Child and Adolescent Risk and Resilience

Full citation:
Layne, C.M., Greeson, J.K.P., Kim, Soeun, Ostrowski, S.A., Reading, S., Vivrette, R.L., Briggs, E.C., Fairbank, J.A., & Pynoos, R.S. (2014). Links between trauma exposure and adolescent high-risk health behaviors: Findings from the NCTSN Core Data Set. Psychological Trauma: Theory, Research, Practice, and Policy, 6(Suppl 1), 2014, S40-S49. http://dx.doi.org/10.1037/a0037799


Abstract: Although links between adverse childhood experiences (ACEs) and problems in adulthood are well established, less is known regarding links between exposure to trauma during childhood and adolescence and high-risk behavior in adolescence. We tested the hypothesis that cumulative exposure to up to 20 different types of trauma and bereavement/loss incrementally predicts high-risk adolescent behavior beyond demographic variables. Adolescents reporting exposure to at least 1 type of trauma (n  3,785; mean age  15.3 years; 62.7% girls) were selected from the National Child Traumatic Stress Network Core Data Set (CDS). Logistic regression analyses tested associations among both demographic variables and number of types of trauma and loss exposure as predictors, and 9 types of high-risk adolescent behavior and functional impairment (attachment difficulties, skipping school, running away from home, substance abuse, suicidality, criminality, self-injury, alcohol use, and victim of sexual exploitation) as criterion variables. As hypothesized, hierarchical logistic regression analyses revealed that each additional type of trauma exposure significantly increased the odds ratios for each problem behavior (range  1.06–1.22) after accounting for demographic variables. Some demographic variables (female gender, public insurance eligibility, and older age) were also associated with increased likelihood for some outcomes. Study findings extend previously identified links between childhood trauma and problems later in life to include high-risk behavior and functional impairment during adolescence. The findings underscore the need for a trauma-informed public health approach to systematic
screening, prevention, and early intervention for traumatized and bereaved youth in child service systems.

Keywords: adverse childhood experiences, adolescence, risk factor, bereavement, child traumatic stress

ALKALMAZOTT PSZICHOLÓGIA 2015, 15(1):77–92. 77 ÖSSZEFOGLALÓ Háttér és célkitűzések: Noha a gyermekek általában boldogabbak a kétszülős családokban, mint elvált szülők gyermekeként, ma már számos kutatás igazolta, hogy az érintett gyermekek többsége képes jól alkalmazkodni, megküzdeni a válás okozta nehézségekkel. Mindezek az eredmények felvetik a válás pozitív pszichológiai vagy reziliencia-szempontú megközelíté-sét. Kutatásunkban arra kerestünk választ, hogy milyen összefüggést találunk serdülőkorú fi-atalok lélektani rugalmassága és az általuk megélt szülői nevelés minősége között a nem és a családi struktúra intaktsága (a szülők együtt-vagy különélése) függvényében. Módszer: Kér-dőíves módszerrel vizsgáltunk 15–19 év közötti fiatalokat (N = 297) felhasználva a Wagnild és Young (1993) által kifejlesztett Reziliencia Skála rövid 14 kérdéses változatát és a Parker és munkatársai (1979) által kidolgozott Szülői Bánásmód Kérdőív magyar változatát (Tóth és Gervai, 1999). Eredmények: 1. a serdülők eltérő módon észlelték az anyák és apák szülői bá-násmódját; 2. az anyai és apai szeretet/kontroll dimenziók különböző mértékben jártak

Cross-lagged SEM examined prior academic buoyancy predicting psychological risk.Cross-lagged SEM also examined prior psychological risk predicting academic buoyancy.Analyses confirmed a reciprocal effects model.Psychological risk impacts academic buoyancy and academic buoyancy impacts psychological risk.Based on hypothesized reciprocal relations between psychological risk and academic buoyancy (dealing with ‘everyday’ academic setback in the ordinary course of school life), the present study used cross-lagged structural equation models to examine the relative salience of (1) prior academic buoyancy in predicting subsequent psychological risk and (2) prior psychological risk in predicting subsequent academic buoyancy. Academic buoyancy and psychological risk (academic anxiety, failure avoidance, uncertain control, emotional instability, neuroticism) measures were administered to 2971 students (11–19 years) from 21 Australian high schools at two time waves across a one-year interval. Analyses confirmed a reciprocal effects model in which psychological risk impacts academic buoyancy and academic buoyancy impacts psychological risk. The findings hold applied and conceptual implications for practitioners and researchers seeking to help students deal more effectively with adversity in school life.

In M.A. Landolt, M. Cloitre, U. Schnyder (Eds.), Evidence-Based Treatments for Trauma Related Disorders in Children and Adolescents.

This handbook presents the current evidence-based psychological treatments for trauma related disorders in childhood and adolescence and in addition provides clearly structured, up-to-date information on the basic principles of traumatic stress research and practice in that age group, covering epidemiology, developmental issues, pathogenetic models, diagnostics, and assessment. Each of the chapters on treatment, which form the core of the book, begins with a summary of the theoretical underpinnings of the approach, followed by a case presentation illustrating the treatment protocol session by session, an analysis of special challenges typically encountered in implementing this treatment, and an overview of the current evidence base for the treatment approach. A special section considers modern treatments in particular settings, such as schools, hospitals, and juvenile justice systems, and the concluding chapters provide an integrative discussion on how to treat traumatized children and adolescents and an outlook. The book will be invaluable for clinical child and adolescent psychologists, child and adolescent psychiatrists, psychotherapists, and other mental health professionals working with traumatized children and adolescents.

In response to recent studies and discussions on the social and psychological support being made available to young refugees today, this study will investigate the Adverse Childhood Experiences (ACEs) of child refugees who fled from National Socialist Europe to the UK in the late 1930s. Many of these refugees settled in the UK after the Second World War and have lived here ever since. This cohort provides us with the opportunity to look at the long-term consequences of their childhood experiences.

This report will examine the impact of this forced dislocation on their adult lives, as well as identify the protective factors that enabled these children to adjust to life in the UK and which, in turn, minimised the likelihood of long-term harmful behaviours associated with ACEs. This study aims to provide enlightening historic context that will aid contemporary research and hopes to inform future strategies which are being developed to support young sanctuary seekers today.

A significant proportion of child refugees who reached the UK in the 1930s (both with and without other family members), have recorded their experiences either in interviews or in written form. This study will take advantage of these sources and archives to investigate the impact of ACEs on this group of children and to identify the protective factors that encouraged resilience during this challenging and formative period. Several factors that promote resilience have been noted in a recent 2020 report by Public Health Wales: individual factors (the ability to think positively); family factors (positive attachment); and community factors (friendships, school, good community resources). 

This report shows that there are several common factors that made a positive difference to the child refugees although it is crucial to remember that each experience was unique. For example, in an educational environment, relationships with supportive teachers who had a good understanding of the refugee experience is shown to enable acceptance from peers. Additionally, a connection with other refugees helped combat isolation and alienation. In the case of unaccompanied child refugees, our research points to the importance of different types of placements to be chosen bearing in mind the age, situation, and religion and cultural background of the individual child refugee. Many benefitted from a connection with other refugees whilst finding their own feet in UK society. Our research shows that stability during this process is important.
Our study also suggests that the most positive outcomes in mitigating the effects of ACEs in child refugees is to aim for ‘supported independence’, and open communication regarding traumatic experiences. The refugees need to be given safe spaces to discuss their experiences as children and later as adults. This points to the crucial role of active, preventative mental health support, even if no actual mental illness has manifested itself.

Resilience has been highlighted in educational policies internationally as one of the key elements that may prevent negative developmental trajectories, such as radicalization into violent extremism. To examine the factors that contribute to resilience at adolescence and to understand how resilience relates to wellbeing this study investigates the resilience resources of Finnish youth (n=2837). Furthermore, we examined the relationship between resilience and the youth’s self-reported levels of empathy and beneficence (pro-social orientation), life satisfaction and meaning in life (contentment with life), and their intention for non-violent action (activism), and intention for violent actions (radicalism). The results of the latent profile analysis suggest that high resilience resources are related to higher levels of pro-social orientation and contentment with life, while the opposite is true for low resilience resources. However, the findings do not indicate any significant connection between low resilience resources and an increased intent for activism or radicalism.

Работа посвящена анализу зарубежных и отечественных исследований академической резильентности детей-мигрантов. Приводятся основные определения понятия, обсуждаются существующие методы измерения академической резильентности, их возможности и ограничения, перспективы дальнейших исследований. Проанализированы субъективные и объективные критерии выявления «академически резильентных» учеников. Рассмотрены различные факторы, влияющие на проявление резильентности детьми-мигрантами. Показано, что наличие внешней поддержки в сочетании с возможностью и способностью ее просить и принимать положительно сказывается на учебных достижениях. В то же время такие внутренние факторы, как самоэффективность, ассертивность, внутренний локус контроля, высокая мотивация и амбициозные цели, вносят существенный вклад в обеспечение высокой успеваемости даже при неблагоприятных условиях жизни ребенка-мигранта.

Resilience is a dynamic, interactive process between resources that contribute to safeguarding a person and the adversities they experience. Within this promotional framework of resilience, this study sought to validate the Child and Youth Resilience Measure (CYRM-28) among a sample of South African adolescents (N = 1854). Confirmatory factor analysis supported a superior level of fit for a 24-item, three-factor model (i.e., individual/social, familial, and community/spiritual). Internal consistency and test-retest reliability estimates at a 12-month interval (N = 648) supported the reliability of the scales. Higher scores on the scales were associated with feeling more connected at school, greater parental monitoring perceptions, and lower sexual risk, confirming the convergent and criterion validity of the instrument. Partial discriminative power was evidenced based on selected scale distinctions according to age and sex groupings. Collectively, the findings suggest the 24-item CYRM is a valid and reliable self-report measure to assess the availability of resources associated with resilience in South African youth.

The current armed conflicts in the world, and in particular those linked to the Islamic State System (ISIS) in Iraq, constitute a major obstacle to stable benchmarks, to a collective reading of a common culture, and to a society free from the symptoms of war. Inclusive artistic interventions are often deployed with children affected by conflict as a source of resilience and empowerment. The objective of this article is to propose entry into resilience 115 identified during the implementation of a device of an "artistic biography" activities with coaches of an NGO and young people in a camp in Iraq. The device built was a project to "paint our caravans" as a first project with the young people in a camp. Through our experience as an artist, trainer and researcher, we observe the indicators of entry into "presence" during the artistic activities. Involvement in a collective work, self-recognition by the coaches and self-recognition in the final artistic work are the three indicators of presence that we note. Individual and collective resilience processes are complex and long and subject to many obstacles. Our article invites further investigation to build evidence to develop artistic response in humanitarian emergencies.