The Importance Of Teaching Resilience

This presentation discusses the importance of building the positive character trait of resilience, how this trait is developed, and what factors might foster or impede its development. The discussion will be followed by specific examples of programs and processes aimed at teaching how to build resilience in persons with autism and other developmental disabilities. Resilience is "The process of, capacity for, or outcome of successful adaptation, despite challenging or threatening circumstances" (Masten & Reed, 2002). The resilient child deals more effectively with stress and pressure, responds effectively to challenges, "bounces back" from adversity and trauma, achieves better academically and socially, and suffers less from low self-esteem, hopelessness, depression and anxiety (Brooks & Goldstein, 2001). Fostering resilience in children with autism is extremely important. Many of the skills and the coping strategies that are used by typical children are not as easily accessible for them due to their cognitive and communication skills.  Furthermore, factors that are usually regarded as protective, may create further risk in this population (Bellini, 2004; Bouma & Schweitzer, 1990; Lewis, 1999).  Resilience is a capability that can be fostered by intervention.  In the presentation we describe the framework for resilience with children with autism.  We strive to empower these children, and help them to become resilient, by nurturing their own adaptation system.  Our intervention is aimed towards increasing self-esteem, internal locus of control/proactive orientation, self regulation and connectedness and attachment.  An example of fostering resilience by building "islands of competence" will be demonstrated through a photography project "My Own World". Examples of fostering resilience will be presented.