Pathways to Resilience III: Beyond Nature vs. Nurture

Disabilities:

Abstract # 110  
Developing a Co-Inquiry Group of Young Adults with Learning Disabilities on Resilience: Methods, Opportunities, Challenges
Presenter: Anne Rathbone Co-Presenter: Mikey Reynolds, Berhana W, Fraser Caygill, Sophie Halas 
Abstract:
This presentation explores co-inquiry research from the University of Brighton, with 16 learning disabled young adults who are members of Arts Connect, a community programme. The academic aim is to explore contextual experience of resilience and to understand whether involvement in participatory research helps build resilience. The community co-researchers aim to become more resilient, share their research with others creatively and to learn new skills along the way. The presentation will address the gap in participatory resilience research with this group, describing processes that the co-researchers found useful in exploring resilience, key things that co-researchers feel can improve their resilience and ways in which their collective actions have challenged discrimination and self-advocated for social justice. The community co-researchers say:“At first, we didn’t know what resilience meant but now we realize we are experts, because we face challenges and discrimination every day that need resilience. We are all equal in our research group - that’s great for resilience because we have power. Resilience is important for everyone and different for everyone. We hope that our particular knowledge and experiences will help people think about resilience in new ways, and because we are creative it will be interesting and fun.”

Abstract # 196   
Inclusion for Children at Risk 
Presenter: Ida Skytte Jakobsen
Abstract:
The shift towards inclusive education where children with special needs are transited from a special school environment to mainstream school environment may create new risk factors for vulnerable children. In order to ensure a resiliency process for those children it is important the special knowledge is available for the teachers in the mainstream school. This study address the two following questions:  
1. How can teachers in the school use special knowledge to develop the general educational efforts in relation to groups of vulnerable children? 
2. How can teachers in school access and apply relevant knowledge from professionals in the municipality who possess specialized knowledge?

Abstract # 237  
A Child-Family-School Participatory Action Research to Promote Resilience Against Bullying in Children with Learning Difficulties
Presenter: Hariclia (Harriet) Petrakos Co-Presenters: Janet Strike Schurman, Cassandra Monette 
Abstract:
Research has shown that bullying in Canada is linked to many negative outcomes (Craig & Pepler, 2003). Children with learning disabilities havebeen found to be involved in bullying situations and may be negatively affected, although environmental resilience may decrease these effects (Ungar, 2011). This study took an eco-systemic approach to explore the perceptions of resilience and well-being of selected elementary schoolchildren with learning disabilities in bullying situations, as well as toprovide an in-depth understanding of the multiple perspectives of schoolstaff and parents in school communities that are implementing the Quebec government's mandatory anti-bullying programs (Bill 56, enacted into lawJune 2012). This participatory qualitative research was implemented within a suburban and a rural school. Visual methods were used to uncoverimportant insights into the students' perceptions of their school experiences. Parents were interviewed and school staff participated in focus groups to identify the protective factors (positive perceptions andbehaviours) in the face of adversity (bullying situations). This researchhas the potential of informing practitioners and service providers toconsider the positive outcomes and experiences of students and theirparents' and school staff's perceptions of resilience as it plays a role in their delivery of anti-bullying programs.