Measuring Resilience in Children: From Theory to Practice

Naglieri, Jack A.; LeBuffe, Paul A.; Ross, Katherine M.

doi:10.1007/978-1-4614-3661-4_14

Cited by 33 publications

(29 citation statements)

References 28 publications

(27 reference statements)

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“…Dent & Cameron, 2003;Grotberg, 2003;Winslow, Sandler & Wolnick, 2005), the major life events or episodic, traumatic events measured by the Life Events Checklist (Work et al, 1990), and the stressors measured by the Sources of Stress Inventory (Chandler, 1981). As suggested by Naglieri & LeBuffe (2005), daily hassles, for example, poor quality child care and teasing were included to gain a complete picture of exposure to risk and adversity. Significant themes relating to the adversities or external realities that emerged from the responses of the children and/or key informants linked to three contexts, namely their family, their community or neighbourhood, and their school.…”

Section: External Realities: Stressors and Challengesmentioning

confidence: 99%

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

Pienaar¹,

Swanepoel

Rensburg³

et al. 2011

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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This article presents the findings of a study among a small group of South African AIDS orphans living in a residential care facility, Lebone Land. The research was conducted between June and September 2006. A qualitative, exploratory study consisting of in-depth, semistructured interviews with eight children and seven key informants aimed to identify and investigate developmental assets operating in the children's lives to help them cope amid exposure to adversities. The findings indicate that the developmental assets that facilitate coping and foster resilience in these children relate to four main components: external stressors and challenges, external supports, inner strengths and interpersonal and problem-solving skills. Emerging key themes relate to the experience of illness, death, poverty and violence, as well as the important roles of morality, social values, resistance skills, religion and faith in assisting these children in defining their purpose in life. To this end, constructive use of time, commitment to learning, goal-setting, problem-solving ability and self-efficacy are fundamental in the children's attainment of their future projections. Therefore, qualities such as optimism, perseverance and hope seem to permeate the children's process of recovery. Strong networks of support, particularly friendships with other children, also seem to contribute to developing and sustaining resilience.Keywords: resilience, HIV/AIDS affected children, pre-adolescence, residential care. RésuméCet article présente les conclusions d'une étude réalisée au sein d'un petit groupe d' orphelins du Sida sud-africains vivant dans une institution, Lebone Land. L' étude a été conduite de juin à septembre 2006. Une étude qualitative préliminaire consistant en entretiens approfondis et semi-structurés avec huit enfants et sept informateurs clés a visé à identifier et à étudier les facteurs développementaux à l'action dans les vies des enfants afin de les aider à faire face aux difficultés auxquelles ils se trouvent confrontés. Les conclusions indiquent que les facteurs développementaux aidant à faire face aux difficultés et favorisant la résilience chez ces enfants sont associés à quatre composantes principales : les facteurs de stress et les défis externes, les soutiens externes, les forces intérieures et les compétences interpersonnelles et de résolution de problèmes. Les thèmes clés qui émergent se rapportent à l' expérience de la maladie, de la mort, de la pauvreté et de la violence, ainsi qu'aux rôles importants de la moralité, des valeurs sociales, des compétences de résistance, de la religion et de la foi pour aider ces enfants à trouver leur but dans la vie. A cette fin, une utilisation constructive du temps, un dévouement à l'apprentissage, la fixation d' objectifs, la capacité à résoudre des problèmes et l'auto-efficacité sont essentiels pour permettre à l' enfant de réaliser ses projets d'avenir. Par conséquent, des qualités telles que l' optimisme, la persévérance et l' espoir semblent imprégner le proces...

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Section: External Realities: Stressors and Challengesmentioning

confidence: 99%

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

Pienaar¹,

Swanepoel

Rensburg³

et al. 2011

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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“…We are taking in consideration the opportunity to identify students' needs on a representative group of 6-9 year old Romanian primary school students, using specific research instruments applied in positive psychology. Using scaled and questionnaire based instruments like Child Development Supplement (2002), the short form, Devereux's scale to evaluate the strengths of students' social and emotional behavior (Naglieri, LeBuffe, & Ross, 2013) and also the Penn interaction scale (Fantuzzo, Coolahan, Mendez, McDermott & Sutton-Smith, 1998, Naglieri, LeBuffe, & Ross, 2013. The results should offer an overall view on the emotional and social needs and provide a base for an action plan for teachers to develop in their classes.…”

Section: The Author's Contribution On the Existing Theory And Practicementioning

confidence: 99%

Personal Development, A New Romanian Curriculum Subject. Request For An Innovative Approach

Popa¹

2017

The European Proceedings of Social and Behavioural Sciences

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Taking into consideration the opportunities that the new school subject Personal development offers to all the actors involved in the educational process, we consider that the positive psychology approach provides a key to understanding and explaining a new point of view regarding this topic. In order to identify the best ways to teach and deliver the optimum educational content in the classes, teachers should have the access to an innovative approach based on updated scientific theoretical and practical support. Investigating students' characteristics, teachers' needs and parents' expectations regarding personal development, in a theoretical and hands-on approach, it might provide a valid base to build a guidebook. This material should gather and describe the best practices for a new approach in classroom activities based on games and interaction, but always connected to the positive psychology and the real students' needs. The paper focused on a theoretical approach aims to present the plan of research that will follow in the near future.

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“…The first problem with this approach is that the majority of measures focus on resilient qualities at the level of the individual only (Ahern, Kiehl, Sole, & Byers, 2006;Naglieri & LeBuffe, 2005;Windle et al, 2011). For example, items on the Connor-Davidson Resilience Scale (CD-RISC; Campbell-Sills & Stein, 2007;Connor & Davidson, 2003) solely tap into personal factors of resilience including control, commitment, challenge, adaptability, and problem-solving.…”

Section: Measuring Protective Factorsmentioning

confidence: 99%

“…However, without the simultaneous measurement of contextspecific stressors, this connection cannot be corroborated. Examining the interplay between resilient characteristics and adverse events is an important aspect of resilience research since it highlights the processes underlying vulnerability or adaptation (Luthar & Zelazo, 2003;Naglieri & LeBuffe, 2005;Rutter, 2006;Windle, 2011). Indeed, Rutter (2006) argued that "resilience is an interactive concept that can only be studied if there is a thorough measurement of risk and protective factors" (p. 3).…”

Section: Measuring Protective Factorsmentioning

confidence: 99%

“…Since the assessment of resilience is inherently intertwined with definitional issues (Naglieri & LeBuffe, 2005;Windle, 2011), researchers have strived to address these concerns before measuring this desirable construct. Over the past decade, for example, academic scholars have sought to investigate some of the underlying issues of assessing resilience in relation to those who have experienced childhood maltreatment (Haskett, Nears, Ward, & McPherson, 2006;Heller, Larrieu, D'Imperio, & Boris, 1999;Kinard, 1998;Walsh, Dawson, & Mattingly, 2010).…”

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confidence: 99%

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