Pathways to Resilience III: Beyond Nature vs. Nurture

Supporting Resilience in Youth: Leadership and Intervention

Abstract #162
Mentor Support and University Aspirations and Expectations: Youth From Divorced and Non-Divorced Families
Presenter: Laurie Chapin Co-presenter: Mehtap (May) Cigdem
Abstract:
This study investigated overall resilience measured by the Child and Youth Resilience Measure – 28 (CYRM-28; Resilience Research Centre, 2008), mentor support, and university aspirations and expectations with a focus on youth from divorced families. Participants included 176 Australian youth aged between 13 and 18 years in year levels 8 to 12. Overall, it was found that youth from divorced families (N = 57) had significantly lower resilience levels than youth from two-parent families (N = 121). There was also a stronger relationship between mentors and resilience for youth from divorced families. Furthermore, a similar proportion of youth from divorced families and two-parent families reported having high university aspirations and university expectations. Only resilience was identified as a significant predictor for both university aspirations and university expectations whilst the number of mentors and family structure was not. The most important finding was the significantly lower resilience levels for youth from divorced families when compared to youth from two-parent families. Therefore, it can be suggested that youth from divorced families may require additional resources in order to enhance their overall resilience and contribute to positive development of youth while preventing and inhibiting negative outcomes in the future.
 
Abstract #171
Social Ecological Leadership Social Ecological Leadership
Presenter: Joachim Duyndam
Abstract:
One of the major results of RRC’s research is that resilience is not an individual competence in the first place, but that resilience is basically social. The principally social character of resilience implies that it can neither be reduced to individual agents nor to their contexts. According to RRC, resilience can be achieved by so-called ‘social ecologies’, such as families, school classes, neighborhoods, organizational units, cooperative projects, expeditions into the wild, sports teams, operational army units, research departments, etc. – to mention only a few examples. How can social relations, a group, or a network, become a social ecology showing resilience? 
The hypothesis of my contribution is that the social ecological character of a group or network highly depends on different roles within the group or network, particularly leadership. A school class where bullying occurs – for instance – depends a lot on some kind of leadership to be really resilient, and to stop the bullying without scapegoating. The same is true, I presume, in other types of social ecology. Leading question of my contribution would be: How can a social ecological leadership be understood, and be practiced?

Abstract #199
Developing Resilience Through Education Interventions in Disadvantaged Students and Young People
Presenter: Jörg Huber
Abstract:
Inequalities are associated with profound differences in educational attainment and career opportunities. Social and health inequalities go hand in hand: being poorer or coming from a disadvantaged background is associated with inferior physical and mental health; durations of a healthy life and life expectancies are frequently considerably shorter. A considerable amount of research shows that inequalities are transmitted from generation to generation, and persist throughout the life-course of individuals. For a number of historical and economic factors, inequalities have increased and are particularly difficult to overcome for those who find themselves ‘at the bottom of the heap’. One way of intervening in the transmission and persistence of inequalities is to facilitate resilient moves in education opportunities. Brief interventions which enhance utilisation and uptake of opportunities in education will be introduced. The studies demonstrate considerable improvements with regards to study practices and identity in students with disadvantaged backgrounds. The discussion will focus on the successes and limitations of these interventions in engendering resilient moves. The seminar will end with a workshop activity on generating ideas and plans for similar interventions relevant to the cultural contexts of the audience.