The Resiliency Scales for Children and Adolescents, Psychological Symptoms, and Clinical Status in Adolescents

Abstract

The Resiliency Scales for Children and Adolescents (RSCA) are three scales for assessing the relative strength of three aspects of personal resiliency as a profile in children and adolescents. This article presents preliminary evidence to support the use of the RSCA in preventive screening. First, this article examines associations between the RSCA Global scale and index scores and psychological symptoms as assessed by the Beck Youth Inventory—II in a normative sample of adolescents. A normative sample was chosen as screening would presumably occur in a nonclinical setting. Findings suggest associations between psychological symptoms and the RSCA scale and index scores. Specifically, positive associations were found between psychological symptoms and the RSCA Vulnerability Index and the Emotional Reactivity scale score. Negative associations were found between psychological symptoms and the RSCA Resource Index, Sense of Mastery, and Sense of Relatedness scale scores. Second, the RSCA is examined as a potential predictor of clinical status differentiating the normative sample from a clinical sample. Results support the use of the RSCA in screening protocols for the identification of vulnerability that does not rely on the presence of an identified disorder or clearly defined psychological symptoms.

Relations between resiliency, diabetes-related quality of life, and disease markers to school-related outcomes in adolescents with diabetes.

“…Resiliency is assessed by examining how individuals perceive their own capacity as well as how they view themselves in relationships (Prince-Embury, 2008). There are several components of resiliency that provide insight about why some youth with TIDM do relatively well whereas others struggle with diabetes management.…”

Psychometric Testing of the Resilience at Work Scale Using Indian Sample

“…As the concept of resilience evolved, researchers began to develop instruments aimed at measuring the construct (Connor & Davidson, 2003;Prince-Embury, 2008;Wagnild & Young, 1993). There are different scales available to measure resilience for different age groups, though these resilience measurement tools targeted the individual personality characteristics that might lead to successful adaptation.…”

“…Table 1 reports the different instruments developed for measuring resilience. This study conducted a systematic review of six resilience instruments that were validated on children and adolescents (Oshio, Kaneko, Nagamine, & Nakaya, 2003;Prince-Embury, 2008), practice as a measure of stress coping ability. The authors hold the perspective that resilience is a personal quality that reflects the ability to cope with stress.…”

Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees

“…Resilience has predicted academic attainment in high school students (Capella & Weinsten, 2001;Gonzalez & Padilla, 1997;Martin & Marsh, 2006;Nota, Soresi & Zimmerman, 2004) where the conceptual frameworks of academic resilience and academic buoyancy have been developed to identify factors which may protect against stress (Martin & Marsh, 2008. Personal attributes including relatedness, a sense of mastery and spirituality (Prince-Embury, 2011;Kim & Esquivel, 2011) and support from parents and teachers (Bryan, 2005;Mullis, Rathge & Mullis, 2003;Prince-Embury, 2008) have contributed to resilience being used to underpin mental health services and academic success in school settings (Esquivel, Doll & Oades-Sese, 2011, Doll, Jones, Osborn, Dooley & Turner, 2011. In contrast, resilience has been less prominent in HE; limited understanding may have reflected inadequate pedagogy and support, especially for new groups of students with distinctive needs beyond those of the stereotypical HE learner (Walker, Gleaves & Grey, 2006).…”