Folder: Personal
Resilience (R-U)
Page Contents
R 
RR S SS T Footer
R
Reilly, T., & Guetzloe, E. (1998). Tara's Death: A Lesson in Love, Grief, and Resilience. Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 3, 18-23 Spr 1998. A university professor describes the relationship he experienced with his daughter, and her relationship with the man who murdered her and then committed suicide. A special-education professor reacts by discussing prevention and intervention as the keys to survival. The father states that he plans to use this tragedy to help troubled youth. (MKA) EJ579032
Reis, S. M., Hebert, T. p. D., Eva I., Maxfield, L. R., & Ratley, M. E. (1995). Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School. Research Monograph 95120., 284p. This 3-year study compared characteristics of high ability students who were identified as high achievers with students of similar ability who underachieved in school. The 35 students attended a large urban high school comprised of 60 percent Puerto Rican students, 20 percent African American, and the remainder White, Asian, and other. Qualitative methods were used to examine the perceptions of students, teachers, staff, and administrators concerning academic achievement. The study found that achievement and underachievement are not disparate concepts, since many students who underachieved had previously achieved at high levels and some generally high achieving students experienced periods of underachievement. A network of high achieving friends was characteristic of achieving students. No relationships were found between poverty and underachievement, between parental divorce and underachievement, or between family size and underachievement. Successful students supported the concept of grouping in honors and advanced classes, had supportive adults in their lives, and participated in multiple extracurricular activities. High achieving females usually chose not to date. High achieving students characteristically had a strong belief in self and resilience to negative factors. Cultural and gender differences were also found. Case studies of the 35 students are included. (Contains approximately 250 references.) (DB) ED414687
Reiss, D., Ed., & Others (1993). Children and Violence., 143p. This volume documents the rise in violence in our communities and explores its impact on children's physical, psychological, and social development. Focal themes are: the necessity for better information about the kinds of violence to which children are exposed, the necessity of beginning to build intervention strategies aimed at violence, and the need to examine related fields for helpful information. The following papers are included: (1) "Introduction: American Violence and Its Children" (David Reiss); (2) "Community Violence and Children's Development: Toward a Research Agenda for the 1990s" (John E. Richters); (3) "The NIMH Community Violence Project: I. Children as Victims of and Witnesses to Violence" (John E. Richters and Pedro Martinez); (4) "The NIMH Community Violence Project: II. Children's Distress Symptoms Associated with Violence Exposure" (Pedro Martinez and John E. Richters); (5) "Chronic Community Violence: What Is Happening to Our Children?" (Joy D. Osofsky, Sarah Wewers, Della M. Hann, and Ana C. Fick); (6) "Community Violence and Children on Chicago's Southside" (Carl C. Bell and Esther J. Jenkins); (7) "Children's Exposure to Community Violence: Following a Path from Concern to Research to Action" (Raymond P. Lorion and William Saltzman); (8) "Community Violence, Children's Development, and Mass Media: In Pursuit of New Insights, New Goals, and New Strategies" (Bernard Z. Friedlander); (9) "Child Sexual Abuse: A Model of Chronic Trauma" (Frank W. Putnam and Penelope K. Trickett); (10) "Toward an Ecological/Transactional Model of Community Violence and Child Maltreatment: Consequences for Children's Development" (Dante Cicchetti and Michael Lynch); (11) "The Horror The Horror Reflections on Our Culture of Violence and Its Implications for Early Development and Morality" (Robert N. Emde); (12) "Impact of Violence on Children and Adolescents: Report from a Community-Based Child Psychiatry Clinic" (Marilyn Benoit); and (13) "Children in Poverty: Resilience Despite Risk" (Norman Garmezy). References follow each chapter. (SLD) ED385656
Reynolds, A. J. (1999). Themes and Issues in the Chicago Longitudinal Study. Paper presented at the Special Issue: "Schooling and High-Risk Populations: The Chicago Longitudinal Study." For related articles, see CG 555 343-351. States that the Chicago study has advanced knowledge about educational achievement and adjustment. It has determined that school mobility, parent involvement, parent and teacher expectations, and early childhood intervention are important influences on children's development. Concludes that promoting success is about explicating the processes of resilience and nurturing good relationships. (Author/JDM) EJ607665
Reynolds, A. J., Ed., Walberg, H. J., Ed., & Weissberg, R. P., Ed. (1999). Promoting Positive Outcomes: Issues in Children's and Families' Lives. The University of Illinois at Chicago Series on Children and Youth., Some pages may not reproduce adequately. In recent years, issues affecting children and youth have received increased attention at the national and local levels, with numerous reports detailing challenges and offering solutions. Targeted toward policymakers, practitioners, scholars, and those seeking understanding of ideas for social and educational reform, this book focuses on promising solutions to problems facing today's children and youth in urban and other settings, with special consideration to education and child development programs, policies, and practices. Each chapter, written by a variety of experts in social, educational, and health sciences, summarizes and integrates research in a particular area and discusses implications of the research for program and policy development. The introductory chapter highlights major themes, and the remaining chapters describe conditions and interventions that enhance prospects of children and youth, focusing on home, school, and community contexts. The chapters are: (1) "Introduction and Overview" (Arthur J. Reynolds, Herbert J. Walberg, and Roger P. Weissberg); (2) "Developmental Theory as a Basis for Policy" (Olivia N. Saracho); (3) "Early Childhood Development" (Douglas R. Powell); (4) "Building Relationships for Learning" (Dorothy Rich); (5) "School-Family Partnerships" (Evanthia N. Patrikakou, Roger P. Weissberg, and Michelle I. Rubenstein); (6) "Using Motivational Theory to Guide School Reform" (Carol Midgley and Martin L. Maehr); (7) "Promoting Safe Educational and Community Environments" (David W. Johnson and Roger T. Johnson); (8) "Preventing Drug Abuse" (Gilbert J. Botvin and Kenneth W. Griffin); (9) "Promoting Excellence in American Adolescents" (Toni Falbo and Robert W. Glover); (10) "Promoting Literacy and the Concept of Possibility" (Vivian L. Gadsden, Wanda Brooks, and Jacqueline K. Jackson); (11) "Preparing Youth for the Work Force" (Stephen F. Hamilton); (12) "Psychological and Educational Resilience" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg). Each chapter contains references. (KB) ED435483
Reynolds, M. C., & Educational Resources Information Center (U.S.). (1996). Fostering resilience and learning success in schools 20/20 analysis. [Philadelphia, PA] [Washington, DC]: Mid-Atlantic Laboratory for Student Success ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:402367
Rhoads, D. J. (1994). Resiliency Research: An Exploration of Successful Coping Patterns. "The Student Monograph, Original Articles by Student Gammans, 1994 Edition." Journal availability: Eta Sigma Gamma, 2000 University Ave., Muncie, IN 47306. Paper presented at the Issue. Resiliency research helps identify preventive measures for avoiding negative outcomes associated with stress. The article discusses what separates those who cope successfully with life's stressors from those who cope poorly. Health promotion programs must develop early preventions to avoid negative spirals in children before stressors permanently impair their overall health. (SM) EJ495596
Rhodes, W. A., & Brown, W. K. (1991). Why some children succeed despite the odds. New York: Praeger. Rj489.w445 1991
Rhodes, W., & Edwards, E. (1998). The "Bad Dude" Story and Keys to My Survival. Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 3, 8-13 Spr 1998. This personal account of a professional working with troubled youth describes how, as a young man, he was able to turn his life around. Describes three factors that helped him to survive: two near-fatal events, positive imagery, and the Job Corps. Includes a comic-strip depiction of his "turnaround" that he employs in his work. (Author/MKA) EJ579030
Richardson, G. E., & Nixon, C. J. (1997). A Curriculum for Resiliency. Paper presented at the Principal, 77, 2, 26-28 Nov 1997. The 33 modules of a Utah district's successful Resilient Youth Curriculum pilot program provide guidelines for initially working through students' protected exteriors to establish trust and facilitate the resiliency-building process. Students then develop ownership of the program by participating in planning, shaping, and implementing the curriculum. Kids study process, personality traits, paradigms, skills, and life planning. (MLH) EJ553791
Richman, J. M., & Fraser, M. W. (2001). The context of youth violence: resilience, risk, and protection. Westport, Conn.: Praeger. Hq799.2.v56 c66 2001
Riggins, S. H., Ed. (1997). The Language and Politics of Exclusion: Others in Discourse., 294p. A collection of essays on "the other" in discourse includes: "The Rhetoric of Othering" (Stephen Harold Riggins); "Political Discourse and Racism: Describing Others in Western Parliaments" (Teun A. van Dijk); "'Das Ausland' and Anti- Semitic Discourse: The Discursive Construction of the Other" (Ruth Wodak); "Who Are They? The Rhetoric of Institutional Policies Toward the Indigenous Populations of Postrevolutionary Mexico" (Teresa Carbo); "Discourses of Exclusion: The Irish Press and the Travelling People" (Jane Helleiner, Bohdan Szuchewycz); "Racial Intimidation: Sociopolitical Implications of the Usage of Racist Slurs" (Philomena Essed); "The Historical Resilience of Primary Stereotypes: Core Images of the Muslim Other" (Karim H. Karim); "Benetton Culture: Marketing Difference to the New Global Consumer" (Michael Hoechsmann); "Afrocentricity and Inclusive Curriculum: Is There A Connection or a Contradiction?" (George J. Sefa Dei); "The Assimilation of the Other Within a Master Discourse" (William E. Conklin); and "Subverting Poor Me: Negative Constructions of Identity in Poor and Working-Class Women's Autobiographies" (Roxanne Rimstead). (MSE) ED406833
Riley, R. W. P. L. (2000). Annual Back to School Address, "Times of Transition," National Press Club (Washington, D.C., September 7, 2000). Remarks as Prepared for Delivery by U.S. Secretary of Education Richard W. Riley. This document comprises the remarks of Richard Riley, the U.S. Secretary of Education, at the National Press Club in Washington, D.C. on September 7, 2000 for his annual "Back-to-School" speech. Presented in four parts, the speech focuses on important transitions through children's education. Part 1 maintains that it is imperative that a new, sustained focus be put on birth to 5 years, especially on relationships, resilience, and readiness. This section also recommends that educators do a better job in educating parents on how they can help their children get ready for school. Part 2, dealing with middle school transition, notes the importance of engaging parents in their teens' development, and maintains that middle schools need to examine their goals as they strive to respond to students' developmental needs and to demands for student achievement. This section argues that too much of the middle school curriculum is repetitive and that teachers receive little support in out-of-field teaching. Part 3 addresses the transition to high school and advocates the creation of summer academies to help youth improve their reading and other academic skills to prevent high school dropout. This section also suggests the creation of freshman academies, the support of parent involvement, and the development of mentors. The section argues that society needs to create well-thought-out transitions or rites of passage into adulthood for all youth. Part 4 deals with reclaiming the senior year of high school for educational purposes and announces a commission to review the disconnections between K-12 and postsecondary education. (KB) ED445794
Rivera, R., Ed., & Nieto, S., Ed. (1993). The Education of Latino Students in Massachusetts: Issues, Research, and Policy Implications., 275pp. Chapters 1, 2, and 3 were originally presented at a conference titled "On the Policy Agenda in Massachusetts: The Education of Latino Children" (Boston, MA, October 1990). The Latino population is the largest racial and ethnic minority group in Massachusetts. In the 1980s, the poverty rate of Latinos in the state was twice that of Blacks and six times that of Whites. With Latino children dropping out of school at a rate three times that of white children, the economic future of this population is bleak. The following chapters address economic and educational issues and suggest strategies for empowerment of Latinos: (1) "The Status of Latino Students in Massachusetts Public Schools" (Anne Wheelock); (2) "Entitlements of Latino Students and Parents: Some Legal Policy Considerations" (Jose Javier Colon-Morera, Others); (3) "Bilingual Education: Perspectives on Research and Other Issues" (Diana Lam); (4) "Barriers to Latino Parental Involvement in the Boston Public Schools" (Ralph Rivera); (5) "Latinos and Educational Reform: The Privatization of Chelsea Public Schools" (Glenn Jacobs); (6) "Latino Experiences in Vocational Technical Education: Implications for Educational Policy and Reform in Massachusetts" (James Jennings); (7) "What Do Latino Children Need to Succeed in School? A Study of Four Boston Public Schools" (Antonia Darder and Carole Christoff Upshur); (8) "I Was an Outsider: An Exploratory Study of Dropping Out among Puerto Rican Youths in Holyoke, Massachusetts" (Manuel Frau-Ramos and Sonia Nieto); (9) "Academic Costs of Social Marginalization: An Analysis of the Perceptions of Latino Students at a Boston High School" (Virginia Vogel Zanger); (10) "Poverty, Resilience, and Academic Achievement among Latino College Students and High School Dropouts" (Castellano B. Turner, Others); (11) "The Effects of the Schooling Processes and Practices on Potential At-Risk Latino High School Students" (Martha Montero- Sieburth); and (12) "Creating Possibilities: Educating Latino Students in Massachusetts" (Sonia Nieto). (SLD) ED374191
Robertson, A. S., Comp. (1998). The Best of "Parent News": A Sourcebook on Parenting from the National Parent Information Network., 174p. The National Parent Information Network (NPIN) was created in 1993 to collect and disseminate information about high-quality resources for parents. One of the services provided by NPIN is "Parent News," an Internet magazine that focuses on topics of interest to parents and to professionals who work with parents. Compiled in response to requests for a publication that would introduce those without Internet access to the activities and information available through NPIN, this "Best of" sourcebook provides and "offline" collection of education, parenting, child development, and family life information. Following descriptions of NPIN and of the Educational Resources Information Center (ERIC) and the ERIC Clearinghouse on Elementary and Early Childhood Education, the sourcebook is divided into four sections paralleling the sections in the Internet version. Articles in the "Feature Articles" section cover topics including work and family; brain development in young children, early education for special needs children, technology and the family, talking to children about sexuality and AIDS. Articles in the "Community Spotlights" section explore topics including the strength of family literacy, home visiting, and grandparent programs. Articles in the "Of Interest" section discuss topics such as building resilience in children, adolescence and gender issues, living in a stepfamily, and attention deficit/hyperactivity disorder. Following a brief description of the authors of the Parent News articles, the sourcebook concludes with full-text copies of ERIC digests produced by clearinghouses in the ERIC (Educational Resource Information Center) system. These digests explore topics such as spanking; kindergarten entrance age; bullying in schools; the risks of rewards; homeschooling gifted students; and standardized testing in the schools. (HTH) ED425026 Available from: ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, 51 Gerty Drive, Champaign, IL 61820; Tel: 800-583-4135 (Toll-Free); Tel: 217-333-1386; Fax: 217-333-3767, e-mail: ericeece@uiuc.edu (Catalog No. 221, $10 plus $1.50 shipping and handling. Make check payable to 'University of Illinois'). You may be able to order this document from the ERIC Document Reproduction Service.
Robertson, L. M., Harding, M. S., & Morrison, G. M. (1998). A Comparison of Risk and Resilience Indicators among Latino/a Students: Differences between Students Identified as At-Risk, Learning Disabled, Speech Impaired and Not At-Risk. Paper presented at the Special Issue: Severe Behavior Disorders of Children and Youth. A study examined early indicators of school adjustment and conduct problems, comparing the risk and resiliency characteristics of Latino elementary students who were typical (n=66), at-risk (n=77), had learning disabilities (n=18), and speech impairments (n=8). At-risk students showed lower grades, fewer study and social skills, and more problem behaviors. (Author/CR) EJ581779
Robinson, E. (2000). Building Resilience: Helping Young Adults in the Adult Education Classroom. Paper presented at the ARIS Resources Bulletin is published quarterly. Page Length: 6. Because of changes in welfare eligibility, the education system, and employment and training opportunities, it has become more likely that young people who have had difficulty with the mainstream schooling system and who face a lack of employment options will end up in adult education. Educators in the adult education classroom have an opportunity to make this a valuable experience for these young people. Factors for educators in these settings to consider are the following: the stages of adolescent development; risk and resilience factors; and how to apply an understanding of risk and resilience to an educational setting. Educational practices that may prove positive include the following: (1) see any interaction as an opportunity; (2) take a caring, friendly, open and unhurried approach; (3) listen to the young person and provide positive feedback; (4) acknowledge and compliment them for turning up, discussing sensitive issues, and making an effort; (5) positively reframe; (6) model respect for the young person's life experience and insight; and (7) lend firm, fair, and consistent control. (KC) ED448299
Robinson, J. L. (2000). Are There Implications for Prevention Research from Studies of Resilience? Paper presented at the Comments on article by Luthar, Cicchetti, and Becker (PS530931) in this issue. Examines whether prevention research can benefit from resilience research in designing interventions. Suggests that although many areas in the investigative interests of prevention and resilience researchers overlap, Luther, Cicchetti, and Becker may have set the bar too high for defining resilience in the context of varying levels of adversity. (Author) EJ611892
Rockwell, S. (1994). Parenting Resilient Children. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2 p11-13 Sum 1994. Adult resilient child who is parent of three children (two with learning disabilities) briefly describes her own childhood and how she coped as a child. Author presents six guidelines she used in relationships with her own children and six amendments to guidelines brought about by her divorce. (NB) EJ492579
Rockwell, S. (1998). Overcoming Four Myths that Prevent Fostering Resilience. Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 3, 14-17 Spr 1998. Identifies four myths that prevent adolescents from fostering resilience. Warns educators and service providers to avoid these myths. Emphasizes the importance of positive relationships with adults for at-risk youth. (MKA) EJ579031
Rodney, H. E. (1996). Inconsistencies in the Literature on Collegiate Adult Children of Alcoholics: Factors to Consider for African Americans. Paper presented at the Journal of American College Health, 45, 1, 19-25 Jul 1996. Several inconsistencies in literature on adult children of alcoholics (ACOAs) were found. This paper emphasizes that clinicians and those developing prevention programs should stop believing that certain characteristics are typical of all ACOAs. It makes recommendations for factors to be considered in programs for African American collegiate children of alcoholics. (SM) EJ533429
Romanoff, B. D., Israel, A. C., Tremblay, G. C., O'Neill, M. R., & Roderick, H. A. (1999). The Relationships among Differing Loss Experiences, Adjustment, Beliefs, and Coping. Paper presented at the Journal of Personal & Interpersonal Loss, 4, 4, 293-308 Oct-Dec 1999. Examines the expectancies, beliefs, coping patterns, and psychological adjustment associated with loss due to death, parental divorce, or illness and the level of disability in a college population. Results indicate that loss groups did not differ from each other or from a no-loss group on cognitive variables, coping, or psychological adjustment. (Author/JDM) EJ610964
Roosa, M. W. (2000). Some Thoughts about Resilience versus Positive Development, Main Effects versus Interactions, and the Value of Resilience. Paper presented at the Comments on article by Luthar, Cicchetti, and Becker (PS530931) in this issue. Identifies interaction effects as the defining feature of resilience and resilience research. Maintains that interaction effects are responsible for the unique contributions of this field of study to the understanding of human development. Suggests that the methodological and statistical challenges posed by interaction effects do not, by themselves, undermine the value of resilience as a construct. (Author) EJ611891
Root, M. P. P., Ed. (1997). Filipino Americans: Transformation and Identity., 352p. Throughout the United States, many Filipino Americans, especially students, are beginning to want to know more about their cultural heritage and future. Overall, there has been very little written to transmit knowledge about Filipino history, ideas, and values, even though Filipinos make up the largest Asian ethnic group in the United States. Compilation of this volume marks the centennial of the beginning of the decline of Spanish rule in the Philippine Islands. People of Filipino heritage have experiences that are very different from those of other Asian American groups in the United States, because of religion, culture, and history. Instead of offering a single perspective on Filipino Americans, the 30 contributors (in 23 selections) to this volume present multiple perspectives that demonstrate the multiple realities of Filipinos in the United States. Social workers, community leaders, health care workers, educators, and social scientists consider ethnic identity, colonization, family relationships, race, and racism. For Filipinos, as for indigenous people of the Americas and Hawaii, U.S. paradigms of race are useless. The resilience of Filipinos defies the images that colonists have used to justify domination of the country. References follow each chapter. (SLD) ED409419
Rorlich, A.-A. (1986). The Volga Tatars: a profile in national resilience. Stanford, Calif.: Hoover Institution Press Stanford University. Dk511.t17 r67 1986
Rouse, K. A. G. (1998). Infant and Toddler Resilience. Paper presented at the Early Childhood Education Journal, 26, 1, 47-52 Fall 1998. Examines research findings on the resilience of infants and toddlers raised in poverty and stress. Describes the personal and environmental resilience characteristics of infancy and toddlerhood that are related to later resilience in middle childhood and adulthood. Highlights research findings significant for policymakers and caregivers, offering suggestions for specific policies and practices. (JPB) EJ574119
Rouveroy van Nieuwaal, E. A. B. v., Dijk, R. v., & Rijksuniversiteit te Leiden. Afrika-Studiecentrum. (1999). African chieftaincy in a new socio-political landscape. MŸnster Piscataway, N.J.: Lit Verlag ; Distributed in North America by Transaction Publishers. Gn645.a36 1999
Rudd, D. V., & Strong, K. C. (1997). A New Model of Job Training for Economic Rebirth. Paper presented at the Journal of Employment Counseling, 34, 3, 123-32 Sep 1997. Presents a resiliency model of job training that emphasizes applicant recruitment, assessment, and development. The model can increase program success rates by using psychological assessment and professional development goals of the individual. Discusses the effectiveness of federal jobs training and the need for training versus the ability to use it. (RJM) EJ556567
Rush, M. C., & Others (1995). Psychological Resiliency in the Public Sector: "Hardiness" and Pressure for Change. Paper presented at the Journal of Vocational Behavior, 46, 1, 17-39 Feb 1995. Responses from 325 senior state government employees showed that pressure for change was linked to stress, dissatisfaction, and intention to leave. Psychological hardiness had a negative impact on stress and a positive impact on satisfaction. Hardiness may serve as a significant counterforce to the effects of pressure. (SK) EJ498514
RR
Rak, C. F., & Patterson, L. E. (1996). Promoting Resilience in At-Risk Children. Paper presented at the Journal of Counseling & Development, 74, 4, 368-73 Mar-Apr 1996. Longitudinal studies from Hawaii, the continental United States, and Great Britain have identified several personality, familial, and environmental variables that promote resiliency in youths at risk. This article discusses these variables and provides counselors with an assessment technique and strategies to promote a salutogenesis perspective. (Author/FC) EJ533839
Raybuck, C. S., & Hicks, G. F. (1994). KIDS CARE: Building Resilience in Children's Environments. Paper presented at the Journal of Alcohol and Drug Education, 39, 3, 34-45 Spr 1994. Third-grade classrooms participated in evaluation of KIDS CARE, program to reduce youth alcohol/drug abuse through enhancing decision-making skills, self-esteem, and group bonding. Findings confirmed use of teacher nomination procedure for differentiating high- and nonrisk students and suggest that, following intervention, there was significant increase in positive peer group inclusion of previously socially rejected high-risk students. (Author/NB) EJ486099
Read, L. (1999). Teachers' Perceptions of Effective Instructional Strategies for Resilient and Nonresilient Students. Paper presented at the Teaching and Change, 7, 1, 33-52 Fall 1999. Investigated urban elementary teachers' perceptions of effective instructional strategies for resilient and nonresilient at-risk students. Interviews with 20 teachers indicated that teachers could easily identify resilient and nonresilient students. Teachers believed parental involvement was of major importance in students' lives and directly affected resiliency. They had different perspectives on the effectiveness of their instructional strategies. (SM) EJ598254
Reed, D. F., & Davis, M. D. (1999). Social Reconstructionism for Urban Students. Paper presented at the Clearing House, 72, 5, 291-94 May-Jun 1999. Discusses links between poverty and student performance and achievement. Describes service learning and social reconstructionism (the relationship between school curriculum and the political, social, and economic development of society). Offers an example from an inner-city urban high school English class, describing social reconstructionism for urban students through a successful class project. Discusses implications for teacher education. (SR) EJ583461
Reed, D. F., McMillan, J. H., & McBee, R. H. (1995). Defying the Odds: Middle Schoolers in High Risk Circumstances Who Succeed. Paper presented at the Middle School Journal, 27, 1, 3-10 Sep 1995. Interviewed 18 students from six middle schools to determine causes of resiliency in students. Found no significant differences in responses by race or gender, or by urban, rural, or suburban settings. Found that significant relationships with adults and positive use of time contribute to academic success of students from high-risk circumstances. (LBT) EJ595737
Reed-Victor, E., & Pelco, L. E. (1999). Helping Homeless Students Build Resilience: What the School Community Can Do. Paper presented at the Journal for a Just and Caring Education, 5, 1, 51-71 Jan 1999. School communities can foster homeless students' resilience, the ability to bounce back despite difficult circumstances. Resilience can be promoted by reducing risks and stressors' effects while activating protective processes that increase the support, structure, and opportunities needed for positive adaptation. Each community member's role is discussed. (47 references) (MLH) EJ577284
Reed-Victor, E., & Stronge, J. H. (1997). Building Resiliency: Constructive Directions for Homeless Education. Paper presented at the Journal of Children and Poverty, 3, 1, 67-91 Win-Spr 1997. Reviews the resilience of children and youth who thrive in spite of challenging circumstances and develop into healthy adults. Strategies to enhance individual, family, school, and community protective factors are highlighted. (GR) EJ548398
Rees, E. F. (2000). Resiliency Programming for Adult Offenders in Georgia. Paper presented at the Theme issue, "The Crisis in Urban Adult Basic Education.". Discusses resiliency programming as an alternative approach to program development for incarcerated adults, and describes a pilot project in a Georgia prison, Leadership Development, that uses the concept of resiliency to frame inmate education. Discusses implications of this model of correctional education. (SLD) EJ602731
S
Shirley, K. J. (2000). Resilient marriages: from alcoholism and adversity to relationship growth. Lanham, Md.: Rowman & Littlefield. Hv5132.s56 2000
Simeonsson, R. J. (1994). Risk, resilience & prevention: promoting the well-being of all children. Baltimore: P.H. Brookes. Hv741.r58 1994 362.7/0973 norst
Skovholt, T. M. (2001). The resilient practitioner: burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. Boston, MA: Allyn and Bacon. Rc451.4.m44s57 2001
Smokowski, P. R., Reynolds, A. J., & Bezruczko, N. (1999). Resilience and Protective Factors in Adolescence: An Autobiographical Perspective from Disadvantaged Youth. Paper presented at the Special Issue: "Schooling and High-Risk Populations: The Chicago Longitudinal Study." For related articles, see CG 555 343-352. Studies protective factors that inner-city high school students consider salient in overcoming adversity. Content analysis shows that the internal attributes such as perseverance, determination, and having the awareness to learn from the risk-attrition process surfaced. States that motivational support from family members and teachers was also highly valued for promoting successful adjustment. (Author/JDM) EJ607660
Snyder, C. R. (2001). Coping with stress: effective people and processes. Oxford ; New York: Oxford University Press. Bf335.s69 2001
Snyder, C. R., & Lopez, S. J. (2002). Handbook of positive psychology. New York: Oxford University Press. Bf121.h212 2002
Snyder, D. K., & Others (1993). Predicting Couples' Response to Marital Therapy: A Comparison of Short- and Long- Term Predictors. Paper presented at the Journal of Consulting and Clinical Psychology, 61, 1 p61-69 Feb 1993. Examined couples' response to marital therapy at termination and 4 years posttreatment for 55 couples receiving either behavioral or insight-oriented marital therapy. Couples were more likely to be divorced or maritally distressed four years posttreatment if intake measures reflected high levels of negative marital affect, poor problem-solving skills, low psychological resilience, high depression levels, or low emotional responsiveness. (Author/NB) EJ468192
Solo, L. (1997). School Success Begins at Home. Paper presented at the Principal, 77, 2, 29-30 Nov 1997. Regardless of income, families can provide a rich learning environment. A Massachusetts elementary principal has discovered several home conditions that promote students' academic success. Having high expectations and preparing children to work hard top the list. Other factors are close family relationships, reading at home, parent/school participation, off-campus and cultural activities, parental authority, and household responsibilities. (MLH) EJ553792
Soule, P. p. S., Joyce E. (1998). Safe and Drug-Free Schools and Communities. 1998 Student Survey Results., "Funding for this project provided by Safe and Drug-Free Schools and Communities Project, Title IV of Improving America's Schools Act (IASA) of 1994." Report prepared in consultation with Michael Fitzgerald. Page Length: 72. This reports discusses results of the Nevada Department of Education's fifth biennial survey to assess drug and alcohol attitudes and use among students in grades 6, 8, 10, and 12 (N=7,770). This 1998 survey also addresses issues of safety, violence, and school climate in keeping with the Safe and Drug-Free Schools and Communities Act of 1994. Students were asked about participation in school-based prevention programs, other school-related behaviors, and parental monitoring and standards. Survey results indicate that cigarette smoking and use of cocaine and tranquilizers are increasing among Nevada students at all grade levels, but that the use of alcohol and other illicit drugs, including marijuana, appears to be leveling off. Even more encouraging is evidence that violence-related behaviors such as fighting and race-related threats and attacks are showing significant declines. Approximately four out of five Nevada students feel safe and secure at school all or most of the time, yet only two in five feel safe all of the time. High school students are more likely to report feeling always safe than middle school students. Indications of risk for substance use and resiliency are discussed at each of the grade levels. Contains Appendix A, "1998 Student Survey Results," and Appendix B, "Trends in Substance Use among Nevada Students." (Contains 17 tables and 2 figures.) (MKA) ED443058
Southwood, R., & Griffith University. School of Australian Environmental Studies. (1983). Mankind and ecosystems: perturbation and resilience. [Nathan], Brisbane, [Queensland]: School of Australian Environmental Studies Griffith University. Gf75 Gf75.s69 1983 scienc
Spaccarelli, S., & Kim, S. (1995). Resilience Criteria and Factors Associated with Resilience in Sexually Abused Girls. Paper presented at the Child Abuse & Neglect: The International Journal, 19, 9 p1171-82 Sep 1995. Alternative measures and correlates of resilience were examined with 43 girls, ages 10 through 17, who were sexually abused. Interview responses indicated that the two strongest predictors of resilience were total level of abuse stressors experienced and the quality of the victim's relationship with a nonoffending parent. (Author/SW) EJ510082
SPACCARELLI STEVE 1958-. Resilience Criteria and Factors Associated with Resilience in Sexually Abused Girls. 2000. Mg1 bo917
Sparks, E. E. (1999). Against all odds: resistance and resilience in African American welfare mothers. Wellesley, Mass.: Stone Center Wellesley College. Bf712
Spekman, N. J., & Others (1993). An Exploration of Risk and Resilience in the Lives of Individuals with Learning Disabilities. Paper presented at the Special Issue: Risk and Resilience in Individuals with Learning Disabilities: An International Focus on Intervention Approaches and Research. This paper suggests a framework for viewing learning disability as a risk factor, noting the importance of the specific type of learning problem, multiplicity, severity, age at identification, and chronicity. Learning disability is viewed in interaction with other risk factors, developmental stages, gender, and contributions of internal or environmental protective factors. (Author/DB) EJ465468
Spekman, N. J., & Others (1993). Risk and Resilience in Individuals with Learning Disabilities: A Challenge to the Field. Paper presented at the Special Issue: Risk and Resilience in Individuals with Learning Disabilities: An International Focus on Intervention Approaches and Research. This article highlights major themes, issues, and recommendations that evolved from an August 1991 international symposium on risk and resilience in individuals with learning disabilities. Recommendations in the areas of research, direct services, and social policy are offered. (Author/DB) EJ465474
Stein, N. (2000). Listening toand Learning fromGirls. Paper presented at the Educational Leadership, 57, 4, 18-20b Dec 1999-Jan 2000. Despite their individual creativity and achievements, many girls confront common obstacles (like sexual harassment) and expectations that limit accomplishments. Nonetheless, girls get better grades than boys, score higher on certain test measures, and attend college in greater numbers. Their resilience and resistance to cultural norms are inspiring. (MLH) EJ599024
Steinetz, B. M., Kren, L. A., & United States. National Aeronautics and Space Administration. (1996). Resilient braided rope seal. [Washington, DC Springfield, Va.: National Aeronautics and Space Administration ; National Technical Information Service distributor. Nas 1.71:lew-16231-1
Steinhauer, P. D. (1992). Primary Prevention Strategies for Disadvantaged Populations., 43pp. Plenary address given at the Canadian Ross Conference in Pediatrics "The Health Needs of Disadvantaged Children and Youth" (9th, Val David, Quebec, Canada, November 5-8, 1992). Primary prevention strategies (prevention at the community level) for disadvantaged populations are discussed. A number of factors in Canadian society have placed additional stress on many poor and working class families. These include issues of housing, unemployment, lack of education, and social changes with adverse effects on the disadvantaged. The impact of these issues is not limited to the children of the poor; being middle class is no guarantee that life will go well. Some disadvantaged children are sufficiently resilient to succeed academically and socially despite disadvantage. Resilient children have been shown to be social participators, able to accept authority, with the ability to concentrate and pay attention and an identifiable area of achievement. Factors that increase the likelihood of development of these traits include being healthy and of normal weight at birth, having an auspicious temperament, having "good enough" parenting, and living as part of a stable and cohesive community. Primary prevention is needed at the community level to encourage these factors. Some primary prevention projects have demonstrated their efficacy in freeing disadvantaged children from the worst effects of disadvantage. Twelve features of successful programs are outlined, and some exemplary programs are described. There will never be enough mental health professionals to treat all children with psychiatric disorders. The most senior and skilled professionals can be best used by using a consultee- centered and program-centered mental health consultation model to maximize the multiplier effect of such programs. Examples of effective and ineffective mental health consultation show how the efficacy of indirect interventions can be enhanced. (Contains 123 references.) (SLD) ED426170 Available from: Sparrow Lake Alliance, Department of Psychiatry, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario, Canada M5G 1X8 ($5 Canadian). You may be able to order this document from the ERIC Document Reproduction Service.
Steinhauer, P. D. (1996). Methods for Developing Resiliency in Children from Disadvantaged Populations., 88pp. Prepared for the National Forum on Health. Protective factors that contribute to the development of resiliency in children, defined as "unusually good adaptation in the face of severe stress, and an ability of the stressed person to rebound to the prestress level of adaptation," are discussed. The biological, psychological, familial, and social factors related to disadvantages that undermine the development of the precursors of resiliency are identified, and factors that protect the potential for resiliency in each of these areas are discussed. The risk and protective factors within the child, the family, and the community that are relevant to the achievement of resiliency are discussed for developmental stages from conception through the school years. Goals and models of intervention specific to each stage that have been shown to foster the development of resiliency are outlined. These goals and models are illustrated by 12 "success stories" of established programs that have either proven their ability to help significant numbers of disadvantaged children achieve resiliency or are so well-designed and promising that they are worthy of continued scrutiny while their effectiveness and efficiency are being established. Ten recommendations are made for policies that would allow greater numbers of disadvantaged children to transcend adversity and achieve their developmental potential. An executive summary from "What Determines Health?: Summaries of a Series of Papers on the Determinants of Health," commissioned by the National Forum on Health is attached. (Contains 4 tables, 3 figures, and 172 references.) (SLD) ED426169 Available from: Sparrow Lake Alliance, Department of Psychiatry, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario, Canada M5G 1X8 ($10 Canadian). You may be able to order this document from the ERIC Document Reproduction Service.
Stoiber, K. C. G., Barbara. (1998). Risk and Resilience Factors Linked to Problem Behavior among Urban, Culturally Diverse Adolescents. Paper presented at the Special topic: "Resilience Applied: The Promise and Pitfalls of School-based Resilience Programs." For related documents see CG 555 208-213. Discusses risk factors associated with sexual intercourse, gang involvement, and alcohol and drug use among adolescents. Different patterns of risk are found to predict the three problem behaviors. Discriminant analysis substantiates that delinquency was differentially associated with low problem vs. high problem urban adolescents. Results support an ecological, multidimensional approach to understanding problem behaviors. (Author/JDM) EJ606145
Stoiber, K. C., & Anderson, A. J. (1996). Behavioral Assessment of Coping Strategies in Young Children At-Risk, Developmentally Delayed, and Typically Developing. Paper presented at the Special issue: "Emotional Development and Early Education.". The Early Coping Inventory was adapted to rate coping behaviors objectively in 114 infants and toddlers in 3 categories. The typically developing children were rated as significantly more effective than children at risk or developmentally delayed. Children at risk received significantly higher coping ratings than did the children with developmental delays. (HTH) EJ523526
Storer, J. H. (1992). Knowing the Ropes and Showing the Ropes. Facilitator's Guide., 164p. This document consists of a facilitator's guide and related materials for implementing a program that teaches social, communication, and study skills to middle school and junior high school students. The goal of the program, which incorporates peer tutoring, is the prevention of drug and alcohol abuse. This program was developed in Iowa to address rural issues of cost effectiveness, limited resources, and small size, while providing sufficient duration to change students' behavior. The facilitator's guide covers an overview of the program, basic group facilitation skills, group facilitative conditions, ground rules, legal and ethical concerns, program implementation, and specific program goals. It also includes a bibliography of 19 works on skill-focused programs for early adolescents, risk and resilience, and the practical aspects of group process and facilitation. The second section of the document provides materials for program implementation and is divided into six flexible content areas that can be adapted to variable meeting frequencies and durations. Content areas include middle school/junior high orientation; planning skills; decision-making skills; peer pressure resistance; social and communication skills as applied to peers, family, and school; and study skills. Each content area consists of individual and group learning activities that facilitate skill development. The third section consists of materials for teaching students to be effective peer tutors. Students who finish "Knowing the Ropes" and "Showing the Ropes" phases of the program act as tutors for new students entering the program. (LP) ED387294
Stringer-Seibold, T., & Others (1996). Research Highlights. Strengths and Needs of Divided Families. Paper presented at the Dimensions of Early Childhood, 24, 4, 22-29 Fall 1996. Describes a qualitative research study of children from divided families and analyzes findings in terms of family contexts, children's resiliency, and needs. Suggests strategies for professionals including recognition of developmental capacity within family circumstances, interactive systems, communication patterns and areas of stress. Includes sidebars of seven characteristics of children's resiliency and suggests questions for gaining better understandings of families. (AMC) EJ533059
Strom, K., & Others (1995). What Do Teenagers Want? What Do Teenagers Need? Paper presented at the Journal availability: Human Sciences Press, Inc., 233 Spring St., New York, NY 10013-1578. Reports on the qualitative findings extracted from a study of over 3,700 teenagers from urban, suburban, and small city settings, describing the array of difficulties teenagers face today. The themes that emerged from the students' comments offer a compelling portrait of life as a teenager in the 1990s and help shape an agenda for understanding and responding to these myriad needs. (Author) EJ523475
Stronge, J. H., Ed., & Reed-Victor, E., Ed. (2000). Educating Homeless Students: Promising Practices. This book is for educators who serve homeless students or students temporarily sharing houses with other families. It describes many promising strategies for working with these students. The chapters are: (1) "Educating Homeless Children and Youth: An Introduction" (James H. Stronge); (2) "Meeting the Developmental and Educational Needs of Homeless Infants and Young Children" (E. Anne Eddowes and Tina Butcher); (3) "Meeting the Educational Needs of Intermediate and Middle School Homeless Students" (Yvonne Vissing); (4) "Meeting the Educational Needs of Homeless Youth" (William R. Penuel and Tim L. Davey); (5) "Moving to Educational Success: Building Positive Relationships for Homeless Children" (Linda J. Anooshian); (6) "Resilience and Homeless Students: Supportive Adult Roles" (Evelyn Reed-Victor); (7) "Supporting Family Learning: Building a Community of Learners" (Ralph da Costa Nunez and Kate Collignon); (8) "Removing Educational Barriers for Homeless Students: Legal Requirements and Recommended Practices" (Maria Foscarinis and Sarah McCarthy); (9) "Building Effective Awareness Programs for Homeless Students among Staff, Peers, and Community Members" (Kevin J. Swick); (10) "Designing Effective School Programs for Homeless Students" (Brenda Toler Williams and Lori Korinek); (11) "Advocating for Homeless Students" (Barbara J. Duffield); (12) "Enhancing Collaboration on Behalf of Homeless Students: Strategies for Local and State Educational Agencies" (Pamela D. Tucker); and (13) "Educating Homeless Students: Linking with Colleges and Universities" (Patricia A. Popp). (Each chapter contains references.) (SLD) ED440173
Stuart, C. (1994). Resilient Adolescents and Peer Counseling: Issues and Opportunities. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2 p48-49 Sum 1994. Notes that some children emerge from traumatic, abusive experience with a resilience that enables them to survive and to cope with the stress. Contends that these resilient adolescents provide an untapped resource for peer counseling programs. Describes peer counseling and discusses skill development, training, and personal growth associated with peer counseling. (Author/NB) EJ492588
Stull, W., & Goetz, M. (1995). Postsecondary Employment and Education Status of Inner City Youth: Conventional Wisdom Reconsidered. Publication Series 95-14., 9pp. The article first appeared in "Atlantic Economics Society Best Papers Volume," 1994. This report provides statistical evidence that presents a picture at variance with the conventional portrayal of inner city youth. Using data from a national longitudinal study of high school students, the High School and Beyond survey, the study shows that young people display more resilience than they are usually given credit for. Comparison of the employment and education profiles of inner- city and non inner-city students over a 6-year time period beginning with the second semester of the high school sophomore year shows that inner city youth get off to a slow start in comparison with their noninner city counterparts with respect to certain broad measures of labor market and school success, but then catch up to a significant degree in the early years after high school. These results do not support the conventional wisdom that predicts irreversible and increasing despair among inner city adolescents as they leave high school and enter the "real world." Dropouts tend to return to school, and the unemployed tend to find jobs. (SLD) ED404385
Sugland, B. W., Zaslow, M., & Nord, C. W. (1993). Risk, Vulnerability, and Resilience among Youth: In Search of a Conceptual Framework., 43pp. Paper prepared for the Ford and William T. Grant Foundations Pathways to Achievement Among At-Risk Youth (November 1993). Most youth in America have a good chance of becoming productive members of adult society. However, for a particular group of young people, at-risk youth, the probability of maturing into responsible adulthood is less certain. "At-risk youth" is a term commonly used to describe those adolescents for whom there is a high probability (risk) of negative life events, because their demographic, individual, economic, or social characteristics predict that they are vulnerable. This paper reviews research on risk and resilience from two primary disciplines developmental psychology/psychopathology and social demography/sociology. The paper is one piece of a larger research endeavor, "Pathways to Achievement Among At-Risk Youth," that focuses on socioeconomic achievements among disadvantaged adolescents. The review briefly summarizes research approaches, operationalizations, and key findings from the two research traditions. The goal of the review is to highlight consistencies across disciplines in hopes of developing a coherent framework that can be used to study resilient behavior among at-risk youth. From this interdisciplinary perspective, the paper attempts to extract a more comprehensive list of both risk and protective factors, and a sense of the range of options in operationalizing these variables. The paper concludes by integrating these findings into a new conceptual framework for understanding resilience among disadvantaged youth. (Contains 51 references.) (EV) ED416016
Sullivan, A. M., & King, L. (1999). An Investigation into Empowering Students through Cooperative Learning., Paper presented at the Annual Conference of the American Educational Research Association (Montreal, Canada, April 19-23, 1999). This paper reports research into the effectiveness of cooperative social support groups as a means of empowering students to solve their own personal and social problems. A descriptive study using ethnographic techniques was used in the natural setting of one fifth-grade elementary school classroom. Theoretical framework involves the interconnection between achievement motivation and affiliative motivation; specifically, this paper provides a microanalysis of student perceptions and student interactions within a cooperative learning context and relates to the use of base groups to enhance student empowerment. Base groups, a cooperative learning structure of three or four students, were established by the teacher for a period of 1 year. Purposes of the groups were: (1) to provide support for students to solve personal and social problems; (2) to provide a structure for teaching and to reinforce social and cooperative skills. Results are presented under three headings: (1) prevailing antecedents toward the use of base groups; (2) students' perceptions of base groups; and (3) outcomes from the use of base groups. Findings establish that base groups facilitate student empowerment, particularly as students are enabled to solve their own personal and social problems as the need arises. Recommendations for teachers establishing base groups are presented. (Contains 31 references.) (EMK) ED430180
Sun, M.-T., & Reibman, A. R. (2001). Compressed video over networks. New York: Marcel Dekker. Tk6680.5.c63 2001 621.388
Swanson, D. P., & Spencer, M. B. (1991). Youth Policy, Poverty, and African-Americans: Implications for Resilience. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260-269 and UD 516 271. Social and governmental policies have attempted to improve the lives of children in poverty, but negative outcomes continue for African-American youth. Policy and programs for youth must be sensitive to developmental processes, racial and ethnic affiliation, and the environmental structures that put students at risk. (SLD) EJ437028
Sylwester, R. (1997). Robert Sylwester on Social Interaction and Brain Development. Windows to the Mind, Volume 1. {Videotape}., For Volume 2, see PS 026 928. This videotape explores the relationship between the child's social world and cognitive development. The first part of the video examines why the social environment is important to brain development. This section looks at the amount of time a child spends in a social environment, and the anatomy of the developing brain. The second part of the video looks at what kind of social environment encourages the development of a healthy, survival- oriented brain. This section highlights two studies that assessed factors contributing to success in the face of difficulty or disruption. The first study determined factors underlying adjustment to adult resilience in response to job termination: a sense of challenge, commitment, and control. The second study determined what protective factors in childhood contribute to adult resilience: (1) early childhood factors such as infant health, active and social temperament, and reasonable intelligence; (2) curiosity and opportunity to interact with the environment; (3) family and non-family mentors who gave unconditional love; (4) meaningful responsibility in a reasonably structured environment; and (5) positive self-concept and internal locus of control. The video concludes by posing three questions for discussion: (1) How can the social organization of the school enhance development? (2) How can we best incorporate brain biology into school's sociology? and (3) What can schools do to enhance both self-concept and self-esteem? The discussion guide accompanying the video provides background and supplementary material for leading a discussion following viewing of the video. (HTH) ED433907
Szymanski, E. M. (1999). Disability, Job Stress, the Changing Nature of Careers, and the Career Resilience Portfolio. Paper presented at the Special Issue: "Vocation Rehabilitation." For related articles, see CG 554 762-771. Explores implications of changes in the work environment for people with disabilities and rehabilitation counselors. Topics covered include (a) theoretical context of vocational behavior, (b) change in the work environment, (c) job stress as a risk factor for disability, (d) disability as risk factor for job distress, (e) career development interventions and protean career, and (f) career resilience portfolio approach. (Author/JDM) EJ600816
SS
Saarni, C. (1999). The Development of Emotional Competence. The Guilford Series on Social and Emotional Development., Foreword by Ross A. Thompson. The concept of emotional competence entails resilience, self-efficacy, and acting in accord with one's sense of moral character. This suggests argues that emotional competence is demonstrated by the self-efficacy in emotion-eliciting encounters and identifies eight key emotional skills that support its acquisition in interpersonal contexts. The eight emotional skills are: (1) awareness of one's emotional state; (2) ability to discern others' emotions; (3) ability to use the vocabulary of emotion and expression commonly available in one's culture; (4) capacity for empathic and sympathetic involvement in others' emotional experiences; (5) ability to realize that inner emotional states need not correspond to outer expression; (6) capacity for adaptive coping with aversive or distressing emotions by using self-regulatory strategies; (7) awareness that the structure or nature of relationships is in large part defined by how emotions are communicated within the relationship; and (8) capacity for emotional self-efficacy. Focusing on children 5 to 14 years of age, the book addresses each skill in a separate chapter, integrating theory, empirical data, and case examples. The book also emphasizes the cultural and gender context of emotional experience, and the significance of moral disposition and personal integrity for mature emotional competence. Links between emotional competence, socialization, and resilience in the face of stress are also explored. The book's concluding chapter deals with emotional dysfunction and addresses why children fail to develop specific emotional skills. Contains approximately 650 references. (KB) ED428873
Saegert, S. (1996). Growing the Seeds of Strength in High Risk Urban Neighborhoods., 22pp. Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 8-12, 1996). The lives of poor minority city residents demonstrate the diversity, multiple potentials, and vulnerability to external structures. In spite of the stereotypes of failure and the very real problems of the urban poor, there are many strengths among the so-called urban underclass and there are aspects of life that are successful and productive. In New York City some housing has been abandoned by landlords and taken by the city for taxes. Residents of some of these complexes have taken them over with the City's consent, developed management and rent- collection strategies, and operated successfully for some time. Study of aspects of these tenant-owned cooperatives provides keys to the resilience some urban residents display. Channeling human resources into tenant ownership created involvement and made these programs more successful than programs with less stakeholder participation. The experience of the Edna McConnell Clark Foundation in its "Homebuilders" program confirms the importance of the hidden social ecological dimensions of the lives of the urban poor. An ecological approach to resilience focuses attention on the ways the inner city poor are coping and the strengths the community already has. Unlike interventions in which the program activities and desired outcomes focus on helping the target population find a new niche, programs that improve the quality and outcomes of relationships in the existing ecology are in effect changing that ecology. Programs with the most potential for the improvement of at-risk urban neighborhoods work with highly motivated participants, faced with the threat of real losses, and deal with the strengths and successes in the ecology to build collaborative relationships that respond to community demand. (SLD) ED409410
Sagor, R. (1996). Building Resiliency in Students. Paper presented at the Educational Leadership, 54, 1, 38-43 Sep 1996. Resilience is a set of attributes providing people with the strength and fortitude to confront overwhelming obstacles. The best way to prepare resilient youth for an uncertain future is to help them develop feelings of competence, belonging, usefulness, potency, and optimism via authentic, ongoing school experiences and critical examination of outcomes. (MLH) EJ530629
Salisbury, D. F., & Conner, D. R. (1994). How to Succeed as a Manager of an Educational Change Project. Paper presented at the Educational Technology, 34, 6, 12-19 Jul-Aug 1994. Discussion of restructuring educational systems focuses on strategies for implementing major change in large organizations, including public school systems. Highlights include what motivates change; the capacity to change; human resilience during change; roles in the change process; successful managers; the impact of organizational culture; and advocating for change in education. (LRW) EJ488240
Sanacore, J. P. L. (2000). Building Resilience in Literacy Learners. Although an increasing number of young people encounter adversity in their environments, many manage to rebound and live successful lives while others repeat patterns of adversity in their adult lives. Classroom educators and special educators should therefore establish a learning environment that builds resilience in all learners. Educational resilience is defined as "the heightened likelihood of success in school and other life accomplishments despite environmental adversities they face in their environments." There are various criteria and instruments that teachers can use to identify students who are resilient and nonresilient, and to gather data about students' behaviors. After identification and assessment, teachers should consider a variety of strategies that foster resilience in all learners. Six literacy-oriented strategies are: (1) read aloud appropriate children's literature; (2) encourage the selection of a wide variety of authentic literature; (3) give extra support to individuals who experience difficulty selecting appropriate resources; (4) provide time for pleasurable reading and writing; (5) engage learners in interactive activities that help them think about their thinking; and (6) ask questions that stimulate responses from all children. (Contains 18 references and 3 figures of data.) (SR) ED444141
Sandler, I. N., & Wolchik, S. (1997). Handbook of children's coping: linking theory and intervention. New York: Plenum Press. Rj507.s77 h36 1997 155.4/18
Sarda, L. V., Ed. (1993). Perceptions, 1992-93. Paper presented at the 106p. This document consists of the four issues of the journal "Perceptions" issued during the 1992/93 publishing year (volume 27). This journal deals with services for students with emotional disturbances. The Winter 1992 issue contains the agenda of a 1992 conference on "Educational Excellence with Diminishing Resources" sponsored by the Association of New York State Educators of the Emotionally Disturbed. The Spring/Summer 1992 issue contains the following articles: "Mentoring in New York State: Collaboration in Action" (Nancy Brennan), which describes an experienced teacher/beginning teacher program; "A Personal Journey" (Joseph V. Burger), which recounts the author's search for the nature of resilience and applies it to educational leadership; and a research study by John J. Wheeler Others titled "Identifying the Behavioral Expectations of Teachers across Settings and Their Impact on the Inclusion of Students with Severe Behavior Disorders." The Fall 1992 issue contains the following articles: "Safe Stress: A Proactive Response to Conflict and Crisis in the Classroom" (Thomas F. Reilly and Gordon D. Wrobel); "New York State Teacher Resource and Computer Centers: A Unique Educational Infrastructure" (Helen Hartle); and a fictionalized account of two teachers learning from one another titled "If You're Happy and You Know It, Clap Your Hands" (Edith Marks). The Spring 1993 issue contains: "Strategies That Promote Generalization for Youth with Disabilities: An Eight- Year Retrospective" (Sidney R. Miller et al.); "'They Tell Me I'm Crazy': Student Responses to Being Labelled Behavior Disordered" (William J. Behre et al.); and "Loneliness, Friendship, and Resilience" by Joseph V. Burger. (DB) ED365020
Scannapieco, M., & Jackson, S. (1996). Kinship Care: The African American Response to Family Preservation. Paper presented at the Social Work, 41, 2, 190-96 Mar 1996. Discusses increased kinship care as a resilient response by the African American community. Strengths and resilience of the African American family can be attributed in part to a strong kinship network. In this manner, the African American community is preserving the family. Concludes this community needs support through imaginative social work policies and practice. (Author/RB) EJ538862
Scheeler, D. C. (1997). Beginning a New Year. Paper presented at the American School Board Journal, 184, 9, 48 Sep 1997. A Chicago sixth-grade teacher in a school with a highly transient, diverse student population describes a typical first day in September. When the children make booklets about themselves and their families, problems arise with some who have lost parents, siblings, or grandparents. A handshake exercise discloses a child lacking fingers on one hand. The children provide some valuable lessons in emotional resilience and perseverance. (MLH) EJ549001
Schoonbeek, L., Sterken, E., & Kuipers, S. K. (1995). Methods and applications of economic dynamics. Amsterdam ; New York: Elsevier. Hb141.m433 1995 330/.01/5195
Schuler, C. A., & Pennsylvania State University. University Scholars Program. (1999). Resiliency in children exposed to aggressive marital conflict: individual and family factors. Thesis 1999sSchul,CA Micro 4 PSUs1999Schul,CA
Schwartzberg, A. Z., & International Society for Adolescent Psychiatry. (1998). The adolescent in turmoil. Westport, Conn.: Praeger. Rj503.a3155 1998 616.89/00835
Scott, P. (2000). Globalisation and Higher Education: Challenges for the 21st Century. Paper presented at the Journal of Studies in International Education, 4, 1 p3-10 Spr 2000. Discussion of the importance of globalization in higher education policy stresses, first, that globalization not only transcends but ignores national boundaries, and second, that globalization is one element in a shift from modernity to post-modernity, and involves radical reconfiguration of society and reconstitution of current concepts and mentalities. Suggests this new environment will test the resilience of the university. (Author/DB) EJ611463
Scott-Jones, D. (1991). Adolescent Childbearing: Risks and Resilience. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260-263 and UD 516 265-271. To reduce the risks of adolescent pregnancy, comprehensive sex education programs and programs that reduce the risks indirectly by focusing on educational expectations and achievement are needed. Adolescents who do well in school and see education as a route to adult success have a reason to delay childbearing. (SLD) EJ437022
Seginer, R. (2000). Defensive Pessimism and Optimism Correlates of Adolescent Future Orientation: A Domain-Specific Analysis. Paper presented at the Journal of Adolescent Research, 15, 3, 307-26 May 2000. Examined academic and social defensive pessimism and optimism strategies and adolescents' future orientation in the domains of education and military service. Found that academic strategies were significantly linked to prospective education components and social strategies to military service components. Found that investment in prospective life-course domains was linked to adolescents' employment of optimistic rather than defensive pessimism strategies. (Author/DLH) EJ606960
Seifer, R. (1995). Perils and Pitfalls of High-Risk Research. Paper presented at the Developmental Psychology, 31, 3, 420-24 May 1995. Examines issues related to the design and interpretation of high-risk depression research, including the identification of symptoms and syndromes, categorical versus dimensional scales, aspects of depression to be considered, specificity of effects, use of process measures, and conceptualization of risk and resilience. (MDM) EJ503752
Seita, J. (1994). Resiliency from the Other Side of the Desk. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2 p15-18 Sum 1994. Professional who works with at-risk youth reflects on his own childhood, his mother's series of marriages, and his removal from his family at age eight. Describes odyssey of 15 placements in 11 years in family foster homes, group homes, and various institutions, such as orphanages and detention homes. Identifies number of factors that contributed to author's resilience. (NB) EJ492580
Sells, D., & Shepard, J. (1998). Fostering Resilience in Special Education Students., 13p. This paper begins by presenting a case study of a ten-year-old special education student to demonstrate protective factors that help develop resiliency in children with disabilities. The definition of resiliency is then discussed, and risk factors that affect children with special needs are identified, including family problems associated with drug addiction, poverty, abuse, neglect, negative school climate, community disorganization, and lack of access to basic human needs. Three protective factors that surface from resiliency studies are discussed and include caring and support, opportunities for participation, and a vision for the future. Characteristics of successful schools are identified, which include academic emphasis, teachers' clear expectations and regulations, a high level of student participation, and many varied, alternative resources such as libraries, vocational work opportunities, art, music, and extra curricula activities. The following teacher strategies for fostering resilience in special education students are provided: (1) keeping elementary special education students with one special education teacher while the student attends the school; (2) providing care and support, compassion, a listening voice, and basic trust; and (3) providing high/positive expectations, realistic challenges, firm guidance and respect, and recognition of and building on strengths. (CR) ED425576 You may be able to order this document from the ERIC Document Reproduction Service.
Seng, S. (1997). Developing Resiliency in Young Children., 12pp. Paper presented at the Asian Workshop on Child and Adolescent Development (9th, Brunei, September 22-25, 1997). Resilience is a universal capacity that allows a child to prevent, minimize, or overcome the damaging effects of adversity. The construct of resiliency, the combination of protective factors that result in resilience, was addressed by the International Resilience Project (IRP), which set out to explore what parents, caregivers, teachers or children can do that seems to promote resilience in children. Protective factors noted include the dispositional attributes of the individual, family attributes, and school and community environment. The IRP determined that children overcome adversity by drawing on three sources of resilience, labeled "I have," "I am," "I can." To test these resilience features, 39 children in a Singapore primary school were given an adapted version of the Child's Perception of Resilience Checklist, as used in the IRP. The study determined that it is possible to draw a common set of resilience factors in a particular cultural setting to promote resilience in children, and that a number of strong resilience factors were shown; however, while the children do use resilience-promoting behaviors, these depend largely on the individual situation. The results reinforce the role of family and school as protective factors for the developing child. (JPB) ED413054
Seng, S. (1998). Enhancing the Resilience of Adolescent Girls through the Mentoring Programme., Paper presented at the Triennial Conference of the International Federation of University Women (26th, Graz, Austria, August 20-25, 1998). This paper describes a community service program in Singapore that involves voluntary mentoring, focusing on its impact upon adolescent girls. The paper highlights some of the ways in which community service providers come together to exchange ideas and practices to build up the social and emotional capacities of adolescent girls. After discussing issues related to female adolescent development, the tendency toward decline in self- esteem and academic achievement as they enter adolescence, and the need for resilience to keep them functioning when confronted with low self-esteem, the paper focuses on Singapore's volunteer mentoring program for adolescent girls. The program involves mentors who are over the age of 16 years who work with girls in upper elementary and lower secondary school. Set up by the Singapore government, the program involves 22 members representing various relevant government ministries, statutory boards, and major youth organizations. The paper provides examples of different mentoring programs in Singapore and discusses research on the mentoring experience. It concludes by explaining that the mentoring program benefits both mentees and mentors, noting problems within the program, and describing training workshops for female mentors. (SM) ED431712
Seng, S.-H. (1999). Perceptions of Resilience in School-Age Children: A Singapore Study. Paper presented at the Canadian Journal of Research in Early Childhood Education, 7, 3, 239-44 Mar 1999. Investigated perceptions of resilience among Singapore 10- and 11-year- olds, using the Child's Perception of Resilience Checklist. Found that children draw from three sources of resilience to help them cope with adversities, which are based upon who and what these children "have" around them, "who" these children are, and what and how they "can" do certain things for themselves. (Author/JPB) EJ586562
Shatil, J. (1998). The mental immunity phenomenon: constructive difficulties in the child's world. Lanham: University Press of America. Rj506.p63 s5 1998 1998 j-710 WS 105.5.M3 S533m 1998a 618.92/89
Shonkoff, J. p. O. (1993). Conceptual Issues in the Development of Vulnerable Infants: Findings from the Early Intervention Collaborative Study., 58pp. Papers presented at the Meeting of the Society for Research in Child Development (60th, New Orleans, LA, March 27, 1993). These three papers report preliminary findings of an early intervention collaboration study on developmentally vulnerable infants and their families in Massachusetts and New Hampshire. Subjects, 190 infants with Down syndrome, motor impairment, or developmental delays of unknown etiology, were recruited from 29 community-based early intervention programs. Each child was evaluated at home, then again after 1 year of service, and at the time of the child's third birthday. The research design also calls for evaluating the child at 6 weeks after preschool entry, and at age 5. The study focuses on: first, the measured effects of distinct aspects of the early caregiving environment on child competence; second, tendencies toward stability in the adaptation of families of children with disabilities; and third, the existence of identifiable subgroups of children and families who demonstrate greater degrees of vulnerability or resilience. The second paper, by Marty Wyngaarden Krauss, specifically addresses stability and adaptation concluding that: (1) mothers in the study did not experience atypical amounts of depression or stress; (2) other sources of stress impact families of children with disabilities; (3) an increased risk for parental stress occurs as behavior problems become manifest; and (4) family cohesiveness and the informal support network serve different functions. The third paper, by Penny Hauser-Cram, focuses on outcomes for the subgroups of children with severe cognitive/psychomotor impairment, children with seizure disorders, and children whose mothers demonstrated large increases in their interactive parenting skills. (DB) ED364010
Shumow, L., Vandell, D. L., & Posner, J. (1999). Risk and Resilience in the Urban Neighborhood: Predictors of Academic Performance among Low-Income Elementary School Children. Paper presented at the Merrill-Palmer Quarterly, 45, 2, 309-31 Apr 1999. Examined associations between neighborhood risk factors and low-income children's academic performance from third to fifth grade. Neighborhood risk, based on characteristics such as income, education level, female- headed households, and violent crime, was not associated with children's academic performance in third grade but negatively predicted for fifth- grade academic performance. (TJQ) EJ593625
Simeonsson, R. J., Ed. (1994). Risk Resilience and Prevention: Promoting the Well-Being of All Children., 384p. This book argues that a paradigmatic change of emphasis is needed from treatment to prevention in order to promote the well being of children and to reverse many of the social problems children face today. Written for an interdisciplinary audience, the book is divided into three sections. The first section provides a framework and overview of prevention issues. In the second section, representative problems of children's health, education, and behavior are defined and approaches to primary prevention and promotion are described. The last section provides a synthesis of themes and issues and identifies implications for practice, policy, training, and research. The 16 chapters are: (1) "Promoting Children's Health, Education, and Well-Being" (Rune J. Simeonsson); (2) "Toward an Epidemiology of Developmental, Educational, and Social Problems of Childhood" (Rune J. Simeonsson); (3) "Primary Prevention: The Missing Piece in Child Development Legislation" (Robert W. Chamberlin); (4) "Maternal and Child Health: A Collaborative Agenda for Prevention" (Bonnie Strickland and Merle McPherson); (5) "Healthy Children: Primary Prevention of Disease" (Nancy W. Simeonsson and Judith N. Gray); (6) "Preventing School Failure and Dropout" (Sharon Carnahan); (7) "Adolescent Pregnancy" (Tina M. Smith); (8) "Drug Use and Pregnancy" (Rebecca Edmondson); (9) "Child Abuse: A Prevention Agenda" (Gail S. Huntington Others); (10) "Preventing Injury in Children and Adolescents" (Joseph E. Zins Others); (11) "Externalizing Behavior Disorders" (Rick Jay Short and Richard Brokaw); (12) "Internalizing Affective Disorders" (Jayne E. Bucy); (13) "Sexually Transmitted Diseases: A Paradigm for Risk Taking among Teens" (Susan L. Rosenthal Others); (14) "Promoting Literacy Development" (Dixie Lee Spiegel); (15) "Policy and Practice: Implications of a Primary Prevention Agenda" (Rune J. Simeonsson and Melva Covington); and (16) "Promoting Children's Well-Being" (Rune J. Simeonsson and Daphne Thomas). (AS) ED374919
Skerker, R., & McDonough, G. (1993). Developing the Resilient Child: A Prevention Manual for Parents, Schools, Communities and Individuals., 48p. The purpose of this manual is to provide families, educators, community leaders, Others with current information to assist in the development of comprehensive prevention programs that provide opportunities for all children to develop into drug-free, productive adults. Part I describes the psychosocial factors that place children at risk for drug use, violence, school failure and other destructive behaviors. The manual places these factors in the context of a child's interaction with peers, family, school, and community. It describes the risk factors, as well as the protective factors in each of these interactions and how a program should address the interactions. Part II outlines the characteristics of children in different development stages and offers examples of strategies that are appropriate to each stage. Part III includes sample worksheets that are designed to facilitate a step-by-step approach to developing a comprehensive prevention education program. Part VI contains visual aids for photocopying or making into transparencies. (Contains 33 references.) (JE) ED382897
Skramstad, T. (1998). Reaching Resistant Youth through Writing. Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 4, 20- 24 Sum 1998. A teacher recounts her experiences with students who were successful telling their stories through writing and using their writing as a vehicle for expressing their emotions. Explains how helping students "find their voices" through writing can crack tough exteriors and help youth reconnect to school and themselves. (Author/MKA) EJ585315
Slaughter-Defore, D. T. (1999). Commentary on the Chicago School-based Research of Arthur Reynolds and Colleagues. Paper presented at the Special Issue: "Schooling and High-Risk Populations: The Chicago Longitudinal Study." For related articles, see CG 555 343-352. States strength of this longitudinal research is the ongoing study of parents conducted to identify (1) factors contributing to youth's risk for low school achievement and behavioral maladjustment and (2) factors that appear protective of resilience in their academic lives. Found that being at risk for lower school achievement carriers no implication that personal and social well-being are permanently adversely affected. (Author/JDM) EJ607663
T
Tamney, J. B. (1992). The resilience of Christianity in the modern world. Albany: State University of New York Press. Bt738.t25 1992
Tamney, J. B. (2002). The resilience of conservative religion: the case of popular, conservative Protestant congregations. Cambridge ; New York: Cambridge University Press. Bt738.t253 2002 280/.4/0973
Tamney, J. B., & NetLibrary Inc. (1992). The resilience of Christianity in the modern world. Albany, N.Y.: State University of New York Press. BT738.T25 1992eb 306.6/3
Tarwater, P. (1993). Glass, Plastic or Steel? Paper presented at the Annual Theme Issue: Teachers' Stories: Reflections on Teaching, Caring and Learning. Discusses the characteristics of resilient children that allow them to persevere in the face of adversity. Relates the story of a troubled adolescent who exhibited resiliency and who, with a teacher's help, changed her life. Offers 22 suggestions for working with troubled children. (TJQ) EJ467483
Taylor, A. R. (1991). Social Competence and Early School Transition: Risk and Protective Factors for African-American Children. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260 and UD 516 262-271. Four potential protective factors appear to promote resilience in disadvantaged African-American children through facilitating development of school-relevant social competencies. The factors are the following: (1) early education experiences; (2) parental involvement in early schooling; (3) early peer relationships; and (4) culturally compatible classroom programs. (SLD) EJ437019
Taylor, L. C., & Others (1992). Influence of Parental Style and Child Duties on School Performance of African- American Students., 15pp. Paper presented at the Annual Convention of the American Psychological Association (100th, Washington, DC, August 14-18, 1992). Previous research has indicated that African-American students, particularly those from low-income environments tend to be at greater risk for low academic achievement. However, income level is only one factor that contributes to low academic achievement. This study investigated the influence of other factors, including parental use of nurturant behavior and child household duties on the academic performance of at-risk African-American students. Data was obtained from a subset utilized in the National Survey of Family and Household (NSFH) data, consisting of African-American families with at least one child aged 5-18. Respondents provided information on a total of 566 students. Nurturance, control, demand, punishment, and household responsibilities were selected as the independent variables. These variables were comprised of composite scores on relevant items from the NSFH questionnaire. The analysis suggests that both high nurturance or high punishment are important for academic success. However, the best combination appears to be high nurturance and high punishment. The worst combination is clearly, low nurturance with low punishment. Although rigid control and high expectations of obedience may seem severe for middle America, such measures may be in the best interest of the child in certain environments, such as high poverty areas. As predicted child household responsibilities were negatively related to academic performance. More insight is needed on parental influences and the distribution of household responsibilities that promote academic resilience. The variables associated with positive academic outcomes for these resilient African-American students need to be isolated and analyzed. (ABL) ED357294
Taylor, M. J., & Swetnam, L. (2000). Building Resilience in a Gendered Journey: A Study of Women's Paths to Science Teaching. Paper presented at the Equity & Excellence in Education, 33, 1, 36-47 Apr 2000. Surveyed female K-12 and college teachers regarding their reasons for teaching science, investigating their use of mastery oriented learning and resiliency strategies in science classes as they pursued their goals of becoming science teachers. Presents the women's narratives, their reasons for pursuing science, challenges they faced, and a rank-ordered list of their recommendations for women science learners. (SM) EJ605963
Taylor, R. W., Ed., & Wang, M. C., Ed. (1997). Social and Emotional Adjustment and Family Relations in Ethnic Minority Families., 239p. Taking its departure from a conference hosted by the National Center on Education in the Inner City (Temple University, Philadelphia, Pennsylvania), this collection considers developing a research base for preventive and intervention- oriented efforts to foster resilience and educational success for minority students from disadvantaged backgrounds. Emphasized in these selections are the influences that mediate the negative impact of the environments of disadvantaged youth. The following chapters are included: (1) "Introduction: The Resilience Phenomenon in Ethnic Minority Adolescent Development" (Edmund W. Gordon); (2) "The Impact of Poverty and Low Socioeconomic Status on the Socioemotional Functioning of African-American Children and Adolescents: Mediating Effects" (Vonnie C. McLoyd); (3) "The Effects of Economic and Social Stressors on Parenting and Adolescent Adjustment in African-American Families" (Ronald D. Taylor); (4) "Why Are People Poor? Social Conditions and Adolescents' Interpretations of the Social Contract" (Constance A. Flanagan, Patreese Ingram, Erika M. Gallay, and Erin E. Gallay); (5) "The American Indian Child: Victims of the Culture of Poverty or Cultural Discontinuity?" (Ardy Sixkiller Clarke); (6) "Parents and Peers in the Lives of African-American Adolescents: An Interactive Approach to the Study of Problem Behavior" (Craig A. Mason, Ana Marie Cauce, and Nancy Gonzales); (7) "Educational and Occupational Aspirations and Expectations among Parents of Middle School Students of Mexican Descent: Family Resources for Academic Development and Mathematics Learning" (Ronald W. Henderson); (8) "Attitudes toward Sexuality and Sexual Behaviors of Asian-American Adolescents: Implications for Risk of HIV Infection" (Connie Chan); (9) "African-American Adolescents and Academic Achievement: Family and Peer Influences" (Melvin N. Wilson, Deanna Y. Cooke, and Edith G. Arrington); (10) "Racial and Economic Segregation and Educational Outcomes: One Tale, Two Cities" (William L. Yancey and Salvatore J. Saporito); (11) "Developmental Considerations of Gender-Linked Attributes during Adolescence" (Dena Phillips Swanson and Margaret Beale Spencer); and (12) "Determinants of Student Educational Expectations and Achievement: Race/Ethnicity and Gender Differences" (Leo C. Rigsby, Judith C. Stull, and Nancy Morse-Kelley). Each chapter contains references. (Contains 7 figures and 28 tables.) (SLD) ED410337
Thiessen, I. (1993). The Impact of Divorce on Children. Paper presented at the Theme issue topic: "Enhancing Young Children's Lives.". The degree of emotional trauma that children may face during or after their parents' divorce is related to the personality profiles of both parents; quality of parent-child bonding; quality of parent-child attachment; parenting styles; and resilience of the child. Courts and child care workers should look more closely at parent personality profiles to safeguard the interests of children. (MDM) EJ478139
Thomas, L. E. (1999). Under the canopy: ritual process and spiritual resilience in South Africa. Columbia: University of South Carolina. Bt732.5.t473 1999
Tiet, Q. Q. (1995). Predictors, developmental pathways, and the construct of resilience among inner city youths. T 1995.t446
Timmermans, S. R., Hasseler, S. S., & Booker, R.-A. Y. (1999). Creating Resiliency in Urban Neighborhoods. Paper presented at the Special topic: "Generosity and Altruism." For related articles, see CG 555 134-149. Project uses faith-based organizations to identify strengths in high-risk children and youth. Programs spanning grades 4 to 12 matched youth with prosocial peers and adults and provided opportunities for expanding their personal goals and educational horizons. Activities in mentoring built relationships, strengthened academic skills, and raised career and college aspirations. (Author/GCP) EJ604571
Tismaneanu, V. (1995). Political culture and civil society in Russia and the new states of Eurasia. Armonk, N.Y.: M.E. Sharpe. Jn6581.p625 1995
Tizard, B., & Varma, V. P. (1992). Vulnerability and resilience in human development: a festschrift for Ann and Alan Clarke. London ; Philadelphia: J. Kingsley. Bf721 Bf721.v85 1992
Townsel, K. T. (1997). Mentoring African American Youth. Paper presented at the Preventing School Failure, 41, 3, 125-27 Spr 1997. This discussion of issues in the mentoring of African-American youth defines mentoring, identifies elements of successful mentoring, stresses the importance of recognizing existing family and community assets, and urges parental involvement and a program philosophy which affirms the value of resiliency in children surviving in difficult environments. (DB) EJ552059
Turner, L. S. K. (1992). Coping Strategies of Resilient African American Adolescents., 20pp. Paper presented at the Annual Convention of the American Psychological Association (100th, Washington, DC, August 14-18, 1992). This paper provides a critical analysis of African American adolescents who achieve academically and explores the coping strategies these individuals employ to achieve academic success. It is hypothesized that African American adolescents achieve because they possess intrinsic values such as persistence and patience, or perhaps they are socialized to believe that academic achievement is paramount. It is suggested that their coping strategies enable them to achieve academically, and that most of these strategies are culture specific. Types of acculturation are examined and it is postulated that: (1) high achievers are academically successful because they acculturate to the school culture; (2) high achievers exhibit two typological patterns of acculturation (they either make a cultural shift or they culturally incorporate the school culture while retaining their own culture); and (3) there will be a correlation between type of acculturation and ethnic identity. It is recommended that future research examine those variables which account for high academic achievement among African American adolescents. (Author/NB) ED366900
Footer
Updated: Tuesday, April 23, 2002
by Alejandra Martinez
Email this page to a friend
Add or change any text to your message in the field below:
