"Resiliency is what happens when one regains functioning after
adversity."
Norman Garmezy, 1993
From an early age, individuals learn resilient behavior at home and in their communities. Children often provide the most graphic examples of resiliency. Consider Albert Einstein, Helen Keller, and Thomas Edison, who succeeded despite being labeled unteachable and doomed to fail.
An extensive study by Emmy F. Werner and Ruth S. Smith found similar success in infants who were underweight and slow to develop. Children in the study who received supportive, stimulating care showed normal development at two, six, and 10 years. Those at risk for school failure thrived when caring adults valued them and supported their educational and extracurricular activities.
Overall, the children's health and success in school, relationships, and jobs correlated with:
Such findings present important implications for Extension programming, according to Karen Bogenschneider, Stephen Small, and David Riley. Their research indicates that reducing risk factors and enhancing protective factors can help strengthen youth coping and competence.
One protective factor is found in the cognitive-behavior approach used by psychologist Martin Seligman. Setting and achieving goals for increasingly challenging tasks encourages "learned optimism." This helps individuals build a confidence base that strengthens their personal control and competence, lowers their anxiety, improves their relationships, and increases their productivity.