Children and youth frequently experience adversity that impacts their developing neurobiology and subsequent behaviors, relationships, learning, and well-being. Resilience processes can mitigate these impacts, supporting positive adaptation in a wide array of developmental domains. Advancing the science of resilience to improve application to children’s lives requires studies of how resilience develops as a dynamic interplay between children and their socio-ecological contexts.
The aim of this Research Topic is to gather recent research on resilience processes that strengthen measurement and application of resilience within developmental contexts such as family, early care and education, school, extracurricular activities, neighborhoods, and cultures. We seek contributions from a wide array of disciplines, such as (but not limited to) psychology, prevention science, education, social work, and public health. Both basic science and applied research submissions are encouraged. Submissions may include empirical articles, reviews, and theoretical or conceptual papers.
Examples of topics encouraged for submission include:
• Conditions (e.g., structural, cultural, environmental) that support or undermine resilience processes.
• Resilience processes that take place within contexts such as homes, schools, early care and education programs, social services, public health, neighborhoods, and communities.
• Interventions to prevent or mitigate effects of adversity by strengthening resilience.
• Innovative methodologies and approaches to study resilience processes (e.g., novel data collection strategies involving data capture at multiple systemic levels, analyses involving network models, etc.).
• Measurement tools that advance our understanding of resilience processes.
• Variations or disparity in resilience processes across groups (e.g., race/ethnicity, social-economic status, LGBTQ+, language, religion, culture).
• Culturally and/or contextually-specific aspects or conceptualizations of resilience.
Children and youth frequently experience adversity that impacts their developing neurobiology and subsequent behaviors, relationships, learning, and well-being. Resilience processes can mitigate these impacts, supporting positive adaptation in a wide array of developmental domains. Advancing the science of resilience to improve application to children’s lives requires studies of how resilience develops as a dynamic interplay between children and their socio-ecological contexts.
The aim of this Research Topic is to gather recent research on resilience processes that strengthen measurement and application of resilience within developmental contexts such as family, early care and education, school, extracurricular activities, neighborhoods, and cultures. We seek contributions from a wide array of disciplines, such as (but not limited to) psychology, prevention science, education, social work, and public health. Both basic science and applied research submissions are encouraged. Submissions may include empirical articles, reviews, and theoretical or conceptual papers.
Examples of topics encouraged for submission include:
• Conditions (e.g., structural, cultural, environmental) that support or undermine resilience processes.
• Resilience processes that take place within contexts such as homes, schools, early care and education programs, social services, public health, neighborhoods, and communities.
• Interventions to prevent or mitigate effects of adversity by strengthening resilience.
• Innovative methodologies and approaches to study resilience processes (e.g., novel data collection strategies involving data capture at multiple systemic levels, analyses involving network models, etc.).
• Measurement tools that advance our understanding of resilience processes.
• Variations or disparity in resilience processes across groups (e.g., race/ethnicity, social-economic status, LGBTQ+, language, religion, culture).
• Culturally and/or contextually-specific aspects or conceptualizations of resilience.
