Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-23T05:52:06.818Z Has data issue: false hasContentIssue false
  • English
  • Français

Tracking student resilience

Published online by Cambridge University Press:  29 February 2016

Sue Howard  and
Bruce Johnson
Get access Rights & Permissions [Opens in a new window]

Abstract

In recent times, research that has traditionally concerned itself with children ‘at risk’ has been supplemented by studies which have concentrated on the characteristics of those children who display resilient behaviours despite the presence of negative individual, family or environmental factors. A range of internal and external ‘protective factors’ that contribute to childhood resilience has been identified in the literature.

The research being presented here reports on one phase of a longitudinal study that is tracking children originally identified as displaying resilient or non-resilient behaviour. After one year, the persistence of resilient or non-resilient behaviours is noted among the 55 children in the study; the incidence of changed behaviour – either from resilience to non-resilience or vice versa – is low. Case studies of three children are used to illustrate the trends in the findings and to provide real examples of how the presence or absence of protective factors impact on the lives of real children.

Type
Research Article
Information
Children Australia , Volume 24 , Issue 3 , 1999 , pp. 14 - 23
Copyright
Copyright © Cambridge University Press 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anthony, E.J. (1974) ‘The syndrome of the psychologically invulnerable child’ in Anthony, E.J. and Koupernik, C. (Eds) The Child in his Family: Children at Psychiatric Risk, International Yearbook, Vol. 3, Wiley, New York.Google Scholar
Anthony, E.J. (1987) ‘Risk, vulnerability and resilience: An overview’ in Anthony, E.J. and Cohler, B. J. (Eds) The Invulnerable Child, The Guildford Press, New York.Google Scholar
Bronfenbrenner, U. (1979) The Ecology of Human Development, Harvard University Press, Cambridge.Google Scholar
Coburn, J. & Nelson, S. (1989) Teachers Do Make a Difference: What Indian Graduates Say About Their School Experience (Report No. RC-107–103), Office of Educational Research and Improvement (ERIC Document reproduction Service No. ED 306 071), Washington, D.C. Google Scholar
Consortium on the School-Based Promotion of Social Competence (1994) ‘The school-based promotion of social competence: Theory, research, practice and policy’ in Haggerty, R. et al. (Eds) Stress, Risk and Resilience in Children and Adolescents: Processes, Mechanisms and Interventions, Cambridge University Press, New York.Google Scholar
Erikson, E. (1963) Childhood and Society, W.W. Norton, New York.Google Scholar
Garmezy, N. (1971) ‘Vulnerability research and the issue of primary prevention’, Journal of Orthopsychiatry, 41, 101 – 116.Google Scholar
Garmezy, N. (1974) ‘The study of competence in children at risk for severe psychopathology’ in Anthony, E.J. and Koupemik, C. (Eds), The Child in his Family: Children at Psychiatric Risk, International Yearbook, Vol. 3, Wiley, New York.Google Scholar
Garmezy, N. (1985) ‘Stress resistant children: The search for protective factors’, in Stevenson, J. E. (Ed) Recent Research in Developmental Psychology, Journal of Child Psychology and Psychiatry, (Book Supplement No. 4).Google Scholar
Garmezy, N. (1994) ‘Reflections and commentary on risk, resilience, and development’, in Haggerty, R. et al. (Eds), Stress, Risk and Resilience in Children and Adolescents: Processes, Mechanisms and Interventions, Cambridge University Press, New York.Google Scholar
Garmezy, N. & Rutter, M. (1983) Stress, Coping and Development in Children, McGraw-Hill, New York.Google Scholar
Garmezy, N., Masten, A., Nordstrom, L. & Terrorese, M. (1979) ‘The nature of competence in normal and deviant children’ in Kent, M. W. and Rolf, J. E. (Eds) The Primary Prevention of Psychopathology, Vol. 3, University Press of New England, Hanover, NH.Google Scholar
Garmezy, N. & Neuchterlien, K. (1972) ‘Invulnerable children: The facts and fiction of competence and disadvantage’, American Journal of Orthopsychiatry, 42, 328 – 329.Google Scholar
Geary, P.A.. (1988) Defying the Odds?: Academic success among at-risk minority teenagers in an urban high school (Report No. UD-026–258). Paper presented at the annual meeting of the American Educational Research Association, New Orleans, La. (ERIC Document Reproduction Service No. ED 296 055).Google Scholar
Gore, S. & Eckenrode, J. (1994) ‘Context and process in research on risk and resilience’ in Haggerty, R. et al. (Eds) Stress, Risk and Resilience in Children and Adolescents: Processes, Mechanisms and Interventions, Cambridge University Press, New York.Google Scholar
Masten, A., Best, K. & Garmezy, N. (1990) ‘Resilience and development: Contributions from the study of children who overcome adversity’, Development and Psychopathology, 2, 425–444.Google Scholar
Pence, A.R. (Ed) (1988) Ecological Research with Children and Families: From Concepts to Methodology, Teachers College Press, New York.Google Scholar
Rhodes, W.A. & Brown, W.K. (1991) Why Some Children Succeed Despite the Odds, Praeger, New York.Google Scholar
Rutter, M. (1980) Changing Youth in a Changing Society, Harvard University Press, Cambridge, Mass.Google Scholar
Rutter, M. (1984) ‘Resilient children. Why some disadvantaged children overcome their environments, and how we can help’, Psychology Today, March, 57–65.Google Scholar
Rutter, M. (1985) ‘Resilience in the face of adversity: protective factors and resistance to psychiatric disorder’, British Journal of Psychiatry, 147, 598–611.Google Scholar
Rutter, M. (1987) ‘Psychosocial resilience and protective mechanisms’, American Journal of Orthopsychiatry, 57, 316–331.CrossRefGoogle ScholarPubMed
Rutter, M., Maughan, B., Mortimore, P. & Ouston, J. (1979) Fifteen Thousand Hours. Secondary Schools and their Effects on Children, Harvard University Press, Cambridge.Google Scholar
Waters, E. & Sroufe, L.A. (1983) ‘Social competence as a developmental construct’, Developmental Review, 3, 779–97.Google Scholar
Werner, E. & Smith, R. (1988) Vulnerable but Invincible: A Longitudinal Study of Resilient Children and Youth, Adams, Bannister and Cox, New York.Google Scholar
West, D.J. & Farrington, D.P. (1973) Who Becomes Delinquent? Second Report of the Cambridge Study in Delinquent Development, Heinemann, London.Google Scholar