A Systematic Review of Strengths and Resilience Outcome Literature Relevant to Children and Adolescents

Brownlee, Keith; Rawana, Jennine S.; Franks, John R.; Harper, Julie; Bajwa, Jasmine; O’Brien, Erin Keely; Clarkson, Ashley

doi:10.1007/s10560-013-0301-9

Cited by 65 publications

(43 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Connectedness has the potential to be a target of interventions designed to increase protective factors for youth (CDC, 2009, 2013a). Unfortunately, interventions that promote protective factors are under-utilized (Prince Embury and Saklofske, 2014) and little is known about their use with high-risk youth (Brownlee et al, 2013). With our nation’s youth experiencing an array of different types of risk factors, an improved understanding of how protective factors, like connectedness, might be of benefit for particular subgroups of youth is a research priority (Tolan, 2014) with potential to improve services to high risk youth.…”

Section: Introductionmentioning

confidence: 99%

Connectedness to family, school, peers, and community in socially vulnerable adolescents

Foster

Horwitz

Thomas

et al. 2017

Children and Youth Services Review

232

154

View full text Add to dashboard Cite

Youth who feel connected to people and institutions in their communities may be buffered from other risk factors in their lives. As a result, increasing connectedness has been recommended as a prevention strategy. In this study, we examined connectedness among 224 youth (ages 12–15), recruited from an urban medical emergency department, who were at elevated risk due to bullying perpetration or victimization, or low social connectedness. Regression analyses examined multiple domains of connectedness (family, school, peer, community) in relation to adjustment. Youth who felt more connected to parents reported lower levels of depressive symptoms, suicidal ideation, non-suicidal self-injury, and conduct problems, higher self-esteem and more adaptive use of free time. Youth who felt more connected to their school reported lower levels of depressive symptoms, suicidal ideation, social anxiety, and sexual activity, as well as higher levels of self-esteem and more adaptive use of free time. Community connectedness was associated with less social anxiety but more sexual activity, and peer connectedness was not related to youth adjustment in this unique sample. Findings suggest that family and school connectedness may buffer youth on a trajectory of risk, and may therefore be important potential targets for early intervention services.

show abstract

Section: Introductionmentioning

confidence: 99%

Connectedness to family, school, peers, and community in socially vulnerable adolescents

Foster

Horwitz

Thomas

et al. 2017

Children and Youth Services Review

232

154

View full text Add to dashboard Cite

show abstract

“…Each broad intervention strategy addressed at least one individual (self-efficacy, problem solving, cooperation/communication, self-awareness, empathy and goals/aspirations) or environmental protective factor (school support, school meaningful participation, community support, community meaningful participation, home support, home meaningful participation, peer-caring relationships and prosocial peers). Such protective factors align with a ‘resilience’ approach 23–25 56. Schools were provided with details of existing available resources and programmes targeting the protective factors identified by researchers.…”

Section: Methodsmentioning

confidence: 99%

“…Individual factors found to be associated with a decreased likelihood of adolescent substance use include self-efficacy, problem solving and self-awareness, whereas environmental factors include caring relationships with adults and peers, and meaningful participation in home, school and community settings 9–22. These protective factors are also sometimes described as contributing to ‘resilience’ 23–25. Most broadly, resilience has been defined as a ‘process, capacity or outcome of successfully adapting to challenging or threatening circumstances’ 26.…”

Section: Introductionmentioning

confidence: 99%

Differential intervention effectiveness of a universal school-based resilience intervention in reducing adolescent substance use within student subgroups: exploratory assessment within a cluster-randomised controlled trial

et al. 2018

View full text Add to dashboard Cite

ObjectivesInterventions addressing the individual and environmental protective factors of adolescents are suggested to have potential for reducing adolescent substance use. While universally delivered school-based substance use prevention interventions are common, previous studies have suggested variable effectiveness by subgroups of students. An exploratory study was undertaken to examine the differential effectiveness of a universal school-based resilience intervention on adolescent substance use and protective factors according to their sociodemographic and previous substance use.DesignSecondary analysis of data from a cluster-randomised controlled trial.Setting32 Australian secondary schools.ParticipantsCohort of grade 7 students (n=3155) followed up in grade 10 (aged 15–16 years; 2014; n=2105).InterventionThree-year universal school-based intervention implemented by school staff that targeted a range of student resilience protective factors (2012–2014).MeasurementsPrimary outcomes included: tobacco (recent, number of cigarettes) and alcohol (recent, ‘risk’ and number of drinks) use, and secondary outcomes included: marijuana (recent) and other illicit substance (recent) use, and aggregate individual and environmental protective factor scores. Generalised and linear mixed models examined interactions between treatment and student subgroups (gender; socioeconomic disadvantage (low/high); geographic location (major city/inner regional/outer regional-remote); and previous substance use (non-user/user)) at follow-up (36 models).ResultsAnalysis of student follow-up data showed no differential intervention effect for any substance use or protective factor outcome for any subgroup, with the exception of one differential effect found by socioeconomic status for the outcome of mean number of cigarettes smoked by recent smokers (p=0.003). There was no evidence of an intervention effect within the low (mean difference (MD) −12.89, 95% CI −26.00 to 0.23) or high (MD 16.36, 95% CI −1.03 to 33.76) socioeconomic subgroups.ConclusionsNo evidence of an intervention effect on substance use and protective factors was found according to student subgroups defined by sociodemographic characteristics or previous substance use.Trial registration numberACTRN12611000606987.

show abstract

“…Overall Brownlee et al. () concluded that the reviewed studies provided initial evidence for the efficacy of strength‐ and resilience‐based interventions.…”

Section: Prioritizing Strengthsmentioning

confidence: 99%

Within and beyond: Some implications of developmental contexts for reframing school psychology

Hacker

Hayes

2017

Psychology in the Schools

View full text Add to dashboard Cite

Disadvantage negatively affects human development but is amenable to change. Education is important in reducing disadvantage and school psychologists and counselors make critical contributions to reducing inequity and maximizing social mobility. Counselors and psychologists can further enhance their contributions in two ways. The first is to prioritize synergizing the strengths and resilience that all students bring. The second is to reconceptualize “the client” as the ecosystem in which all students develop and learn. Considering evidence through the lens of Bronfenbrenner's bioecological (Process–Person–Context–Time) model, this article presents promising evidence that where deliberate, collaborative efforts are made to strengthen multiple developmental contexts, both within and beyond schools, these can successfully improve student outcomes across multiple domains and have a greater likelihood of achieving scale and sustainability than traditional, individual‐focused therapeutic approaches.

show abstract

A Systematic Review of Strengths and Resilience Outcome Literature Relevant to Children and Adolescents

Cited by 65 publications

References 31 publications

Connectedness to family, school, peers, and community in socially vulnerable adolescents

Connectedness to family, school, peers, and community in socially vulnerable adolescents

Differential intervention effectiveness of a universal school-based resilience intervention in reducing adolescent substance use within student subgroups: exploratory assessment within a cluster-randomised controlled trial

Within and beyond: Some implications of developmental contexts for reframing school psychology

Contact Info

Product

Resources

About