Three-Factor Model of Personal Resiliency and Related Interventions

Prince‐Embury, Sandra

doi:10.1007/978-1-4939-0542-3_3

Cited by 21 publications

(29 citation statements)

References 44 publications

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“…The present study is among the first to apply a multilevel approach that incorporates both self-reported and psychophysiological correlates in the investigation of the role of emotion regulation in personal resiliency. First, the study did confirm Prince-Embury’s Three-Factor model of Personal Resiliency (Prince-Embury, 2006, 2007, 2014) with the use of an adapted version of the RSCA to a Norwegian student sample. Secondly, emotion regulatory processes measured by self-reported and psychophysiological was partly related to personal resiliency.…”

Section: Resultsmentioning

confidence: 88%

“…Based on developmental theory and research, Prince-Embury (2006, 2007, 2013, 2014) developed the Three-Factor model of Personal Resiliency . This model reflects aspects of an individual’s personal experience that are related to core developmental systems – Sense of Mastery, Sense of Relatedness, and Emotional Reactivity – and the relationship of these to one another.…”

Section: Introductionmentioning

confidence: 99%

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A Multilevel Investigation of Resiliency Scales for Children and Adolescents: The Relationships Between Self-Perceived Emotion Regulation, Vagally Mediated Heart Rate Variability, and Personal Factors Associated With Resilience

et al. 2019

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Personal resiliency refers to individual attributes that are related to the process of successfully adapting to the environment in the face of adverse conditions, also known as resilience. Emotion regulation is increasingly found as a core component in mental health and found to modulate individual differences in the management of emotional responses. The Resiliency Scales for Children and Adolescents (RSCA; Prince-Embury, 2006, 2007) were designed to systematically identify and quantify core personal qualities of resiliency in youth, and includes Sense of Mastery scale (MAS), Sense of Relatedness scale (REL), and Emotional Reactivity (REA) scale. The following study was first conducted to confirm the Three-Factor model of Personal Resiliency in a Norwegian student sample using factor analytic procedures. Secondly and the main purpose of the study, was to investigate if personal resiliency is associated with self-reported measures related to emotion regulation, and with resting vagally mediated heart rate variability (vmHRV) as a psychophysiological index of emotion regulation capacity. A revised scale adapted to the Norwegian sample was developed. Results indicate that protective indices related to personal resiliency are associated with both self-reported adaptive emotion regulation and outcome, and partly related to high capacity for emotion regulation indicated by vmHRV. Risk related to personal vulnerability was associated with maladaptive emotion regulation and outcome, but was not associated with emotion regulation capacity. Together the findings provide supporting evidence of both self-reported and psychophysiological correlates between emotion regulatory processes and personal resiliency indicated by RSCA.

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Section: Resultsmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

A Multilevel Investigation of Resiliency Scales for Children and Adolescents: The Relationships Between Self-Perceived Emotion Regulation, Vagally Mediated Heart Rate Variability, and Personal Factors Associated With Resilience

et al. 2019

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“…Consistent with Masten's view of resilience grounded in basic developmental systems (Masten, , ), Prince‐Embury (, , ) has proposed a three‐factor model of personal resiliency. It is based on previously identified aspects of personal experience related to three core developmental systems—“sense of mastery,” “sense of relatedness,” and “emotional reactivity”—and the relationship of these factors to one another.…”

mentioning

confidence: 91%

“…Conversely, emotional reactivity is considered a risk factor that hinders the development of resiliency and instead results in maladjustment (Rothbart & Derryberry, ). These three basic developmental systems and their relationships with each other are discussed in greater detail in Prince‐Embury ().…”

mentioning

confidence: 99%

A cross‐cultural validation of the Resiliency Scale for Young Adults in Canada and China

et al. 2018

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The current study reports on a cross‐cultural validation of the recently developed Resiliency Scale for Young Adults (RSYA) with two samples consisting of 617 Canadian university students and 651 Chinese university students. Confirmatory factor analysis, tests of cultural invariance, and correlations with relevant individual difference variables were conducted as tests of validity. In the Chinese sample, confirmatory factor analysis supported the factor structure of the RSYA and internal consistency reliabilities for the three factors and 10 facets were good‐to‐excellent. Cultural and gender invariance were supported. Correlations with depression, anxiety, stress, flourishing, and life satisfaction were also in the expected direction in the Chinese sample. These findings provide additional support for the RSYA as a reliable and valid measure of personal resiliency for Chinese young adults. Findings support the three‐factor model of personal resiliency in both Canadian and Chinese young adults, as well as cultural and gender invariance. The robustness of this model has implications for assessing and developing resiliency cross‐culturally.

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“…Learning from Sarah, school psychologists could support agency and meaning making during individual or group therapy sessions when they are working with first graders whose parents are divorced. It is plausible that supporting agency starts with the development of self-efficacy, because, as Prince-Embury, Saklofske, and Keefer (2017) explain, self-efficacy is the basis of human agency because it relates to people’s belief system about themselves and their ability to manage challenging circumstances. Enhancing ego strengths in therapeutic interventions will thus probably benefit the first grader’s agency.…”

Section: Discussionmentioning

confidence: 99%

Positive adjustment to first grade despite divorce: Lessons for school psychologists

Bezuidenhout

Theron

Fritz

2018

School Psychology International

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Positive adjustment to first grade is an important milestone in children's lives. Yet, it is sometimes further complicated by additional challenges such as parental divorce. Drawing on a social ecological perspective we explored how the systems rooted in social ecologies enable children's resilience when their parents are divorced so as to result in their coping well with adjusting to first grade. We used a single instrumental case study that involved visual methodologies to uncover lessons from the story of a first grader whose parents divorced but who continued to adjust well to first grade. Our findings suggest leverage points for school psychologists (SPs) who wish to champion the resilience of first graders who are adjusting to formal school as well as their parents' divorce. SPs can intervene by supporting the first grader's processes of SCHOOL PSYCHOLOGISTS & 1 ST GRADE ADJUSTMENT DESPITE DIVORCE 2 agency and meaning making; by working systemically to engage systems of support; and by mobilizing systems with task-sharing.

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Three-Factor Model of Personal Resiliency and Related Interventions

Cited by 21 publications

References 44 publications

A Multilevel Investigation of Resiliency Scales for Children and Adolescents: The Relationships Between Self-Perceived Emotion Regulation, Vagally Mediated Heart Rate Variability, and Personal Factors Associated With Resilience

A Multilevel Investigation of Resiliency Scales for Children and Adolescents: The Relationships Between Self-Perceived Emotion Regulation, Vagally Mediated Heart Rate Variability, and Personal Factors Associated With Resilience

A cross‐cultural validation of the Resiliency Scale for Young Adults in Canada and China

Positive adjustment to first grade despite divorce: Lessons for school psychologists

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