Handbook of Resilience in Children

Also By These Authors
Preface
	References
Acknowledgments
Contents
About the Editors
Part I: Overview
	1: The Continuing Study of Resilience in Times of a Pandemic: This Is Why We Study Childhood Resilience
		Resilience in Times of Pandemic
		Creating a Clinical Psychology of Resilience
		A Cascade of Risks
		Toward Defining a Clinical Psychology of Resilience
		The Synthesis of a Model
		References
	2: Resilience Processes in Development: Multisystem Integration Emerging from Four Waves of Research
		The First Wave: Identifying Individuals Who Manifested Resilience and Factors That Appeared to Make a Difference
			Key Concepts
			Developmental Perspectives
			Resilience Correlates
		The Second Wave: Embedding Resilience in Developmental and Ecological Systems, with a Focus on Processes of Resilience
			Contextual Specificity of Protective Processes
			Stability and Change in Resilient Adaptation
			Cultural Influences on Resilience
		The Third Wave: Intervening to Foster Resilience
		The Fourth Wave: Multisystem Resilience
			Major Themes of the Multisystem Wave of Resilience Science
		Conclusion
		References
	3: Resilience in Gene–Environment Transactions
		Nature and Nurture: Behavioral Genetic Methods
		Resilience as Process: Gene–Environment Transactions
			Gene–Environment Correlation
			Gene–Environment Interaction
		Individual Differences and Resilience
		Closing Comments
			Resilience Is a Developmental Process
			Your Risk Factor Is My Protective Factor
			The Environment of the Mind
		References
	4: Relational Resilience in Girls
		Gender
		Relational Resilience
		Mutuality
		Shame
		Building Relational Resilience in Girls and Women
		Courage in Connection
		References
	5: What Can We Learn About Resilience from Large-Scale Longitudinal Studies?
		Canadian Studies
		British Studies
		New Zealand Studies
		Australian Studies
		Scandinavian Studies
		African Studies
		German Studies
			Individual Attributes and Sources of Support Associated with Successful Coping Among High-Risk Children
			The Importance of Early Developmental Competence and Support
			The Shifting Balance Between Vulnerability and Resilience
			Protective Mechanisms: Interconnections Over Time
			Gender Differences
			Biological Aspects of Resilience
		Health
		Biological Sensitivity to Context
		Gene–Environment Interactions
			Personality
			Resilience in a Cross-Cultural Context
			Evaluation Studies of the Effectiveness of Programs Designed to Foster Resilience
		Conclusions
		References
Part II: Resilience as a Phenomenon in Childhood Challenges
	6: Resilience in Situational and Cultural Contexts
		Introduction
		Responsiveness and a Social–Ecological Approach to Resilience
			The Fit Between Social–Ecological Resources and an Individual’s Culture and Context
			Unconventional Adaptive Strategies
			Responsive Resilience Enablers Accommodate Changing Contextual Realities
		Strategies for a Culturally Responsible Understanding of Resilience
		Conclusions
		References
	7: Appreciating and Promoting Resilience in Families
		Definition of Family
		The Evolving Family Structure
		Definitions and Underpinnings of Family Resilience
		Characteristics of Resiliency
			Cohesion
			Positive Parenting
			Affective Involvement and Family Engagement
			Communication and Problem-Solving
			Adaptability, Flexibility, and Stability
		Promoting Resilience in Families
			Family-Centered Services
			Adverse Childhood Experiences
		Teachers and Parents as Partners (TAPP)
			Goals of TAPP
			Promote Positive Outcomes for Children and Families
			Promote Family Engagement
			Establish and Strengthen Partnerships
			Build Skills and Capacities of Family Members
		Conclusions
		References
	8: Resilience and Disruptive, Impulse Control, and Conduct Disorders of Childhood
		Introduction
		Overview
		Diagnostic Overview
			ADHD
			ODD/CD
			DICCBDs and Delinquency
		Developmental Course
			ADHD
			ODD/CD
		Prevalence
		Comorbidity
		Risk Factors for Acquisition and Exacerbation
			Biological Factors
			Psychological and Psychosocial Factors
		Are Some Youth with DICCBD More Resilient Than Others?
		Enhancing Resilience in Youth with DICCBDs: Guidelines for Clinical Practice
		Summary
		References
	9: From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth
		Depression in Children and Adolescents
		Cognitive–Behavioral Models of the Development of Depression
		Cognitive–Behavioral Therapies for Depression in Children and Adolescents
		Cognitive–Behavioral Prevention of Depression
		The Penn Resiliency Program
		Penn Resiliency Program Findings
		Including Parents in Resilience Training
		Discussion, Limits, and Future Directions
			Making Interventions More Powerful
			Universal Versus Targeted Interventions
		References
	10: Resilience and Self-Control Impairment
		Introduction
			The Concept of Self-Control and ADHD
			Core Problems in ADHD, DSM-5 and ICD-11 Revisions
			Neuropsychological Correlates of ADHD
			Resilience, Outcome Studies, and Methodological Issues
				Personal Recovery and ‘Recovernance’ for Resilient Individuals with ADHD
		Natural Outcomes of Hyperactivity and ADHD
			Evidence from Community Samples of Subjects with Hyperactivity
			Evidence from Diagnosed ADHD Samples
			Summary
			Predictors of Resilience and Adverse Outcome in ADHD
			Developmental Trajectories and Resilience: The Effects and Predictors of Remitting and Persistent Life Course and Normalization of Function for Persisters
			Genetic Influence: The Role of Gene and Environment Interaction
			Resilience, Treatments, and Lessons from the MTA
			ADHD Symptoms
			Non-ADHD Symptoms
			Moderators
			Resilience, Stimulant Treatment, and Subsequent Substance Abuse
			Preserving Life and Overcoming the Risks of Deliberate Self-Harm (DSH) and Suicidality as Prerequisites of Promoting Resilience
			Resilience Factors Relevant to ADHD, and Resilience-Based Intervention for ADHD
				Factors Associated with Resilience in Youths with ADHD
				Resilience-Based Intervention Targeting Specific ADHD-Related Deficits
		Conclusion
		References
Part III: Assessment of Resilience
	11: Measuring Resilience in Children: From Theory to Practice
		Introduction
		Resilience: Measurement Issues
			Defining the Concept: What Is Resilience?
			Challenges in Measuring Resilience
			How a Test of Resilience Could Be Developed
		The Importance of Psychometric Characteristics
			Why Reliability Matters
			How Much Reliability Is Needed?
			Why Validity Matters
		Tools to Measure Variables Related to Resilience
			Ages and Stages Questionnaires: Social Emotional, Second Edition
			Behavioral and Emotional Rating Scale
			Devereux Early Childhood Assessment for Preschoolers
			Devereux Early Childhood Assessment for Infants and Toddlers
			Devereux Early Childhood Assessment-Clinical Form
			Devereux Student Strengths Assessment
			Devereux Student Strengths Assessment-Second Step Edition
			Devereux Student Strengths Assessment-mini
			Penn Interactive Peer Play Scale
			Preschool Behavioral and Emotional Rating Scale
			Resiliency Scales for Children and Adolescents
			Social Emotional Assets and Resilience Scales
		Conclusions
		References
	12: Assessing Social and Emotional Competencies in Educational Settings: Supporting Resilience in Young People
		Introduction
			Factors Influencing Resilience in Young People
			The Role of Social and Emotional Competencies in Promoting Resilience
			Measuring Student Social and Emotional Competencies to Support the Development of Resilience
		Overview of the Devereux Student Strengths Assessment Tools
			The Use of the DESSA Tools in a Multitiered System of Support Framework
				Universal Screening, Targeted Assessment, and Intensive Supports
				Ongoing Progress Monitoring for Continuous Improvement
				Planning for Students Who Need Expanded Supports
			DESSA K-8 Uses in Research and Practice
		Moving from Research to Practice
		Conclusion
		References
	13: Assessing Resiliency in Children and Young Adults: Constructs, Research, and Clinical Application
		The Resiliency Scales for Children and Young Adults
			Defining Resilience
			The Changing Landscape of Resiliency Research and Application
			Prince-Embury’s Model of Resiliency and the Resiliency Scales
				Resiliency and Sense of Mastery
				Resiliency and Sense of Relatedness
				Resiliency and Emotional Reactivity
		The Resilience Scale for Children and Adolescents
			Sense of Mastery Scale and Subscales
			Sense of Relatedness Scale and Subscales
			Emotional Reactivity Scale and Subscales
			Personal Resiliency Profiles
			Reliability Evidence
				Developmental Consistency of Constructs
			Validity Evidence
		The Resiliency Scale for Young Adults
		Cross-Cultural Studies of Resiliency and Its Assessment
			Understanding Resiliency Across Cultures
			Evaluating the RSYA Across Cultures
		Summary and Conclusion
		References
	14: Assessment of Resilience with the Risk Inventory and Strengths Evaluation (RISE)
		Introduction
		Why Measure Risks and Strengths Simultaneously?
		Intended Use and Applications of the RISE
		Using RISE Within a Comprehensive Assessment
		RISE Components and Scores
		Standardization and Psychometrics
		RISE Five-Step Score Interpretation
		Using RISE to Inform and Evaluate Treatment
		Conclusion
		References
Part IV: Resilience in Family and Community Settings
	15: Comprehensive Interventions to Foster Resilience in Children with Complex Trauma
		Defining Complex Developmental Trauma
		Role of Adaptation in Trauma-Related Behaviors
		Reframing Trauma Treatment in Childhood
		Cultivating Resilience in Trauma-Impacted Youth
			Goal One: Build a Resourced Nest
				Engagement
				Caregiver Support Networks and Caregiver Mental Health Needs
				Cultivating Sensitive Caregiving Practices
					Caregiver Regulation
					Caregiver Skills Development
						Curiosity
						Mirroring Skills
						Teaching Behavioral Support Strategies
					External Resources (e.g., Community Members)
			Goal Two: Support Youth Regulation
			Goal Three: Cultivate Critical Developmental Capacities
				Relational Skills
					Acknowledgement and Exploration of the Barriers to Effective Engagement in Relationships
					Identification of External Supports and Relational Resources
					Social Skills Enhancement
				Identity
					Self-Concept: Who Am I?
					Self-Esteem and Self-Efficacy
					Envisioning a Future
				Executive Functioning and Reflective Capacities
			Goal Four: Expand the Capacity of Community-Based Organizations to Provide Trauma-Informed Supports
		In Conclusion: Actively Cultivate Resilience
		References
	16: Building Resilience in Juvenile Offenders
		Introduction
			Resiliency
			Delinquency
			Detention and Incarceration
			Chapter Format
		Delinquency Risk and Protective Factors
			Individual Risks
				Maltreatment
			Family Risks
			Peer Risks
			School Risks
			Community/Neighborhood Risks
			Protective Factors
		Adolescent Development (They Are Not Adults)
			Recognizing Adolescent Differences
		Trauma
			Resiliency to Trauma Experiences
			Interventions for Maltreatment Victims
			Trauma-Informed Care
		Mental Health
			Children
			Adolescents
				Substance Abuse Prevention
				Substance Abuse Treatment
		School and Student Engagement
		Police and Juvenile Courts
			Diversion
				Police and Youthful Offenders
				Diversion Programs
			Delinquency Prevention
				Mentoring Programs
		Detention and Incarceration Facilities
			Facility Programming
			Effective Education
			Re-entry and Return Home
		References
	17: Cultivating Resilience in LGBTQ+ Youth
		Introduction
			Intersectionality
		Resilience in LGBTQ+ Youth
			Validation
			Witnessing
			Support
			Affirmation
			Belonging
			Coping Skill Development
			Role Models
			Eradication of Sources of Harm
			Reframe & Re-Story
			Trauma Recovery
			EMDR
			Somatic Experiencing
			Mindful Awareness
			Self-Compassion
			Social–Emotional Learning (SEL)
			Yoga
			Pedagogy of Place
			Empathic Education for a Compassionate Nation (EECN)
			Families Are Critical to LGBTQ+ Youth Cultivating Resilience
		Conclusion
		References
	18: Resilience and Positive Youth Development: A Dynamic, Relational Developmental Systems-Based Perspective
		Relational Developmental Systems-Based Concepts, Resilience, and PYD
			Links Between Resilience and PYD
		Changing Adolescent Pathways from Resilience to Thriving
		Research Implications of the Adversity Continuum
		Issues in the Optimization of Resilience and PYD
		Conclusions and Potential Next Steps
		References
	19: A Resilience Framework for Treating Child Trauma
		Resilience in the Face of Child Trauma
		A Resilience Framework for Treatment of Trauma in Children
			The Crucial Role of Mind-Sets
			The Remarkable Self-Reparative Forces in Children
			The Resilience and Healing Powers of Families
			The Strengths That Reside in Communities
			Hope as a Healing Ingredient
		Child-Centered Play Therapy: A Treatment Modality to Bolster Resilience in Children
		The Evidence Base of Child-Centered Play Therapy in Relation to Resilience
		Play Therapy to Enhance the Native Capacity for Resilience in a 3-Year-Old Girl
			Child (Ages 3–4) Initiated Family Play Therapy Scenarios of Witnessing Traumatic Scenes
			Child (Age 3) Initiated Family Play Therapy Scenarios to Master the Separation Trauma
			Child (Ages 3–4) Initiated Family Play Therapy Scenarios to Turn the Clock Back before Before the Trauma Happened
			Child (Age 4) Initiated Family Play Therapy Scenarios to Strengthen Memories of Early Attachment
			Child Initiated Expression of Fear of Abandonment (Age 4)
			Child (Age 4) Initiated Play Therapy Scenarios to Prepare for Prolonged Separation
		Summary
		References
	20: Promoting Family Resilience
		A Family Systems Orientation
		The Concept of Family Resilience
			Ecosystemic and Developmental Perspectives
				Ecosystemic View
				Developmental View
			Mapping Key Processes in Family Resilience
		Practice Principles and Applications
		Advances and Challenges in Family Resilience Research
		Conclusion
		References
	21: The Power of Parenting
		What Is Resilience?
		What Is Tenacity and Its Seven Instincts?
		Do Parents Have a Major Influence on the Development of Resilience in Their Children?
		The Characteristics of a Resilient Mindset
		Parenting Practices That Nurture Resilience and the Instincts of Tenacity in Children
		Concluding Remark
		References
	22: Building Resilience in All Children: A Public Health Equity Approach
		Resilience Concepts
			Adversity
			Resources
			Equity
		Public Health Equity Approach
			Promotion Programs
			Universal Prevention Programs
			Selective Programs
			Indicated Programs
		Framework for Building Resilience in All Children
		Resources Constructed in the Child Domain
			Universal Promotion and Prevention Programs
			Selective Programs
			Indicated Programs
		Resources Constructed in the Family Domain
			Universal Promotion and Prevention Programs
			Selective Programs
			Indicated Programs
		Resources Constructed in the Community/Organizational Domain
			Universal Promotion and Prevention Programs
			Selective Programs
			Indicated Programs
		Constructing Resources Across Domains and Levels
		Putting Science Into Practice
			Needs Assessment
			Intervention Strategy Selection
			Implementation and Evaluation
		Conclusion
		References
	23: Enhancing the Process of Resilience Through Effective Thinking
		Problem-Solving and Resilience
		Problem-Solving Skills that That Foster Resiliency
		From Theory to Training Program
		ICPS Word Pairs
		Evidence of Impact with Adjusted and High-Risk Children
		From Training Adjusted and High-Risk Children to Clinical Applications
		Patricia’s Story
		Jimmy’s Story
		Jorge’s Story
		Comments on the Efficacy of Clinical Cases
		The Issue of Generalization
		The Comorbid Conditions
		Amount of Training
		Asperger’s Syndrome
		Billy’s Story
		Qualifying Considerations for ICPS Impact on Behavior
		Final Thoughts
		References
Part V: Resilience in School Settings
	24: Rethinking Approaches to Fostering Academic Resilience
		Racism in Education
			Structural Racism in Education
			Implicit Racial Bias in Education
			Racial Stress and Trauma
		Pitfalls in Promoting Academic Resilience
			Resilience Frameworks
			Trauma-Informed Practices
			Social-Emotional and Character Development (SECD) Practices
		Academic Resilience: Capitalizing on Strengths and Addressing Pitfalls
			Racism as the Threat: Balancing Resilience and Change
			Dual Focus on Individual and Systems Resilience
			Infuse Cultural Strengths in Supporting Optimal Functioning
			Leverage SECD for Racial Literacy
			Leverage School-Wide Multitiered Approaches for Whole School Change
		A Path Forward
		References
	25: Resilience and the Child with Learning Disabilities
		Learning Disabilities and Risk Factors
		Environmental and Social Risk Factors
		Difficulty Learning and School Failure
		Negative Teacher and Peer Feedback
		Type and Severity of the Learning Disability
		Social Support and Competence
		Gender
			Strategies for Building Resilience
		Promote Self-Understanding and Acceptance
		The Role of Supportive Adults
		Provide School-Based Intensive Interventions
		Select the Most Appropriate Placement
		Acknowledge Accomplishments in Nonacademic Domains
		Acknowledge Accomplishments in Academic Domains
		Conclusion
		References
	26: Resilience Through Violence and Bullying Prevention in Schools
		Understanding Bullying and Violence
		Role of Schools in Prevention
		Review of Universal Prevention Programs
		Implementation Fidelity
		Evidence-Based Programs
			Olweus Bullying Prevention
				Materials
			PAX Good Behavior Game
				Materials
			Promoting Alternative Thinking Strategies (PATHS)
				Materials
			Resolving Conflict Creatively Program
				Materials
			Responding in Peaceful and Positive Ways
				Materials
			Second Step
				Materials
		Promising Programs
			PeaceBuilders
				Materials
			Peacemakers: A Violence Prevention Program
				Materials
			Striving to Reduce Youth Violence Everywhere (STRYVE)
				Materials
		Conclusion
		References
	27: Caring for the Caregiver: Promoting the Resilience of Educators
		A Perfect Storm of Educator Risk Factors
		Effects of Stressors on Educators
			How Stress Impacts Ability to Care for and Teach Children
			Reduced Teacher Availability
			Impairments in the Ability of Educators to Model Social and Emotional Competence
			Direct Negative Effects on Children
		Two Recent Developments Providing Additional Sources of Stress
			COVID-19 Pandemic
			Emergence of Social and Emotional Learning
			Programs Promoting Educator SEL and Resilience
			The Devereux/Aperture Approach to Fostering Educator SEL and Resilience
				Building Your Bounce
				Educator Social-Emotional Reflection and Training (EdSERT)
		Conclusion
		References
	28: Enhancing Resilience in Classrooms
		Classroom Conditions That Foster Resilience
		Translating Resilience Research: Resilient Classrooms
		Translating Resilience Research: Restorative Peer Ecology
		Translating Positive Psychology Research: Promoting Student Happiness
		Next Steps
		References
	29: School Climate Improvement: A Data-Driven Strategy That Supports Individual and Organizational Health
		Social, Emotional, and Civic Competence; School Climate Improvement; and Resiliency
		School Climate: Research, Policy, and Practice Trends
		Conclusion
			Challenges of the Field
			Future Directions
		References
	30: Nurturing Positive Emotions in the Classroom: A Foundation for Purpose, Motivation, and Resilience in Schools
		The Concept of Mindsets
			Theories of Mindset
			A “Resilient Mindset”
		The Lifelong Impact of One Person
			A “Charismatic Adult”
			Empathy
				Personal Control and Resilience
		The Influence of Positive Emotions
		A Framework to Guide Our Work
			Four Needs
				The Need to Belong and Feel Connected
				The Need for Self-Determination and Autonomy
				The Need to Feel Competent
				The Need to Experience a Sense of Purpose
		Concluding Thoughts
		References
	31: The BARR Model: Fostering Resilient School Systems, Staff, and Students
		Introduction
		Review of Interventions Fostering Resilience in Schools
		Building Assets, Reducing Risks (BARR)
			BARR Evidence: Inspiring Confidence with Results
			BARR Mediation Analysis
		Fostering Resilient School Systems
			Literature Aligned with the BARR Model
			Disrupting Silos
			Prioritizing People: Key to Successful Restructuring
		Fostering Resilience in Staff
			Literature Aligned with the BARR Model
			Block (Teacher Team) Meetings
			Administrative Engagement
			Connections to Community
			Trained Teachers: Noticing Quantitative and Qualitative Real-Time Data
		Fostering Resilience in Students
			Literature Aligned with the BARR Model
			Building Social-Emotional Skills
			Bringing Multiple Perspectives to the Table
			Cultivating Positive Relationships
			Use of Data
			Family and Community Engagement
		Case Study: Experiencing BARR from a Student Perspective
		Conclusion and Future Directions
		References
Part VI: Conclusions
	32: After Resilience, What?
		Preparing for Their Future
		The Propositions of Resilience
		Resilience and Prevention
		References
Index