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Resilience Processes in Development

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Abstract

How do children and adolescents “make it“ when their development is threatened by poverty, neglect, maltreatment, war, violence, or exposure to oppression, racism, and discrimination? What protects them when their parents are disabled by substance abuse, mental illness, or serious physical illness? How do we explain the phenomenon of resilience-children succeeding in spite of serious challenges to their development-and put this knowledge to work for the benefit of all children and society? The scientific study of resilience emerged about 30 years ago when a group of pioneering researchers began to notice the phenomenon of positive adaptation among subgroups of children who were considered “at risk” for developing later psychopathology (Masten, 2001).

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... cess to high-quality childcare services (Finn-Stevenson & Zigler, 1999), and parent nurturance (e.g., Heinicke et al., 2001). Considering all previous research findings on resilience and technological progress in measurement methods, a fourth wave of research is underway in which researchers recognise resilience as a broad phenomenon (Luthar, 2006;M. O. Wright & Masten, 2005) that can be investigated in different settings (e.g., schools, family) and by multiple disciplines (e.g., education, psychopathology, neuroscience). For example, Cicchetti and Curtis (2006) argue that the relationship between brain plasticity and the function of adaptation and growth should be examined using advanced biological measure ...
... Although research on academic resilience reveals that different systems (e.g., school, family) may contribute to the development of academic resilience (e.g., Masten, 2007;M. O. Wright & Masten, 2005), very few studies are concerned with the impact of teachers' instructional behaviour. However, studies on the role of classroom climate demonstrate that classrooms organised as caring and inclusive may support all students to succeed irrespective of their socioeconomic background (e.g., Cefai, 2007;Nolan et al., 2014). At the same time, ...
... Scholarly research has identified the concept of Psychological Capital (PsyCap) to reflect the nature and state of psychological resources in individuals. Thus, PsyCap represents an individual's positive mental condition that comprises four psychological resources of hope (Snyder et al., 1991), efficacy (Bandura, 1997), optimism (Seligman, 1998), and resilience (Masten, 2001). As the PsyCap of an individual is malleable and conducive to development (Dello Russo & Stoykova, 2015), it offers great potential for management research (Luthans & Youssef-Morgan, 2017). ...
... As PsyCap of an individual not only consists of a mix of four different psychological characteristics but also develops through a mix of different factors, it can be considered a rare resource according to Barney's (1991) reasoning. Besides, PsyCap also meets the criterion of being non-substitutable, as the four psychological resources which form PsyCap are unique psychological characteristics of human beings (Bandura, 1997;Masten, 2001;Seligman, 1998;Snyder et al., 1991). ...
Article
This study investigates how the Psychological Capital (PsyCap) of small and medium enterprises (SME) leaders has influenced their strategic responses, ultimately impacting the performance of their companies, during the COVID-19 pandemic. Embedded within research on behavioral micro-foundations in strategy, and based on the resource-based theory (RBT) of the individual entrepreneur as well as positive organizational behavior literature, we hypothesize that SME leaders’ psychological resources can act as a strategic advantage during crises by making them adopt cost-cutting and investment measures for their companies performance. By using a sample of 372 SMEs, we find that while leaders mostly use both measures, leaders with a high PsyCap prefer adopting investment measures, which positively influences the performance of their companies during a crisis. However, adopting cost-cutting measures lowers performance. We contribute to the entrepreneurship literature by using PsyCap in the context of the RBT of the individual entrepreneur and shedding light on which measures sustain or increase SMEs’ performance during a crisis. JEL CLASSIFICATION: D91; L25; L26; M10
... In the past decades, a large and growing body of extant literature confirmed that family poverty is a significant disadvantage for children's subjective well-being (Gross-Manos & Massarwi, 2022;Main, 2014), which has a long-term impact on their overall life (Berry et al., 2000;Najman et al., 2010;Wright & Masten, 2005). Bradshaw (2015) in his study showed that, compared to other factors, poverty has a greater impact on children's subjective well-being. ...
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In the resilience research, family social capital is generally recognized as an important means to combat poverty, while the roles of the family cultural capital on reducing the negative impacts of poverty on children’s subjective well-being have been rarely examined. This research attempts to explore whether the two-dimensional family capitals (from the Bourdieu’s capital theory framework) can serve as resilience factors to help reducing the negative impacts of poverty (a lack of economic capital) on children’s subjective well-being in the Chinese context. We employed stepwise regression models to analyze the data from the 2018-wave of the China Family Panel Studies (CFPS) - a nationally representative survey, to examine the relations among poverty, family social/cultural capitals, and children’s subjective well-being. The sample included 3245 children aged from 9 to 18 years old (M = 13.5; SD = 2.47; boys 52.9%; girls 47.1%) from 25 provinces. Findings reveal that only family social capital served as resilience factors to reduce the negative impacts of poverty on Chinese children’s subjective well-being. Further heterogeneity analysis indicates the negative impact of poverty on the well-being of female/ rural / aged 9–12 children is more severe than that of male/ urban/ aged 13–18 children, though family social capital can almost offset the negative effects of lack of economic capital on subjective well-being of these children. Our findings have the potential to contribute to the social ecology framing of resilience. This study provides theoretical and practical implications for social policies and social work intervention toward Chinese poor children.
... It is important to note that the concept of resilience not only concerns responses to traumatic events, but can be extended to more common chronic stressors, like work overload in occupational settings (Flynn et al., 2021). Moreover, resilience is essentially made up of ordinary rather than extraordinary processes (Wright & Masten, 2005). "Dynamic resilience" research is rare in workplace studies, and more research needs to be directed toward understanding dynamic resilience in response to chronic moderate demands (Flynn et al., 2021) and ways of coping with them. ...
... Several factors related to socio-economic status have been found to be protective factors that increase resilience in children. These include socio-economic advantages, higher levels of parental education, living in a safe neighborhood, good employment opportunities for the child and parent, access to good health care, good schools, and living in an area where there are child protective laws and policies (Masten & Wright, 2005). Davis, Cook, and Cohen (2005) explained that ethnic and racial minorities have a worse outcome than Whites due to lower SES being a risk factor for developing resilience. ...
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The purpose of this study was to see the relationship between resilience and happiness among the university students. For this study 200 (100 male and 100 female) respondents were selected following purposive quota sampling technique The data were collected through questionnaires including demographic information form, resilience scale for adult and subjective happiness scale. Obtained scores were analyzed by Pearson correlation and simple linear regression. The results showed that resilience is significantly and positively correlated with happiness (r = .554, p<.01). Resilience is a significant predictor of happiness (β= .554, p<.01). Adjusted R2 indicates that 30% variance in happiness is explainable by resilience.
... Gyermekek esetében a reziliencia gyakran a szociális kapcsolatok minőségében és az iskolai teljesítményben nyilvánul meg. A lelki ellenállóképesség kifejeződésének tekinthető például az egészséges kapcsolatok kialakítása és fenntartása, az iskolai sikeresség, a jóllét érzése, az internalizált és externalizált viselkedési zavarok hiánya, valamint az életkornak megfelelő fejlettségű szociális és érzelmi kompetencia (Fenwick-Smith et al., 2018;Simões et al., 2021;Wright & Masten, 2005). A rezilienciával összefüggésben a kockázati tényezők széles skáláját vizsgálták, köztük az elhanyagoló és bántalmazó környezetet (Ross et al., 2020), a szülők válását vagy elvesztését (Karela & Petrogiannis, 2018), a háborúk, a terrorcselekmények és a természeti katasztrófák hatását (Harrison & Williams, 2016), az alacsony szocioökonómiai státuszt (Wister et al., 2016), valamint a betegséget és a hosszas kórházi kezelést (Gössling, 2020). ...
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Több szerző is felhívta a figyelmet a reziliencia átfogó és objektív mérésének fontosságára, azonban Magyarországon jelenleg nem áll rendelkezésre olyan önkitöltős mérőeszköz, melyet az 5-9 éves korosztály számára fejlesztettek ki. A jelen vizsgálat célja a Children and Youth Resilience Measure 5-9 éves gyermekek részére készült változatának magyar adaptációjának elővizsgálata: a kérdőív magyar fordításának nyelvi validálása és annak felmérése, hogy az 5-9 éves korosztály számára nehézséget okoz-e a kérdőív kitöltése. Pest-megyei óvodásokból és általános iskolás gyermekekből (M = 7,50 év, SD = 1, 20) álló mintán (N = 83) vizsgáltuk a nyelvi megértést és a kitöltés közben felmerülő nehézségeket. A vizsgálat során kiderült, hogy a nyelvi megértés támogatása céljából néhány kérdést konkrét példákkal szükséges szemléltetni. A kitöltés megkönnyítése érdekében célszerű a kérdéseket különböző színekkel jelölni és rövid szünetet beiktatni a kérdőívfelvétel során a monotónia csökkentésére. Az eredeti kérdőív egyik tétele nem releváns a magyarországi ötéves gyermekek számára, ezért ezt az itemet eltávolítottuk a kérdőívből. A javasolt változtatások után a kérdőív alkalmas a magyar 5-9 éves gyermekek rezilienciájának felmérésére.
... Resilience, in turn, can be trained (Jefferies et al. 2019;Wright and Masten 2005) and is associated in its development with the concept of coping (White and Bennie 2015). Coping behavior, conceptualized as intentional and conscious responses to the demands and emotions of stressful events (Lazarus 1999;Compas et al. 2017), has been implicated as one of the triggers of resilience in children. ...
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Aim Physical activity (PA) has many benefits not only for a child’s physical development, but also for mental health and cognitive function which, in turn, results in broader social and environmental benefits. The World Health Organization announced recently that on average, children are not active enough. Following the salutogenic approach of questioning why people stay healthy as opposed to why they become ill, this study aims to examine the effects of overall physical activity (OPA) — including both 'non-sports physical activity' (including 'active play outdoors', 'active play indoors' and 'active mobility') and 'sports' — on children’s resilience and coping behavior. Methods Data was collected from 544 children in an age range of 6–19 years (online survey). Results Results show a two-dimensional construct including a non-sports physical activity dimension and a sports dimension (together, OPA) and the positive effects on children’s mental health. OPA as a concept contributes to the positive development of resilience skills in children. Furthermore, results show that the mediating role of coping behavior is another building block that can be targeted in terms of resilience in children. Conclusion Following the salutogenic approach to physical education and health, we posit that non-sports physical activity dimensions and sports dimensions are fundamental prerequisites for keeping children healthy. The OPA approach reveals joint implication pathways in addition to sport which help to increase children’s resilience.
... In addition to top-down research that identifies mechanisms linking family background factors to educational attainment, important insights may be obtained from bottom-up research that identifies individual-level resilience factors which can flexibly and effectively be applied to weaken these complex associations (Adamecz et al., 2023;Shifrer & Pals, 2021). Resilient adolescents are characterized by the ability to achieve favorable outcomes, such as a higher educational level, despite having been exposed to risk factors that would generally lead to less favorable outcomes, such as attaining an educational level below their potential (Fergus & Zimmerman, 2005;Wright & Masten, 2005). Adolescents may derive resilience from assets within themselves or resources such as their family or the broader social environment. ...
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Introduction Exposure to family risk factors increases adolescents' chances of attaining a lower educational level. However, some adolescents attain a high educational level despite being exposed to family risk factors such as a lower parental socioeconomic status (SES) or receiving less family support. Method Using data from the Dutch TRAILS cohort study (NT1 = 2175; Mage = 11.1, SD = 0.55, 50.8% female), we investigated if higher levels of effortful control and peer support can buffer against the negative effects of a lower parental SES and less family support on educational level. Two multinomial logistic regressions were performed (from early to mid‐adolescence and from mid‐adolescence to young adulthood) with post hoc tests to contrast four ordinal educational levels: practical vocational, theoretical vocational, higher general, and (pre‐)university. Results Adolescents with a higher parental SES were consistently more likely to end up at a higher educational level, but family support was hardly associated with educational level. Neither effortful control nor peer support buffered the associations of parental SES and family support with educational level. Effortful control did have a positive direct (compensatory) effect on the educational level. Conclusion We conclude that other individual competencies or more structural changes may be more helpful buffers for reducing socioeconomic inequalities in educational attainment.
... Well-being among single women can be determined by a number of criteria such as life satisfaction, good mental health, happiness, or social competence (Wright & Masten, 2005). It is indeed a natural instinct to want to be loved and to love, and though these single women were contented of being single, they want to pursue partnership and ultimately motherhood (Macvarish, 2006). ...
Article
The present study attempts to provide an insight into the life of single women in Malaysia. Specifically, the objectives of this study are to examine (1) single women’s experience of major challenges, and (2) factors that can increase their well-being. Using a purposive sampling and snowball method, 12 single women between the ages of 30 to 50 years old, and are never married participated in this study. Semi-structured interviews were carried out individually. Results from this study show that participants viewed their challenges as attributed to 1) others judgmental attitude towards singles; (2) own struggle with self-acceptance; (3) being stereotyped and treated unfairly; (4) feelings of insecurity and displacements; and (5) experience of negative emotions. In addition, the findings also indicated that those factors that can increase coping include 1) defining and creating meaning to self; (2) coping skills, (3) religious strengths, (4) strong internal attributes, (5) positive self-talks, (6) social and emotional support (7) healthy and active lifestyle, and (8) being hopeful for the future. The findings were further discussed with respect to the current literature on single women’s well-being, challenges and coping.
... The American Psychological Association dictionary defines resilience as the process and outcome of successful adaptation to a difficult life experience [4]. Resilience implies that a real threat must be present and that there needs to be an eventual adaptation or response that is considered adequate [5,6]. ...
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Background Patients with COVID-19 often experience severe long-term sequelae. This study aimed to assess resilience and Quality of Life (QoL) of patients who underwent mechanical ventilation due to COVID-19, one year after discharge. Methods This cross-sectional study enrolled patients who received mechanical ventilation for severe COVID-19 and were assessed one-year post-discharge. Participants completed a structured questionnaire via telephone comprising the Connor-Davidson Resilience Scale (CD-RISC) and the Post-COVID-19 Functional Status scale (PCFS). To establish the association between QoL and resilience, Spearman correlations were calculated between the PCFS and the CD-RISC. Linear regression models were adjusted to evaluate which factors were associated with QoL, with the total score of PCFS as the dependent variable. Results A total of 225 patients were included in the analysis. The CD-RISC had a median score of 83 (IQR 74–91). The PCFS results showed that 61.3% (n = 138) of the patients were able to resume their daily activities without limitations. Among them, 37.3% (n = 84) were classified as Grade 0 and 24% (n = 54) as Grade 1. Mild and moderate functional limitations were found in 33.7% of the patients, with 24.8% (n = 56) classified as Grade 2 and 8.8% (n = 20) as Grade 3. Severe functional limitations (Grade 4) were observed in 4.8% (n = 11) of the patients. High CD-RISC scores were associated with lower levels of PCFS score (p < 0.001). Conclusions In this cohort of critically ill patients who underwent mechanical ventilation due to COVID-19, 38% of patients experienced a significant decline in their QoL one year after hospital discharge. Finally, a high level of resilience was strongly associated with better QoL one year after discharge.
... This implies that an individual could not have displayed resilience in the absence of these conditions. Resilience is best regarded as the outcome of dynamic processes which do not eliminate risk and stress but allow the individual to deal with them effectively (Wright et al., 2013;Wright & Masten, 2005). Covid-19 brought in its wake an unprecedented level of challenges to humankind. ...
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The emergence of Covid-19 and its diverse impacts on human life ushered in the need to rethink some of the old ideas that humans have lived by. The desire to preserve human life amid threatening circumstances, without giving up on the values of life, requires the reordering of critical sectors of social existence. Against this backdrop, the paper aims to achieve three principal objectives. First, with the Covid-19 pandemic in mind, it reinterprets the individualist-communitarian debate. Second, it argues that the human instinct for self-preservation, reinforced by the Covid-19 pandemic, forcefully compels the concept of a person torn between the individual’s efforts to survive and a community committed to an environment enabling survival. Third, the paper extrapolates the concept of ‘person’ developed in objective two to reflect on students’ resilience in the context of the ‘new normal’ that has characterized academic success during Covid-19. While employing philosophical methods of conceptual and critical analyses to achieve these objectives, the paper concludes that academic success among students in the Covid-19 era has demanded the effort of willing students, combined with a supportive responsible community.
... It is important to note that in all of the aforementioned theoretical frameworks, managing variance and shifting needs comes first. Empirical scholars in the domains of psychology, psychopathology, and business have created resilience models and carried out several studies on this subject (Wright & Masten, 2006). However, this characteristic has not received much attention in education, particularly in L2 learning, with the exception of a small number of research (Kim & Kim, 2017;Nguyen et al., 2015). ...
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Based on the related literature, both self-evaluation (SE) and reflective thinking (RT) play an important role in English language learning among EFL learners. Therefore, in this study, the effects of SE and RT on growth mindfulness, resilience, and academic well-being of Saudi Arabian EFL students were compared. Ninety-six intermediate EFL students were selected based on the convenience sampling method in order to accomplish this goal, and they were divided into three groups: two experimental groups (EGs) and one control group (CG). Three questionnaires were then distributed to assess the participants’ academic well-being, progress in mindfulness, and resilience prior to the instruction. After that, the CG was instructed conventionally, while one EG was treated using RT and the other EG was treated utilizing SE activities. The aforementioned surveys were re-administered as study post-tests following a 21-session treatment, and the results were analyzed using One-way ANOVA and Tukey testing. The study’s findings showed that the two EGs conducted better than the CG on three post-tests. Additionally, the outcomes supported the equivalent benefits of RT and SE for the development of Saudi Arabian EFL students’ academic wellbeing, resilience, and mindfulness. The implications were eventually prepared for scholars, English instructors, students, and other stakeholders.
... Therefore, the high level of resilience possessed by an individual provides benefits or has a positive influence. Wright & Masten, (2005) explain several points related to the benefits of resilience. One of them is that the high level of resilience that individuals have is able to overcome the stress and trauma they experience. ...
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The aim of this research is to 1) Find out whether there is a relationship between resilience and overthinking in adolescents. 2) See how high the level of resilience is in adolescents. 3) See how high the level of overthinking is in adolescents. 4) Find out which resilience level scale items are identified as not optimal or low; which can be proposed as guidance topics. 5) Find out which overthinking scale items are identified as not optimal or high; which can be proposed as a guidance topic. This research method is quantitative correlational research. This research was aimed at adolescents at Charitas Jakarta High School. The respondents in this study were 218 adolescents. The measuring instruments used are surveys and data collection instruments for two variables, namely the resilience and overthinking. Items are declared valid with the validity coefficient value, namely r ≥ 0.30 and p value 0.05, and the item is declared reliable when the reliability coefficient is greater than 0.70 (r1 0.70). The results of this study prove that: 1) There is a negative relationship with a high level of significance because the Pearson's r value is -0.688 and p .001. 2) The level of resilience possessed by young students at Charitas Jakarta High School is classified as moderate and tends to be high. This is shown by a total of 218 respondents or adolescents who answered the questionnaire. It shows that there are 134 adolescents indicated to be at a moderate level of resilience, 49 others are at a high level of resilience and 6 adolescents are indicated to have very high resilience. 3) The level of overthinking among adolescents is in the medium position. This is proven by a total of 218 adolescents or 48.17% of respondents who are at the level of medium overthinking tends to be low. 4) The items from the resilience variable that were indicated to be low were found and 4 guidance themes were proposed. 5) The items from the overthinking variables that were indicated as high were obtained and 3 guidance topics were proposed.
... Moreover, to be successful, FGCS must frequently exhibit competency and coping skills in the face of ongoing or cumulative hardship. Resilience, according to O'Dougherty and Masten (2006), is manifested in the principle of reciprocity existing among people in relationships and environments, notably in families and neighbourhoods, as well as in specific contexts such as educational institutions, which allow for greater recognition of cultural and social dimensions. ...
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This study explored First-Generation College Students' (FGCS) resilience in pursuing higher education in Ghana. FGCS is conceptualised as learners whose parents did not complete or attend university and who encountered challenges that could have impaired their resilience to pursue higher education in Ghana. This paper employed a conceptual framework built from the Ecological and Resilience theories to investigate FGCS' resilience in pursuing higher education and how this resilience manifests to ensure FGCS's success. The study used a phenom-enological design and Snowballing to interview 12 selected participants at a large public university in Ghana. The findings demonstrate how the resilience of FGCS in higher education is influenced by personal, societal, family, and institutional factors, which have resulted in the formation of self-agency and a range of resilient character traits. This paper recommends that a collaborative effort between universities, the Ministry of Education , and policymakers in Ghana and abroad is needed to influence FGCS policies and practices that reach to such vulnerable groups in the higher education environment.
... The exploration of resilience gained prominence within the field of positive psychology, with pioneers Seligman and Csikszentmihalyi noting variations in how individuals responded to traumatic events [5]. Resilience is influenced by a blend of risk and protective factors, encompassing individual traits, family dynamics, and societal influences [6]. Within these factors, personality traits, particularly the Big Five (openness, conscientiousness, extraversion, agreeableness, and neuroticism), play a substantial role in shaping an individual's resilience [7]. ...
Conference Paper
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Helping professions such as school psychology are characterized by high-stress levels with a risk of professional burnout. The work demands on school psychologists in today's schools can be particularly stressful, and resilience is increasingly needed to maintain adequate and sustainable staffing levels. School psychologists' resilience also contributes to an overall school resilience culture linked to positive educational outcomes. The research aimed to map different aspects of resilience in Slovak school psychologists, focusing on those that are at a significantly lower level than novice psychologists. The research sample consisted of 118 school psychologists employed in primary and secondary schools who, after being approached by email, completed a research battery containing the Resilience Factors Inventory (Reivich & Shatte, 2002), an adapted Emotional Flexibility Scale (Fu et al., 2017), and an abbreviated form of the Big Five Factor Inventory (Soto & John, 2017). Of the Big Five personality factors, conscientiousness and openness to experience emerged as significant predictors of school psychologists' resilience. School psychologists were also found to have a positive moderate relationship of resilience with emotional flexibility. Novice school psychologists were found to have lower levels of resilience: optimism, self-efficacy, and outreach compared to more experienced school psychologists. These factors, as well as openness, conscientiousness, and emotional flexibility, should be cultivated in undergraduate training to achieve greater resilience in school psychologists entering practice. Future work is recommended to develop and validate resilience-building practices, specifically targeting these traits and competencies to incorporate them into the undergraduate training of school psychologists.
... Consequently, their physical and mental well-being may be compromised [67]. These negative consequences can further undermine their ability to navigate and cope with adversities, ultimately diminishing their level of resilience [68][69][70][71]. Conversely, our results showed that resilience can positively predict the two prosocial qualities-gratitude and forgiveness-thus reinforcing the concept of resilience [72]. ...
... According to Masten (2013), emotional support and internal resources obtained from positive parent-child, teacher, student and peer interactions are systems that increase resilience for the adaptation process in adolescence. Research has shown that social support resources help individuals increase resilience by interacting more actively with others, increasing trust in others, reducing loneliness, improving self-control, and improving emotion regulation skills (Wills & Bantum, 2012;Wright & Masten, 2007). In addition to social support, attachment experience plays an important role in the relationship between interpersonal relationships and individual resilience (Masten & Cicchetti, 2016). ...
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This study was conducted to evaluate the predictive role of childhood traumas, emotional regulation difficulties and psychological resilience in interpersonal problems in a non clinical adult sample. The sample group consists of 423 participants. The age range of 313 female and 110 male participants is 18-60 years old. Data was collected using Childhood Traumas Scale (CTS-33), Interpersonal Problems Inventory (IPI), Emotion Regulation Difficulty Scale-Short Form (ERDS-16), Short Psychological Resilience Scale (SPRS) and the Sociodemographic Data Form. The predictors of the variables were made using multiple regression and simple regression analyses. According to the results of the analysis, childhood traumas explain 20.9% of the variance, emotional dysregulation explains 39% of the variance and psychological resilience explains 01.0% of the variance in the predictor of interpersonal problems. In the predictor of interpersonal problems respectively, childhood traumas were classified as emotional abuse, emotional neglect, sexual abuse and physical neglect. Emotion regulation difficulties are listed as openness, rejection, and strategies. The findings of the study will contribute to the psychoeducation and health policies to be carried out in the healthy population in addition to the therapeutic process in clinical studies.
... For gaining resilience, it is important to have one's resources (i.e. protective factors) at three levels: personal, socio-cultural, and the wider social environment [72]. Protective factors enhancing resilience can be education, active coping, optimism, interpersonal and emotional competence, social attachment, and support from the family [59,73]. ...
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Background Exposure to traumatic events in childhood, including bullying, can negatively affect physical and mental health in adulthood. The aim of the present study was to determine the prevalence of bullying in different sociodemographic groups of the Slovak Republic and to assess the moderating effect of bullying on the associations between childhood trauma, resilience, and the later occurrence of psychopathology. Methods For the analyses, a representative sample of the population of the Slovak Republic was used (N = 1018, mean age 46.24 years, 48.7% of men). Multivariate linear regression models were used to investigate the predictive ability of childhood trauma (The Childhood Trauma Questionnaire, CTQ) and resilience (The Brief Resilience Scale, BRS) to explain psychopathology (The Brief Symptom Inventory, BSI-53). Bullying (The Adverse Childhood Experiences – International Questionnaire, ACE-IQ) was used as a moderator. Results In total, 13.5% of respondents have experienced bullying. The most common form of bullying was making fun of someone because of how their body or face looked (46.7%) and excluding someone from activities or ignoring them (36.5%). Higher scores in all types of psychopathology and the Global Severity Index (GSI) were significantly associated with higher scores of emotional and sexual abuse, and some of them with physical neglect. The protective effect of resilience was moderated by bullying in several types of psychopathology, specifically in somatization, obsessive-compulsive, interpersonal sensitivity, depression, psychoticism, and the GSI. Conclusion Understanding the links between childhood trauma, bullying, and later psychopathology can help professionals target policies, resources, and interventions to support children and families at risk. Every child should feel accepted and safe at home and school.
... Defined as a dynamic process, resilience reflects relatively good adaptation, i.e., the positive adaptation of an individual despite the threats, adversities, or traumas they experience. This process involves the interplay of a spectrum of risk factors, vulnerabilities, and protective factors (Luthar et al., 2000;Masten, 2001;Wright and Masten, 2005;Windle et al., 2008;Windle, 2011). Resilience has also been defined as the ability to bounce back or recover from stress, to adapt to stressful circumstances, to not become ill despite significant adversity, and to function above the norm in spite of stress or adversity (Smith et al., 2008). ...
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Whereas the ability to solve problems before they occur is an essential skill, many problems, expected and unexpected, do prevail from time to time. These problems, known as “stressors”, create difficult situations to people concerned, causing tension, worry, and occasionally overwhelming feelings. The latter is called “stress” or more accurately “stress responses”. Adaptive stress responses help initiate effective problem coping mechanisms that remove the stressors or in some cases, adapt to unsolvable stressors. Maladaptive stress responses, including the development of helplessness and hopelessness, in contrast, lead to the disruption of normal homeostasis and increase the risk of stress-related pathology, including a variety of neurological and psychiatric disorders (Chen and Nakagawa, 2020). Importantly, a large proportion of individuals do not necessarily demonstrate maladaptive stress responses and develop stress-related pathology even when they encounter relatively strong stressors, indicating the existence of resilience (Feder et al., 2009; Kalisch et al., 2017). As a key personal asset in face of various stressors including disasters, accidents, crisis, and the ongoing COVID-19 pandemic, advancing our understanding of resilience, therefore, is a critical focus of investigation in psychology, psychiatry, and neuroscience. This Research Topic is a collection of 12 articles in these fields that help us gain novel insights into stress coping and resilience.
... These patterns may be better understood when following reports of symptoms prospectively over time. Indeed, capturing fluctuations in indicators of psychopathology and well-being across time, as opposed to at a single assessment, provides better insight to the nature and stability of patterns, as resilience is dynamic and may fluctuate to some degree (Luthar et al., 2000;Wright & Masten, 2005). ...
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Resilience promotes positive adaptation to challenges and may facilitate recovery for adolescents experiencing psychopathology. This work examined concordance across the experience, expression, and physiological response to stress as a protective factor that may predict longitudinal patterns of psychopathology and well-being that mark resilience. Adolescents aged 14-17 at recruitment (oversampled for histories of non-suicidal self-injury; NSSI) were part of a three-wave (T1, T2, T3) longitudinal study. Multi-trajectory modeling produced four distinct profiles of stress experience, expression, and physiology at T1 (High-High-High, Low-Low-Low, High-Low-Moderate, and High-High-Low, respectively). Linear mixed-effect regressions modeled whether the profiles predicted depressive symptoms, suicide ideation, NSSI engagement, positive affect, satisfaction with life, and self-worth over time. Broadly, concordant stress response profiles (Low-Low-Low, High-High-High) were associated with resilient-like patterns of psychopathology and well-being over time. Adolescents with a concordant High-High-High stress response profile showed a trend of greater reduction in depressive symptoms (B = 0.71, p = 0.052), as well as increased global self-worth (B = -0.88, p = 0.055), from T2 to T3 compared to the discordant High-High-Low profile. Concordance across multi-level stress responses may be protective and promote future resilience, whereas blunted physiological responses in the presence of high perceived and expressed stress may indicate poorer outcomes over time.
... faktor bahaya dapat didefinisikan sebagai kondisi yang mampu meningkatkan kemungkinan dampak negatif di masa depan. kemudian Faktor pelindung dapat dijelaskan sebagai kondisi, variabel, ataupun karakteristik seseorang yang mampu memprediksikan dampak yang lebih baik ataupun meredam dampak bahaya yang mampu muncul (Wright & Masten, 2005;Masten & Reed, 2002). Kemudian Mandleco dan Peery (2000) menjelaskan melalui kerangka organisasional untuk resiliensi bahwa resiliensi dapat dipengaruhi oleh dua faktor utama yaitu faktor internal dan faktor eksternal. ...
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Tamansari Village is part of the Lelea sub-district which is located in Indramayu Regency, West Java. Through brief interviews with several students, indications of behavior that could be classified as bullying behavior were found. Responding to this, the student's parents instilled the values of self-resilience into their son's life.One of the external factors that can help build child resilience is the family. The purpose of this study was to find out whether there is a relationship between parental involvement and resilience in children in Tamansari village. This study used a quantitative approach with 140 elementary school students participating, this research was non-experimental. Participants' ages in this study range between nine to 14 years old. This study also consists of 59 male students and 81 female students. This study also consists of third graders to sixth graders. This study used a purposive sampling technique by distributing questionnaires to elementary school children in grades four, five and six. This study used two measuring instruments, namely the Connor-Davidson Resilience Scale (CD-RISC) adjusted by Campbell-Stein (2007)and also a questionnaire developed by Campbell et al. (1985). The results of the correlation test showed that there was a relationship between parental involvement and resilience in children in Tamansari village (r = 0.169, p = 0.05, p <0.046).
... Taka Taka's dream of looking cool speaking English seems to have been based more on wishful thinking than on reality. Wright and Masten (2005) note that positive future expectations and perceptions of personal competence are related to resilience, but only when these perceptions are realistic. Dörnyei and Ushioda (2011) have also noted the need for realistic expectations. ...
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Abstract (English) This study of a 10-week Japan-Canada university online intercultural exchange investigated the motivation to learn English of 17 Japanese participants (engineering majors). In this study, students used video posts (consisting of a video recording of a student speaking while looking directly into the lens of a webcam, as well as the text of the recording, and images) as the main form of communication. This sequential explanatory mixed-methods study used the L2 Motivational Self System (L2MSS) questionnaire (Dörnyei & Taguchi, 2010) with three added scales from Ryan (2008), to measure change in variables related to motivation to learn English. T-tests of Japanese student data showed significant increases in the means of Ideal L2 Self, International Empathy, and Linguistic Self-Confidence, and a large effect size for Interest in the English Language (IEL), as well as a significant decrease in Integrativeness. There was a significant increase in the correlation of Item 48-Identification (from the Integrativeness scale) with ILE (Intended Learning Effort) from T1 to T2. Promotion, IEL, Ideal L2 Self, and Item 51-Liking English had significant correlations with ILE at T2 that were not present at T1. Short-term effort to learn English increased but long-term effort (ILE) did not. This study showed that identification with an external referent (an L2 role model) may be internalized to a student’s ideal L2 self, and that a strong ideal L2 self can act as a goal that inspires effort to learn the L2. Analysis at the individual level revealed that four students experienced strong changes in motivation. The motivation of two students increased because they became motivated by their peers. They set new goals of study abroad, and achieved these goals. Two other students could not communicate well in English and soon lost motivation. One of them, a self-identified otaku who wanted to support Japanese culture, disidentified strongly with a partner in Canada whom he perceived to be immodest. The study ends with a call for greater integration of L2 motivation theory with mainstream motivation theory, as self-efficacy and goal-setting emerged in qualitative analysis and are linked to increases in effort to learn English. Abstract (Japanese) 要旨 本研究は、10 週間の日加大学間オンライン異文化交流会を対象に、工学部日本人参加者 17 名の英語学習に対するモチベーションを調査したものである。本研究では、学生はビデオ投稿(学生がウェブカメラのレンズを直視して話すビデオ録画、録画のテキスト、画像で構成)を主なコミュニケーション形態として用いた。 この逐次定量・定性混合型研究法では、L2 Motivational Self System (L2MSS、L2 動機付け自己システム) 調査 (Dörnyei & Taguchi, 2010) に Ryan (2008) から3つの尺度を追加し、英語学習意欲に関する変化を測定した。日本人学生のデータのt検定では、Ideal L2 Self(理想的な L2 自己)、International Empathy(国際的共感)、Linguistic Self-Confidence (言語的自信)の平均値が大きく増加し、IEL(Interest in the English Language) は大きな効果量が見られ、Integrativeness (統合性)は大きく減少した。また、項目48-Identification(目標識別、Integrativeness(統合性)尺度より)とILE(Intended Learning Effort(意図的学習努力))の相関は、T1からT2にかけて有意に増加した。進歩達成(「Promotion」)、IEL、理想のL2自己、項目51-「英語が好き」は、T2でILEとの有意な相関が見られ、これはT1で見られなかった。短期的な英語学習努力は増加したが、長期的な英語学習努力(ILE)は増加しなかった。 本研究では、外的参照対象(L2ロールモデル)と同一化し、学生の理想的なL2自己に内面化され、強い理想的L2自己がL2の学習努力を鼓舞する目標として作用する可能性があることを明らかにした。個人レベルの分析では、4人の学生に強いモチベーションの変化が見られた。2名の学生のモチベーションが上がったのは、仲間に刺激されるようになったからであった。また、2人とも、留学という新たな目標を設定し、それを達成できた。もう2人は、英語でのコミュニケーションがうまくいかず、すぐにモチベーションが下がってしまった学生である。そのうちの1人は、自称オタクで、日本文化を促したいと思っていたが、カナダのパートナーの1人が見せびらかしていると感じ、結果として人として拒否した。最後に、質的分析の結果、自己効力感や目標設定が英語学習努力の上昇に導く可能性があることから、L2モチベーション理論を主流のモチベーション理論とより統合されることを求めて、本研究は終了する。
... One should remember that the way in which a risk factor acts is rather undetermined, since every single person is confronted with their own individual risk factors. Maybe what constitutes a risk factor for someone has no impact on another or may even have a positive effect on some others (Wright & Masten, 2005). For instance, a premature birth may bring a lot of health problems for a baby born in a low income family, whereas this fact may not affect a baby born into a high societal level due to instant health provision and medical support. ...
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The main purpose of this report is to provide a brief yet holistic view of the concept of Resilience. In the following pages the basic aspects of this term are going to be examined so that not only the significance of Resilience in our everyday lives, but also the factors that affect someone’s ability to bounce back and keep making progress in many aspects of life can be understood despite the adversities that may interfere. The above mentioned are widely known as protective and risk factors depending on the way they affect somebody’s life. Another aspect that is going to be briefly analyzed is the role of school and teacher in students’ resilience- how this role can help students maintain their psychosocial and learning progress.
... In contrast, teacher-child conflict is characteristic of negative interactions and negative affect between children and teachers [43]. According to the risk and protective factor framework by Masten, risk factors interact with protective factors to influence the development of individuals, in which protective factors buffer the negative effects of risk factors [44]. Also, much recent empirical work has evidenced the buffering role of a positive teacher-child relationship in the negative effect of risk factors on children. ...
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Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3–6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children’s CU traits and teachers reported their relationship with children and rated children’s social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.
... Krampe and Newton (2006) pointed out that the level of father presence is of great concern for young individuals' psychological health and personality development. Good family function (e.g., conjugal/couple relationship, parent-child relationship, father involvement) is an important protective factor of individuals' resilience (Wright and Masten, 2005). In China, a large body of evidence also suggested that fathers are of great importance in developing children's intelligence, personality characteristics, sociality, and gender roles (Pu and Lu, 2008). ...
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Introduction This study aimed to explore the association between father presence and adolescent resilience and the mediating role of psychological security and learning failure. Examining the mediating effects of learning failure and the chain mediating effect of psychological security and learning failure elucidated the link between father presence and adolescent resilience. Methods The present study conducted a questionnaire survey among Chinese middle school students on father presence, resilience, psychological security, and learning failure. The survey collected 626 valid responses. Results The findings showed that father presence, psychological security, learning failure, and resilience were significantly positively correlated; father presence had a direct effect on adolescent resilience, and psychological security and learning failure both mediated the relationship between father presence and adolescent resilience; psychological security and learning failure served as chain mediators between father presence and adolescent resilience. Discussion This study aimed to provide theoretical and practical insights into the field of family education.
... Thereby, analyses could control for between-person differences and model the association of SOC and mental health problems within one individual over time. Although such projects are essential for understanding SOC as a potential driver of resilience processes, they are rarely conducted due to practical constraints (Wright and Masten, 2005). To study these processes, it is not only essential to assess SOC as a resilience factor, but also to quantify individual-level stressor exposure and changes in mental health problems over time (Kalisch et al., 2021). ...
Article
Background: Sense of coherence (SOC) as the key component of the salutogenesis framework is negatively correlated with mental health problems in adults but also in children and adolescents. Since SOC is conceptualized to develop and stabilize from childhood to young adulthood, these life phases are of critical importance for the salutogenesis concept. Individual studies examining SOC's link with mental health at younger ages yielded heterogeneous effect size estimates. Thus, the present meta-analysis is the first to quantify the current state of evidence on the association between SOC and mental health problems. Methods: The random-effects multi-level meta-analysis followed PRISMA guidelines and was based on 57 studies (70 samples) comprising 41,013 participants. Weighted mean age of participants was 15.46 years and 50.4 % were female. Results: The mean correlation (r) between SOC and overall mental health problems was M(r) = -0.46, 95 % CI [-0.53, -0.39]. However, there was substantial heterogeneity between studies, while differences between symptom types were smaller. Subsequent moderator analyses showed that higher sample age was associated with more negative relationships and higher internal consistencies of SOC measures. Moreover, internalizing symptoms, depressive symptoms, and feelings of loneliness showed a stronger negative association with SOC than psychosomatic symptoms. Limitations: Our findings on age-related differences were based on (repeated) cross-sectional data and require replication in longitudinal studies. Conclusions: Results yielded a negative association between SOC and mental health problems with increasing magnitude from childhood to young adulthood. Thus, SOC-fostering interventions may help to buffer negative effects of stress and improve resilience starting from early ages.
... While early studies focused on examining the etiology and devastating consequences of child maltreatment, the paradigm has shifted in recent years to understanding the potential protective factors and positive constructs that can affect outcomes after child maltreatment [8,9]. Although there is ample evidence that maltreatment has detrimental impacts on children, not all victims of child maltreatment follow maladaptive developmental trajectories [10]. Some children fare better in the aftermath of maltreatment, showing positive adaptation despite the adverse experiences they have undergone [11]. ...
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Child maltreatment is a well-known risk factor that threatens the well-being and positive development of adolescents, yet protective factors can help promote resilience amid adversity. The current study sought to identify factors at the family, school, and neighborhood levels associated with resilience outcomes including positive functioning and social skills, among adolescents who have experienced maltreatment. Using longitudinal data from the Fragile Families and Child Wellbeing Study, the analytic sample was limited to 1729 adolescents who experienced maltreatment before age 9. Family-, school-, and neighborhood-level predictors were assessed at age 9, and youth resilience was measured at age 15. We conducted a series of multiple regression analyses to examine multi-level protective factors at age 9 as predictors of positive adolescent functioning and social skills at age 15. The study found that mothers’ involvement was significantly and positively associated with positive adolescent functioning and social skills. Additionally, school connectedness and neighborhood social cohesion were significantly associated with higher levels of adolescent social skills. Our findings suggest that positive environmental contexts such as maternal involvement in parenting, school connectedness, and socially cohesive neighborhoods can serve as important protective factors that promote resilient development among adolescents who have experienced maltreatment as children.
... Risk factors are those variables that have the propensity to heighten a negative outcome while protective factors are those that improve or mitigate a negative outcome. For example, protective factors can be considered as those variables that shield factors that pose a threat or risk (Wright & Masten 2005). For the purpose of this study, risk and protective factors are understood in the context of higher education and intend to build on resilience education and theory. ...
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The transition from secondary to tertiary education often presents many first-year female students with anxiety and emotional stress. Subsequently, poorly managing this shift may increase academic risk and compromise their academic success. While a plethora of studies contribute towards the phenomenon of resilience as a positive predictor of the learning experience of female students in higher education, other scholarly findings suggest the key role resilience plays in supporting students to overcome challenges, manage their wellbeing and ultimately acquire epistemic access. Moreover, there is a significantly burgeoning focus on the positive outcomes of the resilience of women in education, However, while many of the studies highlight gender as a noteworthy core construct, to date, little is known about the first-year learning experience (FYE) of female students and how they may negotiate epistemic access through academic resilience. Hence the main aim of this article is to explore what factors enable academic resilience and to what extent such factors influence epistemic access among first-year female students. An exploratory qualitative research approach was used to capture the learning experiences of 20 hospitality accounting first-year female students. Data were collected by conducting both focus group sessions and individual semi-structured interviews. The findings of the study identified four main themes. The findings of this article have implications for promoting gender equality and academic outcomes of first-year female students in understanding the risk factors, as well as encouraging the protective factors that enable their epistemic access. Contribution: The article sheds light on how an intangible construct such as resilience serves as a vehicle for epistemic access, more especially for first-year female students.
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This study aimed to investigate the structural relationship between academic resilience and academic well-being with the mediating role of emotional competence. This study adopted a descriptive-correlational design, and the statistical population included all high school students in Evaz, a city located in the south of Fars province, of which 292 (118 boys and 174 girls) were selected using a convenience sampling method. The participants were asked to fill in academic resilience scale, emotional competence, and academic well-being questionnaires. To analyze the data, descriptive statistics and structural equation modeling using SPSS-16 and AMOS-24 statistical software were used. The results showed that academic resilience predicted academic well-being both directly and through intrapersonal emotional competence though the mediating effect of interpersonal emotional competence was not significant. In addition, while intrapersonal emotional competence positively and significantly predicted academic well-being, interpersonal emotional competence did not significantly predict academic well-being. The findings of this study contribute to the literature both theoretically and practically. From a theoretical perspective, the findings highlight the importance of intrapersonal antecedents in enhancing academic well-being. From a practical point of view, the results show that students’ intrapersonal emotional competence and academic resilience can be promoted by providing them with the necessary training, which, in turn, can contribute to students’ academic well-being.
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Early childhood influences value formation and mental wellbeing later in life. Early Childhood Education for Sustainability (ECEFS) aims to bolster children’s social emotional skills and instil environmentally sustainable attitudes and behaviours through transformative learning. The current study investigated the Learning in Nature Program (LNP), an ECEFS curriculum at an inner city preschool in Melbourne, Australia. Data from the 2021 ( n = 27) and 2022 ( n = 56) cohorts generally supported the expectation that children’s pro-environmentally sustainable attitudes and behaviours would increase after completing the LNP, both in the quantitative data analysis and the qualitative data from parent ( n = 17) questionnaires. There were significant decreases in peer problems, emotion problems, hyperactivity, conduct problems and negative coping. There were significant increases in positive prosocial behaviour and empathy.
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Introduction Gender and sexually diverse youth in schools experience exclusion, which detrimentally affects their ability to cope with the consequences of minority stress and may lead to absenteeism or dropout. The purpose of the study is to highlight a pressing need for inclusive policies and practices to aid in enabling LGBTQ+ learners in schools. Methods This paper explores how multiple systems intersect to promote a sense of inclusion and engagement within the school environment and impact the resilience of LGBTQ+ youth in a rural school setting. This paper presents findings from a qualitative interpretive phenomenological study with twelve purposively selected self-identifying LGBTQ+ youth residing in a rural South African community. Data was gathered through semi-structured interviews. Results This study shows the significance of teacher emotional support, addressing homophobic bullying, moving away from gender-based uniform prescriptions and designating some school bathrooms as gender-neutral to LGBTQ+ learners' resilience. Conclusion The findings of this study demonstrate how certain schools in rural settings employ innovative methods to support LGBTQ+ learners despite limited resources and the absence of comprehensive, inclusive policies on gender and sexually diverse learners. The findings have implications for LGBTQ+ learners in rural community schools worldwide. Future longitudinal studies could focus on how school ecologies inclusive of teachers, parents and the wider community can foster the resilience of LGBTQ+ learners, particularly in rural community contexts.
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The relationship between self-resilience, social resilience, coping and resilient coping is explored. A cross-sectional research design is employed. Survey respondents were recruited by panel owners in Centiment. A total of 381 entrepreneurs responded to the survey. Entrepreneurs self-identified themselves as members of each of the groups under study (White, African American and Hispanic). Results were stratified, analyzed and compared by ethnicity and gender. We found a statistically significant positive relationship between self-resilience and coping, and that coping mediates the relationship between self-resilience and resilient coping. The findings could help policymakers and community ecosystems to support the development of resiliency-related skills which could have important implications especially for those in disadvantaged circumstances.
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This study explored the associations between Adverse Childhood Experiences (ACEs) and functioning across several school readiness domains among preschoolers with disruptive behavior problems. The sample included 115 children (Mage= 5.18, 67.8% male; 32.2% female) from a large, urban, high-poverty community, with predominantly Black families, who were about to enroll in a summer treatment program prior to kindergarten. As part of pre-treatment assessments, caregivers completed interviews and questionnaires about adverse experiences and stressors in their children’s lives. Children’s behavioral, academic, and social functioning were also assessed at this time. We identified exposure to ACEs using multimodal parent reports. A path analysis was conducted between preschoolers’ exposures to ACEs and their school readiness, covarying outcomes with one another to isolate the effect of ACEs. Our findings indicate a dose-effect, such that exposure to a higher number of ACEs is significantly associated with more severe disruptive behaviors, internalizing problems, and global impairment in the child’s functioning. However, there were no significant associations between total number of ACEs and academic or social functioning. Notably, the prevalence of ACEs among this sample of preschoolers living in highly under-resourced communities was strikingly higher than national samples, with 93.9% of parents reporting exposure to at least one ACE by age 5, compared to 19–26% in a nationally samples; moreover, 62.6% experienced 3 or more ACEs, compared to 5.35% in same-aged samples (Briggs-Gowan et al., 2010; Jackson et al., 2021). Our study contributes to the growing literature on the importance of recognizing the heightened risk of early and compounding adversity in school readiness outcomes for young children with special needs. Implications for early intervention timing and the need to consider readiness for preschool are discussed.
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Students with learning disabilities (LD) often appear to have low academic performance, experience difficulties in performing academic tasks and avoid engaging in them, consider their own academic and self-regulation skills as inferior to other students with typical performance, have low self-perception and self-esteem, fewer expectations of future success, and experience more emotional and social difficulties than their typically developing peers. However, there is no shortage of studies that characterize the developmental course of many individuals with LD as something that exceeds all expectations. Though recent theories of psychological resilience provide a framework for understanding the complex factors that influence adaptation and general wellbeing within this framework, it is important to look into the individual protective factors in building psychological resilience and psychological well-being in children with learning difficulties. The family and school environment are important factors that contribute to young people's psychosocial development.
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As the most popular sport among middle-aged and elderly women in China, square dancing has both physical and psychological benefits for menopausal women. Previous studies have shown that square dance exercises can promote the physical health of older women, but there is a lack of research on the influence of middle-aged and elderly women on mental health and mediating variables. Therefore, this study starts with one of the important indicators of mental health—positive affects, aiming to explore the impact of square dance on the positive emotions of elderly women and further explore the mediating mechanisms involved. We send out The Physical Activity Rating Scale, the Positive and Negative Affect Scale, the Connor-Davidson Resilience Scale, and the Satisfaction With Life Scale to a total of 2311 middle-aged and elderly women. SPSS 23 software and PROCESS were used to perform regression analysis and establish mediation models. Modeling results show square dance exercises could positively predict positive affect through the chain mediating effect of psychological resilience and life satisfaction. The results of this study are of great significance for promoting the extensive participation of middle-aged and elderly women in sports and protecting their mental health.
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In contrast to cognitive outcomes, parental success‐oriented responses to children's performance enhanced the emotional well‐being of children. Conversely, parental failure‐oriented responses had the opposite impact. Thus, it remains unclear which response or combination of responses parents should employ to maximize their children's development. This research aimed to examine the combined effect of children's perceptions of parental success‐ and failure‐oriented responses on children's depression, with a focus on the mediating role of resilience. A total of 651 pupils (44.7% female, M age = 10.31, range = 8–12) were investigated in China using polynomial regression and response surface analyses. Our findings suggest that when success‐ and failure‐oriented responses are congruent, failure‐oriented responses counteract the protective effect of success‐oriented responses against children's depression. The two equally matched responses demonstrated a curvilinear main effect on resilience, indicating that higher resilience was associated with the upper–middle range of the two responses. Moreover, children who reported more success‐oriented responses than failure‐oriented responses showed greater resilience and decreased depression. Resilience acted as a mediator for the combined effects of parental success and failure‐oriented responses on children's depression. The study addressed the parenting dilemma, specifically the trade‐off between success‐ and failure‐oriented responses in promoting children's optimal development.
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This research examines the protective factors in schools after the coronavirus disease 2019 (COVID-19) pandemic by considering the opinions of school counselors. It was carried out within the scope of phenomenology design, one of the qualitative research methods. The research was conducted in Turkey. The research data were obtained through face-to-face interviews with 20 school counselors who were working in public schools in the fall semester of the 2022–2023 academic year and were determined by the purposeful sampling method. The content analysis method was used to analyze the data. School counselors were asked four questions about protective factors at school, skills needed by students, and the roles of schools and teachers. According to school counselors, the school needs to create a supportive and safe atmosphere. Having skills such as coping with stress, emotion regulation, problem-solving skills, resilience, interpersonal skills, conscious use of technology, and media literacy will increase student adaptation. According to school counselors, having features such as creating a positive atmosphere in schools, monitoring and supporting student development, cooperation, providing counseling services, and creating a safe environment is necessary. It was also emphasized that teachers should have characteristics such as unconditional acceptance, establishing close relationships, being a model, cooperation, and getting to know the student. The results obtained were discussed in light of the literature and suggestions were made.
Article
Resilience is essential for students to resist adversity, and low academic achievers (LAA) may experience more challenges in resilience development than high academic achievers (HAA). This study aimed to compare resilience between LAA and HAA and to analyse the effects of protective factors in order to inform social work practices. This study analysed 1125 school‐aged subjects derived from a large survey conducted in 23 districts/counties in eight provinces in mainland China. We ran independent sample t ‐tests to compare resilience between LAA and HAA, ran linear regression models to analyse the effects of internal and external protective factors on resilience, and tested the mediation effects of the protective factors. This study found that LAA were less resilient and more vulnerable to adversity than HAA. Internal protective factors helped to explain resilience, two main subfactors of which—self‐efficacy and confidence—fully mediated the effects of academic performance and resilience. External protective factors did not significantly impact resilience. We propose service strategies to enhance self‐efficacy and confidence in LAA in order to improve their resilience in social work practices.
Article
The aim of the current study is to explore the number of classes of cumulative ecological risk with latent profile analysis. Furthermore, the relationships between the classes of cumulative ecological risk and problematic smartphone use (PSU) among 2050 Chinese college students were researched. The results showed that there are four latent classes of cumulative ecological risk among college students, namely, low risk - medium peer relationship risk group, medium risk - high belonging risk group, high identity risk - very high friend conflict risk group and high risk group, accounting for 11.71%, 30.54%, 9.75% and 48.00%, respectively. The number of the high risk group is the largest with the highest family risk, school risk, peer risk and social risk. The students in the medium risk - high belonging risk group have a particularly high risk of belonging, which should be paid attention to. The students in the low risk - medium peer relationship risk group are with a low level of ecological risk. The high identity risk - very high friend conflict risk group have the fewest students, indicating that only a few students have high school identity risk and very high risk of friend conflict. In addition, cumulative ecological risk is significantly positively correlated with PSU, and the PSU level of the high risk group is significantly higher than that of other groups. These findings indicate that there is considerable heterogeneity in cumulative ecological risk, and there is different correlation between cumulative ecological risk and PSU among college students. The current study not only enriches the biological ecological model, showing that the combined action of multiple ecological risks has a greater impact on PSU, but also provides a basis for classified intervention of college students of different classes.
Article
Perceived discrimination has a significant negative impact on indices of mental health. One potential buffering factor in this is psychological resilience, which encompasses the ability to recover from or adapt successfully to adversity and use coping strategies, such as positive reappraisal of adverse events. This study examines the role of resilience as well as social support in buffering these effects in groups of migrants both with and without local residence permits. We conducted a non-experimental observational study with a cross-sectional design, collecting a variety of health variables in migrant groups in a naturalistic setting, during the COVID-19 period. The total sample consisted of 201 subjects, 88 of whom had a German residence title and 113 did not. These two groups were compared on the following variables of interest: social support, resilience, discrimination, and general mental health. There was no evidence for a difference in mental health between migrants with and without citizenship. However, our results suggested that migrants without citizenship reported less social support, less resilience, and more discrimination, which continued to have a distinct effect on mental health beyond resilience and social support. Psychological resilience mediated the link between social support and mental health, as well as being related to the perception of discrimination in the migrant group without citizenship. In conclusion, our models of migrants with and without citizenship showed that resilience specifically directly affected perceived discrimination in those without citizenship. The high levels of discrimination and lack of social support, particularly in the migrant group without citizenship, are concerning and suggest a focus for future interventions.
Article
Veerkracht wordt op verschillende manieren gedefinieerd. Afgezien van enige nuanceverschillen zijn de meeste onderzoekers en leken het erover eens dat veerkracht in de breedste zin van het woord een positieve reactie op tegenspoed is. Veerkracht is een proces, maar veerkrachtig is een uitkomst. De discussie over de procesuitkomst levert een wat gekunstelde tweedeling op. De afgelopen jaren is gepoogd om de kennis van onderzoekers en behandelaars over het begrip veerkracht uit te breiden met een grotere mate van complexiteit. Dit gebeurt met name door aandacht te vestigen op de invloed van contextuele factoren op de vaardigheid waarmee iemand zich onder moeilijke omstandigheden aanpast. Aandacht voor de contextuele factoren betekent een herziening van het concept veerkracht. Ras is context, evenals de omgeving waarin iemand verkeert. Veel Afro-Amerikanen in risicovolle omstandigheden worden negatief beïnvloed door hun eigen veerkrachtproces. Het is goed mogelijk dat het veerkrachtproces een bijdrage levert aan de allostatische belasting en veroudering. Voor veel Afro-Amerikanen heeft het volharden en slagen in een wereld vol tegenslag geleid tot ernstige gezondheidsproblemen. Deze problemen kunnen door medisch gezinstherapeuten behandeld worden via de klinische, financiële, operationele en educatieve wereld.
Chapter
Stress is an adverse experience that cannot be ignored and needs attending to. There has to be an appropriate response to stress. In fact, we could say that life is an ongoing and creative response to stress, a process of negotiating one’s relationship with the environment and the pressures it puts on an organism or person. In the biochemical model, as cited previously, we have seen with Lushchak how oxidative stress disturbs cellular metabolism and damages the cellular constituents of the organism (Lushchak, Chemico-Biological Interactions 224:164–175, 2014). In the sociological model, stress has also been described as the result of a dissonance between given conditions and an individual’s resources (Pearlin and Bierman, Handbook of the Sociology of Mental Health, Springer, New York, 2013). Stressors challenge a person’s adaptive capabilities and impose behavioral adjustments, given the idea of a certain order that allows for functioning and flourishing. Stressors call for a reaction, a response. Defense and recovery mechanisms and strategies are necessary to counteract the detrimental and sometimes deadly consequences of stress. The last chapter ended with the question, how do we build stress-sensitive institutions and stress-sensitive societies? This is a question that moves us into the realm of response and coping mechanisms. One prominent concept that expresses the flexibility to absorb shocks and pressures and the ability to function or even flourish in spite of adverse conditions is the concept of resilience. After having explored stress and its connection to poverty, we want to discuss resilience as an important response mechanism to stress in general and to poverty-related stress in particular.
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Resilience is an interactive process involving internal skills that should be promoted, especially in the early stages of development. This study aims to adapt and implement two themes from the European Curriculum for Resilience Promotion – RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, for deaf and hard‐of‐hearing (DHH) students. The study included 37 children and adolescents from three Portuguese regions and its impact was evaluated through the perspectives of the students, their guardians and their teachers. Each 90‐minute session was implemented weekly. The sessions followed the RESCUR curriculum structure with necessary adaptations to the mindfulness activities, stories, role‐play and worksheets. The mean scores increased from pre‐ to post‐intervention assessment on all instruments, namely, KIDSCREEN‐10 (children/adolescents), KIDSCREEN‐10 (guardians) and CYRM‐28 (teachers). The implementation of adapted curricula promoting resilience seems to be beneficial to DHH children, allowing the development of specific resilience‐associated skills, and thus enhancing health, well‐being and quality of life.
Article
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The aim of this study is to explain the characteristics and the direction of resilience studies. In this study, documental survey technique is used. Working groups are English and Turkish studies about resilience that are published and accessible, and National Thesis Center. About 128 studies about resilience published between the years 2005-2015 have been accessed. These studies are analyzed according to the type of the study, method, publishing date, sample group and the other variables. Descriptive analysis is used while analyzing the data. As a result of the research, it was found out that 53 of the studies about resilience were master's theses, 18 of them were doctorate theses and 57 of them were articles. 2 of the studies analyzed were carried out in the experimental method, and 110 of them were carried out in the descriptive method. Besides, it is found out that 11 of the studies are developing and adapting scale, 5 of them are review studies. As a result of the literature review, we see that studies about resilience are mostly carried with descriptive analysis and variables about personality, interpersonal interactions, positive/negative psychological variables and job satisfactions are studied.Keywords: resilience
Article
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For 4 decades, vigorous efforts have been based on the premise that early intervention for children of poverty and, more recently, for children with developmental disabilities can yield significant improvements in cognitive, academic, and social outcomes. The history of these efforts is briefly summarized and a conceptual framework presented to understand the design, research, and policy relevance of these early, interventions. This framework, biosocial developmental contextualism, derives from social ecology, developmental systems theory, developmental epidemiology, and developmental neurobiology. This integrative perspective predicts that fragmented, weak efforts in early intervention are not likely to succeed, whereas intensive high-quality, ecologically pervasive interventions can and do. Relevant evidence is summarized in 6 principles about efficacy of early intervention. The public policy challenge in early intervention is to contain costs by more precisely targeting early interventions to those who most need and benefit from these interventions. The empirical evidence on biobehavioral effects of early experience and early intervention has direct relevance to federal and state policy development and resource allocation.
Article
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It is the "developmental" component of developmental psychopathology that distinguishes this discipline from abnormal psychology, psychiatry, and even clinical child psychology. At the same time, the focus on individual pattems of adaptation and maladaptation distinguishes this field from the larger discipline of developmental psychology. In this essay a developmental perspective is presented, and the implications of this perspective for research in developmental psychopathology are discussed. A primary consideration is the complexity of the adaptational process, with developmental transformation being the rule. Thus, links between earlier adaptation and later pathology generally will not be simple or direct. It will be necessary to understand both individual pattems of adaptation with respect to salient issues of a given developmental period and the transaction between prior adaptation, maturational change, and subsequent environmental challenges. Some examples are discussed, with special attention to the case of depression.
Article
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Children's talent to endure stems from their ignorance of alternatives. (Maya Angelou, 1969). INTRODUCTION. A central tenet of contemporary developmental psychopathology is that our understandings of normative and abnormal development mutually inform one another (Cicchetti, 1990, 1993; Cicchetti & Cohen, 1995; Sroufe & Rutter, 1984). Historically, however, research has focused on the determinants of psychopathology and maladaptation to the relative exclusion of elucidating factors that contribute to the initiation and maintenance of adaptive developmental pathways. More recently, a strong and growing literature has emerged identifying factors that enable individuals to achieve adaptive developmental outcomes despite adversity. The study of risk and resilience derived from the observation that some individuals in populations exposed to incontrovertible adversity nevertheless achieve adaptive developmental outcomes (e.g., Garmezy, 1974; Murphy & Moriarty, 1976; Rutter, 1979; Sameroff & Seifer, 1983; Werner & Smith, 1992). These individuals exemplify resilience, “the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances” (Masten, Best, & Garmezy, 1990, p. 426). Over the past 25 years, research on a variety of at-risk populations has identified factors that moderate the relation between risk and competence, namely, protective and vulnerability factors (Masten & Coatsworth, 1998). More recently, however, increasing attention has been directed toward identifying and refining the methodological and theoretical frameworks within which resilience is conceptualized and studied in order to clarify the processes that underlie adaptive development in the context of adversity (e.g., Luthar, Cicchetti, & Becker, 2000; Sameroff, 2000).
Article
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The overarching objective of this chapter is to illustrate how the principles, assumptions, and aims of developmental psychopathology can inform and advance current and future research directions in the interparental discord literature. To achieve this objective, the first part of the chapter provides a brief overview of a conceptual framework inspired by a developmental psychopathology perspective on interparental discord. In the second part, we review the large corpus of literature on the relationship between interparental and child functioning through the lens of our developmental psychopathology framework. Guided by the aims, principles, and concepts of developmental psychopathology, we specifically examine the developmental implications of interparental conflict in a larger biopsychosocial constellation of risk and protection. In the final part of the chapter, we address how the developmental psychopathology perspective may also serve as a heuristic for generating new conceptual and methodological directions in interparental discord research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
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Although theoretical and empirical work on topics related to meaning and meaning making proliferate, careful evaluation and integration of this area have not been carried out. Toward this end, this article has 3 goals: (a) to elaborate the critical dimensions of meaning as it relates to stressful life events and conditions, (b) to extend the transactional model of stress and coping to include these dimensions, and (c) to provide a framework for understanding current research and directions for future research within this extended model. First, the authors present a framework for understanding diverse conceptual and operational definitions of meaning by distinguishing 2 levels of meaning, termed global meaning and situational meaning. Second, the authors use this framework to review and synthesize the literature on the functions of meaning in the coping process and propose a definition of meaning making that highlights the critical role of reappraisal. The authors specify the roles of attributions throughout the coping process and discuss implications for future research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Book
Psychological research of individualism and collectivism around the world
Chapter
Integrated in this book are contributions from leading scientists who have each studied children's adjustment across risks common in contemporary society. Chapters in the first half of the book focus on risks emanating from the family; chapters in the second half focus on risks stemming from the wider community. All contributors have explicitly addressed a common set of core themes, including the criteria they used to judge 'resilience' within particular risk settings, the major factors that predict resilience in these settings; the limits to resilience (vulnerabilities coexisting with manifest success); and directions for interventions. In the concluding chapter, the editor integrates evidence presented through all preceding chapters to distill (a) substantive considerations for future research, and (b) salient directions for interventions and social policies, based on accumulated research knowledge.
Book
This landmark study traces the life histories of approximately 300 teenage mothers and their children over a seventeen-year period. From interview data and case studies, it provides a vivid account of the impact of early childbearing on young mothers and their children. Some remarkable and surprising results emerge from this unique study of the long term adaptation to early parenthood. It also offers refreshing insights into the unexplored connections between mothers' careers and the development of their children. Adolescent Mothers in Later Life will be an invaluable resource for all those interested in teenage pregnancy.
Chapter
This important volume presents a definitive review of the origins and implications of developmental psychopathology and what has been learned about the phenomenon of psychosocial resilience in diverse populations at risk. Chapters by distinguished investigators in clinical psychology, psychiatry, and child development, many of whose work led to the new developmental model of psychopathology, provide a unique review of research on vulnerability and resistance to disorder spanning from infancy to adulthood. The volume is a tribute to Professor Norman Garmezy, a pioneer in developmental psychopathology and a renowned researcher of resilience in children at risk. Highlighted throughout the volume is Professor Garmezy's theme that it is as important to understand successful outcomes as it is to study pathology in the search for better treatments and the prevention of developmental behavioural problems.
Chapter
This important volume presents a definitive review of the origins and implications of developmental psychopathology and what has been learned about the phenomenon of psychosocial resilience in diverse populations at risk. Chapters by distinguished investigators in clinical psychology, psychiatry, and child development, many of whose work led to the new developmental model of psychopathology, provide a unique review of research on vulnerability and resistance to disorder spanning from infancy to adulthood. The volume is a tribute to Professor Norman Garmezy, a pioneer in developmental psychopathology and a renowned researcher of resilience in children at risk. Highlighted throughout the volume is Professor Garmezy's theme that it is as important to understand successful outcomes as it is to study pathology in the search for better treatments and the prevention of developmental behavioural problems.
Conference Paper
Factors affecting ethnic identity and other group orientation were assessed in 115 college students from 5 ethnic groups, Ethnic group self-identification, negative and positive interracial experiences, perceptions of racial bias, social support, just-world beliefs, and psychological distress were each associated with various components of ethnic identity and are discussed within a counseling perspective.
Book
Childhood resilience is the phenomenon of positive adaptation despite significant life adversities. While interest in resilience has burgeoned in recent years, considerable uncertainty remains regarding what research has revealed about this phenomenon. Integrated in this book are contributions from leading scientists who have studied children's adjustment across risks common in contemporary society. Chapters in the first half of the book focus on risks emanating from the family, and in the second half, on risks stemming from the wider community. The concluding chapter integrates the evidence presented to determine considerations for future research, and directions for interventions and social policies.
Article
This chapter presents research on resilience of children and adolescents who have experienced two major disruptions of the nuclear family, parental divorce and parental bereavement. The two research programs share a common research paradigm in which there is an iterative relationship between correlational and experimental studies (Sandler, Wolchik, MacKinnon, Ayers, & Roosa, 1997). Correlational studies are used to identify protective and vulnerability factors, particularly those that may be modifiable by planned interventions. Experimental studies are designed on the basis of the small theory that changing these factors in the desirable direction will promote resilience. Randomized experimental trials of the interventions are conducted to test whether the intervention has changed these vulnerability and protective factors and reduced negative outcomes and whether change in negative outcomes is mediated by change in the vulnerability and protective factors (Sandler et al., 1997). The mediational analysis within the randomized trial provides a stronger test of the causal role of the vulnerability and protective factors to influence negative outcomes than is provided by the correlational studies, and thus contributes to theory about resilience (Rutter, Pickles, Murray, & Eaves, 2001). The chapter first presents a theoretical framework that specifies alternative models of the influence of vulnerability and protective factors on the resilience of children experiencing significant adversities. We then discuss correlational research on key constructs in the theoretical framework: adversity, and child and family protective and vulnerability factors.
Article
To what extent are the processes that promote children's competence and their resilience universal (i.e., comparable for children across populations) or specific (i.e., different in their effectiveness according to a child's social context and individual endowment)? On the one hand, reviews of research comparing diverse populations of children underscore that there are common adaptive systems (e.g., sound intellectual functioning; secure parent–child attachment relationships) that promote positive developmental outcomes for children across favorable and unfavorable environments (e.g., Masten, 2001; Masten & Coatsworth, 1998). On the other hand, there is building empirical evidence pointing to the context specificity of many protective processes. For example, some emotion-regulation processes that enhance resilience among maltreated children are not associated with resilience in other populations of children (Cicchetti & Rogosch, 1997). Those investigators found that maltreated children who showed enhanced adjustment had more restrictive emotional self-regulation styles and drew on fewer relational resources compared to poor, nonmaltreated children who also demonstrated positive adjustment over time. Studies of children with depressed parents also point to context-specific coping and adaptation. Children with depressed parents benefit from gaining age-appropriate knowledge about depression and from using that knowledge to develop skills for maintaining psychological separateness from a parent's illness (Beardslee & Podorefsky, 1988). Those contrasting perspectives demonstrate the need for more knowledge of how contexts influence (and are influenced by) positive developmental processes and resilience. Contexts include differences in communities (e.g., availability of mentors), family settings (emotional tone, cohesion), and within children (e.g., temperament).
Chapter
Introduction In the past decade, research on resilience has grown dramatically beyond the field of clinical psychology from which it arose. Applications in education, social work, human development, health, and business have expanded the conceptualization of resilience from a psychosocial perspective to a multidimensional one (Wang & Gordon, 1994; Werner & Smith, 1992; Zimmerman & Arunkumar, 1994). Although much of the knowledge base has highlighted measurement and methodology, a major source of the appeal of the resilience concept is to enhance the well-being of individuals through social programs and policies. One major priority is the identification of personal and environmental factors that promote successful adjustment among the most vulnerable young people. In this chapter, we review evidence about the effects of early childhood interventions in promoting resilience for children who have experienced high levels of social-environmental risk due to economic disadvantage. We address several contemporary issues including the measurement of resilience, interventions as protective factors, and the pathways through which the effects of interventions lead to positive developmental outcomes. Despite continuing concerns about construct and measurement validity (Luthar, Cicchetti, & Becker, 2000; Tolan, 1996), resilience as a subject of investigation has been a major influence on developmental research. Four characteristics explain its influence. First, resilience is a positive outcome of development and thus provides an alternative perspective to dysfunctional behavior that has long been associated with the field of psychology. Undue focus on individual pathology and disease can have stigmatizing effects, and this is largely avoided with resilience.
Book
This explanation of crime and deviance over the life course is based on the re-analysis of a classic set of data: Sheldon and Eleanor Glueck's mid-century study of 500 delinquents and 500 non-delinquents from childhood to adulthood. More than five years ago, Robert Sampson and John Laub dusted off 60 cartons of the Gluecks' data that had been stored in the basement of the Harvard Law School and undertook a lengthy process of recoding, computerizing, and reanalyzing it. On the basis of their findings, Sampson and Laub developed a theory of informal social control over the life course which integrates three ideas. First, social bonds to family and school inhibit delinquency in childhood and adolescence. Second, there is continuity in antisocial and deviant behaviour from childhood through adulthood across various dimensions, such as crime, alcohol abuse, divorce and unemployment. And finally, despite these continuities, attachment to the labour force and cohesive marriage sharply mitigate criminal activities. Sampson and Laub thus acknowledge the importance of childhood behaviours and individual differences, but reject the implication that adult social factors have little relevance. They seek to account for both stability and change in crime and deviance throughout the life course. "Crime in the making" challenges several major ideas found in contemporary theory and aims to provide an important new foundation for rethinking criminal justice policy.
Article
Building on Sampson and Laub (1993), we draw an analogy between changes in criminal offending spurred by the formation of social bonds and an investment process. This conceptualization suggests that because investment in social relationships is gradual and cumulative, resulting desistance will be gradual and cumulative. Using a dynamic statistical model developed by Nagin and Land (1993), we test our ideas about change using yearly longitudinal data from Glueck and Glueck's (1950, 1968) classic study of criminal careers. Our results show that desistance from crime is facilitated by the development of quality marital bonds, and that this influence is gradual and cumulative over time.
Article
Terms such as risk, risk factors, and especially the term cause are inconsistently and imprecisely used, fostering scientific miscommunication and misleading research and policy. Clarifying such terms is the essential first step. We define risk and a risk factor (protective factor) and their potency, set out the conceptual basis of the methods by which risk factors are identified and potency demonstrated, and propose criteria for establishing the status of a risk factor as a fixed or variable marker or a causal risk factor. All definitions are based on the state of scientific knowledge (empirical documentation), rather than on hypotheses, speculations, or beliefs. We discuss common approaches and pitfalls and give a psychiatric research example. Imprecise reports can impede the search for understanding the cause and course of any disease and also may be a basis of inadequate clinical or policy decision-making. The issues in risk research are much too important to tolerate less than precise terminology or the less than rigorous research reporting that results from imprecise and inconsistent terminology.
Article
It was a search for understanding the nature and origins of schizophrenia that brought Norman Garmezy to the study of children at risk for psychopathology, a pursuit that eventually led to the Project Competence studies of competence, adversity, and resilience (Garmezy, 1973). During the 1940s and 1950s, Garmezy developed an interest in the significance of competence in the history and prognosis of patients with serious mental disorders, with a particular focus on premorbid functioning in patients with schizophrenia (Garmezy & Rodnick, 1959). Eventually, the search for antecedents of psychopathology led Garmezy and others to study children of mentally ill parents because of their elevated risk of developing disorders. After his move to the University of Minnesota in 1961, Garmezy began to focus his work on children, and subsequently played a leading role in an international consortium of investigators who adopted the risk strategy for uncovering clues to the etiology and possible prevention or treatment of serious mental disorders (Watt, Anthony, Wynne, & Rolf, 1984). It was not long before Garmezy's interest in competence resurfaced. He became intrigued with observations that many children at risk for psychopathology were developing surprisingly well. By the early 1970s, he and his students turned their attention to the study of competence in children at risk due to parental mental illness and other risk factors, including poverty and stressful life experiences. At this time, Garmezy named his research program Project Competence.
Article
Factors affecting ethnic identity and other group orientation were assessed in 115 college students from 5 ethnic groups. Ethnic group self-identification, negative and positive interracial experiences, perceptions of racial bias, social support, just-world beliefs, and psychological distress were each associated with various components of ethnic identity and are discussed within a counseling perspective. Los factures que afectan la identidad étnica y otras orientaciónes hacia grupos fueron evaluados en 115 estudiantes colegiales de 5 grupos étnicos. La identificación de grupo etnico propio, las experiencias interraciales negativas y positivas, las percepciones del prejuicio racial, apoyo social, creencias en un mundo justo, y la afflicción psicológica fueron asociadas con varios componentes de la identidad étnica y son discutidos dentro de la perspectiva de la consejería.
Book
To understand the way children develop, Bronfenbrenner believes that it is necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. His book offers an important blueprint for constructing a new and ecologically valid psychology of development.
Article
The often misused concepts of risk, vulnerability, protective factors, and resilience are clearly defined and existing models of child risk are presented. Research of risk and protective factors for child maltreatment is then discussed as it reflects on these models. A major conclusion is that child maltreatment exists within a complex context of cumulative risk and protection which needs to be considered in designing research of intervention programs. This article provides one of the clearest presentations and integrations in the literature of the conceptual bases and research findings relevant for considering child risk and resilience.
Article
Describes the development and evaluation of a pilot 12-session, school-based preventive intervention designed to enhance resilience among inner-city children who have experienced major life stress. Thirty-six 4th-6th grade children participated in the intervention in groups of 5-8 co-led by school personnel. The curriculum focussed on understanding feelings in oneself and others, perspective-taking, social problem-solving, dealing with solvable and unsolvable problems, and building self-efficacy and esteem. Pre-post evaluation showed significant improvement among participants on teacher-rated indices of learning problems and task orientation and on child ratings of perceived self-efficacy, realistic control attributions and anxiety. Program limitations and factors that restrict generalization are considered and new directions for program development and research are proposed.
Article
This report presents both a framework for understanding positive factors that contribute to the healthy development of young people, termed "developmental assets," and a portrait of 6th-to-12th-grade youth based on that framework. The report analyzes and interprets data from 99,462 youth in 213 communities collected during the 1996-97 school year. The first chapter gives background material about the assets and the young people surveyed. The second chapter gives in-depth information about each of the eight categories of assets, and chapter 3 examines the deficits and patterns of high-risk behavior that threaten to compromise healthy development. Chapter 4 builds links between the developmental assets and the risky behaviors and shows how assets promote eight indicators of thriving. Chapter 5 pulls the pieces together to suggest an overall goal for well-being, and suggests that all elements of society share the blame and the responsibility for the problems faced by young people today. Documenting the realities of young people's lives makes it possible to build a firm foundation for their futures. Four appendixes contain background information and detailed findings on assets, deficits, high-risk behavior patterns, and thriving indicators. (Contains 44 figures and 90 tables.) (SLD)
Article
The early adult functioning of 89 White females (aged 21–27 yrs in 1978) from inner London who had been reared in residential children's homes was compared with that of 41 age-matched White females sampled from the general population of the same area. The behavior of both groups had previously been studied in middle childhood using standardized questionnaires. The adult assessment comprised detailed standardized interviews with the women and their spouses, together with systematic observations of mother–child interactions in the home for those with 2–3.5 yr old children. The adult outcome of the institution-reared Ss as a whole was substantially worse than that for the comparison group, but the course of their personality development had been greatly modified by positive school experiences in childhood and by the characteristics of their spouse and marriage in adult life. The institution-reared Ss in favorable psychosocial circumstances in adulthood functioned as well as the comparison group Ss. Findings are interpreted in terms of direct and indirect effects of experiences leading to both continuities and discontinuities in social development. (27 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
This chapter provides an overview and summary of the other chapters of editors M. D. Glantz and J. L. Johnson's (see record 1999-04168-000) book. This chapter examines the history and future direction of behavioral and social sciences research on resiliency. The signs of the transition from a first generation of resiliency research to a second generation are described, ranging from the intensity of the criticisms of the construct of resilience to the demands for theory and process-oriented methods. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
The theme suggested for this chapter was to predict the future of a wellness enhancement approach. The author puts his own "spin" on the request. Specifically, the author's objectives are to (1) clarify the important distinction between currently dominant, "risk-driven, disease-prevention" notions of primary prevention and the enhancement of psychological wellness, (2) make a case for the need to further develop a wellness enhancement approach, and (3) sketch the rough contours of a life-span wellness-enhancement approach that can coexist peacefully with the less proactive strategies of reducing fallout from risk, or undoing existing psychological damage. A key assumption of the chapter is that amplification of the generative knowledge base about individual, familial, environmental, and societal factors that act to enhance or limit psychological wellness (i.e., charting pathways between antecedent conditions, situations and events, and wellness outcomes) is a necessary precondition for framing new, multilevel, coordinated steps designed to enhance wellness. The rest of the chapter fleshes out the preceding views. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Reviews the literature on the concept of resilience in children. The topic of individual resilience is one of considerable importance with respect to public policies focused on the prevention of either mental disorders or developmental impairment in young people. In planning preventive policies, it is important ot ask whether it is more useful to focus on the risks that render children vulnerable to psychopathology or on the protective factors that provide for resilience in the face of adversity. Topics covered include methodological considerations in the study of resilience, studies directly focusing on resilience, processes associated with resilience, and associated policy implications. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
This chapter focuses on vulnerability and protective factors implicated in the psychosocial adjustment of minority youth. The authors concentrate on the external manifestations of the social mechanisms of racism, discrimination, and prejudice. In considering discrimination as a risk factor, their concern in this chapter is with phenomenological experiences of discrimination and not with the more invisible, but potentially more powerful, impact of institutional racism on minority mental health. Mainland Puerto Ricans serve as the authors' referent group, as their own research has concentrated on the developmental trajectories of Puerto Rican children and adolescents. After providing a brief overview on adjustment patterns among Puerto Rican youth, they review, in turn, research evidence on the negative effects of perceived discrimination, on processes that might underlie (or mediate) its effects, and on vulnerability and protective factors that may moderate its effects. They conclude with suggested directions for future research on the effects of discrimination on ethnic minority youth. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Two leading developmentalists, Donald H. Ford and Richard M. Lerner, present the first integrative theory on human development. Through a synthesis of developmental contextualism and the Living Systems Framework, the authors develop a theory that examines how a person carries out transactions with their environment and through that transaction how their biological, psychological, behavioral and environmental elements change or remain constant. They also offer important implications of Developmental Systems Theory (DST) for research, implications for use in educational and clinical settings, and the usefulness of DST in the formulation of social policy. By integrating the results from many research investigations into a larger framework, "Developmental Systems Theory" offers researchers, professionals and students a better understanding of how multiple elements interact and shape a person's life. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This chapter addresses the question of how massive trauma experiences may affect development, with a specific focus on studies of Khmer-American adolescents and young adults who as children survived massive trauma resulting from the war in Cambodia during the Pol Pot regime of 1975 to 1979 and its aftermath. Psychobiological as well as developmental perspectives are emphasized. Massive trauma is defined and potential developmental sequelae are discussed, as well as historical approaches to the study of massive trauma and child development. Methodological issues for the study of extensive trauma in childhood are examined, followed by a review of recent research on factors related to the prevalence of posttraumatic stress disorder (PTSD) in child survivors of massive trauma. Physiological, cognitive, and psychosocial adaptational systems are discussed in relation to stress responses in children and what may happen when stress is extreme, repeated, or prolonged. Psychological and psychophysiological findings from studies of Cambodian youth are then described in detail. (PsycINFO Database Record (c) 2012 APA, all rights reserved)