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| Metaphors of Resiliency | |
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Resiliency, the capacity for physical, psychological, and spiritual renewal and recovery in the face of stress or trauma, is currently receiving much academic and popular press. Since the paradigm defies traditional logic (i.e., children of abuse all abuse their own children) and is a part of the fabric of life stories, it is particularly amenable to description by story and symbol. Symbols below illustrate this point: Traits and Tools to Teach about Individual Resiliency Wolin and Wolin (1993) provide a thoughtful synthesis of empirical research with their own clinical observations on resiliency. The seven traits identified in their resiliency model form the content and context for developing the Resiliency Teaching Kit described below. Columbines: Mountain wildflowers thrive on their ability to weather extreme cold, grow and bloom profusley at the opportune moment, season after season, making the mostof their environment. Insight: Recognition, intuitively or logically, of one's distressed condition, with subsequent wisdom and action to transcend (not just defend against) barriers to growth or abuse. A small magnifying glass illustrates capacities for introspection and critical assessment of one's environment. Independence: Freedom of spirit and behavior by which an abused or disadvantaged child gains emotional distance and autonomy amid oppression or chaos. Sunglasses, often used by kids to regulate eye contact, provide an object lesson here. Relationship Bonds: Protective and nurturing connections with peers, mentors, and neighbors. A friendship band or ring can be used to emphasize the significance of this trait. Initiative: Creative, academic, athletic, or work achievements which foster self-confidence and constructive activity rather than focus persons on stressors. A wind-up toy may serve as an example, with a note that motivation is typically internal. Creativity: Self-expression in drama, music, art, or other media which facilitates healing and positive activity in a hostile or neglectful climate. A paintbrush illustrates the expressive and self-affirming nature of this trait. Humor: Light-hearted perspective and play, focusing a person out of harsh realities toward the hope of something better. Comic glasses with plastic nose and moustache are a favorite for making this point. Morality: Commitment, through the experience of injustice, to fairness and compassion toward others, thus avoiding the negative consequences of revenge or despair, and embracing the potential of self and other-affirmation. A gold-colored ruler emphasizes the principle of "The Golden Rule" in this case. Traits and Tools to Teach about Family Resiliency Relatively little research has used the term family resiliency, but insights from family stress and coping (McCubbin, et al., 1995) and family strengths (Olson, Russell, & Sprenkle, 1989; Stinnett & DeFrain, 1985) studies suggest the following: The traits of family resiliency are like the slats of a snow fence which do not keep the snow from falling or wind from blowing, but hanging together, reduce the dangers of drifting and increase water resources at runoff, thus sustaining life. Commitment: Individual and corporate actions which demonstrate loyalty, determination to work things out together, and sacrifice for mutual benefit. A sack of wheat or rice, like that thrown at weddings, introduces this point well. Cohesion: Family togetherness punctuated by respect for individuality with emotional closeness and practical interdependence characterize this trait. A box of raisins which might be shared among members gives attention to the nature of sharing and caring in a healthy family. Adaptability: A balance of structure and flexibility, with skills for stress-coping demonstrate this quality. A tea bag which, in hot water releases its refreshing qualities, captures the essence of this resiliency trait. Communication: Respectful listening and speaking skills can be demonstrated through exchange of a linoleum tile, signifying the surrender of control or giving up "the floor." Spirituality: Shared purpose and values, often in the context of religious faith and "practicing what you preach," can be illustrated by a pencil, the lead end of which represents the positive mark (influence) members make on the lives of others; the eraser end testifying to the need for forgiveness. Connectedness: Streams of support to and from family members to the community; an attitude of service and belonging to a larger whole characterizes strong families. Colored paper clips can be used to picture these connections. Resource Management: Competent and coordinated use of time, money, and handling of stress promote resiliency. A bookmark (signifying reading aloud together) or recipe (illustrating a family activity) help make this point. Coherence: Optimism and self-reliant initiative by which a family handles set-backs and constructively engages the world. A paper cup illustrating the "half-full" or "half-empty" principle serves this point. Methods of Teaching with the Resiliency Kit The Resiliency Teaching Kit provides object lessons by which to introduce and discuss the traits typical of individuals and families who adapt well to challenge over the long term. This optimistic, capacity-building framework may be useful for understanding and facilitating the development of both special-risk and low-risk individuals. While much research on the nature and promotion of resiliency is needed, there is already a wealth of evidence to guide persons in understanding and promoting resiliency. The Kit provides a means of introduction to that body of research and its implications for policy and family life education. Process-oriented small group work, in which persons brainstorm and interact about the meaning of both objects and resiliency concepts tends to motivate and facilitate depth of learning and memory better than lecture on the Kit's points. In particular, training should begin by asking learners to describe ways in which objects illustrate a personal coping experience or capacity. Personal application tends to increase involvement in the learning process and subsequent learning. Brainstorming and sharing of personal experience, together with definition and discussion engage right and left brain capacities. Interaction in pairs or small groups builds rapport among learners; learner-driven sharing of insights with the larger group enhances rapport with the trainer. Individual interpretation expands the range of meaning for each object, although learners can quickly be refocused on the interpretation used by the trainer (as explained above) in order to grasp the related concept. Experiences shared within dyad or group settings often become windows to understanding more in-depth research findings or grasping paradoxes of resilient adaptation (i.e., distress as a facilitator of resiliency as well as dysfunction). Research revealing the traits and contexts of individual and family resiliency continues to expand our understanding of human adaptation. Understanding and interpreting these insights is a critical role of family life educators. The teaching tools described above provide user-friendly ways to grasp complex patterns of coping and competence-building which may provide a foundation for proactive programming. Reference Sources McCubbin, Hamilton I.; Thompson, Elizabeth A.; Thompson, Anne I.; & Fromer, Julie E. (1995). Resiliency in ethnic minority families: Native and immigrant American families. Madison, WI: Univ. of WI Center for Family Studies. Olson, David H.; Russell, Candyce S.; & Sprenkle, Douglas H. (1989). Circumplex model: Systematic assessment and treatment of families. New York, NY: Haworth. Stinnett, Nick; & DeFrain, John. (185). Secrets of strong families. Boston, MA: Little, Brown, & Co. Wolin, Steven; & Wolin, Sybil. (1993). The resilient self. New York, NY: Villiard Books. |
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