amazon.com James H. McMillan: Research in Education: A Conceptual Introduction (5th Edition)

Folder: Personal Resilience (A-F) Page Contents A   |   B   |   BB   |   C   |   CC   |   D   |   E   |   F   |   Footer A Ackerman, B. J. (1997). Effects of Divorce on Children, Traits of Resiliency and School Intervention., 58p. Gaining an awareness of the needs of children of divorce and how children achieve resilience should help students become well-adjusted and productive. This paper explores ways in which school systems and school counselors can meet the needs of these children. It portrays the effects of divorce on children by drawing on the literature, observations by educators, and support group efforts. Some of the effects of divorce include diminished self-esteem, self-image, and coping skills. Such children tend to be withdrawn, aggressive, and have trouble concentrating. The study focuses on current efforts in the schools to help children of divorce and explores the needs of these children during and after divorce. It examines whether peer mediation can help these children and what administrators and staff can do. Suggestions are presented of ways in which educators can encourage children of divorce to lead secure and productive lives; some characteristics of resilient children are also detailed. Intervention programs for these children can include group therapy, peer therapy, classroom meetings, individual counseling, and play therapy. It is noted that proper evaluation is an important component of these programs. Contains 27 references. (RJM) ED412465 Adger, W. N., Kelley, P. M., & Ninh, N. (2001). Living with environmental change: social vulnerability, adaptation and resilience in Vietnam. London ; New York: Routledge. Hc444.l58 2001 Alves, D. (1992). New perspectives for US-Asia Pacific security strategy: the 1991 Pacific Symposium. Washington, DC: National Defense University Press: Supt. of Docs. U.S. G.P.O. [distributor]. Ua830.p37 1991 D 5.402:N 42p Alves-Zervos, K. L., Ed., & Shafer, J. R., Ed. (1993). Syntheses of Research and Practice: Implications for Achieving Schooling Success for Children at Risk. Publication Series #93-5., 286p. This six-article document examines the research base that can be used in formulating plans to improve the chances of schooling success for all students. Each article summarizes well-confirmed knowledge in a particular area, giving attention first to the research literature, and then to the tested experiences and practices of leading professionals. The authors include in their reviews estimates of the state of practice in their respective topic areas and then proceed to recommend improvements for effectively linking practice with the state of the art. Papers (1) identify those factors that influence the teaching and learning process; (2) note the wide variety and creativity in children's services coordination to date; (3) present a literature review of models designed to prevent or treat adolescent school failure, truancy, dropout, and other problems; (4) summarize the concept of resilience as it has been advanced in developmental psychopathology; (5) review the outcomes of 55 research studies and program evaluations, including 2 meta-analyses and 1 research synthesis; and (6) examine the role of parent involvement, particularly in early intervention programs, in fostering the academic success of children. Papers and their authors are as follows: (1) "Toward a Knowledge Base for School Learning" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (2) "Structures and Strategies: Toward an Understanding of Alternative Models for Coordinated Children's Services" (Robert L. Crowson and William L. Boyd); (3) "Family Processes, Family Interventions, and Adolescent School Problems: A Critical Review and Analysis" (Ruth Baugher Palmer, Gayle Dakof, and Howard A. Liddle); (4) "Educational Resilience in Inner Cities" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (5) "The Effectiveness of Collaborative School-Linked Services" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); and (6) "Parent Programs: Past, Present, and Future Practices" (Aquiles Iglesias). (GLR) ED364652 Anderson, L. (1999). Commentary on "Schooling and High-Risk Populations: The Chicago Longitudinal Study.". Paper presented at the Special Issue: "Schooling and High-Risk Populations: The Chicago Longitudinal Study." For related articles, see CG 555 343-352. Comments on the articles in this special issue on research from the Chicago Longitudinal Study. Analysis concludes that resilience is a highly combinatorial process, and is dependent on the capacity of individuals in a supportive social network to perceive these declines in functioning by the existence of these risky events present in low income, inner city environments. (Author/JDM) EJ607661 Anderson, T. (1985). Resilient computing systems. New York: Wiley. Qa76.9.f38r47 1985 Anthony, E. J., & Cohler, B. J. (1987). The Invulnerable child. New York: Guilford Press. Rj499.i68 1987 Antonucci, F., Baker, M., Burke, K., Duffey, T., Gatchell, J., Graves, L., Lahti, M., Macklin, E., Forbush, E., Foster, J., Parks, S., Primmerman, B., Johnson, R., Rumery, K., Richards, R., Wilbur, K., & Medwid, J. A. (1996). Fostering Hope: A Prevention Process. This booklet is designed to assist people in implementing strategies to prevent negative outcomes for children. The process starts with the individual, acknowledging an inside-out approach to change. The next component in the model is a set of research-based facts that promote resilience by focusing on strengths instead of deficits. What follows is a process that recognizes the importance of everyone's involvement. The continuing improvement component recognizes the need to plan systematically and to assess and improve on current efforts continually. The last component in the process is a focus on support, which includes training, technical assistance, and the resources needed to implement effective prevention strategies. Suggestions are given for each of these components. Contains 67 references. Appendixes contain a graphic to illustrate the process, a definition of the educational phases of the process continuum, and an example of a continuing improvement plan. (SLD) ED434169 Arellano, A. R., & Padilla, A. M. (1996). Academic Invulnerability among a Selected Group of Latino University Students. Paper presented at the Hispanic Journal of Behavioral Sciences, 18, 4, 485-507 Nov 1996. Interviews with 30 successful undergraduate Latino students in a highly selective university revealed that although most students came from "at-risk" socioeconomic backgrounds, they had access to specific personal and environmental resources that made them invulnerable to negative consequences of educational risk. Stresses the importance of enriched school programs for Latino students. Contains 38 references. (LP) EJ538215 B Baures, M. (1994). Undaunted spirits: portraits of recovery from trauma. Philadelphia: Charles Press. Rc455.4.s87 b38 1994 155.8/042 scist Berggren, C., & Nomura, M. (1997). The resilience of corporate Japan: new strategies and personnel practices. London: P. Chapman. Hf5549.2.j3 b47 1997 Berkes, F., Folke, C., & Colding, J. (1998). Linking social and ecological systems: management practices and social mechanisms for building resilience. Cambridge ; New York: Cambridge University Press. Gf21.l55 1998 304.2 Blanc, C. S., & Others (1996). Life Paths of Urban Children and Youth in Comparative Perspective. Paper presented at the Childhood: A Global Journal of Child Research, 3, 3 p375-403 Aug 1996. Discusses life paths of children and their families in cities in the Philippines, India, Brazil, Kenya, and Italy, providing an analysis of the multiple, overlapping crises that lead them to distress. Their life histories illustrate their resilience, but also illustrate how the quality of their relationships to meaningful adults is being threatened, and how this situation affects young people. (TJQ) EJ531199 Bland, L. C., & Others (1994). An Overview of Resilience in Gifted Children. Paper presented at the Special Issue: Affective Dimensions of Being Gifted. This paper examines characteristics of resilience and compares characteristics of giftedness and resilience. It discusses cognitive appraisal as a mechanism used by gifted children as they develop resilience. Applications for working with gifted students and areas for future research are noted. (JDD) EJ497609 Blinn-Pike, L. (1996). Evaluation of a Program to Delay Sexual Activity among Female Adolescents in Rural Appalachia. Paper presented at the Family Relations, 45, 4, 380-86 Oct 1996. Evaluated effects of a year-long, school-based program for 126 white adolescent girls. Program was designed to improve self-concept, expectations for future, educational plans, perceptions of maternal acceptance, and other perceptions. Intervention participants revealed less traditional sex role orientations, improved self-concept, and lessened anxiety, than did comparative participants. (RJM) EJ544143 Blinn-Pike, L. (1999). Why Abstinent Adolescents Report They Have Not Had Sex: Understanding Sexually Resilient Youth. Paper presented at the Family Relations, 48, 3, 295-301 Jul 1999. Students (N=697) from 20 schools in Missouri who identified themselves as not having had sex were surveyed. Results show the most frequent reasons for not having sex were related to fears of pregnancy and diseases. The least frequent reasons were related to problems concerning the cost and availability of birth control and protection. (Author/MKA) EJ606168 Block, J. (1993). Ego-Resilience through Time., 18pp. Paper presented at the Biennial Meeting of the Society for Research in Child Development (New Orleans, LA, March 25-28, 1993). This paper reports the results of an ongoing study of individuals' ego control and ego resiliency. The study began with 130 subjects in 1969 when the subjects were in nursery school. At the most recent assessment, 104 participants still remained. Ego control is defined as the degree and kind of control individuals exert over their impulses, and ego resiliency as individuals' ability to modify their characteristic level of ego-control. An ego-resilient person tends to be resourceful and adaptive when confronted by new situations. An individual who is not ego-resilient tends to become inflexible when confronted by new situations, and is slow to recoup after stress. The study assessed individuals' ego control and resiliency when the subjects were 3, 4, 5, 7, 11, 14, 18, and 23 years old, by means of experimental measures, interactional procedures, self-evaluations, creativity tests, and clinical interviews. Results indicated a consistency in ego resilience across time for boys and a consistency in ego resilience during early childhood and adolescence, but not between these two periods, for girls. Results also indicated a consistency in ego control for both boys and girls. (ME) ED356879 Boice, R. (1994). How Writers Journey To Comfort and Fluency: A Psychological Adventure., 270pp. Foreword by Donald M. Murray. Combining the practical lessons of clinical practice and the literature of the disciplines of composition theory and psychology, this book merges what writers say about writing with what researchers and scholars say in a way that helps both experienced and inexperienced writers at the writing desk. The writers depicted in the book are comprised of 26 academic and 26 non-academic writers who ranged from young careerists to retirees. The six chapters in the book (Motivation, Imagination, Fluency, Control, Audience, and Resilience) reflect the six steps in the clinical program designed to help writers find comfort and fluency. The book presents a breadth of strategies uncommon to other writing programsit starts well before usual beginnings, with considerable attention to finding motivation and ideas for writing, and proceeds well beyond the usual pressurings for writing. (RS) ED381810 Boice, R. (1995). Developing Writing, then Teaching, amongst New Faculty. Paper presented at the Research in Higher Education, 36, 4, 415-55 Aug 1995. The design and results of a program to support writing and, by extension, research among new college faculty (n=16) are reported. The strategy emphasized six components of writing (motivation, imagination, fluency, control, audience, and resilience), and was found to help participants meet goals for improvement (more articles accepted in refereed journals and higher teaching ratings) while spending less time working. (Author/MSE) EJ512106 Boice, R. (1995). Writerly Rules for Teachers. Paper presented at the Journal of Higher Education, 66, 1, 32-60 Jan-Feb 1995. An approach to college faculty development applies fundamental principles of writing to improvement of the writing of college faculty. A series of rules for writing are presented in six categories: motivation; imagination; fluency; control; audience; and resilience. The rules focus more on efficiencies and economies of writing than content or form. (MSE) EJ497846 Bondy, E., & McKenzie, J. (1999). Resilience Building and Social Reconstructionist Teaching: A First-Year Teacher's Story. Paper presented at the Elementary School Journal, 100, 2, 129-50 Nov 1999. Through teacher and colleague interviews, presents experiences of first- year teacher in a poor, urban elementary school and his attempts to enact a social reconstructionist curriculum. Describes student resistance to the teacher's practices and his ability to help students adjust to a new way of learning. (LBT) EJ595735 Borman, G. D., & Rachuba, L. T. (2000). The Characteristics of Schools and Classrooms Attended by Successful Minority Students., Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 47. Using data from the Prospects study ("Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity"), the individual characteristics that distinguish academically successful, or resilient, elementary school students of minority and low-socioecononmic status (SES) backgrounds from their less successful, nonresilient counterparts were identified. Four distinct models of the risk factors and resilience-promoting features of schools were formulated and tested: (1) the effective schools model; (2) the peer-group composition model; (3) the school resources model; and (4) the supportive school community model. Results suggest that minority students from low SES backgrounds were exposed to greater risks and fewer resilience promoting conditions than otherwise similar low-SES white students. In general, the results supported the applicability of uniform individual and school-level modes of academic resilience to all low-SES students, regardless of their race. Greater engagement in academic activities, an internal locus of control, efficacy in mathematics, a more positive outlook toward school, and a more positive self-esteem were characteristic of all low-SES students who achieved resilient outcomes. The most powerful school characteristics for promoting resilience were represented by the supportive school community model, which, unlike the other school models, included elements that actively shielded children from adversity. The implications of these findings for theory and policy are discussed. (Contains 7 tables and 37 references.) (Author/SLD) ED443933 Borman, K. M., Schneider, B. L., & National Society for the Study of Education. (1998). The adolescent years: social influences and educational challenges. Chicago: NSSE: Distributed by the University of Chicago Press. Lb5 Borman, K. M., Schneider, B., & National Society for the Study of Education. (1998). The adolescent years: social influences and educational challenges. Chicago: NSSE: Distributed by the University of Chicago Press. 370.11/4 Lb5 Borman, K., Ed., & Schneider, B., Ed. (1998). The Adolescent Years: Social Influences and Educational Challenges. The Ninety-Seventh Yearbook of the National Society for the Study of Education, Part I., Part II of this Yearbook is "The Reading-Writing Connection." Page Length: 240. Viewing adolescence as a "dynamic social construction," this volume explores the state of adolescence in the context of rapid social change. The articles in the volume reveal a recurrent theme: no matter how adolescence is defined, the establishment of identity and the search for autonomy remain central developmental tasks of the adolescence years; changes in the various social contexts in which teenagers livefamily, school, community, peer groups, workplacecan significantly affect the progress teens make in these critical tasks. The articles are as follows: (1) "Stress and Resilience in Adolescence: An Evolutionary Perspective" (Mihaly Csikszentmihalyi and Jennifer A Schmidt); (2) "Identity Formation in Adolescence" (Dena Phillips Swanson, Margaret Beale Spencer, and Anne Petersen); (3) "Growing Up Female" (Ellen B. Kimmel, with Tricia Rudolph); (4) "Adolescent Sons and Daughters of Immigrants: How Schools Can Respond" (Margarita Calderon); (5) "How Secondary Schools Contribute to Academic Success" (Fred M. Newmann); (6) "Learning Contexts beyond the Classroom: Extracurricular Activities, Community Organizations, and Peer Groups" (B. Bradford Brown and Wendy Theobald); (7) "Social Institutions Serving Adolescents" (Chandra Muller and Michelle Frisco); (8) "Working: Perceptions and Experiences of American Teenagers" (Charles Bidwell, Barbara Schneider, and Kathryn Borman); (9) "Adolescent Part-Time Work and Educational Achievement" (Jeylan T. Mortimer and Monica Kirkpatrick Johnson); and (10) "Making the Transition from High School: Recent Trends and Policies" (David Lee Stevenson, Julie Kochanek, and Barbara Schneider). Each article contains references. (HTH) ED442581 Bosworth, K. P. L. (2000). Protective Schools: Linking Drug Abuse Prevention with Student Success. A Guide for Educators, Policy Makers, and Families. This guide is written from the perspective of school-based efforts to help address social problems and drug use among children. Although schools are not solely responsible for the nation's drug problems, the solution will require collaborative efforts among schools, families, communities, and social institutions. No longer are schools just a setting to deliver prevention; they have the potential to act as powerful protective influences in students' lives. This is the concept behind a protective school. The physical and psychological atmosphere serves to promote healthy youth development in protective schools. The ten principles that foster a creation of such a school are outlined in this guide, and can be applied by educators, school administrators, policy makers, community leaders, and parents. The principles are: (1) forging a vision of success; (2) building a protective school culture; (3) increasing leadership commitment; (4) supporting a strong academic program; (5) implementing research-based prevention; (6) providing a continuum of services; (7) providing professional development; (8) strengthening home-school-community relationships; (9) leveraging funding and resources; and (10) using data to guide decision making. Additional resources are listed throughout the guide. (Contains 55 references.) (JDM) ED445310 Bowker, A. (1993). Sisters in the Blood: The Education of Women in Native America., 360p. This book seeks to identify factors contributing to the educational success or lack of success of American Indian female students, and to offer a theoretical framework for understanding American Indian female students and their unique position within tribe and school. Part 1 covers: (1) America's dropout problem, particularly for minority groups; (2) the unique history and development of American Indian education; (3) racism and stereotyping directed at American Indians, and how research has reinforced stereotyping in the schools; (4) statistics on American Indian dropouts; and (5) Indian dropout theories focusing on personal problems, family background, and school factors. Part 2 details the results of extensive interviews with 991 women living on American Indian reservations. Subjects were 17 to 36 years old and included high school dropouts, high school graduates, and college graduates. Chapters outline findings related to poverty, cultural discontinuity, self-concept and ethnic/tribal identity, substance abuse, adolescent pregnancy, racism, peer pressure, child abuse, and school and teacher factors. Part 3 summarizes the findings and offers recommendations. Causes of dropping out identified by dropouts include uncaring insensitive teachers, oppressive school policies, poor school climate, teen pregnancy, lack of adjustment to school, peer pressure, and poverty conditions. On the other hand, graduates associated their success with a caring adult or mentor (often a teacher who was a personal advocate), a strong sense of spirituality, and low family stress. This book contains over 400 references and an index. (SV) ED363486 Braddock, J. H., II, & Others (1991). Bouncing Back: Sports and Academic Resilience among African-American Males. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260-267 and UD 516 269-271. Data for 1,140 African-American male students from 802 public schools from the National Education Longitudinal Study of 1988 indicate that sports participation is positively associated with aspirations of African-American male eighth graders to complete high school and enter college. Other positive effects of athletic participation are found for this sample. (SLD) EJ437026 Bradley, R. H., & Others (1994). Early Indications of Resilience and Their Relation to Experiences in the Home Environments of Low Birthweight, Premature Children Living in Poverty. Paper presented at the Special issue on: "Children and Poverty.". Examined caregiving environments for 243 premature, low birthweight infants living in poverty to determine effects on health and development. Found that children's health and development benefited significantly from six protective caregiving factors: (1) increased parental responsiveness; (2) availability of toys and learning materials; (3) variety of stimulation; (4) parental acceptance; (5) safe play areas; and (6) less crowded homes. (MDM) EJ483917 Braverman, M. T., & Others (1994). For Children Facing Adversity: How Youth Programs Can Promote Resilience. Paper presented at the Theme issue topic: "Year of the Family." Journal availability: Div. of Agriculture and Natural Resources, Univ. of California, 300 Lakeside Dr., 6th Floor, Oakland, CA 94612-3560. Research demonstrates that children develop psychological "resilience" through the fostering of certain protective factors in their lives. Youth programs can promote development of these protective factors by helping children build attachments to adults Others and develop social competence and by providing meaningful participation in community activities. (LP) EJ498164 Brendtro, L. K., & Banbury, J. (1994). Tapping the Strengths of Oppositional Youth: Helping Kevin Change. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2 p41-45 Sum 1994. Demonstrates how rebellion and opposition can be recast as signs of inner strength and resilience and documents strategies for reclaiming oppositional youth. Describes intervention with Kevin (from "My Independence Day," this issue) who had been removed from multiple treatment placements, and explains strategies for empowering oppositional youth. (Author/NB) EJ492586 Brohl, K. (1996). Working with Traumatized Children: A Handbook for Healing., 112p. Child advocates are becoming increasingly alarmed by the severity of abuse and neglect aimed toward children. Practical suggestions for professionals or others who guide, work with, or treat traumatized children are offered in this handbook. Drawn in part from interviews, the information here serves as a reference and guide and should help counselors, social workers, psychologists, teachers, foster parents, and other child advocates to understand how traumatic experiences affect children and what caregivers can do to foster the healing process. It also explains relevant treatment issues by describing the stages to recovery from trauma, panic attack intervention, and metaphorical storytelling. Some of the major resilience traits exhibited by children are likewise discussed. Some of the specific topics addressed include trauma and its impact on society, recognizing posttraumatic stress disorder symptoms, the recovery process, healing interventions, and other helping strategies. The fact that many adults have also been traumatized as children is recognized and a chapter is devoted to this condition which presents the strengths and liabilities evident in caregivers who were traumatized as children. This chapter also offers suggestions for the self- care of child advocates. Citations and references for each chapter are included. (RJM) ED409503 Brooks, R. B., & Goldstein, S. (2001). Raising resilient children: fostering strength, hope, and optimism in your child. Lincolnwood, Ill.: Contemporary Books. Hq769.b6817 2001 Brooks, R., & Goldstein, S. (2001). Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child. The increased stress, pressure, and demands on children today have caused an alarming increase in childhood depression, health disorders, and antisocial behavior. However, numerous scientific studies of children facing great adversity have shown just how important resilience is for successful growth. This book synthesizes a large body of literature on the concept of resilience, exploring why some children are able to overcome overwhelming obstacles while others become victims of early experiences and environments. The book demonstrates how resilience must be applied to every parenting practice to prepare our children for the challenges of today's world, explains how many parents, despite the best intentions, unwittingly undermine their children's capacity for resilience, and offers effective strategies for identifying and eliminating these "negative scripts." The chapters of the book are: (1) "The Dreams and Wishes of Parents"; (2) "Teaching and Conveying Empathy"; (3) "Communicating Effectively: To Listen, To Learn, To Influence"; (4) "Changing the Words of Parenting: Rewriting Negative Scripts"; (5) "Loving Our Children in Ways that Help Them Feel Special and Appreciated"; (6) "Accepting Our Children for Who They Are: The Foundation for Setting Realistic Goals and Expectations"; (7) "Experiencing Success: Nurturing Islands of Competence"; (8) "Learning from Mistakes"; (9) "Developing Responsibility, Compassion, and a Social Conscience"; (10) "Teaching Our Children To Make Decisions and Solve Problems"; (11) "Disciplining in Ways that Promote Self-Discipline and Self-Worth"; (12) "The Alliance between Parents and Schools"; and (13) "Hope and Courage." The book's appendix presents guideposts and principles for raising resilient children drawn from each of the chapters. Contains a list of recommended readings and 11 references. (HTH) ED449921 Brown, B. L., & ERIC Clearinghouse on Adult Career and Vocational Education. (1996). Career resilience. Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education Center on Education and Training for Employment College of Education the Ohio State University. Ed 1.310/2:402474 Brown, J. H., D'Emidio-Caston, M., & Benard, B. (2001). Resilience education. Thousand Oaks, CA: Corwin Press. Lc4091.b758 2001 Buckley, M. R., Thorngren, J. M., & Kleist, D. M. (1997). Family Resiliency: A Neglected Family Construct. Paper presented at the Family Journal: Counseling and Therapy for Couples and Families, 5, 3, 241-46 Jul 1997. Examines research on the construct of resiliency and examines factors that promote resiliency in individuals and families. Implications for family counselors, societal systems, and future research are discussed. (Author/MKA) EJ571551 Burger, J. V. (1994). Keys to Survival: Highlights in Resilience Research. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2, 6-10 Sum 1994. Presents key themes from expanding literature on resilience, drawing from both psychological research and narratives of survivors. Focuses on Kauai study, landmark 30-year longitudinal study on resilience in 698 infants. Also examines survivors of child abuse, distinguishes between unhealthy and healthy resilience, discusses issues of separation and loss, and notes the self-righting potential of children. (NB) EJ492578 Burns, E. T. (1994). From Risk to Resilience: A Journey with Heart for Our Children, Our Future., 169pp. Introduction by Bonnie Benard. This book offers the perspective that healthy child development results from family, school, and community environments that support and elicit the innate resiliencyor "self-righting mechanisms"within every person. The book draws on and integrates several fields of research that support the movement in emphasis from risk to resiliency in education and human services. It makes a case for moving beyond a pathology approach that focuses on the deficits of children and families, to an empowerment perspective that concentrates on and engages their strengths. The first section of the book describes the nature and origins of vulnerability and risk for children in our society. It details the outer and inner worlds of childhood today in response to two powerful forces producing the greatest vulnerability in the highest number of young people in any society to date: alienation and anomie. The second section discusses the nature of resilience. It is an examination of specific observations and discoveries related to the notion of what helps children beat the odds and overcome adversity. It includes a variety of suggested strategies and tactics taken from research. The last section focuses on the role that adults play in fostering resilience in children. Noting that 95 percent of all human learning is based upon modeling, this section describes the manner by which adults can retain their own resiliency and model it effectively for children and adolescents. The book concludes with a bibliography of 45 items and 4 appendices, which include examination of risk factors and recommendations for parents, educators, and community leaders. (TJQ) ED377986 Burt, J. M., & Halpin, G. (1998). African American Identity Development: A Review of the Literature., Paper presented at the Annual Meeting of the Mid-South Educational Research Association (27th, New Orleans, LA, November 4-6, 1998). Beginning from general concepts of identity formation, this review of models of African American identity development proceeds to Marcia's expansion of Erikson's identity model and to Chickering's vector theory. DuBois's concept of "double identity" and Erikson's writings concerning "adaptive coping" in minorities are considered. Cross's "Nigrescence" model and related studies are reviewed. Recent models of acculturation, cross-cultural viewpoints, and culture-specific viewpoints are discussed. Models of Afrocentrism or "Africanity" are explored. Today's generation of adolescents and young adults are growing up in a more culturally diverse and integrated environment; their identity is linked to the experiences of the black community and affected by the dominant culture and other ethnic communities. Additional constructs are needed to assess healthy identity development in today's society; personal and environmental essentials are discussed. Themes that emerge from this review include the following: (1) Contemporary African American college students are strongly influenced by their families and community; (2) racial and ethnic relationships between other cultural and ethnic minorities as well as with white Americans are significant; and (3) an understanding of history is necessary to assess sufficiently African American identity development. African Americans have shared a challenging history; however, they have also demonstrated a remarkable collective resilience. A compilation of 13 identity, ethnic identity, racial identity, and student development theories is included. (EMK) ED428303 Bush, M. J. W., Connie S. (1997). Linking Schools with Youth and Family Centers. Paper presented at the Educational Leadership, 55, 2, 38-41 Oct 1997. In summer 1995, Dallas Public Schools formed a partnership with a primary care system and a mental health agency. The result was the opening of nine youth and family centers located on or near school campuses. Services are designed to promote academic success, resiliency, and self-sufficiency. By offering families and students needed support, the district has significantly reduced its classroom problems. (MLH) EJ552005 Byster, D. (1998). A Critique of Career Self-Reliance. Paper presented at the Career Planning and Adult Development Journal, 14, 2 p17-28 Sum 1998. Suggests that the career self-reliance model that proponents represent as a model shift, has, in reality, been the cornerstone of U.S. economic life for the last two centuries. Discusses the valuable precepts of career self- reliance as a useful counseling model as well as its serious, unexamined flaws. (JOW) EJ569755 BB Ballentine, A. R. (2000). A Sociological Multiple Life History Study of Three Female Former Community College Presidents in a Southeastern System., Ed.D. Dissertation, North Carolina State University. Page Length: 255. The purpose of this qualitative study was to examine the career development experiences of three female former presidents who were the first to have served in a southeastern community college system. In order to present more personal and historical information about these women, the author selected sociological multiple life history as the methodology for the study. Through in-depth interviews, the three former presidents shared their career development experiences and identified the factors and circumstances which influenced their pursuit of the presidency. Major findings were that a combination of family support, educational nurturing, the development of self-confidence and self-esteem, and the resilience to succeed despite impediments they encountered as adults were important influences in their career success. Especially important were mentoring and role modeling relationships because they helped the former presidents develop self-esteem and self-confidence. Barriers, such as gender stereotyping and the selection of sameness, were also found to inhibit women's access to senior leadership positions. Appendices include the interview protocol. Contains over 400 references. (JA) ED443488 Baloueff, O. (1996). Psychosocial adaptation to juvenile rheumatoid arthritis: factors of vulnerability and resilience. ScD 1996 bal Bancroft, S. (1997). Becoming Heroes: Teachers Can Help Abused Children. Paper presented at the Educational Leadership, 55, 2, 69-71 Oct 1997. Teachers can provide an effective counterbalance to the effects of an abusive home. They should not allow their skeptical attitudes, fear of liability, defensiveness about discipline, or religious and political affiliations to cloud their perceptions. Teachers can help hurting children by attending to their basic needs for warmth and security, reporting suspected abuse to authorities, and helping them become resilient. (MLH) EJ552013 Barbarin, O. A. (1993). Coping and Resilience: Exploring the Inner Lives of African American Children. "Emotional Development of African-American Children.". Paper presented at the Special issue. A model is proposed to delineate several sociocultural, family, neighborhood, and personal coping factors thought to moderate the effects of stress and risk factors that ordinarily contribute to adverse developmental outcomes in children and adolescents. Research is proposed on issues related to resilience and coping. (SLD) EJ475288 Barnard, P., Nagy, J., & Morland, I. (1999). Children, bereavement and trauma: nurturing resilience. London ; Philadelphia: Jessica Kingsley. Bf723.g75 b37 1999 155.937083 Barnes, G. G. (1999). Divorce Transitions: Identifying Risk and Promoting Resilience for Children and Their Parental Relationships. Paper presented at the Journal of Marital and Family Therapy, 25, 4, 425-41 Oct 1999. Discusses qualitative research linked to clinical work relating to some of the short-term effects of divorce on children within a British perspective. Describes clinical intervention into family relationships in divorcing and post-divorce families and suggests some high-risk issues for children. Some interactions that may promote resilience in children as well as parents are alluded to. (Author/MKA) EJ609438 Barone, D. (1999). Resilient Children: Stories of Poverty, Drug Exposure, and Literacy Development. Literacy Studies Series. This book defines and examines assumptions about children who were prenatally exposed to crack/cocaine and who have other risk factors that may negatively affect their literacy development. It suggests the 26 children in the study disproved the labels attached to them; they were inquisitive about learning and in most cases were at grade level or above in literacy development. Realization of the importance of overcoming the risk factors and celebrating children's growth as readers and writers were factors contributing to the children's success. Chapters include: "The Beginning of the Study"; "What We Have Learned About Children Prenatally Exposed to Crack/Cocaine"; "Discovering Resilience: The Structure and Results of the Study." Six additional chapters present case studies of individual students. The last chapter discusses why these children's stories are important. Contains 191 references; a table, "Summaries of Literacy Development Year 1 Through Year 4" is attached. (EF) ED436757 Baxley, G. B. (1993). Building Resiliency in Youth: Imagine the Difference., 12pp. Paper was developed for the National Conference, "Imagine the Difference Building Artistic Partnerships to Save Our Children" (Washington, DC, March 1993). Research indicates that children possess four important personality characteristics and abilities which define them as resilient. These characteristics and abilities are social competence, problem solving skills, autonomy, and a sense of purpose and future. In addition, several qualities of the environment of resilient youth tend to predict positive life outcomes for such youth. These qualities include a caring and supportive relationship with another person, high family and community expectations for the youth's behavior, and opportunities to participate in meaningful activities. Drawing on a consideration of these environmental factors, this paper explores the potential link between efforts at drug abuse prevention and the creative arts which might contribute to the development of new prevention strategies to build and enhance resiliency among youth at high risk for substance abuse. For many years the creative arts have been utilized as a therapeutic and rehabilitative medium with very diverse population groups. Creative arts strategies and activities, particularly in the area of the performance arts, have been employed with a variety of groups, but especially with groups with special needs. It is proposed that artists and individuals working in substance abuse prevention work in collaboration to build resiliency among vulnerable youth in order to prevent alcohol and other drug abuse. (Contains 12 references.) (PAM) ED361061 Begun, A. L. (1999). Intimate Partner Violence: An HBSE Perspective. Paper presented at the Journal of Social Work Education, 35, 2, 239-52 Spr-Sum 1999. Presents a developmental vulnerability/resilience and risk/safety framework within the prevailing socioeconomic context for educating social-work students about intimate-partner violence. The framework uses a multidimensional perspective to understand development among individuals who are violent toward intimate partners, among those toward whom they are violent, and within family systems. (Author/MSE) EJ588052 Bein, A. M. (1999). School Social Worker Involvement in Mentoring Programs. Paper presented at the Social Work in Education, 21, 2, 120-28 Apr 1999. Reviews issues related to school social workers' skepticism toward mentoring and the current mentoring movement. Discusses theoretical cornerstones of mentoring programs as well as principles of effective programs. Argues that school social workers are ideal candidates for developing, implementing, and evaluating those programs. (Author/GCP) EJ594570 Belgrave, F. Z., Chase-Vaughn, G., Gray, F., Addison, J. D., & Cherry, V. R. (2000). The Effectiveness of a Culture- and Gender-Specific Intervention for Increasing Resiliency among African American Preadolescent Females. Paper presented at the Journal of Black Psychology, 26, 2, 133-47 May 2000. Assessed the impact of a culture- and gender-specific intervention on strengthening resiliency among poor African American preadolescent girls. The intervention used a relational Afrocentric focus and activities to increase self-worth and ethnic and gender identity. Intervention girls scored significantly higher on measures of Afrocentric values, ethnic identity, and physical appearance concept than did comparison girls at post-test. (SM) EJ605973 Bell, L. (1998). Experiencing Professional Renewal through Nurturing Young Survivors. Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 3, 24-26 Spr 1998. A high school teacher shares the stories of two of her at-risk students who are working to overcome their problems through her support and their resilience. The teacher states that her life will forever be changed for the better because of these courageous survivors. (Author/MKA) EJ579033 Belle, D. (1999). The After-School Lives of Children: Alone and with Others while Parents Work. Asserting that previous studies of latchkey children had several methodological flaws, this 4-year study explored children's after-school lives, when their parents are working. Participating in the study were 53 families in which parents were employed full-time and which had at least one child in elementary school; families came from a wide range of socioeconomic/ethnic backgrounds and family structures. Data were collected by means of annual individual interviews with mothers, fathers, and children. The findings indicated that after-school needs had a substantial impact on parents' work lives. Influences on after-school arrangements included respondents' memories of childhood, children's needs, cost, and logistics. Arrangements included relatives as caregivers, paid sitters, after-school programs, and public libraries. Children's desire for spontaneity and freedom worked against after-school programs. At the study's inception, adult supervision was the norm for most children. Over the course of the study, all but 3 children had some unsupervised care, with self-care beginning at age 10 to 11. Some children slipped into unsupervised arrangements without parental knowledge. Stressful after-school challenges were more frequent when children were unsupervised than when supervised, and included loneliness, fear, temptations to relax/ignore household rules, boredom, wasting time, and finding meaning in the way the children spent their time. There was enormous variation in social supports available to children during after-school hours. It was difficult to separate the impact of after-school arrangements from the impact of life circumstances that helped create those arrangements. Girls, more often than boys, sought out social support, were satisfied with social support received, and strongly identified with parents. (Contains approximately 140 references.) (KB) ED438901 Benard, B. (1993). Fostering Resiliency in Kids. Paper presented at the Educational Leadership, 51, 3, 44-48 Nov 1993. Although at-risk children develop more problems than the general population, many become healthy, competent young adults. Resilient children usually possess social competence, problem-solving skills, autonomy, and a sense of purpose and future. Families, schools, and communities protecting children from adversity are characterized by caring and support, positive expectations, and ongoing participation opportunities. A sidebar explains Oakland's Child Development Project. (MLH) EJ472609 Benard, B. (1997). PeiYang HaiZi De FuYuan NengLi (Fostering Resilience in Children)., 8pp. For English version, see ED 386 327. This digest summarizes studies that provide evidence that youth with multiple and severe risks in their lives can develop into confident and competent adults; and discusses the critical role schools can play in this process of development. Resilience is the term used to describe a set of qualities that foster a process of successful adaptation and transformation despite risk. An innate capacity for resilience helps children develop social competence, problem-solving skills, a critical consciousness, autonomy, and a sense of purpose. Research shows that certain characteristics of family, school, and community environments may alter or even reverse expected negative outcomes and enable children to manifest resilience despite risk. These "protective factors" can be grouped into three major categories: (1) caring and supportive relationships; (2) positive and high expectations; and (3) opportunities for meaningful participation. First, the presence of at least one caring person provides support for healthy development and learning, and a caring relationship with a teacher gives youth the motivation for wanting to succeed. Second, research has indicated that schools that establish high expectations for all youth and give them the support necessary to achieve those expectations have high rates of academic success and lower rates of problem behaviors than other schools. Third, practices that provide youth with opportunities for meaningful involvement and responsibility in the school foster all the traits of resilience. These practices include asking questions that encourage critical thinking, making learning hands-on, and using participatory evaluation strategies. Contains 12 references. (BC) ED407189 Benard, B. (1997). Turning It Around for All Youth: From Risk to Resilience. ERIC/CUE Digest, Number 126. This digest briefly describes how educators and schools can foster resiliency in all youth. The starting point for building on students' capacities is the belief by all the adults in their lives, particularly those in their schools, that every youth has innate resilience. All individuals have the power to change, and teachers and schools have the power to transform lives. Caring relationships, positive and high expectations, and providing opportunities to participate and contribute are the keys to fostering resilience. Strategies that build resilience include the school-level approaches to teacher support and staff development. In the classroom, teachers can foster resilience by teaching to the students' strengths, showing them that they have innate resilience, and providing growth opportunities. Self-assessment on the part of the teacher can be used to foster self-evaluation by students. The resiliency approach can be used in classroom experiments that focus on the growth of one particular student. Teachers who believe in urban students can enable their healthy development and successful learning. (Contains 18 references.) (SLD) ED412309 Benard, B. (1998). How To Be a Turnaround Teacher. Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 3, 31-35 Spr 1998. EJ579035 Benard, B., & Educational Resources Information Center (U.S.). (1991). Fostering resiliency in kids: Protective factors in the family, school, and community. Portland, Or. [Washington, DC]: Northwest Regional Educational Laboratory ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:335781 Benard, B., & ERIC Clearinghouse on Elementary and Early Childhood Education. (1996). El fomento de la elasticidad en los ni–o. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education University of Illinois. Ed 1.310/2:397991 Benard, B., & ERIC Clearinghouse on Elementary and Early Childhood Education. (1997). Peiyang haizi de fuyuan nengli fostering resilience in children. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education University of Illinois. Ed 1.310/2:407189 Bender, W. N., Rosenkrans, C. B., & Crane, M.-K. (1999). Stress, Depression, and Suicide among Students with Learning Disabilities: Assessing the Risk. Paper presented at the Learning Disability Quarterly, 22, 2, 143-56 Spr 1999 1999. Research is reviewed on stress, depression, and suicide among adolescents with learning disabilities from the risk resilience perspective. Adolescents with nonverbal learning disabilities and/or those who are less academically adept manifest higher rates of depression. Some evidence also exists to support an increased risk of suicide among this population. (Author/CR) EJ594916 Bennett, E. B., Novotny, J. A., Green, K. E., & Kluever, R. C. (1998). Confirmatory Factor Analysis of the Resiliency Scale., 21pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). The Resiliency Scale (C. Jew, 1992) is a recently developed measure intended to assess an individual's level of three facets of resiliency (optimism, skill acquisition, and risk-taking). Separate exploratory factor analyses with three diverse groups have led to definition of subscales bearing some similarities. In this study, items comparable across the three variations of the scale intended for use with three age groups (adults, 9th graders, 7-12th graders) were identified. This paper reports results of the attempt to explore the stability of the structure of resiliency across age groups as well as across gender. The ninth grade sample consisted of 408 students. Another sample consisted of 392 students in grades 7 through 12, and the third sample was 304 college students. A 17-item, 3-factor model was found to be at least partially invariant between the 9th grade and the 7-12th grade data sets. In addition, analyses suggested that the structure of the resiliency scale was dramatically different for females as compared to male respondents. Results are discussed in light of developmental and identity differences. An appendix lists the three factors. (Contains 2 tables and 27 references.) (Author/SLD) ED422372 Benson, P. L., & Roehlkepartain, E. C. (1993). Youth in Single-Parent Families: Risk and Resiliency. Background Paper., 25p. To gain perspective on how the structure of a family impacts young people, data from a national study conducted by the Search Institute were reexamined. Of the 47,000 students of the study, 8,266 live in a single parent household, due largely to divorce. Analysis focused on at-risk behavior, deficits, and the dynamics of healthy single-parent families that help them beat the odds. The issues are too complex, and the perspectives and values too diverse to settle in a single discussion, but it appears that categorical statements about two-parent families being good and single-parent families being bad overstate the case. Two- parent families have an edge, but being in one is no guarantee that a young person will have the nurture, control, and guidance needed to grow up healthy. Being a single parent is tough, and living in such a family structure is not ideal for children, but with special effort and with the support of institutions, communities, and individuals around them, single-parent families can be supportive and healthy families in which young people can thrive. Six figures provide details of the situations of single families. (SLD) ED360462 Benson, P. L., Galbraith, J., & Espeland, P. (1998). What Teens Need To Succeed: Proven, Practical Ways To Shape Your Own Future., Based on "The Troubled Journey: A Portrait of 6th-12th Grade Youth" by Peter L. Benson, published by Search Institute in 1993 and sponsored by RespecTeen. Also based on "The Asset Approach: Giving Kids What They Need To Succeed," published by Search Institute in 1997. Page Length: 365. This book provides adolescents with strategies for building developmental assets that have been identified as crucial to success. The assets were identified using data from a survey of more than 250,000 students in grades 6-12. The 40 highlighted assets, grouped into two main types, are designated as either external or internal. The external assets are good things needed in life, while the internal assets are good things needed in oneself. The two main types of assets are divided into eight smaller categories: support, empowerment, boundaries, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. Each category has its own title page that explains what those assets are about. Each asset has its own chapter, divided into sections that provide ideas for building assets at home, at school, in the community, in congregations, and with friends. Factsrelated to the assets are provided, along with true stories about real people who are building the assets and resources. In a "Tools and Resources" section at the end of the book, pages are provided for photocopying a list of all 40 assets and asset-building ideas for adults, families, schools and youth organizations, congregations and neighborhoods, and businesses and government. (Contains 123 references.) (CR) ED448556 Berg, D. V., & Van, B., Steve. (1995). Building Resilience through Humor. Paper presented at the Journal of Emotional and Behavioral Problems, 4, 3 p26-29 Fall 1995. Research on resilience suggests that a sense of humor helps to stress-proof children in conflict. Reports on a workshop for educators and youth workers convened to explore ways humor is being used to foster positive development and resilience with troubled youth. Describes applications of humor front-line professionals report as useful in their work. (Author/KW) EJ521169 Betts, S. C., Marczak, M. S., Peterson, D. J., Sewell, M., & Lipinski, J. P. L. (1998). National Results of the Organizational Change Survey: Cooperative Extension's Capacity To Support Programs for Children, Youth and Families at Risk. As part of the Children, Youth, and Families at Risk (CYFAR) Evaluation Collaboration, responses from extension professionals in 42 states and territories to the 74-item Organizational Change Survey were analyzed. Overall trends in the discrepancy between the current and ideal status of extension as indicated by all state discrepancy scores in all 42 states for all 34 relevant items indicated respondents wanted to do more, not less, with CYFAR; in 20 states, all discrepancy scores were in the desired direction, and all differences between current and ideal scores were statistically significant. Survey results organized by six components of organizational change as conceptualized in CYFAR indicated that: (1) most professionals work from a personal strategic plan that addresses CYFAR programming; (2) about half the states reported that their state vision is congruent with the national one and have a commitment to CYFAR; (3) most states report strong support from supervisors and their campus; (4) in nearly all states, more than half of respondents participated in training on the use of computers and electronic communications during the previous 12 months, but few reported using electronic resources; (5) in most states, extension professionals are very knowledgeable of principles of positive development, risk and resilience factors, and programming for at-risk families; (6) extension professionals are being recognized as critical resources in education for children, youth, family, and community issues; (7) Cooperative Extension is fairly active in incorporating diversity; and (8) in all states, at least half the respondents agreed that collaboration with other agencies enhances their experience and credibility and is worth the effort. (Appendixes include information on survey quality and 37 references.) (YLB) ED450235 Bickart, T. S., & Wolin, S. (1997). Practicing Resilience in the Elementary Classroom. Paper presented at the Principal, 77, 2, 21-22,24 Nov 1997. Fostering resilience does not require elementary teachers to overburden the curriculum. Research shows that resiliency-fostering experiences occur when children are involved in assessing their own work and setting goals, participate in developing standards for work and classroom life, have opportunities to collaborate and make choices, participate in meetings to solve classroom problems, and affiliate with a classroom community. (MLH) EJ553790 C Catterall, J. S. (1998). Risk and Resilience in Student Transitions to High School. Paper presented at the American Journal of Education, 106, 2, 302-33 Feb 1998. Explores the concepts of risk and resilience applied to eighth graders and suggests advantages in considering a definition of risk grounded in actual school performance and behavior rather than to various group-level probabilities of failure. Evidence shows the importance of family supports, school responsiveness to students, and student involvement in school and community activities in raising performance. (GR) EJ562085 Center for Mental Health Services (U.S.). (2001). The CMHS approach to enhancing youth resilience and preventing youth violence in schools and communities. Rockville, Md. (5600 Fishers Lane, Rm. 17-105, Rockville 20857): Substance Abuse and Mental Health Services Administration Center for Mental Health Services. He 20.427:y 8 Cesarone, B. (1999). Fostering the Resilience of Children. Paper presented at the Childhood Education, 75, 3, 182-84 Spr 1999. Summarizes 10 documents and 7 journal articles from the ERIC database discussing the resilience of children. Topics covered include: ways to develop and promote resiliency in children; characteristics of resilient children; descriptions of school and community programs successful in promoting students' resilience and success; and characteristics of supportive environments for high-risk children. Includes World Wide Web resources. (TJQ) EJ582369 Cesarone, B., Ed. (1999). Resilience Guide: A Collection of Resources on Resilience in Children and Families. This guide offers a collection of resources gathered as part of the effort to create the ResilienceNet Web site on the resilience of children and families. The introduction to the guide describes the partnership between ASSIST INTERNATIONAL, INC. and the ERIC Clearinghouse on Elementary and Early Childhood Education that led to the development of the ResilienceNet Web site. The introduction also offers a definition of resilience. The Selected Readings section of the guide reprints four papers and four ERIC digests on resilience: (1) "A Guide to Promoting Resilience in Children" (Edith H. Grotberg) divides resilience-promoting factors into categories that refer to children's external supports, personal strengths, and interpersonal skills, and explains how certain actions help or hinder the development of resilience; (2) "Developing Resilience in Urban Youth" (Linda F. Winfield) identifies characteristics of resilient children and examines children's experiences during critical transitions; (3) "A Framework for Practice" (Bonnie Benard and Kathy Marshall) discusses a training program for staff who work with children; (4) "Exploring the Dynamics of Resilience in an Elementary School" (Saundra Murray Nettles and Frances P. Robinson) examines the processes of resilience in students at an urban elementary school; (5) "Fostering Resilience in Children" (Bonnie Benard) identifies protective factors that enable children to manifest resilience; (6) "Turning It Around for All Youth" (Bonnie Benard) describes how educators and schools can foster resiliency; (7) "Cultivating Resilience" (Mary Finley) interprets, for application in rural areas, research findings that suggest ways schools and communities can protect children from various threats; and (8) "Violence and Young Children's Development" (Lorraine B. Wallach) examines the developmental consequences for children who are victims or witnesses of violence. The guide then highlights the ResilienceNet Web site and provides an annotated list of Web sites that address resilience. The guide concludes with two annotated bibliographies on the resilience of children and families. (BC) ED436307 Cesarone, B., Ed., & Preece, L., Ed. (1998). ERIC/EECE Newsletter. 1994-1998. Paper presented at the 63pp. Volumes 1-5 no longer available from source. This document consists of 10 issues (created over 5 years) of the newsletter of the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE). Each issue contains a feature article and one or more short articles on topics related to early childhood education, calls for papers, announcements about Internet resources, news items about and lists of publications from ERIC/EECE, or articles about child care from the Adjunct ERIC Clearinghouse on Child Care. The feature articles discuss: (1) the project approach; (2) risks of rewards for children; (3) adapting ideas from the Reggio Emilia (Italy) approach to preschool education in the United States; (4) fostering resilience in children; (5) resolving differences between teachers and parents; (6) male involvement in early childhood programs; (7) applying child development knowledge; (8) implications of research for practice; (9) television violence; and (10) selecting topics for project work. Articles related to child care concern establishing family-centered child care programs, improving the quality and availability of child care, inclusion, quality in child care, and intergenerational child care. Additional short articles address topics of: (1) violence and young children; (2) integrated curriculum; (3) Hispanic parent involvement in ECE; (4) documentation and quality in ECE; (5) transitions to middle school; and (6) reports from a kindergarten study. (BC ) ED425022 You may be able to order this document from the ERIC Document Reproduction Service. Cesarone, B., ERIC Clearinghouse on Elementary and Early Childhood Education., & National Parent Information Network (U.S.). (1999). Resilience guide a collection of resources on resilience in children and families. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education: National Parent Information Network. Ed 1.310/2:436307 Challener, D. D. (1997). Stories of resilience in childhood: the narratives of Maya Angelou, Maxine Hong Kingston, Richard Rodrigues, John Edgar Wideman, and Tobais Wolff. New York: Garland Pub. Ps129.c42 1997 Chambers, E., & Belicki, K. (1998). Using Sleep Dysfunction To Explore the Nature of Resilience in Adult Survivors of Childhood Abuse or Trauma. Paper presented at the Child Abuse & Neglect: The International Journal, 22, 8 p753-58 Aug 1998. A study of 97 adults found that 53 reported experiencing one or more types of trauma or abuse in childhood. As a group they scored more negatively than those reporting no abuse on measures of sleep dysfunction. Resilient characteristics were only related to measures of social-behavioral functioning, not well-being. (Author/CR) EJ570255 Chambliss, C. (1997). Optimizing Infant Development: Strategies for Day Care., 52p. This guide for infant day care providers examines the importance of early experience for brain development and strategies for providing optimal infant care. The introduction discusses the current devaluation of day care and idealization of maternal care and identifies benefits of quality day care experience for intellectual development, sleep routines, learning opportunities, the development of empathy, and dealing with frustration. Part 1, "Why Having a Good Start Matters," examines recent evidence regarding brain development during infancy, the importance of early experience, and the impact of enriched environments. Part 2, "Good Experiences Shape the Brain," presents information on the relationship between verbal stimulation and language development, nurturance and emotional development, enriched environments and intellectual development, and how good day care may enhance development. Part 3, "How Things Can Go Wrong," discusses damaging experiences, the role of stress hormones in brain growth, research on children with chemical markers for various disorders, and how quality care can prevent later problems by building resilience. Part 4, "Strategies for Enhancing Day Care," delineates direct and indirect strategies for enhancing sensorimotor, social, language, intellectual, and emotional growth. (Contains 14 references.) (KDFB) ED408076 Chambliss, C. (1999). Fostering Competence: Lessons from Research on Successful Children. Noting that even one caring adult can help make a child more capable of handling later stressors, this paper lists some strategies for building a sense of specialness in young children in group care contexts. Also presented are ways to enhance optimism and combat attitudes of helplessness and pessimism among children. The paper outlines a pattern of effective adaptation in the environment that includes four points: cognitive and intellectual functioning, attachment relationships, self-efficacy, and self- regulation. The paper lists the best and worst caregiving modes for competence-building, and infancy/preschool developmental tasks associated with competence. The characteristics of resilient children are grouped by individual, family, and extrafamilial traits. Finally, the paper discusses the importance of establishing a good start in early development for competence-building. (Contains 16 references.) (JPB) ED424921 You may be able to order this document from the ERIC Document Reproduction Service. Charles, D. (1997). From Sharecropper's Daughter to Principal. Paper presented at the Principal, 77, 2, 31-32 Nov 1997. Yvonne Griggs Allen is an African-American elementary principal who grew up in a large, poor family and graduated from a segregated school in Tennessee. She credits her parents for pushing her toward a teaching/administrative career. Allen's first task as principal was transforming a dilapidated elementary school into an inviting facility. Her background helped her serve poor children and their parents. (MLH) EJ553793 Charlson, E. S., Bird, R. L., & Strong, M. (1999). Resilience and Success among Deaf High School Students: Three Case Studies. Paper presented at the American Annals of the Deaf, 144, 3, 226-35 Jul 1999 1999. Analysis of 23 cases of successful deaf high school students focuses on three case studies of "outstandingly successful" students who demonstrated "hardy personalities" and a high level of resilience in their ability to overcome many obstacles to achievement. Ways to foster resiliency characteristics are suggested. (DB) EJ591246 Chavkin, N. F., & Gonzalez, J. P. L. (2000). Mexican Immigrant Youth and Resiliency: Research and Promising Programs. ERIC Digest. Mexican immigrant youth lag behind other immigrant groups in educational completion and achievement, but many resilient Mexican immigrant youth have overcome tough odds to succeed. This digest examines the research about resiliency and some promising programs for Mexican American youth. Resiliency theory identifies protective factors present in the families, schools, and communities of successful youth that may be missing in the lives of troubled youth. Five key protective factors are supportive relationships with caring adults; student characteristics such as self-esteem, motivation, and acceptance of responsibility; family factors such as parental support and involvement with school; community factors such as youth programs; and school factors such as academic success and prosocial skills training. Various promising programs help Mexican immigrant children increase their resiliency. Program strategies include placing high-risk students in college preparation classes with high-achieving peers; providing support and scholarships in schools with high dropout rates; providing support and parenting education to single mothers and low-income families of preschool children; promoting ethnic pride and community connections for Hispanic dropouts and juvenile offenders; emphasizing psychosocial interventions for Latino youth with disabilities and other risk factors; and focusing on attributes and skills needed for success at school and work. (Contains 18 references.) (SV) ED447990 Chickering, A. L., & Salahdine, M. (1991). The Silent revolution: the informal sector in five Asian and Near Eastern countries. San Francisco, Calif. Lanham, Md.: ICS Press ; Distributed to the trade by National Book Network. Hd2346.m8 s58 1991 330 Chien, F. F. (1988). Faith and resilience: the Republic of China on Taiwan forges ahead. Houston, Tex.: Kwang Hwa Pub. (U.S.A.). E183.8.t3 c475 1988 Child, B. (1996). Runaway Boys, Resistant Girls: Rebellion at Flandreau and Haskell, 1900-1940. Paper presented at the Theme issue on the boarding school experience. Rebellion was a common feature of life at federal Indian boarding schools during 1900-40. Letters written by students and family members reveal reasons why students ran away; different forms of rebellion; the strong emotional history of the boarding school experience; the anguish and worry of parents; and the humor, resilience, and resourcefulness of students. (Author/SV) EJ543432 Childrey, G. J. (1989). Resilience and risk: personality characteristics as measured by the Rorschach. PhD 1989 chi Christiansen, J., Christiansen, J. L., & Howard, M. (1997). Using Protective Factors To Enhance Resilience and School Success for At-Risk Students. Paper presented at the Intervention in School and Clinic, 33, 2, 86-89 Nov 1997. Defines the characteristics of children resilient to the effects of environmental stresses and identifies protective factors including special hobbies and interests, mentoring, family support, and turning point experiences. Schools are urged to provide the caring community each child needs. (DB) EJ555556 Christle, C. A., Jolivette, K., & Nelson, C. M. P. L. (2000). Youth Aggression and Violence: Risk, Resilience, and Prevention. This brief paper summarizes the current literature concerning youth aggression and violence especially risk, resilience, and prevention. It summarizes risk factors for aggression and violence including child characteristics (e.g., hyperactivity, risk-taking, emotional disturbance), home conditions (e.g., harsh and ineffective parental discipline, child abuse and/or neglect), and school community influences (e.g., low school involvement and academic and social failure). It notes that many students exposed to risk factors do not display aggressive or violent behaviors and identifies some protective factors explaining this resilience such as positive personal attitudes, a close attachment to at least one family member, and a supportive school and community environment. Evidence supporting integrative, proactive approaches to preventing youth aggression and violence is offered, especially the teaching of academic and social skills necessary for success in school and life. (Contains 10 references.) (DB) ED449632 Chukwukere, B. I. (1970). Cultural resilience: the Asafo company system of the Fanti. Cape Coast [Ghana]: University College of Cape Coast Social Studies Project. Dt510.42.c48 Cicchetti, D. (1996). Child Maltreatment: Implications for Developmental Theory and Research. Paper presented at the Special topic: Connecting the Normal and the Pathological. Developmental theories can be augmented by incorporating knowledge about atypical ontogenesis. Examination of individuals with high-risk conditions and psychopathological disorders can shed light on system organization, disorganization, and reorganization. Child maltreatment is examined to illustrate benefits from studying individuals subjected to nonnormative caregiving experiences. Relevance of research on maltreatment to aspects of developmental theory is explicated. (Author/DR) EJ523483 Clapp, J. D., & Early, T. J. (1999). A Qualitative Exploratory Study of Substance Abuse Prevention Outcomes in a Heterogeneous Prevention System. Paper presented at the Journal of Drug Education, 29, 3, 217-33 1999. Reports on Nevada's substance abuse prevention programs for youth. The overall prevention system in the state espouses a "risk and resiliency" approach. Analysis of the programs, using a focus group methodology, yields findings about potential outcomes as well as implicit program theories. Implications for planning and further evaluation are discussed. (Author/MKA) EJ606194 Clark, M. D., Petras, H., & Kellam, S. (2000). Suspended: Girls in Trouble., Paper presented at the Annual Conference of the American Psychological Association (108th, August 4-8, 2000, Washington, DC). Page Length: 15. This paper considers the characteristics and outcomes that occurred for girls who experienced suspension or expulsion from school using data (N=1,084; 527 boys and 557 girls) from an ongoing investigation of suspension within 5 sections of elementary schools in the Baltimore public schools. The data included gender specific analysis of shared and non-shared risk factors between boys and girls. Girls were found to be half as likely to be removed from school as their male peers. Being rated as more aggressive than their peers in first grade increased their risk for removal, as did being of African American descent. Understanding gender specific variations related to school removal will allow a clearer understanding of the precursors leading up to school problems for girls. Ongoing work on how to evaluate individual baseline characteristics for school entry and academic success will help schools identify at-risk students. Being aware of the relationship among individual, school, and community characteristics will provide information for developing interventions to prevent later school difficulties. Evidence of the important gender differences in school removal highlights the risk factors that need to be targeted in future preventive interventions to increase the likelihood of successful outcomes. (Contains 3 tables.) (JDM) ED447370 Clark, M. L. (1991). Social Identity, Peer Relations, and Academic Competence of African-American Adolescents. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260-262 and UD 516 264-271. The types of resilient behaviors that lead to school competence among African- American adolescents are those that build social identity and friends and social support networks. Specific recommendations are given to promote them in the school setting through parent involvement, cultural sensitivity, and small group learning. (SLD) EJ437021 Clyne, A. K. (1993). Sex differences in the identification of childhood protective factors: self-perceptions of resilient college students. T 1993.c629 norst Cohen, J. (1999). Educating minds and hearts: social emotional learning and the passage into adolescence. New York: Teachers College Press. Lb1072.e38 1999 Cohen, T. S. (1991). The PRISE (Positive Resiliency in Special Education) Curriculum., 455pp. A product of the Comprehensive Special Education Drug Initiative. The PRISE (Positive Resiliency in Special Education) Curriculum was designed to prevent alcohol and other drug use among the special education population in kindergarten through high school, by involving students in classroom activities that will increase their personal resiliency while encouraging them to make healthy, informed decisions. The federally funded curriculum is not intended to supplant existing curricular materials in prevention education, but to enable teachers to select and use these materials in an effective way. The curriculum begins with guidelines for prevention planning and two needs assessment forms (one for elementary teachers and one for secondary teachers). The curriculum presents six instructional units on the following topics: (1) personal resiliency, (2) information about drugs, (3) decision making, (4) resisting pressure, (5) nurturing relationships, and (6) healthy alternatives. For each objective, activities which meet both the instructional and social needs of special education students are listed. For each activity, grade levels, subject areas, constraints, materials, evaluation methods, variations, and spin-offs for reinforcing the concepts are indicated. The curriculum concludes with a list of available materials and recommended learning activities drawn from other curricula, arranged by curriculum objective. (JDD) ED364037 Coll, C. G., Ed., Surrey, J. L., Ed., & Weingarten, K., Ed. (1998). Mothering against the Odds: Diverse Voices of Contemporary Mothers. Based on the view that increasing numbers of mothers who do not fit a narrow traditional image are often maligned, misunderstood, or ignored, this book presents the stories of a diverse group of mothers whose life circumstances place them outside the mainstream. Chapters explore the lives of mothers of exceptional children and biracial children; mothers who seek closeness and connection with their adolescent children; mothers with HIV/AIDS; immigrant, homeless, single, lesbian, adoptive, and adolescent mothers; African American mothers living in poverty; and mothers in prison. Three "conversations" placed among the chapters explore similarities across groups of mothers. The chapters are: (1) "Sidelined No More: Promoting Mothers of Adolescents as a Resource for Their Growth and Development" (Kathy Weingarten); (2) "'Exceptional' Mothering in a 'Normal' World" (Miriam Greenspan); (3) "Homeless: Mothering at Rock Bottom" (Rebecca Koch, Mary T. Lewis, and Wendy Quinones); (4) "Immigrant Mothers: What Makes Them High Risk?" (Marilyn G. Fraktman); (5) "Yes, I Am a Swan: Reflections on Families Headed by Lesbians and Gay Men" (Laura Benkov); (6) "Safeguarding Wordless Voice in a World of Words" (Bonnie Y. Ohye); (7) "He Needs His Father: The Clinical Discourse and Politics of Single Mothering" (Phoebe Kazdin Schnitzer); (8) "Let Me Suffer So My Kids Won't: African American Mothers Living with HIV/AIDS" (Karen Fraser Wyche); (9) "'Real' Mothers: Adoptive Mothers Resisting Marginalization and Re-Creating Motherhood" (Betsy Smith, Janet L. Surrey, and Mary Watkins); (10) "Against All Odds: Resistance and Resilience in African American Welfare Mothers" (Elizabeth Sparks); (11) "Teen Mothers: Countering the Myths of Dysfunction and Developmental Disruption" (Patricia Flanagan); and (12) "Incarcerated Mothers: Crimes and Punishments" (Cynthia Garcia Coll, Janet L. Surrey, Phyllis Buccio-Notaro, and Barbara Molla). (Each chapter contains references.) (KB) ED435464 Collard, B. A., Epperheimer, J. W., Saign, D., & ERIC Clearinghouse on Adult Career and Vocational Education. (1996). Career resilience in changing workplace. Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education Center on Education and Training for Employment College of Education the Ohio State University. Ed 1.310/2:396191 Compton, N. C. (1998). African American children who have experienced homelessness: risk, vulnerability, and resilience. New York: Garland Pub. Hv4505.c66 1998 362.7/089/96073 Connell, J. P., & Others (1994). Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School. Paper presented at the Special issue on: "Children and Poverty.". Examined the empirical validity of a model of human motivation as it applies to school success and failure, assessing how indicators of context, self, and action related to measures of risk and resiliency. Subjects were 10- to 16-year-old African American youth in 3 independent samples. Found that parental engagement predicted school performance and adjustment. (MDM) EJ483927 Contributing to Resilience in Families: An Overview", G. H. S. S. a. L. E. P., "Parent to Parent Programs: A Unique Form of Mutual Support for Families of Persons with Disabilities", (Betsy Santelli et al. ), "The World of Parents of Children with Disabilities", (Lloyd W. Robertson), "Helping Families Adapt Positively to Disability: Overcoming Demoralization through Community Supports", (George H. S. Singer et al. ), "Meet My Daughter, A.,, (Nan D. Nelson), "Family-Centered Case Management Practices: Characteristics and Consequences", (Carl J. Dunst et al. ), "Disability and Grief: From Tragedy to Challenge", (Laurie E. Powers), "Grieving Is the Pits", (Donna Lea Johnson), "Counseling in the Health Care Relationship: A Natural Source of Support for People with Disabilities and Their Families", (W. Carl Cooley and John B. Moeschler), "Reducing Self-Blame and Guilt in Parents of Children with Severe Disabilities", (Charles D. Nixon), "The Self-Esteem Parent Program: Quantitative and Qualitative Evaluation of a Cognitive-Behavioral Intervention", (Bonnie Todis et al. ), "Cooperative Family Problem Solving: An Intervention for Single-Parent Families of Children with Disabilities", (Marilyn S. Shank and Ann P. Turnbull), "A New Beginning", (Valerie Bateman), "Help for Troubled Marriages", (Jacqui Lichtenstein), "'I Don't Know Where We're Going': Marital Problems and the Young Family", "Improving Collaborative Communication between Professionals and Parents", (Barbara Walker and George H. S. Singer), "Short-Term Behavioral Counseling for Families of Persons with Disabilities", (Nancy E. Hawkins et al. ), "Providing Support to Sisters and Brothers of Children with Disabilities", (Betsy Gibbs), and, C. S. t. F. o. C. w. D. a., Behavior Problems: Keeping It 'Friendly'" (Joseph M. Lucyshyn and, Richard W. Albin). Most papers include references. (DB), Singer, G. H. S., Ed., & Powers, L. E., Ed. (1993). Families, Disability, and Empowerment: Active Coping Skills and Strategies for Family Interventions., 423pp. Foreword by Barbara J. Friesen. This book presents strategies for building strong partnerships between service providers and the families of individuals with disabilities. Papers have the following titles and ED364028 Cooksey, E. C., Menaghan, E. G., & Jekielek, S. M. (1997). Life-Course Effects of Work and Family Circumstances on Children. Paper presented at the Social Forces, 76, 2, 637-65 Dec 1997. Data from the National Longitudinal Survey of Youth on 2,342 children aged 6-7 and born between 1979 and 1984 suggest that children's behavior problems are related to current family and parental employment conditions and earlier maternal resources and vulnerabilities (early deviance, self-esteem in 1980, smoking during pregnancy, cognitive skills). Contains 64 references. (Author/SV) EJ557364 Cox, M. J., Brooks-Gunn, J., NetLibrary Inc., & Research Consortium on Family Risk and Resilience. Summer Institute. (1999). Conflict and cohesion in families causes and consequences. Mahwah, N.J.: Lawrence Erlbaum Associates. RC569.5.F3 C66 1999eb 362.82 Crawford, R. (1998). How high can you bounce?: turn your setbacks into comebacks. New York: Bantam Books. Bf637.s8c73 1998 CC C., Kevin. (1994). My Independence Day. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2 p35-40 Sum 1994. Notes that some children and adolescents display what might be called "negative resilience" in that they are intractable to almost all efforts of adults to mold or redirect them. Sixteen-year-old Kevin describes how he furiously fought all efforts to change him and how he found courage to turn his life around. (Author/NB) EJ492585 Calderwood, P. E. (1999). Supporting Community in Schools: The Relationship of Resilience and Vulnerability., Paper presented at the Annual Meeting of the American Educational Studies Association (Detroit, Michigan, October 27-31, 1999). Page Length: 23. This paper examines the role of community in education. It focuses on the relation between vulnerability and resilience and how this dialectic is fundamental to the workings of community. Community without vulnerability is impoverished since it offers no chance to build resilience. However, vulnerabilities may be perceived as flaws that could be attended to as dangers, imperiling the well-being of community. To explore these ideas, communities at a public urban college, a private Catholic elementary school, an all-girls private Catholic high school, and a restructured public middle school were studied. In each site, community emerged as an important construct for the participants, though its meanings and practices differed. Each group was able to create four conditions (group identity, accounting for internal diversity, ways to learn how to become competent, and celebrations) that are recognized as community. Each site constructed its group identity in a different way, and the success of learning the norms of community varied. Three of the groups built resilient communities, whereas a fourth group could not find a satisfactory resolution in dealing with internal differences. A community's robustness or fragility may be measured by its ability to tolerate fractures while maintaining collective strengths. (Contains 31 references, 6 tables and 5 figures.) (RJM) ED438606 Calderwood, P. E. (2000). Learning Community: Finding Common Ground in Difference., The Briner Foundation and the Facilitator Center of New York underwrote two of the studies. Fairfield University supported the final revisions. Page Length: 168. This volume explores multiple layers of educational community and the conditions that contribute to their resilience and growth. Using a backdrop of the experiences of different schools, the discussion depicts community as a process rather than a commodity and illustrates how ideas of community develop. Issues of identity, leadership, voice, and normative forces in the lives of ordinary people are considered. The chapters are: (1) "Examining Community"; (2) "Identity in Community"; (3) "The Construction of Difference and Diversity"; (4) "Learning and Celebrating Community"; and (5) "Vulnerability, Fragility, and Resilience in Community." (Contains 8 figures, 6 tables, and 136 references.) (SLD) ED446177 Calhoun, J. A. (1999). From Pessimism to Youth Policies Based on Hope. Paper presented at the Special Topic: "Juvenile Justice or Injustice: Promising Preventions and Interventions." For related articles, see CG 555 176-192. Advocates a shift in the foundation on which youth policies are based-from fear to hope, and prisons to prevention. Provides two examples of National Crime Prevention Council programs that are built on such a foundation and discusses their effectiveness. (Author/GCP) EJ604602 Camerena, P. M., Minor, K., Melmer, T., & Ferrie, C. (1998). The Nature and Support of Adolescent Mothers' Life Aspirations. Paper presented at the Family Relations, 47, 2, 129-37 Apr 1998. How young mothers construct life aspirations in the face of new parent roles was studied (N=58). Adjustment of expectations in the face of parenting demands, changes in aspirations, support for pursuing life goals, and access to resources are discussed. Characteristics of the most resilient stories are examined. (Author/EMK) EJ573098 Canada. Health Canada., & Atlantic Health Promotion Research Centre (Canada). (1999). A study of resiliency in communities. Ottawa: Health Canada Office of Alcohol Drugs and Dependency Issues. Doc Foreign C2 H 39.470:1999 Canter, A. S., Ed., & Carroll, S. A., Ed. (1999). Crisis Prevention and Response: A Collection of NASP Resources. This collection of resources is a response to the unprecedented crises for school children, staff, and communities in 1997-1998. It is based on and is an expansion of the November 1998 issue of "Communique," a book of handouts, and other National Association of School Psychologists (NASP) publications. This packet contains the applied knowledge needed by professionals to successfully protect and support children, families, and staff when tragedies or disasters occur. Section 1, "Violence: Issues and Prevention," includes 15 articles adapted from a variety of previously published sources. Topics covered are: bullying, school violence, guns, peacemaker programs, warning signs of student violence, topics for anti- violence seminars, strategies to reduce violence, and NASP resolutions. Section 2, "Crisis Response Strategies," covers issues of best practices, response plans, practical suggestions in dealing with death, various guidelines for educators and communities, checklists, and handouts. Section 3, "Suicide," contains five articles on recognizing ideation and behaviors, best practices in intervention, response programs, information for parents, and a handout. Section 4 "Lessons Learned," includes seven articles covering occurrences in Paducah, Jonesboro, Edinboro, Springfield, and Richmond. Section 5, "Symptoms, Reactions, and Protective Factors," includes six articles on grief, childhood traumas, caretaker reactions, stress information, and a list of questions to aid in estimating severity of reactions to death. Section 6, "Resources," contains additional information on safe schools, crisis resources on line, and five sample notification letters. (AVC) ED431995 Carson, K. D., & Bedeian, A. G. (1994). Career Commitment: Construction of a Measure and Examination of Its Psychometric Properties. Paper presented at the Journal of Vocational Behavior, 44, 3, 237-62 Jun 1994. The Career Commitment Measure (CCM) was constructed through item assessment by a review panel, two sequential pilot studies, and a field test with 476 respondents. Factor analysis yielded three dimensions: career planning, career identity, and career resilience. The CCM successfully detected differences in commitment across occupations. Its discriminant and construct validity was supported. (SK) EJ484431 Cecil, N. L., & Roberts, P. L. (1992). Developing Resiliency through Children's Literature: A Guide for Teachers and Librarians, K-8., 220p. An annotated bibliography of helpful tools is presented that will aid teachers and librarians in using children's literature as a vehicle to foster resilience. Research on at-risk children indicates that some succeed in spite of childhood traumas and difficult home environments. Carefully chosen children's literature can provide fictional dilemmas that allow children to exercise the problem- solving skills necessary for facing frustrating and difficult situations in real life. The first two sections contain short summaries of selected books that feature main characters who are survivors. These sections are subdivided by age and literary genre. The final section contains a wealth of ideas, activities, and discussion questions for a selected few of the titles previously summarized. Teachers may use these mini-units and models in the classroom. Including entries in the Extended Activities Units section, the book highlights 251 titles. (SLD) ED358219 D Davis, W. E. (1996). Children and Families "At Promise": A Laudable but Potentially Dangerous Construct., 18pp. Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 9-13, 1996). Criticism of the construct "children and families at risk" has grown substantially in recent psychology and education literature. The practical and the semantic issues surrounding this criticism are explored in this paper. Four major objectives are presented here: (1) to provide psychologists with an increased level of awareness relative to the contemporary discourse involving the "at risk" and the "at promise" construct debate; (2) to provide psychologists with an increased level of awareness relative to the current discourse involving the "at risk" paradigm and the resiliency paradigm approaches for identifying and serving children and families who are viewed as having serious and/or multiple needs; (3) to identify specific situations in which the "at promise" construct has the potential for producing negative outcomes for many of the most vulnerable children and families; and (4) to present and discuss an alternative model which accommodates the positive aspects of both the "at risk" and the "at promise" approaches, emphasizing the complementary, rather than the oppositional qualities of these two constructs. (RJM) ED406638 Delgado, M. (1997). Strengths-Based Practice with Puerto Rican Adolescents: Lessons from a Substance Abuse Prevention Project. Paper presented at the Social Work in Education, 19, 2, 101-12 Apr 1997. Describes a federally funded substance abuse prevention project that focused on resilience development in Puerto Rican adolescents in a New England community. Cultural pride played an instrumental role in youths discovering their strengths while helping themselves and their families and community. Discusses goals, peer teaching, community service, and provides a case example. (RJM) EJ553551 Dell, B., Hopkins, A. J. M., & Lamont, B. B. (1986). Resilience in mediterranean-type ecosystems. Dordrecht ; Boston Norwell, MA: Dr. W. Junk ; Distributors for the U.S. and Canada Kluwer Academic Publishers. Qh540.r47 1986 DeLucia-Waack, J. L. (2001). Using Music in Children of Divorce Groups: A Session-by-Session Manual for Counselors., "To be used in conjunction with Dan Conley's 'If You Believe In You' tape." Audiotape not available from ERIC. Page Length: 210. This manual provides counselors in schools and agency settings with a hands-on, concrete set of materials to use in group work with children of divorce. The materials help counselors develop a comprehensive psychoeducational group work program that allows them to assess the specific needs of children of divorce, provide a psychoeducational group for these students on the basis of their needs, and assess the outcome of the group. Music has been incorporated into this program to increase children's integration of the skills learned in the group and for application of the skills to their lives outside of the group. The music encourages children to express their feelings, problem solve, and brainstorm about coping strategies. Children participating in the group are expected to take the tapes home to serve as a reminder of what they have learned in the group and help them recall coping strategies. Each package consists of a leader manual for the counselor and seven copies of an audiotape featuring the music of Dan Conley. The chapters provide the guidelines for orga