Pathways to Resilience Among Israeli Child Victims of Abuse and Neglect

Abstract

We present a model of the structure and dynamics of the development of resilience among maltreated children. We created the model from a qualitative analysis of in-depth, semi-structured interviews with a purposive sample of 40 Israeli victims of child abuse and neglect. Findings indicate that children develop resilience by using their cognitive processes to distance themselves from their harsh reality and move to alternative "places of being." Such movement along with the new locations creates various pathways for building resilience to abuse. The development of alternative worlds provides these children and youth with the opportunity to create new meaning systems that buffer the detrimental effects of abuse and enhance their resilience. Implications for policy and practice concerning children and youth at-risk are suggested.

Improving the career resilience of a survivor of sexual abuse

“…The current study confirmed and agreed with the findings of the study done by Carmel, Sigad, Lev-Wiesel and Eisikovits (2015) involving a sample of 40…”

“It gave me the strength and will to continue and to overcome”: police officers constructing resilience while under threat from criminals

“…This changes the way they understand and approach their everyday existences, despite the fact that there is no disjuncture from the reality of threat, which is ever-Coping with life-threatening situations present for themselves, their families and even their police "families." This recalls a similar benefit derived from metaphorical alternative spheres of being among abused children (Carmel et al, 2014). While repressive coping is often believed to be linked to later pathology (Coifman et al, 2007), it allows the officers to reduce the stress of their situations and retain a self-reliant, self-assured identity-leading to positive influence, as observed in various abusive contexts (Sigad et al, 2015).…”

The Role of Relationships in Resilience: Teachers Who Were At-Risk Youth Supporting At-Risk Students

“…Among the environmental theories of resilience development, the presence of strong relationships is recognized as central [72]. Thus, a supportive relationship with a parent, family member, caring adult, or close friend may protect against the effects of risk, promote emotional security [73], and provide an alternative space for social engagement [37]. Furthermore, these relationships could provide at-risk children a context in which they can develop a positive model of themselves.…”

“…Environmental factors that may contribute to resilience include the presence of meaningful pursuits or attachments outside the high-risk, harmful setting [19,37], along with strong, positive relationships with either authority figures or peers [38,39]. The ability to enter or construct alternative "spaces of being" away from the harmful, adverse environment may allow individuals to experience other, healthier forms of reality.…”

“…The ability to enter or construct alternative "spaces of being" away from the harmful, adverse environment may allow individuals to experience other, healthier forms of reality. Consequently, they might be able to integrate or independently fashion positive forms of coping [37].…”