SAFER Training Programme (English)

Resilience Theoretical Background – References

References

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, 203-213. https://doi.org/10.1080/17450120802002548

 

American Psychological Association. (2014). The Road to Resilience. 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. 10.1037/spq0000132

 

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. https://doi.org/10.1007/s10560-012-0291-z

 

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. http://dx.doi.org/10.1037/spq0000303

 

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. https://doi.org/10.1016/j.ijnurstu.2010.05.001

 

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. Retrieved from the New Zealand Ministry of Justice website:http://www.justice.govt.nz/policy/supportingvictims/taskforce-for-action-onsexualviolence/documents/What%20Works%20in%20Prevention.pdf

 

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.

https://doi.org/10.1093/bjsw/bcl343

 

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 https://s3-us-west

2.amazonaws.com/aasas-media-library/AASAS/wp-content/uploads/2015/08/Primary

Prevention-of-Sexual-Violence.pdf

 

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. https://www.who.int/maternal_child_adolescent/child/nurturing-care-framework/en/

Leave a Reply

Your email address will not be published.

This site uses Akismet to reduce spam. Learn how your comment data is processed.