Adversity and resilience science最新文献

This study examines the longitudinal association between a relatively broad Adverse Childhood Experiences (ACEs) index within Growing Up in New Zealand (GUiNZ) measured up to age 8, and low school engagement at age 12. The study also explores the potential mediating role of children’s self-esteem and scholastic self-concept in this relationship. Using data from an ethnically diverse longitudinal birth cohort of 3858 children in New Zealand, we investigated how early exposure to adversity influences school engagement at age 12. The findings indicate that childhood adversity (up to age 8) is negatively associated with school engagement at age 12. Moreover, this relationship was partially mediated by self-esteem and scholastic self-concept measured at age 8. The mediating effect was consistent across ethnic groups. The results highlight the need for ACEs prevention strategies, early identification of at-risk children, and trauma-informed school environments. Additionally, system-level support to enhance self-esteem may foster greater school engagement, promoting long-term academic and life success.

Parenting practices play a critical role in shaping children’s resilience in conflict-affected settings. Guided by a socioecological developmental systems framework, this review examines how parental caregiving strategies contribute to resilience-building among children living in armed conflict zones. A manual search of Scopus and Web of Science databases was conducted between March and June 2023 using combinations of the terms children, early childhood, armed conflict, conflict zones, and resilience. Studies published within the last decade were screened according to predefined inclusion criteria. The final sample included children and adolescents primarily aged 8–18 years, with some studies focusing on younger children (36–59 months), across diverse conflict contexts including Palestine (Gaza Strip), Syria, Lebanon refugee camps, Turkey, Burundi, Colombia, and Pakistan. Across contexts, chronic exposure to armed conflict was associated with elevated risks of PTSD, depression, and developmental delays. However, positive caregiving, characterized by emotional warmth, co-regulation, communication, and structured guidance, consistently functioned as a protective mechanism moderating these outcomes. Education and literacy engagement also emerged as structured resilience pathways supporting socio-emotional and developmental stability. While trauma-related outcomes dominate the literature, fewer studies explicitly center parental resilience-building processes. Ultimately, this review seeks to understand how broader contextual systems can motivate parents to adopt resilience-building strategies that foster children’s adaptive development. Findings underscore that resilience is relational and contextually embedded, highlighting the need for future research that prioritizes family-based mechanisms and targeted resilience-focused interventions in conflict-affected populations.

This narrative study explores the mediating strategies that support children’s resilience in chronic conflict zones like Palestine and Iraq. It aims to understand how parents narrate the use of these strategies and the challenges parents face within unstable contexts. Using thematic analysis, a storying–restorying approach was employed with parents (n = 8) from both zones. The central theme highlights how conflict zones prompt parents to adopt mediating strategies like distraction, open communication, age-appropriate activities, faith, internal motivation, emotional support, and the creation of safe environments to support children’s adaptive functioning. These situations may lead to outcomes such as adaptation, problem-solving, self-regulation, confidence, academic engagement, and increased parental awareness, which are understood as indicators of resilience-supporting processes rather than guaranteed developmental results, suggesting a need for further exploration of children’s resilience in diverse contexts. This research underscores the importance of resilience in child development by illustrating how parental practices contribute to adaptive processes amid adversity, establishing that the process of fostering resilience is crucial not just in conflict-affected areas but also in addressing a spectrum of adversities, including poverty, migration, and interruptions in education. The resilience framework proposed herein is presented as a heuristic, descriptive model intended to inform understanding and guide reflection for parents, educators, and policymakers, rather than to predict developmental outcomes, aiming to enhance children’s adaptive capabilities across varied contexts. By embedding challenges into educational paradigms, this study offers strategic insights for curriculum design, thereby facilitating the cultivation of future generations equipped to navigate intricate life scenarios.

Academic resilience is a critical construct that reflects students’ ability to adapt, persist, and succeed despite academic challenges. The type of school admission plays an essential role in understanding academic resilience, as it reflects not only students’ academic readiness but also the equity and opportunity structures within the education system. This study aimed to examine the distribution of academic resilience among Indonesian students by considering demographic variables such as gender and school admission types (achievement-based admission, affirmative-based admission, and school zoning). A total of 6,855 students from eleven provinces in Indonesia participated in the study. The psychometric properties of the Academic Resilience Scale were analyzed using the Rasch model, including item difficulty and person ability estimates. Independent t-tests revealed no statistically significant differences in academic resilience between male and female students. A one-way ANOVA was also performed to assess differences across school admission categories, with results indicating a statistically significant variance in resilience levels. These findings highlight the need for targeted educational interventions and policy adjustments to ensure equitable support mechanisms that foster resilience among students from diverse admission backgrounds. 

Lebanon has recently experienced severe, overlapping crises, heightening the risk of psychopathology and underscoring the importance of psychological resilience, particularly among vulnerable populations such as adolescents. Resilience – the capacity to withstand and recover from adversity – is shaped by both individual and environmental factors. Guided by Bioecological Systems Theory, this study examined the associations between adolescents’ personality traits, perceived parenting practices (parental warmth and psychological control), and resilience. We also investigated whether personality and parenting interacted in predicting resilience. Data was collected from 416 parent–adolescent dyads in Lebanon using convenience and snowball sampling. Parents reported on warmth and psychological control, while adolescents reported on personality traits and resilience. Multiple regression analyses indicated that agreeableness and openness to experience were consistent positive predictors of resilience, whereas parenting practices were not significant predictors. Significant interactions emerged for conscientiousness × psychological control and neuroticism × psychological control. Exploratory hierarchical regression analyses further demonstrated that personality traits accounted for substantially more variance in resilience than parenting practices. Additional comparative model analyses indicated that a parallel predictors model fit the data better than a sequential model. Overall, findings suggest that personality traits are stronger predictors of adolescents’ resilience than parenting practices. The comparatively weak associations between parenting and resilience may be understood from a developmental perspective (i.e., individuation during adolescence) or through gene–environment correlations, whereby adolescents’ personality characteristics shape parental responses. Although based on correlational data, these findings tentatively suggest that interventions targeting volitional personality development may support resilience building during adolescence.

In the formative adolescent years resilience has been identified as an important factor in promoting positive outcomes such as coping and peer belonging and inhibiting undesirable outcomes such as psychological distress anxiety depression and disruptive behaviour. It is therefore important to understand the factors associated with resilience in adolescence. This cross-sectional study explored the associational role of emotional intelligence (EI) and coping in relation to self-reported resilience in a sample of 545 secondary school students between 14 and 16 years of age. Participants completed self-report measures of EI coping styles and resilience in a classroom setting. Analyses examined whether EI was linked to coping preferences (e.g. problem-focused coping seeking social support and emotion-focused coping) and whether these coping strategies were in turn associated with higher levels of perceived resilience. Findings suggest that adolescents with higher EI scores tended to report greater engagement in problem-focused coping and social support seeking and lower reliance on emotion-focused coping patterns that were linked with higher perceived resilience. Coping showed indirect associations linking EI and resilience; however these relationships are interpreted as correlational rather than causal given the cross-sectional design. Results are discussed in terms of the associational pathways linking EI coping and resilience and the potential value of examining these links in future longitudinal studies that can more directly test causal mechanisms and inform intervention development.

This qualitative study examines how children aged 8–12 went through and interpreted the COVID-19 pandemic within family contexts. By integrating both parents and children into the study, it aims to collaborate on parent–child narratives to present a landscape that captures the full picture of what really happened to children during the sensitive period of the pandemic, both physically and mentally. While prior research has largely focused on psychological statistics and relied primarily on parent-reported data, less is known about children’s subjective voices and illustrated divergence within the family context. Semi-structured interviews were conducted with 11 parent–child dyads in the United Kingdom between mid-2021 and early 2022. Data were analysed using reflexive thematic analysis with an explicit dyadic analytic component. The following emergent themes were generated while answering the research questions to get a detailed understanding of children’s experience: (1) living with Chronic Uncertainty as a Persistent Psychological Condition; (2) reconfiguration of developmental contexts under confinement; (3) reconstruction of Relational Values and Social Meaning; and (4) parent–child divergence in Meaning-Making and Emotional Interpretation. Specifically, the dyadic comparison showed that parents were able to identify children’s behavioural signs of distress, but they might partially overlook these signs and sometimes attribute them to children’s personality and developmental factors, or might overly highlight children’s growth without recognising their deep concerns. Parent-child discrepancies reflect distinct interpretive perspectives, highlighting the importance of examining children’s experiences of adversity and adaptation within family systems during prolonged crises. This study emphasises the importance of involving multiple sources to uncover children’s experiences, while also highlighting the need to interpret the family system for future studies.

Positive childhood experiences (PCEs) are relational experiences occurring in childhood that confer a sense of safety and nurturance and are a powerful social determinant of health. Although these experiences may lay the foundation for later parenting practices, little is known about how parents’ PCEs influence the next generations’ childhood experiences and health outcomes. The purpose of this scoping review is to understand the extent and type of evidence available regarding parents’ PCEs and the potential impact of parents’ PCEs on intergenerational transmission of PCEs and protective factors for children’s health and psychosocial outcomes. Studies were eligible for inclusion if they were peer-reviewed and examined parents’ positive or benevolent childhood experiences. The literature search yielded 761 unique references in total, and ultimately 43 studies were included in the review. Parents’ PCEs were associated with better parent mental health and more positive parenting beliefs and attitudes, while outcomes were mixed for parenting behaviors and family and child health outcomes. Further research incorporating longitudinal and/or multiple data sources, as well as more direct examination of the proposed underlying mechanisms of PCEs on parenting and children’s health outcomes is needed. This is an area of research that has the potential to contribute to improving health across populations and merits significantly more and higher quality research to refine and deliver useful interventions for those parents most in need of support.

Child sexual abuse (CSA) has severe psychological, social, and developmental consequences, yet resilience—the ability to adapt positively despite adversity—offers a pathway for recovery. This study evaluates predictors of resilience among CSA survivors in rural and urban Zimbabwe and assesses the impact of a structured resilience-building program on individual, social, institutional, and community factors over 5 years. A longitudinal quasi-experimental design was used, tracking 1,573 CSA survivors aged 12–19 at enrolment and 1,021 at post-test. Linear Mixed-Effects Modelling (LMM) was applied to account for individual variability and non-randomized group differences. Resilience scores significantly improved from M = 3.0 (baseline) to M = 4.5 (post-test), β = 12.45, p < .001. Strong predictors included self-esteem (β = 3.58), mentorship (β = 2.78), psychological support (β = 3.45), and educational access (β = 3.02, all p < .001). Urban survivors benefited more from institutional support, whereas rural survivors relied on coping mechanisms and traditional healing. The program effectively enhanced resilience, but individual variability suggests a need for personalized interventions. Strengthening institutional support in rural areas and integrating cultural healing practices into formal programs can improve accessibility and effectiveness. These findings inform policy and programmatic strategies for the recovery of CSA survivors.