What Makes the Difference? Children and teachers talk about resilient outcomes for children 'at risk'

By S. Howard, Bruce Johnson. 2000

206 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/861856978038ee62991f1bf3ea93826fc369859e

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In Clinical Psychology

In Safety Research

Citations in the corpus

Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students From Intact Families (2008, background): “…ninth grade students who perceive protective processes provided by significant others in the family, school, or community show greater adaptation in the educational context (Bryan, 2005; Howard & Johnson, 2000; Reis, Colbert, & Hebert, 2005; Schoon et al., 2004; Stanton-Salazar, 2001).”
… Not drowning, waving. Resilience and university: a student perspective (2018, background): “Similarly, Howard and Johnson (2000) define resilience as the capacity for effective coping and adaption despite exposure to difficult or challenging circumstances.”
Psychological resilience in disadvantaged youth: A critical overview (2004, unknown): “(Howard & Johnson, 2000, p. 323) Although intuitively valid, Bronfenbrenner’s conceptual framework provides little guidance concerning the role and functions of these very broadly described ecological systems.”
The Role of Positive Psychology in Enhancing Satisfaction, Motivation, and Productivity in the Workplace (2005, background): “In a general sense, resilience has been defined as the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances (Howard & Johnson, 2000).”
Creating a Future: A Study of Resilience in Suicidal Female Adolescents (2006, background): “Similarly, the resilience literature has suggested that having goals, hopes, plans, and a sense of purpose fosters resilience in adolescents (Bernard, 1993; Howard & Johnson, 2000; Levine, 2002; Richardson et al., 1990).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, unknown): “…of disadvantaged students (Battistich & Hom, 1997; Becker & Luthar, 2002), smooth educational transition (Barratt, 1998; Maehr & Midgley, 1996; Martin, 2008a), and build resilience and buoyancy (Cunningham, Brandon, & Frydenberg, 1999; Howard & Johnson, 2000; Martin & Marsh, 2006, 2008, in press).”
The ‘secrets’ of Chinese students’ academic success: academic resilience among students from highly competitive academic environments (2017, background): “In fact, empirical studies (e.g. Howard & Johnson, 1999, 2000; Kaplan, 1999) have found that resilient individuals have some distinctive protective factors and attributes in place to assist them in the face of adversity.”
‘Queen of the world’: experiences of ‘at-risk’ young people participating in equine-assisted learning/therapy (2011, background): “…an ability to reflect, social competence, empathy, sense of purpose and future, and mastery, autonomy and self-efficacy, selfconfidence and self-esteem (Rutter, 1985; Masten et al., 1990; Born et al., 1997; Cicchetti & Rogosch, 1997; Rutter, 1999; Howard & Johnson, 2000; Thompson & Gullone, 2008).”