales for Children and Adolescents; Theory, Research and Clinical Application. In Prince-Embury, S. and Saklofske, D. (Eds. ) Resilience in Children, Adolescent and Adults; Translating Research for Practice. New York: Springer. n Prince-Embury, S. (2012). Resiliency Scales for Children and Adolescents; Constructs, Research and Clinical Application. Chapter in Goldstein, S. and Brooks, R. (Eds. ) Handbook of Resilience in Children; Second Edition. New York: Springer. n n Prince-Embury, S. (2011). Assessing personal resiliency in the school context using the Resiliency Scales for Children and Adolescents, Psychology in the Schools, 48 (7), 672 -685. Prince-Embury, S. Steer, R. (2010). Profiles of personal resiliency for normative and clinical samples of children and adolescents using the Resiliency Scales for Children and Adolescents. Journal of Psychological Assessment, 28 (4), 303 -315. copyright 2014 Prince. Embury

RSCA References Continued n Prince-Embury, S. , Courville, T. (2008). Comparison of a One, Two and Three Factor Models of the Resiliency Scales for Children and Adolescents. The Canadian Journal of School Psychology, 23(1), 11 -25. n Prince-Embury, S. , Courville, T. (2008). Measurement Invariance of the Resiliency Scales for Children and Adolescents across gender and age cohorts. The Canadian Journal of School Psychology, 23(1), 26 -40. n n Prince-Embury, S. (2008). The Resiliency Scales for Children and Adolescents, Psychological Symptoms and Clinical Status in Adolescents. The Canadian Journal of School Psychology, 23(1), 41 -56. Prince-Embury, S. (2007). Resiliency Scales for Children and Adolescents: Profiles of Personal Strength. San Antonio, TX: Harcourt Assessment, Inc. copyright 2014 Prince. Embury

RSCA Reviews n n Prince-Embury, S. , Saklofske, D. H. , Veseley, A. (in press) Resiliency Measures. Chapter in (Eds. ) Boyle, G. & Saklofske, D. Measures of Personality and Social Psychology Constructs. Elsevier Inc. Sink, C. A. , & Mvududu, N. G. (2009). A review of the Resiliency Scales for Children and Adolescents. In R. A. Spies & B. S. Plake (Eds. ) The 18 th Mental Measurements Yearbook. Omaha, NB: Buros Institute of Mental Measurements, University of Nebraska Press. Thorne, K. J. , & Kohut, C. S. (2007). A review of Prince-Embury, S. (2007, 2006), Resiliency Scales for Children and Adolescents: A profile of personal strengths, Canadian Journal of School Psychology, 22, 255 -261 Venn, J. (2009). A review of the Resiliency Scales for Children and Adolescents. In R. A. Spies & B. S. Plake (Eds. ). Eighteenth Mental Measurements Yearbook, Lincoln, NB: Buros Institute. copyright 2014 Prince. Embury

Author Contact information: Three Factor Theory of Personal Resiliency Sandra Prince-Embury, Ph. D. Resiliency Institute of Allenhurst E-mail: sandraprince-embury@earthlink. net Phone: 732 -272 -3773 copyright 2014 Prince. Embury