Bouncing back: how to develop resiliency through outcome-based recreation programs

Parks & Recreation, April, 2004 by Nelson Cooper, Cheryl A. Estes, Lawrence Allen

One astute 15-year-old high-school student described resiliency as "bouncing back from problems and stuff with more power and more smarts" (Resiliency In Action, Inc., 2004). Resiliency can also be described as a set of qualities that facilitate a person's successful adaptation and functioning, in spite of facing one or more risk factors, without experiencing serious, long-term harmful outcomes (adapted from Benard, 1995; Nash & Bowen, 1999).

The resiliency concept emerged from psychopathology and was originally based on the observation of young people who not only survived high-risk life situations, but also developed into productive citizens (Richardson, 2002). Today, resiliency research has shown that people who possess certain traits and develop them are able to "bounce back" from risks and stressors, and are able to experience a successful life (Benard, 1993).

One important vehicle for developing resiliency is recreation involvement. Recreation professionals who work with clients who typically experience risk factors such as poverty, discrimination, tragedy, trauma and poor home environments could incorporate the development of resiliency skills into their outcome-based recreation programs.

Resiliency Characteristics

Much of the literature designates a variety of skills, attributes, of abilities that resilient young people possess (Bell & Suggs, 1998; Benard, 1993, 1995, 1997; Fergusson & Lynskey, 1996; Mrazek & Mrazek, 1987; Reed, McMillian, & McBee, 1995; Werner, 1989; Wolin & Wolin, 1993). Citing a host of previous works and authors, Olsson, Bond, Burns, Vella-Brodrick and Sawyer (2003) listed various personality traits and environmental scenarios that can promote resiliency. These characteristics are categorized as being individual, family and social environmental.

Individual characteristics include tolerance for negative affect, self-efficacy, self-esteem, foundational sense of self, internal locus of control, sense of humor, hopefulness, strategies to deal with stress, enduring set of values, balanced perspective on experience, fortitude, conviction, tenacity and resolve. These characteristics are the skills, attributes and abilities that all young people possess, but are more developed in resilient young people.

Benard (1993) defined four specific qualities that are found within resilient youth: social competence, problem-solving skills, autonomy and a sense of purpose. Social competence means that the young person has the ability to interact socially within one's environment with appropriate communication, empathy, caring, flexibility, responsiveness and a sense of humor. This quality develops early in life through peer relationships and interaction.

Problem-solving skills incorporate the ability to think about, and then attempt alternate solutions to personal and social problems. Planning and resourcefulness are two problem-solving actions that maximize the ability to develop problem-solving skills.

When a resilient youth shows autonomy, he or she acts independently with some sense of environmental control. This quality may become significantly challenging when individuals need to make decisions in opposition to family of friends.

Sense of purpose implies having goals and aspirations combined with a sense of persistence. This sense of purpose gives the young person a sense of having some control over the internal and external environment.

Based on their qualitative analysis of family counseling experiences, Wolin and Wolin (1993) identified seven skills that resilient people possessed: insight, independence, creativity, humor, initiative, relationships and morality. Wolin and Wolin (1993) further observed that obtaining these skills enabled individuals to rise above the adversity of their circumstances.

Protective Factors

Once resilient qualities were identified, the second wave of research focused on describing the process by which people acquire resiliency traits. The concept of protective factors became a common part of resiliency literature in this second wave. Protective factors refer to those characteristics, attitudes, of environmental circumstances that assist an individual in learning to cope, adapt and adjust to the every day stressors in one's life.

* There are family level characteristics that include parental warmth, encouragement assistance, cohesion within the family, close relationship with a caring adult, belief in the child, non-blaming atmosphere and marital support (Olsson et al, 2003).

* Social environment level characteristics include supportive peers, positive teacher influences, success (academic of otherwise), and provisions of resources to assist.

If these environmental characteristics, or protective factors area part of a person's life, he of she is more likely to develop resilient skills, attributes, and abilities. Reed et al. (1.995) conducted a study to identify factors that influenced the development of resiliency in middle school students (set Figure 1). Interviews were conducted with students who were identified as being resilient by teachers and counselors. Results showed consistent themes of significant adult relationships combined with positive use of time. Reed et al. (1995) also identified a strong support system that provided encouragement, high expectations, recognition and accomplishment as key factors in creating a supportive environment to develop resiliency characteristics.