Adversity and resilience science最新文献

Pregnant and parenting youth experiencing homelessness (PPYEH) face considerable health and socioeconomic challenges. Although protective factors, such as positive adult relationships, are key elements for healthy development throughout adolescence and young adulthood, they remain less understood among PPYEH. Drawing on in-depth interviews with 11 female participants (ages 15–20) in a shelter-based health program, we conducted a qualitative analysis to explore protective factors among PPYEH. Guided by a theory-informed codebook, we identified individual, interpersonal, organizational, and community-level factors that supported the health of PPYEH. Individual factors included youths’ future orientation, sexual health and contraceptive knowledge, understanding/prioritization of personal and child health, self-efficacy and engagement in their parent role, and ability to navigate complex systems. Interpersonal factors included meaningful parent–child relationships and multidimensional support from family and school. Organizational factors included instrumental support from school and shelter, shelter rules and policies, and the benefit of the shelter compared to previous housing circumstances. Community factors included having access to and satisfaction with primary care, easy access to sexual and reproductive healthcare, and a network of professional supports. Societal-level protective factors were not identified. Findings demonstrate the value of understanding and enhancing protective factors within ongoing clinical, educational, and policy efforts to support PPYEH.

By combining person-centered analysis with latent transition analysis (LTA) and adapting a navigation and negotiation perspective, we examined the effect of the COVID-19 pandemic on adolescents’ depression and anxiety levels as well as their adaptation and success in high school. Focusing on the navigation (individual adaptation) and negotiation (social adaptation) factors that contribute to school success, our data from a longitudinal study in Switzerland (wave 1 in autumn 2020, grade eight [n = 315]; wave 2 in spring 2021, grade eight [n = 257]) revealed four patterns: students with high levels in both dimensions (“thriving”), students with low levels in both dimensions (“demanding”), students with low negotiation but moderate to high navigation (“unsupported bloomers”), and students with high negotiation but low navigation (“encouraged non-achievers”). The “thriving” pattern had about three times more students than the “encouraged non-achiever” pattern did and about five times more students with a lower depression/anxiety profile than the “demanding” pattern did. Parental involvement and reading comprehension were identified as crucial factors in students’ academic achievement, with parental involvement being significantly associated with the “unsupported bloomers” pattern, suggesting that parents can compensate for the lack of teacher academic support and recognition and it can contribute to students’ academic success. Adolescents with high navigation and negotiation resources had higher reading comprehension scores compared to those with lower navigation and negotiation resources. Reading comprehension significantly influenced grades in language subjects and mathematics. The study emphasized the importance of individual and social adaptation factors in promoting academic success and personal growth in high school.

Positive childhood experiences are garnering increased attention, as they may prevent exposure to, and mitigate the effects of, adverse childhood experiences on development. While many studies around the world have used the Benevolent Childhood Experience (BCE) scale, the prevalent use of ad hoc measures increases variability in study methods, limiting comparability of study findings. We conducted a scoping review to summarize existing methods to measuring positive childhood experiences. A search of the PubMed, PsychINFO, and SCOPUS databases was conducted to identify relevant articles published from January 2010–May 2023. Sixty-six articles were included in the review. The BCE scale is the most used measure to assess positive childhood experiences; many ad hoc measures were based on the recently developed Healthy Outcomes from Positive Experiences framework. Included studies predominantly used a cumulative score to assess positive childhood experiences, and all found evidence of promotive and/or protective effects of positive childhood experiences on various behavioral and health outcomes. Taken together, findings reveal heterogeneity in measurement of positive childhood experiences, highlighting the need for consistent operationalization of positive childhood experiences. Agreement and consistency in the measurement of positive childhood experiences will improve interpretation of research findings and appropriate implications for policy.

This study examined the relations between childhood maltreatment and several domains of functioning (i.e., relational, educational, psychological, autonomy, drinking consequences) and three moderators (i.e., emotion regulation, meaning-making, and social support) of these relations among college students. We hypothesized that most students with a history of childhood maltreatment would display adaptive functioning in these domains and that emotion regulation, meaning-making, and social support would buffer the relations between childhood maltreatment and poorer functioning. Data were collected from undergraduate students at one midwestern university (N = 312). Childhood maltreatment, the five domains of functioning, and three moderators were assessed using online surveys. Half of the sample met cutoffs for either low (23%) or moderate-to-severe (28%) childhood maltreatment. The majority (54% to 82%) of students with either level of childhood maltreatment displayed adaptive functioning (above the 25th percentile) across the five domains of functioning. In ordinal regression analyses, students exposed to maltreatment, particularly moderate-to-severe maltreatment, had significantly lower odds of adaptive relational, educational and psychological functioning (but higher odds of adaptive functioning in terms of drinking consequences). Emotion regulation, meaning-making, and social support did not moderate the relations between maltreatment and any outcome. Of the three moderator variables, emotion regulation was most consistently associated with functioning, with emotion regulation difficulties being related to poorer functioning. Research on maltreatment in undergraduate college students needs to acknowledge resilience, as many students with histories of maltreatment display adaptive functioning. Further research on potential moderators is needed.

This study employs a second-order structural equation model to assess the statistical impact of resilience on burnout subscales among undergraduate students from Mexican faculties during the COVID-19 pandemic. An online questionnaire was administered to a nationwide sample of 5557 students enrolled in a higher education institution. The questionnaire demonstrated high reliability, with alpha coefficients exceeding 0.70 for all subscales, and demonstrated construct validity with average variance extracted (AVE) coefficients surpassing 0.50, alongside discriminant validity values exceeding 0.70. Utilizing structural equation models with second-order latent variables through the maximum likelihood method, our study sought to test the research hypothesis. The results indicated that resilience exerted a significant and direct influence on the illusion to study (0.74), explaining approximately 55% of its variance. Additionally, psychological exhaustion (−0.36), indolence (−0.35), and guilt (−0.27) were significantly inversely related, elucidating around 13%, 12%, and 1% of their respective variances. The findings underline the significance of resilience as a pertinent psychosocial factor empowering students to confront the challenges posed by the COVID-19 pandemic. Resilience enhances students’ enthusiasm to study while simultaneously mitigating psychological exhaustion, indolence, and guilt. As defined by the World Health Organization (WHO), burnout emerges as a syndrome resulting from inadequately managed chronic stress. Previous research has demonstrated that depression, psychosomatic disorders, alcohol and tobacco consumption, and obesity stem from the profound feelings of guilt linked to burnout, as outlined in Gil-Monte’s burnout model. Significantly, students in academic contexts often perceive their burnout experiences as indicative of personal inadequacies, leading them to internalize guilt for their perceived underperformance. This self-criticism contributes to a pervasive sense of failure and a marked decline in self-esteem. Moreover, employing Student’s t-tests, this study reveals noteworthy gender-based disparities across all subscales, with the exception of persistence, tenacity, and self-efficacy.