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Ann S. Masten
University of Minnesota, Twin Cities Campus
The study of resilience in development has overturned by words such as invulnerable, or invincible. One of the
many negative assumptions and deficit-focused models earliest news articles about resilience in American psychol-
about children growing up under the threat of disadvan- ogy was about "the invulnerables" in the APA Monitor
tage and adversity. The most surprising conclusion emerg- (Pines, 1975). Similarly, a headline about this new research
ing from studies of these children is the ordinariness of field in the Washington Post on March 7, 1976, read,
resilience. An examination of converging findings from "Trouble's a Bubble to Some Kids." The idea of resilient
variable-focused and person-focused investigations of children as remarkable individuals possessing extraordi-
these phenomena suggests that resilience is common and nary strength or inner resiliency has lingered, even in
that it usually arises from the normative functions of human scholarly work. In 1995, "Superkids of the Ghetto" ap-
adaptational systems, with the greatest threats to human peared as the title for a book review on resilience in
development being those that compromise these protective inner-city children published in Contemporary Psychology
systems. The conclusion that resilience is made of ordinary (Buggie, 1995).
rather than extraordinary processes offers a more positive The great surprise of resilience research is the ordi-
outlook on human development and adaptation, as well as nariness of the phenomena. Resilience appears to be a
direction for policy and practice aimed at enhancing the common phenomenon that results in most cases from the
development of children at risk for problems and psycho-
operation of basic human adaptational systems. If those
pathology.
systems are protected and in good working order, develop-
ment is robust even in the face of severe adversity; if these
major systems are impaired, antecedent or consequent to
233
March 2001 • American Psychologist
Significant numbers of children from Romanian orphan- clude connections to competent and caring adults in the
ages, as well as from other situations of extreme and family and community, cognitive and self-regulation skills,
long-term adversity, have serious and chronic problems positive views of self, and motivation to be effective in the
that appear to be the residual of their experiences (Ames, environment (Garmezy, 1985; Luthar et al., 2000; Masten
1997; Gunnar, 2001). Nonetheless, the frequency and de- et al., 1990; Masten & Coatsworth, 1998; Masten & Reed,
gree of recovery of these children is compelling evidence in press; Wyman, Sandier, Wolchik, & Nelson, 2000).
of normative restorative processes at work, in response to Across different situations and research strategies, the con-
the provision of good psychological and physical care by sistent support for these resources suggests that basic hu-
an adoptive family. man adaptational systems are at work, many of which have
Pathway models of resilience also offer a conceptual been studied in some depth under the rubric of constructs
framework for intervention. Several of the most compre- such as attachment, authoritative parenting, intelligence,
hensive efforts to change the life course are conceptualized self-regulation, self-efficacy, pleasure-in-mastery, or intrin-
this way, including Head Start, Fast Track, and the Abece- sic motivation.
darian Project (Conduct Problems Prevention Research
Group, 1992, 1999; Ramey & Ramey, 1998; Zigler, Taus- Reconceptualizing Intervention: Goals,
sig, & Black, 1992). Theoretically, such interventions have Strategies, Assessment, and Classification
a developmental systems perspective and they target mul- Research on resilience phenomena has changed the nature
tiple systems in their intervention. Practical considerations of the frameworks, goals, assessments, strategies, and eval-
have necessitated simplification of their theoretical models uations in fields of prevention and treatment (Cicchetti,
for implementation and evaluation, but in each case, inter- Rappaport, Sandier, & Weissberg, 2000; Cowen, 2000;
vention results have been consistent with their models. Luthar et al., 2000; Masten, 1999a; Masten & Coatsworth,
These models differ, yet they all focus in developmentally 1998; Masten & Reed, in press; Wyman et al., 2000). Goals
sensitive ways on building competence and fostering now incorporate the promotion of competence as well as
healthy adaptive systems. the prevention or amelioration of symptoms and problems.
Strategies include the enhancement of assets as well as the
Conclusions From Research on^ reduction of risks or stressors, and the facilitation of pro-
Resilience Phenomena in the Lives tective processes as well as treatment of illness or reduction
of Children of harmful processes. Assessments include assets and po-
The accumulating data on resilience in development sug- tential resources as well as problems and risks, competence
gest that this class of phenomena is more ordinary than one as well as symptoms and disorder. These changes together
was led to expect by the extraordinary case histories that reflect a major transformation in the conceptualization of
often inspired its study. Resilience appears to be a common prevention and intervention. This change is evident in
phenomenon arising from ordinary human adaptive pro- reports on interventions, such as one by Hawkins, Cata-
cesses. The great threats to human development are those lano, Kosterman, Abbot, and Hill (1999), titled "Preventing
that jeopardize the systems underlying these adaptive pro- Adolescent Health-Risk Behaviors by Strengthening Pro-
cesses, including brain development and cognition, car- tection During Childhood." These investigators concluded:
egiver-child relationships, regulation of emotion and be-
havior, and the motivation for learning and engaging in the One explanation for the durability of these effects in contrast to
environment. This does not mean that in specific instances, those observed by others is that this intervention focused on
increasing school bonding and achievement rather than on devel-
extraordinary talents or parenting or good fortune may not oping norms or skills specifically related to avoiding health-risk
play a key role for an individual's positive development or behaviors, (p. 233)
recovery; rather, the data suggest that normative processes
account for much of the resilience observed across a wide Similarly, Wyman et al. (2000), proposed the term cumu-
variety of situations. Ironically, expectations that special lative competence promotion and stress protection to de-
qualities were required to overcome adversity may have scribe how interventions can be conceptualized in terms of
been influenced by prevailing deficit models of psychopa- resilience. It has also become evident that the classification
thology that the early resilience investigators set out to systems for psychopathology need an overhaul to address
overturn. In other words, expecting extraordinary qualities more effectively the salient role of competence and adap-
in resilient individuals implied that ordinary adaptive re- tive functioning in defining and treating disorder (Masten
sources and systems were not enough. & Curtis, 2000).
Evidence from variable-oriented and person-oriented
studies of resilience converge on a short list of attributes of Advancing Research on Adaptive Systems
child and environment that turn out to be well-established The roads taken to understand resilience have led investi-
general correlates of competence and psychopathology. gators toward more integrative studies of adaptive systems
Despite all the flaws in the early studies of resilience in human development, how they work and how these
pointed out by early and later reviewers, recent studies systems develop and respond to variations in the environ-
continue to corroborate the importance of a relatively small ment. The new frontier for resilience research is under-
set of global factors associated with resilience. These in- standing these processes at multiple levels, from genes to
234
March 2001 • American Psychologist
relationships, and investigating how the individual as a in individuals and society. Even the most basic of human
complex living system interacts effectively and ineffec- adaptational systems are not invulnerable and require nur-
tively over time with the systems in which it is embedded. turance. All too often, children who contend with the
Exciting new work on the linkages among adversity, brain greatest adversities do not have the protections afforded by
development, and the quality of adaptation in terms of both basic resources nor the opportunities and experiences that
competence and psychopathology, exemplify this frontier nurture the development of adaptive systems. If major
(Cicchetti & Cannon, 1999; Maier & Watkins, 1998; Nel- threats to children are those adversities that undermine
son, 1999, 2000). basic protective systems for development, it follows that
Research on resilience has underscored the impor- efforts to promote competence and resilience in children at
tance of integrating studies of competence and psychopa- risk should focus on strategies that protect or restore the
thology, of individual differences and normative patterns in efficacy of these basic systems. Resilience models and
development, and of how developmental processes unfold findings also suggest that programs will be most effective
in normative compared with extremely deviant conditions. when they tap into these basic but powerful systems.
These goals are fundamental to the integrative science of The conclusion that resilience emerges from ordinary
developmental psychopathology, which rose to prominence processes offers a far more optimistic outlook for action
during the same period as resilience (Cicchetti, 1984; Mas- than the idea that rare and extraordinary processes are
ten & Braswell, 1991; Sroufe & Rutter, 1984). Thus, it is involved. The task before us now is to delineate how
not surprising to find that developmental psychopatholo- adaptive systems develop, how they operate under diverse
gists often have a keen interest in resilience. We are mov- conditions, how they work for or against success for a
ing toward an integrated science of human adaptation and given child in his or her environmental and developmental
development (Masten & Curtis, 2000). context, and how they can be protected, restored, facili-
tated, and nurtured in the lives of children. Fortunately, we
Resilience and Positive Psychology know more than we realized about resilience processes
because a substantial knowledge base already exists about
The message from three decades of research on resilience adaptive processes in human development. Our current
underscores central themes of the positive psychology knowledge justifies a more positive view of normative
movement (Seligman & Csikszentmihalyi, 2000; Snyder & human capabilities, ordinary parents, and the self-righting
Lopez, in press). Psychology has neglected important phe- power of development than either the gloom-and-doom or
nomena in human adaptation and development during pe- the rosy-resiliency perspectives could provide.
riods of focus on risk, problems, pathology, and treatment.
Attention to human capabilities and adaptive systems that
promote healthy development and functioning have the REFERENCES
potential to inform policy and programs that foster compe-
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