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

Competent outcomes in late adolescence were examined in relation to adversi ty over time, antecedent competence and psychosocial resources, in order to investigate the phenomenon of resilience. An urban community sample of 205 (114 females, 90 males; 27% minority) children were recruited in elementar y school and followed over 10 years. Multiple methods and informants were u tilized to assess three major domains of competence from childhood through adolescence (academic achievement, conduct, and peer social competence), mu ltiple aspects of adversity, and major psychosocial resources. Both variabl e-centered and person-centered analyses were conducted to test the hypothes ized significance of resources for resilience. Better intellectual function ing and parenting resources were associated with good outcomes across compe tence domains, even in the context of severe, chronic adversity. IQ and par enting appeared to have a specific protective role with respect, to antisoc ial behavior. Resilient adolescents (high adversity, adequate competence ac ross three domains) had much in common with their low-adversity competent p eers, including average or better IQ, parenting, and psychological well-bei ng. Resilient individuals differed markedly from their high adversity, mala daptive peers who had few resources and high negative emotionality. Results suggest that IQ and parenting scores are markers of fundamental adaptation al systems that protect child development in the context of severe adversit y.