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Tasijawa, Fandro Armando, and Indah Siagian. "School-based Interventions to Improve Adolescent Resilience: A Scoping Review." Open Access Macedonian Journal of Medical Sciences 10, F (January 25, 2022): 33–40. http://dx.doi.org/10.3889/oamjms.2022.8063.
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BACKGROUND: Resilience can help adolescents to have positive adaptations in dealing with difficulties, stress, and trauma, as well as preventing mental disorders. School-based resilience improvement programs have been implemented internationally. However, there has been no specific review to examine the effectiveness of the application of resilience programs in adolescents. AIM: This review aimed to analyze the effectiveness of school-based interventions to increase resilience in adolescents. METHODS: Search articles using three electronic databases, namely CINAHL Ebsco, PubMed, and ProQuest. The keywords used are “resilience or resilient” AND “adolescents or teenagers or young adults” AND “school-based intervention or classroom-based intervention or teacher implemented.” There are 1206 research articles from 2014 to 2020, but only nine randomized controlled trials (RCT) studies match the inclusion criteria for analysis. RESULTS: Findings show that five school-based intervention programs have a significant effect on adolescent resilience levels, namely: enhancing resiliency among students experiencing-stress-prosocial, mindfulness training with learning to BREATH (mindfulness-based programs stress reduction), resilience and coping intervention (RCI), and girls first resilience curriculum. The shortest program duration is RCI, 3 weeks, while the most extended time is Girls first for 5 months. The duration of the program had no significant effect on increasing resilience. CONCLUSION: These findings encourage further research and development of school-based intervention programs to increase resilience in adolescents, especially in developing countries such as Indonesia.
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Doll, Beth, and Mark A. Lyon. "Introduction to the Mini-Series: Resilience Applied: The Promise and Pitfalls of School-Based Resilience Programs." School Psychology Review 27, no. 3 (September 1, 1998): 346–47. http://dx.doi.org/10.1080/02796015.1998.12085920.
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Cunningham, E. G., C. M. Brandon, and E. Frydenberg. "Building resilience in early adolescence through a universal school-based preventive program." Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 15–24. http://dx.doi.org/10.1017/s1037291100003915.
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The development of effective coping resources, including positive thinking and an increased sense of self-efficacy, is related to enhancing resilience and healthy development in young people. A universal school-based prevention program that adapted techniques cognitive therapists use for depressed children, and directly based on the work of Seligman (1995), was implemented over a six-week period to whole-class groups by classroom teachers within their regular school curricula. Learning was facilitated through the use of stories, cartoons, hypothetical examples, practice and role-plays. Fifty-eight Year 5 and 6 students from four schools in regional and rural Victoria completed pre- and post-program questionnaires on self-efficacy, coping and attributional style. Following program participation, children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of the non-productive coping strategies of worry, wishful thinking, not coping, and reliance on friends. These promising results provide evidence for the feasibility of implementing a low-cost, non-intrusive program that addresses the emotional well-being of all young people in school settings. The longer-term success and viability of any universal preventive programs may ultimately depend upon the extent to which such programs can be integrated into the mainstream curriculum practices of schools.
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Versnel, Joan, Jennifer de Lugt ., Nancy L. Hutchinson ., and Peter Chin . "Work-Based Education as a Pathway to Resilience." Journal of Education and Vocational Research 2, no. 5 (November 15, 2011): 143–53. http://dx.doi.org/10.22610/jevr.v2i5.35.
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The purpose of this study was to explore the potential of work-based education (WBE) as a pathway for enhancing resilience among youth-at-risk for disengaging from school. For students who have experienced traditional academic school as an adverse context, the decision to pursue an alternative path to high school completion, for example WBE, can be interpreted as agentic. We propose that WBE may have the requisite features of an educational context that fosters resilience in at-risk youth. We used a multipleperspective case study method involving three young people in their final stages of secondary school. The students were the focal participants in each case. Each was interviewed and observed on multiple occasions. We interviewed teachers and workplace supervisors associated with each student for additional perspectives. Cases were analyzed individually, followed by cross-case analyses utilizing a resilience framework. Our study revealed evidence that for the three youth we studied, WBE had many elements that appear to enhance resilience in a way that academic programs did not. WBE kept these students engaged in the school context and contributed to the eventual successful completion of secondary school for all three. Choosing WBE as a pathway to secondary school completion can be an agentic act by at-risk youth to achieve graduation. Engagement in WBE also appears to enhance resilience. WBE may foster resilience in at-risk youth, who despite academic adversity, progress to completion. Graduation from secondary school is frequently identified as a positive outcome and a predictor of success in productive occupation and adult life.
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McMahon, Brenda J. "Possibilities for Students At-Risk: Schools as Sites for Personal Transformation." in education 21, no. 2 (December 2, 2015): 3–25. http://dx.doi.org/10.37119/ojs2015.v21i2.230.
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This qualitative study furthers educational theory and research related to resilience and personal transformation. It develops connections between existing educational resilience research and change theories, and it utilizes these bodies of scholarship to propose a theory of personal transformation. Based on interviews with students who were successful in university after either not graduating from high school or graduating from non-academic high school programs, a metaphor of a Mobius strip is developed to hypothesize a theory of transformation as a means of understanding the students’ journeys.Keywords: education; equity in education; resilience
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Berger, Rony, Joy Benatov, Raphael Cuadros, Jacob VanNattan, and Marc Gelkopf. "Enhancing resiliency and promoting prosocial behavior among Tanzanian primary-school students: A school-based intervention." Transcultural Psychiatry 55, no. 6 (August 9, 2018): 821–45. http://dx.doi.org/10.1177/1363461518793749.
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Children in Sub-Saharan Africa are living under chronic adversity due to poverty, serious health issues, physical and sexual abuse, and armed conflicts. These highly stressful conditions have deleterious effects on their mental health and socio-emotional adjustment. Since many children lack adequate access to mental health care, culturally adapted school-based resiliency programs could provide a resource to scaffold their development and promote their mental health. This study evaluated the efficacy of a universal school-based intervention in enhancing the resiliency of Tanzanian primary school children and cultivating prosocial behaviors. A total of 183 students from grades 4 to 6 were randomly assigned to either the 16-session “ERSAE-Stress-Prosocial (ESPS)” structured intervention or to a Social Study curriculum (SS) active control group. The original ESPS program was adapted by Tanzanians mental health professionals who modified the program based on local idioms of distress and indigenous practices. Students' resilience was evaluated before, after and 8 months following the intervention by assessing social difficulties, hyperactivity, somatization, level of anxiety, prosocial behaviors and school functioning as well as academic achievements and disciplinary problems. There was significant improvement on all outcome measures for the ESPS group compared to the control group post-intervention and at the 8-month follow up. The ESPS intervention was equally effective on most measures for students experiencing different adversity levels. The results indicate that a culturally adapted universal school-based intervention can be effective in enhancing Tanzanian students' resiliency and promoting prosocial behaviors. Should these results be replicated and found enduring, the modified ESPS could be a valuable mental health-promoting intervention in other low-income countries.
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Reynolds, Andrew D., and Rachel Bacon. "Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature." Advances in Social Work 18, no. 3 (September 18, 2018): 745–66. http://dx.doi.org/10.18060/21664.
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Schools function as a primary driver of integration and as a link to resources and assets that promote healthy development. Nevertheless, most research studies on school-based programs are conducted on mainstream students, and school professionals looking to deliver interventions serving refugee students are forced to choose between evidence-based programs designed for the mainstream and developing new programs in the cultural framework of their students. The purpose of this literature review is to provide a summary of recent research on successful, evidence-based programs as well as promising interventions and practice recommendations in five core practice areas in schools: school leadership and culture, teaching, mental health, after-school programming, and school-parent-community partnerships. These findings are presented drawing from theoretical frameworks of ecological systems, social capital, segmented assimilation, resilience, and trauma, and describe how such theories may be used to inform programs serving refugee children and youth. Additionally, this review describes the core components of successful programs across these practice areas to inform researchers and practitioners as they select and develop programs in their own school communities. Finally, this review concludes with a discussion of human rights in the education of refugee children and youth.
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Rosyida, Fatiya, Alfi Sahrina, Nurhikmah Isanaeni, and Putri Avivah El Hayati. "A Trend of Environmental Care and Disaster Resilience Based-Primary School Program to Emerge the Environmental Care and Disaster Resilience Attitude since the Early Age (A Case Study of Malang Regency)." IOP Conference Series: Earth and Environmental Science 1066, no. 1 (July 1, 2022): 012016. http://dx.doi.org/10.1088/1755-1315/1066/1/012016.
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Abstract An attitude of environmental care and disaster resilience should be emerged since the early age. The emergence of those attitudes can be started from school, especially the Primary School. The Primary School initiated several programs that can be done. This study used a survey conducted in several schools in Malang Regency. The survey was carried out by providing questionnaires, interviews and observations. The results showed that the most widely held programs were environmental care in 64%, 18% in disaster resilient programs, while the rest 18% do both of programs. It is important to conduct research to find out the trend of the programs carried out by the school so that it can provide valuable lessons for the other schools.
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Cucui, Corina. "The relevance of intervention programs in developing of the resilience în children with diabetes." Vector European, no. 2 (November 2024): 199–204. https://doi.org/10.52507/2345-1106.2024-2.36.
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The article highlights the significance of developing resilience among children with diabetes, particularly during the school age, which is considered an important stage for personal and emotional development. During this phase, children face specific challenges associated with the illness as well as demands related to their cognitive and emotional maturation. To support them in managing these challenges, it is essential to strengthen resilience, growth mindset, self-esteem, and emotional intelligence through intervention programs based on the concept of assisted resilience, tailored to their specific developmental and support needs, coordinated by specialists in the field. We believe it is essential to implement strategies to enhance resilience in all children, even when their symptoms appear minimal and they seem to have adequate social support and adaptive skills.
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Suranata, Kadek. "The demography effect on Tri Kaya Parisudha based cognitive behavioral counseling effectiveness." JPPI (Jurnal Penelitian Pendidikan Indonesia) 6, no. 1 (June 30, 2020): 22. http://dx.doi.org/10.29210/02020378.
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This study aims to develop a cognitive-behavior counseling model based on Tri Kaya Parisudha in improving students' non-cognitive skills. Participants in this study were 45 students. The resilience data were obtain by Indonesian version of resilience scale and analyzed with ANOVA aided by the JASP program. The results of the study found that; (1) the cognitive-behavior counseling model based on Tri Hita Karana is effective in improving students' resilience (2) there is a difference in effectiveness model in overall area of students (3) programs that achieve acceptance and accessibility by students and the school counselor.
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Waters, Lea. "A Review of School-Based Positive Psychology Interventions." Australian Educational and Developmental Psychologist 28, no. 2 (December 1, 2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.
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The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.
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Wang, Pengsen. "Assessing the Quality and Effectiveness of School-Based Sports Coaching Programs in China." International Journal of Education and Humanities 16, no. 2 (September 18, 2024): 480–89. http://dx.doi.org/10.54097/41nnnv07.
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This research assessed the effectiveness of sports coaching programs implemented in schools in China. It examines explicitly crucial elements such as coaching credentials, program structure, sports infrastructure, safety protocols, monitoring and evaluation approaches, and technology integration. The study used a stratified sampling technique to choose a representative sample of athletes from various universities. Data was gathered by administering questionnaires and conducting interviews to evaluate the athletes' perspectives on the coaching programs. The findings suggest that athletes typically have a good perception of coaching programs, especially about their effective promotion of cooperation, safety, and use of technology. However, some aspects need improvement, including grasping sports skills, allocation of facility money, and availability of contemporary resources. Furthermore, the research revealed no statistically significant disparities in athletes' evaluations or program outcomes when they were categorized according to their gender, sport, or length of participation. Furthermore, the coaching programs show a modest favorable impact on athletes' physical fitness, sports performance, and general well-being, with specific attention on the development of endurance, resilience, and problem-solving skills. The study furthermore cites many significant obstacles coaches encounter, including resource constraints, cultural and academic demands, inadequate professional growth opportunities, and hurdles to effective communication.
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Dewi, Nur Setiawati, Megah Andriany, Ovi Imrotul Lathifah, Artika Nurrahima, Rita Hadi Widyastuti, Nurullya Rachma, and Elis Hartati. "The Influence of Gender and Hope on the Resilience of Bullied Adolescents." Jurnal Keperawatan Indonesia 26, no. 1 (March 31, 2023): 57–67. http://dx.doi.org/10.7454/jki.v26i1.1784.
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Bullying is currently a national concern in Indonesia. Many of the country’s children and adolescents have taken their lives due to a lack of resilience in the face of bullying. However, some studies have revealed that victims can survive the adverse effects of bullying. This study aimed to analyze the roles of hope and sociodemographic characteristics in the resilience of bullied adolescents in Indonesia. The study used a cross-sectional design and selected 305 bullied high school students in Semarang as participants through purposive sampling. The Adolescent Resilience Scale and the Children’s Hope Scale were used to measure the participants’ resilience and hope. A multiple linear regression test was applied to analyze the influence of hope and sociodemographic characteristics on resilience. The results showed that gender (β = -0.149, p = 0.001) and hope (β = 0.571, p = 0.001) significantly influenced the resilience of the bullied adolescents. Working through schools’ health units, nurses should establish partnerships with stakeholders, such as school personnel and parents, to develop hope-based intervention programs aimed at enhancing the resilience of bullied adolescents.
Abstrak
Pengaruh Gender dan Harapan terhadap Resiliensi Remaja Korban Perundungan. Fenomena perundungan di Indonesia saat ini telah menjadi perhatian nasional. Banyak anak dan remaja yang bunuh diri karena tidak kuat menghadapi perundungan. Namun, penelitian mengungkapkan bahwa beberapa korban dapat bertahan dari dampak buruk perundungan. Penelitian ini bertujuan untuk menganalisis peran harapan dan karakteristik sosiodemografi terhadap resiliensi remaja korban perundungan di Indonesia. Penelitian ini merupakan penelitian cross-sectional dengan 305 siswa SMA korban perundungan di Kota Semarang terlibat sebagai responden yang dipilih melalui teknik purposive sampling. Kuesioner Adolescent Resilience Scale (ARS) dan Children's Hope Scale (CHS) digunakan untuk mengukur resiliensi dan harapan remaja korban perundungan. Uji regresi linier berganda digunakan untuk menganalisis pengaruh harapan dan karakteristik sosiodemografi terhadap resiliensi atau ketahanan. Hasil penelitian menunjukkan jenis kelamin (β = -0.149, p = 0.001) dan harapan (β = 0.571, p = 0.001) secara signifikan mempengaruhi resiliensi remaja korban perundungan. Perawat, melalui Unit Kesehatan Sekolah (UKS), perlu menjalin kemitraan dengan pemangku kepentingan seperti guru di sekolah dan para orang tua, guna mengembangkan program intervensi berbasis harapan yang bertujuan untuk meningkatkan resiliensi remaja korban perundungan.
Kata Kunci: harapan, perundungan, remaja, resiliensi
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Bryan, Julia, Joseph M. Williams, and Dana Griffin. "Fostering Educational Resilience and Opportunities in Urban Schools Through Equity-Focused School–Family–Community Partnerships." Professional School Counseling 23, no. 1_part_2 (January 2020): 2156759X1989917. http://dx.doi.org/10.1177/2156759x19899179.
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Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.
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Gist, Conra D. "Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs." Educational Researcher 51, no. 1 (September 30, 2021): 51–57. http://dx.doi.org/10.3102/0013189x211049762.
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Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged. This article reframes conventional narratives in teacher education by exploring the ways in which GYO programs offer counternarratives that reimagine teacher development by valuing (a) intersectional views of ethnoracial diversity, (b) resilience as an important teacher characteristic, (c) multiple modes of assessment as evidence of teacher learning, (d) ethnoracially diverse and community-based teacher educators, (e) culturally responsive pedagogy and place-based learning, and (f) local community school commitment.
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Kim, Eun-Mi, and Ji-Sook Song. "The Relation Between Self-differentiation and Parenting Behavior for Mothers with Middle School Students: The sequential mediating effects of parenting stress and resilience." Korean Association of Family Therapy 32, no. 4 (December 31, 2024): 583–601. https://doi.org/10.21479/kaft.2024.32.4.583.
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Objectives: This study was conducted to confirm the sequential mediating effects of parenting stress and resilience in the relationship between self-differentiation and parenting behavior of mothers with children in middle school. Methods: A Google survey was conducted in March 2024 on 501 mothers of children in middle school residing across the country, and 501 copies were used for analysis. Results: Parenting stress showed a complete mediating effect in the relationship between mother’s self-differentiation and parenting behavior, whereas resilience showed a partial mediating effect in this relationship. Further, a sequential mediating effect of parenting stress and resilience in the relationship between mother’s self-differentiation and parenting behavior was also found. Conclusions: These findings are significant in that they present useful data and evidence to help mothers who complain of difficulties in raising middle school students; and based on this, the direction of parental education programs and counseling intervention methods are suggested.
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Back, Yeoung-sun, and Soon Gil Park. "The Relationship Between Resilience, Stress, and Stress Coping Strategies in Non-Disabled Students with Siblings with Disabilities." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 24 (December 31, 2023): 203–16. http://dx.doi.org/10.22251/jlcci.2023.23.24.203.
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Objectives This study aimed to explore the resilience, stress, and stress coping strategies of non-disabled students who have siblings with disabilities. The study also investigated the differences based on gender and school grade, as well as the correlations between these variables.
Methods A survey was conducted with 89 non-disabled students who have siblings with disabilities from 8 private developmental rehabilitation centers in Gwangju, Jeonnam, and Jeonbuk. Descriptive statistics, one-way ANOVA, and correlation analysis were used to analyze the data.
Results First, there was no significant difference in resilience and stress coping strategies for non-disabled students with siblings with disabilities; however, stress levels were higher among female students compared to male students. Second, as school grade increased, resilience also increased, while stress coping strategies decreased. Third, resilience showed a negative correlation with stress and a positive correlation with stress coping strategies.
Conclusions Based on these findings, it is suggested that support programs are needed to enhance the resilience and stress coping strategies of non-disabled students who have siblings with disabilities, and to improve the quality of life for both the disabled siblings and the non-disabled students.
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Tsuchiya, Shizuma, Edward Barroga, Atsuko Furuta, Makiko Arima, Hiroaki Ogata, Eriko Goto, Tsuyoshi Oshiro, and Miki Izumi. "Culturally-adapted resilience-building curriculum for medical students: a comprehensive approach at Showa University School of Medicine, Japan." International Journal of Whole Person Care 11, no. 1S (January 29, 2024): S43—S44. http://dx.doi.org/10.26443/ijwpc.v11i1.413.
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The growing prevalence of psychological morbidity, depersonalization, and low personal accomplishment among medical students underscores the need for resilience-enhancing programs tailored to their specific needs. Incorporating cultural perspectives and societal context into these interventions is crucial to ensure their effectiveness and relevance. In response, Showa University School of Medicine in Japan has pioneered a culturally-adapted, resilience-based curriculum for medical students from their first through sixth years since 2020.
This presentation will outline the comprehensive framework of the resilience-focused curriculum, including course objectives, content, learning resources, timetables, and pedagogical approaches. Key components of the curriculum encompass self-assessment and reflection, stress management strategies, effective communication and conflict resolution skills, and fostering a growth mindset. Additionally, interdisciplinary collaborations with psychology and social work departments provide individual supports and resources for students.
Emphasizing the distinct challenges faced by medical students, such as academic stressors, relationships with senior clinical educators, patient and family interactions, and managing errors and burnout, the presentation will highlight the classes on the curriculum, support systems and mentorship programs in promoting mental well-being and resilience.
The experiences and outcomes of the 2020-2022 cohorts will be shared, offering valuable insights into the effectiveness of the resilience-building curriculum in the Japanese context. Lessons learned from the implementation process, including challenges faced and strategies employed, will provide practical examples for other medical schools seeking to develop similar programs.
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Moon, Myung, and Jang-Hoi Kim. "The Effect of Emotional Intelligence on Happiness in Middle School Students: The Sequential Mediating Effect of Self-Efficacy and Resilience." Jounral of Educational Therapist 16, no. 3 (December 31, 2024): 621–37. https://doi.org/10.35185/kjet.16.3.9.
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This study was conducted to examine the sequential mediating effects of self-efficacy and resilience on the relationship between emotional intelligence and happiness of middle school students. For this purpose, 542 middle school students were surveyed using the scale of each variable, and the collected data were analyzed through correlation analysis, regression analysis, and bootstrapping. As a result of the analysis, first, a significant positive correlation between variables was confirmed. Second, sequential mediating effects were also found to be significant, which means that they have sequential effects. In other words, it is necessary to examine emotional intelligence, self-efficacy, and resilience together to improve the happiness of middle school students. Based on the results, basic data were provided for the development of programs to help improve the happiness of middle school students, various discussion points. The implications and limitations of this study were discussed.
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Nasution, Riska Amalya, Meinarisa, Nurlinawati, and Ilham Falani. "The Upright Project's Effectiveness in Preventing Adolescents Bullying in Schools." Journal for Lesson and Learning Studies 7, no. 3 (October 25, 2024): 515–23. https://doi.org/10.23887/jlls.v7i3.86300.
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The underlying issue of this research is the high prevalence of bullying among adolescents, which adversely affects their mental health, social well-being, and academic development. This study aims to evaluate the effectiveness of the Upright Project as a preventive measure against bullying in school-aged adolescents. A quantitative approach was employed with a quasi-experimental design, specifically a quasi-experimental pre-posttest with control group, to measure changes in bullying behavior and student resilience levels before and after program implementation. The sample consisted of 113 students aged 12 to 18, identified as a vulnerable group to bullying experiences. Bullying victimization levels were assessed using a questionnaire, and data were analyzed using univariate and bivariate techniques with Wilcoxon and Mann-Whitney tests. The findings revealed that the implementation of the Upright Project significantly reduced reported cases of bullying. Additionally, there was an improvement in students' resilience in coping with adversity. Posttest analysis indicated significant differences between the intervention and control groups, with the intervention group demonstrating the program's effectiveness. This study concludes that the Upright Project is an effective intervention for reducing bullying behavior and enhancing student resilience. These findings highlight the importance of implementing similar intervention-based programs to create safer school environments that support adolescent development.
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Fuller, Andrew, Karen McGraw, and Melinda Goodyear. "Bungy Jumping Through Life: What Young People Say Promotes Well-Being and Resilience." Journal of Psychologists and Counsellors in Schools 9, S1 (August 1999): 159–68. http://dx.doi.org/10.1017/s1037291100003071.
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In considering the applicability of protective factors that have been found in research based largely on Northern American populations to Australian young people, a series of focus groups were established to find out what young people think promotes resilience and well-being. A total of 1447 Year 11 students in Victoria completed a questionnaire which focused on beliefs regarding the factors that promote resilience and well-being. Five main factors were indicated by young people to promote resilience. These were peer connectedness (having good friends), family connectedness (feeling that you are loved by family), feeling that your family respects your decisions, school connectedness (believing that you fit in at school and having good teachers). The current study outlines the factors considered important to the young participants in this study and discusses the implications of these findings for student welfare and the development of programs in schools and communities.
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Papaioannou, Alexandra, Ioanna Papavassiliou-Alexiou, and Sofia Moutiaga. "Career resilience and self-efficacy of Greek primary school leaders in times of socioeconomic crisis." International Journal of Educational Management 36, no. 2 (January 21, 2022): 164–78. http://dx.doi.org/10.1108/ijem-01-2021-0024.
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PurposeThis paper investigates the levels of career resilience and self-efficacy of the principals of primary school units, identifies the relationship between them and determines the effect of the demographic elements of the sample on their career resilience and self-efficacy.Design/methodology/approachThe convenient sample of this study was 165 principals from public schools across the prefecture of Central Macedonia. A total of 422 questionnaires were mailed to all principals of kindergarten and elementary schools, accompanied by a personal letter to inform them about the procedure and the purpose of the survey. A pilot survey took place to check the adequacy of and get feedback on the questionnaire. The questionnaire used in the study consisted of three parts: The Career Resilience Scale (CRS) by Kodama (2015), the Principal Self-Efficacy Scale (PSES) by Tschannen-Moran and Gareis (2004) and demographic questions.FindingsThe results of the survey showed that principals have high levels of career resilience and very high levels of self-efficacy. There are four factors that form the levels of career resilience: (a) problem-solving skills (b) social skills (c) interest in innovation and (d) optimism for the future. Demographic factors play a role in shaping career resilience as they affect two of the four factors. There are two factors that shape levels of self-efficacy: (a) self-efficiency in administration and (b) self-efficiency in moral leadership. Demographic factors play a role in shaping the factor of self-efficacy that refers to administration. Finally, there was a high positive correlation and a causal relationship between career resilience and self-efficacy.Research limitations/implicationsThe convenient sample used in the present study is a limiting factor, as it may not be representative of Greek primary school principals. Also, research is based on self-evaluation questionnaires, which may show a lack of objectivity, as the answers may reflect the personal worldviews of leaders and particular needs of educational institutions (Sarid, 2021). This fact may not allow us to generalize the results.Practical implicationsThe present study showed that resilience and self-efficacy have a causal relationship and that one enhances another, making their relation pivotal for a successful educational leadership. Regarding the professional development of school leaders, educational leadership training programs could be designed and offered by the Greek Ministry of Education (Dexter et al., 2020). Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. Governments have to take the necessary initiative to ensure that, particularly in adverse contexts, education stimulate and nurture resilience and self-efficacy among citizens, by promoting appropriate lifelong learning programs and by ensuring the continuous training of employees (Renko et al., 2020).Social implicationsCareer resilience and self-efficacy ensures economic prosperity in times of crisis, globalization and rapid technology development and may be the best way to create strong and successful leaders. Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. The results of the present research could prove helpful in developing strategic plans, building networks between organizations to improve communication and flow of information, through employee exchange programs.Originality/valueThis research, which combined career resilience and self-efficacy, took place for the first time in Greece. The CRS by Kodama (2015) was also used for the first time in Greek population.
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Golan, Moria, Galia Ankori, and Tamar Hager. "Non-Cooperation within a School-Based Wellness Program during the COVID-19 Pandemic—A Qualitative Research." International Journal of Environmental Research and Public Health 19, no. 11 (June 2, 2022): 6798. http://dx.doi.org/10.3390/ijerph19116798.
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This paper presents a qualitative analysis of COVID-19′s impact on the development, delivery, and uptake of “Favoring Myself”, a school-based interactive wellness program conducted via Zoom during 2020–2021. “Favoring Myself” targets resilience, self-esteem, body-esteem, self-care behaviors, and media literacy among 5th-grade preadolescents. Data were obtained from meetings, 23 semi-structured interviews with parents, teachers, and principals, and other modes of correspondence. All data were transcribed and thematically analyzed. The analysis highlighted the barriers faced when delivering external programs during COVID-19. Parents’ difficulties in cooperating with the program, distrustful relationships between parents and the education system, as well as teachers’ overload and stress, were identified as barriers to the external program’s sustainability. These challenges are discussed in light of previous studies of school-based programs, the psychological and social contexts of an ongoing crisis and the impact of neoliberalism on education. This study concludes that school-based prevention programs and accompanying research should be more flexible and focus on understanding and relating to parents’ and schools’ fears, uncertainties, and resistance. It is the hope of the authors that knowledge created through this exploration will be helpful in future coping vis-à-vis prevention program teams and recipients in times of unpredictable, unmanageable, and overpowering crises.
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Katsarou, Dimitra V., Georgios A. Kougioumtzis, Efthymia Efthymiou, Maria Sofologi, and Evangelos Mantsos. "School-based mental health interventions for adolescents: supporting typically developing students and students with neurodevelopmental disorders." Review of Clinical Pharmacology and Pharmacokinetics - International Edition 39, no. 1 (February 17, 2025): 11–22. https://doi.org/10.61873/ewmr7937.
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Mental health interventions in schools are essential for supporting adolescents with neurodevelopmental disorders (NDDs). Schools offer a unique setting for early intervention due to their accessibility and continuity, promoting regular monitoring and engagement. This review explores a multi-tiered mental health framework that includes universal, targeted, and intensive strategies such as social-emotional learning (SEL), cognitive-behavioral therapy (CBT), peer-support programs, and culturally responsive practices. Evidence suggests that these interventions improve mental health outcomes, enhancing academic performance, social skills, and resilience. SEL programs build competencies like emotional regulation, while CBT reduces symptoms of anxiety, depression, and behavioral issues. Peer-support initiatives offer accessible support, reducing stigma within the school community. For students with NDDs, specialized interventions such as social skills training and applied behavior analysis (ABA) demonstrate positive impacts on social functioning and school engagement. The review also examines implementation barriers, including limited resources and the lack of culturally adaptable approaches. Teacher training and community involvement emerge as vital for bridging gaps in mental health support. Advocacy for policy and funding is essential to sustain these programs, ensuring they meet the diverse needs of all students. Through an inclusive, collaborative approach, school-based interventions significantly contribute to adolescent development and well-being.
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Cheung, Shannon, Xiaoxia Xie, and Chien-chung Huang. "Mind Over Matter: Mindfulness, Income, Resilience, and Life Quality of Vocational High School Students in China." International Journal of Environmental Research and Public Health 17, no. 16 (August 7, 2020): 5701. http://dx.doi.org/10.3390/ijerph17165701.
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Many social welfare programs focus on the provision of cash assistance and cash transfers to improve the quality of life (QoL) of those living in low-income households. While there is literature to support a positive relationship between income and QoL, studies have shown that QoL is impacted by non-income-related factors. This study examined the effects of income and mindfulness on QoL through a mediator, resilience, and attempts to answer the question of how important income is to QoL, relative to a non-income-based determinant, mindfulness. Using a sample of 905 emerging adults from the senior class of a secondary vocational high school based in an impoverished county of China, we studied two key determinants of QoL, income and mindfulness, as well as respective pathways, during a particularly critical stage of life. The results indicated that mindfulness had strong direct and indirect effects on QoL via resilience, while income had only limited indirect effects on QoL via resilience. Policy implications were discussed.
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Min, Hee Jung, Sang-Hee Park, Seung-Hyun Lee, Bo-Hwa Lee, Mikyung Kang, Mi Ju Kwon, Myung Ju Chang, Lobsang Tenzin Negi, Tsondue Samphel, and Seunghee Won. "Building Resilience and Social–Emotional Competencies in Elementary School Students through a Short-Term Intervention Program Based on the SEE Learning Curriculum." Behavioral Sciences 14, no. 6 (May 29, 2024): 458. http://dx.doi.org/10.3390/bs14060458.
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This study explored the positive effects of a six-week Social–Emotional and Ethical Learning® (SEE Learning) program on resilience and social and emotional competences, adapted for elementary students in Daegu, South Korea, a region strongly affected by the first outbreak of COVID-19. A total of 348 third- and fourth-grade students from 15 elementary schools participated, and the curriculum was tailored, emphasizing key areas such as resilience, attention, kindness, attention training, and compassion. Repeated measures analysis of variance (RMANOVA) tests showed statistically significant improvements between pre- and post-tests in resilience and its subscales, including self-efficacy, tolerance of negative affect, positive support relations, power of control, and spontaneity, as well as in social and emotional competencies, including emotional regulation, social skills, empathy, and social tendencies. Despite a lack of maintenance in all areas, at follow-up, the mean scores for self-efficacy, tolerance of negative affect, and positive support relations, as well as emotional regulation, social skills, empathy, and social tendency, remained higher than pre-test levels, suggesting some lasting benefits. The findings underscore the potential of the SEE Learning program integrated with resilience, mindfulness, compassion, and ethical practices to enhance students’ resilience and social and emotional well-being. This study contributes to the growing body of evidence supporting the use of mindfulness and compassion-based SEL programs to mitigate the adverse effects of traumatic events on children’s mental health.
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Mehra, Devika, Theophilus Lakiang, Nishtha Kathuria, Manish Kumar, Sunil Mehra, and Shantanu Sharma. "Mental Health Interventions among Adolescents in India: A Scoping Review." Healthcare 10, no. 2 (February 10, 2022): 337. http://dx.doi.org/10.3390/healthcare10020337.
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Early adolescence is the period of the emergence of most mental disorders contributing significantly to the mental health burden globally, including India. The major challenges in India are early identification of mental health problems, treatment gap, lack of professionals, and interventions that address the same. Our review aimed to assess the effectiveness of mental health interventions among adolescents in India. We systematically searched PubMed, PsycINFO, and Cochrane databases and used cross-referencing to review the interventions published from 2010 to 2020. Eleven interventions were included in this review; nine were school-based, one community, and one digital. Most of the school-based programs used a life skills curriculum. Additionally, coping skills and resilience curricula showed improvement in depressive symptoms, cognitive abilities, academic stress, problem-solving, and overall mental well-being. The multi-component whole-school intervention was quite promising and helped in improving the overall school climate and various other mental health outcomes. Hence, school-based programs should be implemented as an entry point for screening mental health problems. However, there is a need for a more comprehensive mental health program in the country for adolescents. Additionally, there is a need to address the gap by conducting more interventions for early and out-of-school adolescents.
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Kegelaers, Jolan, Imke Baetens, Veerle Soyez, Martijn Van Heel, Lisa Van Hove, and Paul Wylleman. "Strengthening Mental Health and Resilience Through Schools: Protocol for a Participatory Design Project." JMIR Research Protocols 12 (August 18, 2023): e49670. http://dx.doi.org/10.2196/49670.
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Background Mental health problems are a main contributor to the global burden of disease in children and young people within urban environments. In response, the potential of both school- and sport-based mental health promotion interventions has been advocated. However, there exists limited insights into how sport-based interventions can be integrated within school environment. Moreover, there is a need to consider children and young people’s specific needs, challenges, and motivations when designing novel mental health promotion interventions. Objective The Strengthening Mental Health and Resilience Through Schools (SMARTS) project aims to co-design an evidence-informed school-sport-based mental health promotion program. Specific objectives include (1) co-designing a multicomponent program, integrating sport sessions with class-based sessions, and complementing with educational modules for teachers and parents; (2) exploring how the mental health program can be implemented most effectively within the Brussels school system; and (3) conducting preliminary process and outcome testing of the program. Methods A participatory design framework will be adopted to develop the program. This framework involves end users throughout the entire study process, from problem identification to intervention delivery and evaluation, while at the same time ensuring program development remains directly informed by the available scientific evidence. Results Participant recruitment will commence in September 2023. The full project will be completed by March 2027. Conclusions With this intervention, we aim to provide a direct contribution to the promotion of children and young people’s mental health within the Brussels school context. At a broader level, conducting and documenting this large participatory design project can, hopefully, inspire other researchers to tailor their mental health programs to specific populations. International Registered Report Identifier (IRRID) PRR1-10.2196/49670
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Peterson, Jean Sunde. "Bright, Tough, and Resilient—And Not in a Gifted Program." Journal of Secondary Gifted Education 8, no. 3 (February 1997): 121–36. http://dx.doi.org/10.1177/1932202x9700800304.
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Research, identification, and programs in gifted education have typically not accommodated the “tough bright,” described in this article as abused, neglected, and undernurtured—a subgroup in the “diversity” gifted education has been admonished to identify and serve. Qualitative analysis of language generated in structured interviews with a group of high-ability at-risk middle-school children (N = 11), who had not been identified for special programming, yielded information related to personal difficulties, perceived support, familiarity with danger and violence, home environment, school experiences, perceptions of the future, and resilience. Suggestions for identification and programming are based on findings in the study.
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Özbey, Saide, Hacer Elif Dağlıoğlu, and Safiye Sarıcı Bulut. "Intrinsic motivation in preschool children: Predictive effect on levels of resilience." Cypriot Journal of Educational Sciences 18, no. 4 (October 10, 2023): 716–36. http://dx.doi.org/10.18844/cjes.v18i4.8765.
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This study was conducted to explain the relationship between motivation and psychological resilience of preschool children. The study group consists of a total of 202 children, 107 girls and 77 boys, aged 36-72 months, attending various pre-school education institutions in the capital city of Turkey. In this study, which was designed in a relational screening model, the Motivation Scale for Preschool Children was used to determine the motivation levels of children, and the Social-Emotional Well-Being and Resilience Scale for Preschool Children were used to define their psychological resilience. Pearson correlation coefficient and multiple regression analysis were used in the evaluation of the obtained data. As a result of the research, it was found that there was a moderate and high-level positive relationship between the motivation levels of children and their psychological resilience. Additionally, in multiple regression analyses based on the resilience of children's motivation levels, it was found that motivation subscales predicted resilience at medium and high levels. In the light of this result, it has been suggested to develop scales on specific issues to apply to children and prepare intervention programs that reflect the common denominators of psychological resilience and motivation since scales developed on motivation and resilience in future studies are prepared mostly based on the opinions of parents and teachers. Keywords: Preschool education, children, intrinsic motivation, psychological resilience, well-being
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Gabrielli, Silvia, Silvia Rizzi, Sara Carbone, and Enrico Maria Piras. "School Interventions for Bullying–Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects." International Journal of Environmental Research and Public Health 18, no. 21 (November 7, 2021): 11697. http://dx.doi.org/10.3390/ijerph182111697.
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Background: Several challenges and emotional demands characterize adolescence, affecting the mental well-being of youths. Among these, bullying and cyberbullying are recognized nowadays as a major social problem, affecting more than one-third of adolescents, with extensive negative consequences for the victims involved, such as lower self-esteem, increased loneliness, depression, and anxiety. School programs and interventions that foster resilience, coping, and well-being are particularly important during adolescence as protective and preventive factors against the consequences of (cyber)bullying. The paper presents two recent co-designed interventions for (cyber)bullying prevention deployed in Europe, targeting early adolescents and their school communities. Methods: The UPRIGHT project developed an evidence-based, whole-school intervention to train resilience as a protective factor to promote mental well-being in adolescents, in a cross-national perspective. The CREEP project designed and implemented digital interventions to support schools in (i) early detection of cyberbullying events on social media and (ii) coaching adolescents (victims, bullies, bystanders) on how to cope with (cyber)bullying behaviors. Results: The main challenges and insights collected during the design and implementation of both interventions are discussed to inform future research and practice. Conclusion: The feasibility and acceptance of prevention programs are key to the reducing risk of (cyber)bullying and improving the psychological well-being of early adolescents.
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Rose, Heather, Lynn Miller, and Yvonne Martinez. "“Friends for Life”: The Results of a Resilience-Building, Anxiety-Prevention Program in a Canadian Elementary School." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200612.
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The purpose of the study in this article was to replicate past findings showing the effectiveness of a cognitive, behavioral resilience-building/anxiety-prevention program, “FRIENDS for Life.” The results of the controlled study of two Grade 4 classrooms in Canada (N = 52) indicate that all children reported reduced levels of anxiety regardless of receiving the FRIENDS program. Limitations of the study are discussed and future research concerning school counseling programs using evidence-based approaches is highlighted.
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Tripa, Laura, Florin Alin Sava, Ramona Paloș, Silvia Măgurean, and Irina Macsinga. "Evaluating the outcomes of "Resilient left-behind children" – A social-emotional learning and mindfulness group counseling program." Cognition, Brain, Behavior. An interdisciplinary journal 25, no. 1 (March 24, 2021): 33–53. http://dx.doi.org/10.24193/cbb.2021.25.03.
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International migration has a powerful impact on both the sending and receiving countries, especially for adults migrating for better working conditions and leaving family members, including children, behind. Increasing numbers of left-behind children in Romania (Save the Children Romania, 2019) require attention and support through specific policies and school-based programs. The purpose of this empirical study is to develop and assess a school-based prevention/intervention group counseling program for left-behind children. The program is based on previous social-emotional learning curricula and it incorporates mindfulness technics (Sibinga, Webb, Ghazarian, & Ellen, 2016). It is designed to increase resilience and self-regulatory abilities in children, thus improving their school adjustment in terms of emotional, social, behavioral and attitudinal outcomes. Using a sample of 62 children, aged 12-15 (M = 12.71, SD = .868), we conducted a quasi-randomized trial with a control and an intervention group to investigate the efficacy of the program. Children in the intervention group reported improved self-regulation and resilience and reduced loneliness and social dissatisfaction. Teachers reported significantly fewer emotional and behavioral difficulties for the children following the intervention. This study emphasizes the role of the evidence-based approach to counseling services in schools, by capitalizing on the latest findings in the field and addressing the specific needs of left-behind children.
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Siti Shofiyatus Sa’diyah, Tri Wrahatnolo, Joko Joko, and Yulia Fransisca. "Pengujian Validitas dan Reliabilitas Instrumen Resilience Siswa SMK Teknik Ketenagalistrikan menggunakan PLS-SEM." Jupiter: Publikasi Ilmu Keteknikan Industri, Teknik Elektro dan Informatika 2, no. 4 (July 15, 2024): 223–35. http://dx.doi.org/10.61132/jupiter.v2i4.443.
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In education, resilience is an important psychological concept especially for understanding how students cope with stress and challenges in their educational environment. This study focuses on five dimensions that contribute to students' level of resilience, including: perseverence, self-reliance, equanimity, existential aloness, and meaningfull life. Study aims to test the validity and reliability of a scale or instrument that measures the level of resilience in Vocational High School (SMK) students, using Structural Equation Modeling Partial Least Squares (SEM-PLS). This study involved 103 SMK students as research participants. Data were collected through a previously developed resilience scale. Data were analyzed using measurement model and structural model. The analysis showed that the resilience scale has good construct validity, with reliable indicators to measure the desired construct. The reliability of the instrument was also found to be high based on the calculated Cronbach's alpha coefficient. This study makes an important contribution to understanding the resilience of vocational students and validating an instrument that can be used to effectively measure this concept in an educational context. Practical implications of the findings include the development of more targeted educational programs to enhance students' resilience, so that they can face learning and life challenges more readily and effectively.
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Baetens, Imke, Lisa Van Hove, Zahra Azadfar, Martijn Van Heel, and Veerle Soyez. "The Effectivity of a School-Based Early Intervention Targeting Psychological Complaints and Non-Suicidal Self-Injury in Adolescents." Journal of Clinical Medicine 13, no. 7 (March 23, 2024): 1852. http://dx.doi.org/10.3390/jcm13071852.
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Background: Recent research suggests a concerning trend of non-suicidal self-injury (NSSI) and suicidal behaviors emerging at younger ages (as early as age 12). Early onset of NSSI is linked to more severe outcomes. While universal school-based prevention programs have shown promise in addressing suicidal behaviors, there is limited research on their effectiveness in preventing NSSI onset among adolescents. This study aims to evaluate the efficacy of a universal prevention program in schools for NSSI and mental complaints while enhancing resilience and mental health in 11–14-year-old adolescents. Methods: In total, 329 Flemish secondary school students (55.6% female), aged 11 to 14 years, participated in a 4 h classroom universal prevention, with a focus on emotion regulation, mental health, and specific strategies to prevent NSSI and reduce stigma. For both the intervention and control group (N = 124), a pre-, post-, and one-month follow-up questionnaire was administered, containing reliable and valid measures for NSSI and suicidality, emotion regulation, help-seeking behaviors, well-being, and psychological distress. Results: The prevention program effectively reduced NSSI and psychological distress, particularly for adolescents with a history of NSSI. Conclusions: These findings support previous research on the effectiveness of school-based programs in reducing mental complaints and suggest promising outcomes for NSSI prevention.
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Cunningham, Shayna D., Candida Flores, Fawatih Mohamed-Abouh, Alixe Dittmore, Stephen Schensul, Jean Schensul, Stacey Brown, and Megan A. Grady. "Resilience Among Small Community-based Organizations During the COVID-19 Pandemic: Insights for Future Public Health Crises." Progress in Community Health Partnerships: Research, Education, and Action 17, no. 4 (December 2023): 739–43. http://dx.doi.org/10.1353/cpr.2023.a914130.
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Abstract: The coronavirus disease 2019 pandemic has created numerous challenges for many community-based organizations to sustain delivery of services and programs. This paper offers perspectives from leadership of three small community-based organizations serving diverse populations in the Hartford, Connecticut, region on how they were impacted and responded to disruptions during the first year of the coronavirus disease 2019 pandemic. Community-based organizations' commitment to the populations they serve and agility with regard to programming, staffing, and finances were highlighted as key to their resilience, enabling them to serve their clients with stability. The ability to collect information on the impact of the pandemic on clients supported by a well-established, long-term partnership with researchers at the University of Connecticut School of Medicine and Institute for Community Research facilitated their making data-driven decisions on how to best allocate limited resources. The lessons learned about organizational challenges and resilience may be applicable to future public health emergencies.
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Aderinkomi, Dr Timothy W. "The Role Of Mental Health Education In Mitigating Pandemic-Related Psychological Distress In Children." IOSR Journal of Economics and Finance 15, no. 6 (December 2024): 28–35. http://dx.doi.org/10.9790/5933-1506012835.
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Children with pre-existing conditions, such as ADHD and anxiety, are particularly vulnerable to the mental health consequences of the pandemic. Disruptions to routine and social interactions have exacerbated their symptoms, leading to increased stress and depression. This article examines the role of mental health education in schools as a critical tool for mitigating these challenges. Mental health education equips children with essential stress-management skills through evidence-based interventions such as coping skills training, emotional regulation practices, and resilience-building. The article features case studies that detail the effectiveness of programs like the Los Angeles Unified School District's teletherapy initiative, which provided virtual mental health support to over a million students, significantly reducing stress and anxiety levels during the pandemic. Programs such as the Comprehensive School Mental Health Systems (CSMHS) employ a multitiered approach, addressing prevention, early intervention, and support for severe mental health concerns in collaboration with community health professionals. The Positive Behavioral Interventions and Supports (PBIS) framework also highlights successful integration into U.S. school systems, ensuring a supportive environment through behavioral reinforcement and targeted mental health education
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Ceglédi, Tímea, Emese Alter, Katalin Godó, and Hunor Papp. "Can High Involvement of Roma Parents Combat the Impact of Poverty? Resilience and Parental Involvement in the Success of Roma Students at School from the Students’ Perspective." Horyzonty Wychowania 23, no. 66 (June 30, 2024): 107–20. http://dx.doi.org/10.35765/hw.2024.2366.11.
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RESEARCH OBJECTIVE: A recurring question in Romani studies is why it is difficult to achieve breakthrough successes in inclusion programs. These programs focus mainly on school subjects, although the role of parents is crucial to solving the problem. This study, therefore, concerns parents and their roles in school success. THE RESEARCH PROBLEM AND METHODS: The purpose of this study is 1) to reveal how Roma and non‑Roma pupils perceive their parents’ involvement (PI) and 2) to come closer to explaining how PI affects students’ school success under the control of other variables. The analysis sheds light on the views of children of Roma and non‑Roma parents in Hungary. Cross‑tabulation analysis and linear regression analysis were applied. THE PROCESS OF ARGUMENTATION: The database called Discovery of Hidden Value of Mentoring (DHVM) was analysed, which includes data from 13–14‑year‑old students (N = 206; 31.1% Roma, 68.9% non‑Roma). RESEARCH RESULTS: For all school‑based and home‑based PI indicators apart from one (parent–teacher conferences), Roma and non‑Roma parents showed the same results. A student’s disadvantaged financial situation most strongly determined their level of school success, overriding the compensatory effect of PI. The variance explained by the regression model was 30.4%, and the model was significant (F(7) 5.18, p < 0.001). CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Although financial disadvantage overrides the compensatory effect of PI on school careers and political entities need much action to improve people’s financial situation, schools and families cannot look only to the outside for solutions. The most significant finding of the research is that there is a hidden resource to improve the school success of Roma pupils, namely PI. Based on the results, the schools are recommended to conduct the partner cooperation with parents, because together they can increase the children’s future opportunities and resilience.
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Tekin, Özge Erduran, and Ayşin Satan. "The Mediating Role of Mindfulness in the Relationship between Psychological Resilience and Test Anxiety in Adolescents." Acta Educationis Generalis 14, no. 1 (February 1, 2024): 77–93. http://dx.doi.org/10.2478/atd-2024-0005.
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Abstract Introduction: The examination of variables such as resilience and mindfulness, which may help adolescents who are enrolled in distance education cope with test anxiety, is important in terms of reducing test anxiety and increasing the efficiency of distance education. For this reason, it was aimed to examine the mediating role of mindfulness in the relationship between students’ psychological resilience and test anxiety. Methods: The study group included 840 high school students. Baron and Kenny’s causal steps approach was applied to investigate the mediating effect of conscious awareness on the relationship between psychological resilience and test anxiety. In addition, the bootstrapping method proposed by Hayes was used to determine the significance of the mediating effect of conscious awareness. Results: It was observed that there was a negative relationship between psychological resilience scores and test anxiety scores, a positive relationship between resilience and mindfulness scores, and a negative relationship between test anxiety scores and mindfulness scores. While psychological resilience had a negative effect on test anxiety, the indirect effect of psychological resilience on test anxiety was also found to be significant. Mindfulness provided partial mediation of the effect of resilience on test anxiety. Discussion: High levels of awareness and psychological resilience enable students to experience less stress. Conscious awareness, like psychological resilience, is therefore viewed as an important resource that enables a person to manage stressful situations, and it is believed to be effective in reducing one’s anxiety. Limitations: This study was limited to students enrolled in Anatolian high schools in Turkey who could be reached via convenience sampling, whose parents consented to their participation, and who were enrolled in distance education in 2021 due to the COVID-19 pandemic. Thus, a major limitation of the study is that data were only collected from students of Anatolian high schools, and the majority of the participating students were in their first or second years of high school. Conclusions: There is no prior direct research examining the mediating role of conscious awareness in the relationship between psychological resilience and test anxiety among high school students in the literature. In this regard, it is anticipated that this study will contribute to the literature. Within the scope of preventive guidance, educational guidance, and psychological counseling services, face-to-face and online psychoeducation programs based on conscious awareness can be designed by school psychological counselors to enhance psychological resilience, reduce students’ test anxiety, and support adolescents in coping with intensely stressful situations such as pandemics.
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Barry, Debra, Anna J. Warner, Sarah LaRose, Blake Colclasure, and Edward Osborne. "Personal resilience of first-year, alternatively certified agriscience teachers." Advancements in Agricultural Development 3, no. 1 (March 2, 2022): 103–14. http://dx.doi.org/10.37433/aad.v3i1.183.
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A wide range of challenges continues to exist in delivering school-based agricultural education (SBAE) programs. Among the most pressing challenges are the recruitment and retention of high-quality agriculture teachers (Guffey & Young, 2020). Teacher educators and researchers in SBAE are tasked with meeting the nationwide demand for teachers, while also better understanding the status of alternatively certified agriculture teachers (Foster et al., 2020). This study explored the challenges, coping strategies, and personal resilience of first-year agriscience teachers in Florida who held a temporary teaching certificate. Using a qualitative, phenomenological approach, seven alternatively certified Florida agriculture teachers were interviewed. The personal resilience framework developed by Hoopes (2017) guided this study, as researchers examined alternatively certified teachers’ experiences and responses to challenges in their teaching. Emergent themes included prior plans to teach, overwhelming expectations, supportive networks, aspects of resilience, and feelings of motivation and inspiration. This study highlights the need for proactive professional development and support systems for first-year, alternatively certified agriculture teachers.
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Artyushenko, Andrii, and Serhii Yahodin. "The European approach to fostering determination and self-confidence in primary school students." Педевтологія 2, no. 2 (February 12, 2025): 88–98. https://doi.org/10.31652/3041-1203-2024(2)-88-98.
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The article provides an in-depth analysis of the European experience in fostering determination and self-confidence in primary school students, highlighting these qualities as essential for successful socialization and adaptation in modern society. Educational practices in Finland, Germany, and Poland are examined, focusing on innovative teaching methods that contribute to students’ personal growth. In Finland, significant emphasis is placed on creating a supportive learning environment that enhances emotional well-being through individualized approaches and programs such as KiVa, which develop confidence and social interaction skills. Germany implements self-reflection programs and project-based learning, such as the Schülerfirma (“School Company”) initiative, enabling children to gain practical skills in decision-making, responsibility, and teamwork. Poland prioritizes mentoring programs and extracurricular activities that foster mutual support among students, strengthen emotional resilience, and build leadership qualities. The authors emphasize the importance of adapting these European practices to the Ukrainian education system while considering national resources, cultural traditions, and methodological frameworks. The primary challenges identified include insufficient teacher preparation, limited material resources, and an overloaded curriculum. To address these issues, the article proposes implementing specialized teacher training programs, initiating pilot projects in selected schools, and developing tailored programs to build determination and confidence among younger students. Future research directions are outlined, focusing on evaluating the effectiveness of innovative methods within Ukraine’s educational framework, assessing their impact on students’ personal development, and designing integrated programs inspired by successful European models. Implementing these practices in Ukraine will foster the harmonious development of primary school students, nurturing their emotional stability, leadership skills, and readiness to face contemporary challenges.
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Mahfouz, Julia. "Mindfulness training for school administrators: effects on well-being and leadership." Journal of Educational Administration 56, no. 6 (September 3, 2018): 602–19. http://dx.doi.org/10.1108/jea-12-2017-0171.
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Purpose Based on a need to utilize strategies and develop social-emotional competency skills of school administrators, the purpose of this paper is to explore the influence of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program, on the leadership and well-being of 13 school administrators. Design/methodology/approach The empirical data consist of in-depth interviews with 13 administrators before and after the implementation of CARE program, observation notes from shadowing their activities during school time and attending the CARE program as a participant observer. Employing the pro-social classroom model (Jennings and Greenberg, 2009) as a theoretical foundation, the paper is based on an ongoing, iterative data analysis process, following the coding and interpretive techniques of grounded theory. Findings The positive outcomes that emerged from the data relate to improved leadership skills, such as increased self-reflection, better relationships and attendance to self-care. These skills are tied to increased self-awareness, self-management and self-compassion. Participants also reported an improved ability to recognize their emotional reactions, which enabled them to better understand their leadership roles in shaping their school climates. Research limitations/implications The findings reveal significant insights about the implementation of social-emotional, mindfulness-based professional development with school administrators and potential outcomes. Implications for professional development that fosters school administrators’ social-emotional competencies are discussed. Originality/value As a study of one of the first implementations of mindfulness-based professional development programs among school principals, this research illuminates the specific benefits of such programs for school leaders and how mindfulness could be integral in their lives and education. Specifically, this study is one of the first to reveal how the CARE professional development program influences principals’ well-being and leadership.
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Collier, Karen M., and Margaret R. Blanchard. "Graduate Student Resilience: Exploring Influential Success Factors in U.S. Graduate Education through Survey Analysis." Trends in Higher Education 3, no. 3 (August 13, 2024): 637–80. http://dx.doi.org/10.3390/higheredu3030037.
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Graduate education holds the potential to stimulate personal growth in individuals that leads to economically viable career opportunities. First-generation college students, underrepresented minorities (URM), and females often face unique obstacles that can undermine their progress in graduate programs. These obstacles may be more pervasive in fields where these students have lower enrollment, such as STEM graduate programs. The Graduate Student Success Survey+ (GSSS+) was broadly distributed to a national population of graduate students in the United States, with a particular focus on seeking the participation of students from universities that serve first-generation, URM, and female graduate students, capturing both STEM and non-STEM programs. Exploratory and confirmatory factor analyses were used to test the survey’s validity and reliability, with 648 participants from 23 universities. A 7-factor, 40-item model was determined with the following subscales: mentor support, imposter phenomenon, financial support, microaggressions (race and gender), access and opportunity, resilience, and peer support. Item analysis revealed differences in students’ perceptions of their graduate school experiences based on gender identity, racial and ethnic groups, residency status, enrollment type, program type, and program area. Findings lead to recommendations related to financial support, mental health counseling, and access and opportunity, to enhance graduate student success.
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Muhasim, Muhasim, and Zulfikar Muhammad. "PENGARUH SPIRITUAL QUOTIENT TERHADAP KATANGGUHAN MASYARAKAT SEKOLAH." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 15, no. 1 (June 30, 2021): 19–30. http://dx.doi.org/10.35316/lisanalhal.v15i1.954.
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Disasters are cannot be separated from our daily lives. The threat of disaster at any time lurks the Indonesian nation. Therefore, Indonesian people must be ready and resilient in facing disasters so that they can minimize fatalities. Various things are done, all components are expected to work together to achieve a disaster resilient society. BNPB (The National Disaster Mitigation Agency) creates various programs for disaster preparedness to minimize fatalities. Spiritual Quotien (spiritual intelligence) as an element in religion which has a strategic role in disaster preparedness. The purpose of this study was to determine the effect of spiritual quotient level on society resilience in the school environment. This research method uses a correlational cross-sectional approach which measuring the variables at one particular moment. The population in this study was SMA Muhammadiyah I Kota Malang. The sample used was 75 people. The sampling technique used purposive sampling. The group will take measurements related to the level of spiritual quotient and society resilience. Furthermore, data analysis will be carried out to see the effect of the spiritual quotient level on society resilience based on the significance with a different test analysis using the Wilcoxon statistical test with a significance level of 95%. The results showed a significant value of 0.004 which means that there is a significant effect of spiritual quotient on society resilience at SMA Muhammadiyah 1 Kota Malang. This research is expected to provide input on the importance of a spiritual quotient in increasing the resilience of school societies in disaster-prone area.
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Milton, Alyssa C., Elizabeth Stewart, Laura Ospina-Pinillos, Tracey Davenport, and Ian B. Hickie. "Participatory Design of an Activities-Based Collective Mentoring Program in After-School Care Settings: Connect, Promote, and Protect Program." JMIR Pediatrics and Parenting 4, no. 2 (April 12, 2021): e22822. http://dx.doi.org/10.2196/22822.
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Background Out of school hours care (OSHC) services provide a unique opportunity to deliver early intervention programs to enhance primary school–aged children’s social, emotional, physical, and cognitive well-being; however, such programs are currently lacking. Objective This study aims to address the lack of well-being programs for children accessing OSHC services in the research literature by using participatory design (PD) to collaboratively develop and test an OSHC well-being program—the connect, promote, and protect program (CP3). Methods The study employed methods of PD, user (acceptance) testing, and iterative knowledge translation to develop a novel well-being program framework—CP3—with key stakeholders (eg, children, OSHC staff, volunteers, families, clinicians, educators, and researchers). Thematic techniques were used to interpret and translate the qualitative information obtained during the research and design cycles. Results The co-design process generated the CP3 model, which comprises a group-based mentoring approach to facilitate enhanced activities in OSHC settings. Activities are underpinned by 4 key principles of program delivery: build well-being and resilience, broaden horizons, inspire and engage, and connect communities. Conclusions To our knowledge, the CP3 program is the first co-designed well-being program developed specifically for OSHC services. This co-design process is key to ensuring local community needs—particularly those of young people accessing OSHC—are met and that these individuals are meaningfully and actively involved in all stages of the research and design process, from conception to implementation, evaluation, and continuous improvement.
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Passos Rosa, Tayana, Zsombor Boromisza, and Mayte Alejandra Cuesta Tabares. "Researching By Design: Methodologies to Explore Design-Based Instruction for Youth Resilience to Environmental Challenges." YBL Journal of Built Environment 9, no. 1 (June 1, 2024): 87–97. http://dx.doi.org/10.2478/jbe-2024-0009.
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Abstract Environmental education is not aligning with the sustainability and educational needs of the 21st century. Design-based learning emerges as a viable solution, fostering problem-solving and experiential learning in the environment. With its constructivist approach, it has the potential to improve environmental literacy across diverse social contexts. This research explores the use of research by design and design-based learning to develop extracurricular programs in schools in Brazil and Hungary. The analytical framework is developed through a literature review and systematic case analysis. The program’s objective is to engage the school community in redesigning their environment, following the design-based instruction framework, and incorporating the community’s context and landscape architecture and design principles. Program efficacy will be assessed through participant production, outcome analysis, observation, surveys, and performance on the design activities. The findings will contribute to understanding and evaluating program effectiveness in improving environmental education.
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Alam, Ashraf. "Positive Psychology Goes to School: Conceptualizing Students’ Happiness in 21st Century Schools While ‘Minding the Mind!’ Are We There Yet? Evidence-Backed, School-Based Positive Psychology Interventions." ECS Transactions 107, no. 1 (April 24, 2022): 11199–214. http://dx.doi.org/10.1149/10701.11199ecst.
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The purpose of this article is to examine school-based interventions that have been designed and developed to promote students’ happiness, well-being, and academic achievement using a positive psychology approach that focuses on cultivating positive emotions, resilience, and positive character strengths. The current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated, in response to calls from the 21st century education movement for schools to incorporate students’ happiness and well-being as a focus of learning. The findings of this research shows that positive psychology programs are linked to students’ health, relationships, happiness, and academic success. The article offers recommendations for additional development of positive psychology interventions in schools, and explores those factors and variables that may influence positive psychology interventions to be extended and more systematically integrated into schools for happiness and well-being of students.
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Mutaqin, Moh Fikri Tanzil, Ila Rosmilawati, Inten Risna, Egis Rianti Aprilanata, and Wina Mulyani. "Kompetensi Parenting: Penerapan Pendekatan Reflektif untuk Guru Pendidikan Anak Usia Dini di Kecamatan Kasemen." Jurnal Pengabdian Pada Masyarakat 9, no. 4 (November 27, 2024): 923–30. https://doi.org/10.30653/jppm.v9i4.1072.
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Guru Pendidikan Anak Usia Dini yang memiliki kompetensi pembelajaran yang berorientasi pada perkembangan siswa (pedagogy), diperlukan juga kompetensi dalam penyelenggaraan program parenting (andragogy). Hal itu dikarenakan umumnya program parenting yang dilakukan dengan metode sosialisasi atau pengayaan pengetahuan saja, akan tetapi tidak mendasar pada proses membangun harapan dan menyajikan pengalaman dalam bentuk dialog. Pada konteks ini tujuan parenting perlu menyajikan harapan yang terbuka mengenai kesulitan yang dihadapi oleh orang tua, agar kemudian dapat tumbuh resiliensi saat menghadapi kesulitan dikarenakan melalui kegiatan reflektif dipercaya dapat menumbuhkan resiliensi sesorang. Meskipun demikian, untuk mecapai tujuan tersebut diperlukan guru yang terampil dalam mengelola program parenting dengan pendekatan reflektif. Untuk itu direalisasikan peningkatan kompetensi budaya reflektif guru PAUD dalam program parenting dengan metode workshop 5 tahapan. Pada prosesnya, guru PAUD juga diberikan kompetensi untuk mengelola platform digital untuk memudahkan proses refleksi yang berkelanjutan. Adapun hasil dari implementasi penerapan pendekatan reflektif pada parenting yang akan dilaksakan guru PAUD diantaranya, 1) Guru memiliki strategi menerapkan refleksi pada program parenting, 2) Guru mampu mengelola platform digital parenting, dan 3) Guru meyakini dapat melakukan tindaklanjut pada program parenting yang akan diselenggarakan di satuan pendidikan masing-masing. Early Childhood Education Teachers who have learning competencies that are oriented towards student development (pedagogy), also need competency in implementing parenting programs (andragogy). In general, parenting programs are carried out using socialization or knowledge enrichment methods only, but are not based on the process of building hope and presenting experiences in the form of dialogue. In this context, parenting goals need to present open expectations regarding the difficulties faced by parents, so that resilience can then grow when facing difficulties. Reflective activities are believed to foster a person's resilience. However, to achieve this goal requires teachers who are skilled in managing parenting programs with a reflective approach. For this reason, it is realized to increase the reflective cultural competence of PAUD teachers in parenting programs using the workshop method. In the process, PAUD teachers are also given the competency to manage digital platforms to facilitate a continuous reflection process. The results of the implementation of the reflective approach to parenting that PAUD teachers will carry out include, 1) Teachers have strategies for implementing reflection in parenting programs, 2) Teachers are able to manage digital parenting platforms, 3) Teachers believe they can carry out follow-up on parenting programs that will be held in each school.
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Bahari, Soheila, Seyed Davoud Hosseininasab, and Masoumeh Azmodeh. "Examining the Effectiveness of Spirituality-Based Psychological Counseling on Fear of Failure in Female Junior High School Students." Journal of Adolescent and Youth Psychological Studies 5, no. 11 (2024): 109–15. https://doi.org/10.61838/kman.jayps.5.11.13.
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Objective: The present study aimed to determine the effectiveness of spirituality-based psychological counseling on fear of failure in female junior high school students in District 3 of Tabriz. Methods and Materials: The research method was quasi-experimental with a pre-test post-test design, including control and experimental groups and a follow-up period. The statistical population comprised all female junior high school students in District 3 of Tabriz, totaling 8,256 students across 30 schools. The research sample was randomly selected from two schools in this district, and 20 volunteer students from each school were chosen. To measure problem-solving skills, the Heppner and Petersen questionnaire was used, and for the intervention, the spirituality therapy package by Galanter and Siegel was employed. For hypothesis testing, multivariate analysis of variance and Bonferroni's within-group test were used. Findings: The examination of research hypotheses indicated that spirituality-based psychological counseling is effective and enduring on the components of fear of failure in female junior high school students. Conclusion: Spirituality-based psychological counseling effectively reduces fear of failure in female junior high school students, demonstrating lasting impacts. This intervention can be a valuable addition to educational support programs, promoting psychological resilience and academic success.
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Grove, Christine, Alexandra Marinucci, and Ilaria Montagni. "Australian Youth Resilience and Help-Seeking during COVID-19: A Cross-Sectional Study." Behavioral Sciences 13, no. 2 (February 1, 2023): 121. http://dx.doi.org/10.3390/bs13020121.
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The COVID-19 pandemic has seriously impacted youth mental health. Their resilience, defined as the ability to respond to adversity, has also been impaired. Help-seeking refers to the activity of addressing oneself to others when facing trouble. The objective of this study was to understand the levels of youth resilience and help-seeking during COVID-19 in 2021. Data were collected online from 181 Australian adolescents aged 12–17 years. The General Help-Seeking Questionnaire, the Actual Help-Seeking Questionnaire, and the Resilience Scale were used. Mean and frequency analysis and independent samples t-tests were performed. The Pearson correlation coefficient was calculated. Resilience was in the low range (mean = 66.56, SD 15.74) and associated with no help-seeking. For a personal problem and suicidal ideation, participants were most likely to contact a mental health professional, with means of 4.97 (SD 1.75) and 4.88 (SD 1.97), respectively. The majority did not seek help (n = 47) for challenges with anxiety or depression. This study corroborates previous findings on limited help-seeking in youth because of self-reliance and low confidence in others. Resilience decreased during COVID-19 in parallel with help-seeking. Strategies aiming to increase resilience and help-seeking, such as school-based programs, are needed given their decrease in Australian youths due to the COVID-19 pandemic.