Trine Waaktaar

How resilient are resilience scales? The Big Five scales outperform resilience scales in predicting adjustment in adolescents.

This studys aim was to determine whether resilience scales could predict adjustment over and above that predicted by the five-factor model (FFM). A sample of 1,345 adolescents completed paper-and-pencil scales on FFM personality (Hierarchical Personality Inventory for Children), resilience (Ego-Resiliency Scale [ER89] by Block & Kremen, the Resilience Scale [RS] by Wagnild & Young) and adaptive behaviors (California Healthy Kids Survey, UCLA Loneliness Scale and three measures of school adaptation). The results showed that the FFM scales accounted for the highest proportion of variance in disturbance. For adaptation, the resilience scales contributed as much as the FFM. In no case did the resilience scales outperform the FFM by increasing the explained variance. The results challenge the validity of the resilience concept as an indicator of human adaptation and avoidance of disturbance, although the concept may have heuristic value in combining favorable aspects of a persons personality endowment.

How Can Young People’s Resilience be Enhanced? Experiences from a Clinical Intervention Project

The aim of this project was to explore how resilience factors could be utilized in a clinical intervention for young people with stressful background experiences. Four resilience factors constituted the basis for the intervention: positive peer relations, self-efficacy, creativity, and coherence. Four main therapeutic principles were derived and elaborated with technical operationalizations: (i) focus on group work with same-age peers, and foster prosocial, supportive and accepting interactions; (ii) organize group work around activities the participants are motivated to learn more about, and assist them in reaching specified group and individual goals; (iii) facilitate playful exploration and individual symbolic expression within the chosen activity; and (iv) encourage and assist participants’ attempts to make meaningful and beneficial connections between different aspects of their past, present and future lives. Nine groups underwent the intervention. As the case illustration shows, this approach gave inspiration to thinking and practice that was perceived as clinically meaningful. However, more knowledge of the interplay between positive and negative chain reactions is needed to develop adequate interventions.

The effectiveness of a universal school-based programme on coping and mental health: a randomised, controlled study of Zippy’s Friends

The purpose of this study was to evaluate Zippy’s Friends, a universal school programme that aims at strengthening children’s coping skills. The sample consisted of 1483 children (aged 7–8 years) from 91 second-grade classes in 35 schools. The schools were matched and randomly assigned to intervention or control conditions. Coping was assessed by the Kidcope checklist for children and an adapted version for parents. Parents and teachers reported mental health outcomes using the Strengths and Difficulties Questionnaire. Controlling for the hierarchical structure of the data, latent variable regression analysis indicated that the programme had a significant positive effect on coping and on the impact of mental health difficulties in daily life. Subgroup analyses suggested that coping was improved in girls and children from the low socio-economic subgroup, whereas the impact of mental health difficulties was reduced in boys.

Exploring the associations between coping patterns for everyday stressors and mental health in young schoolchildren

The purposes of this study were to explore the structure of coping with everyday stressors in a young nonclinical population and examine the relationship between coping and mental health. A total of 1324 children from 91 second-grade classes in 35 schools participated. Mental health was assessed using the parent and teacher forms of the Strengths and Difficulties Questionnaire (Goodman, 1997), and coping was assessed by the Kidcope (Spirito et al., 1988) self-report checklist. Exploratory and confirmatory factor analyses suggested a three-factor structure of coping. Latent-variable regression analysis indicated that coping categories including both active and emotional strategies were associated with fewer mental health problems, whereas withdrawal and oppositional coping strategies were associated with greater mental health problems. With some important exceptions, the results replicated previous studies of adults and adolescents. The need for new, more comprehensive coping assessments is highlighted.

Self-efficacy is mainly genetic, not learned: A multiple-rater twin study on the causal structure of general self-efficacy in young people

Social learning theory postulates that self-efficacy is learned through the persons interaction with his/her physical and social environment. In this genetically informative, population-based, multi-informant study of 1,394 adolescent twin pairs, self-efficacy was modeled as one latent psychometric self-efficacy factor with genetic and environmental effects common to all informants, as well as for effects specific for each informant. The results showed that 75% of variation in self-efficacy was due to genetic factors. Non-shared environmental causes explained the remaining 25% of the variance in the latent factor, with no effect of common environment. Some informant-specific effects were also found. The present study challenges the theoretical assumption of learning as the dominant etiological factor behind self-efficacy in young people.

Differences between youth with a single suicide attempt and repeaters regarding their and their parents history of psychiatric illness

The objective of this study was to determine predictors of repeated suicide attempts in young people, focusing on psychiatric illness. A longitudinal population-based register study of all adolescents born in Denmark between 1984 and 2006 was conducted. Greater numbers of hospitalizations, psychiatric diagnoses, and psychopharmacological medications prescribed to youth before and after the index attempt were risk factors for repeated suicide attempts. Parental diagnoses and drug prescriptions following a childs first suicide attempt moderated the risk of repeated attempts. Psychiatric illness is a strong predictor of repeated suicide attempts in young people, and those with co-morbid diagnoses are at increased risk of repeated suicide attempts. Treatment of psychiatric illness in the parents after their childs first suicide attempt is a potential protective factor.

Genetic and environmental causes of variation in adolescent anxiety symptoms: A multiple-rater twin study

Heritability estimates for adolescent anxiety vary across studies, partly depending on who is rating the symptoms. The goal of our study was to estimate genetic and environmental influences using a multi-informant design with responses from a population-based sample of adolescent twins, their mothers and their fathers (N=1394 families). Results from multivariate biometrical modeling indicated quantitative, but no qualitative sex differences in etiology. The best fitting model was an AE Common Pathway model, defining anxiety as a latent factor common to all informants. This model offers error free estimates of genetic and environmental influences explaining the latent factor variance. Variation in the latent factor was highly genetic, with heritability estimates of 65% for boys and 74% for girls. Non-shared environmental effects explained the remaining variance. In addition, there were significant rater-specific genetic and environmental effects for both sexes. The observed rater differences underline the importance of using several informants when studying adolescent anxiety.

Ready for School? Trauma Exposure and Mental Health in a Group of War-Affected Ugandan Adolescents Re-Attending School

The objective of this study was to assess trauma-related symptoms and mental health among war-exposed Ugandan adolescents (n = 81) as a basis for planning their re-attendance at school. Self-reports of exposure to traumatic events, trauma-related symptoms, and indicators of mental health were collected. While about half of the youths (51.9%) reported having been abducted by rebels and were former child soldiers, no differences were found in their mental health functioning compared to the remaining sample. Of the youths, 78% reported post-traumatic stress reactions of clinical significance. However, scores were within the normal range on conduct problems, hyperactivity, pro-social behavior, and self-efficacy. Even though the sample was clearly suffering from trauma-related symptoms, there were also marked areas of adaptive functioning and resilience. Whether the students are ready for education is discussed and implications for adapting educational programs for war-affected adolescents are indicated.

A Chance Lost in the Prevention of School Dropout? Teacher-Student Relationships Mediate the Effect of Mental Health Problems on Noncompletion of Upper-Secondary School

ABSTRACT There is increasing awareness of the challenges that young people who do not complete upper-secondary school may encounter. The aim of the current study was to investigate teacher-student relationship as a possible mechanism to reduce the associations between mental health problems, grades, and subsequent noncompletion. Mental health problems and teacher-student relationships were assessed through students’ self-reports in 10th grade, and linked with Norwegian registries of education and sociodemography (n = 10,931). A dual-factor serial mediator model was specified, allowing the effect of mental health problems on school dropout to be mediated by the teacher-student relationship via school grades. Results indicated that teacher-student relationship is a potential mechanism to reduce the negative associations between mental health problems and later noncompletion. However, students with mental health problems seemed to experience less supportive teachers; therefore, interventions targeting teacher-student relationships may be required. The patterns were similar between genders.