Handbook of Resilience in Children

Also By These Authors
Preface
References
Acknowledgments
Contents
About the Editors
Part I: Overview
1: The Continuing Study of Resilience in Times of a Pandemic: This Is Why We Study Childhood Resilience
Resilience in Times of Pandemic
Creating a Clinical Psychology of Resilience
A Cascade of Risks
Toward Defining a Clinical Psychology of Resilience
The Synthesis of a Model
References
2: Resilience Processes in Development: Multisystem Integration Emerging from Four Waves of Research
The First Wave: Identifying Individuals Who Manifested Resilience and Factors That Appeared to Make a Difference
Key Concepts
Developmental Perspectives
Resilience Correlates
The Second Wave: Embedding Resilience in Developmental and Ecological Systems, with a Focus on Processes of Resilience
Contextual Specificity of Protective Processes
Stability and Change in Resilient Adaptation
Cultural Influences on Resilience
The Third Wave: Intervening to Foster Resilience
The Fourth Wave: Multisystem Resilience
Major Themes of the Multisystem Wave of Resilience Science
Conclusion
References
3: Resilience in Gene–Environment Transactions
Nature and Nurture: Behavioral Genetic Methods
Resilience as Process: Gene–Environment Transactions
Gene–Environment Correlation
Gene–Environment Interaction
Individual Differences and Resilience
Closing Comments
Resilience Is a Developmental Process
Your Risk Factor Is My Protective Factor
The Environment of the Mind
References
4: Relational Resilience in Girls
Gender
Relational Resilience
Mutuality
Shame
Building Relational Resilience in Girls and Women
Courage in Connection
References
5: What Can We Learn About Resilience from Large-Scale Longitudinal Studies?
Canadian Studies
British Studies
New Zealand Studies
Australian Studies
Scandinavian Studies
African Studies
German Studies
Individual Attributes and Sources of Support Associated with Successful Coping Among High-Risk Children
The Importance of Early Developmental Competence and Support
The Shifting Balance Between Vulnerability and Resilience
Protective Mechanisms: Interconnections Over Time
Gender Differences
Biological Aspects of Resilience
Health
Biological Sensitivity to Context
Gene–Environment Interactions
Personality
Resilience in a Cross-Cultural Context
Evaluation Studies of the Effectiveness of Programs Designed to Foster Resilience
Conclusions
References
Part II: Resilience as a Phenomenon in Childhood Challenges
6: Resilience in Situational and Cultural Contexts
Introduction
Responsiveness and a Social–Ecological Approach to Resilience
The Fit Between Social–Ecological Resources and an Individual’s Culture and Context
Unconventional Adaptive Strategies
Responsive Resilience Enablers Accommodate Changing Contextual Realities
Strategies for a Culturally Responsible Understanding of Resilience
Conclusions
References
7: Appreciating and Promoting Resilience in Families
Definition of Family
The Evolving Family Structure
Definitions and Underpinnings of Family Resilience
Characteristics of Resiliency
Cohesion
Positive Parenting
Affective Involvement and Family Engagement
Communication and Problem-Solving
Adaptability, Flexibility, and Stability
Promoting Resilience in Families
Family-Centered Services
Adverse Childhood Experiences
Teachers and Parents as Partners (TAPP)
Goals of TAPP
Promote Positive Outcomes for Children and Families
Promote Family Engagement
Establish and Strengthen Partnerships
Build Skills and Capacities of Family Members
Conclusions
References
8: Resilience and Disruptive, Impulse Control, and Conduct Disorders of Childhood
Introduction
Overview
Diagnostic Overview
ADHD
ODD/CD
DICCBDs and Delinquency
Developmental Course
ADHD
ODD/CD
Prevalence
Comorbidity
Risk Factors for Acquisition and Exacerbation
Biological Factors
Psychological and Psychosocial Factors
Are Some Youth with DICCBD More Resilient Than Others?
Enhancing Resilience in Youth with DICCBDs: Guidelines for Clinical Practice
Summary
References
9: From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth
Depression in Children and Adolescents
Cognitive–Behavioral Models of the Development of Depression
Cognitive–Behavioral Therapies for Depression in Children and Adolescents
Cognitive–Behavioral Prevention of Depression
The Penn Resiliency Program
Penn Resiliency Program Findings
Including Parents in Resilience Training
Discussion, Limits, and Future Directions
Making Interventions More Powerful
Universal Versus Targeted Interventions
References
10: Resilience and Self-Control Impairment
Introduction
The Concept of Self-Control and ADHD
Core Problems in ADHD, DSM-5 and ICD-11 Revisions
Neuropsychological Correlates of ADHD
Resilience, Outcome Studies, and Methodological Issues
Personal Recovery and ‘Recovernance’ for Resilient Individuals with ADHD
Natural Outcomes of Hyperactivity and ADHD
Evidence from Community Samples of Subjects with Hyperactivity
Evidence from Diagnosed ADHD Samples
Summary
Predictors of Resilience and Adverse Outcome in ADHD
Developmental Trajectories and Resilience: The Effects and Predictors of Remitting and Persistent Life Course and Normalization of Function for Persisters
Genetic Influence: The Role of Gene and Environment Interaction
Resilience, Treatments, and Lessons from the MTA
ADHD Symptoms
Non-ADHD Symptoms
Moderators
Resilience, Stimulant Treatment, and Subsequent Substance Abuse
Preserving Life and Overcoming the Risks of Deliberate Self-Harm (DSH) and Suicidality as Prerequisites of Promoting Resilience
Resilience Factors Relevant to ADHD, and Resilience-Based Intervention for ADHD
Factors Associated with Resilience in Youths with ADHD
Resilience-Based Intervention Targeting Specific ADHD-Related Deficits
Conclusion
References
Part III: Assessment of Resilience
11: Measuring Resilience in Children: From Theory to Practice
Introduction
Resilience: Measurement Issues
Defining the Concept: What Is Resilience?
Challenges in Measuring Resilience
How a Test of Resilience Could Be Developed
The Importance of Psychometric Characteristics
Why Reliability Matters
How Much Reliability Is Needed?
Why Validity Matters
Tools to Measure Variables Related to Resilience
Ages and Stages Questionnaires: Social Emotional, Second Edition
Behavioral and Emotional Rating Scale
Devereux Early Childhood Assessment for Preschoolers
Devereux Early Childhood Assessment for Infants and Toddlers
Devereux Early Childhood Assessment-Clinical Form
Devereux Student Strengths Assessment
Devereux Student Strengths Assessment-Second Step Edition
Devereux Student Strengths Assessment-mini
Penn Interactive Peer Play Scale
Preschool Behavioral and Emotional Rating Scale
Resiliency Scales for Children and Adolescents
Social Emotional Assets and Resilience Scales
Conclusions
References
12: Assessing Social and Emotional Competencies in Educational Settings: Supporting Resilience in Young People
Introduction
Factors Influencing Resilience in Young People
The Role of Social and Emotional Competencies in Promoting Resilience
Measuring Student Social and Emotional Competencies to Support the Development of Resilience
Overview of the Devereux Student Strengths Assessment Tools
The Use of the DESSA Tools in a Multitiered System of Support Framework
Universal Screening, Targeted Assessment, and Intensive Supports
Ongoing Progress Monitoring for Continuous Improvement
Planning for Students Who Need Expanded Supports
DESSA K-8 Uses in Research and Practice
Moving from Research to Practice
Conclusion
References
13: Assessing Resiliency in Children and Young Adults: Constructs, Research, and Clinical Application
The Resiliency Scales for Children and Young Adults
Defining Resilience
The Changing Landscape of Resiliency Research and Application
Prince-Embury’s Model of Resiliency and the Resiliency Scales
Resiliency and Sense of Mastery
Resiliency and Sense of Relatedness
Resiliency and Emotional Reactivity
The Resilience Scale for Children and Adolescents
Sense of Mastery Scale and Subscales
Sense of Relatedness Scale and Subscales
Emotional Reactivity Scale and Subscales
Personal Resiliency Profiles
Reliability Evidence
Developmental Consistency of Constructs
Validity Evidence
The Resiliency Scale for Young Adults
Cross-Cultural Studies of Resiliency and Its Assessment
Understanding Resiliency Across Cultures
Evaluating the RSYA Across Cultures
Summary and Conclusion
References
14: Assessment of Resilience with the Risk Inventory and Strengths Evaluation (RISE)
Introduction
Why Measure Risks and Strengths Simultaneously?
Intended Use and Applications of the RISE
Using RISE Within a Comprehensive Assessment
RISE Components and Scores
Standardization and Psychometrics
RISE Five-Step Score Interpretation
Using RISE to Inform and Evaluate Treatment
Conclusion
References
Part IV: Resilience in Family and Community Settings
15: Comprehensive Interventions to Foster Resilience in Children with Complex Trauma
Defining Complex Developmental Trauma
Role of Adaptation in Trauma-Related Behaviors
Reframing Trauma Treatment in Childhood
Cultivating Resilience in Trauma-Impacted Youth
Goal One: Build a Resourced Nest
Engagement
Caregiver Support Networks and Caregiver Mental Health Needs
Cultivating Sensitive Caregiving Practices
Caregiver Regulation
Caregiver Skills Development
Curiosity
Mirroring Skills
Teaching Behavioral Support Strategies
External Resources (e.g., Community Members)
Goal Two: Support Youth Regulation
Goal Three: Cultivate Critical Developmental Capacities
Relational Skills
Acknowledgement and Exploration of the Barriers to Effective Engagement in Relationships
Identification of External Supports and Relational Resources
Social Skills Enhancement
Identity
Self-Concept: Who Am I?
Self-Esteem and Self-Efficacy
Envisioning a Future
Executive Functioning and Reflective Capacities
Goal Four: Expand the Capacity of Community-Based Organizations to Provide Trauma-Informed Supports
In Conclusion: Actively Cultivate Resilience
References
16: Building Resilience in Juvenile Offenders
Introduction
Resiliency
Delinquency
Detention and Incarceration
Chapter Format
Delinquency Risk and Protective Factors
Individual Risks
Maltreatment
Family Risks
Peer Risks
School Risks
Community/Neighborhood Risks
Protective Factors
Adolescent Development (They Are Not Adults)
Recognizing Adolescent Differences
Trauma
Resiliency to Trauma Experiences
Interventions for Maltreatment Victims
Trauma-Informed Care
Mental Health
Children
Adolescents
Substance Abuse Prevention
Substance Abuse Treatment
School and Student Engagement
Police and Juvenile Courts
Diversion
Police and Youthful Offenders
Diversion Programs
Delinquency Prevention
Mentoring Programs
Detention and Incarceration Facilities
Facility Programming
Effective Education
Re-entry and Return Home
References
17: Cultivating Resilience in LGBTQ+ Youth
Introduction
Intersectionality
Resilience in LGBTQ+ Youth
Validation
Witnessing
Support
Affirmation
Belonging
Coping Skill Development
Role Models
Eradication of Sources of Harm
Reframe & Re-Story
Trauma Recovery
EMDR
Somatic Experiencing
Mindful Awareness
Self-Compassion
Social–Emotional Learning (SEL)
Yoga
Pedagogy of Place
Empathic Education for a Compassionate Nation (EECN)
Families Are Critical to LGBTQ+ Youth Cultivating Resilience
Conclusion
References
18: Resilience and Positive Youth Development: A Dynamic, Relational Developmental Systems-Based Perspective
Relational Developmental Systems-Based Concepts, Resilience, and PYD
Links Between Resilience and PYD
Changing Adolescent Pathways from Resilience to Thriving
Research Implications of the Adversity Continuum
Issues in the Optimization of Resilience and PYD
Conclusions and Potential Next Steps
References
19: A Resilience Framework for Treating Child Trauma
Resilience in the Face of Child Trauma
A Resilience Framework for Treatment of Trauma in Children
The Crucial Role of Mind-Sets
The Remarkable Self-Reparative Forces in Children
The Resilience and Healing Powers of Families
The Strengths That Reside in Communities
Hope as a Healing Ingredient
Child-Centered Play Therapy: A Treatment Modality to Bolster Resilience in Children
The Evidence Base of Child-Centered Play Therapy in Relation to Resilience
Play Therapy to Enhance the Native Capacity for Resilience in a 3-Year-Old Girl
Child (Ages 3–4) Initiated Family Play Therapy Scenarios of Witnessing Traumatic Scenes
Child (Age 3) Initiated Family Play Therapy Scenarios to Master the Separation Trauma
Child (Ages 3–4) Initiated Family Play Therapy Scenarios to Turn the Clock Back before Before the Trauma Happened
Child (Age 4) Initiated Family Play Therapy Scenarios to Strengthen Memories of Early Attachment
Child Initiated Expression of Fear of Abandonment (Age 4)
Child (Age 4) Initiated Play Therapy Scenarios to Prepare for Prolonged Separation
Summary
References
20: Promoting Family Resilience
A Family Systems Orientation
The Concept of Family Resilience
Ecosystemic and Developmental Perspectives
Ecosystemic View
Developmental View
Mapping Key Processes in Family Resilience
Practice Principles and Applications
Advances and Challenges in Family Resilience Research
Conclusion
References
21: The Power of Parenting
What Is Resilience?
What Is Tenacity and Its Seven Instincts?
Do Parents Have a Major Influence on the Development of Resilience in Their Children?
The Characteristics of a Resilient Mindset
Parenting Practices That Nurture Resilience and the Instincts of Tenacity in Children
Concluding Remark
References
22: Building Resilience in All Children: A Public Health Equity Approach
Resilience Concepts
Adversity
Resources
Equity
Public Health Equity Approach
Promotion Programs
Universal Prevention Programs
Selective Programs
Indicated Programs
Framework for Building Resilience in All Children
Resources Constructed in the Child Domain
Universal Promotion and Prevention Programs
Selective Programs
Indicated Programs
Resources Constructed in the Family Domain
Universal Promotion and Prevention Programs
Selective Programs
Indicated Programs
Resources Constructed in the Community/Organizational Domain
Universal Promotion and Prevention Programs
Selective Programs
Indicated Programs
Constructing Resources Across Domains and Levels
Putting Science Into Practice
Needs Assessment
Intervention Strategy Selection
Implementation and Evaluation
Conclusion
References
23: Enhancing the Process of Resilience Through Effective Thinking
Problem-Solving and Resilience
Problem-Solving Skills that That Foster Resiliency
From Theory to Training Program
ICPS Word Pairs
Evidence of Impact with Adjusted and High-Risk Children
From Training Adjusted and High-Risk Children to Clinical Applications
Patricia’s Story
Jimmy’s Story
Jorge’s Story
Comments on the Efficacy of Clinical Cases
The Issue of Generalization
The Comorbid Conditions
Amount of Training
Asperger’s Syndrome
Billy’s Story
Qualifying Considerations for ICPS Impact on Behavior
Final Thoughts
References
Part V: Resilience in School Settings
24: Rethinking Approaches to Fostering Academic Resilience
Racism in Education
Structural Racism in Education
Implicit Racial Bias in Education
Racial Stress and Trauma
Pitfalls in Promoting Academic Resilience
Resilience Frameworks
Trauma-Informed Practices
Social-Emotional and Character Development (SECD) Practices
Academic Resilience: Capitalizing on Strengths and Addressing Pitfalls
Racism as the Threat: Balancing Resilience and Change
Dual Focus on Individual and Systems Resilience
Infuse Cultural Strengths in Supporting Optimal Functioning
Leverage SECD for Racial Literacy
Leverage School-Wide Multitiered Approaches for Whole School Change
A Path Forward
References
25: Resilience and the Child with Learning Disabilities
Learning Disabilities and Risk Factors
Environmental and Social Risk Factors
Difficulty Learning and School Failure
Negative Teacher and Peer Feedback
Type and Severity of the Learning Disability
Social Support and Competence
Gender
Strategies for Building Resilience
Promote Self-Understanding and Acceptance
The Role of Supportive Adults
Provide School-Based Intensive Interventions
Select the Most Appropriate Placement
Acknowledge Accomplishments in Nonacademic Domains
Acknowledge Accomplishments in Academic Domains
Conclusion
References
26: Resilience Through Violence and Bullying Prevention in Schools
Understanding Bullying and Violence
Role of Schools in Prevention
Review of Universal Prevention Programs
Implementation Fidelity
Evidence-Based Programs
Olweus Bullying Prevention
Materials
PAX Good Behavior Game
Materials
Promoting Alternative Thinking Strategies (PATHS)
Materials
Resolving Conflict Creatively Program
Materials
Responding in Peaceful and Positive Ways
Materials
Second Step
Materials
Promising Programs
PeaceBuilders
Materials
Peacemakers: A Violence Prevention Program
Materials
Striving to Reduce Youth Violence Everywhere (STRYVE)
Materials
Conclusion
References
27: Caring for the Caregiver: Promoting the Resilience of Educators
A Perfect Storm of Educator Risk Factors
Effects of Stressors on Educators
How Stress Impacts Ability to Care for and Teach Children
Reduced Teacher Availability
Impairments in the Ability of Educators to Model Social and Emotional Competence
Direct Negative Effects on Children
Two Recent Developments Providing Additional Sources of Stress
COVID-19 Pandemic
Emergence of Social and Emotional Learning
Programs Promoting Educator SEL and Resilience
The Devereux/Aperture Approach to Fostering Educator SEL and Resilience
Building Your Bounce
Educator Social-Emotional Reflection and Training (EdSERT)
Conclusion
References
28: Enhancing Resilience in Classrooms
Classroom Conditions That Foster Resilience
Translating Resilience Research: Resilient Classrooms
Translating Resilience Research: Restorative Peer Ecology
Translating Positive Psychology Research: Promoting Student Happiness
Next Steps
References
29: School Climate Improvement: A Data-Driven Strategy That Supports Individual and Organizational Health
Social, Emotional, and Civic Competence; School Climate Improvement; and Resiliency
School Climate: Research, Policy, and Practice Trends
Conclusion
Challenges of the Field
Future Directions
References
30: Nurturing Positive Emotions in the Classroom: A Foundation for Purpose, Motivation, and Resilience in Schools
The Concept of Mindsets
Theories of Mindset
A “Resilient Mindset”
The Lifelong Impact of One Person
A “Charismatic Adult”
Empathy
Personal Control and Resilience
The Influence of Positive Emotions
A Framework to Guide Our Work
Four Needs
The Need to Belong and Feel Connected
The Need for Self-Determination and Autonomy
The Need to Feel Competent
The Need to Experience a Sense of Purpose
Concluding Thoughts
References
31: The BARR Model: Fostering Resilient School Systems, Staff, and Students
Introduction
Review of Interventions Fostering Resilience in Schools
Building Assets, Reducing Risks (BARR)
BARR Evidence: Inspiring Confidence with Results
BARR Mediation Analysis
Fostering Resilient School Systems
Literature Aligned with the BARR Model
Disrupting Silos
Prioritizing People: Key to Successful Restructuring
Fostering Resilience in Staff
Literature Aligned with the BARR Model
Block (Teacher Team) Meetings
Administrative Engagement
Connections to Community
Trained Teachers: Noticing Quantitative and Qualitative Real-Time Data
Fostering Resilience in Students
Literature Aligned with the BARR Model
Building Social-Emotional Skills
Bringing Multiple Perspectives to the Table
Cultivating Positive Relationships
Use of Data
Family and Community Engagement
Case Study: Experiencing BARR from a Student Perspective
Conclusion and Future Directions
References
Part VI: Conclusions
32: After Resilience, What?
Preparing for Their Future
The Propositions of Resilience
Resilience and Prevention
References
Index