A Cross-Country Network Analysis of Adolescent Resilience

Höltge, Jan; Theron, Linda; Cowden, Richard G.; Govender, Kaymarlin; Maximo, Sally I.; Carranza, Jennifer S.; Kapoor, Bhumika; Tomar, Aakanksha; Rensburg, Angelique van; Lu, Shuang; Hu, Hongwei; Cavioni, Valeria; Agliati, A; Grazzani, I; Smedema, Yoel; Kaur, Gurkiran; Hurlington, Kingsley; Sanders, Jackie; Munford, Robyn; Colomeischi, Aurora Adina; Panter‐Brick, Catherine; Sarathamani, Sinthu; Boratne, Abhijit Vinodrao; Sankaran, Avudaiappan; Patil, Rajkumar; Borualogo, Ihsana Sabriani; Katisi, Masego; Jefferies, Philip; Ungar, Michael

doi:10.1016/j.jadohealth.2020.07.010

Cited by 56 publications

(53 citation statements)

References 35 publications

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“…In our study, children originating from Iran scored around 42 points on the personal resilience and 32 on the caregiver resilience subscale at baseline. Compared to children from 14 other countries with similar age and gender-distribution, the Iranian children in our sample, were already seemingly on the better margin of the scale, compared to 40 and 28 points on average in the summarised sample [ 80 ]. Therefore, we do not find it surprising that no significant improvement was found on intervention completion, although the scores increased slightly.…”

Section: Discussionmentioning

confidence: 99%

Impact of a Brief Family Skills Training Programme (“Strong Families”) on Parenting Skills, Child Psychosocial Functioning, and Resilience in Iran: A Multisite Controlled Trial

Haar

El-Khani

Mostashari³

et al. 2021

IJERPH

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Caregivers have a key role in protecting children’s wellbeing, and, with appropriate skills, can prevent a multitude of negative social outcomes, particularly in challenged or humanitarian settings. Accordingly, the Strong Families programme was designed as a light touch family skills programme, with a focus of supporting caregiving during stressful situations. To evaluate the short-term impact of the Strong Families programme, we performed a time-convenience, randomized, controlled trial in Iran. A total of 292 families (63% from Iranian decent, 39% from Afghan decent, and 1% other), with children aged eight to twelve years, were recruited through ten centers in Iran and allocated to an intervention (n = 199) or waitlist/control group (n = 93). The two groups did not differ demographically at baseline. We assessed families prospectively, through three scales, PAFAS (parenting and family adjustment scales), SDQ (strengths and difficulties questionnaire), and CYRM-R (child and youth resilience measure). Caregivers in the intervention group improved (highly) statistically significantly on all but one PAFAS subscales (parental consistency, coercive parenting, positive encouragement, parental adjustment, family relationships, and parental teamwork), which was not noted in the waitlist group. On the SDQ, there were (highly) significant positive changes in scores in the intervention group on all sub-scales and the “total difficulty scale“, whereas the waitlist/control group also improved on three (prosocial, conduct problems, and hyperactivity) of the five SDQ subscales. Children originating from Afghanistan improved significantly on the overall resilience scale of the CYRM-R in the intervention group, but not in the waitlist/control group. Overall, all our stratified results of the different scales reflect an accentuated improvement in families with higher levels of problems at baseline. Our comparative results indicated a strong alignment of the strong families programme with its intended short-term impact, per its logical frame on parenting practices and family management skills, children behaviour, caregivers and children mental health, and capacity to cope with stress. We postulate that the potential nudging or diffusion of knowledge (cross-contamination between intervention and waitlist/control group) at the community level could explain improvements in the waitlist/control group on some indicators, however, further research on this is recommend.

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Section: Discussionmentioning

confidence: 99%

Impact of a Brief Family Skills Training Programme (“Strong Families”) on Parenting Skills, Child Psychosocial Functioning, and Resilience in Iran: A Multisite Controlled Trial

Haar

El-Khani

Mostashari³

et al. 2021

IJERPH

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“…Pianta, 1999;Pianta et al, 2003;Pianta and Hamre, 2009). During adolescence, affiliation with teachers and bonds with the school can shield young people from the effects of stressful life events, promoting resilience and decreasing the likelihood of developing mental health issues, such as depression and misconduct (Murray and Greenberg, 2001;Wang et al, 2013;Lemma et al, 2014;Cefai et al, , 2018Höltge et al, 2021). In contrast, dissatisfaction with teachers and perceived school dangerousness bear the potential to negatively affect mental health outcomes (Mameli et al, 2018).…”

Section: Contextual Factors: Student-teacher Relationship and Sense Of Community At Schoolmentioning

confidence: 99%

Adolescents’ Mental Health at School: The Mediating Role of Life Satisfaction

et al. 2021

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In this study, we further developed prior research on risk and protective factors in adolescents’ mental health. More specifically, we used structural equation modelling to assess whether relationships at school with teachers and peers, and life satisfaction predicted mental health in a large sample of adolescents, while also testing for age and gender invariance. The sample comprised 3,895 adolescents (Mage = 16.7, SD = 1.5, 41.3% girls), who completed self-report instruments assessing their perceived life satisfaction, student-teacher relationship, school connectedness and mental health. Overall, the results suggested that life satisfaction acted as a mediator between adolescents’ positive school relations and their mental health. Outcomes were invariant across genders, while quality of school relations and mental health declined with age. Limitations of the study and futures lines in mental health research among adolescents are briefly discussed.

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“…In essence, this was more than examining protective factors and the study of resilience shifted emphasis to focus on how people overcame emotional, developmental and economic challenges in childhood and beyond. With increasingly complex situations being faced by young people in the ever-changing modern world, the study of resilience has become an important way to understand how young people make the successful transition into adulthood, particularly when they have encountered severe difficulty and hardship along the way, for example, experiences with mental health (see Ungar, 2019) and/or more generalised adversity (see Höltge et al, 2021). The development of a resilient mind-set has become the focus of much recent research; many longitudinal studies suggest that this is something which can be developed in all children and to a lesser degree taught as a coping mechanism for a range of adverse experiences, for example, survivors of natural disasters (see Kingston et al, 2019).…”

Section: Resilience Well-being and Mental Healthmentioning

confidence: 99%

“…There does, however, need to be a mechanism by which the various elements of any asset-based approach can develop and resilience is one concept that has become more prominent in contemporary discourse surrounding positive mental and physical health (Höltge et al, 2021). Resilience is often defined as the ability to "bounce back" after a traumatic or stressful event (Guimarães, 2018) and the literature on the importance of resilience has increased dramatically in recent years possibly due to its malleable nature and its ability to influence life outcomes even in the face of adversity (Ungar, 2017).…”

Section: Asset-based Approaches Aces and Resiliencementioning

confidence: 99%

Building Resilience Through Sport in Young People With Adverse Childhood Experiences

Norris

2021

Front. Sports Act. Living

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Interventions focused on young people at risk of anti-social and criminal behaviour frequently involve physical exercise and/or participation in sporting activities as a primary vehicle to bring about behavioural change in both the short to medium term. Anecdotal evidence suggests that sporting activities positively influence individual well-being alongside a sense of purpose and belonging centred around sporting clubs and activities. Empirically, participation in sport has been identified as a key resilience factor for young people with numerous Adverse Childhood Experiences (ACEs) and investment and policy initiatives target investment in these opportunities. However, the psychological mechanisms which underpin these improvements in well-being and building of resilience are less clearly articulated. This article will review current and developing research in this field to synthesise future applications of sport-related interventions with young people, with a particular emphasis on furthering understanding of the pathways to capacity building at individual and community level which sport and exercise can generate.

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A Cross-Country Network Analysis of Adolescent Resilience

Cited by 56 publications

References 35 publications

Impact of a Brief Family Skills Training Programme (“Strong Families”) on Parenting Skills, Child Psychosocial Functioning, and Resilience in Iran: A Multisite Controlled Trial

Impact of a Brief Family Skills Training Programme (“Strong Families”) on Parenting Skills, Child Psychosocial Functioning, and Resilience in Iran: A Multisite Controlled Trial

Adolescents’ Mental Health at School: The Mediating Role of Life Satisfaction

Building Resilience Through Sport in Young People With Adverse Childhood Experiences

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