Resilience in Children & Adolescents: An Insight into Factors & Interventions

Abstract

Children encounter several stressors and anxiety, encompassing academic pressures, familial relationships, body image concerns, mental wellbeing, and bullying (Boystown 2013, Cross et al. 2009; Mission Australia 2011, 2013). Research indicates that 17% of children and adolescents aged 4-17 years (Sawyer et al., 2000) and 27% of those aged 16-24 have at least one mental health condition (Slade et al., 2009) but only 10%-15% of youth seek professional help for psychological problems (Lyoyd, 2004; Richwod et.al, 2007). Therefore, it is crucial to identify children at risk of failing to achieve success or sustaining fulfilling relationships due to the adversities in their early lives (Rak & Patterson, 1996). Poverty, violence, substance misuse, familial discord, and disease constitute several possible hazards. Nonetheless, numerous children who experience stress manage to thrive despite significant adversities and develop resilience (Alvord & Grados 2005). Research on resilience has been conducted for decades, yet a consensus on its definition, concepts, and applications remains elusive (Pai.N., Vella S.L., 2018). Thus, there is a need for greater clarity around the concept of resilience and how it connects to the time of childhood and adolescence. This paper offers a a) multi-dimensional perspective and conceptualisation of Resilience and addressed bot the differences and commonalities of its definition b) Origins of Research and its recent advances c) Models and Factors of Resilience d) Assessments and Interventions and finally focusing on the e) Future Directions and Applicability of Understanding of Resilience and Universal Intervention programme in Community settings.