Suchergebnisse

"From a pioneering researcher, this book synthesizes the best current knowledge on resilience in children and adolescents. Ann S. Masten explores what allows certain individuals to thrive and adapt despite adverse circumstances, such as poverty, chronic family problems, or exposure to trauma. Coverage encompasses the neurobiology of resilience as well as the role of major contexts of development: families, schools, and culture. Identifying key protective factors in early childhood and beyond, Masten provides a cogent framework for designing programs to promote resilience. Complex concepts are carefully defined and illustrated with real-world examples"--

The chapters of this volume were originally presented at the 29th Minnesota Symposium on Child Psychology. The focus of this symposium on cultural processes in child development emerged from the growing recognition among those at the Institute of Child Development and many others in the field that more needs to be known about the processes linking individual development and the contexts in which it occurs, and that this is no longer a luxury but essential for good science and good policy in an increasingly interconnected and pluralistic world. The chapter authors in this volume chronicle the

AbstractOrigins and advances in the history of resilience science with children and families are highlighted in this article, with a focus on interconnections and integration. Individual and family resilience scholarship reflect interwoven roots, and there is a growing impetus to integrate knowledge and strategies to inform practice and policies to mitigate risk and promote resilience in systems that shape human adaptation over the life course. Resilience is defined as the capacity of a system to adapt successfully to significant challenges that threaten its function, viability, or development. Research evidence is summarized to illustrate parallels in concepts and findings from studies of child and family resilience, with special emphasis on parenting processes. Integrating models, findings, methods, and training across multiple systems and levels holds great promise for elucidating resilience processes that will inform efforts to build capacity for healthy adaptation in the face of rising threats to families and societies around the world.

AbstractThis commentary compares the concept of resilience as conceptualized and studied in ambiguous loss and in the broader domain of developmental resilience science. The discussion highlights common roots, similarities and differences in the definitions of resilience and protective processes, and implications for interventions. Resilience concepts in ambiguous loss theory are congruent with contemporary developmental resilience theory in multiple ways. Future research and practice would benefit from further integration of these compatible perspectives on resilience.

Science and practice focused on child resilience and family resilience have deep and intertwined roots, yet there have been surprisingly few efforts to systematically integrate the theory, findings, and implications of these two traditions of work. In this article, the authors discuss parallels in concepts and processes that link the sciences of child and family resilience and the potential of relational developmental systems theory to provide an integrative framework for understanding and promoting resilience in children and families. The authors describe components of an integrated approach to child and family resilience, highlighting examples from recent research, and discuss implications for research, practice, and professional training.

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths' adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

AbstractObjectiveThis exploratory qualitative study examined whether parents of young children residing in emergency housing endorse autonomy‐supportive parenting values.BackgroundYoung children experiencing homelessness are at increased risk for self‐regulation difficulties, but one possible way to support self‐regulation development during a window of plasticity in the preschool period is through autonomy‐supportive parenting. Autonomy support has been shown to uniquely predict early self‐regulation skills. However, there is also evidence to suggest that autonomy support could be problematic in risky environments.MethodTwenty‐one parents of 3‐ to 6‐year‐old children participated in a brief interview about parenting and self‐regulation development. Guided by self‐determination theory, the interviews were subsequently coded for themes related to autonomy support.ResultsParents endorsed ideas consistent with autonomy support, such as recognizing children's capabilities and listening to children's ideas. However, parents also viewed some behaviors, such as offering young children choices, to be less acceptable.ConclusionFindings suggest that parents experiencing homelessness may provide autonomy support in different ways than parents in more stable living conditions or from higher socioeconomic backgrounds.ImplicationsParenting interventions that aim to promote early self‐regulation development through autonomy‐supportive practices might consider tailoring intervention components to align with the socialization priorities of families experiencing homelessness.

AbstractThis study examined associations among family‐level risks, emotional climate, and child adjustment in families experiencing homelessness. Emotional climate, an indirect aspect of emotion socialization, was indexed by parents' expressed emotion while describing their children. Sociodemographic risk and parent internalizing distress were hypothesized to predict more negativity and less warmth in the emotional climate. Emotional climate was expected to predict observer‐rated child affect and teacher‐reported socioemotional adjustment, mediating effects of risk. Participants were 138 homeless parents (64 percent African‐American) and their four‐ to six‐year‐old children (43.5 percent male). During semi‐structured interviews, parents reported demographic risks and internalizing distress and completed a Five Minute Speech Sample about their child, later rated for warmth and negativity. Children's positive and negative affect were coded from videotapes of structured parent‐child interaction tasks. Socioemotional adjustment (externalizing behavior, peer acceptance, and prosocial behavior) was reported by teachers a few months later. Hypotheses were partially supported. Parent internalizing distress was associated with higher parent negativity, which was linked to more negative affect in children, and parent warmth was associated with children's positive affect. Neither emotional climate nor child affect predicted teacher‐reported externalizing behavior or peer acceptance, but parental negativity and male sex predicted lower prosocial behavior in the classroom. Future research directions and clinical implications are discussed.