Protection factor
Ugo Pace
Kore University of Enna

A protective factor is that particular psychic “source” that brings about individual well-being (Benard, 1993). Protective factors include all of those competences on the part of the adolescent, parents and the context that serve to counteract the action of risk factors so as to favor coping strategies. Protective factors act on the individual, emotional and psychological levels and help people overcome developmental tasks (such as identity structuring). Rutter’s theory (1987) specifically focuses on the individual and situational mechanisms involved in processes that generate protection or risk. Therefore, it is essential to direct pedagogical care towards a more dynamic understanding of the coping processes of foreign children. Indeed, protective factors may ensure psychic health, reduce antisocial behavior, and promote healthy development. The psychological literature identifies a number of protective factors useful for adolescents’ individual and group self-development, including social and family support, educational practices that foster a sense of community and the recognition of foreign students (e.g., Roxas and Roy, 2012).
In the RE-SERVES project, the analysis of foreign minors’ protective factors is fundamental to understand the coping framework of their socio-relational functioning in the new context. Indeed, the literature shows that protective factors related to social support stimulate socio-emotional coping skills among foreign minors. Moreover, the factors of family cohesion and a perceived high degree of support from parents are found to be related to a drastic reduction in psychological problems among unaccompanied foreign minors. Perceptions of being accepted with low levels of discrimination in host countries are extremely important as protective factors for the mental health of foreign minors, as are variables that positively affect self-esteem and self-efficacy (e.g., Fazel et al., 2012). The degree of acculturation in the culture of the host society and religious faith as well as high levels of spirituality are protective factors in that they contribute to shaping the resilience of unaccompanied foreign minors. Access to health care and education and elevated efficiency in the resolution of post-immigration processes are examples of socially protective factors (Fazel et al., 2012). In addition, a welcoming school environment (that is, characterized by positive attitudes on the part of native teachers and pupils) and satisfactory school performance contribute to improving the self-esteem of foreign children (Tozer et al., 2018).

Selected references

Bernard, B. (1993). Fostering resiliency in kids. Educational Leadership, 51(3), 44–48.

Fazel, M., Reed, R. V., Panter-Brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors. The Lancet, 379(9812), 266-282.

Roxas, K., & Roy, L. (2012). “That’s how we roll”: A case study of a recently arrived refugee student in an urban high school. The Urban Review, 44(4), 468-486.

Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American journal of orthopsychiatry, 57(3), 316-331.

Tozer, M., Khawaja, N. G., & Schweitzer, R. (2018). Protective factors contributing to wellbeing among refugee youth in Australia. Journal of psychologists and counsellors in schools, 28(1), 66-83.