Risk and Resilience: Girls’ Experiences Navigating Space and Relationships

• In Event: Poster Session 18
  In Poster Session: Current Issues and Topics in Special Education

Abstract

This study examined experiences of girls with emotional and behavioral disabilities living in a secure residential unit. Research focused on how the girls negotiated environments to determine conditions that promoted risk or resiliency. A self-portrait interviewing technique was used to ascertain how girls described themselves in three environments – classroom, cafeteria and residential unit. Additional data were collected through observations, record reviews, school staff interviews and examination of documented school policies. Study results indicated that resiliency factors were related to experiences that enhanced the girls’ feelings of connectedness. Risk-promoting factors were associated with feelings of powerlessness marked by poor relationships. The identification of experiences which promote risk or resiliency can inform interventions to positively influence girls with emotional and behavioral disabilities.

Author

• Juliana M. Taymans, The George Washington University