Resiliency
Risk factors associated with antisocial and delinquent behavior are multiple
and inter-related. No single factor can accurately predict which individuals
are likely to engage in such behavior. Risk factors may be found internally
(within the individual, such as difficult temperament) or externally (in the
family, school, community and in peer relations). Family risk factors for delinquency
and anti-social behavior include harsh and ineffective parental discipline,
lack of supervision, coercive interactions in the home, and incarceration of
a parent. Examples of risk factors found in schools are overcrowding and a lack
of clarity and follow-through in rules and policies. Poverty is a common risk
factor for many conditions, including the development of antisocial behavior
and emotional or behavioral disabilities. Other community risk factors include
limited opportunities for recreation or employment and the availability of firearms.
One of the best predictors of delinquency is youth involvement with high-risk
and deviant peers.
However, many youth who are exposed to risk factors do not display antisocial
and delinquent behaviors. The variable that appears to account for this phenomenon
is the existence of certain protective or resiliency factors. Resiliency is
the ability to recover strength and spirit under adversity in both internal
(self) and external (family, school, community, and peer relation) domains for
a positive outcome. The exposure to, and development of, resiliency factors
can help youth to cope and overcome risk factors, diverting them from the juvenile
justice system while enhancing the likelihood of their becoming successful adults.
Good health, self-control, flexibility, good communication and social skills,
self-esteem, and a good sense of humor are all examples of internal resiliency
factors. Some ways that families can promote resiliency in their children include
providing appropriate structures and rules within the household and a sense
of belonging and purpose within the family unit. Schools help students develop
resiliency by providing a positive and safe learning environment, setting high,
yet achievable, academic and social expectations, fostering positive attachment
to productive activities and facilitating academic and social success. Community-based
afterschool programs have been shown to reduce and prevent juvenile crime and
drug use.
Prevention of antisocial and delinquent behavior can be accomplished by fostering
resilience in individuals who are exposed to risk factors. Resiliency can be
fostered through modeling and teaching children and youth to use appropriate
behaviors that meet their needs as well as, or better than, their maladaptive
behaviors. Examples of strategies that target multiple factors while teaching
and modeling appropriate behaviors include conflict resolution, social skills
training, effective management routines, encouraging the involvement of youth
in making decisions, and open lines of communication. According to the Center
on Crime, Communities, and Culture (www.soros.org),
a quality education is one of most effective forms of crime prevention and the
most cost-effective strategy.
View
Power Point Presentation
Selected Internet resources on resiliency:
A Guide to Promoting Resilience in Children: Strengthening the Human Spirit
resilnet.uiuc.edu/library/grotb95b.html
Practicing Resilience in the Elementary Classroom
www.naesp.org/comm/p1197b.htm
Turning it Around for all Youth: From Risk to Resilience
resilnet.uiuc.edu/library/dig126.html
Link to numerous Office of Juvenile Justice and Delinquency Prevention publications
on delinquency prevention
www.ojjdp.ncjrs.org/pubs/delinq.html
Please
email EDJJ with any questions and/or comments
University of Maryland, 1224 Benjamin Building College Park, MD 20742
Phone (301) 405-6462 Fax (301) 314-5757
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