Environments are important contributors to the resilience phenomenon. Familial environments are one aspect of the environment that contribute to resilience. When fostering resilience it is important to consider how the familial environment makes an impact. Just what factors in the home environment are related to resilience?
The primary caregiver is not separated much from the child during the first year of life (Werner and Smith, 1982). There is a strong bond between caregiver and child and the establishment of trust within the child (IMHI, 1991). From this bond, the child gains trust and security (Garmezy and Rutter, 1983; Murphy and Moriarty, 1976; Werner and Smith, 1982). The primary caregiver responds to a child's verbal and nonverbal signals (Rutter, 1985). Substitute care, if provided, is provided consistently and warmly by a family member (Werner and Smith, 1982). Female children have a kind, temperate, affectionate, and content caregiver. Female infants enjoy bodily contact and nurturance. Caregivers for both genders provide nurturance (Rutter, 1985), thoroughly enjoy the children, feel confident about performing their duties, and are responsive to the infant's needs (Murphy and Moriarty, 1976). The caregivers provide stimulation through cuddling, pictures, toys, exploratory time (Murphy and Moriarty, 1976), and plenty of activities with meaningful content (Rutter, 1985). Another study found that the parents provided responsive, accepting, stimulating, and organized care (Bradley, Whiteside, Mundfrom, Casey, Kelleher, and Pope, 1994). During these early years, the families establish patterns to mark historical traditions, like birthdays and special events (Clark, 1983).
During the middle childhood years, the primary caregivers continue to be supportive of the child. Substitute care is provided by kin in a stable manner. Visits from kin are not uncommon either. These visits involve reciprocal love relationships, which teach the child how to love and be lovable (IMHI, 1991).
These families participate in a daily routine. The family communicates well, participates in joint activities, and provides discipline. Family unity (Murphy and Moriarty, 1976) and a quality home environment (Werner, 1989b) relate strongly to competence and resilience in this age span.
Parents in these families continue emotional support even when their children are adolescents (Murphy and Moriarty, 1976). They are also involved in their child's schooling (Connell, Spencer, and Aber, 1994). Adolescent children in these families participate in regular chores, regular hobbies, and some position of required helpfulness, and/or a job (Clark, 1983; Murphy and Moriarty, 1976; Werner, 1989a; Werner, 1990). These families have structure (Clark, 1983), clear limits, expected rules, and discipline for their adolescent children (Werner and Smith, 1982).
Additionally, these families have other general factors over the child's life span which contribute to resilience. One stable caregiver provides nurturance (Rutter, 1985), care, and adequate attention throughout the child's life, creating a strong bond (Werner, 1989a; Werner, 1990). The families have access to good routine medical care (Murphy and Moriarty, 1976). The families are connected to outside supports such as grandparents (Garmezy, 1993; Werner, 1990), other kin, school, church, and workplace settings (Clark, 1983; Nettles, 1991). The ties to church are important as these ties aid the family in establishing religion, values, positive attitudes (Clark, 1983; Murphy and Moriarty, 1976), and faith (IMHI, 1991; Werner, 1990; Werner and Smith, 1982). Religion in turn provides stability (Murphy and Moriarty, 1976; Werner, 1990), cohesiveness (Garmezy, 1993), unity, (Murphy and Moriarty, 1976) coherence, a sense of meaning, and a sense of purpose (Werner, 1989a; Werner and Smith, 1982). Ties to the workplace establish a hard work ethic (Gandara, 1982) and enables the establishment of money handling rules (Clark, 1983).
The family provides positive, constructive family activities (Werner, 1990). Housekeeping routines, hobbies, monitored television viewing (Clark, 1983), family meals, family vacations, and family picnics are examples (Murphy and Moriarty, 1976). It is not unusual for everyday, routine activities to become literacy or learning events (Clark, 1983). The children are also involved in a variety of meaningful tasks where they learn pertinent skills and abilities (Rutter, 1985). Even the young children have responsibility for completing some self-directed task. The house is generally clean, neat, and free of clutter (Garmezy and Rutter, 1983).
These families have a unique set of values. Education is high on the list of values (Clark, 1983; Gandara, 1982; Murphy and Moriarty, 1976). Loyalty (Clark, 1983; Murphy and Moriarty, 1976), trust, a pragmatic sense of right and wrong (Clark, 1983), frankness, tolerance (Murphy and Moriarty, 1976), frequent dialogue and communication (Clark, 1983; Murphy and Moriarty, 1976) are also on the list of values. Personal independence and individuality command respect within these families (Gandara, 1982; Murphy and Moriarty, 1976).
These families are not competitive and not class conscious (Murphy and Moriarty, 1976). If headed by two people, the marriage is warm, stable, and committed (Murphy and Moriarty, 1976). This warmth and nurturance is passed on to the children (Clark, 1983; Garmezy, 1993; Garmezy and Rutter, 1983). Both parents play superordinate, subordinate, and egalitarian roles (Clark, 1983). Discipline in these families is rational (Gandara, 1982) with clear limits, corrective feedback, corrective sanctions, and parents that act from a base of authoritative power (Clark, 1983). Family interactions and child rearing practices are structured (Garmezy and Rutter, 1983).
During times of stress, challenge, or transition, the parents provide support, understanding, guidance, and nurturance to the children (Garmezy, 1993; Murphy and Moriarty, 1976). The whole family turns to God, thinks positive, and looks toward the future. The parents are role models of coping (Murphy and Moriarty, 1976) who actively search for knowledge (Clark, 1983) and achievement (Murphy and Moriarty, 1976).
What can parents do to foster resilience in their children knowing the information from the research? It is important to remember that even though you may live in stressful and impoverished conditions you can still foster competence and resilience in your child.
Soon after birth, it is important to establish a strong bond between the child and a primary caregiver. This bond is created through warmth and nurturance and few prolonged separations. This bond helps the infant learn to trust. This bond lasts a lifetime. To create this bond, be responsive to your child's needs and wants. When they are hungry, feed them. If their diaper is soiled, change it. Also talk to them and interact with them. Young babies are not born as blank slates. They are born social creatures who are ready to interact and learn. Expose babies to different stimuli to help them develop.
Extended kin are very important to a child's development of competence and the fostering of resilience. Kin can provide loving substitute caregiving. They also provide an example of reciprocal love relationships. Visit kin as often as possible. Interact with them through other communication means such as the telephone and the internet as often as possible. Foster positive, healthy relationships with extended kin as much as possible.
Establish a daily routine and a weekly routine. Routines are important to children. Establish one early in the child's life and keep one throughout his or her development. The routine should be flexible to make room for emergencies and other problems. However, it is important to eat dinner together at the same time every day. Clean the house together at the same time. To go to sleep and awake from sleep at the same time every day. These types of routines help to foster resilience.
Communication is important in any family, and especially in a family under stress. It is important to talk to your spouse and your children regularly. These conversations can occur regularly or spontaneously. However, it is important to talk. It is also important to listen. Be supportive and listen to your children when they talk to you. Communication is a two way street. Encouraging your child to talk to you at a young age will develop a trusting relationship. If that bond is established early, the child will be more likely to discuss problems with the parent continually.
Discipline is important to resilience. Children need structure and limits that are rational. Set limits, but explain them and be warm and responsive to your child's needs. Begin disciplining your children during toddlerhood and be consistent. It is important for discipline to be rational and consistent.
Hobbies and chores are important for resilience. Involve children in hobbies and chores as soon as they are able during the middle childhood years. The hobbies and chores do not have to be gender stereotyped either. Involve boys in cooking and girls in yardwork. This teaches children responsibility and gives them important skills.
External supports are important for families who are fostering resilience in their children. External supports are important for caregivers of children. Caregivers and families should reach out to neighbors, friends, coworkers, and fellow church goers. Raising children is hard and serious business. Help will be needed from external supports. Build an external support network around you and your family.
Spirituality and religion are important for resilience. It helps in times of crisis and stress. It also provides coherence, faith, purpose, stability, and a positive attitude. Find a means for expressing your spiritual needs. This can be in the form of a church or synagogue, a fellowship support group, or an outing with friends who have similar beliefs. Spirituality is important for the human spirit. It can also help to foster resilience in children.
Work is important for resilience as well. Parents who work serve as important role models for their children. It also helps to instill a good work ethic in your children. Good relationships with your employer can be supportive in a time of stress or crisis, too. Advocate family-friendly employer policies on the job and in the community.
Family activities are important for families when fostering resilience. Families can go to the park, on picnics, to the zoo, or to the museum together. Even everyday routines such as house cleaning can be turned into an educational and fun family activity.
Egalitarian values are shared among families who foster resilience in their children. The spouses have egalitarian relationships that they pass on to their children. The family as a whole has egalitarian relationships with others outside of their family and they are not class conscious.
Families who foster resilience in their children value education, too. The parents value knowledge and achievement. They have positive relationships with their children's school personnel and they help their children with homework. These parents may be pursuing an advanced degree themselves.
These are some of the ways that families can foster resilience in their children. Resilience is not just an individual phenomenon. The familial environment is important, too.