Page 146 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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ure 8. The compensatory and protective models of resilience
The two models hold different implications for potential intervention.
With the protection model, the policies that target at-risk populations are
indicated (the interventions are directed at at-risk groups in order to accom-
modate intervention in characteristics of the at-risk group), whereas the
universal provision of resources is suggested by the compensatory model
(where the protective factor is independent of the risk factors and therefore
has a positive effect on its own, for everyone). Sacker and Schoon (2007)
propose an additional model (the “reserve capacity” model) in which the
protective effect of promotive factors appears with some time delay (Sacker
& Schoon, 2007), indicating that when one is exposed to protective factors
this may not result in an immediate positive change, but can accumulate
and have a positive effect later in life. Protective factors comprise individu-
al assets (such as confidence, coping skills) and contextual factors (such as
parental support). Stressing the importance of both: individual factors and
contextual factors result in the definition of resilience as a process and not a
fixed trait (Ostaszewski, 2012). This is related to contemporary research and
146
The two models hold different implications for potential intervention.
With the protection model, the policies that target at-risk populations are
indicated (the interventions are directed at at-risk groups in order to accom-
modate intervention in characteristics of the at-risk group), whereas the
universal provision of resources is suggested by the compensatory model
(where the protective factor is independent of the risk factors and therefore
has a positive effect on its own, for everyone). Sacker and Schoon (2007)
propose an additional model (the “reserve capacity” model) in which the
protective effect of promotive factors appears with some time delay (Sacker
& Schoon, 2007), indicating that when one is exposed to protective factors
this may not result in an immediate positive change, but can accumulate
and have a positive effect later in life. Protective factors comprise individu-
al assets (such as confidence, coping skills) and contextual factors (such as
parental support). Stressing the importance of both: individual factors and
contextual factors result in the definition of resilience as a process and not a
fixed trait (Ostaszewski, 2012). This is related to contemporary research and
146
