Programma formativo SAFER (Italiano)

Resilienza – Background teorico – Bibliografia

Ahmed, E. (2008). “Stop it, that’s enough”: Bystander intervention and its relationship to school connectedness and shame management. Vulnerable Children and Youth Studies, 3, 203.


American Psychological Association. The Road to Resilience. 2014; Washington, DC: American Psychological Association.


Berg, J. K., & Cornell, D. (2016). Authoritative school climate, aggression toward teachers, and teacher distress in middle school. School Psychology Quarterly, 31, 122–139.


Britto, P.R., Lye, S.J., Proulx, K., Yousafzai, A.K., Matthews, S.G. Vaivada, T., […] & MacMillan, H. (2017). Nurturing care: Promoting early childhood development. Lancet, 389, 91–102.


Carranza, M. E. (2007). Building Resilience and Resistance against Racism and Discrimination among Salvadorian Female Youth in Canada. Article in Child and Family Social Work Journal, 12, 390–398.


Cauce, A. M., Stewart, A., Rodriguez, M., Cochran, B., & Ginzler, J. (2003). Overcoming the odds? Adolescent development in the context of urban poverty. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 343– 363). New York: Cambridge University Press.


Cefai, C. (2007). Resilience for all: a study of classrooms as protective contexts. Emotional and Behavioural Difficulties, 12, 119-134. doi:10.1080/1363275070131551


Chan, M., Lake, A. & Hansen, K. (2017). The early years: Silent emergency or unique opportunity? Lancet, 389, 11–13.


Chin, S., Lee, J., & Liang, T. (2013). Does the teacher’s pet phenomenon inevitably cause classroom conflict? Comparative viewpoints of three pet-student groups. School Psychology International, 34, 3–16.


Clear, E. R., Coker, A. L., Cook-Craig, P. G., Bush, H. M., Garcia, L. S., Williams, C. M., … & Fisher, B. S. (2014). Sexual harassment victimization and perpetration among high school students. Violence Against Women, 20, 1203-1219.


Cleary, A., Fitzgerald, M., & Nixon, E. (2004). From child to adult: a longitudinal study of Irish children and their families. University College Dublin (UCD).

Costigan, C., Su, T. F., & Hua, J. M. (2009). Ethnic identity among Chinese Canadian youth: A review of the Canadian literature. Canadian Psychology, 50, 261–272.


Crowley, B. Z., Datta, P., Stohlman, S., Cornell, D., & Konold, T. (2018, December 27). Authoritative School climate and sexual harassment: A Cross-sectional multilevel analysis of student self-reports. School Psychology Quarterly. Advance online publication.


Evans, A. B., Banerjee, M., Meyer, R., Aldana, A., Foust, M., & Rowley, S. (2012). Racial socialization as a mechanism for positive development among African American youth. Child Development Perspectives, 6, 251–257


Foshee, V. A., Reyes, H. L. M., Chen, M. S., Ennett, S. T., Basile, K. C., DeGue, S., … & Bowling, J. M. (2016). Shared risk factors for the perpetration of physical dating violence, bullying, and sexual harassment among adolescents exposed to domestic violence. Journal of Youth and Adolescence, 45, 672-686.


Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399-419.


Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.


Geiger, B. (2017). Sixth graders in Israel recount their experience of verbal abuse by teachers in the classroom. Child Abuse and Neglect, 63, 95–105.


Greene, B., Miller, R., Crowson, H., Duke, B., & Akey, K. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482


Heckman, J. J. (2008). Schools, skills, and synapses. Economic inquiry, 46(3), 289-324.


Hjemdal, O., Vogel, P. A., Solem, S., Hagen, K., & Stiles, T. C. (2011). The relationship between resilience and levels of anxiety, depression, and obsessive–compulsive symptoms in adolescents. Clinical Psychology & Psychotherapy, 18, 314-321.


Hobcraft, J., & Kiernan, K. E. (2010). Predictive factors from age 3 and infancy for poor child outcomes at age 5 relating to children’s development, behaviour and health: Evidence from the Millennium Cohort Study. York: University of York.


Hoare, P., & Stanfield, A. (2010). Psychiatric disorders in childhood and adolescence. In E. Johnstone, D. Cunningham Owens, S. Lawrie, A. McIntosh & M. Sharpe (Eds), Companion to Psychiatric Studies (Eighth Edition) (pp. 595-633). London: Churchill Livingstone.


Bellis, M. A., Hughes, K., Ford, K., Hardcastle, K. A., Sharp, C. A., Wood, S., … & Davies, A. (2018). Adverse childhood experiences and sources of childhood resilience: a retrospective study of their combined relationships with child health and educational attendance. BMC Public Health, 18, 792.


Kassis, W., Artz, S., & Moldenhauer, S. (2013). Laying down the family burden: A cross- cultural analysis of resilience in the midst of family violence. Child & Youth Services, 34, 37– 63.


Kidd, S. A., & Davidson, L. (2007). “You have to adapt because you have no other choice”: The stories of strength and resilience of 208 homeless youth in New York City and Toronto. Journal of Community Psychology, 35, 219–238.


Kumpfer, K. (1999). Factors and processes contributing to resilience: The resilience framework. In J. Johnson (Ed.), Resilience and development: Positive life adaptations (pp. 179–224). New York: Plenum Press.


Kumpulainen, K., Theron, L. C., Kahl, C., Mikkola, A., Salmi, S., Bezuidenhout, C., et al. (2016). Children’s positive adjustment to first grade in risk-filled communities: A case study of the role of school ecologies in South Africa and Finland. School Psychology International, 37, 121–139. doi:10.1177/0143034315614687


Kvarme, L. G., Haraldstad, K., Helseth, S., Sørum, R., & Natvig, G. K. (2009). Associations between general self-efficacy and health-related quality of life among 12-13-year-old school children: a cross-sectional survey. Health and Quality of Life Outcomes, 7, 85.


Kvarme, L. G., Helseth, S., Sørum, R., Luth-Hansen, V., Haugland, S., & Natvig, G. K. (2010). The effect of a solution-focused approach to improve self-efficacy in socially withdrawn school children: A non-randomized controlled trial. International Journal of Nursing Studies, 47, 1389–1396.

Lal, S., & Adair, C. E. (2014). E-mental health: a rapid review of the literature. Psychiatric Services, 65(1), 24-32.


Lorber, M. F., & Egeland, B. (2011). Parenting and infant difficulty: Testing a mutual exacerbation hypothesis to predict early onset conduct problems. Child Development, 82, 2006-2020.


Masten, A. S. (2014). Ordinary magic. Resilience in development. New York, NY: Guilford Press.


Metzler, M., Merrick, M. T., Klevens, J., Ports, K. A., & Ford, D. C. (2017). Adverse childhood experiences and life opportunities: shifting the narrative. Children and Youth Services Review, 72, 141-149.


Morrison, G., & Allen, M. (2007). Promoting student resilience in school contexts. Theory into Practice, 46, 162–169.


Motti-Stefanidi, F., & Masten, A. S. (2013). School success and school engagement of immigrant children and adolescents: A risk and resilience developmental perspective. European Psychologist, 18, 126–135. doi:10.1027/1016-9040/a000139.


Ormerod, A. J., Collinsworth, L. L., & Perry, L. A. (2008). Critical climate: Relations among sexual harassment, climate, and outcomes for high school girls and boys. Psychology of Women Quarterly, 32, 113–125.


Pottinger, A. M., & Stair, A. G. (2009). Bullying of students by teachers and peers and its effect on the psychological well-being of students in Jamaican schools. Journal of School Violence, 8, 312–327.


Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.


Rosenberg, L. (2012). Behavioral disorders: the new public health crisis. The Journal of Behavioral Health Services & Research, 39, 1-2.


Russell, N. (2008). What works in sexual violence prevention and education. Disponibile all’indirizzo: the New Zealand Ministry of Justice website:


Rutter, M., Kim‐Cohen, J., & Maughan, B. (2006). Continuities and discontinuities in psychopathology between childhood and adult life. Journal of Child Psychology and Psychiatry, 47, 276-295.


Sanders, J., & Munford, R. (2016). Fostering a sense of belonging at school: Five orientations to practice that assist vulnerable youth to create a positive student identity. School Psychology International, 37, 155–171. doi:10.1177/0143034315614688


Sharkey, J., You, S., & Schnoebelen, K. (2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools, 45, 402–418.


Shek, D., & Ma, C. (2012). Impact of the Project P.A.T.H.S. in the junior secondary school years: Objective outcome evaluation based on eight waves of longitudinal data. The Scientific World. doi:10.1100/2012/170345


Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: interdisciplinary perspectives. European Journal of Psychotraumatology, 5, 25338.


Tatlow-Golden, M., O’Farrelly, C., Booth, A., O’Rourke, C., & Doyle, O. (2016). ‘Look, I have my ears open’: Resilience and early school experiences among children in an economically deprived suburban area in Ireland. School Psychology International, 37, 104-120.


Theron, L. C., & Phasha, N. (2015). Cultural pathways to resilience: Opportunities and obstacles as recalled by black South African students. In Youth resilience and culture (pp. 51-65). Springer, Dordrecht.


Theron, L. C., & Theron, A. M. C. (2014). Education services and resilience processes: Resilient black South African students’ experiences. Child and Youth Services Review, 47, 297–306. doi:10.1016/j.childyouth.2014.10.003.


Tinsley, B., & Spencer, M. B. (2010). High hope and low regard: The resiliency of adolescents’ educational expectations while developing in challenging political contexts. Research in Human Development, 7, 183–201.


Ungar, M. (2008). Resilience across Cultures. British Journal of Social Work, 38, 218–235.


Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. American Journal of Orthopsychiatry, 81, 1–17.


Ungar, M., Connelly, G., Liebenberg, L., & Theron, L. (2017). How Schools Enhance the Development of Young People’s Resilience. Social Indicators Research, 1–16.


Wells, L., Claussen, C., Aubry, D., & Ofrim, J. (2012). Primary Prevention of Sexual Violence: Preliminary Research to Support a Provincial Action Plan. Calgary, AB: The University of Calgary, Shift: The Project to End Domestic Violence


Williams, C. M., Cook-Craig, P. G., Bush, H. M., Clear, E. R., Lewis, A. M., Garcia, L. S., … & Fisher, B. (2014). Victimization and perpetration of unwanted sexual activities among high school students: frequency and correlates. Violence Against Women, 20, 1239-1257.


World Health Organization. (2013). Responding to intimate partner violence and sexual violence against women: WHO clinical and policy guidelines. World Health Organization.


World Health Organisation (2018). Nurturing care for early childhood development: Linking survive and thrive to transform health and human potential.