Hello. In this segment, we're going to talk about ordinary magic in terms of the short list. So there were many decades of resilience research trying to figure out what makes a difference for children. And there was a lot of studies coming in from many different kinds of populations. And, people criticized the research and said, well, you know, are we really studying, finding what makes a difference. And despite all of the diversity and people studied and the different kids of methods used, what was very striking about the evidence was that the same kinds of protective factors kept coming up. And after awhile, I began to nickname this list of common protective factors the short list. So here's an example of the short list. And this list has changed a little bit over the years, but there's a remarkable consistency in the research findings on what makes a difference for children. These are the factors that appear to make a difference, that are associated with doing well, in children who are facing all kinds of different adversities. And the list includes a wide variety of, of factors ranging from things that are inside the child, that the child is walking around with, to relationships and factors that are in the community or in the culture. And you'll notice that at the top of this list, and this is very important for children, our relationships with competent caregivers, family, and other kinds of relationships. But there, we're also going to learn about protective factors that are inside the child. That develop in the child although they require interaction and learning over the years. These include problem solving skills, which depend on a human brain in good, working order. They include self-control skills, the motivation to succeed, and also our ideas and beliefs about the meaning of life. The short list also includes effective schools and other organizations in our communities. Well functioning schools and communities protect children during and after adversity. So, with this list of common protective factors, it's important to think about what it might mean. Why do these same factors keep coming up, over and over again in diverse research from studies all over the world? So what does this short list signify? And I have argued over the years that I think what it means is that some pretty basic fundamental systems underlie a lot of the resilience that we see in children under many different circumstances. And the adaptive capacity of a child is not only inside the child, but it extends into many other systems in society and culture that make it possible for children to deal with adversity. So what would those adaptive systems be? Well here's an a list of some examples. There are many adaptive systems. These have evolved over the years in human life over the millenia both through biological and cultural evolution. And they include things like the family and attachment relationships, but also the neurocognitive systems of the human brain that enable us to learn and to control our behavior, our attention, and to plan actions that will help us adapt. We also have systems of belief in our cultures and in our spiritual life that have evolved over the years as well that provide us with many kinds of protections and support. We're going to talk more about all of these. And I've called these adaptive systems ordinary magic, and that's because these are common and fundamental in human life. I believe the resilience doesn't require anything rare or special in the lives of children. But instead, it requires that these kind of basic systems are working well. And when you have children who have these kind of adaptive systems in their life and they're providing the usual kind of protections, children can do well and recover from even extraordinarily difficult situations. Next, we're going to take a closer look at some of these different adaptive systems in the child, in relationships, in the community, and in the culture.