Introduction

Dr. Elizabeth K. Anthony is an Assistant Professor in the School of Social Work at Arizona State University and holds an M.S.W. and Ph.D. in Social Work and an M.A. in Counseling. She has been working with children, adolescents and families in a variety of clinical and community-based practice settings for more than 10 years. Her primary scholarly interests focus on designing and testing the effects of innovative interventions to promote resilient development and reduce risk among young people living in poverty.

Q. Are children and adolescents either resilient or not resilient?

American culture, and perhaps Western culture in general, is fascinated with the notion of resilience—positive adaptation in the context of adversity—the underdog; the successful doctor or lawyer who was raised with little educational support; the artist who turns adversity and abuse into creative expression; and the child raised in poverty who establishes financial security (epitomized by the success of the recent film "Slumdog Millionaire"). We love the stories of resilience—not only surviving a risky, traumatic, and otherwise harmful circumstance but thriving, unexpectedly becoming all the stronger for it. But what makes these individuals different? Are they smarter? Physically, emotionally, or mentally stronger? Are their personalities and early childhood temperaments somehow different? Put simply, are some children and adolescents resilient while others are not?

More than three decades of research focuses on this very question in the interest of better understanding the phenomenon of resilience. What this research has identified is illuminating and continues to unfold as researchers investigate how resilient processes differ by age, gender, ethnicity, and culture. Young people (and adults for that matter) are not simply resilient or not but rather, resilience is a dynamic developmental process that is best measured by the presence/absence and strength of risk (factors that contribute to the problem) and protection (factors that buffer against risk) that exist at the individual, peer, family, school, neighborhood, community, and societal/cultural levels. In fact, dropping the term resilient as a descriptor for children and youth altogether in favor of the terms "resilient development" or "resilient processes" that describe patterns not individual traits, helps to remind us that resilience is not merely a reflection of the individual's ability to pull her/himself up by the bootstraps but instead is a complex, developmentally interactive process involving multiple ecological levels.

Q. Do "resilience" and "well-being" mean the same thing? 

Sometimes resilience and well-being are used interchangeably to describe a developmental outcome for children and youth; however, they represent two distinct concepts. Resilience necessitates a context of risk whereas well-being describes an outcome applied to children and youth across the spectrum of risk, including youth with considerable resources and few risks. Resilience and well-being do share some commonalities in that certain protective factors such as positive adult relationships are associated with both resilience and well-being.

Well-being is a broad outcome that incorporates the domains of health/physical status, intellectual/cognitive abilities, educational/academic skills, and social/emotional characteristics. Population-level studies focusing on child well-being help us to assess how we as a society are caring for our children. We strive for all of our children to have a high level of well-being. Resilience, on the other hand, beckons us to focus on the features of risk and protection that we can change or influence to encourage and support the adaptive processes of young people exposed to considerable risk.

Q. What can mental health professionals, families, mentors, teachers, advocates, friends, etc. do to promote resilient development among children and youth?

Popular understandings of resilience need to be re-defined to account for the reality of harsh exposure to persistent, high-level risk that can be overwhelming for some young people. The playing field is certainly not level for all our young people—poverty, discrimination, stigma, and other environmental and social ills create considerable imbalance. These issues require advocacy at policy and community levels.

Unfortunately, the romanticized presentation of resilience in the media reinforces the notion that the process of resilient development is truly extraordinary and magical. While resilient adaptation in the face of adversity is truly exceptional and speaks to the adaptive resources of human beings, increasingly sophisticated knowledge of the relationship between risk and protective factors suggests that some risk and protective factors are malleable and can in fact be altered at key developmental stages to support resilient development. Better assessment of young people will help us target our interventions but some simple and yet profound principles can still be applied: 

• Young people need to be connected through meaningful relationships. Spending quality time with positive adults—both family members, extended family members, and otherwise interested adults such as teachers, mentors, tutors, coaches, elders, and pastors) helps young people (and these adults, by the way) develop skills through modeling, relationship development, and challenge. Communication and conflict management skills, concern for others, and a sense of belonging are important potential outcomes of these relationships. 
• Young people need a balance of challenges and responsibility. Young people are active agents in their own lives and need the support and encouragement to experiment and strengthen their agency. Opportunities to develop problem solving skills, social skills, and enhance autonomy are critical. Equally important, a sense of responsibility to others and society encourages character development and empathy. 
• We need to communicate to young people that they are valued and hold an important place in our society (and be sure to protect that space for all youth). In some sections of society young people hold important roles (for example, in smaller communities and within cultures that promote a collective rather than individualist experience and have time-honored traditions celebrating youth and the transition to adulthood) but we have marginalized some young people, particularly "at-risk" youth but also "privileged" youth who are left to raise themselves, and relegated adolescence to be a time to simply survive rather than thrive. Expectations that young people will be contributing members of our society and that we have a responsibility to provide opportunities sends a supportive message to disenfranchised young people. 
• We need to spread the positive word about adolescents. Far too often we hear and see negative images and stories about young people and their "problems." The reality of social and economic inequities, the settings in which many of us work, and the challenges youth and their families experience can be overwhelming. At the same time, those of us who work with adolescents know they bring an enthusiasm, creativity, imagination, and contagious idealism to the table. Middle childhood and adolescence can be a time of incredible exploration and excitement. Yes, developmental transitions can be challenging but we must remember and share with others the positive aspects of adolescence.

Our overarching message is one of hope; change is possible. Sometimes as practitioners we need to temporarily hold the hope for adolescents and their families when problems are overwhelming. Other times our role is to explore hope in support of the change process. Among young people who demonstrate patterns of resilience in high risk environments, hope for the future and an optimistic outlook are integral. We can model and encourage positive beliefs and cognitions, emotions and feelings—we can communicate hope.

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Youth Development Tip Sheets

• Tips for Families
• Conquering the Dark Age: Helping Lesbian, Gendered, and Bisexual Transgendered (LGBT) Youth to Cope
• Frequently Asked Questions About Social Networking Web Sites

	Introduction
	Understanding Gender Identity
	Impact of Stigmatization of LGBT Youth
	Empowerment of LGBT Youth
	Where Do We Start?
	Resources
	Training Resources

Introduction

Adolescence is by far the most puzzling period of life. During adolescence, the very nature of self identity is questioned. Defining oneself during adolescence is not easy given the emotions, behaviors, and relationships that must be expressed in culturally acquired desires through socially acceptable channels.

In schools students interact far more than they used to. Some are still divided by the color of their skin, the language of their birth, the shape of their eyes and by their sexual identity. School is a student's most integrated environment but socialization has not necessarily made being LGBT more acceptable or comfortable. School culture has brought into the foreground simmering conflicts about which many would much rather not talk.

Understanding Gender Identity

Whether a baby is born a girl or a boy from this point forward the child will be expected to exhibit feminine or masculine attributes and to formulate a basis for the specific forms of sexual expression indicative of female or male in our society. Gender and sexuality are inextricably linked as gender is the single most important aspect of our personal identity.

We cannot think of ourselves without being aware that we are female or male nor relate to others without attaching the appropriate gender labels to them. We feel uncomfortable in the presence of someone whose sex is uncertain. We rely on the help of stereotypes to tell us what to expect from female and male. Gender identity affects all aspects of an adolescent's personality and involves more than labels and patterns of behaviors that go with them. Attitudes, emotions, character traits, aptitudes and ambitions are woven into gender and integrated as part of "gender role."

Impact of Stigmatization on LGBT Youth

Unacceptable assimilation of LGBT shapes their lives from the moment they "come out" or exhibit questionable behaviors. Many LGBT youth are at risk and may experience issues related to:

1. Substance abuse — used to relieve anxiety around sexual encounters, to fit in, to relieve tension, and to suppress possible mental health problems.
2. Withdrawal and isolation — evident as there are limited opportunities to form positives experiences regarding coming out. LGBT youth might embrace stereotypical thinking and healthy relationships.
3. Sucidiality is a major concern denying oneself and no avenue to enhance self esteem and embrace their sexuality.
4. Safety issues — limited number of safe places to socialize without possibly fearing for one's life. Violence is a common element reported that keeps many LGBT students from coming to school.
5. Health — increased risk of sexually transmitted diseases due to lack of available education and LGBT youth failure to seek medical attention due to stigma and discrimination

Empowerment of LGBT Youth

1. Offer safe places for them to reveal their concerns,
2. Assess them for risks of suicide,
3. Explore present and potential coping strategies,
4. Validate their feelings, existence and experiences,
5. Assess impact of LGBT identity and identify approach to manage feelings and actions,
6. Assist to consolidate identity,
7. Examine affects of LGBT on developmental stages,
8. Explore and identify shame and its impact on coping skills,
9. Assist them in identifying strengths, and
10. Explore resources.

Where Do We Start?

Lesbian, Gender, Bisexual, Transgender youth do not have many resources to assist them with their problems. Therefore, many LGBT youth must locate resources that are not specifically tailored and attuned to their concerns. Many health care professionals and therapists are uncomfortable with and ignorant to the needs that LGBT youth. This discomfort and ignorance often results in no service and inappropriate or lower quality care.

The good news is many schools, agencies, and urban cities are responding to the specific concerns of LBGT youth and attempting to alleviate the barriers that prevent LGBT from acculturating into mainstream society. Ideas that may help LGBT youth in schools and communities are: 

1. Continue to practice self education regarding LGBT youth,
2. Educate your staff about the overt and subtle discrimination against LGBT youth,
3. Compose an updated list of local and government resources,
4. Do not assume all youth are heterosexual. Be cognizant to use gender friendly language,
5. Advocate for inclusion of LGBT youth and families and do not support agencies that are not sensitize to the needs of this population. More importantly, teach Lesbian Gendered Bisexual Transgender youth and families to advocate for themselves,
6. Always be respectful and maintain confidentiality, and
7. Assist in developing school codes that establishes student to student sexual harassment policy.

Resources

• Intersex health – Intersex Society of North America, www.isna.org
• National Youth Advocacy Coalition www.nyacyouth.org
• National Gay, Lesbian, Bisexual, Hotline 1-800- 347-Teen
• International Foundation for Gender Education www.ifge.org 
• National Coalition for LGBT Health www.igbthealth.net

Training Resources

• A Providers Handbook on Culturally Competent Care Lesbian, Gay, Bisexual and Trans Gendered Population Kaiser Permanente National Diversity Council and the Kaiser Permanente national Diversity Department 2000 
• The Standards Of Care For Gender Identity Disorders Sixth edition. Harry Benjamin International Gender Dysphoria Association. Dusseldorf: Symposium Publishing, 2001 and http://www.wpath.org/
• International Journal of Transgenderism

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	Introduction
	How do I find my child’s MySpace web page?
	How do I delete a MySpace account
	How do I know if my child is spending too much time on the Internet?
	How do I know if my child is being bullied online?
	How do I talk to my child about sexual predators who may be online?
	Discussion questions from the MSNBC  Television Program “To Catch a Predator”

Introduction

Many thousands of teenagers have created personal web pages on social networking sites such as MySpace.com and Facebook.com. Below are some common questions that parents have about these sites.

Q. How do I find my child's MySpace web page?

There are several ways to do this. First, ask your child nicely but firmly to see the MySpace page. The computer belongs to the adults in your family, not the children. If your child complains that you are invading privacy, have a discussion about how nothing on the World Wide Web is private. Not one thing. Your child really needs to understand that you are in charge of your home and all electronics in it.

If that doesn't work, think about combinations of your child's nicknames and dates of birth. Also listen to conversations your child has with friends. You may be able to easily pick up nicknames from those conversations.

Q. How do I delete a MySpace account?

Please work with your child to remove the account. Once you are logged into MySpace.com, click on ‘Account Settings’ and then click on ‘Cancel Account’. An email will be sent to the email address (the same one used as the login name) to verify Account Deletion.

If you do not receive the confirmation email, please remove all content from your child’s profile, and enter in the text ‘Remove Profile’ in the ‘About Me’. This lets us know that you have taken control of your child’s account. Please alert us with the URL to the profile in question, and we can remove the profile for you.

The internet can be a fun place for younger users as long as they are safe. We have an entire section dedicated to Safety Tips for parents (and our userbase!) to peruse. Please check them out! "

Source: Question #20 on the MySpace.com Frequently Asked Questions page.

Q. How do I know if my child is spending too much time on the Internet?

The key here is to know your child and understand your child's developmental phase. Some isolating from family is normal as a child passes through puberty. Parents can get confused and may be a little overconfident. I have heard MANY parents say "My baby tells me everything". That may have been true at age 10, but by 12 that has changed. Parents don't always know when that important crossover has occurred.

If your child is spending more time with electronics than with real people, it may be time to reassess. Children and teenagers learn conflict resolution in real time, not from the instant messaging feature on your computer or violent video games.

Q. How do I know if my child is being bullied online?

This can be tricky as well. If your child is being bullied, he/she may not want to talk to you about it for fear of making matters worse. If your child seems more quiet and isolated than usual, there could be a problem. Make sure your lines of communication are open. That does not mean when you talk to your child you just lecture. It means you sit and listen. Then if you think your child is being bullied, enlist the school in helping solve the problem. Get proactive and fast.

Talking to Your Child About Sexual Predators Who May Be Online –excerpt developed for MSNBC as follow-up to the "To Catch a Predator" series: 

Q. Do these men on the television program look like what you think a sexual would look like? Which one, if you passed him on the street would look most like your idea of a predator? Which one would look least like one? Why?

If your child asks questions like these, this could lead to a discussion about how some of the men, like the one who showed up naked, seemed more suspicious than others. Starting simple may put children at ease. It may also help children learn that predators can look like anyone. Participate in the conversation by identifying the ones you thought looked more suspicious than others, and point out the differences in your perspectives.

Q. Does your child know anyone who has ever been solicited for sex on the Net?  What did he or she do?

Some children will answer this question, some won’t. Forcing the child to tell you is not the point. Creating a comfortable atmosphere for your child to be willing to discuss the subject IS the point. You are not asking the child if he or she has been solicited directly, just if they know someone who has. Questions like this one help the child begin thinking about the subject and formulate plans if it DOES happen. You are also making the point that's it's okay for the child to talk with you about it without repercussions.

Q. What are some things a child can do to keep safe?

Adults might be surprised at answers to this. Children will think of things that adults would completely miss. Give the children positive reinforcement (“Great idea!”) for suggestions. By doing this, adults continue to create an on-going comfort zone for the children to share information. Encourage children to have conversations on their own about this question.

Q. What can parents do to help keep their child safe?

Listen to what they say, make a list, put it on the fridge and DO IT, whatever it is, within reason. Revisit the list periodically and ask children if there's anything they'd like to add or subtract.

Q. Let’s just say you know for a fact someone is stalking or harassing you. What would you do differently on the Web? Would you remove anything from your blog?

This should at least get the children thinking without getting into power struggles. You can also ask them to show you the places they visit online, including their own blogs. To ease potential tension in that conversation, consider giving the kids 24 hours warning — at least the first time — so they have time to clean up their sites before you see them. Subsequent site visits can be a surprise, but if this is your first conversation about the topic, it’s best to avoid a “gotcha” confrontation that will likely lead to less communication, not more.

© 2007 MSNBC Interactive

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