Robert B. Brooks's research while affiliated with McLean Hospital and other places
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Publications (4)
How do we go about predicting the future of children today? What statistics should be examined? What outcomes should be measured?
What formulas computed? There are no definitive or precise answers. In this volume we have attempted to address these issues
through the study and clinical application of resilience and resilience processes. We have soug...
The study of resilience traces its roots back a scant 50 years. Early on, the field of study was not extensive and the number
of researchers devoting their careers to the examination of this phenomenon was fairly small. The field, as Michael Rutter
noted in 1987, reflected not so much a search for factual phenomena but “for the developmental and si...
I have focused for more than 20 years on examining the impact that parents have in nurturing hope, self-esteem, and an optimistic
outlook in their children (Brooks, 1999; Brooks & Goldstein, 2001, 2003). My intention in this chapter is to examine specific steps that parents can take on a daily basis to reinforce a resilient
mindset and lifestyle in...
Citations
... 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]. ...
... Resilience is a complex construct (Kaplan, 2006) that is defined as the attainment of positive outcomes, adaptation or developmental milestones in the face of significant adversity, risk, or stress (Goldstein & Brooks, 2006). Different conceptualisations describe resilience as: (a) a protective process; (b) the interaction of protection and risks; and, (c) a conceptual tool within predictive models (Elias, Parker, & Rosenblatt, 2006). ...
... 34 20 limits, and consequences, thus making them more likely to develop self-regulation and adapt to challenges or stresses. 37 And autonomy granting can provide adolescents with more opportunities to consider and attempt different solutions and learn from the outcomes when faced with problems. 37 Adolescents' resilience may derive from the experience of independently planning and making decisions. ...
