At-Risk Youth, Resilience Research Papers (original) (raw)

At the moment we are working on an Arts and Humanities Research Council (AHRC) connected communities’ research grant exploring the resilience benefits of visual arts practice. As we write this Hannah has a headache and keeps on thinking about budgets in the bath and Angie is tired after a night of writing the next bid for follow on funding! We are all involved in the complex process of engaged, impactful participatory research and at times suffer some of the symptoms of this labour intensive and contradictory process. Our current research project involves a scoping study with community partners and young people facing mental health complexity and / or learning difficulty.

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- Child and adolescent mental health, Mental Health, Resilience, Learning Difficulties

Comment: This chapter develops portions of an invited symposium presentation I gave at ISTSS in November 2004 . In particular, we conduct a "10 year follow up" of a surprisingly scathing keynote address that developmental psychopathology pioneer Norman Garmezy gave at ISTSS. In that address, Garmezy criticized the traumatic stress field for its naive, inconsistent, and confusing approach to defining and studying resilience, and for failing to take advantage of 15 years' worth of work in developmental psychopathology. A (heavily) annotated version of my symposium presentation is available under the "Talks" tab herein (note that my symposium presentation contains some content not subsequently developed in my subsequent chapters and articles; i.e., unique content).

In contexts of high levels of structural disadvantage, such as South Africa, resilience among children and youth becomes increasingly important to buffer children and youth from the negative effects of adversity. This article reports on a systematic review of research conducted in South Africa over the period 2009 to 2017 on the resilience of children and youth (ages 0 to 24) from the perspectives of young people themselves. It serves as a follow-up and refinement of an earlier publication in 2010. A total of 61 journal articles are reviewed. Four categories of social-ecological resilience-enablers emerge from these study, viz. personal, relational, structural and spiritual/cultural. Most of the resilience-enablers identified in these studies are in the personal and relational domains. Various reasons for this finding are discussed, and emerging recommendations for service professionals (particularly social worker and educational psychologists) and youth resilience researchers are advanced.

- by Adrian D Van Breda
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- Youth Studies, Resilience, South Africa, At-Risk Youth, Resilience

If you knew there was a method you could employ to engage and empower your students and at the same time help them to build safer and more humane communities, you would use it, right? Humane education can provide all those things... more

If you knew there was a method you could
employ to engage and empower your
students and at the same time help them
to build safer and more humane
communities, you would use it, right?
Humane education can provide all those
things and more.

There have been numerous studies and developments designed to develop strategies for success for at-risk youth. In this session, the authors focus on the initial development of identity and self as precursors for developing learning and... more

Resumen: En este trabajo, analizamos el papel de la resiliencia en cultivar la paz y neutralizar las violencias en el contexto escolar alternativo de jóvenes adolescente vulnerables. La información de una escuela alternativa en Puerto Rico brinda ejemplos para mejor entender las prácticas educativas y operacionales que encaminar el desarrollo de la resiliencia. El análisis sugiere que las violencias directas y estructurales pueden ser neutralizadas en la medida que las escuelas puedan integrar y adherirse a los mecanismos y factores de protección que construyen la resiliencia: altas expectativas para sus estudiantes, las relaciones humanas positivas y la participación autentica de los jóvenes en los procesos democráticos de la escuela.

A PhD studentship is available for UK and EU citizens only. The studentship will attract an annual tax-free stipend of £14,777 for up to 3 years, subject to satisfactory progress and will cover the UK/EU tuition fees. You should hold a first degree equivalent to at least a UK upper second class honours degree in a relevant subject. This project would suit a student with a strong background in international health policy and systems. Candidate whose first language is not English must provide evidence that their English language is sufficient to meet the specific demands of their study, the Faculty minimum requirements are: • British Council IELTS-score of 6.5 overall, with no element less than 6.0 • TOEFL iBT-overall score of 92 with the listening and reading element no less than 21, writing element no less than 22 and the speaking element no less than 23.

- by Anna Madill
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- Sociology, Economic Sociology, Medical Sociology, Health Psychology

This community report aims to understand youth resilience to crime on BATC First Nations reserves. In partnership with BATC, our shared goal was to understand youth resilience as more than ‘ordinary magic’ of lives lived well. Drawing on findings from a three year, community-based participatory research (CBPR) project with BATC, entitled: Resilience to Offending: Listening to Youth On-reserve1, we learned that resilience and youth doing well is not just an individual youth’s capacity to cope but also the capacity of a community to provide the resources necessary to nurture well-being in culturally relevant ways. This community report identifies local knowledge about issues facing youth, drawing attention to perceptions of public safety, crime and crime prevention, and youth resilience factors arising from outside the individual. This offers insight into the importance of First Nations knowledge, cultures, families, communities and histories.

- by Megan McDowell and +1
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- Community Resilience, Identity (Culture), Youth Culture, Indigenous Knowledge

This paper outlines a theoretical model for combining art and group work to integrate the personal and the social levels of incest trauma, as advocated in feminist therapy. Incest survivors must deal with deep, present-day defenses that result from both the trauma and from the lack of social support. The paper demonstrates how art work within a group context can be used to simultaneously confront defenses, change interactive behaviors, and create social change. This integrates the dynamic and diagnostic underpinnings of art and group therapy with a socially contextualized and empowerment perspective.

- by Ephrat Huss
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- Young People, Arts-Based Research, At-Risk Youth, At-Risk Youth, Resilience

Arguing that education, as being practiced today is generally fearful of spirituality, and that real education ought to cultivate inner lives in an integrated way; this paper put forwards a way for integrating spirituality to everyday life of schools in secular societies. It explores the meaning of spirituality, spiritual intelligence, and spiritual development pertinent to the educational practice and compares them with factors that were identified from resiliency research. It identifies factors that nurture both spirituality and resilience. This opens a way for teachers and other educational practitioners for integrating experiences that will lead to strengthen inner life of children, with an obvious secular goal of making children succeed despite their adversities.

Although the demarginalisation of youths is an international concern, South African youths are viewed by various scholars and policy documents as a particularly vulnerable and marginalised group. It becomes essential to understand what characterises their marginalisation in order to find innovative ways to work towards their demarginalisation. In this article we reflect on current faith-based concerns and compare this with the specific characteristics of the
marginalisation of young people. In an effort to contribute to the development of a strategy towards demarginalisation, we will explore the key features of the Circle of Courage in terms of the principles of belonging, mastery, independence and generosity. We will further propose the inclusion of Ubuntu principles in the practical application of the Circle of Courage for churches and faith-based organisations in demarginalising youth in the South African context.

- by Jacques W Beukes
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- Ubuntu, At-Risk Youth, Youth, At-Risk Youth, Resilience
- by Anna Madill
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- Psychology, Clinical Psychology, Social Psychology, Developmental Psychology

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.

The present study sought to uncover the relationship between risk and protective factors for depressive symptomatology among runaway youth. To that aim, three models of resiliency - the compensatory, risk-protective, and challenge models - were tested separately on girls and boys. The data came from a cross sectional survey on a sample of 140 runaway adolescents between the ages of 12 to 17 years who were recruited from the only runaway crisis shelter in a large Midwestern city. Risk factors in the proposed model included primary caretakers’ depressive symptoms, family conflict, and adolescent’s and primary caretaker’s verbal aggression; protective factors included adolescent’s report of task oriented coping and family cohesion. Findings supported the challenge model for predicting adolescent depressive symptoms, suggesting that moderate levels of risk can be beneficial for these runaway adolescents. In addition, risk and protective factors differed by adolescent gender. Implications for preventive interventions and future research are discussed.