Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy

By A. Masten. Development and Psychopathology, 2011

961 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Epidemiology

View Paper: https://www.semanticscholar.org/paper/5ed883e1b4e2b258169b5f2db06ad9c9829615f7

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Citations in the corpus

Pathways to Integrated Resilience Science (2015, background): “The impetus for this “4 wave” in resilience science stems in large part from advances in methodology and the influence of developmental systems theory on research in human development across the lifespan (Masten, 2011; Wright, Masten, & Narayan, 2013).”
The resilience portfolio model: Understanding healthy adaptation in victims of violence. (2015, background): “Resilience is best understood as a dynamic process rather than a stable quality of a person because it depends on the constellation of stressors, risk, and protective factors that characterize the person’s life at a particular time (e.g., Masten, 2011; Rutter, 2012).”
Resilience and Adversity (2015, background): “academic and interpersonal, that tend to derive from the aforementioned skills (Luthar, 2006; Masten, 2011; Rutter, 2012; Shonkoff & Phillips, 2000).”
Resilience definitions, theory, and challenges: interdisciplinary perspectives (2014, background): “There is a huge literature now on the topic of resilience in children and youth (e.g., Cicchetti, 2010, 2013; Masten, 2011, 2014a, 2014b; Panter-Brick & Leckman, 2013; Ungar, 2008, 2012; Ungar, Ghazinour & Richter, 2013).”
Resilience Theory and the Practice of Positive Psychology From Individuals to Societies (2015, background): “…on which they are based take time, but there is a constant press for immediate action to support children, families, schools, and neighborhoods that are struggling in the present moment and cannot abide by the time course of rigorous science (Ager, Stark, Akesson, & Bootby, 2010; Masten, 2011).”
Preventing Stress Among Undergraduate Learners: The Importance of Emotional Intelligence, Resilience, and Emotion Regulation (2020, background): “Individuals are considered to be resilient when positive outcomes occur despite challenges they face (Masten, 2011).”
Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity (2013, methodology): “…efforts to span the translational divide through collaborative translational research that engages basic researchers and community partners in intervention trials that re fl ect current knowledge but also explicitly focus on testing theories of change (see Masten, 2011 ; Toth et al., 2011 ) .”
Global perspectives on resilience in children and youth. (2014, background): “…be windows of opportunity and plasticity when adaptive systems can be promoted (or protected from harm) to favor resilience; these windows could point to targets and timing of interventions or prevention efforts that would have a high return on investment or greater effectiveness (Masten, 2011).”
Resilience in developing systems: the promise of integrated approaches (2016, background): “…with a broad shift in prevailing models of developmental science toward systems theory (Overton, 2013; Zelazo, 2013), recent discussions of resilience reflect the growing dominance of dynamic systems theory in concepts and models (Luthar, Crossman, & Small, 2015; Masten, 2011, 2014a, 2015).”
Annual Research Review: Positive adjustment to adversity -Trajectories of minimal-impact resilience and emergent resilience (2012, neutral): “& Shalev, 2007; Masten, 2011).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “Consistent with the principles underlying the metaphor of the “developmental web,” resilience is characterized by substantial heterogeneity (e.g., Bethell et al., 2014), dependence on contextual (e.g., social and cultural) supports, and equifinality (e.g., Masten, 2011).”
A CRITICAL REVIEW OF RESILIENCE THEORY AND ITS RELEVANCE FOR SOCIAL WORK (2018, background): “Some dip and recover, others show little or no deterioration in functioning, and still others appear to achieve higher levels of adaptation than they had before (Masten, 2011).”
Resilience in children and youth: A review (2012, background): “The first wave of research came from scientists wanting to understand and prevent the development of psychopathology (Masten, 2011; Masten & Obradovic, 2006).”
The End of the Beginning: Evidence and Absences Studying Positive Youth Development in a Global Context (2018, background): “Because of the rich set of individual and contextual constructs it integrates, and as a consequence of the way it frames the designs and measures of PYD research, RDSbased models of PYD continue to attract researchers, practitioners, and policy makers, which is an example of iterative “translational”