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Resilience & Schools (BT)

This page contains a list of research reviews and articles as well as a listing of reports and resources on resilience. Visitors to this page are encouraged to use the "Easy Edit" tool found at the top of the page to insert additional items. All versions of the page are automatically saved, so no previous copies can be lost.

This summary discusses one behavioural theory that underpins school health promotion, safety, social development and other similar programs. The summary is one of several that are being developed within this wiki-based web site. Please see our Call for Writers/Contributors/Sponsors on Behaviour Theories for a full listing of this series of summaries.

Editor: Doug McCall
Contributors:
First Draft Posted: March 6, 2009
Most Recent Major Update: January 20-10 Posted as a rough Draft
Permissions: This summary is open for additions, edits and comments . Use the "Easy Edit tool found at the top of the page to open up the page for editing. All versions of the page are automatically saved, so there is no rsik of "losing" a version. Comments can be made anonymously by clicking on the "thread" button at the bottom of the page or by using the Discussion feature in the top navigation bar.
Related Summaries in this Web Site: Resilience & Schools (GT) Resilience as an Emerging Concept (EE), Fostering Resilience through Transitions (EE), Fostering Resilience through Family Programs (EE), After School Programs, Healthy Development & Resilience (HS) Resilience & School Programs (HS) and Resilience & Schools (BT)

Research	Resources, Reports
A. Defining the Model. Theory or Framework A-1 Overview Bonanno, G.A. 2004. Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20-28. Bonanno, G.A. 2005. Resilience in the face of potential trauma. Current Directions in Psychological Science, 14(3), 135-138. Botvin, G.J. 2004. Advancing prevention science and practice: Challenges, critical issues, and future directions.Prevention Science, 5, 69-72. Condly, S.J. 2006. Resilience in children: A review of literature with implications for educators. Urban Education, 41(3), 211-236. Flynn, R.J., Dudding, P.M. & Barber, J.G. (Eds.). 2006. Promoting Resilience in Development: A General Framework for Systems of Care. In Promoting Resilience in Child Welfare. Ottawa, ON: University of Ottawa Press. Fraser, M. (Ed.) 2004. Risk and Resilience in Childhood: An ecological Perspective, 2nd ed. Washington, DC: NASW Press. Garmezy, N. 1985. Stress-resistant children: The search for protective factors. In. J.E. Stevenson (Ed.). Recent research in developmental psychopathology: Journal of Child Psychology and Psychiatry Book Supplement #4. Oxford: Pergamon Press. Garmezy, N., Masten, A.S. & Tellegen, A. 1984. The study of stress and competence in children: A building block for developmental psychology. Child Development, 55, 97-111. Goldstein, S. & Brooks, R.B. (Eds.). 2006. Handbook of Resilience in Children. New York, NY: Springer. Greenberg, M. 2006. Promoting resilience in children and Youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139-150. Hauser, S.T., Allen, J.P. & Golden, E. 2006. Out of the Woods: Tales of Resilient Teens. Cambridge, MA: Harvard University Press. Kaplan, H.B. 1999. Toward an understanding of resilience: A critical review of definitions and models. In Glantz, M.D. & Johnson, J.L. (Eds.), Resilience and Development: Positive Life Adaptations. Dordrecht, Netherland: Kluwer Academic Publishers. Knitzer, J. & Cohen, E. 2007. Promoting resilience in young children and families at the highest risk: The challenge for early childhood mental health. In J. Knitzer, R. Kaufman & D. Perry (Eds.). Social and Emotional Health in Early Childhood. Building Bridges Between Services and Systems. Baltimore, MD: Paul H. Brookes. Korhonen, M. 2007.Resilience: Overcoming Challenges and Moving on Positively. Ottawa, ON: National Aboriginal Health Organization. Kretzman, J. & McKnight, J. 1993. Building Communities From the Inside Out. Chicago, IL: ACTA Publications. Lester, B.M., Masten, A.S. & McEwen, B.S. (Eds.). Resilience in Children. Vol. 1094. New York Academy of Sciences. Luthar, S. 1991. Vulnerabillity and resilience: A study of High-risk adolescents. Child Development, 62(3), 600-616. Luthar, S. (Ed.) 2003. Resilience and Vulnerability: Adaptation in the context of Childhood Adversities. Cambridge, UK: Cambridge University Press. Luthar S. 2006. Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D.J. Cohen (Eds.). Development Psychopathology, Vol. 3: Risk, Disorder, and Adaptaton (2nd ed. Vol. 3). New York: Wiley. Luthar, S.S. Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D.J. Cohen (Eds.) Developmental Psychology, 2nd ed. John Wiley & Sons Inc. Luthar, S.S. & Brown, P.J. 2007. Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities and priorities for the future. Development and Psychopathology, 19, 931-955. Rutter, M. 2000. Resilience reconsidered: Conceptual considerations, empirical findings, and policy implications. In J.P. Shonkoff & S.J. Meisels (Eds.). Handbook of Early Childhood Intervention, 2nd Ed. New York, NY: Cambridge University Press. Rutter, M. 2001. Psychosocial adversity: Risk, resilience and Recovery. In J.M. Richman & M.W. Fraser (Eds.). The Context of Youth Violence: Resilience, Risk and Protection. Westport, CT: Praeger. Stewart, A.J. 1982. The course of individual adaptation to life changes. Journal of Personality and Social Psychology, 42, 1100-1113. Ungar, M. 2007. Playing at Being Bad: The Hidden Resilience of Troubled Teens. Toronto, ON: McClelland & Stewart. Wyman, P.A., Sandler, I., Wolchik, S. & Nelson, K. 2000. Resilience as cumulative competence promotion and stress protection: Theory and intervention. In D. Cicchetti, J. Rappaport, I. Sandler& R.P. Weissberg (Eds.). The Promotion of Wellness in Children and Adolescents. Thousand Oaks, CA: Sage Publications. Yates, T.M. & Masten, A.S. 2004. Fostering the future: Resilience theory and the practice of positive psychology. In Linley, P.A. & Joseph, S. (Eds.) Positive Psychology in Practice. Hoboken, N.J: John Wiley and Sons. A-2 Linkages to other theories, models, frameworks Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York, NY: Freeman and Company Biglan, A., Mirazek, P.J., Carnine, D. & Flay, B.R. 2003. The integration of research and practice in the prevention of youth problem behaviors. American Psychologist, 58(6-7), 433-440. Block, J. 1982. Assimilation, accommodation, and the dynamics of personality development. Child Development, 53(2), 281-295. Bronfrenbrenner, U. 1989. Ecological system theories. Annals of Child Development, 6, 187-249. Dryfoss, J.G. 1990. Adolescents At Risk: Prevalence and Prevention. New York. Oxford University Press. Eccles, J.S., Midgley, C., Buchanan, C.M., Wigfield, A., Reuman, D. & MacIver, D. 1993. Development during adolescence: The impact of stage-environment fit. American Psychologist, 48, 90-101. Elder, G.H., Jr. 1985. Perspectives on the life course. In G.H. Elder, Jr. (Ed.). Life Course Dynamics: Trajectories and transitions. 1968-1980. Ithaca, NY: Cornell University Press. Ge, X., Lorenz, F.O., Conger, R.D., Elder, G.H., Jr. & Simmons, R.L. 1994. Trajectories of stressful life events and depressive symptoms during adolescence. Developmental Psychology, 30, 467-483. Graber, J.A. & Brooks-Gunn, J. & Petersen, A.C. 1996. Adolescent transitions in context. In J.A. Graber, J. Brooks-Gunn & A.C. Petersen (Eds.). Transitions Through Adolescence: Interpersonal Domains and Content. Mahwah, NJ: Erlbaum. Graber, J.A. & Brooks-Gunn, J. 1996. Transitions and turning points: Navigating the passage from childhood through adolescence. Developmental Psychology, 32(4), 768-776. Greenberg, M.T., Weissberg, R.P., Utne O’Brien, M., Zins, J.E., Fredericks. L., Resnik, H. & Elias, M. 2003. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, American Psychologist, 58, 466-474. Hawkins, J.D., Catalano, R.F., Morrison, D.M., O”Donnell, J., Abbott, R.D. & Day, L.E. 1992. The Seattle Social Development Project: Effects of the first four years on protective factors and problem behavior. In J. McCord & R.E. Tremblay (Eds.). Preventing Antisocial Behavior: Interventions From Birth Through Adolescence. New York, NY: Guilford Press. Hyman, S.E. 2004. Foreword. In E.L. Bearer, C. Garcia Coll & R.M. Lerner (Eds.). Nature and Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development. Mahwah, NJ: Erlbaum. Jessor, R. 1992. Risk behavior in adolescence: A psychosocial framework for understanding and action. In D.E. Rogers & E. Ginzberg (Eds.). Adolescents At Risk: Medical and Social Perspectives. Boulder, CO: Westview Press. Masten, A.S. 1989. Resilience in development: Implications of the study of successful adaptation for developmental psychopathology. In D. Cicchetti (Ed.). The Emergence of a Discipline: Rochester Symposium on Developmental Psychopathology (Vol. 1). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Masten, A. 2003. Commentary: Developmental Psychopathology as a Unifying context for Mental Health and Education Models, Research, and Practice in Schools. School Psychology Review, 32(2), 170-174. Masten, A., Cutuli, J.J., Herbers, J.E., Reed, M.J. In C.R. Synder & Lopez, S.J. (Eds.) The Handbook of Positive Psychology (2nd ed.). New York: Oxford University Press. Masten, A.S. & Powell, J.L. 2003. A resilience framework for research, policy and practice. In Luthar (Ed.). Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities. New York: Cambridge University Press. Romer, D. & Walker E. (Eds.). 2007. Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science. New York, NY: Oxford University Press. Rutter, M. 1987. Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331. Rutter, M. 1989. Pathways from childhood to adult life. Journal of Child Psychology and Psychiatry and Applied Disciplines, 30(1), 23-51. Rutter, M. 2002. The interplay of nature, nurture, and developmental influences: The challenge ahead for mental health. Archives of General Psychiatry, 59, 996-1000. Rutter, M. 2006a. Genes and Behavior: Nature-nurture Interplay Explained. Malden, MA: Blackwell. Rutter, M. 2006b. Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094, 1-12. Schonert-Reichl, K.A. & Hymel, S. 2007. Educating the heart as well as the mind: Why social and emotional learning is critical for students’ school and life success. Education Canada, 47, 20-25. Spencer, M.B. & Harpalani, V., Cassidy, E., Jacobs, C. Donde, S., Goss, T., et al. 2006. Understanding vulnerability and resilience from a normative development perspective: Implications for racially and ethnically diverse youth. In D. Cicchetti & E. Cohen (Eds.). Handbook of Development and Psychopathology, 2nd Ed. New York, NY: Wiley. A-3 Elements or aspects of the theory, model or framework Bandura, A., Barbaranelli, C., Caprara, G.V. & Pastorelli, C. 2001. Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187-206. Blair, C. & Razza, R.P. 2007. Relating effortful control, executive functioning and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663 Block, J.H. & Block, J. 1980. The role of ego-control and ego-resiliency in the organization of behavior. In. W.A. Collins (Ed.). Minnesota Symposia on Child Psychology, 13, 39-101. Hillsdale, NJ: Lawrence Erlbaum Cicchetti, D. & Curtis, W.J. 2006. The developing brain and neural plasticity: Implications for normality, psychopathology, and resilience. In D. Cicchetti & D.J. Cohen (Eds.). Developmental Psychopathology, 2. Cicchetti, D. & Valentino, K. 2006. An ecological-transactional perspective on child maltreatment: Failure of the average expectable environment and its influence on child development. In D. Cicchetti & D.J. Cohen (Eds.). Development Psychopathology, 3. Crawford, E., Wright, M.O.D. & Masten A.S. 2006. Resilience and spirituality in youth. In P.L. Benson, E.C. Roehlkepartain, P.E. King & L. Wagener (Eds.). The Handbook of Spiritual Development in Childhood and Adolescence. Newbury Park, CA: Sage. Curtis, W.J. & Cicchetti, D. 2003. Moving research on resilience into the 21st century: Theoretical and methodological considerations in examining the biological contributors to resilience. Development and Psychopathology, 15(3), 773-810. Davidson, R.J. 2000. Affective style, psychopathology, and resilience. Brain mechanisms and plasticity. American Psychologist, 55(11), 1196-1214. Grolnick, W.S., Benjet, C., Kurowski, C.O. & Apostoleris, N.H. 1997. Predictors of parent involvement in children’s schooling. Journal of Educational Psychology, 89(3). 538-548. Kaplan, H.B. 1999. Toward an understanding of resilience: A critical review of definitions and models. In Glantz, M.D. & Johnson, J.L. (Eds.), Resilience and Development: Positive Life Adaptations. Dordrecht, Netherland: Kluwer Academic Publishers. Masten, A. 2001. Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238. Masten, A.S. 2004. Regulatory processes, risk and resilience in adolescent development. Annals of the New York Academy of Science, 58(6-7), 425-432. Masten, A.S. 2007. Competence, resilience and development in adolescence: Clues for prevention science. In D. Romer & E. Ealker (Eds.). Adolescent Psychopathology and the Developing Brain. Integrating Brain and Prevention Science. New York, NY: Oxford University Press. Masten A.S. & Obradovic, J. 2006. Competence and resilience in development. Annals of the New York Academy of Sciences, 1094-13-27. A-4 General discussion of Strategies for implementation/Barriers to Use Greenberg, M. 2006. Promoting resilience in children and Youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139-150. Lantieri, L. 2008. Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children. Boulder, CO: Sounds Tree Inc. Masten, A. 2006. Promoting resilience in development: a general framework for systems care. In Promoting Resilience in Child Care. Flynn, R.J., Dudding, P.M. & Barber, J.G. (Eds.). Ottawa, ON: University of Ottawa. Rhodes, J.E. & DuBois, D.L. 2006. Understanding and facilitating the youth mentoring movement. Social Policy Report, XX(III). Ungar, M. 2004. Nurturing Hidden Resilience in Troubled Youth. Toronto, ON: University of Toronto Press. Walsh, F. 2006. Strengthening Family Resilience, 2nd Ed. New York: Guildford. A-5 Landmark Evaluated Examples of use of the theory Zigler, E. & Muenchow, S. 1992. Head Start: The Inside Story of America’s Most Successful Educational Experiment. New York, NY: Basic Books. B) Evidence of Effectiveness of the Model. Theory or Intervention/Reviews & Examples of B-1 On Health & Social Development Overall Asseltine, R.H. & Gore, S. 1993. Mental health and social adaptation following the transition from high school. Journal of Research on Adolescence, 3(3), 247-270. Brooks-Gunn, J. & Reiter, E.O. 1990. The role of pubertal processes in the early adolescent transition. In S. Feldman & G. Elliott (Eds.). At the Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press. Greenberg, M.T., Kusche, C.A., Cook, E.T. & Quamma, J.P. 1995. Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136. Masten, A. & Coatsworth, J.D. 1998. The development of competence infavorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205-220. Masten, A.S. & Gewirtz, A.H. 2006. Resilience in development: The importance of early childhood. Encyclopedia on Early Childhood Development. Masten A.S. & Gerwith, A.H. 2006. Vulnerability and resilience in early child development. In K. McCartney & D.A. Phillips (Eds.). Handbook of Early Childhood Development. Blackwell. Masten, A.S., Burt, K.B., Roisman, G.I., Obradovic, J., Long, J.D., Tellegen, A. 2004. Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16(4), 1071-1094. Ong, A.D., Bergeman, C.S., Bisconti, T.L. & Wallace, K.A. 2006. Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91, 730-749. Rutter, M. 1979. Protective factors in children’s responses to stress and disadvantage. In M.W. Kent & J.E. Rolf (Eds.). Primary Prevention in Psychopathology: Vol. 8. Social Competence in Children. Hanover, NY: University Press of New England. Toth, S.L., Rogosch, F.A., Manly, J.T. & Cicchetti, D. 2006. The efficacy of toddler-parent psychotherapy to reorganize attachment in the young offspring of mothers with major depressive disorder: A randomized preventive trial. Journal of Consulting and Clinical Psychology, 74, 1006-1016. Werner, E.E. & Smith, R.S. 2001. Journeys From Childhood to Midlife: Risk, Resiliency, and Recovery. Ithaca, NY: Cornell University Press. B-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours Bachman, J.G. Johnston, L.D. O’Malley, P.M. & Schulenberg, J. 1996. Transitions in drug use during late adolescence and young adulthood. In J.A. Grabert, J. Brooks-Sunn & A.C. Petersen (Eds.). Transitions Through Adolescence: Interpersonal Domains and Context. Mahwah, NJ: Erlbaum Bonanno, G.A. 2004. Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20-28. Bonanno, G.A., Falea, S., Bucciarelli, A. & Vlahov, D. 2006. Psychological resilience after disaster. New York City in the aftermath of the September 11th terrorist attack. Psychological Science, 17, 181-186. Bonanno, G.A., Moskowitz, J.T., Papa, A. & Folkman, S. 2005. Resilience to loss in bereaved parents, and bereaved gay men. Journal of Personality and Social Psychology, 88(5), 827-843. Brooks-Gunn, J. 1991. How stressful is the transition to adolescence in girls? In M.E. Colten & S. Gore (Eds.). Adolescent Stress: Causes and Consequences. Hawthorne, NY: Aldine de Gruyter. Brooks-Gunn, J. Petersen, A.C. 1991. Studying the emergence of depression and depressive symptoms during adolescence. Journal of Youth and Adolescence, 20(2), 115-119. Donnon, T. & Hammond, W. 2007. Understanding the relationships between resiliency and bullying in adolescence: An assessment of youth resiliency from five urban junior high schools. Child and Adolescent Psychiatric Clinics of North America, 16(2), 449-472. Fitzgerald, H.E. & Zucker, R.A. 2006. Growing up in an alcoholic family: Pathways of risk aggregation for alcohol use disorders. In K. Freeark & W. Davidson III (EDS.). The Crisis in Youth Mental Health, Volulme 3. Critical Issues and Effective Programs. Westport, CT: Praeger/Greenwood Publishing Group. Greenberg, M.T., Riggs, N.R. & Blair, C. 2007. The role of preventive interventions in enhancing neurocognitive functioning and promotiong competence in adolescence. In D. Romer & E. Walker (Eds.). Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science. New York: Oxford University Press. Hawkins, J.D., Catalano, R.F., Morrison, D.M., O”Donnell, J., Abbott, R.D. & Day, L.E. 1992. The Seattle Social Development Project: Effects of the first four years on protective factors and problem behavior. In J. McCord & R.E. Tremblay (Eds.). Preventing Antisocial Behavior: Interventions From Birth Through Adolescence. New York, NY: Guilford Press. Masten, A.S. & Obradovic, J. 2007. Disaster preparation and recovery: Lessons from research on resilience in human development. Ecology and Society, 13(1), 9 Reid, J.B. & Eddy, J.M. 1997. The prevention of anti-social behavior: Some considerations in the search for effective interventions. In D. Stoff, J. Breitling & J. Maser (Eds.). Handbook of Antisocial Behavior. New York, NY: Wiley. Wilson, S.J., Lipsey, M.W. & Derzon, J.H. 2003. The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136-149. B-3 On Learning and School Effectiveness Battistich, V., Solomon, D., Watson, M. & Schaps, E. 1997. Caring school communities. Educational Psychologist, 32, 137-151. Blair, C. & Razza, R.P. 2007. Relating effortful control, executive functioning and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663 Doll, B., Zucker, S. & Brehm, K. 2006. Resilient Classroom: Creating Health Environments For Learning, New York, NY: Guilford. Feiner, R.D., Brand, S., Adan, A.M., Mulhall, P.F., Flowers, N., Sartain, B. & Dubois, D.L. 1994. Restructuring the ecology of the school as an approach to prevention during school transitions. Longititudinal follow-ups and extensions of the School Transitional Environment Project (STEP). Prevention in Human Services, 10(2),103-136. Hymel, S., Schonert-Reichl, K.A. & Miller, L.D. 2007. Reading, ‘Riting, ‘Rithmetic and relationships: Considering the social side of education. Exceptionality Canada, 16, 149-191. Masten, A. 2003. Commentary: Developmental Psychopathology as a Unifying context for Mental Health and Education Models, Research, and Practice in Schools. School Psychology Review, 32(2), 170-174. Masten, A.S., Roisman, G.I., Long, J.D., Burt, K.B., Obradovic, J., Riley, J.R., Boelcke-Stennes, K. & Tellegen, A. 2005. Developmental cascades: Linking academic achievement, externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733-746. Miliotis, D., Sesma, A. Jr. & Masten A.S. 1999. Parenting as a protective process for school success in children from homeless families. Early Education and Development, 10(2), 111-133. Noam, G.G. & Hermann, C.A. 2002. Where education and mental health meet: Developmental prevention and early intervention in schools. Development and Psychopathology, 14, 861-875. Pianta, R.C. 1999. Enhancing Relationships Between Children and Teachers. Washington, DC: American Psychological Association. Pianta, R.C. 2006. Schools, schooling, and developmental psychopathology. In D. Cicchetti & D.J. Cohen (Eds.). Development Psychopathology: Vol. 1. Theory and Method, 2nd edition. New York, NY: Wiley. Raffaele, L.M. & Knoff, H.M. 1999. Improving home-school collaboration with disadvantaged families: Organizational principles, perspectives, and approaches. The School Psychology Review, 28(3), 448-466. Raver, C.C., Garner, P.W. & Smith-Donald, R. (in press). Roles of emotion regulation and emotion knowledge for children’s academic readiness: Are the links causal? In R.C. Pianta & K. Snow (Eds.) Kindergarten Transition and Early School Success. Baltimore, MD: Paul H. Brookes. Roeser, R.W., Midgley, C. & Urdan, T.C. 1996. Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422. Rutter, M. & Maughan, B. 2002. School effectiveness findings, 1979-2002. Journal of School Psychology, 40, 451-475. Simmons, R.G., Carlton-Ford, S.L. & Blyth, D.A. 1987. Predicting how a child will cope with the transition to junior high school. In R.M. Lerner & T.T. Foch (Eds.). Biological-psychosocial Interactions in Early Adolescence. Hillsdale, NJ: Erlbaum. Zimmerman, M.A. & Arunkumar, R. 1994. Resiliency research: Implications for schools and policy. Social Policy Report, Society for Research in Child Development, 8(4), 1-18. C) Evidence on how to Implement, Sustain the Model, Theory, Framework C-1 Use of Diffusion and Education Change Knowledge/Theory C-2 Use of Capacity-Building Knowledge/Theory and Sustainability C-3 Consideration of Ecology and System Characteristics Pianta, R.C. & Walsh, D.J. 1998. Applying the construct of resilience in schools: Cautions from a developmental systems perspective. School Psychology Review, 27, 407-417. Spencer, M.B. & Harpalani, V. 2004. Nature, nurture and the question of “how?”: A phenomenological variant of ecological systems theory. In C. G. Coll, E.L. Bearer & R.M. Lerner (Eds.). Nature nad Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development. Mahwah, NJ: Erlbaum. Ungar, M. 2004. A constructionist discourse on resilience: Multiple contexts, multiple realities among at-risk children and youth. Youth and Society, 35(3), 341-365. Weisner, T. 2002. Ecocultural understanding of children’s developmental pathways. Human Development, 45(4), 272-281. C-4 Consideration of Community or Cultural Contexts National Civic League. 1999. The Civic Index: Measuring Your Community’s Civic Health, 2nd. Ed. Denver, CO: NCL. Nykota, D. & Muharjarine, N. 2005. Community resilience impact on child and youth health outcomes: A neighbourhood case study. Canadian Journal of School Psychology, 20(1), 5-20. Riley, J.M. & Masten, A.S. 2005. Resilience in context. In R. Peter, R. McMahon & B. Leadbeater (Eds.). Resilience in Children, Families, Communities: Linking Context to Practice and Policy. New York, N.Y: Kluwer Academic/Plenum. Ungar, M. (Ed.). 2005. Handbook for Working With Children and Youth. Pathways to Resilience Across Cultures and Contexts. Thousand Oaks, CA: Sage Publications. D Questions related to Future and Current Research D-1 Major knowledge/practice/policy questions and draft or existing research agendas Botvin, G.J. 2004. Advancing prevention science and practice: Challenges, critical issues, and future directions.Prevention Science, 5, 69-72. Curtis, W.J. & Cicchetti, D. 2003. Moving research on resilience into the 21st century: Theoretical and methodological considerations in examining the biological contributors to resilience. Development and Psychopathology, 15(3), 773-810. Luthar, S.S. & Brown, P.J. 2007. Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities and priorities for the future. Development and Psychopathology, 19, 931-955. Masten, A.S. 1999. Commentary: The promise and perils of resilience research as a guide to preventive intervention. In M.D. Glantz & J.L. Johnson (Eds.). Resilience and Development: Positive Life Adaptations. Longitudinal Research in the Social and Behavioral Science. New York, NY: Kluwer Academic/Plenum Publishers. Masten, A.S. 2007. Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921-930. McCall, R.B. & Groak, C.J. 2000. The future of applied child development research and public policy. Child Development, 71(1), 197-204. Scales, P. & Gibbons, J.l. 1996. Extended family members and unrelated adults in the lives of young adolescents: A research agenda. Journal of Early Adolescence, 16, 365-389 Schonert-Reichl, K.A. 2000. Children and youth at risk. Some conceptual considerations. Paper prepared for the Pan-Canadian Education Research Agenda Symposium, Ottawa, ON. Zimmerman, M.A. & Arunkumar, R. 1994. Resiliency research: Implications for schools and policy. Social Policy Report, Society for Research in Child Development, 8(4), 1-18. D-2 Use of new research methods (beyond RCT’s) D-3 Methodological Issues and Questions Flay, B.R., Biglan, A., Boruch, R.F., Castro, F.P., Gottfredson, D., Kellam, S., Mo’scicki, E.K. Schinke, St., Jeffrey, C. V. & Ji, P. 2005. Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6, 151-175. Flynn, R.R., Ghazal, H., Legault, L., Vandermeulen, G. & Petrick S. 2004. Use of population measures and norms to identify resilient outcomes in young people in care: An exploratory study. Child and Family Social Work, 9, 65-79. Luthar S. 1993. Annotation: Methodological and conceptual issues in the study of resilience. Journal of Child Psychology and Psychiatry, 34, 441-453. McCall, R.B. & Green, B.L. 2004. Beyond the methodological gold standards of behavioral research: Considerations for practice and policy. Social Policy Report, Society for Research on Child Development, XVIII(II), 3-19. Pickles, A., Rutter, M. 1991. Statistical and conceptual modes of ‘turning points’ in developmental processes. In D. Magnusson, L.R. Bergman, G. Rudinger & B. Torestad (Eds.), Problems and Methods in Longitudinal Research: Stability and Change. Cambridge, England: Cambridge University Press.	A) Reports and Discussion/Position Papers/Status Reports Increasing the resilience of young people at risk: a literature review Roberts, F. (2009). Renwick: NSW Centre for the Advancement of Adolescent Health, The Children's Hospital at Westmead, Westmead and Centre for Clinical Governance Research, University of NSW. Summary findings include; programmes that enhance are youth development approaches, whole school programs and holistic strength-based treatment models; a population health approach is needed in conjunction; improved community-government collaboration; age-appropriate & evidence based strategies; improving access & communication systems; ensure initiatives are sustainable; and more research on resilience factors opposed to risk factors. Growing strong: attitudes to building resilience in the early years (2008). London: NCH. As part of the NCH's Growing Strong campaign, to raise awareness of the positive impact of good self-esteem, emotional wellbeing, social skills and resilience have on young people's futures, a series of focus groups with 48 mothers were held. This report details the qualitative research conducted in order to understand parents' priorities and understanding of resilience and emotional wellbeing, and to find out the language parents use to talk about these things. Parents were open to the idea of public services that promote children's emotional wellbeing, but preferred an advice information service to be on a voluntary and flexible basis, also as some matters were seen as private. Literature review: resilience in children and young people The Bridge Childcare Development. (2007, June). London: The Bridge Childcare Development. The authors conclude that the evidence suggests that in order to develop resilience we need: multi-faceted programmes that consider factors across child, family and community arenas; programmes that address risk, assets and resilience processes; and targets that include the development of secure relationships and wider supportive relationships, self-esteem and mastery, and provision of positive nursery and school or community experiences. Saewyc, E., Wang, N., Chittenden, M., Murphy, A., & The McCreary Centre Society. 2006. Building Resilience in Vulnerable Youth. Vancouver, B.C.: The McCreary Centre Society. Child Health Work Group. 1998. Towards a Public Health Approach to Reducing Child Poverty and Enhancing Resilience. Toronto, ON: Ontario Public Health Association. Korhonen, M. 2007.Resilience: Overcoming Challenges and Moving on Positively. Ottawa, ON: National Aboriginal Health Organization. Kretzman, J. & McKnight, J. 1993. Building Communities From the Inside Out. Chicago, IL: ACTA Publications. Masten, A.S. Children Who Overcome Adversity to Succeed in Life. Steinhauer, P.D. 1996. Methods of Developing Resiliency in Children from Disadvantaged Populations. Ottawa, ON: National Forum on Youth. The Canada Millennium Scholarship Foundation. 2007. Applying the Construct of Resilience to Career Development: Lessons in Curriculum Development. The McCreary Centre Society. 2002. From the Inside Out: Promoting Resiliency in Early Adolescence. Vancouver, BC: The McCreary Centre Society. Acting On What We Know: Preventing Youth Suicide in First Nations (First Nations & Inuit Health, Ottawa) The recommendations from this report fall into four main themes: increasing knowledge about what works in suicide prevention; developing more effective and integrated health care services at national, regional and local levels; supporting community-driven approaches; and creating strategies for building youth identity, resilience and culture B) Resources Examples of programs/guidelines/mandates British Columbia Ministry of Children and Family Development & Ministry of Education. 2004. FRIENDS. Child and youth Mental Health Plan for BC. Webster-Stratton, C. 2001. The incredible years: Parents, teachers, and children training series. Residential Treatment for Children & Youth, 18, 31-45. Whole school programs that have included resilience The Gatehouse Project involves the whole school in identifying risk and protective factors in the school environment. Results include increased school connectedness and engagement. MindMatters is a national initiative in Australia focusing on creating a school environment conducive to learning. Focuses on supporting teachers in addressing mental health issues and building a positive classroom environment. PROMOTING SAFER SCHOOLS: An Introduction to Effective Behaviour Support (BC Council of Administrators of Special Education Publication) Problem behaviour occurs on a continuum from relatively mild and infrequent to frequent and severe. Effective Behaviour Support recognizes this and advocates that schools develop several integrated systems for responding to the behaviours along the continuum. Positive Behavior Support A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and nonclassroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. From Challenges to Possibilities: Planning for Behaviour This is a planning resource intended to provide a support for student service administrators, principals, classroom teachers, resource teachers, school counsellors, clinicians, and other community professionals who will help in assisting schools in developing proactive and reactive approaches to behaviour. The resource will address the broad range of students with behavioural challenges that are found in all schools, from those who have discipline problems to those with severe emotional problems. It will offer a range of suggestions that can be implemented at the school-wide level as well as at the individual student level. Positive Action Program (Reviewed by SAMHSA, United States, December 2006) Positive Action is an integrated and comprehensive program that is designed to improve academic achievement; school attendance; and problem behaviors such as substance use, violence, suspensions, disruptive behaviors, dropping out, and sexual behavior. It is also designed to improve parent-child bonding, family cohesion, and family conflict. Positive Action has materials for schools, homes, and community agencies. All materials are based on the same unifying broad concept (one feels good about oneself when taking positive actions) with six explanatory subconcepts (positive actions for the physical, intellectual, social, and emotional areas) that elaborate on the overall theme. The program components include grade-specific curriculum kits for kindergarten through 12th grade, drug education kits, a conflict resolution kit, sitewide climate development kits for elementary and secondary school levels, a counselor's kit, a family kit, and a community kit. All the components and their parts can be used separately or in any combination and are designed to reinforce and support one another. Positive Learning Environment Policy (Province of New Brunswick Education Ministry) Includes provisions for substance use on school premises. Safe and Caring Schools Provincial Policy (Government of Newfoundland) Creating a Positive School Climate (Manitoba Education) A positive school climate affects everyone associated with the school – students, staff, parents, and the community. It is the belief system or culture that underlies the day-to-day operation of a school. Improved school climate is a goal to pursue. Educators need to constantly work toward improving their school climate, culture, and conditions so that student learning is improved. Character Development Initiative (Ontario Education)The goal of the Character Development initiative is to develop school environments in which all people – students, teachers, administrators and support staff – treat each other with care and respect. This initiative is based on four essential components: academic achievement, character development, citizenship development and respect for diversity. Specific goals include: improved academic achievement, improved interpersonal relationships, safe and orderly schools, reduced behavioural problems, improved life preparation, improved employability skills, positive school cultures and responsible citizenship in classrooms, schools and communities. Caring School Community (Reviewed by SAMHSA February 2008) Caring School Community (CSC), formerly called the Child Development Project, is a universal elementary school (K-6) improvement program aimed at promoting positive youth development. The program is designed to create a caring school environment characterized by kind and supportive relationships and collaboration among students, staff, and parents. The CSC model is consistent with research-based practices for increasing student achievement as well as the theoretical and empirical literature supporting the benefits of a caring classroom community in meeting students' needs for emotional and physical safety, supportive relationships, autonomy, and sense of competence. By creating a caring school community, the program seeks to promote pro-social values, increase academic motivation and achievement, and prevent drug use, violence, and delinquency. CSC has four components designed to be implemented over the course of the school year: (1) Class Meeting Lessons, which provide teachers and students with a forum to get to know one another and make decisions that affect classroom climate; (2) Cross-Age Buddies, which help build caring cross-age relationships; (3) Homeside Activities, which foster communication at home and link school learning with home experiences and perspectives; and (4) Schoolwide Community-Building Activities, which link students, parents, teachers, and other adults in the school. Schoolwide implementation of CSC is recommended because the program builds connections beyond the classroom. Social and emotional learning Programs Youth safe school committees (CAMH Fourth R Program) The Youth Safe Schools Committee (YSSC) is a key component of our school-based Fourth R program, helping to ensure that students receive a consistent message about preventing violence and promoting healthy relationships both in the classroom and in the school and community. Life skills education and training (Including anger management, self-efficacy, self-knowledge, caring for others etc) Lions Quest Skills for Adolescence (Reviewed by SAMHSA, United States, January 2007) Lions Quest Skills for Adolescence (SFA) is a multicomponent, comprehensive life skills education program designed for schoolwide and classroom implementation in grades 6-8 (ages 10-14). The goal of Lions Quest programs is to help young people develop positive commitments to their families, schools, peers, and communities and to encourage healthy, drug-free lives. Lions Quest SFA unites educators, parents, and community members to utilize social influence and social cognitive approaches in developing the following skills and competencies in young adolescents: (1) essential social/emotional competencies, (2) good citizenship skills, (3) strong positive character, (4) skills and attitudes consistent with a drug-free lifestyle and (5) an ethic of service to others within a caring and consistent environment. The learning model employs inquiry, presentation, discussion, group work, guided practice, service-learning, and reflection to accomplish the desired outcomes. Lions Quest SFA is comprised of a series of 80 45-minute sequentially developed skill-building sessions, based on a distinct theme, that may be adapted to a variety of settings or formats. Second Step (Reviewed by SAMHSA, United States, December 2006) Second Step is a classroom-based social-skills program for children 4 to 14 years of age that teaches socioemotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing theories. The program consists of in-school curricula, parent training, and skill development. Second Step teaches children to identify and understand their own and others' emotions, reduce impulsiveness and choose positive goals, and manage their emotional reactions and decisionmaking process when emotionally aroused. The curriculum is divided into two age groups: preschool through 5th grade (with 20 to 25 lessons per year) and 6th through 9th grade (with 15 lessons in year 1 and 8 lessons in the following 2 years). Each curriculum contains five teaching kits that build sequentially and cover empathy, impulse control, and anger management in developmentally and age-appropriate ways. Group decisionmaking, modeling, coaching, and practice are demonstrated in the Second Step lessons using interpersonal situations presented in photos or video format. All Stars (Reviewed by SAMHSA, United States, June 2007) All Stars is a multiyear school-based program for middle school students (11 to 14 years old) designed to prevent and delay the onset of high-risk behaviors such as drug use, violence, and premature sexual activity. The program focuses on five topics important to preventing high-risk behaviors: (1) developing positive ideals that do not fit with high-risk behavior; (2) creating a belief in conventional norms; (3) building strong personal commitments; (4) bonding with school, pro-social institutions, and family; and (5) increasing positive parental attentiveness. The All Stars curriculum includes highly interactive group activities, games and art projects, small group discussions, one-on-one sessions, a parent component, and a celebration ceremony. The All Stars Core program consists of 13 45-minute class sessions delivered on a weekly basis by teachers, prevention specialists, or social workers. The All Stars Booster program is designed to be delivered 1 year after the core program and includes nine 45-minute sessions reinforcing lessons learned in the previous year. Multiple program packages are available to support implementation by either regular teachers or prevention specialists. Building Blocks For a Healthy Future The Substance Abuse and Mental Health Services Administration's Center for Substance Abuse Prevention created the "Building Blocks for a Healthy Future" program to educate parents and caregivers about the basics of prevention for children ages 3 to 6. "Building Blocks" reinforces the skills that enable parents and caregivers to better nurture and protect their children as well as helping their children develop healthy, pro-social behaviors and attitudes. Two Legs to Stand On – Eight to Grow (Edmonton Asset Collaborative, Edmonton, Alberta, 2004) A set of fun, interactive and educational activities for parents to do withchildren, ages six to teen. Provides information and activities about eight asset categories. Lions Quest Skills for Adolescence (Grades 6 to 8) Thrive! The Canadian Centre for Positive Youth Development Units include building self-confidence and communication skills, managing emotions in positive ways, strengthening family relationships and making healthy choices. Roots of Empathy (Roots of Empathy, Toronto, ON) Classroom program that has shown significant effects in reducing levels of aggression and violence among school children, while raising social and emotional competence and increasing empathy. The program is intended for children in Kindergarten through grade 8. Seeds of Empathy ((Roots of Empathy, Toronto, ON) Early Childhood program that fosters social and emotional competencies and early literacy skills and attitudes in children three to five years of age Incredible Years (Reviewed by SAMHSA August 2007). Incredible Years is a set of comprehensive, multifaceted, and developmentally based curricula targeting 2- to 12-year-old children and their parents and teachers. The parent, child, and teacher training interventions that compose Incredible Years are guided by developmental theory on the role of multiple interacting risk and protective factors in the development of conduct problems. The three program components are designed to work jointly to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children. The parent training intervention focuses on strengthening parenting competencies and fostering parents' involvement in children's school experiences to promote children's academic and social skills and reduce delinquent behaviors. The Dinosaur child training curriculum aims to strengthen children's social and emotional competencies, such as understanding and communicating feelings, using effective problem-solving strategies, managing anger, practicing friendship and conventional skills, and behaving appropriately in the classroom. The teacher training intervention focuses on strengthening teachers' classroom management strategies, promoting children's pro-social behavior and school readiness, and reducing children's classroom aggression and non-cooperation with peers and teachers. The intervention also helps teachers work with parents to support their school involvement and promote consistency between home and school. In all three training interventions, trained facilitators use videotaped scenes to structure the content and stimulate group discussions and problem solving. Friends for Life (BC Ministry of Children and Family Development (MCFD) with the BC Ministry of Education) A school-based early intervention and prevention program, proven to be effective in reducing the risk of anxiety disorders and building resilience in children. I’m Thumbody (Grade 3) (Canadian Mental Health Association) This program is presented in the classroom by trained volunteers as part of the school experience. Provides materials to parents and teachers to assist them in reinforcing the development of self-esteem and mental wellness in children It’s Cool to be Alive in Nunavut (Aqsarniit School’s Sanginiq Program, Iqaluit, Nunavut) This program emphasizes the importance of collaborative skills, coping skills and communication. The content, processes and activities of this program are based on the fundamental belief that, even in the face of overwhelming life conditions, all children have a capacity for resilience. SPEAK Workshop (Suicide Prevention Education Awareness Knowledge), Winnipeg, Manitoba In workshops with school-aged youth, presenter’s focus on the signs and symptoms of depression; taking away the stigma of having a mental illness, and thereby promoting help-seeking behaviours. If a peer helper system is not in place in a school students and teachers are encouraged to start one. Asset-based programs and strategies Search Institute Assets Program It emphasizes the building of 40 developmental assets in youth, through a variety of formal and informal community mechanisms that include youth, families, and communities. The institute has linked these attributes as protective factors buffering youth against an array of problems. Peer helper programs British Columbia Ministry of Children and Family Development & Ministry of Education. 2004. FRIENDS. Child and youth Mental Health Plan for BC Youth engagement programs Healthy Communities, Healthy Youth emphasizes informal role modelling and communities adopting a philosophy of communicating with and involving youth as active participants.[1] Parent education, training and support programs 15+ Make Time to Listen…Take Time to Talk (Published by SAMHSA, United States) Provides practical guidance for parents & caregivers on strengthening relationships with their children by spending at least 15undivided minutes with them daily Building Blocks for a Healthy Future (Published by SAMHSA, United States) Building Blocks is an early prevention program for parents and caregivers of 3 to 6 year-olds. It is designed to educate about the basics of prevention in order to promote a healthy lifestyle. Family Guide (Sponsored by SAMSHA) A Family Guide To Keeping Youth Mentally Healthy & Drug Free is a public education Web site developed by SAMHSA to communicate to parents and other caring adults about how they can promote mental health and prevent the use of alcohol, tobacco,and illegal drugs among 7- to 18-year-olds. The Triple P – Positive Parenting Program Designed by Matthew Sanders in Australia, this is a parenting and family support program that emphasizes the prevention of problems and can move from simply providing parents with information and advice to intensive family intervention, if required. The Positive Parenting Program is designed for parents of children from birth to age 16, and helps parents learn positive parenting attitudes, skills and behaviours to prevent and reduce child problem behaviour and foster positive family relationships. Brooks, R. & Goldstein, S. 2001. Raising Resilient Children: Fostering Strength, Hope and Optimism in Your Child. Chicago, IL: Contemporary Books. Mentoring programs The Pathways to Education Program Is a proven effective model, first created and implemented in Regent Park by the Regent Park Community Health Centre. Our Mission is to ensure that young people from at-risk and/or economically disadvantaged communities achieve their full potential by getting to school, staying in school, graduating and moving on to post-secondary programs. The United Way of Greater Toronto (UWGT) and Pathways to Education Canada (Pathways Canada), two independent not-for-profit organizations with a shared dedication to building stronger and healthier communi-ties in the City of Toronto's priority neighbourhoods, have decided to form a strategic alliance to build on the suc-cess of Pathways in Regent Park and create additional opportunities to support the success of youth in other communities in Toronto. Bell Canada announced in 2006 that it will contribute 1.5 million over three years to Pathways Canada, which will support the replication of the award winning program in partnership with five com-munity based organizations, including Toujours ensemble in Quebec. School Counselling Programs Comprehensive Guidance and Counselling Program Provides a framework for the integration of academic guidance and personal counselling programs in schools. Brief Counselling/intervention programs Children in the Middle (Reviewed by SAMHSA, United States August 2006) Children in the Middle (CIM) is an educational intervention for divorcing families that aims to reduce the parental conflict, loyalty pressures, and communication problems that can place significant stress on children. CIM consists of one to two 90- to 120-minute classroom sessions and can be tailored to meet specific needs. The intervention teaches specific parent-ing skills, particularly good communication skills, to reduce the familial conflict experienced by children. Each par-ent attending classes typically receives two CIM booklets ("What About the Children" and "Children in the Middle") that give advice for reducing the stress of divorce/separation on children and promote practice of the skills taught in the course. Each parent also watches the CIM video, which illustrates how children often feel caught in the middle of their parents' conflicts. Web-based, Referral and Self-Help Programs Mauve, developed by health Canada, provides an example of how technology can be used in an individualised approach to mental health promotion. It is a web/CD-ROM based set of resources for teens. Yoomagazine.net (Centre for Excellence in (Centre of Excellence for Child and Youth Mental Health, ON) is an online, interactive health magazine for young people, parents and professionals. The resource focuses on teach-ing mental health literacy, facilitating early detection of health and mental health difficulties and promoting help-seeking in young people. Planning Guides/Manuals Barankin, T. & Khanlou, N. 2007. Growing Up Resilient: Ways to Build Resilience in Children and Youth. Toronto, ON: Centre for Addiction and Mental Health. Gilligan, R. 2001. Promoting resilience: A Resource Guide on Working with Children in the Care System. London: British Agencies for Adoption and Fostering. School Connectedness: Strategies for Increasing Protective Factors Among Youth (CDC)This publication identifies six strategies that teachers, administrators, other school staff, and parents can implement to increase the extent to which students feel connected to school. Collaborative for Academic and Social Learning (CASEL) CASEL has published several case studies on SEL implementation in school boards and schools. They have also published several resources on implementation. Search Institute (Assets-based Approaches) The Search Institute also has a wide variety of implementation tools. The Implementation and Evaluation of Comprehensive School Guidance Programs in the United States: Progress and Prospects International Journal for Educational and Vocational Guidance Volume 1, Number 3 / October, 2001 The evolution of guidance in the schools of the United States from a position to a service to a program is de-scribed. Then the prevailing structure for guidance, the comprehensive guidance program is presented. This sec-tion of the article provides a brief overview of the basic elements of the program. Finally, the article closes with discussion of guidance program evaluation as well as presents the results of several studies that offer evidence of the impact of guidance programs. This revised version was published online in 2006. Mindmatters in Australia (Description of their implementation process is to added) Tapping Hidden Strengths: Planning for Students Who are Alcohol-Affected (Government of Manitoba) This is a planning resource intended to provide a support for student service administrators, principals, classroom teachers, resource teachers, school counsellors, clinicians, and other community professionals who will help in assisting schools in developing approaches for students who are alcohol-affected. The resource will address the spectrum of students who are alcohol-affected, including those diagnosed with Fetal Alcohol Syndrome (FAS), partial Fetal Alcohol Syndrome (pFAS), Alcohol-Related Neurodevelopmental Disorder (ARND), and Alcohol-Related Birth Defects (ARBD) Health or Other Agency Service/Clinical Guidelines/Mandates to work with Schools The Services and Outcomes in School Social Work Ontario Youth Apprenticeship Program Policy Tools/Guidelines/Examples Sexually Exploited Children and Youth Strategy.(Manitoba) Assessment and Evaluation Tools The Youth Lifestyle Choices – Community University Research Alliance Staff Training Tools Yellow Ribbon Gatekeeper Training (Light for Life Foundation – Alberta Chapter) The Yellow Ribbon Program supports and follows the Canadian National Suicide Prevention Strategy. The training program helps any “trusted adult” (including teachers) to recognize and understand the symptoms, risk factors and warning signs of suicide. To make approaching “trusted adults” easier, the Yellow Ribbon Program developed the “It’s OK to Ask 4 Help” card. Safe and Caring Environment: Online Training for Administrators (Regina Public Schools & Saskatchewan Learning) As social changes impact on our communities and schools, it is vital to continue to build and sustain safe and secure learning and working environments for our students and staff. Creating safe, caring learning environments requires close collaboration within the school community and partnerships with both the neighborhood and the entire city Progressive Discipline: A new approach to help make schools safer (Ontario Education) Ontario's new approach to making schools safer involves the whole school. It focuses on: Promoting positive student behaviour; Preventing inappropriate behaviour; Providing early and ongoing intervention; Practicing progressive discipline by addressing inappropriate behaviour with appropriate consequences (Guide). Let' Em Go: How to Support Youth in Creating Their Own Solutions (CAMH)This is a handbook for professionals who work with youth. Based on the experiences of working with street involved youth, this handbook provides specific guidelines on how to implement participatory methods with youth to develop a harm reduction product. Other Resources (Key web sites, organizations) Organizational Self-Assessment for Youth Involvement in Decision-making (CASH)Five Sets of Criteria to Assess Youth Involvement in Public Decision-Making. The following five sets of criteria assessing the effectiveness of youth involvement in public decision-making were developed from a variety of sources (See References). Each of these five sets includes several questions, derived from research, that assess the effectiveness of youth involvement programs and activities. Go to each of the five sets by clicking on the underlined titles. Your organization or institution can develop a clear understanding of their readiness to promote youth involvement in your decision-making by answering the questions found in this guide. The Aboriginal Community Youth Resilience Network Resiliency Canada. . Montreal, QC: The Canada Millennium Scholarship Foundation. (Government of Manitoba) (Dept of Education, NS) (SOS)

Research

Resources, Reports

A. Defining the Model. Theory or Framework

A-1 Overview
Bonanno, G.A. 2004. Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20-28.

Bonanno, G.A. 2005. Resilience in the face of potential trauma. Current Directions in Psychological Science, 14(3), 135-138.

Botvin, G.J. 2004. Advancing prevention science and practice: Challenges, critical issues, and future directions.Prevention Science, 5, 69-72.

Condly, S.J. 2006. Resilience in children: A review of literature with implications for educators. Urban Education, 41(3), 211-236.

Flynn, R.J., Dudding, P.M. & Barber, J.G. (Eds.). 2006. Promoting Resilience in Development: A General Framework for Systems of Care. In Promoting Resilience in Child Welfare. Ottawa, ON: University of Ottawa Press.

Fraser, M. (Ed.) 2004. Risk and Resilience in Childhood: An ecological Perspective, 2nd ed. Washington, DC: NASW Press.
Garmezy, N. 1985. Stress-resistant children: The search for protective factors. In. J.E. Stevenson (Ed.). Recent research in developmental psychopathology: Journal of Child Psychology and Psychiatry Book Supplement #4. Oxford: Pergamon Press.
Garmezy, N., Masten, A.S. & Tellegen, A. 1984. The study of stress and competence in children: A building block for developmental psychology. Child Development, 55, 97-111.

Goldstein, S. & Brooks, R.B. (Eds.). 2006. Handbook of Resilience in Children. New York, NY: Springer.

Greenberg, M. 2006. Promoting resilience in children and Youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139-150.

Hauser, S.T., Allen, J.P. & Golden, E. 2006. Out of the Woods: Tales of Resilient Teens. Cambridge, MA: Harvard University Press.

Kaplan, H.B. 1999. Toward an understanding of resilience: A critical review of definitions and models. In Glantz, M.D. & Johnson, J.L. (Eds.), Resilience and Development: Positive Life Adaptations. Dordrecht, Netherland: Kluwer Academic Publishers.

Knitzer, J. & Cohen, E. 2007. Promoting resilience in young children and families at the highest risk: The challenge for early childhood mental health. In J. Knitzer, R. Kaufman & D. Perry (Eds.). Social and Emotional Health in Early Childhood. Building Bridges Between Services and Systems. Baltimore, MD: Paul H. Brookes.

Korhonen, M. 2007.Resilience: Overcoming Challenges and Moving on Positively. Ottawa, ON: National Aboriginal Health Organization.

Kretzman, J. & McKnight, J. 1993. Building Communities From the Inside Out. Chicago, IL: ACTA Publications.
Lester, B.M., Masten, A.S. & McEwen, B.S. (Eds.). Resilience in Children. Vol. 1094. New York Academy of Sciences.

Luthar, S. 1991. Vulnerabillity and resilience: A study of High-risk adolescents. Child Development, 62(3), 600-616.

Luthar, S. (Ed.) 2003. Resilience and Vulnerability: Adaptation in the context of Childhood Adversities. Cambridge, UK: Cambridge University Press.

Luthar S. 2006. Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D.J. Cohen (Eds.). Development Psychopathology, Vol. 3: Risk, Disorder, and Adaptaton (2nd ed. Vol. 3). New York: Wiley.

Luthar, S.S. Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D.J. Cohen (Eds.) Developmental Psychology, 2nd ed. John Wiley & Sons Inc.

Luthar, S.S. & Brown, P.J. 2007. Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities and priorities for the future. Development and Psychopathology, 19, 931-955.

Rutter, M. 2000. Resilience reconsidered: Conceptual considerations, empirical findings, and policy implications. In J.P. Shonkoff & S.J. Meisels (Eds.). Handbook of Early Childhood Intervention, 2nd Ed. New York, NY: Cambridge University Press.

Rutter, M. 2001. Psychosocial adversity: Risk, resilience and Recovery. In J.M. Richman & M.W. Fraser (Eds.). The Context of Youth Violence: Resilience, Risk and Protection. Westport, CT: Praeger.

Stewart, A.J. 1982. The course of individual adaptation to life changes. Journal of Personality and Social Psychology, 42, 1100-1113.

Ungar, M. 2007. Playing at Being Bad: The Hidden Resilience of Troubled Teens. Toronto, ON: McClelland & Stewart.

Wyman, P.A., Sandler, I., Wolchik, S. & Nelson, K. 2000. Resilience as cumulative competence promotion and stress protection: Theory and intervention. In D. Cicchetti, J. Rappaport, I. Sandler& R.P. Weissberg (Eds.). The Promotion of Wellness in Children and Adolescents. Thousand Oaks, CA: Sage Publications.

Yates, T.M. & Masten, A.S. 2004. Fostering the future: Resilience theory and the practice of positive psychology. In Linley, P.A. & Joseph, S. (Eds.) Positive Psychology in Practice. Hoboken, N.J: John Wiley and Sons.

A-2 Linkages to other theories, models, frameworks

Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York, NY: Freeman and Company

Biglan, A., Mirazek, P.J., Carnine, D. & Flay, B.R. 2003. The integration of research and practice in the prevention of youth problem behaviors. American Psychologist, 58(6-7), 433-440.

Block, J. 1982. Assimilation, accommodation, and the dynamics of personality development. Child Development, 53(2), 281-295.

Bronfrenbrenner, U. 1989. Ecological system theories. Annals of Child Development, 6, 187-249.

Dryfoss, J.G. 1990. Adolescents At Risk: Prevalence and Prevention. New York. Oxford University Press.

Eccles, J.S., Midgley, C., Buchanan, C.M., Wigfield, A., Reuman, D. & MacIver, D. 1993. Development during adolescence: The impact of stage-environment fit. American Psychologist, 48, 90-101.

Elder, G.H., Jr. 1985. Perspectives on the life course. In G.H. Elder, Jr. (Ed.). Life Course Dynamics: Trajectories and transitions. 1968-1980. Ithaca, NY: Cornell University Press.

Ge, X., Lorenz, F.O., Conger, R.D., Elder, G.H., Jr. & Simmons, R.L. 1994. Trajectories of stressful life events and depressive symptoms during adolescence. Developmental Psychology, 30, 467-483.

Graber, J.A. & Brooks-Gunn, J. & Petersen, A.C. 1996. Adolescent transitions in context. In J.A. Graber, J. Brooks-Gunn & A.C. Petersen (Eds.). Transitions Through Adolescence: Interpersonal Domains and Content. Mahwah, NJ: Erlbaum.

Graber, J.A. & Brooks-Gunn, J. 1996. Transitions and turning points: Navigating the passage from childhood through adolescence. Developmental Psychology, 32(4), 768-776.

Greenberg, M.T., Weissberg, R.P., Utne O’Brien, M., Zins, J.E., Fredericks. L., Resnik, H. & Elias, M. 2003. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, American Psychologist, 58, 466-474.

Hawkins, J.D., Catalano, R.F., Morrison, D.M., O”Donnell, J., Abbott, R.D. & Day, L.E. 1992. The Seattle Social Development Project: Effects of the first four years on protective factors and problem behavior. In J. McCord & R.E. Tremblay (Eds.). Preventing Antisocial Behavior: Interventions From Birth Through Adolescence. New York, NY: Guilford Press.

Hyman, S.E. 2004. Foreword. In E.L. Bearer, C. Garcia Coll & R.M. Lerner (Eds.). Nature and Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development. Mahwah, NJ: Erlbaum.
Jessor, R. 1992. Risk behavior in adolescence: A psychosocial framework for understanding and action. In D.E. Rogers & E. Ginzberg (Eds.). Adolescents At Risk: Medical and Social Perspectives. Boulder, CO: Westview Press.

Masten, A.S. 1989. Resilience in development: Implications of the study of successful adaptation for developmental psychopathology. In D. Cicchetti (Ed.). The Emergence of a Discipline: Rochester Symposium on Developmental Psychopathology (Vol. 1). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Masten, A. 2003. Commentary: Developmental Psychopathology as a Unifying context for Mental Health and Education Models, Research, and Practice in Schools. School Psychology Review, 32(2), 170-174.

Masten, A., Cutuli, J.J., Herbers, J.E., Reed, M.J. In C.R. Synder & Lopez, S.J. (Eds.) The Handbook of Positive Psychology (2nd ed.). New York: Oxford University Press.

Masten, A.S. & Powell, J.L. 2003. A resilience framework for research, policy and practice. In Luthar (Ed.). Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities. New York: Cambridge University Press.

Romer, D. & Walker E. (Eds.). 2007. Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science. New York, NY: Oxford University Press.

Rutter, M. 1987. Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57(3), 316-331.

Rutter, M. 1989. Pathways from childhood to adult life. Journal of Child Psychology and Psychiatry and Applied Disciplines, 30(1), 23-51.

Rutter, M. 2002. The interplay of nature, nurture, and developmental influences: The challenge ahead for mental health. Archives of General Psychiatry, 59, 996-1000.

Rutter, M. 2006a. Genes and Behavior: Nature-nurture Interplay Explained. Malden, MA: Blackwell.

Rutter, M. 2006b. Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094, 1-12.

Schonert-Reichl, K.A. & Hymel, S. 2007. Educating the heart as well as the mind: Why social and emotional learning is critical for students’ school and life success. Education Canada, 47, 20-25.

Spencer, M.B. & Harpalani, V., Cassidy, E., Jacobs, C. Donde, S., Goss, T., et al. 2006. Understanding vulnerability and resilience from a normative development perspective: Implications for racially and ethnically diverse youth. In D. Cicchetti & E. Cohen (Eds.). Handbook of Development and Psychopathology, 2nd Ed. New York, NY: Wiley.

A-3 Elements or aspects of the theory, model or framework

Bandura, A., Barbaranelli, C., Caprara, G.V. & Pastorelli, C. 2001. Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187-206.

Blair, C. & Razza, R.P. 2007. Relating effortful control, executive functioning and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663

Block, J.H. & Block, J. 1980. The role of ego-control and ego-resiliency in the organization of behavior. In. W.A. Collins (Ed.). Minnesota Symposia on Child Psychology, 13, 39-101. Hillsdale, NJ: Lawrence Erlbaum

Cicchetti, D. & Curtis, W.J. 2006. The developing brain and neural plasticity: Implications for normality, psychopathology, and resilience. In D. Cicchetti & D.J. Cohen (Eds.). Developmental Psychopathology, 2.

Cicchetti, D. & Valentino, K. 2006. An ecological-transactional perspective on child maltreatment: Failure of the average expectable environment and its influence on child development. In D. Cicchetti & D.J. Cohen (Eds.). Development Psychopathology, 3.

Crawford, E., Wright, M.O.D. & Masten A.S. 2006. Resilience and spirituality in youth. In P.L. Benson, E.C. Roehlkepartain, P.E. King & L. Wagener (Eds.). The Handbook of Spiritual Development in Childhood and Adolescence. Newbury Park, CA: Sage.

Curtis, W.J. & Cicchetti, D. 2003. Moving research on resilience into the 21st century: Theoretical and methodological considerations in examining the biological contributors to resilience. Development and Psychopathology, 15(3), 773-810.
Davidson, R.J. 2000. Affective style, psychopathology, and resilience. Brain mechanisms and plasticity. American Psychologist, 55(11), 1196-1214.

Grolnick, W.S., Benjet, C., Kurowski, C.O. & Apostoleris, N.H. 1997. Predictors of parent involvement in children’s schooling. Journal of Educational Psychology, 89(3). 538-548.

Kaplan, H.B. 1999. Toward an understanding of resilience: A critical review of definitions and models. In Glantz, M.D. & Johnson, J.L. (Eds.), Resilience and Development: Positive Life Adaptations. Dordrecht, Netherland: Kluwer Academic Publishers.

Masten, A. 2001. Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238.

Masten, A.S. 2004. Regulatory processes, risk and resilience in adolescent development. Annals of the New York Academy of Science, 58(6-7), 425-432.

Masten, A.S. 2007. Competence, resilience and development in adolescence: Clues for prevention science. In D. Romer & E. Ealker (Eds.). Adolescent Psychopathology and the Developing Brain. Integrating Brain and Prevention Science. New York, NY: Oxford University Press.

Masten A.S. & Obradovic, J. 2006. Competence and resilience in development. Annals of the New York Academy of Sciences, 1094-13-27.

A-4 General discussion of Strategies for implementation/Barriers to Use

Greenberg, M. 2006. Promoting resilience in children and Youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094, 139-150.

Lantieri, L. 2008. Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children. Boulder, CO: Sounds Tree Inc.

Masten, A. 2006. Promoting resilience in development: a general framework for systems care. In Promoting Resilience in Child Care. Flynn, R.J., Dudding, P.M. & Barber, J.G. (Eds.). Ottawa, ON: University of Ottawa.

Rhodes, J.E. & DuBois, D.L. 2006. Understanding and facilitating the youth mentoring movement. Social Policy Report, XX(III).
Ungar, M. 2004. Nurturing Hidden Resilience in Troubled Youth. Toronto, ON: University of Toronto Press.

Walsh, F. 2006. Strengthening Family Resilience, 2nd Ed. New York: Guildford.

A-5 Landmark Evaluated Examples of use of the theory

Zigler, E. & Muenchow, S. 1992. Head Start: The Inside Story of America’s Most Successful Educational Experiment. New York, NY: Basic Books.

B) Evidence of Effectiveness of the Model. Theory or Intervention/Reviews & Examples of

B-1 On Health & Social Development Overall

Asseltine, R.H. & Gore, S. 1993. Mental health and social adaptation following the transition from high school. Journal of Research on Adolescence, 3(3), 247-270.

Brooks-Gunn, J. & Reiter, E.O. 1990. The role of pubertal processes in the early adolescent transition. In S. Feldman & G. Elliott (Eds.). At the Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press.

Greenberg, M.T., Kusche, C.A., Cook, E.T. & Quamma, J.P. 1995. Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.

Masten, A. & Coatsworth, J.D. 1998. The development of competence infavorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205-220.

Masten, A.S. & Gewirtz, A.H. 2006. Resilience in development: The importance of early childhood. Encyclopedia on Early Childhood Development.

Masten A.S. & Gerwith, A.H. 2006. Vulnerability and resilience in early child development. In K. McCartney & D.A. Phillips (Eds.). Handbook of Early Childhood Development. Blackwell.

Masten, A.S., Burt, K.B., Roisman, G.I., Obradovic, J., Long, J.D., Tellegen, A. 2004. Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16(4), 1071-1094.

Ong, A.D., Bergeman, C.S., Bisconti, T.L. & Wallace, K.A. 2006. Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91, 730-749.

Rutter, M. 1979. Protective factors in children’s responses to stress and disadvantage. In M.W. Kent & J.E. Rolf (Eds.). Primary Prevention in Psychopathology: Vol. 8. Social Competence in Children. Hanover, NY: University Press of New England.

Toth, S.L., Rogosch, F.A., Manly, J.T. & Cicchetti, D. 2006. The efficacy of toddler-parent psychotherapy to reorganize attachment in the young offspring of mothers with major depressive disorder: A randomized preventive trial. Journal of Consulting and Clinical Psychology, 74, 1006-1016.

Werner, E.E. & Smith, R.S. 2001. Journeys From Childhood to Midlife: Risk, Resiliency, and Recovery. Ithaca, NY: Cornell University Press.

B-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours

Bachman, J.G. Johnston, L.D. O’Malley, P.M. & Schulenberg, J. 1996. Transitions in drug use during late adolescence and young adulthood. In J.A. Grabert, J. Brooks-Sunn & A.C. Petersen (Eds.). Transitions Through Adolescence: Interpersonal Domains and Context. Mahwah, NJ: Erlbaum

Bonanno, G.A. 2004. Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20-28.

Bonanno, G.A., Falea, S., Bucciarelli, A. & Vlahov, D. 2006. Psychological resilience after disaster. New York City in the aftermath of the September 11th terrorist attack. Psychological Science, 17, 181-186.

Bonanno, G.A., Moskowitz, J.T., Papa, A. & Folkman, S. 2005. Resilience to loss in bereaved parents, and bereaved gay men. Journal of Personality and Social Psychology, 88(5), 827-843.

Brooks-Gunn, J. 1991. How stressful is the transition to adolescence in girls? In M.E. Colten & S. Gore (Eds.). Adolescent Stress: Causes and Consequences. Hawthorne, NY: Aldine de Gruyter.

Brooks-Gunn, J. Petersen, A.C. 1991. Studying the emergence of depression and depressive symptoms during adolescence. Journal of Youth and Adolescence, 20(2), 115-119.

Donnon, T. & Hammond, W. 2007. Understanding the relationships between resiliency and bullying in adolescence: An assessment of youth resiliency from five urban junior high schools. Child and Adolescent Psychiatric Clinics of North America, 16(2), 449-472.

Fitzgerald, H.E. & Zucker, R.A. 2006. Growing up in an alcoholic family: Pathways of risk aggregation for alcohol use disorders. In K. Freeark & W. Davidson III (EDS.). The Crisis in Youth Mental Health, Volulme 3. Critical Issues and Effective Programs. Westport, CT: Praeger/Greenwood Publishing Group.

Greenberg, M.T., Riggs, N.R. & Blair, C. 2007. The role of preventive interventions in enhancing neurocognitive functioning and promotiong competence in adolescence. In D. Romer & E. Walker (Eds.). Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science. New York: Oxford University Press.

Hawkins, J.D., Catalano, R.F., Morrison, D.M., O”Donnell, J., Abbott, R.D. & Day, L.E. 1992. The Seattle Social Development Project: Effects of the first four years on protective factors and problem behavior. In J. McCord & R.E. Tremblay (Eds.). Preventing Antisocial Behavior: Interventions From Birth Through Adolescence. New York, NY: Guilford Press.

Masten, A.S. & Obradovic, J. 2007. Disaster preparation and recovery: Lessons from research on resilience in human development. Ecology and Society, 13(1), 9

Reid, J.B. & Eddy, J.M. 1997. The prevention of anti-social behavior: Some considerations in the search for effective interventions. In D. Stoff, J. Breitling & J. Maser (Eds.). Handbook of Antisocial Behavior. New York, NY: Wiley.

Wilson, S.J., Lipsey, M.W. & Derzon, J.H. 2003. The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136-149.

B-3 On Learning and School Effectiveness

Battistich, V., Solomon, D., Watson, M. & Schaps, E. 1997. Caring school communities. Educational Psychologist, 32, 137-151.

Blair, C. & Razza, R.P. 2007. Relating effortful control, executive functioning and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663

Doll, B., Zucker, S. & Brehm, K. 2006. Resilient Classroom: Creating Health Environments For Learning, New York, NY: Guilford.

Feiner, R.D., Brand, S., Adan, A.M., Mulhall, P.F., Flowers, N., Sartain, B. & Dubois, D.L. 1994. Restructuring the ecology of the school as an approach to prevention during school transitions. Longititudinal follow-ups and extensions of the School Transitional Environment Project (STEP). Prevention in Human Services, 10(2),103-136.

Hymel, S., Schonert-Reichl, K.A. & Miller, L.D. 2007. Reading, ‘Riting, ‘Rithmetic and relationships: Considering the social side of education. Exceptionality Canada, 16, 149-191.

Masten, A. 2003. Commentary: Developmental Psychopathology as a Unifying context for Mental Health and Education Models, Research, and Practice in Schools. School Psychology Review, 32(2), 170-174.

Masten, A.S., Roisman, G.I., Long, J.D., Burt, K.B., Obradovic, J., Riley, J.R., Boelcke-Stennes, K. & Tellegen, A. 2005. Developmental cascades: Linking academic achievement, externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733-746.

Miliotis, D., Sesma, A. Jr. & Masten A.S. 1999. Parenting as a protective process for school success in children from homeless families. Early Education and Development, 10(2), 111-133.

Noam, G.G. & Hermann, C.A. 2002. Where education and mental health meet: Developmental prevention and early intervention in schools. Development and Psychopathology, 14, 861-875.

Pianta, R.C. 1999. Enhancing Relationships Between Children and Teachers. Washington, DC: American Psychological Association.

Pianta, R.C. 2006. Schools, schooling, and developmental psychopathology. In D. Cicchetti & D.J. Cohen (Eds.). Development Psychopathology: Vol. 1. Theory and Method, 2nd edition. New York, NY: Wiley.

Raffaele, L.M. & Knoff, H.M. 1999. Improving home-school collaboration with disadvantaged families: Organizational principles, perspectives, and approaches. The School Psychology Review, 28(3), 448-466.

Raver, C.C., Garner, P.W. & Smith-Donald, R. (in press). Roles of emotion regulation and emotion knowledge for children’s academic readiness: Are the links causal? In R.C. Pianta & K. Snow (Eds.) Kindergarten Transition and Early School Success. Baltimore, MD: Paul H. Brookes.

Roeser, R.W., Midgley, C. & Urdan, T.C. 1996. Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.

Rutter, M. & Maughan, B. 2002. School effectiveness findings, 1979-2002. Journal of School Psychology, 40, 451-475.

Simmons, R.G., Carlton-Ford, S.L. & Blyth, D.A. 1987. Predicting how a child will cope with the transition to junior high school. In R.M. Lerner & T.T. Foch (Eds.). Biological-psychosocial Interactions in Early Adolescence. Hillsdale, NJ: Erlbaum.

Zimmerman, M.A. & Arunkumar, R. 1994. Resiliency research: Implications for schools and policy. Social Policy Report, Society for Research in Child Development, 8(4), 1-18.

C) Evidence on how to Implement, Sustain the Model, Theory, Framework

C-1 Use of Diffusion and Education Change Knowledge/Theory

C-2 Use of Capacity-Building Knowledge/Theory and Sustainability

C-3 Consideration of Ecology and System Characteristics

Pianta, R.C. & Walsh, D.J. 1998. Applying the construct of resilience in schools: Cautions from a developmental systems perspective. School Psychology Review, 27, 407-417.

Spencer, M.B. & Harpalani, V. 2004. Nature, nurture and the question of “how?”: A phenomenological variant of ecological systems theory. In C. G. Coll, E.L. Bearer & R.M. Lerner (Eds.). Nature nad Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development. Mahwah, NJ: Erlbaum.

Ungar, M. 2004. A constructionist discourse on resilience: Multiple contexts, multiple realities among at-risk children and youth. Youth and Society, 35(3), 341-365.

Weisner, T. 2002. Ecocultural understanding of children’s developmental pathways. Human Development, 45(4), 272-281.

C-4 Consideration of Community or Cultural Contexts
National Civic League. 1999. The Civic Index: Measuring Your Community’s Civic Health, 2nd. Ed. Denver, CO: NCL.

Nykota, D. & Muharjarine, N. 2005. Community resilience impact on child and youth health outcomes: A neighbourhood case study. Canadian Journal of School Psychology, 20(1), 5-20.

Riley, J.M. & Masten, A.S. 2005. Resilience in context. In R. Peter, R. McMahon & B. Leadbeater (Eds.). Resilience in Children, Families, Communities: Linking Context to Practice and Policy. New York, N.Y: Kluwer Academic/Plenum.

Ungar, M. (Ed.). 2005. Handbook for Working With Children and Youth. Pathways to Resilience Across Cultures and Contexts. Thousand Oaks, CA: Sage Publications.

D Questions related to Future and Current Research

D-1 Major knowledge/practice/policy questions and draft or existing research agendas

Botvin, G.J. 2004. Advancing prevention science and practice: Challenges, critical issues, and future directions.Prevention Science, 5, 69-72.

Curtis, W.J. & Cicchetti, D. 2003. Moving research on resilience into the 21st century: Theoretical and methodological considerations in examining the biological contributors to resilience. Development and Psychopathology, 15(3), 773-810.

Luthar, S.S. & Brown, P.J. 2007. Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities and priorities for the future. Development and Psychopathology, 19, 931-955.

Masten, A.S. 1999. Commentary: The promise and perils of resilience research as a guide to preventive intervention. In M.D. Glantz & J.L. Johnson (Eds.). Resilience and Development: Positive Life Adaptations. Longitudinal Research in the Social and Behavioral Science. New York, NY: Kluwer Academic/Plenum Publishers.

Masten, A.S. 2007. Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921-930.

McCall, R.B. & Groak, C.J. 2000. The future of applied child development research and public policy. Child Development, 71(1), 197-204.

Scales, P. & Gibbons, J.l. 1996. Extended family members and unrelated adults in the lives of young adolescents: A research agenda. Journal of Early Adolescence, 16, 365-389

Schonert-Reichl, K.A. 2000. Children and youth at risk. Some conceptual considerations. Paper prepared for the Pan-Canadian Education Research Agenda Symposium, Ottawa, ON.

Zimmerman, M.A. & Arunkumar, R. 1994. Resiliency research: Implications for schools and policy. Social Policy Report, Society for Research in Child Development, 8(4), 1-18.

D-2 Use of new research methods (beyond RCT’s)

D-3 Methodological Issues and Questions

Flay, B.R., Biglan, A., Boruch, R.F., Castro, F.P., Gottfredson, D., Kellam, S., Mo’scicki, E.K. Schinke, St., Jeffrey, C. V. & Ji, P. 2005. Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6, 151-175.

Flynn, R.R., Ghazal, H., Legault, L., Vandermeulen, G. & Petrick S. 2004. Use of population measures and norms to identify resilient outcomes in young people in care: An exploratory study. Child and Family Social Work, 9, 65-79.

Luthar S. 1993. Annotation: Methodological and conceptual issues in the study of resilience. Journal of Child Psychology and Psychiatry, 34, 441-453.

McCall, R.B. & Green, B.L. 2004. Beyond the methodological gold standards of behavioral research: Considerations for practice and policy. Social Policy Report, Society for Research on Child Development, XVIII(II), 3-19.

Pickles, A., Rutter, M. 1991. Statistical and conceptual modes of ‘turning points’ in developmental processes. In D. Magnusson, L.R. Bergman, G. Rudinger & B. Torestad (Eds.), Problems and Methods in Longitudinal Research: Stability and Change. Cambridge, England: Cambridge University Press.

A) Reports and Discussion/Position Papers/Status Reports

Increasing the resilience of young people at risk: a literature review Roberts, F. (2009). Renwick: NSW Centre for the Advancement of Adolescent Health, The Children's Hospital at Westmead, Westmead and Centre for Clinical Governance Research, University of NSW.
Summary findings include; programmes that enhance are youth development approaches, whole school programs and holistic strength-based treatment models; a population health approach is needed in conjunction; improved community-government collaboration; age-appropriate & evidence based strategies; improving access & communication systems; ensure initiatives are sustainable; and more research on resilience factors opposed to risk factors.
Growing strong: attitudes to building resilience in the early years (2008). London: NCH.
As part of the NCH's Growing Strong campaign, to raise awareness of the positive impact of good self-esteem, emotional wellbeing, social skills and resilience have on young people's futures, a series of focus groups with 48 mothers were held. This report details the qualitative research conducted in order to understand parents' priorities and understanding of resilience and emotional wellbeing, and to find out the language parents use to talk about these things. Parents were open to the idea of public services that promote children's emotional wellbeing, but preferred an advice information service to be on a voluntary and flexible basis, also as some matters were seen as private.
Literature review: resilience in children and young people The Bridge Childcare Development. (2007, June). London: The Bridge Childcare Development. The authors conclude that the evidence suggests that in order to develop resilience we need: multi-faceted programmes that consider factors across child, family and community arenas; programmes that address risk, assets and resilience processes; and targets that include the development of secure relationships and wider supportive relationships, self-esteem and mastery, and provision of positive nursery and school or community experiences.

Saewyc, E., Wang, N., Chittenden, M., Murphy, A., & The McCreary Centre Society. 2006. Building Resilience in Vulnerable Youth. Vancouver, B.C.: The McCreary Centre Society.

Child Health Work Group. 1998. Towards a Public Health Approach to Reducing Child Poverty and Enhancing Resilience. Toronto, ON: Ontario Public Health Association.

Korhonen, M. 2007.Resilience: Overcoming Challenges and Moving on Positively. Ottawa, ON: National Aboriginal Health Organization.

Kretzman, J. & McKnight, J. 1993. Building Communities From the Inside Out. Chicago, IL: ACTA Publications.

Masten, A.S. Children Who Overcome Adversity to Succeed in Life.

Steinhauer, P.D. 1996. Methods of Developing Resiliency in Children from Disadvantaged Populations. Ottawa, ON: National Forum on Youth.

The Canada Millennium Scholarship Foundation. 2007. Applying the Construct of Resilience to Career Development: Lessons in Curriculum Development.

The McCreary Centre Society. 2002. From the Inside Out: Promoting Resiliency in Early Adolescence. Vancouver, BC: The McCreary Centre Society.

Acting On What We Know: Preventing Youth Suicide in First Nations (First Nations & Inuit Health, Ottawa) The recommendations from this report fall into four main themes: increasing knowledge about what works in suicide prevention; developing more effective and integrated health care services at national, regional and local levels; supporting community-driven approaches; and creating strategies for building youth identity, resilience and culture

B) Resources

Examples of programs/guidelines/mandates
British Columbia Ministry of Children and Family Development & Ministry of Education. 2004. FRIENDS. Child and youth Mental Health Plan for BC.

Webster-Stratton, C. 2001. The incredible years: Parents, teachers, and children training series. Residential Treatment for Children & Youth, 18, 31-45.

Whole school programs that have included resilience
The Gatehouse Project involves the whole school in identifying risk and protective factors in the school environment. Results include increased school connectedness and engagement.
MindMatters is a national initiative in Australia focusing on creating a school environment conducive to learning. Focuses on supporting teachers in addressing mental health issues and building a positive classroom environment.

PROMOTING SAFER SCHOOLS: An Introduction to Effective Behaviour Support (BC Council of Administrators of Special Education Publication) Problem behaviour occurs on a continuum from relatively mild and infrequent to frequent and severe. Effective Behaviour Support recognizes this and advocates that schools develop several integrated systems for responding to the behaviours along the continuum.

Positive Behavior Support A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and nonclassroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.

From Challenges to Possibilities: Planning for Behaviour
This is a planning resource intended to provide a support for student service administrators, principals, classroom teachers, resource teachers, school counsellors, clinicians, and other community professionals who will help in assisting schools in developing proactive and reactive approaches to behaviour. The resource will address the broad range of students with behavioural challenges that are found in all schools, from those who have discipline problems to those with severe emotional problems. It will offer a range of suggestions that can be implemented at the school-wide level as well as at the individual student level.

Positive Action Program (Reviewed by SAMHSA, United States, December 2006)
Positive Action is an integrated and comprehensive program that is designed to improve academic achievement; school attendance; and problem behaviors such as substance use, violence, suspensions, disruptive behaviors, dropping out, and sexual behavior. It is also designed to improve parent-child bonding, family cohesion, and family conflict. Positive Action has materials for schools, homes, and community agencies. All materials are based on the same unifying broad concept (one feels good about oneself when taking positive actions) with six explanatory subconcepts (positive actions for the physical, intellectual, social, and emotional areas) that elaborate on the overall theme. The program components include grade-specific curriculum kits for kindergarten through 12th grade, drug education kits, a conflict resolution kit, sitewide climate development kits for elementary and secondary school levels, a counselor's kit, a family kit, and a community kit. All the components and their parts can be used separately or in any combination and are designed to reinforce and support one another.

Positive Learning Environment Policy (Province of New Brunswick Education Ministry) Includes provisions for substance use on school premises.

Safe and Caring Schools Provincial Policy (Government of Newfoundland)

Creating a Positive School Climate (Manitoba Education)
A positive school climate affects everyone associated with the school – students, staff, parents, and the community. It is the belief system or culture that underlies the day-to-day operation of a school. Improved school climate is a goal to pursue. Educators need to constantly work toward improving their school climate, culture, and conditions so that student learning is improved.

Character Development Initiative
(Ontario Education)The goal of the Character Development initiative is to develop school environments in which all people – students, teachers, administrators and support staff – treat each other with care and respect. This initiative is based on four essential components: academic achievement, character development, citizenship development and respect for diversity. Specific goals include: improved academic achievement, improved interpersonal relationships, safe and orderly schools, reduced behavioural problems, improved life preparation, improved employability skills, positive school cultures and responsible citizenship in classrooms, schools and communities.

Caring School Community (Reviewed by SAMHSA February 2008)
Caring School Community (CSC), formerly called the Child Development Project, is a universal elementary school (K-6) improvement program aimed at promoting positive youth development. The program is designed to create a caring school environment characterized by kind and supportive relationships and collaboration among students, staff, and parents. The CSC model is consistent with research-based practices for increasing student achievement as well as the theoretical and empirical literature supporting the benefits of a caring classroom community in meeting students' needs for emotional and physical safety, supportive relationships, autonomy, and sense of competence. By creating a caring school community, the program seeks to promote pro-social values, increase academic motivation and achievement, and prevent drug use, violence, and delinquency. CSC has four components designed to be implemented over the course of the school year: (1) Class Meeting Lessons, which provide teachers and students with a forum to get to know one another and make decisions that affect classroom climate; (2) Cross-Age Buddies, which help build caring cross-age relationships; (3) Homeside Activities, which foster communication at home and link school learning with home experiences and perspectives; and (4) Schoolwide Community-Building Activities, which link students, parents, teachers, and other adults in the school. Schoolwide implementation of CSC is recommended because the program builds connections beyond the classroom.

Social and emotional learning Programs

Youth safe school committees (CAMH Fourth R Program)
The Youth Safe Schools Committee (YSSC) is a key component of our school-based Fourth R program, helping to ensure that students receive a consistent message about preventing violence and promoting healthy relationships both in the classroom and in the school and community.

Life skills education and training (Including anger management, self-efficacy, self-knowledge, caring for others etc)

Lions Quest Skills for Adolescence (Reviewed by SAMHSA, United States, January 2007)
Lions Quest Skills for Adolescence (SFA) is a multicomponent, comprehensive life skills education program designed for schoolwide and classroom implementation in grades 6-8 (ages 10-14). The goal of Lions Quest programs is to help young people develop positive commitments to their families, schools, peers, and communities and to encourage healthy, drug-free lives. Lions Quest SFA unites educators, parents, and community members to utilize social influence and social cognitive approaches in developing the following skills and competencies in young adolescents: (1) essential social/emotional competencies, (2) good citizenship skills, (3) strong positive character, (4) skills and attitudes consistent with a drug-free lifestyle and (5) an ethic of service to others within a caring and consistent environment. The learning model employs inquiry, presentation, discussion, group work, guided practice, service-learning, and reflection to accomplish the desired outcomes. Lions Quest SFA is comprised of a series of 80 45-minute sequentially developed skill-building sessions, based on a distinct theme, that may be adapted to a variety of settings or formats.

Second Step (Reviewed by SAMHSA, United States, December 2006) Second Step is a classroom-based social-skills program for children 4 to 14 years of age that teaches socioemotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing theories. The program consists of in-school curricula, parent training, and skill development. Second Step teaches children to identify and understand their own and others' emotions, reduce impulsiveness and choose positive goals, and manage their emotional reactions and decisionmaking process when emotionally aroused. The curriculum is divided into two age groups: preschool through 5th grade (with 20 to 25 lessons per year) and 6th through 9th grade (with 15 lessons in year 1 and 8 lessons in the following 2 years). Each curriculum contains five teaching kits that build sequentially and cover empathy, impulse control, and anger management in developmentally and age-appropriate ways. Group decisionmaking, modeling, coaching, and practice are demonstrated in the Second Step lessons using interpersonal situations presented in photos or video format.

All Stars (Reviewed by SAMHSA, United States, June 2007) All Stars is a multiyear school-based program for middle school students (11 to 14 years old) designed to prevent and delay the onset of high-risk behaviors such as drug use, violence, and premature sexual activity. The program focuses on five topics important to preventing high-risk behaviors: (1) developing positive ideals that do not fit with high-risk behavior; (2) creating a belief in conventional norms; (3) building strong personal commitments; (4) bonding with school, pro-social institutions, and family; and (5) increasing positive parental attentiveness. The All Stars curriculum includes highly interactive group activities, games and art projects, small group discussions, one-on-one sessions, a parent component, and a celebration ceremony. The All Stars Core program consists of 13 45-minute class sessions delivered on a weekly basis by teachers, prevention specialists, or social workers. The All Stars Booster program is designed to be delivered 1 year after the core program and includes nine 45-minute sessions reinforcing lessons learned in the previous year. Multiple program packages are available to support implementation by either regular teachers or prevention specialists.

Building Blocks For a Healthy Future The Substance Abuse and Mental Health Services Administration's Center for Substance Abuse Prevention created the "Building Blocks for a Healthy Future" program to educate parents and caregivers about the basics of prevention for children ages 3 to 6. "Building Blocks" reinforces the skills that enable parents and caregivers to better nurture and protect their children as well as helping their children develop healthy, pro-social behaviors and attitudes.

Two Legs to Stand On – Eight to Grow (Edmonton Asset Collaborative, Edmonton, Alberta, 2004)
A set of fun, interactive and educational activities for parents to do withchildren, ages six to teen. Provides information and activities about eight asset categories.

Lions Quest Skills for Adolescence (Grades 6 to 8) Thrive! The Canadian Centre for Positive Youth Development
Units include building self-confidence and communication skills, managing emotions in positive ways, strengthening family relationships and making healthy choices.

Roots of Empathy (Roots of Empathy, Toronto, ON)
Classroom program that has shown significant effects in reducing levels of aggression and violence among school children, while raising social and emotional competence and increasing empathy. The program is intended for children in Kindergarten through grade 8.

Seeds of Empathy ((Roots of Empathy, Toronto, ON)
Early Childhood program that fosters social and emotional competencies and early literacy skills and attitudes in children three to five years of age

Incredible Years (Reviewed by SAMHSA August 2007). Incredible Years is a set of comprehensive, multifaceted, and developmentally based curricula targeting 2- to 12-year-old children and their parents and teachers. The parent, child, and teacher training interventions that compose Incredible Years are guided by developmental theory on the role of multiple interacting risk and protective factors in the development of conduct problems. The three program components are designed to work jointly to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children. The parent training intervention focuses on strengthening parenting competencies and fostering parents' involvement in children's school experiences to promote children's academic and social skills and reduce delinquent behaviors. The Dinosaur child training curriculum aims to strengthen children's social and emotional competencies, such as understanding and communicating feelings, using effective problem-solving strategies, managing anger, practicing friendship and conventional skills, and behaving appropriately in the classroom. The teacher training intervention focuses on strengthening teachers' classroom management strategies, promoting children's pro-social behavior and school readiness, and reducing children's classroom aggression and non-cooperation with peers and teachers. The intervention also helps teachers work with parents to support their school involvement and promote consistency between home and school. In all three training interventions, trained facilitators use videotaped scenes to structure the content and stimulate group discussions and problem solving.

Friends for Life (BC Ministry of Children and Family Development (MCFD) with the BC Ministry of Education)
A school-based early intervention and prevention program, proven to be effective in reducing the risk of anxiety disorders and building resilience in children.

I’m Thumbody (Grade 3) (Canadian Mental Health Association)
This program is presented in the classroom by trained volunteers as part of the school experience. Provides materials to parents and teachers to assist them in reinforcing the development of self-esteem and mental wellness in children

It’s Cool to be Alive in Nunavut (Aqsarniit School’s Sanginiq Program, Iqaluit, Nunavut)
This program emphasizes the importance of collaborative skills, coping skills and communication. The content, processes and activities of this program are based on the fundamental belief that, even in the face of overwhelming life conditions, all children have a capacity for resilience.

SPEAK Workshop (Suicide Prevention Education Awareness Knowledge), Winnipeg, Manitoba
In workshops with school-aged youth, presenter’s focus on the signs and symptoms of depression; taking away the stigma of having a mental illness, and thereby promoting help-seeking behaviours. If a peer helper system is not in place in a school
students and teachers are encouraged to start one.

Asset-based programs and strategies
Search Institute Assets Program It emphasizes the building of 40 developmental assets in youth, through a variety of formal and informal community mechanisms that include youth, families, and communities. The institute has linked these attributes as protective factors buffering youth against an array of problems.

Peer helper programs

British Columbia Ministry of Children and Family Development & Ministry of Education. 2004. FRIENDS. Child and youth Mental Health Plan for BC

Youth engagement programs

Healthy Communities, Healthy Youth
emphasizes informal role modelling and communities adopting a philosophy of communicating with and involving youth as active participants.[1]

Parent education, training and support programs

15+ Make Time to Listen…Take Time to Talk (Published by SAMHSA, United States) Provides practical guidance for parents & caregivers on strengthening relationships with their children by spending at least 15undivided minutes with them daily

Building Blocks for a Healthy Future (Published by SAMHSA, United States) Building Blocks is an early prevention program for parents and caregivers of 3 to 6 year-olds. It is designed to educate about the basics of prevention in order to promote a healthy lifestyle.

Family Guide (Sponsored by SAMSHA) A Family Guide To Keeping Youth Mentally Healthy & Drug Free is a public education Web site developed by SAMHSA to communicate to parents and other caring adults about how they can promote mental health and prevent the use of alcohol, tobacco,and illegal drugs among 7- to 18-year-olds.

The Triple P – Positive Parenting Program Designed by Matthew Sanders in Australia, this is a parenting and family support program that emphasizes the prevention of problems and can move from simply providing parents with information and advice to intensive family intervention, if required. The Positive Parenting Program is designed for parents of children from birth to age 16, and helps parents learn positive parenting attitudes, skills and behaviours to prevent and reduce child problem behaviour and foster positive family relationships.

Brooks, R. & Goldstein, S. 2001. Raising Resilient Children: Fostering Strength, Hope and Optimism in Your Child. Chicago, IL: Contemporary Books.

Mentoring programs

The Pathways to Education Program Is a proven effective model, first created and implemented in Regent Park by the Regent Park Community Health Centre. Our Mission is to ensure that young people from at-risk and/or economically disadvantaged communities achieve their full potential by getting to school, staying in school, graduating and moving on to post-secondary programs. The United Way of Greater Toronto (UWGT) and Pathways to Education Canada (Pathways Canada), two independent not-for-profit organizations with a shared dedication to building stronger and healthier communi-ties in the City of Toronto's priority neighbourhoods, have decided to form a strategic alliance to build on the suc-cess of Pathways in Regent Park and create additional opportunities to support the success of youth in other communities in Toronto. Bell Canada announced in 2006 that it will contribute 1.5 million over three years to Pathways Canada, which will support the replication of the award winning program in partnership with five com-munity based organizations, including Toujours ensemble in Quebec.

School Counselling Programs

Comprehensive Guidance and Counselling Program
Provides a framework for the integration of academic guidance and personal counselling programs in schools.

Brief Counselling/intervention programs

Children in the Middle (Reviewed by SAMHSA, United States August 2006) Children in the Middle (CIM) is an educational intervention for divorcing families that aims to reduce the parental conflict, loyalty pressures, and communication problems that can place significant stress on children. CIM consists of one to two 90- to 120-minute classroom sessions and can be tailored to meet specific needs. The intervention teaches specific parent-ing skills, particularly good communication skills, to reduce the familial conflict experienced by children. Each par-ent attending classes typically receives two CIM booklets ("What About the Children" and "Children in the Middle") that give advice for reducing the stress of divorce/separation on children and promote practice of the skills taught in the course. Each parent also watches the CIM video, which illustrates how children often feel caught in the middle of their parents' conflicts.

Web-based, Referral and Self-Help Programs

Mauve, developed by health Canada, provides an example of how technology can be used in an individualised approach to mental health promotion. It is a web/CD-ROM based set of resources for teens.

Yoomagazine.net (Centre for Excellence in (Centre of Excellence for Child and Youth Mental Health, ON) is an online, interactive health magazine for young people, parents and professionals. The resource focuses on teach-ing mental health literacy, facilitating early detection of health and mental health difficulties and promoting help-seeking in young people.

Planning Guides/Manuals

Barankin, T. & Khanlou, N. 2007. Growing Up Resilient: Ways to Build Resilience in Children and Youth. Toronto, ON: Centre for Addiction and Mental Health.

Gilligan, R. 2001. Promoting resilience: A Resource Guide on Working with Children in the Care System. London: British Agencies for Adoption and Fostering.

School Connectedness: Strategies for Increasing Protective Factors Among Youth (CDC)This publication identifies six strategies that teachers, administrators, other school staff, and parents can implement to increase the extent to which students feel connected to school.

Collaborative for Academic and Social Learning (CASEL) CASEL has published several case studies on SEL implementation in school boards and schools. They have also published several resources on implementation.

Search Institute (Assets-based Approaches) The Search Institute also has a wide variety of implementation tools.

The Implementation and Evaluation of Comprehensive School Guidance Programs in the United States: Progress and Prospects International Journal for Educational and Vocational Guidance Volume 1, Number 3 / October, 2001 The evolution of guidance in the schools of the United States from a position to a service to a program is de-scribed. Then the prevailing structure for guidance, the comprehensive guidance program is presented. This sec-tion of the article provides a brief overview of the basic elements of the program. Finally, the article closes with discussion of guidance program evaluation as well as presents the results of several studies that offer evidence of the impact of guidance programs. This revised version was published online in 2006.
Mindmatters in Australia (Description of their implementation process is to added)

Tapping Hidden Strengths: Planning for Students Who are Alcohol-Affected (Government of Manitoba) This is a planning resource intended to provide a support for student service administrators, principals, classroom teachers, resource teachers, school counsellors, clinicians, and other community professionals who will help in assisting schools in developing approaches for students who are alcohol-affected. The resource will address the spectrum of students who are alcohol-affected, including those diagnosed with Fetal Alcohol Syndrome (FAS), partial Fetal Alcohol Syndrome (pFAS), Alcohol-Related Neurodevelopmental Disorder (ARND), and Alcohol-Related Birth Defects (ARBD)

Health or Other Agency Service/Clinical Guidelines/Mandates to work with Schools

The Services and Outcomes in School Social Work
Ontario Youth Apprenticeship Program

Policy Tools/Guidelines/Examples

Sexually Exploited Children and Youth Strategy.(Manitoba)

Assessment and Evaluation Tools

The Youth Lifestyle Choices – Community University Research Alliance

Staff Training Tools

Yellow Ribbon Gatekeeper Training (Light for Life Foundation – Alberta Chapter)
The Yellow Ribbon Program supports and follows the Canadian National Suicide Prevention Strategy. The training program helps any “trusted adult” (including teachers) to recognize and understand the symptoms, risk factors and warning signs of suicide. To make approaching “trusted adults” easier, the Yellow Ribbon Program developed the “It’s OK to Ask 4 Help” card.
Safe and Caring Environment: Online Training for Administrators (Regina Public Schools & Saskatchewan Learning) As social changes impact on our communities and schools, it is vital to continue to build and sustain safe and secure learning and working environments for our students and staff. Creating safe, caring learning environments requires close collaboration within the school community and partnerships with both the neighborhood and the entire city

Progressive Discipline: A new approach to help make schools safer (Ontario Education) Ontario's new approach to making schools safer involves the whole school. It focuses on: Promoting positive student behaviour; Preventing inappropriate behaviour; Providing early and ongoing intervention; Practicing progressive discipline by addressing inappropriate behaviour with appropriate consequences (Guide).

Let' Em Go: How to Support Youth in Creating Their Own Solutions (CAMH)This is a handbook for professionals who work with youth. Based on the experiences of working with street involved youth, this handbook provides specific guidelines on how to implement participatory methods with youth to develop a harm reduction product.

Other Resources (Key web sites, organizations)

Organizational Self-Assessment for Youth Involvement in Decision-making (CASH)Five Sets of Criteria to Assess Youth Involvement in Public Decision-Making. The following five sets of criteria assessing the effectiveness of youth involvement in public decision-making were developed from a variety of sources (See References). Each of these five sets includes several questions, derived from research, that assess the effectiveness of youth involvement programs and activities. Go to each of the five sets by clicking on the underlined titles. Your organization or institution can develop a clear understanding of their readiness to promote youth involvement in your decision-making by answering the questions found in this guide.

The Aboriginal Community Youth Resilience Network

Resiliency Canada.
. Montreal, QC: The Canada Millennium Scholarship Foundation. (Government of Manitoba) (Dept of Education, NS) (SOS)

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