Risk and Resilience: Implications for the Delivery of Educational and Mental Health Services in Schools

Doll, Beth; Lyon, Mark A.

doi:10.1080/02796015.1998.12085921

Cited by 220 publications

(50 citation statements)

References 41 publications

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“…Community assets (like educational, faith, and service institutions) affect resilience (Anderson, Sabatelli, & Kosutic, 2007; Molnar et al, 2008) and mental health (Fitzpatrick, Piko, Wright, & LaGory, 2005). Communities can build resilience and promote health at school, through connectedness with teachers and other adults (Benard, 2004; Luthar, 2003; Resnick, 2000b), peer supports (Morrison & Allen, 2007), opportunities for participation in after-school programs (Eccles & Barber, 1999), and school-based services (Doll & Lyon, 1998). For example, many Alameda County schools have school-based health centers, which help schools better support and nurture the whole child.…”

Section: Applying Resilience Concepts To Public Health Practicementioning

confidence: 99%

Fostering Resilience Among Urban Youth Exposed to Violence

Jain

Cohen

2013

Health Educ Behav

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Most studies to date have examined negative effects of exposure to community violence, in line with the deficit-based perspective. However, given that most youth exposed to community violence demonstrate positive adaptation or resilience over time, we suggest a shift in perspective, practices, and policies across systems toward identifying and building individual, family, and community assets and strengths that may more effectively support youth who have been exposed to community violence and related risks into competent, caring, and thriving adults. In this article, we review how resilience has been conceptualized and operationalized within the context of community violence, highlight gaps in literature, and offer directions for future public health research and practice. We illustrate this review with practice-based examples from public health work in the San Francisco Bay Area. Future multidisciplinary longitudinal studies that identify protective processes and successful trajectories and rigorous evaluations of strength-based policies, programs, and protective processes are needed.

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Section: Applying Resilience Concepts To Public Health Practicementioning

confidence: 99%

Fostering Resilience Among Urban Youth Exposed to Violence

Jain

Cohen

2013

Health Educ Behav

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“…The concept of resilience provides one possible explanation for the ability of some individuals to maintain positive mental health in the face of adverse life circumstances [ 13 ]. Whilst often an inconsistently defined construct [ 14 , 15 ], the concept involves the ability, when faced with stress or adversity, to actively employ individual traits (internal factors) and wider social, community and environmental supports (external factors) to return to or maintain a positive state of mental health and functioning [ 16 ]. Internal resilience factors include personal strengths and factors such as self-efficacy and problem-solving skills [ 17 - 19 ].…”

Section: Introductionmentioning

confidence: 99%

Improving adolescent mental health and resilience through a resilience-based intervention in schools: study protocol for a randomised controlled trial

Dray

Bowman

Freund

et al. 2014

Trials

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BackgroundResearch investigating the effectiveness of universal interventions to reduce the risk of mental health problems remains limited. Schools are a promising setting within which adolescents can receive interventions aimed at promoting their mental health. The aim of this study is to assess the effectiveness of a resilience-based prevention-focused intervention in reducing the risk of mental health problems among adolescents attending secondary school in socio-economically disadvantaged areas.Methods/designA cluster randomised control trial will be conducted, with schools as the unit of randomisation. Initially, 32 secondary schools will be randomly allocated to a control or intervention group (12 control and 20 intervention). An intervention focused on improving student internal and external resilience factors will be implemented in intervention schools. A survey of students in Grade 7 in both intervention and control schools will be conducted (baseline) and repeated three years later when the students are in Grade 10. The Strengths and Difficulties Questionnaire will be used to measure the risk of mental health problems. At follow-up, the risk of mental health problems will be compared between Grade 10 students in intervention and control schools to determine intervention effectiveness.DiscussionThe study presents an opportunity to determine the effectiveness of a comprehensive resilience-based intervention in reducing the risk of mental health problems in adolescents attending secondary schools. The outcomes of the trial are of importance to youth, schools, mental health clinicians and policymakers.Trial registrationAustralian New Zealand Clinical Trials Registry, ACTRN12611000606987, registered 14 June 2011.

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“…The use of external restrictive control measures to manage the perceived risk of harm to others may serve the function of assisting agencies with meeting their own needs to manage unease, rather than meeting the needs of the young person. A contradiction with the available research base is therefore identified, as disengagement or detachment from education provision is an established protective factor for health (Carlson et al, 2008), mental health (Doll & Lyon, 1998), and against offending behavior (Yoshikawa, 1994). As a result, practitioners’ experiences of encountering unease by other agencies demonstrates variation in understanding of the role each agency should play in achieving the key aim of reducing recidivism.…”

Section: Resultsmentioning

confidence: 95%

Holding the Child (and Practitioner) in Mind? Youth Justice Practitioners’ Experiences Supervising Young People Displaying Sexually Harmful Behavior

Myles-Wright¹,

Nee

2017

J Interpers Violence

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This qualitative study explored the lived experiences of youth justice practitioners supervising young people (below 18 years old) displaying sexually harmful behavior within the Youth Justice System (YJS) in the United Kingdom, as little is currently known about the challenges faced when working with this vulnerable group. Five practitioners from two Youth Offending Services (YOS) participated in individual semistructured interviews, which were subjected to thematic analysis while also analyzing the performative function of language used. The analysis identified an overarching theme of "systemic unease," which contained two subthemes surrounding "unease with the self, and wider YOS personnel" and "unease working with partner agencies." The findings illuminate critical issues regarding future practice with this underresearched group of young people within the broader context of youth justice, which require further exploration and investigation. The "dual relationship problem" involving tension between risk management and therapeutic alliance is explored in relation to this group. The moral acquaintance model and the model of dynamic adaptation are suggested as helpful approaches to support practitioners and multi-agency professionals going forward in this area.

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Risk and Resilience: Implications for the Delivery of Educational and Mental Health Services in Schools

Cited by 220 publications

References 41 publications

Fostering Resilience Among Urban Youth Exposed to Violence

Fostering Resilience Among Urban Youth Exposed to Violence

Improving adolescent mental health and resilience through a resilience-based intervention in schools: study protocol for a randomised controlled trial

Holding the Child (and Practitioner) in Mind? Youth Justice Practitioners’ Experiences Supervising Young People Displaying Sexually Harmful Behavior

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