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Hidden talents in harsh environments

Published online by Cambridge University Press:  16 July 2020

Bruce J. Ellis*
Affiliation:
Departments of Psychology and Anthropology, University of Utah, Salt Lake City, UT, USA
Laura S. Abrams
Affiliation:
Department of Social Welfare, University of California, Los Angeles, CA, USA
Ann S. Masten
Affiliation:
Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
Robert J. Sternberg
Affiliation:
Department of Human Development, Cornell University, Ithaca, NY, USA
Nim Tottenham
Affiliation:
Department of Psychology, Columbia University, New York, NY, USA
Willem E. Frankenhuis
Affiliation:
Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
*
Author for Correspondence: Bruce J. Ellis, Department of Psychology, University of Utah, 380 South 1530 East BEHS 502, Salt Lake City, UT 84112; E-mail: bruce.ellis@psych.utah.edu.

Abstract

Although early-life adversity can undermine healthy development, children growing up in harsh environments may develop intact, or even enhanced, skills for solving problems in high-adversity contexts (i.e., “hidden talents”). Here we situate the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, we propose that stress-adapted skills represent a form of adaptive intelligence that enables individuals to function within the constraints of harsh, unpredictable environments. We discuss the alignment of the hidden talents model with current knowledge about human brain development following early adversity; examine potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice; and compare the hidden talents model with contemporary developmental resilience models. We conclude that the hidden talents approach offers exciting new directions for research on developmental adaptations to childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs and potentials of individuals from a diverse range of life circumstances. This approach affords a well-rounded view of people who live with adversity that avoids stigma and communicates a novel, distinctive, and strength-based message.

Type
Regular Article
Copyright
© The Author(s), 2020. Published by Cambridge University Press

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