Adversity, resilience and young people: the protective value of positive school and spare time experiences

Gilligan, Robbie

doi:10.1002/(sici)1099-0860(200002)14:1<37::aid-chi564>3.0.co;2-w

Cited by 39 publications

(49 citation statements)

References 22 publications

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“…There is a useful literature in the field of resilience in children's services, including for example young people from care attending university (Jackson, Ajayi and Quigley, 2005), the role of school and leisure pursuits (Gilligan, 2000) and leaving care (Stein, 2005). The current author has also written about the provision of driving lessons contributing to the resilience of young people living in children's residential care (Author, 2014).…”

Section: The Social Ecology Of Resiliencementioning

confidence: 99%

“…In the subsequent decade, organisational factors were highlighted which impeded the education of children in care, particularly the lack of interprofessional working between social work and education and different professional cultures (Fletcher-Campbell, 1997). Attention then concentrated on the field of resilience: what was it that enabled children in care to flourish educationally despite earlier adversity (eg Gilligan, 2000).…”

Section: Introductionmentioning

confidence: 99%

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The education of children in care: Agency and resilience

Berridge

2017

Children and Youth Services Review

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms AbstractThis paper considers the educational experiences and progress of children in care in England. As part of a mixed methods study 26 young people, together with their carers, social workers and teachers, were asked about their educational experiences and the contributory factors to educational progress during secondary schooling. Responses from young people revealed that they were exercising control over their educational experiences -an expression of agency. They chose to engage with learning once they felt the problems in their lives were being managed and, therefore, that certain preconditions were being met. Analysis of this qualitative data was set within a

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Section: The Social Ecology Of Resiliencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The education of children in care: Agency and resilience

Berridge

2017

Children and Youth Services Review

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“…As Gilligan (2000) points out, family support is about mobilising support 'in all the contexts in which children live their lives' and 'counteracting the corrosive potential of poverty and other harm that can befall children in disadvantaged communities' (p. 13). In describing the relationship between family support and community, Weiss et al (2009, p. 139) noted: 'in addition to working with the family members, family support now increasingly recognises the importance of creating and reinforcing links between families and external sources of support, both formal (local social and health services) and informal (opportunities to meet neighbours and utilisation of natural helpers)'.…”

Section: Formal Family Supportmentioning

confidence: 99%

Interfacing informal and formal help systems: Historical pathways to the Meitheal model

et al. 2016

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Meitheal is a national practice model which aims to ensure that the needs and strengths of children and their families are effectively identified, understood and responded to in a timely manner. The aim of this article is to consider some of the notable learning from the historical background and context in the development of children and family services. The discussion draws together four interrelated themes: the interaction between the voluntary and statutory 137 Unauthenticated Download Date | 5/13/18 1:16 AM systems, the interface of family and child oriented services, balancing formal and informal responses to child welfare, and early intervention and prevention services. The complexity of this endeavour is emphasised through identifying the core considerations required at the levels of Bronfenbrenner's ecological model. The article concludes with a commentary on how the future of child welfare in Ireland may be influenced through this attempt at a reorientation of children and family services towards early intervention, prevention, partnership and participation.

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“…Por otra parte, Gilligan (2000) señala que las actividades físicas así como las artísticas que se realizan en el tiempo libre son fundamentales para desarrollar la resiliencia y permiten mejorar la autoestima, las redes sociales, la confianza, la autoeficacia, así como las habilidades sociales e individuales. Los programas que incluyen actividades recreativas al aire libre también han mostrado ser útiles para el fomento de la resiliencia (Beightol, Jevertson, Gray, Carter y Gass, 2009).…”

Section: Programa Recreativounclassified

Impacto de un programa recreativo en la resiliencia de estudiantes de 7° grado de un colegio primario

Barquero

Guajardo

2016

Liberabit

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RESUMENLa investigación tuvo como objetivos medir el impacto de un programa recreativo en la promoción de la resiliencia, así como sus dimensiones, según sexo, y determinar si las horas de participación, el número de actividades recreativas y el número de sesiones se relacionaba con los niveles de resiliencia y sus dimensiones. El grupo experimental estuvo conformado por 19 sujetos, con una edad promedio de 12.9 años. Todos cursaban el sétimo grado en un colegio primario de la región de Talca en Chile. El diseño fue cuasiexperimental de grupo control no equivalente preprueba-posprueba. Se utilizó un análisis de varianza mixto de tres vías con medidas repetidas en un factor y correlación parcial. Los resultados permiten observar la ausencia de una interacción significativa (p < .05) entre el grupo por medición por sexo, respecto de la resiliencia y sus dimensiones. Por otro lado, sí se observa interacción significativa (p < .05) entre mediciones por grupo, en la resiliencia y en cuatro dimensiones. El grupo experimental aumentó significativamente el valor de la resiliencia luego de la intervención. Por último, la dimensión redes-modelos se relacionó significativa y negativamente con el número de horas.Palabras clave: Recreación, resiliencia, identidad-autoestima, redes-modelos, aprendizaje-generatividad, recursos internos y externos. ABSTRACTThe investigation had the objectives of measuring the impact of a recreational program in the promotion of resilience, as well as its dimensions according to sex, and determine if the hours of participation, the number of recreational activities and the number of sessions was related to the levels of resilience and its dimensions. The experimental group was composed of 19 subjects, with an average age of 12.9. All attended were in seventh grade in an elementary school in the Talca region, Chile. The design was quasi-experimental of a non-equivalent pre-test-posttest control group. We used a mixed variance analysis of three tracks with repeated measures in a factor, and partial correlation. The results allowed us to observe the absence of a significant interaction (p < .05) among the group measured by sex, with regard to resilience and its dimensions. On the other hand, there has been significant interaction (p < .05) between measurements per group in resilience and in four dimensions. The experimental group significantly increased the value of resilience after intervention. Finally, the network-models dimension was significantly and negatively related with the number of hours.

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Adversity, resilience and young people: the protective value of positive school and spare time experiences

Cited by 39 publications

References 22 publications

The education of children in care: Agency and resilience

The education of children in care: Agency and resilience

Interfacing informal and formal help systems: Historical pathways to the Meitheal model

Impacto de un programa recreativo en la resiliencia de estudiantes de 7° grado de un colegio primario

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