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Building Resilience Through Prevention

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Anxiety and Depression in Children and Adolescents

Abstract

Resilience is a key concept in child mental health and is related to vulnerability discussed in Chap. 1. Although vulnerability can be difficult to change, children and adolescents can improve their ability to cope with problems. Determining how resilient a child is can be known only when encountering stressors and the degree of adaptation can be seen. Virtually, all mental health professionals have had or known of cases where a child is exposed to multiple or chronic stressors but is able to function quite well, thus being described as being “resilient.” Conversely, many children have significant emotional and behavioral problems, but come from environments that are not significantly atypical and do not present severe stressors. There is no universally accepted definition of “resilience,” but the definition proposed by Rutter (1990) provides a basis for its study and the implications for its development in children and youth. Rutter defines resilience as “maintaining adaptive functioning despite serious risk hazards” (p. 209). This definition implies that the resilient person is able to handle stress with minimal negative effects, although several people who are exposed to the same stressors may not be as able to adapt, i.e., they are less resilient. The factors that make some people more or less resilient than others are a combination of genetic, biological, and environmental variables.

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  1. Department of Counseling and Educational Psychology School Psychology Program, Indiana University, Bloomington, IN, USA

    Thomas J. Huberty

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Huberty, T.J. (2012). Building Resilience Through Prevention. In: Anxiety and Depression in Children and Adolescents. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3110-7_13

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