Handbook of Resilience in Children

ISBN-13: 9783031147272 / Angielski / Twarda / 2023 / 1192 str.

Sam Goldstein; Robert B. Brooks

Opis

The third edition of this handbook addresses not only the concept of resilience in children who overcome adversity, but it also explores the development of children not considered at risk addressing recent challenges as a consequence of the COVID-19 pandemic. The new edition reviews the scientific literature that supports findings that stress-hardiness and resilience in all children leads to happier and healthier lives as well as improved functionality across the lifespan. In this edition, expert contributors examine resilience in relation to environmental stressors as phenomena in child and adolescent disorders and as a means toward positive adaptation into adulthood.The significantly expanded third edition includes new and significantly revised chapters that explore strategies for developing resilience in families, clinical practice, and educational settings as well as its nurturance in caregivers and teachers. Key areas of coverage include: 

• Exploration of the four waves of resilience research.
• Resilience in gene-environment transactions.
• Resilience in boys and girls.
Resilience in family processes. 
• Asset building as an essential component of intervention.
• Assessment of social and emotional competencies related to resilience.
• Building resilience through school bullying prevention.
• Resilience in positive youth development.
• Enhancing resilience through effective thinking.

The Handbook of Resilience in Children, Third Edition, is an essential reference for researchers, clinicians and allied practitioners, and graduate students across such interrelated disciplines as child and school psychology, social work, public health as well as developmental psychology, special and general education, child and adolescent psychiatry, family studies, and pediatrics. 

Spis treści

Part I:                   Overview

Chapter 1            The Continuing Study of Resilience in Times of a Pandemic:  This is Why We Study Childhood Resilience

Chapter 2            Resilience Processes in Development: Multisystem Integration Emerging from Four Waves of Research

Chapter 3            Resilience in Gene-Environment Transactions

Chapter 4            Relational Resilience in Girls

Chapter 5            What Can We Learn About Resilience from Large-Scale Longitudinal Studies?

Part II:                 Resilience as a Phenomenon in Childhood Challenges

Chapter 6            Resilience in Situational and Cultural Context

Chapter 7            Appreciating and Promoting Resilience in Families

Chapter 8            Resilience and the Disruptive, Impulse Control and Conduct Disorders of Childhood

Chapter 9            From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth                

Chapter 10          Resilience and Self-Control Impairment

Part III:                Assessment of Resilience

Chapter 11          Measuring Resilience in Children: From Theory to Practice

Chapter 12          Assessment of Social Emotional Competencies in Educational Settings

Chapter 13          Assessing Resiliency in Children, Adolescents and Young Adults                  

Chapter 14          Assessment of Resilience with the Risk Inventory and Strengths Evaluation (RISE)

Part IV:                Resilience in Family and Community Settings

Chapter 15          Comprehensive Interventions to Foster Resilience in Children With Complex Trauma

Chapter 16          Building Resilience in Juvenile Offenders

Chapter 17          Cultivating Resilience in LGBTQ+ Youth

Chapter 18      Resilience and Positive Youth Development:  A Dynamic, Relational Developmental Systems-Based Perspective

Chapter 19          A Resilience Framework for Treating Child Trauma

Chapter 20          Promoting Resilience in Families

Chapter 21          The Power of Parenting

Chapter 22          Building Resilience in Children: A Public Health Equity Approach

Chapter 23          Enhancing the Process of Resilience Through Effective Thinking

Part V                  Resilience in School Settings

Chapter 24          Re-thinking Approaches to Fostering Academic Resilience

Chapter 25          Resilience and the Child with Learning Disabilities

Chapter 26          Resilience through Violence and Bullying Prevention in Schools  

Chapter 27          Caring for the Caregiver: Promoting the Resilience of Educators

Chapter 28          Enhancing Resilience in Classrooms

Chapter 29          School Climate Improvement:  A Data-Driven Strategy That Supports        

Chapter 30          Nurturing Positive Emotions in the Classroom:  A Foundation for Purpose,

Chapter 31          The BARR Model:  Fostering Resilient School Systems, Staff and Students

Part VI  Conclusions

Chapter 32          After Resilience, What?

O autorze

Sam Goldstein obtained his Ph.D. in School Psychology from the University of Utah and is licensed as a Psychologist and Certified School Psychologist in the state of Utah. He is also board certified as a Pediatric Neuropsychologist and listed in the Council for the National Register of Health Service Providers in Psychology. He is a Fellow of the American Psychological Association and the National Academy of Neuropsychology. He is an Adjunct Assistant Professor in the Department of Psychiatry, the University of Utah School of Medicine. He has authored, co-edited, or co-authored over fifty clinical and trade publications, three dozen chapters, nearly three dozen peer-reviewed scientific articles, and eight psychological and europsychological tests. Since 1980, he has served as Clinical Director of The Neurology, Learning, and Behavior Center in Salt Lake City, Utah.

Robert B. Brooks obtained his Ph.D. in Clinical Psychology from Clark University in Worcester, MA, and completed a postdoctoral fellowship at the University of Colorado Medical School in Denver. He is board certified in Clinical Psychology and listed in the Council for the National Register of Health Service Providers in Psychology. He is currently on the faculty of Harvard Medical School (part-time) and is Former Director of the Department of Psychology at McLean Hospital, a private psychiatric hospital. He has authored, co-edited, or co-authored 19 books and, in addition, authored or co-authored almost three dozen chapters and more than three dozen peer-reviewed scientific articles. He has received numerous awards for his work, including most recently the Mental Health Humanitarian Award from William James College in Massachusetts for his contributions as a Clinician, Educator, and Author.