Creating Powerful Environments

Brendtro, Larry K.

doi:10.1080/0886571x.2018.1515601

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…As research on psychological resilience increased, researchers sought to discover prevention factors that enable people to adapt to conditions and attitudes, such as abuse (Cicchetti & Rogosch, 1997), traumatic or traumatic events (Fredrickson et al, 2003), poverty Extreme (Luthar, 1999). Brendtro & Larson (2004) explained his vision of psychological resilience that, after a period of exploration into the dark side of human behaviour, a new science, "Psychology of Human Strengths," was created. Researchers have now turned to concepts that represent aspects of human forces and psychological resilience because of their significant impact on man; the point of agreement among these pioneers is that the task of prevention in this century is how young people learn about these human forces.…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Mindfulness-based Cognitive Therapy in enhancing Psychological Resilience among basic education teachers in Oman: Longitudinal Study

Sayed Gomaa Abdelrasheed,

Saeed

2024

IJLLT

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The current study aimed to investigate the impact of Mindfulness-based cognitive therapy counseling program in enhancing the psychological resilience of basic education teachers in the Dhofar Region, south of the Sultanate of Oman. The experimental study sample consisted of (60) male teachers in cycle two of basic education in Dhofar Governorate with low psychological resilience scores. This sample was randomly divided into two equivalence groups: one experimental group and the other control group. Each group consisted of (30) male teachers. The counseling program was applied for the male teachers in the experimental group rather than the control group to develop psychological resilience with them. The researchers have used the psychological resilience scale (prepared by the researchers) and a counseling program based on mindfulness-based cognitive therapy (prepared by the researchers). The results of the study indicated that there were statistically significant differences at level (0.01) between the mean scores of the experimental and the control group in the post-test on the psychological resilience scale in favor of the experimental group. There are also statistically significant differences at the level of (0.01) between the mean scores of the experimental group in both the pre-test and post-test on the psychological resilience scale in favor of the post-test. This revealed the effectiveness of mindfulness-based cognitive therapy in increasing the level of psychological resilience among male teachers as the scores of teachers rose significantly on the pre-test. In addition, the study has also concluded with finding non-statistically significant differences at the level of (0.05) between the mean scores of the experimental group in both pre-test and follow-up tests on the psychological resilience scale. The results emphasise continuing mindfulness-based cognitive therapy's effectiveness in increasing psychological resilience among male teachers. In the light of the results, it can be recommended by: Organizing workshops and open discussion forums between teachers, as this approach will significantly motivate social relations, reinforce confidence among teachers, and enhance occupational performance.

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Section: Literature Reviewmentioning

confidence: 99%

The Impact of Mindfulness-based Cognitive Therapy in enhancing Psychological Resilience among basic education teachers in Oman: Longitudinal Study

Sayed Gomaa Abdelrasheed,

Saeed

2024

IJLLT

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“…Being unsupervised is a necessary part of that practice and developmental process. For healthy, positive development, children need a balance of safety and adventure (Brendtro, 2016; Brendtro & Strother, 2007; Sandseter & Kennair, 2011).…”

Section: Benefits Of Independencementioning

confidence: 99%

The Unintended Consequences of “Lack of Supervision” Child Neglect Laws: How Developmental Science Can Inform Policies about Childhood Independence and Child Protection

Flynn

Shaman

Redleaf³

2023

Social Policy Report

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Policies and programs designed to serve children and families are sometimes misaligned with developmental science research. Broad child neglect reporting laws, first adopted by the United States in 1974, have led to families being prosecuted by child protection authorities for allowing children to participate in everyday age‐appropriate activities unsupervised. In this report we describe the challenges of defining child neglect and outline the current landscape of neglect laws in the United States. We then provide a broad overview of some of the developmental milestones children need to reach to participate in unsupervised activities and the benefits of independent activities on child development. Children can often accomplish tasks at a much younger age than law, parents, and caregivers in the U.S. believe. We then turn to the literature from across the world and argue that culture, not innate ability, drives much of the variation in the age at which children can do things on their own. Finally, we make recommendations to parents, caregivers, legislators, advocates, and developmental scientists to better align practice with research. This is a social justice issue that should resonate across party, racial, and class lines. Developmental scientists are needed as advocates and advisors on policies impacting children and families, especially child neglect laws.

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“…A safe and supportive environment is especially important to help these children overcome previous traumatic experience and learn new life skills. The relationship between the children and the residential staff (their carers) is critical in the healing process and the healthy development of these children (Brendtro, 2019; Li & Julian, 2012). Limited number of studies investigated child–adult relationship in out-of-home care settings and how such relationship can be enhanced.…”

Section: Characteristics Of Children In Residential Settingsmentioning

confidence: 99%

Evaluating two play-based approaches for children and carers in residential settings: A mixed-method, randomized control study.

Siu¹

2023

International Journal of Play Therapy

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This study evaluated the effectiveness of two play-based programs in residential settings, a mixed-method study using randomized controlled trial, with the aims to enhance adultchild interaction and to reduce children's behavior problems. A total of 24 children (aged between 6 and 10), together with their main carers, were randomly assigned to one of the play therapy programs (attachment-based play or board games). The participants were arranged into groups of four to attend an eight-session program in either condition. Results showed that both programs were effective, and the attachment-based play program was shown to significantly reduce children's emotional problems. Carers' levels of sensitivity toward the children (on physical touch and intimacy) were indicated in the qualitative responses by the carers. Those carers in the board game group showed more understanding of the children and were able to observe them from a different perspective. The limitations and implications of this study are presented.

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Creating Powerful Environments

Cited by 7 publications

References 8 publications

The Impact of Mindfulness-based Cognitive Therapy in enhancing Psychological Resilience among basic education teachers in Oman: Longitudinal Study

The Impact of Mindfulness-based Cognitive Therapy in enhancing Psychological Resilience among basic education teachers in Oman: Longitudinal Study

The Unintended Consequences of “Lack of Supervision” Child Neglect Laws: How Developmental Science Can Inform Policies about Childhood Independence and Child Protection

Evaluating two play-based approaches for children and carers in residential settings: A mixed-method, randomized control study.

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