Adversity, resilience and young people: the protective value of positive school and spare time experiences

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A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories (2008, background): “Peer-learning activities have been shown to contribute to enhanced self-esteem; see for example, the meta-analysis by Ginsburg Block et al. (2006), and for evidence specifically related to peer tutoring, Topping et al.”
Moved by music: A typology of music listeners (2011, background): “Music can therefore be qualified as a medium that is a protective factor which adds to the resilience of young people to face problems and stress (e.g., Gilligan, 2000).”
Growing up in foster care: providing a secure base through adolescence (2009, background): “One of the most obviously useful theories is that of resilience (Rutter 1999; Gilligan 2000; Masten 2001; Schofield 2001; Schofield & Beek 2005a; Osterling & Hines 2006) because it includes a range of characteristics, such as self-esteem, capacity to reflect and plan for the future, capacity to be…”
Risk and Resilience in Long-Term Foster-Care (2005, background): “This can include increasing felt security, building self-esteem, promoting competence and working towards a range of often modest developmental goals that nevertheless reduce risk and increase resilience (Gilligan, 1999, 2000, 2001; Schofield, 2001; Beek and Schofield, 2004a).”