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Psychosocial resilience, adaptive capacities and the psychosocial approach
Published in Ilana B. Crome, Richard Williams, Roger Bloor, Xenofon Sgouros, Substance Misuse and Young People, 2019
We think that our position and our aspiration resonate with reviews of research on how neurobiology, social ecology, nutrition and adjustment impact on children’s resilience that appeared in 2013 in the Journal of Child Psychology and Psychiatry (JCPP). As one of the articles in that journal states, ‘this body of knowledge supports a perspective of resilience as a complex dynamic process driven by time- and context-dependent variables, rather than [it being] the balance between risk and protective factors with known impacts on mental health’ (Panter-Brick and Leckman, 2013). Pathways that protect children and young people and enable them to develop well and express resilience are paved with factors that include ‘attachment, social support, religion, intelligence and problem-solving ability, and cognitive flexibility’ (Southwick et al., 2011: xii).
Clinician self-care
Published in Hilary McClafferty, Mind–Body Medicine in Clinical Practice, 2018
Positive coping skills such as healthy social support, humor, managing negative emotions, learning from adversity, finding meaning in adverse circumstances, and finding motivation through one’s moral beliefs have all been associated with resilience. Work in child psychology reinforces the message that resilience can be nurtured and learned, and a certain amount of challenge or adversity is needed for its development (Howe et al. 2012).
Educational Therapy’s Ancestry and Migration
Published in Maxine Ficksman, Jane Utley Adelizzi, The Clinical Practice of Educational Therapy, 2017
Gail Werbach, Barbara Kornblau, Carole Slucki
Leaders in the field of child psychology were concerned with the establishment of a psychological milieu in schools for normal and emotionally disturbed children where an appropriate balance between educational goals and therapeutic intervention could be used to maximize the individual’s emotional and intellectual potential.
Infants, children, and youth in foster care with prenatal substance exposure: a synthesis of two scoping reviews
Published in International Journal of Developmental Disabilities, 2023
Lenora Marcellus, Dorothy Badry
Formal appraisal of the quality of sources is not a required component of the JBI scoping review methodology, as it is challenging to compare across different epistemological and methodological traditions (Hong and Pluye 2019). Published research included topics such as infant, child and youth mental health, adoption and foster care, health, child development, child psychology, child welfare including child abuse and neglect, developmental disability research, youth work, addictions, justice, and human behavior and emerges from the disciplines of psychology, health, medicine, science, social work, psychiatry, nursing, pediatrics, neuropsychology, neuroscience, developmental disabilities, and occupational therapy. All included gray literature sources were developed by reputable government, research, and policy organizations. Quantitative and mixed methods studies were primarily focused on early screening, diagnosis, and intervention, followed by supporting foster care providers. Qualitative approaches were used primarily to study collaboration and supporting foster care providers. Overall, research studies were appropriately designed.
Transforming Behavior Contracts Into Collaborative Commitments With Families
Published in The American Journal of Bioethics, 2023
Jerry Schwartz, Dawn Nebrig, Laura Monhollen, Armand H. Matheny Antommaria
Staff at Cincinnati Children’s Hospital Medical Center used behavior contracts to address “difficult” patients and families for years. Nonadherence with recommended medical treatments was generally managed separately in collaboration with behavioral medicine and child psychology. In response to growing staff perceptions that patient care had become “family-driven” instead of “family-centered” and increasing numbers of disruptive patients and families, Children’s developed a “code of conduct.” While the code recognized the stress that families were under, it made expectations of them explicit including that they refrain from “shouting, cursing, and aggressive, offensive nonverbal gestures.” Staff could then request writing of a behavior contract when the code was violated. The contracts were based on a template rather than a form. Attention generally focused on parents' behavior and consequences included parents being excluded from the Medical Center’s premises. While parents’ signatures were requested, they were not required for the terms of the contract to be enforced.
A Chinese version of the young children’s participation and environment measure: psychometric evaluation in a Hong Kong sample
Published in Disability and Rehabilitation, 2021
Chi-Wen Chien, Cynthia Leung, Veronika Schoeb, Alma Au
Research packets (including the YC-PEM, PSS, and demographic questionnaire with research information sheet and consent form) were sent by post to parents who were willing to participate in this research. The parents were asked to return the signed consent form and completed questionnaires through the pre-paid envelope included in the packet. Two weeks after the receipt of the completed questionnaires from the parents, the YC-PEM was sent to all parents again to examine the test–retest reliability. Additionally, children aged 3–5 years were evaluated by a Master of Educational and Child Psychology student who was trained by the second author (CL), using the HKCAS-P cognition subscale. The cognitive assessments were administered in an assessment room located at the university, and lasted 10–15 min per child.