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Handbook of Resilience in Children
... Indeed, experiencing these negative events can impede coping efficacy for additional events, increasing vulnerability to and even the likelihood of further negative events [39]. These negative experiences not only increase the stress level of the individual but also damage the well-being of individuals as they decrease positive emotions and increase negative emotions [40]. Even negative life events are one of the most robust predictors of poor well-being [41]. ...
... For this reason, this research focused on negative life events. The negative events experienced a negative impact on the healthy development of the individual, causing psychological problems [40,45], depression [46,47], and anxiety [40,48], while harming the mental health of the individual [49]. ...
... For this reason, this research focused on negative life events. The negative events experienced a negative impact on the healthy development of the individual, causing psychological problems [40,45], depression [46,47], and anxiety [40,48], while harming the mental health of the individual [49]. ...
Young people have to cope with many negative life events and stress factors to maintain their happiness. Although there are studies on how they benefit from different coping strategies and their results, there is no study that profiles/groups young people according to negative life events and coping styles. From this point of view, the study aims to determine different life events classes and stress coping profiles in young people, and to examine the differences in happiness among the new groups created according to the discovered classes and profiles. Participants consisted of 1093 young people (M = 21.08) from different state universities in Turkey. Latent profile analysis (LPA) was conducted, resulting in a 3 profile solution characterizing coping strategies: Positive-oriented (26.8%), slightly positive-oriented (50%), and negative-oriented (23.2%) coping strategy profiles . Latent class analysis (LCA) was conducted, resulting in a 2 class solution characterizing negative life events: More negative (40.1%) and less negative (59.9%) life events classes. For the purpose of the study, the profiles created with the latent profile analysis and the latent class analysis were considered together and the participants were divided into 6 groups. These groups differed significantly in terms of happiness. The group with the highest level of happiness is the group with positive-oriented coping strategies and less negative life conditions ( μ = 4.35, p < .001), and the group with the lowest level of happiness is the group with negative-oriented coping strategies and more negative life conditions ( μ = 3.48, p < .001). However, the findings indicated that a positive-oriented coping strategy profile (the profile that scored high on positive coping strategies and low on negative coping strategies) offers the most promising route to happiness whether experienced negative life events are less or more.
... Firstly, self-insights and resilience are mainly formed by positive school encounters. Subsequently, different approaches are surveyed to assist youngsters with learning disabilities to increment their versatility and protect their self-efficacy and thoughts of self-worth (Goldstein & Brooks, 2012). ...
... Infact, it is actually conceptualized as a varying attribute that can be fostered internally and externally, by the attitude and the way people communicate with these children. As a child's resilience increments, his or her capacities adapt to or defeat risk and other misfortunes (Goldstein & Brooks, 2012). ...
... When they fail to do so, it bring about feelings of dissatisfaction as opposed to a sense of achievement. Besides, toddlers are always thinking about the present moment and they live with the perception that these school experiences will be there for the rest of their lives, with battles that will last an 220 unfathomable amount of time (Goldstein & Brooks, 2012). ...
... Firstly, self-insights and resilience are mainly formed by positive school encounters. Subsequently, different approaches are surveyed to assist youngsters with learning disabilities to increment their versatility and protect their self-efficacy and thoughts of self-worth (Goldstein & Brooks, 2012). ...
... Infact, it is actually conceptualized as a varying attribute that can be fostered internally and externally, by the attitude and the way people communicate with these children. As a child's resilience increments, his or her capacities adapt to or defeat risk and other misfortunes (Goldstein & Brooks, 2012). ...
... When they fail to do so, it bring about feelings of dissatisfaction as opposed to a sense of achievement. Besides, toddlers are always thinking about the present moment and they live with the perception that these school experiences will be there for the rest of their lives, with battles that will last an 220 unfathomable amount of time (Goldstein & Brooks, 2012). ...
Relationship between Perfectionism, Optimism and Resilience among
Sports Athletes
... Firstly, self-insights and resilience are mainly formed by positive school encounters. Subsequently, different approaches are surveyed to assist youngsters with learning disabilities to increment their versatility and protect their self-efficacy and thoughts of self-worth (Goldstein & Brooks, 2012). ...
... Infact, it is actually conceptualized as a varying attribute that can be fostered internally and externally, by the attitude and the way people communicate with these children. As a child's resilience increments, his or her capacities adapt to or defeat risk and other misfortunes (Goldstein & Brooks, 2012). ...
... When they fail to do so, it bring about feelings of dissatisfaction as opposed to a sense of achievement. Besides, toddlers are always thinking about the present moment and they live with the perception that these school experiences will be there for the rest of their lives, with battles that will last an 220 unfathomable amount of time (Goldstein & Brooks, 2012). ...
In this sudden widespread on-going covid-19
epidemic, we all know that technology is
definitely the saviour of the mankind. But how
many people are able to access the technology
is the major question. Especially in the field
of education, students with disabilities are
the people who are facing the real challenge
of learning. The parents or care givers of
students with different disabilities like visually
impaired, problem with motor skills, hearing
impairment and slow learners find it really
hard to access computers and other devices
because the process of installing suitable
software and adapting them to a different mode
of learning becomes a challenging task. With a
view to ensuring accessible e-content amid the
pandemic, the education ministry has released
guidelines for development of e-content for
children with special needs.
... Sumber i have memiliki beberapa karakteristik sebagai penentu dalam pembentukan resiliensi, yaitu hubungan yang dilandasi dengan kepercayaan (trust), struktur dan peraturan yang ada dalam keluarga atau lingkungan rumah, model-model peran, dorongan seseorang untuk mandiri (otonomi), dan akses terhadap fasilitas seperti layanan kesehatan, pendidikan, keamanan, dan kesejahteraan. Menurut Grotberg (Goldstein & Brooks, 2015), I am (aku ini) adalah sumber resiliensi yang berhubungan dengan kekuatan pribadi yang dimiliki oleh individu. Sumber ini meliputi perasaan, sikap, dan keyakinan pribadi. ...
... Beberapa karakteristik pribadi yang memengaruhi I am dalam membentuk resiliensi yaitu: penilaian personal bahwa diri memperoleh kasih sayang dan disukai oleh banyak orang, memiliki empati, kepedulian dan cinta terhadap orang lain, mampu merasa bangga dengan diri sendiri, optimis, percaya diri, dan memiliki harapan akan masa depan. Menurut Grotberg (Goldstein & Brooks, 2015), I can (aku dapat) adalah sumber resiliensi yang berkaitan dengan usaha yang dilakukan oleh individu berkaitan dengan keterampilan-keterampilan sosial dan interpersonal. Keterampilanketerampilan ini antara lain: kemampuan dalam berkomunikasi; problem solving atau pemecahan masalah; kemampuan mengelola perasaan, emosi dan impulsimpuls; kemampuan mengukur temperamen sendiri dan orang lain; dan kemampuan menjalin hubungan yang penuh kerpercayaan. ...
... E szerint a támogató személy a gyerek életében, támogató, erős kohéziójú család, bizonyos személyiségjellemzők azok a faktorok, amelyek lehetővé teszik a nehézségekkel való megküzdést. Goldstein és Brooks (2013) úgy vélik, hogy az iskola, illetve az iskolába visszatérés traumatikus események után fontos szerepet játszik a gyerekek életében. Az iskolában (optimális esetben) kialakuló kapcsolatok azok, amelyek leginkább képesek a gyerekek pszichés sebeinek gyógyítására. ...
... Ungar (2012) szerint a reziliencia tanulmányozásának figyelembe kell vennie a fejlődési sajátosságokat, a környezeti hatásokat, az előzményeket, következményeket. Goldstein és Brooks (2013) úgy vélik, hogy a reziliencia vizsgálatai magának a jelenségnek a mérése helyett sok esetben a reziliencia helyett a protektív faktorokra fókuszáltak, amelyek előjelezték a rezilienciát. A legfontosabb pszichológiai és neveléstudományi konstruktumok szerepet kaptak a vizsgálatok sorában. ...
... Oleh karena itu, prinsip yang wajib diikuti dalam hubungan orang tua dan anak adalah memperkuat kemampuan mereka untuk menjadi resilien serta menghadapi tantangan hidup dengan bijaksana, percaya diri, dan empati. Resiliensi menjadi pengetahuan, keterampilan, kemampuan, dan wawasan yang dimiliki oleh setiap orang, termasuk anak untuk mengatasi kesulitan dan tantangan dengan cara yang positif, dengan melibatkan proses adaptif yang dinamis untuk menemukan mekanisme dalam mencapai hasil yang terbaik (Robert Brooks, 2005); (Novianti, 2018) Anak yang resilien memiliki kemampuan dalam melihat dirinya sendiri dan dunia luar yang berbeda dengan cara anak lain yang tidak berhasil menghadapi tantangan dan tekanan. Merasa special serta dihargai, mengembangkan kemampuan memecahkan masalah serta membuat keputusan, memiliki coping strategy yang produktif, mampu mengetahui kelemahan serta kekuatannya, memiliki konsep diri yang positif, berbagi kemampuan interpersonal dengan teman sebaya dan orang dewasa, mampu meminta bantuan serta pengasuhan dari orang dewasa dengan sikap yang tepat dan mampu menentukan aspek pg. ...
... Merasa special serta dihargai, mengembangkan kemampuan memecahkan masalah serta membuat keputusan, memiliki coping strategy yang produktif, mampu mengetahui kelemahan serta kekuatannya, memiliki konsep diri yang positif, berbagi kemampuan interpersonal dengan teman sebaya dan orang dewasa, mampu meminta bantuan serta pengasuhan dari orang dewasa dengan sikap yang tepat dan mampu menentukan aspek pg. 6 dalam kehidupannya yang bisa dikontrol serta penekanan pada pengembangan aspek tersebut (Robert Brooks, 2005) Krisis pandemi Covid-19 memberikan banyak tekanan terhadap siswa, baik secara fisik maupun kesehatan mental. Beban kerja akademik, perpisahan dari sekolah dan ketakutan akan penularan memiliki efek negatif pada kesehatan siswa melalui stres yang dirasakan (Yang et al., 2021). ...
Remaja adalah titik yang sangat penting dalam perkembangan emosional manusia. Pada masa Covid-19 lingkungan remaja/siswa SMP mengalami berbagai beban masalah kesehatan mental yang muncul. Stress yang terjadi pada masa ini akan mempengaruhi pola perkembangan mental di masa yang akan datang. Pengaruhnya terlihat dalam domain resiliensi. Karna itu, sangat penting untuk menganalisis korelasi Resiliensi terhadap Tingkat Stress Siswa SMP pada masa Covid-19 di Kabupaten Pinrang, Indonesia. Penelitian ini menggunakan desain Cros sectional Study. Populasi penelitian ini adalah siswa SMP yang bermukim di Kab, Pinrang dengan jumlah responden sebanyak 94 orang. Instrument yang digunakan adalah kuesioner DASS 42 (Depression Anxiety Stress scale 42) untuk mengukur tingkat stress dan International Resilience Project untuk mengukur resiliensi pada siswa. Analisis data menggunakan Korelasi Pearson. Hasil penelitian ini menunjukkan sebesar 76.02% siswa mengalami tingkat stress yang sangat parah dengan tingkat resiliensi yang tinggi sebesar 88%. Hasil Korelasi Pearson untuk Resiliensi dengan usia sebesar 0.175 yang berkorelasi positif dan tingkat stress sebesar -0.302 yang berkorelasi negative. Kemampuan Resiliensi pada siswa pada masa Pandemi Covid-19 berkorelasi positif terhadap peningkatan usia dan berkorelasi negative terhadap tingkat stress
... Straipsnyje remiamasi bendromis mokslinėmis asmenybės interakcinio modelio koncepcijomis (Emmons ir kt., 1986;Endler, 1981;Hjelle ir Ziegler, 2014 ir kt.), tarpdisciplininiu (Ashford, LeCroy ir Lortie, 2000, ir t. t.), sisteminiu (Bertalanffy, 1969;Richardson, 2000;Parsons, 2002;Ashford ir kt., 2016, ir t. t.), ekologiniu (Bronfenbrenner, 1986;Waller, 2001;Goldstein ir Brooks, 2005;Sheppard, 2012;Weiss ir kt., 2010, ir t. t.) požiūriais, subjekto-subjekto sąveikos idėjomis (Ilyin, 2006;Mudrik, 2011;Slastenin ir kt., 2013;Paatova, 2016, ir t. t.), moksliškai pagrįstu požiūriu į asmenybės ugdymą per veiklą ir bendravimą (Mead, 1994;Cooley, 1994a;1994b;Leontiev, 2004;ir t. t.), humanistinėmis asmenybės kryptingumo idėjomis (Maslow, 1999;Rogers, 1994;Amonashvili, 2009, ir t. t.). ...
... Būtina sukurti vaikams aplinką, darančią jiems ugdomąjį prevencinį ir reabilitacinį poveikį ir įgalinančią įveikti bet kokias problemas (nepasitenkinimą, klaidas ir traumas), plėtoti ir planuoti savo realius tikslus bei palaikyti teigiamą ir veiksmingą bendravimą su kitais (Goldstein ir Brooks, 2005). Šio darbo metu formuojasi adekvatus tiek savojo "aš", tiek supančios tikrovės suvokimas, o tai savo ruožtu ugdo atsparumą išoriniams ir vidiniams poveikiams, gebėjimą prisitaikyti prie aplinkos ir efektyviai su ja sąveikauti. ...
This article describes children at risk in the context of a pedagogical problem, analyzes various interpretations of the “rehabilitation” concept in scientific literature and explains the need for rehabilitation work with children in teachers’ practice. On the basis of an empirical review (a questionnaire survey) a spectrum of ideas and opinions of teachers and psychologists from different educational institutions on the goals and objectives of rehabilitation work with children at risk and the main directions for this work in their practical activities have been revealed. In order to analyze the interpretations of specialists’ opinions regarding the nature and assessment of the effectiveness of rehabilitation, a method of collecting qualitative data (questionnaire survey, conversation) with open-ended questions was used. The author summarized the answers of the specialists on the problem under study by the method of content analysis using an open-coding procedure.
According to the results of the research, six rehabilitation contexts have been identified, most specialists consider rehabilitation as comprehensive assistance to children with the aim of successfully returning them to a full social life; involving them into the system of social relations in the course of specially organized education; vocational training; developing healthy lifestyle and law-abiding behavior.
... The goal of the program is to promote emotional resilience (P. M. Barrett, 2017;Friends-Resilience, 2019), which is defined as the ability to adapt and recover from stress, adverse life events and in the face of extreme risk with positive outcomes (Atkinson, Martin, & Rankin, 2009;Goldstein & Brooks, 2005). The ...
... M.Barrett, 2010; P. M.Barrett, 2017;P. M. Barrett, Farrell, Ollendick, & Dadds, 2006;Goldstein & Brooks, 2005;Iizuka et al., 2013). ...
Anxiety disorders are the most prevalent group of neuropsychiatric disorders and go along with high personal suffering. They often arise during childhood and show a progression across the life span, thus making this age a specific vulnerable period during development. Still most research about these disorders is done in adults. In light of this, it seems of utmost importance to identify predictive factors of anxiety disorders in children and adolescents. Temperament or personality traits have been proclaimed as risk markers for the development of subsequent anxiety disorders, but their exact interplay is not clear. In this dissertation an effort is made to contribute to the understanding of how risk markers of early temperamental traits, in this case Trait Anxiety, Anxiety Sensitivity and Separation Anxiety are interplaying. While Trait Anxiety is regarded as a more general tendency to react anxiously to threatening situations or stimuli (Unnewehr, Joormann, Schneider, & Margraf, 1992), Anxiety Sensitivity is the tendency to react with fear to one’s own anxious sensations (Allan et al., 2014; S. Reiss, Peterson, Gursky, & McNally, 1986), and Separation Anxiety is referring to the extent to which the child is avoiding certain situations because of the fear of being separated from primary care givers (In-Albon & Schneider, 2011). In addition, it will be addressed how these measurements are associated with negative life events, as well as brain functioning and if they are malleable by a prevention program in children and adolescents. In study 1 the aim was to extend the knowledge about the interrelations of this anxiety dimensions and negative life events. Results indicated positive correlations of all three anxiety traits as well as with negative life events. Thus, a close connection of all three anxiety measures as well as with negative life events could be indicated. The closest association was found between Anxiety Sensitivity and Trait Anxiety and between Separation Anxiety and Anxiety Sensitivity. Furthermore, negative life events functioned as mediator between Anxiety Sensitivity and Trait Anxiety, indicating that a part of the association was explained by negative life events. In study 2 we extended the findings from study 1 with neurobiological parameters and examined the influence of anxiety traits on emotional brain activation by administering the “emotional face matching task”. This task activated bilateral prefrontal regions as well as both hippocampi and the right amygdala. Further analyses indicated dimension-specific brain activations: Trait Anxiety was associated with a hyperactivation of the left inferior frontal gyrus (IFG) and Separation Anxiety with a lower activation bilaterally in the IFG and the right middle frontal gyrus (MFG). Furthermore, the association between Separation Anxiety and Anxiety Sensitivity was moderated by bi-hemispheric Separation-Anxiety-related IFG activation. Thus, we could identify distinct brain activation patterns for the anxiety dimensions (Trait Anxiety and Separation Anxiety) and their associations (Separation Anxiety and Anxiety Sensitivity). The aim of study 3 was to probe the selective malleability of the anxiety dimensions via a prevention program in an at-risk population. We could identify a reduction of all three anxiety traits from pre- to post-prevention-assessment and that this effect was significant in Anxiety Sensitivity and Trait Anxiety scores. Furthermore, we found that pre-intervention Separation Anxiety and Anxiety Sensitivity post-intervention were associated. In addition, pre-interventive scores were correlated with the intervention-induced change within the measure (i.e., the higher the score before the intervention the higher the prevention-induced change) and pre-intervention Anxiety Sensitivity correlated with the change in Separation Anxiety scores. All relations, seemed to be direct, as mediation/moderation analyses with negative life events did not reveal any significant effect. These results are very promising, because research about anxiety prevention in children and adolescents is still rare and our results are indicating that cognitive-behavioural-therapy based prevention is gilding significant results in an indicated sample even when samples sizes are small like in our study. In sum the present findings hint towards distinct mechanisms underlying the three different anxiety dimensions on a phenomenological and neurobiological level, though they are highly overlapping (Higa-McMillan, Francis, Rith-Najarian, & Chorpita, 2016; Taylor, 1998). Furthermore, the closest associations were found between Anxiety Sensitivity and Trait Anxiety, as well as between Separation Anxiety and Anxiety Sensitivity. Specifically, we were able to find a neuronal manifestation of the association between Separation Anxiety and Anxiety Sensitivity (Separation Anxiety-specific IFG activation) and a predictive potential on prevention influence. The results of these studies lead to a better understanding of the etiology of anxiety disorders and the interplay between different anxiety-related temperamental traits and could lead to further valuable knowledge about the intervention as well as further prevention strategies.
... Finally, scholars are focusing more efforts to understand the importance of resilience (Goldstein and Brooks, 2013;McCray et al., 2016). A plethora of research suggests the positive attributes of resilience in the face of trying times (Coutu, 2002;Goldstein and Brooks, 2013;Masten, 2001) and its association with lower fear avoidance (Palit et al., 2019). ...
... Finally, scholars are focusing more efforts to understand the importance of resilience (Goldstein and Brooks, 2013;McCray et al., 2016). A plethora of research suggests the positive attributes of resilience in the face of trying times (Coutu, 2002;Goldstein and Brooks, 2013;Masten, 2001) and its association with lower fear avoidance (Palit et al., 2019). However, to our knowledge, our research is a unique look at how resilience responds in the face of discrete emotions, in particular, fear. ...
Purpose
The purpose of this paper is to study how the interplay of the emotion of fear and the personality trait of resilience affect time to reemployment after job termination. The authors carried out the research by extending affective events theory (AET) beyond the workplace.
Design/methodology/approach
This paper is a conceptual paper intended to lay the groundwork for future analysis in the areas of fear and resilience, specifically in the time after job termination.
Findings
The paper suggests that fear is a natural response to job termination, and there are two responses to fear: one of action to rid oneself of fear (“fight or flight”) and one of paralysis, in which an individual remains in a fear state. The authors put forth that one's level of resilience is a factor in determining time to reemployment.
Originality/value
While there are numerous studies on the role emotions play in the workplace and in particular, the role of fear about potentially getting fired, there are few, if any, studies on the role of fear after losing a job. The authors feel this is a warranted area of study as fear can have both positive and negative responses. The authors also contend that a major diver of these fear responses is an individual's level of resilience, and this can be a significant predictor of the individual's time to reemployment.
... O segundo modo citado, o enfrentamento direcionado para a sociabilidade, ajuda no reequilíbrio pessoal diante das situações adversas, já que tende a ocasionar rápida recuperação e menores taxas de complicações médicas, menores custos hospitalares, baixas taxas de mortalidade e melhores enfrentamentos nos casos terminais. Há um enfrentamento ativo, ressignificação positiva, humor, aceitação, otimismo, engajamento em atividades de lazer, sentimentos de segurança, pertencimento e fundamento na realidade, além de reforço da esperança e da vontade de viver, o que proporciona melhor qualidade de vida 51,52,53,54,55,56,57,58,59,60,61,62,63,64,65,66,67,68,69,70,71 . O terceiro modo citado, o enfrentamento direcionado para os ritos espirituais/fantasia, pode reduzir o senso de perda de controle e desesperança no processo de adoecimento, promovendo uma estrutura cognitiva que visa reduzir o sofrimento e aumentar o senso de significação. ...
Foi analisado se a autorregulação afetiva de mulheres com câncer de mama interfere no enfrentamento do câncer e na busca pela cura. Para tanto, participaram 40 mulheres com câncer de mama de uma instituição de saúde especializada em prevenção, diagnóstico e tratamento do câncer. Os instrumentos utilizados foram Escala de Resiliência, Escala de Coping Religioso/Espiritual Abreviada e Escala de Modos de Enfrentamento de Problemas. Os resultados apontaram que há relação positiva significante entre autorregulação afetiva e melhores modos de enfrentamento, ou seja, quanto maior for o nível de resiliência e espiritualidade de um indivíduo, melhor será o seu modo de enfrentamento em situações adversas e estressoras. Conclui-se que a autorregulação afetiva pode interferir no bem-estar físico, mental e social de mulheres com câncer de mama em quimioterapia, bem como em suas estratégias de modos de enfrentamento dos problemas.
... The experience of trauma in childhood is often examined through the cycles of the risk paradigm [10]. However, it can be alternatively captured by the theoretical framework of resilience [11], which describes how insulating or mitigating factors [12] may allow an individual to cope constructively, rather than destructively, with adverse events and circumstances [13,14]. Thus, there are children who, despite their childhood hardships, develop well and even thrive [11]. ...
Despite extensive research on resilience, little information exists on the resilience of teachers who faced adversity in childhood and the meanings they attribute to their current work with at-risk students. Thus, this study aimed to address this knowledge gap by examining the narratives of teachers who were at-risk children. Based on 30 semi-structured life-narrative interviews, the findings revealed the significant meaning that the participants ascribed to positive relationships. Whether such relationships were present or absent in their childhood, these relationships were instrumental in their choice to pursue a career in education. In supporting their students’ resilience and becoming the teachers they wanted as children, they found meaning in their past experiences of risk and coping. The study’s discussion applies the social mirroring theory to analyze how the participants resisted the negative image presented to them by others in their childhood and how a belief of hopeful prospects fortified them and led them to take on transformative justice as their life mission. Supporting at-risk children functioned as a form of healing for the participants, fostering both their students’ and their own resilience. The study findings highlight the importance of accounting for teachers’ childhood experiences as formative narratives that mold their educational work.
... Chronic stressors such as academic demands, teacher interactions, peer relationships, and family issues were considered significant influencing factors for bullying [13]. Resilience, which refers to the ability of individuals to adapt, cope, and recover from adversity, stress, and challenges [14], played a crucial role in mitigating the negative effects of chronic stressors and involvement in bullying [15]. Furthermore, resilience has been reported as a negative predictor of stress [16]. ...
(1) Background: Previous studies have shown that stress increases the risk of bullying (including perpetration and victimization) in adolescents, and depressive symptoms are associated with both stress and bullying. However, the relationship between stress, depressive symptoms, and bullying has not been fully elucidated. In addition, previous studies have focused only on stressors but have ignored the role of resilience in evaluating individual’s stress. This study aimed to incorporate resilience into the assessment of an individual’s stress, which we named comprehensive stress; to examine the relationship between comprehensive stress and bullying; and then to investigate the potential role of depressive symptoms in this relationship. (2) Methods: We recruited 6353 middle and high school students from the 2021 Shanghai CDC Youth Risk Behavior Surveillance Project. After signing informed consent, participants provided demographic information and completed effective measures of stressors, resilience, depressive symptoms, and bullying. (3) Results: Latent profile analysis revealed four profiles of comprehensive stress, labeled as Low stressor–High resilience (37.57%, n = 2216), Moderate high stressor–Average resilience (14.38%, n = 848), Average stressor–Moderate low resilience (33.33%, n = 1966), and High stressor–Low resilience (14.72%, n = 868). In comparison to students in the Low stressor–High resilience profile, students in other profiles demonstrated higher likelihoods of engaging in bullying victimization and perpetration, as well as higher levels of depressive symptoms. Specifically, students in the High stressor–Low resilience profile had the highest odds of bullying victimization (OR = 6.74, 95% CI: 4.92–9.22) and perpetration (OR = 5.15, 95% CI: 3.56–7.46), along with the highest level of depressive symptoms (β = 11.35, Se(β) = 0.17). Students in the Average stressor–Moderate low resilience profile had a moderate increase in the odds of bullying victimization (OR = 2.21, 95% CI: 1.63–3.00) and perpetration (OR = 2.69, 95% CI: 1.91–3.80), as well as a moderate level of depressive symptoms (β = 5.03, Se(β) = 0.13). Students in the Moderate high stressor–Average resilience profile also showed increased odds of bullying victimization (OR = 2.99, 95% CI: 2.12–4.20) and perpetration (OR = 2.80, 95% CI: 1.88–4.20), as well as a moderate level of depressive symptoms (β = 4.44, Se(β) = 0.16). Depressive symptoms were positively correlated with both perpetration and victimization. Furthermore, the mediating role of depressive symptoms between comprehensive stress and bullying was observed. (4) Conclusions: Combining stressors and resilience is crucial when evaluating an individual’s stress. Comprehensive stress is associated with bullying, and depressive symptoms may partially mediate this relationship.
... For the third grouping, participants loaded on statements that tapped into the wider community agreeing with statements emphasizing a healthy attachment to their school and its personnel. Numerous resilience-focused literature support this notion by identifying schools as a mesosystemic resource contributing to resilience for children exposed to adversity (Masten and Reed, 2002;Goldstein and Brooks, 2005;Harvey, 2007;Gentz et al., 2021). Findings from Hetherington and Elmore (2003) corroborate our findings showing that a secure attachment to their school tends to enable children affected by parental divorce to better cope with their new life circumstances. ...
Introduction
Divorce is a contributor to family instability within sub-Saharan Africa, and specifically within Namibia, an increasing number of children are exposed to its impact. However, not all children react uniformly to the impact of parental divorce, and many children may be resilient. Understanding what promotes resilience in children post-divorce in African contexts is vital, given the unique socio-cultural context. Therefore, this study aimed to understand how some children are capable of resilience despite exposure to parental divorce in Namibia.
Methods
A multiple case study design was employed to assess the lived experiences of children aged 9–12 post-parental divorce in Windhoek. Using the Child and Youth Resilience Measurement (CYRM-12) scale, 24 children exposed to parental divorce were screened for resiliency. The Q-Methodology, with visual material, was utilized with a sub-sample of 12 children who scored high on the CYRM (50% girls, mean age = 11) to eliminate some of the challenges associated with gathering qualitative data from younger children. The PQ Method 2.35 software program was used for data analysis.
Results
By-person factor analysis identified four statistically significant profiles. A third (33%) of participants loaded on a factor emphasizing “quality parent-child relationships” and a further 33% emphasizing “effective parent conflict resolution.” The final two factors emphasized “healthy school attachment” (17%) and “strong community attachment” (17%). All children emphasized a stable, loving familial environment, and frequent visitation with the non-custodial father.
Discussion
Our findings suggest that multiple social ecologies nurture resilience in children exposed to parental divorce in Namibia. Support should be extended beyond the perimeters of the nuclear family, and relationships with extended family members, peer groups, school, and the wider community can play an important role in children's adjustment. The study highlights the importance of contextually grounded resilience as some factors that are emphasized for children from more Western communities do not reflect as strongly in the results of this study. Other factors, including a stronger reliance on community and factors such as the school, peers, and extended family members, may play a bigger role in child resilience post-divorce in Namibia.
... Reziliența constituie rezultatul interacțiunii complexe dintre factorii de risc și factorii de protecție (factorii de risc constituie acele condiții care influențează probabilitatea apariției și evoluției unei probleme, pe de o parte, și reducerea rezistenței la stres, pe de altă parte, iar factorii protectivi includ factori care ajută unei persoane să nu dezvolte o problemă într-o situație de risc, care reduc efectul reacțiilor negative și oferă oportunități pentru obținerea succesului (stima de sine, inteligența, susținerea familiei, suportul moral, sentimentul propriei valori, suportul material/financiar etc.) [13]. ...
People always interact and accumulate experience. The experience makes us stronger, more resilient by knowing our resources, developing constructive behaviors for potentially traumatic situations. The ability to face unfortunate events (losses, traumas, crises, disability, continuous stress, etc.) is the resilience that we all possess, that state to recover and move on, to face challenges and overcome difficulties in a positive and resilient way. How we develop our individual psychological resilience is determined by a multitude of factors: our ability to adapt to change, accept change and continue to interact positively socially, by the individual tools we use in adverse situations, by social support network, contextual social factors, etc. Resilience and loneliness can be interconnected in several ways. While resilience refers to an individual's ability to bounce back or recover from adversity, solitude refers to the assumed and conscious state of being alone with oneself in a willful, not accidental, way. Solitude provides individuals with a space to engage in cognitive processing and problem solving. When alone, people can focus their attention on complex problems or stressful situations, allowing them to analyze the situation, generate potential solutions, and make decisions without external distractions. This cognitive processing and problem-solving capacity can enhance resilience by helping individuals develop effective strategies to overcome challenges. Solitude can serve as a means of rest and recovery, which are essential components of resilience. Taking time for oneself, away from the demands of others, allows individuals to recharge their mental and emotional resources. This recharging of energy and restoration of well-being through solitude can contribute to an individual's ability to recover from stressors and setbacks. It is important to note that while solitude can be beneficial for resilience, excessive or prolonged isolation can have negative effects on mental health. It is essential to find a balance and ensure that individuals have access to social support networks, as human connection that also plays a significant role in building resilience.
... Resilience is defined as "a capacity or set of skills that allow a person to prevent, minimize or overcome the damaging effects of adversity [13]." Resilience has been shown to contribute to children's psychological well-being and academic achievement in later life [15]. Prosociality, which refers to voluntary behavior intended to benefit another [12], reinforces social support and promotes mental well-being and quality of life [40]. ...
The association between maternal pre-pregnancy obesity and child behavior problems has been widely researched, leaving a gap in understanding the positive aspects of children’s mental health. The present study aimed to investigate the association between maternal pre-pregnancy body mass index (BMI) and resilience and prosociality among 6–7 year-old children in Japan. A retrospective cohort study was conducted using data from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study, a population-based study in 2017 and 2019 including all first-grade students in public schools in Adachi, Tokyo, Japan (n = 7328, response rate = 84.7%). Resilience and prosociality were measured by the Children’s Resilient Coping Scale and the Strength and Difficulties Questionnaire, respectively. Maternal pre-pregnancy weight and height were reported based on the Mother and Child Health Handbook, and BMI was categorized as underweight (BMI < 18.5), normal weight (BMI 18.5–24.9), overweight (BMI 25.0–29.9), and obesity (BMI ≥ 30). Linear regression models were employed to control for covariates. Maternal pre-pregnancy obesity was found to be negatively associated with child resilience (coefficient: − 3.29; 95% CI − 6.42–-0.15), while maternal underweight was negatively associated with child prosociality (coefficient: − 0.12; 95% CI − 0.24–-0.005) compared to mothers of pre-pregnancy normal BMI. Perinatal factors, such as gestational weight gain, gestational age, and birth weight, did not mediate the association. Our findings suggest that maternal pre-pregnancy obesity is linked to decreased resilience and maternal underweight is linked to decreased prosociality in children aged 6–7 years. Maintaining an appropriate BMI range before pregnancy may be crucial for enhancing resilience and prosociality of offspring.
... External assets stem from each microsystem and can potentially develop a child who academically achieves and is socially caring. Therefore, when we take this ecodevelopmental approach, we view the positive development of children more broadly because communities are portrayed as relational spaces where intentional efforts are made to integrate children as resources and contributors to their families, schools, and neighborhoods (Goldstein & Brooks, 2014). ...
... , (Becker, 1964;Brooks, 2005). ...
Objectives: This study analyzed the structural relationship between mothers’ play beliefs, parenting behavior, children’s playfulness, and children’s ego-resilience, and verified the relationship between variables. The mediating effect of the mother’s parenting behavior and children’s playfulness was examined in the relationship between direct and indirect effects of variables on children’s ego-resilience and mother’s play belief and children’s ego-resilience.Methods: A total of 305 children aged 3 to 5 and 305 mothers enrolled in early childhood education institutes in Gangwon-do, Gyeonggi-do, Jeollabuk-do, and Chungcheongnam-do were recruited. Structural equation modeling was conducted using the AMOS 21.0 program.Results: Results revealed that mothers’ play beliefs had a positive correlation with parenting behavior, children’s playfulness, and children’s ego-resilience, and parenting behavior had a positive correlation with children’s ego-resilience. The playfulness of children exhibited a positive correlation with the ego-resilience of children, while parenting behavior and children’s playfulness. In addition, the mother’s play beliefs, the mother’s parenting behavior, and the children’s playfulness directly affected the children’s ego-resilience, and the play beliefs indirectly influenced parenting behavior and the children’s playfulness as mediators.Conclusion: This study, verified that the mother’s play beliefs, parenting behavior, and playfulness of children had a significant effect on children’s ego-resilience. It is encouraging in that it revealed that if a mother recognizes the importance of play and supports it with a positive belief in play, children’s playfulness can be cultivated and ego-resilience can be improved.
... Studies have supported that resilience is protective against negative encounters in one's life. All employees face risky encounters and adversity in their job portfolios, but resilience is a shield against vulnerability during these happenstances (Goldstein and Brooks, 2005;Friedli, 2009). ...
The purpose of the study is to investigate consumer wellbeing because of consumer participation, value co-creation, and customer resilience. This research identified the interaction effect of service climate in the presented context. The data were collected from 490 hotel customers. The structural equation modelling technique was used to observe the hypotheses testing. Participants of the study positively supported the impact of customer participation on customer wellbeing directly and indirectly. Moreover, results showed the partial mediation of customer resilience and value co-creation between customer participation and customer wellbeing. Service climates strengthen the relationship between customer participation and resilience and value co-creation. Theoretical and practical implications have also been added.
... Besides, Goldstein and Brooks (2005) maintained that in the development and maintenance of academic resilience, interaction between the child and the child's social environment must been noted. Furthermore, resilient parent in raising a child with a resiliency mindset and the importance of teaching parents how to identify and foster these qualities. ...
... Furthermore, pathways to resilience involve an interplay of risk factors and protective factors (Herrman et al., 2011). For example, risk factors, which can be defined as aspects that contribute towards a higher likelihood of negative outcomes and increase the susceptibility of children relapsing (i.e., facing more or similar adverse experiences) following adversity, such as isolation, neglect, and relationship difficulties (Goldstein & Brooks, 2012). Therefore, protective factors which increase the likelihood of positive outcomes being maintained and sustained in the long-term, such as family cohesion and the motivation to adapt, are important in determining a child's ability to learn and grow from setbacks (Masten & Barnes, 2018). ...
Bronfenbrenner’s ecological systems theory (1979) conceptualises children’s development as a process of bi-directional and reciprocal relationships between a developing individual and those in surrounding environments, including teachers, parents, mass media and neighbouring communities. Using Bronfenbrenner’s ecological systems theory, this paper will argue that resilience can be taught during childhood, from the complex social interactions that children have with parents to the interactions they have in school. First, there will be a focus on how resilience emerges from children’s individual personality traits and emotional intelligence. Bi-directional and reciprocal relationships will be addressed by focusing on the effects of parental abandonment on children’s attachment styles, as well as parent-focused interventions. Following this, the role of teachers and school-based interventions (SBIs) will be explored as sources for bolstering resilience among children. Alternative perspectives on resilience pathways, including meaning-oriented approaches and those that recognise the impact of broader influences beyond the microsystem (e.g., culture and media), will also be addressed in this paper. Finally, implications of resilience research for play-based approaches and educational psychologists will be discussed.
Keywords: Bronfenbrenner’s ecological systems theory, microsystem, childhood resilience, interventions
... 'Resilience' had been transferred to English over the course of the 17 th century and started being employed in mechanics in the 19 th century, denoting the ability of steel to resist the application of a force with strength and absorb it with deformation (Alexander, 2013). The term also became to be employed in psychology in the 1950s, especially in relation to the psychiatric problems of children (Goldstein and Brooks, 2006). Alexander (2013) suggests that resilience has entered into social sciences via the use of the term in psychology. ...
This thesis is concerned with what it means to govern through resilience, with emphasis on flood governance. Resilience has become a pervasive idiom of global governance and has grown in popularity over the last decade in UK policy making. It is increasingly seen as a policy ideal, a benign attribute whose fostering appears appropriate for dealing with many contemporary predicaments. While many academic contributions agree that resilience is a policy ideal that needs fostering, others regard it as politically problematic. Resilience is said to represent a neoliberal strategy that seeks to responsibilise individuals, away from state-centred forms of protection. However, I contend that these contributions, while welcome, are general interpretations of the meaning and uses of resilience, derived mostly from official documents and rhetoric. This thesis makes a contribution to knowledge by analysing a full length policy initiative centred on resilience, from policy design to implementation. As resilience gradually moves from high-level official rhetoric to actual policy, there is a need for critical investigations to shift from theoretical pronouncements of what resilience ‘is’, to what it ‘does’, or fails to do in practice. I argue that, in practice, the implementation of resilience is characterised by failure points and breakdowns, which signify severe disconnects between the goals of the policy and its mechanisms for implementation. These failure points challenge the substantiality of the argument that resilience is a form of neoliberal strategy. In fact, the findings of the research suggest that if resilience is to be produced at all on the ground, it requires substantial orchestration ‘from above’, by ongoing authority. Overall, I argue that the content of resilience policies is vacuous, and if resilience is to be transformed in more productive directions, the work needs to begin with an acknowledgement that resilience policies present themselves as a hollow shell.
... The client was asked to list down her strengths to recall them every time she had negative automatic thoughts about the events, she is in. Cards were prepared with positive statements, and she kept them nearby (Goldstein and Brooks, 2005;Gooding et al., 2016). ...
Abuse is followed by multiple short- and long-term psychological consequences. Researchers suggest a significant need to design a culturally relevant and competent treatment plan specifically for the Asian context. This research presents an account of therapeutic strategies that were employed to manage the complaints of sexual harassment and associated psychological challenges. This case report dealt with a 16-year-old girl who was self-referred to the psychologist with complaints of getting sexually harassed by her brother-in-law, difficulty in managing academic challenges, communication gap with parents, and difficulty in handling her anger for the past 7 years. The assessment modalities used with the client were Behavioral Observation, Clinical Interview, Baseline Charts, School Children Problem Scale to rule out emotional–behavioral problems, the Adult–Child Interaction Test, and Downward Arrow Technique for cognitive assessment. The management plan was based on trauma-focused cognitive behavioral therapy (TF-CBT) and constituted of goals, such as having self-protection awareness from harassment, reducing the fear and unexplained emotions of grief, increasing self-esteem, designing a proper schedule for studies, and developing good communication ability. Post-assessment showed that anger reduced to 40%, communication gap with parents reduced to 50%, fear of harassment reduced to 40%, and self-image improved up to 40%. Sessions were based on 9 in-person meetings.
... Globally many adolescents face adversities and the extent of such adversities appears to be increasing (Goldstein & Brooks, 2013). The nature and extent of these adversities are reported in annually updated reports (for example, UNICEF's State of the World's Children reports (UNICEF, 2013). ...
This study investigated resilience effects on the self-development of adolescents in some schools in Buea, Cameroon. It was based on the premise that adolescents go through a series of adversities that greatly hinder their development. A major contention in this study was therefore that resilience could serve as a major framework for the self-development of school-going adolescents in Buea. It was hypnotized that resilient behaviours such as optimism, goal-oriented behavior, problem-solving skills and self-esteem were likely measures that could influence the self-development of school adolescents. The descriptive design was adopted for the study with a questionnaire used to collect data from a randomly selected sample of 357 students. Data collected were subjected to both descriptive and inferential statistics. The Spearman's rho correlation was used to test the predictability of resilience over self-development. Findings showed that problem solving skills had the most predictive power over self-development (χ2=245.516; P=0.000) with a predictive power of 49.7% followed by optimism (χ2=403.327; P=0.021) with an explanatory power of 27.0%, then self-esteem (χ2=318.046; P=0.000) with an explanatory power of 24.3% and finally goal-oriented behaviour had the least predictive power (χ2=87.935; P=0.041 with an explanatory power of 21.8%. These findings showed that resilience is an intrinsically grounded attribute of an individual's own wellbeing that directs one's movement towards self-developmental pursuits and endeavours. With resilience therefore, adolescent students have the capacity to persist even when they are faced with arduous adverse circumstances with the strength of limiting their journey through life. With it, they embrace life's challenging circumstances with great might as they benefit from inbuilt resilient capacities to surmount adversities and remain on track towards desired futures.
... Ever since, the study of resilience has shifted from distinguishing protective elements that lead to adjustable results to comprehending the cycle of arranging and conquering difficulties and creating actual techniques (Castro et al., 2010). There have been studies on resilience for decades in the fields of developmental psychology and psychopathology to comprehend high-risk groups, specifically at-risk adolescents (Goldstein and Brooks, 2006;Wright and Masten, 2006). Scholars started to concentrate more on educator resilience in the field of educator training to better comprehend the growth of educator identity (Kirk and Wall, 2010;Wang and Guan, 2020), work fulfillment and inspiration (Brunetti, 2006;Kitching et al., 2009), educator burnout and anxiety (Howard and Johnson, 2004), choices regarding professions, and the effectiveness of education (Gu and Day, 2013). ...
Different elements in education should be taken into account in the development of education which affects learners' success. Educators are one of the main elements of any educational program, primarily in mainstream education, and there is considerable research recognizing this and the fact that educators have a significant effect on learners' success. Therefore, education can be enhanced simply by enhancing educators' effectiveness. Moreover, because of the importance of educators' factors, many researchers have emphasized educator attributes over the last 20 years. In an attempt to better explain the interaction between educator-related concepts in the setting of English as a Foreign Language (EFL), educator self-efficacy has a significant impact on the educators' everyday lives as well as on their learners and is regarded as an important factor in successful education and instruction. Furthermore, as one of the characteristics, teacher resilience is a multifaceted and developmental concept that has newly captured the interest of some scholars, specifically in the last 20 years, allowing educators not only to face difficult situations to survive but also to recover and prosper. To this end, the current review tries to emphasize these two significant factors in regulating learners' success. Corresponding to this review, some suggestions for further research are provided and pedagogical implications are proposed.
... The students were confronted with a few natural and more personal trauma in their lifetime. Some will be further When a child is capable of developing a resilient mind-set, he or she will be able to deal more effectively with stress and pressures, cope with everyday challenges, and bounce back from adversity and trauma (Goldstein & Brooks, 2005 and assimilate into more supportive environments (Condly, 2006). Good cognitive skills and estimated adaptive problem solving abilities predict a multitude of good outcomes regardless of adversity events. ...
This study tried to figure out the role of Emotional Intelligence for developing coping strategies among adolescents who face traumatic events. Late adolescence students who have enrolled into the university education (Bachelors /Masters) were selected as the sample. University education is an important stage of students’ academic life. Therefore, all students need to develop their competencies to attain the goal of passing examinations and also to developing their wisdom related to scientific knowledge they gathered through their academic life. Study has been conducted in a cross cultural manner and it took place in Germany and Sri Lanka. Late adolescence is a critical period of human being as it is a foot step in their life which acquiring the emotional and social qualities in their social life. There are many adolescents who have affected by traumatic events during their life span but have not been identified or treated. More specifically, there are numerous burning issues within first year of the university students namely, ragging done by seniors to juniors, bulling, invalidation and issues raise based on attitudes changes and orientation issues. Those factors can be traumatic for both their academic and day to day life style. Older, involved in ragging students sometimes have to left the university (As a result of suspension). Younger students may be traumatized as victims of Raggings and thus impaired in their social life. Determining the resilience, emotional damage, post-traumatic stress disorder of those affected by ragging are strictly necessary in order to achieve effective rehabilitation of students regarding their academic performance of their social life at the university.
... Additional risk factors like maternal mental health, family history of mental disorders and lack of appropriate childcare, poor childcare facilities and exposure to violence also impact this developmental phase of life (Anselmi et al. 2004). Mental health problems have also been strongly associated with parent education and income, and the child's carer system (Goldstein and Brooks 2006). ...
... The impact of mistreatment on individual resources is unquestionable. Although positive teacher-student relationships act as a defence shield, helping students gain and maintain resources and thereby contributing to their resilience [40], abusive behaviours towards students are one of the most significant sources of school stress for students [41], resulting in a potential loss of resources [23]. Such resource loss is accompanied by psychological, social, cognitive, and somatic consequences for the student's functioning and adjustment [2,29,38], including long-term negative consequences for social-emotional resources in the years following the school experience [38,42]. ...
As a personal resource, resilience enables individuals to cope with stressful life events and to adapt to diverse situations. In the framework of Conservation of Resource (COR) theory, the current study investigates whether personal and social resources, namely emotional intelligence (EI) and gender, can contribute to resilience for individuals who experienced teacher mistreatment as adolescents. Our findings show that men and women differ in their baselines concerning mistreatment and emotional intelligence. Individual resources in the form of EI and social resources, and particularly gender, affect resilience. Moreover, gender and the Use of Emotion (UOE) facet of EI interact in their contribution to resilience. These findings provide better insights into the interrelationships between the diverse resources affected by past teacher mistreatment. An enhanced understanding can help us mitigate teacher mistreatment and promote more socially sustainable communities that are just and equitable, and support the emotional and social growth and resilience of its members
Research ini dilatar belakangi oleh jama’ah Masjid Jami’ Al-Istiqomah. Menilik masyarakat di sekitar masjid Jami’ Al Istiqomah dahulunya enggan jika diajak mengikuti aktifitas di masjid dan susah untuk berjamaah di masjid. Akan tetapi setelah adanya berbagai macam upaya dari takmir masjid, kini Masjid Jami’ Al-Istiqomah menjadi wadah dalam penyaluran ‘Ulumud Diin (ilmu pengetahuan agama) dan menjadi tempat bagi masyarakat untuk mencari-cari solusi dalam persoalan agama dan aktifitas sehari-hari. Dari kepercayaan tersebut masyarakat aktif mengikuti kajian yang diselenggarakan oleh Masjid Jami’ Al Istiqomah Penelitian ini menggunakan metode pendekatan kualitatif serta jenis penelitian deskriptif dengan metode pengumpulan data menggunakan observasi, dimana dalam penelitian ini menggali tentang kepala keluarga dalam membina keluarga sakinah di masjid Jami’ Al Istiqomah. Dari hasil penelitian ini dapat diketahui bahwa Kewajiban Dalam Mewujudkan Keluarga Sakinah Yang Dilakukan Kepala Keluarga di Masjid Jami’ Al Istiqomah menunjukkan adanya perubahan yang mampu dirasakan bersama, seperti saling menyebar kebaikan, mampu menambah wawasan para jama’ah dan menambah kedewasaan dan kematangan berfikri.
School climate improvement is an ecologically informed process that recognizes and seeks to promote individual pro-social learning (e.g., social emotional learning, character education, mental health promotion) as well as organizational health. It is systemically informed improvement efforts that foster safe, supportive, engaging, and healthy schools and school communities. A growing number of research around the world suggest that these conditions promote a resilient mindset that are associated with specific skills. These conditions include feeling appreciated and competent, learning to become more intrinsically motivated, learning realistic goals and expectations for the self, developing social and emotional skills, and viewing mistakes and obstacles as challenges rather than avoidable events. This chapter highlights how the measurement and use of K-12 school climate data in the engagement of students, parents and school personnel is a practical, helpful, and data-driven school improvement strategy that promotes and develops several protective factors noted above and provides a foundation for creative problem-solving, resilience, student learning, and positive youth development.
Resiliency, broadly defined as the ability or capacity to bounce back from adverse experiences or circumstances, is associated with positive life outcomes and has been a longstanding construct of interest among both clinician–practitioners and researchers. Although resiliency has historically been assessed as a trait linked to extraordinary attributes of few individuals, it has more recently been identified as a characteristic of normal development. This chapter outlines resiliency research and applications with a focus on Prince-Embury’s three-factor model of personal resiliency, comprising two protective factors (Mastery and Sense of Relatedness) and a vulnerability factor (Emotional Reactivity). This chapter begins with an introduction to the resiliency construct and its conceptualization over the years, followed by a description of the development and psychometric properties, including reliability and validity, of the Resiliency Scales for Children and Adolescents and the Resiliency Scale for Young Adults. To conclude, we outline cross-cultural studies of resiliency, including its assessment across nations.
The mindset of both teachers and students plays a significant role in how successfully students learn and thrive in schools. Mindsets are defined as the assumptions and expectations we possess about ourselves and others that determine our behaviors. This chapter identifies the components of a resilient mindset and introduces the concept of tenacity. The input of the teacher as a “charismatic adult” for students, as an essential source for their intrinsic motivation, resilience, and social-emotional development, is highlighted. A foundation for an effective classroom environment that enriches the “whole student,” is the presence of positive emotions. Such emotions encourage the emergence and maintenance of personal control, self-discipline, intrinsic motivation, responsibility, caring, and resilience. Deci and Ryan’s framework for intrinsic motivation, “self-determination theory,” and its focus on the importance of meeting four basic needs—belonging and connectedness; self-determination and autonomy; competence; and meaning and purpose—are described together with specific strategies to reinforce these needs in all students.
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.
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.
Background:
Human resilience is dynamic and generated through myriad interactions starting from early childhood. Resilience can improve quality of life and longevity.
Objective:
The current analysis evaluates childhood resilience at 9 years of age and its associations with concurrent cognition and early childhood factors, using longitudinal follow-up of a community birth cohort in Vellore, south India.
Methods:
Resilience was assessed using the Child and Youth Resilience Measure and cognition utilizing the Malin's Intelligence Scale for Indian Children. Early childhood variables included growth stunting, maternal depression scores, home environment scores, and socio-economic status (SES) at 2 years of age. Statistical evaluation included bivariate analysis with further multi-variate regression for each resilience domain and the total resilience score.
Findings:
Out of 251 newborns recruited into the original birth cohort, 205 (81.7%) children were available for the 9-year follow-up. Mean (SD) scores in individual, caregiving, and context domains of resilience were 26.34 (3.2), 19.52 (1.6), and 20 (1.8) respectively. Individual resilience domain was associated with verbal cognition scores at 9 years of age (0.07, p = 0.019) and total home environment scores (0.16, p = 0.027) at 2 years of age, when adjusted for stunting, maternal depression, and SES. The total resilience score was associated only with concurrent verbal intelligence (0.08, p = 0.026) after adjustment with early childhood factors. Analysis of individual home environment factors showed that daily stimulation was associated with the individual domain of resilience.
Conclusions:
Follow-up of an Indian birth cohort showed that in addition to concurrent cognitive abilities, childhood resilience was related to early childhood stimulating home environment. Promoting optimal stimulating home environments in low-resource settings to nurture holistic childhood development including mental health is essential.
This chapter begins with a review of international comparisons of wellbeing and happiness, documenting inequalities in child wellbeing in rich countries. The chapter also documents the levels of stress among children that are reported and considers the increased propensity for such (self) reporting. The increased attention given to the promotion of wellbeing and happiness among children is examined through the genealogical framework of questions previously outlined and the appropriation of self-esteem as an educational goal is explored. The scientific orientations of happiness, in such forms as positive psychology, are considered as the ways in which teachers are treated with suspicion and regarded as a risk to children’s happiness.
Communities face climate change and other complex challenges and strive to
become more resilient to the shocks and stresses that these bring. The notion of
resilience has become highly popular in both research and practice. However, the
concept is inherently malleable; it can be framed in different ways, emphasising
different problems, causes, moral judgements, and solutions. We identify four
typical framings: Shock-Proofing (short-term & system focus), Resilience Planning
(long-term & system focus), Community Disaster Resilience (short-term &
community focus), and Resilient Community Development (long-term &
community focus). These framings lead to different approaches to resilience
practice, policy and research, and use different ‘resilience principles’ to describe
why and how a community or system might be (or become) resilient. They also
offer different synergies with wider sustainability efforts, including the SDGs.
Goal/Purpose of the document
Identify different approaches to resilience, as used in various literatures.
Present a framework that can be used to analyze how resilience plays out
in the narratives of local communities and different fields of science.
The COVID-19 pandemic has changed the teaching-learning process at all different levels of education, as well as it has changed people's lives around the world. Introduction: We have carried out this research with students of Information and Security, a subject taught in two university degrees at Extremadura University. For that purpose, we have used and analysed the data collected from the academic year 2012-13 to the current year 2021-22. Purposes: By using the validated SEEQ survey, our goal will be to prove whether there has been a significant change in the teaching-learning process since the COVID-19 pandemic in higher education, in particular in the field of Computer and Telematics Engineering. Methodology: A statistical analysis of the results of the SEEQ survey was carried out employing the SPSS programme. For this, all the data collected have been divided into two large groups, one called pre-pandemic (with the data related to the year 2019-20) and the other one called post-pandemic (with the data corresponding to the two subsequent years). Results: The statistical analysis of the data requires the usage of non-parametric tests since the conditions of normality are not met in the Kolmogorov-Smirnov and Shapiro-Wilks tests. Consequently, we have applied the Mann-Whitney U methodology, wherein in all cases, the result obtained retains the null hypothesis, which indicates that the changes are not significant. Conclusions: The general conclusion of this research is that, if the average of all categories of the SEEQ survey continues to increase, this change is not statistically significant. It is also very important to underline that the mean of all categories is above the mean on the Likert scale; in fact, the vast majority are around 4 points out of 5, which is a very positive result.
The paper talks about the life experiences of children ans youth raised under Care Institutions in Uganda in great detail.
The current study aims to reveal the relationship between methods of crises management and
psychological hardness in light of variables of gender, number of years of experience, and administrative
level. The sample of the study consisted of (59) academic leaders who were chosen using convenience
sampling technique. In order to achieve the objectives of the study, the researchers used the correlational
research method and develop scales for crises management methods and the psychological hardness. The
results of the study indicated that the dimensions of cooperation, confrontation and containment came to a
high degree, while the dimension of escape came at a low degree, and the level of psychological hardness
came to a moderate degree. The results also indicated that there no statistically significant differences in the
practice of crisis management methods due to gender. In addition, the results indicated that there are
statistically significant differences in the practice of crisis management methods due to years of experience
in favor of those with higher years of experience. The results also indicated that there are statistically
significant differences in the practice of crisis management methods in favor of the higher administrative
level. Furthermore, there is a positive statistically significant relationship between the dimension of
commitment and mental toughness on the one hand and each dimension of confrontation, cooperation, and
inclusion. Finally, there is a positive statistically significant relationship between the challenge dimension
and the cooperation dimension. The study recommended several recommendations, the most important of
which are: Providing counseling programs for academic leaders to support and enhance their psychological
hardiness through mental health institutions, and governmental and non-governmental psychological
counseling.
Keywords: Crises management; Psychological Hardiness; Academic Leadership; Coronavirus.
Loneliness in childhood and adolescence is currently measured using questionnaires and checklists. The most used questionnaires for youth are psychometrically limited, partly due to the absence of the young person’s voice from the measurement development process. Given this gap in the literature, the current study explored primary-school aged children’s understanding and experiences of loneliness, providing new information about the experience of loneliness in childhood to better inform conceptualisation and measurement of loneliness in children. Interviews took place during the COVID pandemic and were conducted with six Year 4 and 5 children (aged 8–10 years) and analysed using hybrid thematic analysis. Findings fit with existing conceptualisations of social and emotional loneliness and provide novel perspectives on solutions, the importance of play, and children’s perceptions of the adult experience. Directions for future research, and the impact after COVID are discussed.
This study explored how children (9–13 years old) coped with the uncertain situation during the first Covid-19 confinement period (Spring 2020) and whether media helped them handle the situation. Based on a survey among 667 West-European (Belgian) children, we concluded that children used various strategies to cope with the situation. Seeking social support via social media and searching for distraction was applied by most children. Creating a comforting atmosphere was used by many, although not evaluated as an effective strategy. Whereas older children searched for Covid-19-related information, younger children indicated to avoid news media to regulate their emotions. The Covid-19 anxiety of parents in the confinement period impacted upon the general level of concerns of their children. The results offer policy recommendations on how to support children in handling the tensive Covid-19 situation, especially during lockdown periods.
Με τον όρο ψυχική ανθεκτικότητα ορίζουμε την ικανότητα του ατόμου να ξεπερνά καταστάσεις κρίσης που του δημιουργούν έντονο άγχος και ανασφάλεια και να συνεχίζει την εξέλιξή του. Η ψυχική ανθεκτικότητα εμπεριέχει τη δύναμη της θετικής σκέψης, καθώς και την ικανότητα του ατόμου να αναγνωρίζει τα δυνατά του σημεία και να τα χρησιμοποιεί για την επίλυση των ποικίλων αντιξοοτήτων που αντιμετωπίζει. Επιπλέον, σχετίζεται και με την αναζήτηση κατάλληλης βοήθειας. Για τα παιδιά η ψυχική ανθεκτικότητα είναι ένας ουσιαστικός μηχανισμός που μπορεί να τα βοηθήσει σημαντικά στην πρόληψη ψυχικών διαταραχών και στην ανάπτυξη γνωστικών και κοινωνικών δεξιοτήτων, ως παραγόντων προστατευτικών για την ψυχοσωματική τους υγεία. Ειδικότερα για τα παιδιά που έχουν υποστεί οποιασδήποτε μορφής κακοποίηση ή/και παραμέληση, η ανάπτυξη ψυχικής ανθεκτικότητας είναι ιδιαίτερα σημαντική ώστε να βοηθηθούν να ξεπεράσουν τα άσχημα τραυματικά γεγονότα που έχουν υποστεί και να αναπτύξουν αισιόδοξη στάση απέναντι στη ζωή.
Σκοπός της εισήγησης αυτής είναι να εξετάσει πώς η ανάπτυξη ψυχικής ανθεκτικότητας μπορεί να βοηθήσει ανηλίκους που βρίσκονται υπό την εποπτεία των συστημάτων παιδικής προστασίας σε Ελλάδα και Κύπρο, λόγω του ότι έχει αφαιρεθεί από τους βιολογικούς τους γονείς η επιμέλεια και η γονική μέριμνα, να αποβάλλουν τα αρνητικά βιώματά τους και να επανακτήσουν μια θετική στάση για τη ζωή. Συγκεκριμένα στην εισήγηση αυτή θα μελετηθεί η συμβολή της θετικής κοινωνικής εργασίας και της θεωρίας των δυνατών σημείων ώστε να χτιστεί η ψυχική ανθεκτικότητα σε ανηλίκους που έχουν υποστεί βία, κακοποίηση και παραμέληση, με αποτέλεσμα να παρέμβει η κοινωνική πρόνοια και η δικαιοσύνη και να απομακρυνθούν από το οικογενειακό τους περιβάλλον. Επίσης, θα διερευνηθούν οι προστατευτικοί παράγοντες εκείνοι που ενισχύουν τους ανηλίκους με τραυματικά βιώματα να αναπτύξουν τα δυνατά τους σημεία, να αποκτήσουν ψυχική ανθεκτικότητα και κατ’ επέκταση να μετατρέψουν την ευαλωτότητά τους σε κοινωνική προσαρμοστικότητα, απόδοση θετικότερου νοήματος στην καθημερινότητα και ελπίδα για τη μελλοντική τους πορεία.
Tujuan penelitian ini yaitu untuk meningkatkan resiliensi diri peserta didik dimasa pembelajaran daring dengan layanan konseling kelompok dengan teknik bibliocounseling. Jenis dan pendekatan dalam penelitian ini adalah metode penelitian quasi experimen dengan desain non-equivalent pretest-posttest control group. Hasil penelitian menunjukkan bahwa model bimbingan kelompok dengan teknik bibliocounseling dapat meningkatkan resiliensi terutama pada aspek efikasi diri, penilaian realistis terhadap lingkungan, problem solving Peserta Didik SMK Negeri 1 Pemalang.
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