Sandra Prince-Embury

Profiles of Personal Resiliency for Normative and Clinical Samples of Youth Assessed by the Resiliency Scales for Children and AdolescentsTM

Cluster analyses with the three global scores of the Resiliency Scales for Children and Adolescents™ (RSCA) were used to determine personal resiliency profiles within normative (641) and outpatient clinical (285) samples of youth aged 9 to 18 years. Normative and clinical profiles were compared with each other and the clinical profiles were then compared with profiles previously found for an inpatient psychiatric sample. Three profiles were identified for the normative sample indicating high resiliency (31%), average resiliency (44%), and low resource vulnerability (25%). The four profiles that were found in the predominately outpatient sample matched Kumar et al.’s profiles and represented average resiliency (23%), low resource vulnerability (26%), high vulnerability (31%), and very high vulnerability (20%). Comparison of the normative and outpatient clinical samples indicated differences in resiliency profiles as well as overlap. Implications for preventive screening and treatment of youth are discussed.

Resilience in Children, Adolescents, and Adults

Resilience in children, adolescents, and adults : , Resilience in children, adolescents, and adults : , کتابخانه دیجیتال جندی شاپور اهواز

Psychometric Properties of the Resiliency Scales for Children and Adolescents and Use For Youth With Psychiatric Disorders

This study examines psychometric properties of the Resiliency Scales for Children and Adolescents (RSCA) in two clinical samples: one child sample (n = 110) and one adolescent sample (n = 178). The purpose of the study was to examine the distribution characteristics and internal consistency of RSCA scale, subscale, and index scores for youth who were diagnosed with various psychiatric disorders. This article expands on research reported in the RSCA technical manual, which examined small diagnostic groups by combining these groups when examination required larger samples. Findings suggest that the variability, apparent normal distribution, and good to excellent internal consistency of the RSCA global scale and index scores in these two clinical samples support their use to examine dimensions of normal development in clinical samples as well as in normative samples. Suggestions for future research are provided.

Resilience interventions for youth in diverse populations

Part I. Introduction and General Issues.- 1. Building a Science of Resilience Intervention for Youth Sandra Prince-Embury, Donald H. Saklofske.- 2. Review of Resilience Constructs and Conceptual Issues Sandra Prince-Embury.- 3. A Three Factor Model of Personal Resiliency and Related Assessment Sandra Prince-Embury.- 4. Creating Resilient Mindsets in Children and Adults: A Strength-Based Approach for Clinical and Non-Clinical Populations Robert Brooks, Suzanne Brooks.- Part II. Interventions for Schools and Non-Clinical Populations.- 5. Using the FRIENDS Programs to Promote Resilience in Cross-Cultural Populations Paula Barrett, Marita Cooper, Julia Gallegos.- 6. Girls Leading Outward (GLO): A School-Based Leadership Intervention to Promote Resilience for At-Risk Middle School Girls Cesalie Stepney, Gwyne White, Kristin Far, Maurice Elias- 7. Promoting Resilience through Executive Function Training for Homeless and Highly Mobile Preschoolers Erin C. Casey, Megan Finsaas, Stephanie M. Carlson, Philip David Zelazo, Barbara Murphy, Frances Durkin, Marie Lister, Ann S. Masten.- 8. Your Journey Together: Promoting Resilience in the Foster Care System Gabriel Smith, Paul LeBuffe, Deborah Alleyne, Mary Mackrain, Linda Likins.- 9. Building Resilience in Young Children the Sesame Street Way Geraldine V. Oades-Sese, David Cohan, Jedediah W.P. Allen, Michael Lewis.- 10. Enhancing Classroom Resilience with ClassMaps Consultation Samuel Y. Song, J. Sikorski, Beth Doll, M. Sikorski.- 11. The Resilience Doughnut Model an Intervention Program aimed at Building Resilience in Adolescence Lynn Worsley.- 12. Community and Residential Programs: Spurwink Mental Health System in Maine Linda Butler, Ellen Francis .- 13. Resiliency in Youth who have been Exposed to Violence Nancy Ghali.- 14. A Multilevel Approach of Promoting Resilience and a Positive Climate in the School Community during Unsettling Times Chryse Hatzichristou, Eirini Adamopoulou, Aikaterini Lampropoulou.- Part III. Interventions for Clinical Populations.- 15. Developing Social Competence through a Resilience Mode Mary Alvord, Brendan Rich, Lisa Berghorst.- 16. Promoting Resilience in Children with Intellectual Disability Linda Gilmore, Marilyn Campbell, Ian Shochet.- 17. Resilience Perspectives for Autism Spectrum Disorder Adam McCrimmon, Janine Montgomery.- 18. Resilience in ADHD: School-based Intervention to Promote Social-Emotional Well-being Emma Climie, Michelle Deen.- 18. Applying a Resiliency Perspective to Improve Health and Educational Outcomes for Youth with Chronic Illnesses Michelle M. Perfect, Evelyn Jaramillo.- 20. Resilience Building: A Social Ecological Approach to Intervention with a Trans-sexual Youth Robert Allan, Michael Ungar.

Assessing Personal Resiliency in Young Adults: The Resiliency Scale for Children and Adolescents

The Resiliency Scales for Children and Adolescents were developed to tap core underlying characteristics of personal resiliency in children and adolescents (RSCA; Prince-Embury, 2007). The theoretical and conceptual model underlying the original RSCA has been comprehensively described in Chap. 3 of this volume along with a summary of reliability and validity evidence accumulated thus far (Prince-Embury, 2012). Briefly, the original RSCA is a 64-item self-report questionnaire in which responses are given on a 5-point Likert rating scale. This chapter discusses the psychometric properties of two more recent versions of the RSCA that have been altered slightly for use with adults. RSCA-A is essentially the same as the RSCA with only two items altered to be more appropriate for adults. The RSCA-A-R includes eight additional items; four items were added to the Adaptability subscale and a four-item Meaning subscale was included. As with the original RSCA, items are divided into three global scales that are labeled Sense of Mastery, Sense of Relatedness, and Emotional Reactivity (Prince-Embury, 2007).

Resiliency Scales for Children and Adolescents: Theory, Research, and Clinical Application

This chapter will describe the Resiliency Scales for Children and Adolescents (RSCA) (Prince-Embury, 2006a, 2006b, 2006c, 2007) as an assessment of personal resiliency that is based on three core developmental systems commonly associated with adaptive functioning. In addition, this chapter will summarize and integrate the developmental theory underlying the RSCA, present research including reliability and validity evidence and discuss clinical application of the RSCA for preventive screening and clinical intervention.

Translating Resilience Theory for Assessment and Application with Children, Adolescents, and Adults: Conceptual Issues

Complex aspects of human functioning are not always neatly deconstructed by researchers or neatly reconstructed for intentional application. Such is the case for the construct of “resilience.” Over the past 50+ years, definitions of resiliency have been numerous and research has operated at different levels of analysis, each with its own language and caveats. This complexity has made standardized use and application of the construct more difficult. According to a critical review by (Wald, Taylor, Asmundson, Jang, & Stapleton, 2006) there are several existing definitions of resilience that share in common a number of features all relating to human strengths, some type of disruption and growth, adaptive coping, and positive outcomes following exposure to adversity (e.g., Bonanno, 2004; Connor & Davidson, 2003; Friborg, Hjemdal, Rosenvinge, & Martinussen, 2003; 2005; Masten et al., 1999; Richardson, 2002). There are also a number of distinctions made in attempts to define this construct. For example, some investigators assume that resilience is located “within the person” (e.g., Block & Block, 1980; Davidson et al., 2005). Other investigators (e.g., Friborg et al., 2003; Luthar, Cicchetti, & Becker, 2000; Masten, 2001) propose that there are multiple sources and pathways to resiliency, including social context (e.g., family, external support systems). Luthar et al. (2000) have provided clarification by distinguishing between resilience as a dynamic developmental process or phenomenon that involves the interaction of personal attributes with environmental circumstances and resiliency (Block & Block, 1980) as a personality characteristic of the individual.

The Resiliency Scale for Young Adults

The Resiliency Scale for Young Adults (RSYA) is presented as an upward extension of the Resiliency Scales for Children and Adolescents (RSCA). The RSYA is based on the three-factor model of personal resiliency including mastery, relatedness, and emotional reactivity. Several stages of scale development and studies leading to the current RSYA are described that provide construct validity (i.e., internal consistency, confirmatory factor analyses, and convergent–divergent validity) support for the three-factor structure and 10 subscales of this measure for young adults who are attending college. This work is a step in a longer-term project of translating the constructs of personal resiliency for application across the life span.

Introduction to the Special Issue: Assessing Resiliency in Children and Adolescents

This Introduction to the JPA special issue Assessing Resiliency in Children and Adolescents presents measurement issues encountered in the past as well as criteria for currently needed user friendly measures. These criteria include the following: (a) tools should be based on developmentally appropriate factors of resiliency that are well grounded in theory, (b) should be brief, user friendly and easy to administer, applicable for group and individual use, (c) should be theoretically and practically linked to intervention and (d) be psychometrically sound. Four tools for assessing strengths/resiliency are introduced and discussed in articles that follow in the Special Issue.

Measures of Resiliency

This chapter describes the definitions, related assumptions and assessment of resiliency/resilience. Within this context, ten measures are described, each representing different approaches to the assessment and application of this construct. Five of the resiliency measures were developed for adults and five more are specifically for children. Instruments selected for this review share a core set of selection criteria. First, they need to have the intended purpose of assessing strengths, including resilience/resiliency. Scales selected for inclusion must have at least one major favorable review in the published research or practice literature and been included in several studies supporting their reliability and validity. As well, evidence of good to excellent reliability and validity must be available in the test manual and/or related literature. In addition, the measures selected for inclusion must demonstrate practical applicability in both applied (e.g., educational, clinical) and research settings.