Adversity and resilience science最新文献

While possessing multiple stigmas is a common experience, research using a systematic method on this topic to quantify the total number of stigmas and their dimensions is very limited. The purpose of the current research is to examine the number and dimensions of multiple stigmas that university students experience and, moreover, to investigate whether self-compassion mediates the negative effect of multiple stigmas on resilience. Three studies (study 1: n = 476, study 2: n = 443, study 3: n = 321) were conducted in northern and southern locations of Appalachian United States, in which participants reported on their experience with multiple stigmas, self-compassion, and resilience. Depression, obesity, and poverty were the most frequently reported stigmas. Aligned with the hypotheses, the total number of multiple stigmas predicted lower resilience that was mediated by reduced self-compassion. Furthermore, after quantifying the six dimensions of stigma (disruptiveness, origin, visibility, peril, aesthetics, and persistence; Jones et al., 1984) with the taxonomy developed by Pachankis et al. (Personality and Social Psychology Bulletin, 44:451–474, 2018), our results clarified that the disruptiveness of stigma consistently predicted lower resilience, mediated by weakened self-compassion. Other dimensions had significant but less consistent relationships with resilience and self-compassion. These results contribute to the literature on multiple stigmas and thereby their associations with outcomes such as resilience. The important mediating role of self-compassion is also highlighted and underscores an important pathway between multiple stigmas and resilience, which informs our discussion on the implications for the design of prevention and intervention programs on university campuses.

Childhood adversity undermines children’s positive adaptation, including engagement in prosocial behaviors that benefit others. However, children’s capacity to make meaning of challenging experiences in a balanced and organized manner (i.e., narrative coherence) may contribute to better-than-expected psychosocial outcomes in the context of adversity. This multi-informant longitudinal study tested whether children’s narrative coherence at age 6 predicted better-than-expected prosocial outcomes at age 8 in the wake of early childhood adversity exposure from birth to age 4 (i.e., prosocial resilience) in a sample of 250 children (50% female sex assigned at birth, 46% Latine). Using a standardized residual approach, children’s narrative coherence predicted better-than-expected prosocial outcomes relative to the overarching negative effect of early childhood adversity on prosocial behavior in middle childhood. This study suggests that children’s ability to process difficult life events in a way that is balanced, accurate, and open to modification contributes to their prosocial resilience in the wake of early adversity.

Community-based and culturally grounded research, led by Indigenous scholars, is critical for the prevention and intervention of health risks such as substance use and misuse in Indigenous communities. However, Indigenous scholars encounter numerous adversities to success in academia. This manuscript describes an Indigenous Writing Retreat (IWR) guided by Native Hawaiian worldview and ontology held in Hawaiʻi in Spring 2022 to empower eleven Indigenous scholars and four mentors through cultivating their Form (intellectual knowledge) and Essence (expression of true intention and authentic feeling). Intentions of this gathering were as follows: (1) Hoʻoulu a Hoʻomōhalahala ʻIke: inspire growth/develop knowledge and insight; (2) Hōʻola i ka Nohona Kanaka: give life to cultural identity and native intelligence; (3) Hoʻopono: cleanse and let go; and (4) Hoʻohana Pilina: relationship building with each other, land, and spirit. Intentions were achieved through six methods: (1) academic writing; (2) Indigenous Cultural Orientation and Protocol; (3) honor and pay respect for people and land; (4) cultural tools and ceremony; (5) create a “Safe Space”; and (6) community building. This story conveys the IWR impact on scholars, mentors, and community hosts, including kūpuna (Elders)/leaders/cultural practitioners via a survey, email exchanges, and “talk story” sessions with them. Four relational actions (recommendations) for future IWRs are presented using the acronym PONO: Preparation, Observation, Navigation, and Oneness. This IWR is offered as a gift to all Indigenous nations to inspire and guide relational exchanges and cultivate Indigenous leadership in substance use research, collective well-being, and resilience by centering Indigenous worldviews and methodologies.

While Indigenous communities have thrived for centuries despite colonization, Indigenous Peoples continue to experience high rates of sexual victimization and are rarely included in sexual assault prevention and intervention research. Given the common risk factors associated with experiencing sexual assault, including substance use, it is vital to understand the unique strengths and challenges of Indigenous young adults to inform prevention and intervention efforts. The goal of this study was to simultaneously examine resilience and risk factors associated with sexual assault using a multi-methods design. First, a large, national, quantitative survey to assess sexual assault–related mental health needs was conducted among Indigenous college students at 8 tribal colleges and universities (TCUs) and 50 predominantly White institutions (PWIs), which resulted in a sample of n = 401 survey participants. Qualitative interviews (n = 14) were then conducted to complement the survey data from the perspective of Indigenous college students. Quantitatively, participants reported high levels of trauma history and, importantly, high levels of resilience and low levels of overall substance use compared to national heavy alcohol use guidelines. Qualitatively, findings suggest that Indigenous college students find strength in cultural and community engagement and recognize systemic inequities that contribute to sexual violence and substance use. This research provides a deeper understanding of the strengths possessed by Indigenous Peoples to help protect against substance use and sexual violence. Current findings help inform future research directions for developing culturally relevant sexual violence prevention and intervention programs coupled with substance use reduction.

Individuals in academic settings (e.g., graduate students; faculty/trainees in academic medical centers) experience elevated rates of burnout and decreased psychological well-being, in part attributed to contextual factors that place these professionals at greater risk for psychological difficulties and well-being deficits. Accordingly, there is a need for implementation of evidentiary interventions to facilitate contextual changes in academic environments to reduce burnout and promote psychological well-being. Resilience-informed interventions have been incorporated in healthcare settings, businesses, and clinical contexts, and may represent one viable intervention option. Using the Stanford Model of Professional Fulfillment (SMOPF) as a general framework, in conjunction with established evidence-based resilience interventions, strategies focusing on enhancing personal resilience are reviewed (drawing primarily from cognitive-behavioral perspectives), in addition to resilience-based interventions addressing efficiency of practice. Finally, resilience-based interventions designed to facilitate a culture of wellness are discussed. We offer a description of an integrated model driven by personal resilience, efficiency of practice, and cultural assessments to guide a tailored action recommendation plan of concrete intervention strategies that can be implemented within units, divisions, departments, broader medical university settings, and graduate programs. Suggestions for future dissemination and implementation efforts of resilience-based strategies in academic settings to promote psychological well-being are also offered.

This study investigated whether adverse childhood experiences (ACEs) and benevolent childhood experiences (BCEs) were associated with predictions of one’s future emotional states (affective forecasting) and future events (event prediction) during the COVID-19 pandemic. We hypothesized that adults’ higher ACEs and lower BCEs would be independently associated with adults’ (a) more negative affective forecasting and (b) predictions that the pandemic would last longer. Participants were undergraduate and graduate students (N = 502) who completed online questionnaires in May 2020 about ACEs and BCEs, current mental health, and experiences during and predictions about the COVID-19 pandemic. Results indicated that adults reporting more BCEs reported less affective forecasting of negative emotions in the future, though the association became nonsignificant after controlling for depressive symptoms. ACEs were not associated with affective forecasting nor with prediction about the pandemic’s duration. Among those with fewer BCEs, however, higher levels of ACEs were associated with predicting a faster return to normal life following the pandemic. Additionally, among those with fewer ACEs, higher levels of BCEs were also associated with predicting a faster return to normal life, suggesting nuanced and non-linear associations by which ACEs and BCEs relate to expectations about the future during global crises. Implications for ongoing and future global stressors are discussed.

Child behavior problems (CBPs) are pressing social and developmental issues because of their short- and long-term effects on psychosocial development. Among CBPs, depression and conduct disorder stand out as two salient examples of internalizing and externalizing behaviors. Guided by Ungar’s Systemic Model of Resilience, this comprehensive literature review explored the complex associations between sources of risk and resilience, with respect to their impact on the development of depression and conduct disorder during childhood and adolescence. We reviewed literature focused on risk and resilience factors related to depression and conduct disorder from a dynamic systems bioecological perspective focusing on individual, family, and community etiologic sources of influence as well as their impacts at different stages of development. We also examined the impact of first exposure to sources of risk and resilience at various age periods (children vs. adolescence) to better understand contextual changes in the individual’s social-emotional interpersonal networks, for example, the increasing role of peers and community levels of influence. Children with access to a wide range of resilient processes as well as resources and support are more likely to overcome and outgrow from risk and develop more adaptive behavior patterns than those who do not. However, simply lumping all resilient factors together to explain the protective and promotive factors and processes may obscure how each level of resilience factors promotes and protects certain types of risk factors. Hence, future studies should employ more rigorous and diversified methodological endeavors to examine the interactions of resilience across various domains. Furthermore, practitioners should develop a more comprehensive intervention across the individual, family, and community domains to enhance a child’s resilience to prevent and alleviate depression and conduct problems.

Research in Indigenous communities continues to lead innovations in the adversity and resilience sciences. These innovations highlight the strengths of Indigenous communities and are an act of resistance against prevailing stereotypes that Indigenous communities are vulnerable and wholly restrained by health deficits. The aim of this Supplemental Issue on Substance Misuse and Disorder and American Indian, Alaska Native, and Native Hawaiian Children’s Development: Understanding Root Causes and Lifting up Solutions Grounded in Indigenous Community Strengths is to highlight the promising new approaches and perspectives implemented by a group of engaged researchers and their community partners, as they seek to move resilience science research forward. Case studies presented in this issue are from projects led by teams connected to the Native Children’s Research Exchange (NCRE) conference, all of whom conduct health promotion and disease prevention research among American Indians, Alaska Natives, and Native Hawaiians. Sparked by several major exogenous shocks to the current landscape of the American milieu, namely, the COVID-19 pandemic, the murder of George Floyd (increased visibility of overt racism in the USA), and climate change, this article presents a model for conducting research with Indigenous Communities that acknowledges these forces while highlighting community strengths.

During the COVID-19 outbreak, schools around the world faced major challenges and were required to adapt to new educational practices while supporting students’ learning and well-being. This study outlines the development of School Preparedness Toolkit (SPT), an online interactive checklist launched from January to March 2021 among 273 Ukrainian schools. SPT was a dual-use tool, aiming to inform and support efforts of school administrations in implementing effective strategies to address challenges arising from COVID-19 and to inform related public health and educational policies at regional and national levels. The toolkit focused on resilience against COVID-19 challenges across five main domains: Access to Education Provision of Quality and Inclusive Learning, Well-Being, Safety, Nutrition, and School Feeding. Completion of SPT was a collaborative process among school administrators. Chi-square tests were conducted to examine differences across schools’ geographical locations and between urban and rural areas. Results indicated that most schools were already adapting to the challenges, to the extent of implementing mandated safety and online education protocols, communicating these with families, and providing a psychosocial safety net for children in extreme distress. However, resilience could be further strengthened through a greater emphasis on school cohesion, connectedness, and solidarity, as well as on preventive psychosocial interventions. The SPT methodology was shown to be a promising approach in assisting schools to reflect and plan for greater resilience, not just in the context of the COVID-19 pandemic but also in other extreme adversities that school systems—in Ukraine and around the world—might be facing.