Bouncing back: how to develop resiliency through outcome-based recreation programs.One astute as·tute adj. Having or showing shrewdness and discernment, especially with respect to one's own concerns. See Synonyms at shrewd. [Latin ast 15-year-old high-school student described resiliency The ability to recover from a failure. The term may be applied to hardware, software or data. 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 psychopathology /psy·cho·pa·thol·o·gy/ (-pah-thol´ah-je) 1. the branch of medicine dealing with the causes and processes of mental disorders. 2. abnormal, maladaptive behavior or mental activity. 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 See resiliency. 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 cat·e·go·rize tr.v. cat·e·go·rized, cat·e·go·riz·ing, cat·e·go·riz·es To put into a category or categories; classify. cat 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 locus of control n. A theoretical construct designed to assess a person's perceived control over his or her own behavior. The classification internal locus indicates that the person feels in control of events; external locus , sense of humor Noun 1. sense of humor - the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor" sense of humour, humor, humour , hopefulness, strategies to deal with stress, enduring set of values, balanced perspective on experience, fortitude Fortitude See also Bravery. Fratricide (See MURDER.) Asia despite torture, refuses to deny Moses. [Islam: Walsh Classical, 35] Calantha fulfills wifely and queenly duties despite losses. [Br. Lit. , 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 empathy Ability to imagine oneself in another's place and understand the other's feelings, desires, ideas, and actions. The empathic actor or singer is one who genuinely feels the part he or she is performing. , 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 Resourcefulness Buck clever and temerarious dog perseveres in the Klondike. [Am. Lit.: Call of the Wild] Crichton, Admirable butler proves to be infinite resource for castaway family on island. [Br. Lit. 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 aspirations npl → aspiraciones fpl (= ambition); ambición f aspirations npl (= hopes, ambition) → aspirations fpl 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 Qualitative Analysis Securities analysis that uses subjective judgment based on nonquantifiable information, such as management expertise, industry cycles, strength of research and development, and labor relations. of family counseling experiences, Wolin and Wolin (1993) identified seven skills that resilient people possessed: insight, independence, creativity, humor humor, according to ancient theory, any of four bodily fluids that determined man's health and temperament. Hippocrates postulated that an imbalance among the humors (blood, phlegm, black bile, and yellow bile) resulted in pain and disease, and that good health was , initiative, relationships and morality. Wolin and Wolin (1993) further observed that obtaining these skills enabled individuals to rise above the adversity ad·ver·si·ty n. pl. ad·ver·si·ties 1. A state of hardship or affliction; misfortune. 2. A calamitous event. 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 cohesion: see adhesion and cohesion. Cohesion (physics) The tendency of atoms or molecules to coalesce into extended condensed states. This tendency is practically universal. 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. [FIGURE 1 OMITTED] The Resiliency of Recreation Recreation plays a significant role in the development of adolescents. Developmental recreation helps young people in many ways (Robertson, 2000), and the positive benefits of recreation have been shown to enhance efforts to develop resiliency and positive youth behavior. One major study of resiliency development through outcome-based youth recreation programs was conducted by Hurtes, Allen, Stevens and Lee (2000) in five different public recreation program demonstration sites. Each site contained an outcome-based youth recreation program and a comparison recreation program that used diversionary recreation activities. Specific outcome goals were identified, and both the developmental recreation programs and the diversionary recreation programs were assessed on those goals. Developmental recreation programs had six different designs including an outdoor adventure program, a weekend activity program, a community volunteer program, a performing arts program, an evening drop-in program and an after-school program. While the results of each site analysis varied (see Figure 2), the overall pattern suggested that the use of outcome-based recreation programming, which incorporated a developmental framework such as resiliency, was effective in youth development programs (Hurtes et al., 2000). In addition, the authors made an important point that programs with a high level of contact between participants and program leadership had more opportunities for mentoring, which appeared to improve results. A second study by Green, Kleiber and Tarrant (2000) investigated the effect of adventure based recreation on the development of resiliency in low-income minority youth in a community setting. Adolescents recruited from a larger municipal summer recreation program participated in a topes course program for eight weeks. The topes course program contained mental, physical and emotional risk-taking challenges, which required individual commitment, teamwork (product, software, tool) Teamwork - A SASD tool from Sterling Software, formerly CADRE Technologies, which supports the Shlaer/Mellor Object-Oriented method and the Yourdon-DeMarco, Hatley-Pirbhai, Constantine and Buhr notations. and group problem-solving skills. Outcomes for the youth in this adventure-based program were compared to other youth. Facilitators utilized group processing and discussions to engage participants in reflection, description, analysis and communication of their experiences in the topes course, and facilitated incorporation of lessons from experiences into their life contexts. Results indicated that youth in the topes course program scored significantly higher than subjects in the comparison of control group on five of the eight protective factor areas including: neighborhood resources, interested and caring adults, ability to work out conflicts, sense of acceptance and controls against deviant behavior For the scholarly journal, see . “Deviant” redirects here. For other uses, see Deviant (disambiguation). Deviant behavior is behavior that is a recognized violation of social norms. Formal and informal social controls attempt to prevent or minimize deviance. . These results show the potential that recreation programs have to influence resiliency development. A third youth development study illustrated the importance of recreation program design in order to achieve resiliency development outcomes. Ellis, Braff and Hutchinson (2001) described the fostering of resiliency through youth programming in a municipal recreation agency. As a result of emphasizing the use of recreation to achieve developmental outcomes, the Fairfax County, Va., Department of Community and Recreation Services merged its Therapeutic Recreation Services Division and Teen Services Division. The staff developed programs and activities to address four components of resiliency (Benard, 1993): social competence, problem solving problem solving Process involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. , autonomy and a sense of purpose. Program evaluation Program evaluation is a formalized approach to studying and assessing projects, policies and program and determining if they 'work'. Program evaluation is used in government and the private sector and it's taught in numerous universities. revealed participants in the programs had developed greater senses of self-efficacy, voice and self-confidence (Ellis et al., 200l). Further research of youth program outcomes was recommended in order to recognize effectiveness of program design and develop consistent frameworks. Bounce Back With Recreation In today's complex society, more youth are at risk and can benefit from developing the ability to "bounce back from problems with more power and more smarts" (Resiliency In Action, Inc., 2004). Research has demonstrated that social competence, problem-solving skills, autonomy and sense of purpose (Bernard, 1993) all help people adapt successfully to life's challenges without experiencing serious, long-term setbacks. Recreation researchers have found that outcome-based programming, which incorporates a developmental framework such as resiliency; can be effective in developing resiliency in youth (Hurtes et al., 2000; Green et al., 2000). It is important to note: recreation program activities must be structured specifically with outcome objectives in mind (e.g. the development of resiliency skills) and not just be entertaining or diversionary in nature (Ellis et al., 2000; Munson, 20002; Witt, 2001). While these research findings indicate that both program design and a high level of contact between participants and program leadership are important, more research is needed on developing resiliency in recreation programs. Continued focus on implementation of, and research on, outcome-based recreation programs with a resiliency focus will prove worthwhile because resilient traits are positive attributes that can improve our clients' well being for a lifetime. [FIGURE 1 OMITTED]
Figure 2. Resiliency Development Through Recreation
(Hurtes et al, 2000)
Program Target Group Outcome Goals Results
Outdoor Male, Hispanic 10 Protective Significantly higher
Adventure gang members Factors average scores than
Program the comparison program.
Weekend Middle and 10 Protective Significantly higher
Activity High School Factors, anger average scores than the
Program students management comparison program;
and social significantly better
relationship anger management scores;
skills. and significantly higher
scores on all three
social relationship
measures.
Community Middle School 10 Protective Significantly higher
Volunteer Youth Factors average scores than the
Program comparison program.
Performing Young People, Scholastic Significantly higher
Arts ages 6-10 Competence, average scores than the
Program Social comparison program on
Acceptance, global self-worth and
Global attitude toward art.
Self-Worth,
Attitude
Toward Physical
Appearance,
Social
Responsibility,
Attitude Toward
Art
Evening Youth, ages 10 Protective Significantly higher
Drop-In 12-17 average scores than the
Program comparison program.
After- At-Risk Teens 10 Protective Significantly higher
School Factors, Anger scores than the
Program Management comparison program on all
Skills, 10 of the protective
Neighborhood factors, significantly
Life lower scores than the
Dimensions, comparison program on
Seven four of the five anger
Resiliency management measures,
Skill Areas significantly higher
scores than the comparison
program on all four
neighborhood life factors
and significantly higher
scores than the comparison
program on all seven of
the resiliency skills.
Nelson Cooper, Ph.D., and Cheryl Estes, Ph.D., are both assistant professors in the Department of Recreation and Leisure Studies at East Carolina University East Carolina University is a public, coeducational, intensive research university located in Greenville, North Carolina, United States. Named East Carolina University by statue and commonly known as ECU or East Carolina . Lawrence Allen, Ph.D., is the dean of the College of Health, Education and Human Development at Clemson University Clemson University, at Clemson, S.C.; coeducational; land-grant; state supported; opened in 1893 as a college, gained university status in 1964. The university includes programs in textile and computer research, wildlife biology, and aquaculture and maintains . The content for the research update is based on Dr. Cooper's (2003) doctoral dissertation dis·ser·ta·tion n. A lengthy, formal treatise, especially one written by a candidate for the doctoral degree at a university; a thesis. dissertation Noun 1. completed at Clemson University under the direction of Dr. Allen. Drs. Cooper and Estes are continuing work on the implementation and evaluation of outcome-based youth recreation programs in Eastern North Carolina Eastern North Carolina or (often abbreviated as ENC) is the region of North Carolina which includes the eastern third of North Carolina. It includes the Outer and Inner banks, thus it is often known geographically as the state's coastal region. . References Allen, L.R. & Cooper, N. L. (2003). Benefits-based programming curriculum manual. Ashburn, VA: The National Recreation and Park Association. Bell, C. & Suggs, H. (1998). Using sports to strengthen resiliency in children. Training Heart. Child and Adolescent Psychiatric psy·chi·at·ric adj. Of or relating to psychiatry. psychiatric adjective Pertaining to psychiatry, mental disorders Clinics of North America North America, third largest continent (1990 est. pop. 365,000,000), c.9,400,000 sq mi (24,346,000 sq km), the northern of the two continents of the Western Hemisphere. , 7, 859-865 Benard, B. (1993). Fostering resiliency in kids. Educational Leadership, 51, 44-48 Benard, B. (1995). Fostering resilience resilience (r  ·zilˑ·yens),n in children (Report No. EDO-PS-95-9). Washington, DC: Department of Education. (ERIC Document Reproduction Service No. ED386327). Benard, B. (1997). Drawing forth resilience in all our youth. Reclaiming
Bialeschki, M. D., Henderson, K. A., & Lions, K. (2004). Measuring outcomes from the camp experience: Techniques and preliminary evidence from a longitudinal study longitudinal study a chronological study in epidemiology which attempts to establish a relationship between an antecedent cause and a subsequent effect. See also cohort study. [Abstract]. Abstracts of Seventh Biennial biennial, plant requiring two years to complete its life cycle, as distinguished from an annual or a perennial. In the first year a biennial usually produces a rosette of leaves (e.g., the cabbage) and a fleshy root, which acts as a food reserve over the winter. Coalition for Education in the Outdoors Research Symposium, 9-10 Cooper, N. (2003). Resiliency development of incarcerated incarcerated /in·car·cer·at·ed/ (in-kahr´ser-at?ed) imprisoned; constricted; subjected to incarceration. in·car·cer·at·ed adj. Confined or trapped, as a hernia. youth through outcome based recreation experiences. Unpublished doctoral dissertation, Clemson University. Ellis, J. M., Braff, E., & Hutchinson, S. L. (2001). Youth recreation and resiliency: Putting theory into practice in Fairfax county. Therapeutic Recreation Journal, 35(4), 307-317. Fergusson, D. & Lynskey, M. (1996). Adolescent resiliency to family adversity. Journal of Child Psychology and Psychiatry psychiatry (səkī`ətrē, sī–), branch of medicine that concerns the diagnosis and treatment of mental, emotional, and behavioral disorders, including major depression, schizophrenia, and anxiety. and Allied Disciplinas, 37, 281-292. Green, G. T., Kleiber, D. A., & Tarrant, M. A. (2000). The effect of an adventure-based recreation program on development of resiliency in low income minority youth. Journal of Park and Recreation Administration, 18(3), 79-97. Hurtes, K. P., Allen, L R., Stevens, B. W., & Lee, O. (2000). Benefits-based programming: Making an impact on youth. Journal of Park and Recreation Administration, 18(1), 34-49. Munson, W. M. (2002). Recreation and juvenile delinquency juvenile delinquency, legal term for behavior of children and adolescents that in adults would be judged criminal under law. In the United States, definitions and age limits of juveniles vary, the maximum age being set at 14 years in some states and as high as 21 prevention: How recreation professionals can design programs that really work. Parks & Recreation, 37(6), 31-37. Mrazek, P. & Mrazek, D. (1987). Resilience in child maltreatment child maltreatment '…intentional harm or threat of harm to a child by someone acting in the role of a caretaker, for even a short time…Categories Physical abuse, sexual abuse, emotional abuse, neglect…', the last being most common. victims: A conceptual exploration. Child Abuse and Neglect, 11, 357-365. Nash, J. K. & Bowen, G. L. (1999). Perceived crime and informal social control in the neighborhood as a context for adolescent behavior: A risk and resilience perspective. Social Work Research, 23(3), 171-186. Olsson, C. A., Bond, L., Burns, J. M., Vella Brodrick, D.A., and Sawyer, S.M. (2003). Adolescent resilience: A concept analysis. Journal of Adolescence adolescence, time of life from onset of puberty to full adulthood. The exact period of adolescence, which varies from person to person, falls approximately between the ages 12 and 20 and encompasses both physiological and psychological changes. , 26, 1-11. Reed, D., McMillian, J., & McBee R. (1995). Defying the odds: Middle schoolers in high risk circumstances who succeed. Middle School Journal, 27(1), 3-10. Resiliency In Action, Inc. (2004). Retrieved January 5, 2004, from wwvw.resiliency.com. Richardson, G. E. (2002). The metatheory met·a·the·o·ry n. A theory devised to analyze theoretical systems. of resilience and resiliency. Journal of Clinical Psychology The Journal of Clinical Psychology, founded in 1945, is a peer-reviewed forum devoted to psychological research, assessment, and practice. Published eight times a year, the Journal , 58(3), 307-321. Robertson, B. J. (2000). Leisure education as a rehabilitative re·ha·bil·i·tate tr.v. re·ha·bil·i·tat·ed, re·ha·bil·i·tat·ing, re·ha·bil·i·tates 1. To restore to good health or useful life, as through therapy and education. 2. tool for youth in incarcerated settings. Journal of Leisure Ability, 27(2), 27-34 Werner, E. (1989). High risk children in young adulthood: A longitudinal study from birth to 32 years. American Journal of Orthopsychiatry or·tho·psy·chi·a·try n. The psychiatric study, treatment, and prevention of emotional and behavioral problems, especially of those that arise during early development. , 59, 72-81. Witt, P. A. (2001). Ensuring after-school programs meet their intended goals. Parks & Recreation, 36(9), 32-50. Wolin, S. J, & Wolin S. (1993) The resilient self: How survivors of troubled families rise above adversity. New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of , NY: Villard Books. RESEARCH INTO ACTION: ACQUIRING RESILIENCY CHARACTERISTICS Overview Resiliency is a set of qualities that facilitates a person's successful adaptation and functioning, in spite of facing one of more risk factors, without experiencing serious, longterm harmful outcomes (adapted from Benard, 1995; Nash & Bewee, 1999). Resiliency traits including social competence, problem-solving skills, autonomy and sense of purpose (Benard, 1995) can be developed through outcome-based recreation programs (Hurtes et al., 2000; Green et. al., 2000). While we know these programs need design, staffing and high amounts of contact between participants and program leadership, more research is needed to better understand how to best develop resiliency through recreation programs. Impact The concept of resiliency has great potential for positive impact in many recreation programs that serve clients who are considered to be at risk. Developing resiliency through recreation programs is exciting because it provides an opportunity to develop clients' protective qualities before problems of dysfunctions occur. To the extent we can help young people improve their life skills, satisfaction and positive outlook from the get-go, without ever getting involved in juvenile justice or the mental health systems, we have been a great success. Research Application Ideas Some specific ideas for recreation programmers This is a list of programmers notable for their contributions to software, either as original author or architect, or for later additions. See also: Game programmer, List of computer scientists and researchers include: * Design and implementation of effective programming models that take into account the factors that influence resiliency (Reed et al., 1995). These could include, significant relationships with caring adults, such as recreation program leaders of other adult mentors; positive use of time, including afterschool af·ter·school adj. often after-school 1. Taking place immediately following school classes: afterschool activities. 2. and weekends; a planned support system that entails encouragement, high expectations, recognition and accomplishment. * Social competence, one resilient trait trait (trat) 1. any genetically determined characteristic; also, the condition prevailing in the heterozygous state of a recessive disorder, as the sickle cell trait. 2. a distinctive behavior pattern. , is typically developed early in life through peer relationships and interactions. Youth can be provided with social skills training, feedback from caring adults, and semi-structured recreation and play opportunities. All kids want to belong to "the group," and given an opportunity to learn which behaviors work and which ones don't work, youth can learn to practice positive social skills. Problem solving is another resilient trait. Recreation programs, especially those that involve teamwork, provide great opportunities to learn how to salve salve (sav) ointment. salve n. An analgesic or medicinal ointment. salve v. salve ointment. problems. Participants should be given opportunities to identify resources, make plans and take responsibility for their activities in order to be most effective. * Positive use of time is one key to developing resiliency, and recreation participants can benefit greatly from leisure education programs. During leisure education, participants should identify leisure resources, make plans and implement their plans to get maximum value. * Educate recreation staff about how to create and facilitate the resiliency support system that includes encouragement, high expectations, and accomplishment (see educational resources at www. resliency.com for example). * Utilizing outcome-based program development and implementation is key (Bialeschki, M. D., Henderson, K. A., & Lions, K., 2004; Ellis et. al, 2000; Munson, 2002; Witt, 2001). For example, programs can use an effective recreation programming model that empowers programmers to design outcomes and assesses the success of those outcomes. One such programming modal Mode-oriented. A modal operation switches from one mode to another. Contrast with non-modal. 1. modal - (Of an interface) Having modes. Modeless interfaces are generally considered to be superior because the user does not have to remember which mode he is in. 2. is the Benefits Based Programming (BBP BBP Bruto Binnenlands Product (Dutch) BBP Bauch-Beine-Po (workout) BBP Büyük Birlik Partisi (Turkish: Grand Unity Party) BBP Blood Borne Pathogen BBP Baseband Processor ) model promoted by the National Recreation and Park Association. BBP empowers the recreation programmer (1) A hardware device used to customize a programmable logic chip such as a PAL, GAL, EPROM, etc. See PROM programmer. (2) A person who designs the logic for and writes the lines of codes of a computer program. to design recreation programs and activities rooted in the structure of a conceptual framework For the concept in aesthetics and art criticism, see . A conceptual framework is used in research to outline possible courses of action or to present a preferred approach to a system analysis project. such as resiliency. Additionally, BBP enables the programmer to evaluate the impact of the program and share good ideas with other recreation programmers See the Benefits Based Programming Curriculum Manual (Allen & Cooper, 2003), available from NRPA NRPA National Recreation and Park Association NRPA Natural Resources Protective Association (Staten Island, NY) NRPA Niagara Regional Police Association (Canada) NRPA National Rifle and Pistol Association , for one how-to example. |
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