Notes on Risk and Protective Factors in Child Development (Transcript)

Risk factors

• Definition: Risk factors are biological, psychological, family-based, community-based, or even culturally based problems that precede and are associated with higher likelihood of negative outcomes for the child's well-being.
  • Biological risk factors: If a mom or dad has mental illness, there is a higher likelihood the child is biologically predisposed; if the child has a disease like heart disease, this also increases risk.
  • Psychological risk factors: Living in a household with a person who has mental illness makes that situation the child’s norm, influencing their mental health development.
  • Family-based and community-based risk factors: Families in discord or communities lacking essential resources, living in very poor areas or violent communities, increase risk.
  • Cultural risk factors: Cultural stigma against a group or gender can increase the likelihood of negative emotional outcomes by shaping self-perception and coping strategies.
  • Why risk factors matter: They contribute to how children view themselves and cope; maladaptive coping can develop when negative norms and stress are normalized.
• Specific risks mentioned:
  • Substance use disorder and having mental illness in the family.
  • Exposure to suicide and homicide (e.g., neighborhoods with drive-by shootings or frequent loss of a family member to suicide/homicide).
• ACEs and toxic stress:
  • ACEs: Adverse Childhood Experiences are a very big risk factor for mental health problems.
  • Toxic stress: Living in a situation where you are unable to get away from the stress.
• Socioeconomic factors:
  • Low socioeconomic status as a risk factor because financial constraints can lead to housing instability, homelessness, shelters, food insecurity, and inadequate winter clothing.
• Bullying:
  • Bullying based on skin color, sexual identity, clothes, wealth, or car conveys a strong negative impact on a child’s emotional development.
• Summary: Risk factors span biological, psychological, family, community, and cultural domains and interact with socioeconomic conditions and exposure to violence or stigma to elevate the likelihood of negative mental health outcomes.

Protective factors

• Definition: Protective factors are events and situations that counteract negative risk factors and promote resilience.
• Protective factors listed:
  • A supportive community around the child (school, after-school programs, church/temple, cultural center).
  • Family support, including ensuring the family has the support they need, not just supporting the child.
  • Faith and religion as strong protective factors.
  • A child’s perception that their environment is safe.
  • A trusting adult who can act as a turnaround figure (Bonnie Bernard’s idea): one trusted adult can change a child’s trajectory. The example suggests this could be a teacher or a nurse.
  • Self-efficacy: the child’s belief that they can make changes and are not helpless; ability to identify and implement small steps toward change.
• Example of a trusted adult: A single adult in whom the child has trust can be pivotal (e.g., a teacher or nurse who provides consistent support).
• Case example illustrating self-efficacy and empowerment:
  • A seven-year-old child diagnosed with oppositional defiant disorder but actually having ADHD, which led to defiant behavior due to difficulty meeting demands and being teased by peers.
  • The child received appropriate referrals (therapist at school, school social worker) and an IEP; the child asked to be part of the discussion about their plan, and the mother supported this inclusion.
  • Outcome: The child’s treatment and support were effective; the school initially planned to reduce the social worker visits from $2 ext{ times per week}$ to $1 ext{ time per week}$, but the mother’s realization and the child’s empowered question demonstrated self-advocacy. The school decided to retain the two visits per week because it was beneficial, illustrating empowerment and self-advocacy.
  • The mother later remarked that she felt the child was speaking for himself through the clinician, highlighting the impact of including the child in decisions and maintaining necessary support.
• Essential protective supports for all children:
  • Access to resources: ensuring children have resources to address needs.
  • Resources include:
  • Parent and child behavior training
  • Individual and family counseling
  • Complementary and alternative medication options
  • Individualized Education Plans (IEPs)
  • Psychological testing for learning disabilities
  • The combination of resources and trusted adults helps provide a sense of safety, support, and empowerment needed for positive development.

Practical implications and how this applies in real life

• When observing behavior, avoid judgment; some behaviors that seem rude or difficult may be symptoms of an underlying mental health disorder.
• Early identification and access to resources can turn around trajectories, especially when protective factors are strengthened.
• The presence of a trusted adult and a supportive environment can alter outcomes even in challenging contexts.
• Emphasize fostering self-efficacy in children so they can articulate needs (e.g., requesting continued therapy or support through an IEP).
• In school and community settings, prioritize creating networks of support (teachers, nurses, social workers, counselors) who can serve as protective anchors for children.

Connections to foundational principles and real-world relevance

• This content aligns with resilience theory: protective factors bolster a child’s ability to cope with adversity.
• It reflects ecological systems theory: multiple levels (biological, family, school, community, culture) interact to shape development.
• Real-world relevance includes:
  • The IEP process and involvement of the student in planning.
  • The role of school-based mental health services (therapist, social worker).
  • The importance of safe, supportive environments in reducing risk factors and improving outcomes.
• Ethical and practical considerations:
  • Avoid labeling or misdiagnosis when presenting behaviors (e.g., ADHD versus oppositional behavior).
  • Ensure informed consent and parental involvement when discussing a child’s care plan.
  • Respect the child’s voice and agency in decisions affecting their education and mental health care.