Building Resilience In Children Research Articles

The impact of storytelling on building resilience in children: A systematic review.

INTRODUCTION: Resilience is a crucial aspect of mental health and coping that enables individuals to effectively recover from challenges. Fostering resilience in children becomes a significant objective. Storytelling is known to positively affect resilience, providing opportunities to share and develop narratives that help make sense of difficult experiences, find meaning in them, and building beliefs around our capacity to adapt well to challenging experiences. The aim of this review is to synthesize peer-reviewed studies on the impact of storytelling interventions in developing resilience in children. The review adhered to the updated PRISMA 2020 guidelines and was registered with PROSPERO (CRD42022365474). We conducted searches in 12 databases with search strings comprising of concepts regarding storytelling, resilience and children. The review included 11 studies published between 2012 and 2022. The narrative synthesis of the studies indicates that storytelling interventions enhanced psychological resilience in children. Storytelling-based interventions in school settings with participatory approaches using cultural stories, and positive psychology-based interventions were effective and feasible. This review has scope for informing future interventions with children, especially those who live in marginalized communities in low- and middle-income countries (LMICs).

The Impact of COVID-19 on the Behaviors and Attitudes of Children and Adolescents: A Cross-Sectional Study.

Background and objective Over the past few decades, new infectious diseases have emerged,and these have played a key role in changing behavior and lifestyle in all age groups. More recently, with the emergence of the coronavirus disease 2019 (COVID-19) pandemic, governments around the world have made unprecedented efforts to contain the epidemic by implementing quarantine measures, social distancing, and isolating infected individuals. Social behavioral adaptations (e.g., social distancing, isolation, etc.) impact children's and adolescents' lifestyle activities and lead to increased incidence of psychosocial problems, worsening of preexisting mental illness, and fears of infection, uncertainty, isolation, and stress. In light of this, this study aimed to assess the impact of COVID-19 on the behaviors and lifestyles of the children and adolescent population of Pakistan. Methodology A cross-sectional study was conducted involving 323 children and adolescents bytargeting parents of children and adolescents in the age group of 4-18 yearsliving in Pakistan.The study was conducted from April 2021 to September 2021. A well-designed structured questionnaire was used to collect data about the sociodemographic profile, attitudes, and behavioral factors impacted by COVID-19 in children and adolescents. SPSS Statistics version 23 (IBM, Armonk, NY)was used to enter and analyze data. Results Parents or caregivers of a total of 189 male and 134 female childrenaged between four and 18 years took part in this study.During COVID-19, the consumption of fast food and fried foods by children and adolescentsincreased significantly.In this study, out of 323 participants, almost all (289, 89.5%) had increased their screen time significantly.Nearly half of the total individuals experienced the feeling of depression and loneliness during the pandemic. Additionally, some children and adolescents felt fearful when leaving home. COVID-19 lockdowns have led to many changes in children's and adolescents' lifestyle habits. They reduced physical contact with others due to the fear of transmission of COVID-19. Based on our findings, the pandemic and its containment strategies have adversely affected the behaviors, lifestyles, and attitudes of children and adolescents. Conclusion Governments around the world have imposed social distancing during the COVID-19 pandemic, leading to adverse short-term and long-term negative mental health issues such as unhappiness, fear, worry, irritability, depressive symptoms, anxiety, and post-traumatic stress disorder (PTSD). Interventions are needed to focus on building resilience in children and adolescents, addressing their fears and concerns through better communication, encouraging routine and physical activity, and taking measures to alleviate loneliness.

Addressing Trauma and Building Resilience in Children and Families: Standardized Patient Cases for Pediatric Residents.

IntroductionAdverse childhood experiences (ACEs) and trauma are common and can negatively impact children's health. Standardized patient (SP) learning may provide trainees with knowledge and skills to screen for and manage ACEs, apply trauma-informed care approaches, and teach resilience strategies.MethodsWith content experts, we developed three SP cases based on common clinical encounters, as well as didactic and debriefing materials. Case 1 focused on somatic symptoms in an adolescent with ACEs, case 2 focused on an ACE disclosure by a parent, and case 3 focused on de-escalation. The workshop required facilitators, SPs, simulation exam room and meeting space, and audiovisual equipment. It lasted 4 hours and included an orientation (1 hour), the three SP cases (totaling 2 hours), and group debriefing (1 hour).ResultsWe conducted five identical workshops with 22 pediatric residents. Participants responded favorably to case fidelity and applicability to their clinical work. Resident mean self-assessment scores improved significantly from baseline. Specifically, we assessed comfort with inquiring about and discussing ACEs, explaining the health impacts of trauma, identifying protective factors, resilience counseling, and de-escalation. Over 90% of responses indicated that residents were likely to apply what they had learned to their clinical practice.DiscussionThese findings demonstrate that our SP cases were well received and suggest that such curricula can help pediatric residents feel more prepared to address trauma and promote resilience. Future work will assess these outcomes, as well as behavior change, in a larger sample to further substantiate these promising findings.

Educational Programs to Build Resilience in Children, Adolescent or Youth with Disease or Disability: A Systematic Review

Resilience is understood as interactive processes that strengthen the individual and the family in the face of the demands of adversity or vulnerable situation. Resilience is fostered from a psychopedagogical approach when practices are developed that assist in facing challenges positively, having life projects and developing academic potentialities. Thus, the objective of this systematic review of the literature is cartography programs that promote resilience in children, adolescents, or youths who are facing a challenging condition, such as a disease or disability. The PRISMA declaration was used to guide this systematic search. The databases consulted were Web of Science, Scopus, EBSCOhost, ERIC and Dialnet Plus. Open access articles were selected between 2016 and 2021. The selection resulted in 15 educational programs. The results indicate that there are several models for building resilience, such as ecosystem, family, community, and academic models. In conclusion, interdisciplinarity is a cross-cutting axis for enhancing resilience in vulnerable settings.

Building Resilience in Children to Prevent Social Aggression: The Principles of Behavioral Sciences

Building Resilience in Children to Prevent Social Aggression: The Principles of Behavioral Sciences

Steps to Cope: supporting young people affected by parental substance misuse and mental health issues in Northern Ireland

ABSTRACT Objective: To summarise the impact of a brief structured psychosocial intervention, Steps to Cope, on building resilience in children and young people (CYP) aged 11–18 years in Northern Ireland affected by parental substance misuse and mental health issues. Steps to Cope was adapted from an existing evidence-based adult intervention, the 5-Step Method. Primarily developed as an individual intervention, practitioners from a range of services are trained to work through five structured steps with a CYP. Following pilot work, a subsequent project (2014–2019) has aimed to roll-out and embed Steps to Cope across Northern Ireland. Method: The Resilience Scale for Adolescents (READ) is used as a pre- and post-intervention measure to assess the impact of the intervention on building CYP’s resilience. Results: Preliminary analysis shows that nearly 200 CYP have engaged with Steps to Cope. Over two-thirds of CYP who start the intervention go on to complete it, and matched READ data for 80 CYP shows that there are improvements in both overall resilience and in the five domains measured. Many of these changes are statistically significant. Discussion: The findings are encouraging, particularly when there is a dearth of evidence-based interventions for CYP affected by these problems. However, there are organisational and practical barriers to be overcome for the intervention to be more widely implemented.

Spirituality for Building Resilience in Children of Divorced Parents: A Cross-Country Experimental Study

ABSTRACTBased on a post-test experimental study of 1,893 children of divorced parents across 15 countries, I examine influence of a spiritual education program (SEP) on their resilience building. I have used 4 scales to study the resilience and strengths of the treatment group children. Results of the analysis of variance and t test showed that treatment group children scored better on the scales compared to the control group. Through 4 structural equation models, I show that the scores of the treatment group children were influenced by parenting arrangements, economic class, SEP, and self-practice. Children who lived with single parents or had nonresident cooperative coparenting arrangements scored higher on the scales vis-à-vis those who had custodial and frequently conflicting coparenting arrangements or those whose parents had repartnered and they had stepparents. Upper middle-class children responded better to SEP than their elite class counterparts. Further, treatment group children who did 2 or 3 rounds of the SEP during the course of the study vis-à-vis once, and those who said that they self-practiced the program lessons regularly scored higher on the scales. The findings highlight the importance of spiritually sensitive interventions for resilience building of children of divorced parents.

Building Resilience in Children and their Communities Following Disaster in a Developing Country: Responding to the 2010 Earthquake in Haiti

This paper provides an example of a resilience-based intervention approach to acute trauma that addresses individual-level resilience in children and in those that care for them, and the community as a whole. Resilience-based approaches to trauma intervention focus on activating the protective processes in each individual child to lead to better psychosocial outcomes. However, rebuilding or strengthening community capacity is essential to supporting resilience at the community-level. This paper illustrates how one foreign NGO provided resources, training, and guidance to community members who were seeking help in implementing trauma intervention. Through equal partnership with local leaders, the intervention was translated to meet the specific cultural and contextual needs of children and childcare workers in the tent cities and schools of Port au Prince following the earthquake. Marrying financial and technical support with local expertise resulted in a sustainable, trauma-informed, culturally-oriented solution to providing intervention post-earthquake.

Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?

Children from challenging backgrounds were brought to a woodland for a programme that sought to promote resilience at Camphill School. This qualitative study of one programme uses an ethnographic approach to research the effectiveness of this type of intervention. Case studies of three of the children are used to illustrate the ways in which resilience has been stimulated using the PERIK observation scale. The nurturing and outdoor dimensions of the project are considered instrumental in promoting resilience in early years children from a challenging background.

Training Teachers to Build Resilience in Children in the Aftermath of War: A Cluster Randomized Trial

There is growing interest in school-based interventions for building resilience in children facing trauma and adversity. Recent studies focus on teacher training as an effective way to enhance resilience in their students, and emphasize the need for additional evidence-based practice. The aim of this study was to evaluate the effectiveness of a short-term resilience-building teacher intervention on reducing post-traumatic distress in students in the context of exposure to recurrent rocket attacks in Israel. A quasi-experimental, cluster randomized design employing intervention and wait-list control groups was implemented with students from grades four-six (N = 563) in four schools in Acre in the aftermath of the Second Lebanon War. We assessed the students’ trauma exposure, posttraumatic symptoms and anxiety before and after the intervention or the wait-list condition. There was a significantly (p < 0.001) greater decrease of posttraumatic symptoms and anxiety levels among the students whose teachers participated in the intervention group as compared to students whose teachers were in the wait-list control group. A multiple regression model showed that this greater decrease in posttraumatic symptoms and anxiety levels was statistically significant after controlling for demographic variables, trauma exposure and past trauma history. The results of this study show that the training of teachers alone in building resilience can effectively lower post-traumatic distress and anxiety in their students. The empowerment of teachers and by building upon their expertise and experience are crucial for creating sustainability in school-based interventions.

Building resilience in Looked After young people: a moral values approach

ABSTRACT Building resilience in children who are Looked After can be especially challenging. This article focuses on the practice of a teacher working with children who were struggling to be included in mainstream schools. The first study shows how a young person was helped to self-reflect, including identifying positive values as strengths in his life. The other study shows how a young person's moral identity was nurtured by volunteering in his community and the impact of this on his resilience. The importance of self-awareness, self-efficacy and self-esteem is discussed with reference to both moral identity and resilience. Examples are given of how resiliency emerges with well-attuned support.

Building Resilience in Children of Alcoholics

Building Resilience in Children of Alcoholics

Prospective Possibilities for Building Resilience in Children, their Families and Communities

This paper explores a future agenda for building resilience in children, families and communities with particular emphasis on a greater utilisation of informal social networks. Following a brief revisit of its definitions and principles, a tentative framework for consolidating resilience between children, their families and communities is provided. Messages for future policy and practice are also considered in the light of learning provided by other contributors to this special issue of Child Care in Practice.

Building Resilience in Children of Mothers Who Have Co-occurring Disorders and Histories of Violence

Building Resilience in Children of Mothers Who Have Co-occurring Disorders and Histories of Violence

Building resilience in children of mothers who have Co-occurring Disorders and histories of Violence

Historically, children of parents with co-occurring substance abuse and mental health disorders and histories of violence/trauma have been overlooked in behavioral health treatment systems. The Women, Co-occurring Disorders and Violence Study (WCDVS) was a 5-year initiative funded by the United States Substance Abuse and Mental Health Services Administration (SAMHSA) that included a Children's Study that explored the treatment needs of children of women with these multiple disorders. This article describes the development of the Children's Study intervention that included clinical assessment, group intervention, and resource coordination/advocacy for children aged 5-10 to build resilience through increasing coping skills, improving interpersonal relationships, and helping coalesce positive identity and self-esteem. Innovative procedures, including the participation of consumer/survivor/recovering women and mothers, in the planning, implementation, and administrative applications of this intervention and study are also highlighted. It is recommended that programs begin to implement family-focused integrated treatment approaches that can potentially increase protective factors for children affected by parental mental illness, substance abuse, and violence.

Making Sense of Resilience: A Useful Step on the Road to Creating and Maintaining Resilient Students and School Communities

Resilience is a concept used frequently among researchers and educational and health authorities in discussions of attempts aimed at reducing social, emotional and educational problems among our children and young people. The central role of schools in the lives of children has logically meant the involvement of schools in any programs aimed at building resilience in children and adolescents. However, those who would be most intimately involved in implementing such programs are often confused by the concept and what is expected of them to build resilience on a daily basis. This paper seeks to clarify some of this confusion by highlighting some of the main findings about resilience in the existing literature. It then seeks to consider how this knowledge can be considered within each of the areas that will be needed to work as an integrated whole to achieve lasting results, as well as considering some of the issues that may hinder that goal.