COVER STORY: Children's emotional health has been suffering since COVID. As in-person learning resumes, here's what science says about how kids—and adults—can bounce back. ⬇️
That's just one recommendation contained in a 438-page report,"Roadmap for Resilience," issued by the California surgeon general last December. It lays out a blueprint for how educators and others should respond to signs of trauma and distress, COVID-related or otherwise, in the months ahead.
The good news is that in recent decades, scientists and psychologists have made great strides in understanding why some people are more resilient than others. What they've learned is encouraging. Resilience, they've found, is not a static quality. We can teach ourselves—and our kids—to become more resilient.
In the decades that followed, Seligman showed that learned helplessness applied to people, too. He exposed people to an inescapable stressor, such as noise or shock. He found that two-thirds of them entered a state of learned helplessness and many also exhibited symptoms of what would later be called clinical depression.
The resilient mice seemed better at recording the nuances of their trauma, categorizing them, selecting relevant cues and moving on. The less-resilient mice tended to take a specific danger and generalize it, causing them to hunker down even when they didn't need to. Central to her work was the idea that the long-term impact of these stressors could be"buffered" to some extent by our interactions with others. Positive interactions—affection, kindness, laughter and so forth—stimulate benevolent hormones such as oxytocin, a.k.a the"love hormone," which act to turn down the stress response and make us feel safe.
"Anything that allows people to really make sense of what's happened, make meaning of what's happened" will help, she says."Resilience is not some thing that kids just have in themselves. It's built from the dozens, if not hundreds of daily interactions with the world.
In his own recovery, Charney drew on the ideas he had been developing in his research. He sought to cultivate the"realistic optimism" he knew often proves essential in promoting resilience, which involves setting achievable goals during recovery. As a competitive kayaker and weightlifter, Charney framed his rehab in athletic terms: he vowed to compete in a kayak race the following spring and the annual strongest-man competition.
These ideas inform how children, and their parents and teachers, can cope with this particularly challenging school year.
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