Competence in the context of adversity: Pathways to resilience and maladaptation fromchildhood to late adolescence

Abstract

Competent outcomes in late adolescence were examined in relation to adversity over time,antecedent competence and psychosocial resources, in order to investigate the phenomenon ofresilience. An urban community sample of 205 (114 females, 90 males; 27% minority) childrenwere recruited in elementary school and followed over 10 years. Multiple methods andinformants were utilized to assess three major domains of competence from childhood throughadolescence (academic achievement, conduct, and peer social competence), multiple aspects ofadversity, and major psychosocial resources. Both variable-centered and person-centeredanalyses were conducted to test the hypothesized significance of resources for resilience. Betterintellectual functioning and parenting resources were associated with good outcomes acrosscompetence domains, even in the context of severe, chronic adversity. IQ and parenting appearedto have a specific protective role with respect to antisocial behavior. Resilient adolescents (highadversity, adequate competence across three domains) had much in common with theirlow-adversity competent peers, including average or better IQ, parenting, and psychologicalwell-being. Resilient individuals differed markedly from their high adversity, maladaptive peerswho had few resources and high negative emotionality. Results suggest that IQ and parentingscores are markers of fundamental adaptational systems that protect child development in thecontext of severe adversity.