Achieving the developmental objectives in these areas is by no means an easy task. The breakdown of the family unit leaves less time for the single parent to give their full attention to their child. Schools, and most classes, are too large and the school day to harried for teachers to effectively provide a resilient environment. And, unfortunately, communities pay little attention to the input of children in running a community. Any of these negative factors can become a ‘speed bump’ in the development of a child’s resiliency, but given the right circumstances, the right influences, and the right people, the child’s progress can continue unabated. With the proper feedback, the child will be able to view those ‘speed bumps’ as challenges. After all, “one must believe in the ability of every person to overcome adversity if important protective factors are present in a person’s life” (Patterson, 2001, p.180).

Family will more than likely have the greatest influence on a child with regards to the child developing resiliency. As the child matures, his or her parents, as well as siblings, will each in some way influence the child’s development. This is due to the fact that the child will learn from what it observes and what feedback it receives. In order for the observations and feedback to be positive, it is important for the parents, in particular, to identify and reinforce their child’s areas of strength. “Rather than always trying to ‘fix’ our children, we should search for ways to build on their strengths” (Conway, 2001, p.64). Building on the their strengths will

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