Pathways to Resilience III: Beyond Nature vs. Nurture

Intellectual Disability and Supports:

Abstract #118
Building Resilience in Families Which Have Members with an Intellectual Disability
Presenter: James Coyle Co-presenter: Irene Carter
The World Health Organization estimates that three per cent of children are affected by an intellectual disability (ID) such as autism, cerebral palsy, and Down syndrome. These children and their families face increased health, economic, and social risks. Effective coping depends upon the overall health of the family and family members’ ability to promote positive well-being for all family members. Family resilience studies suggest that positive family beliefs, nurturing relationships, effective communication, and ability to access community resources positively influence well-being in families affected by risk factors, such as physical and mental illness, financial adversity, or disability. Thus, the family’s resilience helps build resilience in individual family members. This presentation will discuss three studies of resilience in families which have members with ID, comparing characteristics affecting adjustment and well-being of parental caretakers of young children with ID, parental caretakers of adult children with ID and mental illness, and young-adult siblings of children with ID. The presentation will analyze how ID impacts families, how family resilience influences the well-being of individual family members, and strategies for enhancing family coping and accessible community resources. This provides a framework for guiding service providers that enhances strengths and positive functioning for all family members.

Abstract #129
Improving Individual and Family Resilience Through Interactive Behavior Modification Simulations (IBMS)
Presenter: Kurt Moore Co-presenter: Jeffrey Hall
Abstract:
This session will share a simulation that the U.S. Army Ready and Resilient (R2) Comprehensive Soldier and Family Fitness (CSF2) Office is using to help teens deal with typical teenage stresses of peer relationships, school, and communicating with parents. The simulation is one of 16 in the R2 CSF2 library used to improve resilience of soldiers and family members in the physical, mental, social and spiritual domains.
The simulation uses gaming theory, psychology, learning theory, film making, and computer science to help change attitudes and behaviors.  Independent pilot evaluations have indicated that the simulation achieves previously unattained levels of behavior modification and retention by engaging learners at both cognitive and affective levels.
This session will share: 1. The design methods and simulation model used to deliver this resiliency education, 2. Advances in the latest computer-based behavior modification techniques, 3. How these methods can reach different learners in various settings, and 4. How active simulations engage individuals more effectively than traditional didactic instruction.  
Attendees will take away knowledge of the significant advances in the effectiveness of the latest serious game education techniques that are being used to improve human resilience. A demo CD will be provided to attendees.

Abstract #201
Resilience Assessment For People With Intellectual Disabilities
Presenter: Francine Julien-Gauthier Co-presenters: Collette Jourdan-Ionescu, Sarah Martin-Roy
Abstract:
For people with intellectual disabilities, resilience is to present the best possible development adressing specific adversities that are encountered in order to aim well-being and a full social integration (Jourdan-Ionescu & Julien-Gauthier, 2011). To assess resilience for these individuals, the long version (25 items) of the Wagnild and Young (1993) scale, was adapted. The statements wording was simplified to reflect the cognitive characteristics of these people and their knowledge. Scoring, on a Likert-type scale, was adjusted to facilitate their participation. The execution standards were modified based on the adults with learning disabilities resilience assessment (Blocher, 2004); individuals are invited to complete or clarify their answer by adding content. An initial execution of the scale allowed us to ascertain the understanding of the items by people with intellectual disabilities and to assess their degree of resilience. When executing the instrument, the sessions were audiotaped, answers to each item were transcribed and analyzed using the method of functional analysis (Tochon, 2002), and the level of inter-judge agreement was estimated. This paper presents the adaptation of the instrument for assessing resilience and the results of its execution with seven individuals. The results are discussed in conjunction with the development and promotion of resilience for people with intellectual disabilities.