Post written by Howard Adelman and Linda Taylor, co-directors of the Center for Mental Health in Schools at UCLA, a whole child partner organization.
Anyone working with children and youth these days is familiar with words like strengths, assets, and resilience. This reflects the progress made in moving beyond a deficit or problem focused bias to incorporate approaches that build on motivation and promote resilience.
Research indicates that external factors (related to neighborhood, family, school, and peers) are primary causes for most youngsters' learning, behavior, and emotional problems. Protective factors act as buffers to risk producing conditions. Resilience refers to an individual's ability to cope with risk factors. While efforts to reduce risks and enhance protection can help minimize problems, a focus on promoting healthy development goes a step further by focusing on establishing systems that foster full development, well-being, and a value-based life. Safe, stable schools and neighborhoods that provide enriched opportunities to promote student development, learning, and a sense of community go well beyond just strengthening resilience. They promote and enable resilience through a full continuum of interventions, including promotion of healthy development,
