In an EBD population do Looked After Children have specific needs relating to resilience, self‐perception and attainment?

Jackson, Emily; Whitehead, Juliet; Wigford, Angie

doi:10.1080/02667360903522793

Cited by 10 publications

(3 citation statements)

References 10 publications

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“…Parental involvement is a well-researched protective factor in promoting resilience and supporting a growth mindset in children (Bashant, 2014;Blackwell, Trzesniewski, & Dweck, 2007;Jackson, Whitehead, & Wigford, 2010). This study revealed that children may perceive themselves to be grittier than their parents and guardians perceive them to be.…”

Section: Parental Involvementmentioning

confidence: 76%

Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs

Song¹,

Maynes²

2019

JSE

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In 2007, Angela Duckworth and her team of researchers coined the term “grit” to define a non-cognitive construct that entails perseverance and passion for long-term goals. In this exploratory study, descriptive survey methodology was used to determine what parents and their preadolescent students of a Northern Ontario public school (N = 8) knew and perceived about grit. Regardless of prior knowledge, participants shared perceptions of how they believed schooling should be and specific strategies perceived to support grit development. In addition, using variations of the 8-Item Grit Scale (the Grit-S), it was found that children considered themselves to be grittier than their parents perceived them to be. Collectively, these findings suggest the need for further study on perception research, on the assessment of non-cognitive traits, and on grit itself. Most importantly, these findings imply the premature incorporation of grit into school board character education policies based on inconsistent grit knowledge and interpretation.

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Section: Parental Involvementmentioning

confidence: 76%

Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs

Song¹,

Maynes²

2019

JSE

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“…Regarding the resilience measure, perhaps developmental challenges for self-reflection were also a factor. However, as Jackson et al (2010) reported, self-report measures provide a reading of resilience at a particular point in time that could be affected by events occurring in the youth's life at that moment. Certainly, the mixed methods approach enabled us to more fully understand the young people's experiences of the intervention, and their voices are crucial in helping us understand the types of MBIs that can provide benefits for them (D'Alessandro et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling

Coholic,

Eys,

Shaw

et al. 2023

Sage Open

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Research exploring the benefits of Mindfulness-Based Interventions (MBIs) with youth is emerging and promising for the improvement of resiliencies. We developed an arts-based mindfulness intervention to make learning mindfulness accessible for children who had experienced trauma. Arts-based methods are engaging, enjoyable, and developmentally relevant. Previously, we found benefits of participating in this MBI for children aged 8 to 12 years. Herein we discuss research in which we explored the benefits of this MBI for adolescents who were experiencing challenges with schooling; 146 youth completed the program. Our research question asked whether the MBI was beneficial and/or effective for these youth and, if so, what were these benefits and how did these benefits assist youth to cope? Benefits were explored via reflexive thematic analysis (TA) of pre/post-intervention, and follow-up individual interviews with youth. Effectiveness was assessed by analyzing pre- and post-intervention scores on youth self-report inventories measuring mindfulness and resilience, as well as responses from caregiver assessments of behavior/coping. To assess if there were changes in responses across timeperiods, a series of repeated measures ANOVA were employed. Quantitative findings were mixed in that the youths’ self-report scores measuring resilience showed limited improvement while mindfulness showed no significant change. However, parents’ perceptions regarding their child’s behaviors indicated significant improvements in social competence and both internalizing/externalizing behaviors. Similarly, the thematic analysis suggested improvements in youths’ self-awareness, self-judgment, thinking, mood, ability to make choices, social skills, coping, and emotion regulation. The results are promising and warrant further investigation of arts-based approaches to facilitating mindfulness with youth.

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“…The development of resilience is essential in preventing and reducing the severity of mental health problems, and equipping children with coping skills and protective behavioural mechanisms early on can help them to react positively to challenges and pave the way for greater mental, social and academic outcomes (Fenwick-Smith et al, 2018). Resilience has increasingly been acknowledged as a protective factor in childhood and across the literature, resilient children are characterised as socially competent, optimistic, confident and resourceful, emphasising inherent associations between resilience and wellbeing (Bouteyre et al, 2014;Cabaj et al, 2014;Jackson et al, 2010;Roy et al, 2011;Xi et al, 2011;Zolkoski and Bullock, 2012). Exenberger and Juen (2014) therefore consider children's wellbeing as the interplay between subjective and objective measures of wellbeing and resiliencecharacterised as the achievement of good outcomes despite adverse conditions.…”

Section: Wellbeing In Schoolsmentioning

confidence: 99%

An exploration of outdoor play and wellbeing in Northern Irish primary schools

Latimer,

Winter,

Lloyd

2023

International Journal of Play

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My sincerest thanks to all of the children and staff who participated in this project, for their time, enthusiasm, and laughs along the way, as well as the staff at PlayBoard NI including Jacqueline O'Loughlin and Shauneen McCusker, who kindly shared their wisdom and expertise.Finally, I wish to thank my family and friends who have supported me from day one, in particular my parents for their endless encouragement and belief in me, Ryan and Bandit for always being there, and my fellow PhD researchersespecially Ruth (Dr Neill), Cathrinea and Hannahfor the advice, support, and making training days much more fun.

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In an EBD population do Looked After Children have specific needs relating to resilience, self‐perception and attainment?

Cited by 10 publications

References 10 publications

Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs

Parental Perceptions of Grit: First Steps Towards Building Effective Character Education Programs

Exploring the Benefits of an Arts-Based Mindfulness Group Intervention for Youth Experiencing Challenges in Schooling

An exploration of outdoor play and wellbeing in Northern Irish primary schools

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