Planning an intervention strategy

When planning an intervention strategy there are several points to bear in mind:

  • One child care worker cannot do it all
  • Aim to develop a network of formal and informal supports around the child
  • Make use of existing, mainstream community resources
  • Try to balance intervention that builds on existing strengths, with strategies for boosting less strong areas

Remember that positive effects in one domain can spill over to another. The six domains are not independent and separate, but should be viewed as interactive and dynamic. Just as you used the previous questions to assess the strengths and weaknesses of a particular case, you can use the questions below to prompt you to reflect on the aspects of a child's life where resilience might need to be fostered. The text by Daniel and Wassell (2002) offers more detailed guidance on fostering resilience within each of the six domains.

Secure base

  • Individual: Help the child feel secure
  • Family: Ensure that the child has a secure base
  • Community: Capitalise upon the wider resources that are available as an attachment network


  • Individual: Encourage the child’s curiosity and interest in learning, school or college
  • Family: Encourage carers to support the child’s learning
  • Community: Explore opportunities in the wider environment to support the child’s learning


  • Individual: Help the child to develop characteristics that help with making and keeping friends
  • Family: Encourage carers to support the development of friendships
  • Community: Help with the child’s current friendships

Talents and interests

  • Individual: Encourage the child in his or her particular talents and interests
  • Family: Ensure that carers supports the development of talents and interests
  • Community: Draw upon opportunities in the wider community to nurture the child’s talents and interests

Positive values

  • Individual: Help the child develop moral reasoning and to understand his or her own feelings and empathise with those people close to them
  • Family: Encourage the child to help others
  • Community: Encourage the child to show comforting, sharing and more general pro-social behaviour

Social competencies

  • Individual: Help the child to develop personal characteristics that help with social competence
  • Family: Help carers provide an environment that encourages social competence
  • Community: Help the child to develop competence in a wider social environment