Pathways to Resilience III: Beyond Nature vs. Nurture

Mental Health & Therapy:

Abstract # 18
Building Resilience For Adults With Mental Health Problems
Presenter: Josh Cameron Co - Presenters: Mair Reardon
Abstract:
This presentation reports on the design, implementation and research evaluation of a co-created resilience building programme for adults with mental health problems. The programme comprises 8 weekly sessions developed by a partnership of a peer trainer, a mental health practitioner and an academic. Peer trainers are people with lived experience of mental health problems who are have been recruited and are supported by the local Recovery College which is an established initiative involving a partnership of the health service providers and service user organisations. 
The programme content drew on an adapted version of the Resilience Framework (Hart et al 2007) and a range of other resilience tools and models alongside the personal, practice and research expertise of the facilitators. It aimed to increase participants’ resilience to respond on an individual and collective basis to the adversities they face using internal and external resources and supports. The project is one site of a wider multi-national UK research council funded project which aims to explore the potential for community university partnerships to make better and more resilient collective futures.  It also aims to develop resilience theory and practice particularly as they apply to communities and the potential to challenge sources of adversity.

Abstract # 21
Using Resilient Therapy In Practice: Family-Based Resilience Interventions
Presenter: Sarah Henderson
Abstract:
Newport Mind and boingboing have been researching the use of Resilient Therapy over 18 months. We have been measuring and evaluating the resilience framework and its effectiveness in our work with young people and families in the community of Newport. With a focus on mental wellbeing, the resilience framework has been applied to practice with families utilising an action research approach. All aspects of resilience theory and practice has been, and continues to be, explored during the day to day practice of the team, shaping the support provision for families who experience complex adversity, alongside dealing with mental health problems. The framework has been adapted to include a holistic view of resilience within a family unit, highlighting the importance of group dynamics and relationships for the promotion and sustainability of resilience. Key input of families has enabled our practice to focus on the operational challenges that families face on a day to day basis. ‘By designing the services that met the needs of our son and us as his parents, were invaluable. This service is a need’ - a parent of a young person experiencing low mood/ self-esteem. Families highlighted the ease of use of the framework due to its design; however highlight the need for adaptation of the terminology for use as a family unit. The partnership provides opportunities for practitioners to focus support provision on theory based interventions that develop resilience in family units.

Abstract # 29
A Framework helping people move from Helpless to Healthy
Presenter: Dr. Eva Adriana Wilson
Abstract:
We are biologically designed to be healthy and we are self-correcting by nature.  The only way we have to tell us if we are on track or off track is through negative feedback. 
If we don’t eat for many hours, we get a stomach-ache, and if we ignore it…it gets worse. If we step on a nail...it hurts, and if we ignore it, it gets worse and maybe even life threatening. 
It is the same with our emotional life…We get anxious when interacting with someone who is mistreating us as a way to signal that something is not ok and take action to be healthy and safe again.
If we learned to ignore our strong and healthy self, it turns into Anxiety, Depression, or unhealthy coping (ie. Eating disorders, drugs, alcohol, promiscuity, cutting, etc).
When this happens, we get stuck focusing on the unhealthy coping as the problem. Sometimes we need medication to help us do the work, but medication alone won’t make us happy if we don’t address the situation that is causing the distress.
 
It is by focusing on this framework we can help people move from HELPLESS to HEALTHY, from PANIC to PRODUCTIVITY.  

Abstract # 27
Balancing Risk and Responsibility: The Fulcrum for Resilience in Children with Autism
Presenter: Lynne Scrimgeour 
Abstract:
For families parenting a child with Autism, especially when the diagnosis co-occurs with mental health disorders, it can be challenging to balance the level of risk and responsibility that researchers and professionals believe can strengthen resilience. However, successful outcomes in goals targeting 'responsibility' have been a platform for families to consider goals that may involve a higher level of 'risk'. Increasing the student's level of responsibility in areas of daily living, communication, socialisation and learning requires skills in planning, flexible thinking and self-control. We understand that children are not born with broad executive functioning and self-regulation skills. We also acknowledge that children with Autism can have specific challenges in these areas which in turn have implications for resiliency. For students with Autism, being able to complete tasks more independently builds self-identity. This knowledge of self sends a powerful message to others. If we explicitly link the achievement of small yet defined roles and levels of responsibility to resilience, this has the potential to increase family and teacher engagement in therapeutic goals. We need to continue the conversation around dignity of risk so that families and students can advocate for future services that centre on the capacity of the whole person.

Abstract # 48
Strategies To Develop And Consolidate Resilience For People With Intellectual Disabilities
Presenter: Francine Julien-Gauthier Co - Presenters: Sarah Martin-Roy, Colette Jourdan-Ionescu
Abstract:
Resilience is the ability to deal with a condition or a particular context and to consider the future with confidence and positiveness. 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). This paper’s intention is to identify factors that promote resilience for people with intellectual disabilities as well as strategies to facilitate its development and consolidation. The study is based on the theoretical framework of assisted resilience, which favors a support intervention focused on strengthening the capacity of people with real support, responsive to their aspirations and needs. The instrument used to assess resilience is The Resilience Scale (Wagnild & Young, 1993, adapted by Julien-Gauthier, Jourdan-Ionescu & Ruel, 2013). The results identify five elements that promote, facilitate and strengthen resilience for people with intellectual disabilities. Strategies are proposed: adapting one’s educational intervention plan (EIP) and improving the communication and interaction of the individual with the environment and its community members.

Abstract # 51
Growing Resilience In Parents Of Children With Complex Health Needs: The Development And Testing Of A Structured Support Programme
Presenter: Sharon McCloskey
Abstract:
Caring for children with complex healthcare needs places parents under additional strains compared to other parents with regard to their physical and emotional health, relationships and economic welfare.  Yet great variation exists in how parents and families facing similar circumstances cope, with some exhibiting negative consequences of caring while others cope well and thrive. How families cope is linked to resilience. Research confirms the potential for resilience to be enhanced and group based interventions are one approach through which this may be promoted.  Through this facilitated discussion I will outline the work undertaken to develop a programme with this group of parents (phase 1 of a 2 part study).  A pragmatic research design was applied with adherence to the main principles and social justice goals of transformative research.  The programme was developed through an iterative series of workshops and focus groups with parents which explored the demands they experience, what helps them to cope and what they would consider helpful in a programme.  Their views have been linked with existing theory and research outcomes to develop a programme which takes account of the research evidence but has been shaped by the population it seeks to help. It will be tested in phase 2.