Article

Resilience in developmental psychopathology: Contributions of the Project Competence Longitudinal Study

Institute of Child Development, University of Minnestoa, 51 East River Road, Minneapolis, MN 55455, USA.
Development and Psychopathology (Impact Factor: 4.89). 05/2012; 24(2):345-61. DOI: 10.1017/S095457941200003X
Source: PubMed

ABSTRACT

Contributions of the Project Competence Longitudinal Study (PCLS) to resilience science and developmental psychopathology are highlighted in this article. Initiated by Norman Garmezy, the PCLS contributed models, measures, and methods, as well as working definitions of concepts like competence, developmental tasks, protective factors, and resilience. Findings from the study corroborated the feasibility of studying adaptation in a normative group of school children, identifying patterns of resilience, competence without major adversity, and maladaptive paths through life. Competence was multidimensional, showing continuity and change over time. Cascading effects across domains indicated that competence and problems spread over time. Thus, adult achievements in developmental tasks were rooted in childhood and adolescence. Young people who showed resilience had much in common with similarly successful peers who experienced less adversity over time, including high-quality relationships with parents and other adults, and good cognitive, as well as social-emotional, skills. Maladaptive youth in the study often faced high adversity with little adaptive capacity (internal or external) and tended to generate stressful experiences. Resilience often emerged in childhood and endured, but there also were late bloomers whose lives turned around in the transition to adulthood. The role of collaboration and mentorship in the PCLS is also discussed.

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    • "Desde esta perspectiva, se destacan aquellos recursos positivos o fortalezas del alumnado que permiten adquirir un funcionamiento óptimo en el entorno educativo (Kristjánsson, 2012). El constructo de resiliencia sobresale como elemento implicado en la adaptación exitosa del ser humano (Masten y Tellegen, 2012). Es un concepto científico emergente que ha ido adquiriendo una considerable atención en el ámbito de la psicología eductiva debido al relevante rol de la escuela como promotora de bienestar (Toland y Carrigan, 2011). "
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    • "Recognizing the fact that resilience can be developed through personal experience during the life course and specialized training, a group of researchers conceptualize it as the capacity to adapt to and bounce back from adversity and stressful events (Davidson et al., 2005; Prince-Embury & Saklofske, 2014). This concept has gained increased acceptance in the literature, including measurement tool development (Masten & Tellegen, 2012) and behavioural intervention research (Sood, Prasad, Schroeder, & Varkey, 2011). This conceptualization can also be applied to help understand why resilience sometimes looks like a trait because some individuals are born to be more resilient than others (Amstadter, Myers, & Kendler, 2014; Hansson et al., 2008). "
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    • "multidimensional perspective on resilience is needed to obtain a broader understanding of this phenomenon (Luthar 2006; Masten and Tellegen 2012). "
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