Please note that there are two different conference venues: June 14/15 - Century City Conference Centre June 16 - Kirstenbosch Conference Centre (transportation available)
Abstract #135 Title: How Rural Mothers Foster Resilience in Children: Conception and Strategies based on narratives of women from Mai-village, Nalanda, Bihar, India Presenter: Rashi Sinha (Tata Institute of Social Sciences, India) Introduction: In this stengths-based research, an underprivileged population is being studied to better understand their possible multiple definitions of success, failure and resilience, and to explore how mothers buffer their children from the deleterious conditions birthed by structural inequality and generational poverty. Methods: The first phase involved interviewing important stakeholders in the community to better understand the sociocultural context of Mai village and its development. This qualitative research acknowledges that the contribution of the mother-child relationship to the development of resilience. In the second phase, in-depth interviews were conducted with nine mothers from the community to explore the maternal construction of resilience and to study the strategies employed by mothers to foster resilience in their children. The third phase of the study comprised of a focus group in which the participants interacted and discussed their unique ways of fostering resilience in the children. Findings: Apart from their indigenous methods, the results reveal the significance of hope in the lives of participants. The implication of learning about resilience development in this context lies in inculcating it in programmes and policies that will help others living in socioeconomic deprivation and the conditions associated with it.
Abstract #19 Title: The family as a facilitator for young people’s resilience: Findings from the qualitative evaluation of ‘HeadStart’ in England Presenter: Emily Stapley (Anna Freud Centre/UCL, UK) Introduction: Adolescence is a high risk period for the development of diagnosable mental health disorders. In response to calls for a focus on prevention of mental health issues, the pilot phase of HeadStart implemented a ‘test and learn’ approach to improving the resilience and wellbeing of at-risk young people in England. Methods: A range of interventions were delivered in school and community settings in 12 HeadStart areas across England. As part of the qualitative evaluation of HeadStart, 70 semi-structured interviews were conducted with young people (aged 11-15), four with families, and nine with parents/carers, to explore their perspectives on resilience, and factors promoting or hindering resilience and wellbeing. A thematic analysis of the interviews sought to examine the ways in which the family can support (or not) young people’s resilience and wellbeing, both within the context of family-focused interventions delivered as part of HeadStart and outside of the interventions. Findings: The findings have implications for the role of the family in resilience-focused interventions for young people, and indicate how the family can be drawn on by young people as a coping resource.
Abstract #90 Title: Father-(figure)-s supporting resilient first-grade school transitions of children in a rural South African context amidst structural deficiencies. Presenter: Carlien Kahl (North-West University, Vaal Campus, South Africa) Co-Author: Itumeleng (Tumi) P. Khumalo Introduction: To illustrate how father-figures supported rural South African children’s positive school transitioning as part of children’s social ecologies of resilience. More researchers are recognising the importance of including father-figures informing theories and directing interventions and family support. The data informing this paper shows father-figures’ provision and facilitating access to resilience-resources. Methods: Community advisory panel criteria enabled selection of five case study children, their parents, and teachers as part of a larger project entitled SISU (Social ecologies of resilience among at-risk children starting school in South Africa and Finland: A visual participatory study). Interviews were conducted with parents and teachers, and children’s data gathered using Draw-and-talk, Photo elicitation, and the Day-in-the-life video methodology. Inductive, iterative analysis allowed researchers to create a coding system for further deductive analysis within and across cases by independent coders, consensus discussions, and external review. Data were informed by three cases with two fathers and a grandfather present. Findings: Father-figures provided and facilitated school-supporting routines through pragmatic care to meet specific first-grade demands (financial, academic, physical care). Support included performing domestic tasks and nurturing children’s autonomy through participation in chores; shielding and coaching appropriate expected behaviour. Researchers working with children and school settings should include father-figures as resilience-supporting resources.
