Youth Resilience to Violent Extremism: Development and Validation of the BRAVE Measure

Grossman, Michèle; Hadfield, Kristin; Jefferies, Philip; Gerrand, Vivian; Ungar, Michael

doi:10.1080/09546553.2019.1705283

Cited by 28 publications

(31 citation statements)

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“…However, numerous studies highlight teachers' puzzlement about these suggested duties or responsibilities regarding the prevention of radicalization (Parker, Lindekilde & Gøtzsche-Astrup, 2020;Mattsson & Johansson, 2020;Ragazzi, 2017;van San, Sieckelinck & de Winter, 2013). Many questions remain open especially regarding the objectives and pedagogical implementation of such responsibilities, which, together with the vague definitions of the key concepts, make tackling this mission challenging (Sjøen & Mattsson, 2020;Mattsson & Säljö, 2017;Ragazzi, 2017;Grossman et al, 2017;Christodoulou, 2020). As resilience is a key notion here, and one which is perhaps loosely defined and vague in content, we begin with some contextual and definitional clarity on the origins of the term.…”

Section: Modes Of Resilience and Threshold Of Adversitymentioning

confidence: 99%

Threshold of Adversity: Resilience and the Prevention of Extremism Through Education

Benjamin

Gearon

Kuusisto

et al. 2021

nse

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This article introduces the concept of ‘threshold of adversity’ as an, at present, tentative means of understanding the turning points to radicalization and extremism within educational systems. The conceptual frame is, we argue, of pedagogical and policy relevance across and beyond Nordic countries. Across Nordic countries, the main objective for the prevention of radicalization and extremism through education (PVE-E) is to strengthen the students’ resilience against ideological influences. Given the specialist complexities of the interdisciplinary research literature on terrorism, from which much PVE-E derives, for teachers and policy-makers, understanding the theoretical contexts, which underlie such policy innovations and their pedagogical implementation, are, understandably, problematic. To discuss extremism and the possibilities of its prevention especially in the education sector, an understanding of what exactly is being prevented or fought against is needed. Our conceptual ‘threshold of adversity’ model offers at least a starting point for a more practicable pedagogical implementation.

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Section: Modes Of Resilience and Threshold Of Adversitymentioning

confidence: 99%

Threshold of Adversity: Resilience and the Prevention of Extremism Through Education

Benjamin

Gearon

Kuusisto

et al. 2021

nse

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“…Along similar lines, two studies that explored resilience to violent extremism in Canada (Ungar et al, 2017) and Australia (Grossman et al, 2014) using a strengths-based, social-ecological approach were used as a springboard to develop a standardized and validated five-factor, 14-item measure of youth resilience to violent extremism. These five factors are cultural identity and connectedness, bridging capital, linking capital, violence-related behaviors, and violence-related beliefs (Grossman et al, 2017(Grossman et al, , 2020.…”

Section: Is There a Difference Between Community Resilience And Resilmentioning

confidence: 99%

“…While a number of measures exist for assessing indicators of radicalization to violence and violent extremism, very few studies have attempted to develop or validate measurements of resilience to violent extremism. Exploratory work in this regard has been conducted by Weine and Ahmed (2012) through the DOVE tool, and Grossman, Ungar, and their colleagues (Grossman et al, 2017(Grossman et al, , 2020 through the BRAVE measure, but further work to extend and refine the measurement of resilience to violent extremism in multisystemic and diverse contexts is needed. 8.…”

Section: Principles For the Future Study Of Multisystemic Resilience mentioning

confidence: 99%

Resilience to Violent Extremism and Terrorism

Grossman¹

2021

Multisystemic Resilience

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Violent extremism and terrorism are themselves multisystemic phenomena, with movements, actors, and events embedded within deeply complex and highly networked co-occurring systems that interact with one another at different levels and scales to support and enable violent extremist narratives, behaviors, actions, and outcomes. They can be highly resilient and pose significant challenges and threats to the function and viability of multiple nested and interconnected human (and at times natural) systems. Various meanings and practices of resilience have accordingly occupied a critical but vexed position within multisystemic approaches to preventing and countering violent extremism policy and practice. A strong focus on identifying and building the resilience of individuals and communities has come at the expense of understanding the ways in which the institutional and governmental co-occurring systems involved in countering terrorism may themselves be less or more resilient and what this means for future efforts to effectively prevent violent extremism.

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“…In these studies, 'resilience' is often conceived ofand promoted as-something that can be incrementally built (e.g. resilience scales, factors, item measures) through strategic action (Grossman et al, 2020). Synced closely with perpetual 'crisis narratives', notions of 'risk' and 'risky behaviours' are often depicted as powerful, pervasive and unpredictable-a silent, subversive enemy lurking in classrooms.…”

Section: Overview Of Cvementioning

confidence: 99%

Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools

Stahl

Baak

Schulz

et al. 2021

British Educational Res J

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Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small-scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered 'exaggerations' regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how-in important ways-the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio-economically disadvantaged communities.

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Youth Resilience to Violent Extremism: Development and Validation of the BRAVE Measure

Cited by 28 publications

References 0 publications

Threshold of Adversity: Resilience and the Prevention of Extremism Through Education

Threshold of Adversity: Resilience and the Prevention of Extremism Through Education

Resilience to Violent Extremism and Terrorism

Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools

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