Resilience Interventions for Youth in Diverse Populations

Our uncertain times are hard enough for adults to navigate. For all too many young people—even many who appear to possess good coping skills—the challenges may seem overwhelming. More and more, resilience stands as an integral component in prevention programs geared to children and adolescents, whether at risk or not.

Resilience Interventions for Youth in Diverse Populations details successful programs used with children and teens in a wide range of circumstances and conditions, both clinical and non-clinical. New strength-based models clarify the core aspects of resilience and translate them into positive social, health, educational, and emotional outcomes. Program descriptions and case examples cover diverse groups from homeless preschoolers to transgender youth to children with autism spectrum disorders, while interventions are carried out in settings as varied as the classroom and the clinic, the parent group and the playground. This unique collection of studies moves the field toward more consistent and developmentally appropriate application of the science of resilience building.

Among the empirically supported programs featured:

• Promoting resilience in the foster care system.
• Developing social competence through a resilience model.
• Building resilience in young children the Sesame Street way.
• School-based intervention for resilience in ADHD.
• Girls Leading Outward: promoting resilience in at-risk middle school girls.
• Resiliency in youth who have been exposed to violence.

Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.    

• Bowen System Theory Principles of resilience
• Culture, poverty, disaster, trauma and resilience
• Divorce and resilience
• Foster care and resilience
• Joan Sherman Program for Resilient Children
• Multimedia interventions to promote resilience
• RSCA
• Resilience and ADHD
• Resilience and autism spectrum disorders
• Resilience and neuropsychological disorders in children
• Resilience constructs and measurements
• Resilience in adolescents
• Resilience in adults
• Resilience in children
• Resilience in clinical populations
• Resilience in nonclinical populations
• Resiliency Scales for Children and Adolescents
• Resilient classrooms
• School-based interventions
• Sexual abuse and resilience
• Social ecological approach to resilience in families
• Social-emotional well-being in school children
• Spurwink Mental Health System and community programs
• Strengths-based resilience interventions

“Resilience Interventions for Youth in Diverse Populations, edited by S. Prince-Embury and D.H. Saklofske, provides an overview of empirically supported interventions designed to enhance resilience in both clinical and non-clinical populations. This volume provides an excellent resource for practitioners and researchers in the area of resilience. The editors have done a commendable job assembling a volume that allows for a greater understanding of resilience interventions across diverse and international populations.”

Marian Coret, Harriet Winterflood, Angela Lambert, Emma Climie
University of Calgary, Alberta, Canada
Canadian Journal of School Psychology

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“This book discusses successful, evidence-based resilience intervention programs for children and adolescents, considering clinical and nonclinical populations. This book addresses an important topic, describing programs for both clinical and nonclinical populations of children and adolescents.It is written by an international collection of experts and is supported by extensive research. The book will be extremely useful for practitioners who work with children.”

Doody's Review Service
Gary B Kaniuk, Psy.D., Cermak Health Services
September 2014

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“Resilience Interventions for Youth in Diverse Populations reveals that resilience training has promise across this wide spectrum. Most programs, including those from other countries, are well described, offering very practical suggestions and ideas that seem promising and that fit within the editors’ general perspective. Overall there is a strong focus on adding programs for young people in schools, and we feel there are rich ideas that are easily applicable. The book may be a good starting point for educational services to review and consider the various options that might be integrated into their curricula. The emphasis on positive psychology and prevention is pleasing to see.”

Ian M. Evans and Heather Nakahara
PsyCRITIQUES
April 13, 2015, Vol. 60, No. 15    

• Resiliency Institute of Allenhurst, LLC., W. Allenhurst, USA

  Sandra Prince-Embury

• Dept. Psychology, Western University, London, Canada

  Donald H. Saklofske

Sandra Prince-Embury, Ph.D., is a licensed clinical psychologist and family therapist serving children, adolescents and families for thirty years. In addition to clinical work, Dr. Prince-Embury taught at Pennsylvania State University and engaged in research on community response to technical disaster. Her work with residents of the Three Mile Island community is housed at the Dickenson College Archives in PA. Dr. Prince-Embury also served as Senior Research Director for The Psychological Corporation/ Pearson Assessments. Currently Director of the Resiliency Institute of Allenhurst, LLC, she is engaged in research, writing and consultation associated with her Resiliency Scales for Children and Adolescents (RSCA).

Dr. Prince-Embury recently co-edited “Resilience in Children, Adolescents, and Adults: Translating Research into Practice”(2013) with Donald H. Saklofske.

Donald. H. Saklofske, Ph.D., is a Professor in the Department of Psychology, TheUniversity of Western Ontario, Canada. His main research interests include intelligence, personality, and individual differences. He has published more than 30 books, 80 book chapters, and 150 journal articles and is editor of the Journal of Psychoeducational Assessment, Co- Editor of the Canadian Journal of School Psychology, and Associate Editor for Personality and Individual Differences. He is a Fellow of the Canadian Psychological Association and the Association for Psychological Science.    

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