Adversity, resilience and young people: The protective value of positive school and spare time experiences (original) (raw)
Building resilience and character in young people
Mentor-ADEPIS, 2015
This briefing paper is part of a series produced by Mentor ADEPIS on alcohol and drug education and prevention, for teachers and practitioners. mentor-adepis.org 1 Questions for schools 1. What is resilience? 2. Why is resilience important? 3. What is the role of schools and other education settings in helping to build resilience in children and young people?
Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 2018
The term 'resilience' is pervasive in narratives of young people's emotional well-being. However, the meaning it has for those it describes, is perhaps less well understood. Resilience was investigated as part of an engagement exercise into health improvement commissioning in educational contexts in the South East of England. 109 young people in total were involved, and this paper reports data collected from two areas that were explored, comprising a subset of 58 participants: Emotional Well-being and Resilience (EWR) (n=23); and the Whole School Approach (WSA) (n=35). It was apparent that whilst not all participants engaged with the term 'resilience' itself, they nevertheless often adopted creative individual and collective strategies to protect and enhance their emotional well-being. Furthermore, participants reported a sense of resilience that arose from a shared sense of adversity that helped strengthen collective support and solidarity, thus supporting previous work on emergent collective resilience. Theoretical and practical implications are discussed, along with a recommendation for more participatory research, so that young people can be more confident that their views are being considered within such exercises.
Is resilience still a useful concept when working with children and young people
Journal of home economics, 2012
This paper reviews some of the complexities and issues surrounding the concept of resilience in order to ascertain its usefulness for practitioners working with children. The paper offers a brief history of the research as well as an investigation of how resilience is defined, measured and used in practice.
Causal chain effects and turning points in young people’s lives: a resilience perspective
The Journal of Student Wellbeing, 2008
In 1997, we began a research project that tracked a cohort of approximately 55 students aged between 9 and 12 years over a period of 5 years. The students lived in highly disadvantaged areas in Adelaide. Our aim was to identify the individual, social and environmental factors that contributed to each student’s risk status and resilience and to track how this changed over time. By the end of the project the participants were aged from 13–16 years so we had been able to follow most of them through early adolescence and the often difficult transition from primary to high school. Our insights from the huge body of data thus gathered have been reported at Australian Association for Research in Education conferences from 1997 onwards, and in Australian and international refereed journals. Many longitudinal studies, particularly in the areas of physical health and social adjustment (e.g., the Dunedin Multidisciplinary Health and Development study), have shown the benefits of tracking r...
The Journey of Developing Resilience by Children and Adolescents
The paper is a review of related literature about children and adolescent's resiliency. It includes an integration of past studies on the factors that foster resilience, the process undergone from childhood to adulthood and the cultural differences among individualist and collectivist societies. In addition, a conceptual framework in the lens of Bronfenbrenner's Bioecological Model of Human Development was used to illuminate resiliency.
RESCUR Surfing the Waves: an evaluation of a resilience programme in the early years
PASTORAL CARE IN EDUCATION, 2018
RESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A preand post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there ar...
Journal of Child and Youth Development, 2013
Resilient approaches to working in school contexts take many different forms. This makes them difficult to evaluate, copy and compare. Conventional academic literature reviews of these approaches are often unable to deal with the complexity of the interventions in a way that leads to a meaningful comparative appraisal. Further, they rarely summarise and critique the literature in a way that is of practical use to people actually wishing to learn how to intervene in an educational context, such as parents and practitioners. This includes teachers and classroom assistants, who can experience reviews as frustrating, difficult to digest and hard to learn from. Applying findings to their own particular settings, without precisely replicating the approach described, presents serious challenges to them. The aim of this paper is to explain how and why school-based resilience approaches for young people aged 12-18 do (or do not) work in particular contexts, holding in mind the parents and practitioners who engage with young people on a daily basis, and whom we consulted in the empirical element of our work, as our audience. Further, we attempt to present the results in a way that answer parents’ and practitioners’ most commonly asked questions about how best to work with young people using resilience-based approaches. The review is part of a broader study looking more generally at resilience-based interventions for this age group and young adults. We offer a critical overview of approaches and techniques that might best support those young people who need them the most.
Fostering Resilience in Adolescents
Frameworks for Practice, 2011
• There has been a shift from looking at variables correlated with resilient outcomes and processes such as attachment and support networks to understanding individuals dealing with adversity within resilient systems.