@article {422, title = {Resilience in developing systems: progress and promise as the fourth wave rises.}, journal = {Dev Psychopathol}, volume = {19}, year = {2007}, month = {2007 Summer}, pages = {921-30}, abstract = {

Perspectives based on the first three waves of resilience research are discussed with the goal of informing the fourth wave of work, which is characterized by a focus on multilevel analysis and the dynamics of adaptation and change. Resilience is defined as a broad systems construct, referring to the capacity of dynamic systems to withstand or recover from significant disturbances. As the systems perspective on resilience builds strength and technologies of measuring and analyzing multiple levels of functioning and their interactions improve, it is becoming feasible to study gene-environment interactions, the development of adaptive systems and their role in resilience, and to conduct experiments to foster resilience or reprogram the fundamental adaptive systems that protect development in the context of adversity. Hot spots for future research to study and integrate multiple levels of analysis are delineated on the basis of evidence gleaned from the first waves of resilience research.

}, keywords = {Humans, Mental Disorders, Stress, Psychological}, issn = {0954-5794}, doi = {10.1017/S0954579407000442}, author = {Masten, A. S.} } @article {423, title = {Resilience in children threatened by extreme adversity: frameworks for research, practice, and translational synergy.}, journal = {Dev Psychopathol}, volume = {23}, year = {2011}, month = {2011 May}, pages = {493-506}, abstract = {

This article delineates parallel frameworks that grew out of the research on risk and resilience over the past four decades, a framework for research and a framework for practice, and then discusses the promise of an emerging synthesis. The research framework defined the meaning, models, and methods that successfully guided four waves of research to date on the nature and processes involved in human resilience. The applied framework emerged in response to urgent needs of children and families faced by adversity and those charged with helping them, resulting in guidelines for translating the unfolding but incomplete research evidence into action. The application of a resilience approach transformed practice in many fields concerned with promoting resilience in people at risk for problems, revolutionizing the mission, models, measures, and methods of practice to align with the emphasis on positive adaptation and strengths defining a resilience-based approach. Yet these interventions rarely translated back to inform and refine resilience theory in ways that would accelerate progress to promote resilience more effectively. The concluding section on translational synergy discusses the potential for a synthesis of basic and applied resilience frameworks as the next steps toward realizing the original objective and promise of resilience science.

}, keywords = {Child, Child Abuse, Humans, Life Change Events, Resilience, Psychological, Translational Medical Research}, issn = {1469-2198}, doi = {10.1017/S0954579411000198}, author = {Masten, A. S.} } @article {424, title = {Global perspectives on resilience in children and youth.}, journal = {Child Dev}, volume = {85}, year = {2014}, month = {2014 Jan-Feb}, pages = {6-20}, abstract = {

Global concerns about the consequences of disasters, political violence, disease, malnutrition, maltreatment, and other threats to human development and well-being have sparked a surge of international interest in resilience science. This article highlights progress and issues in research that aims to understand variations in human adaptation to adverse experiences. Two key questions are considered: Why is a new wave of global research on resilience important for developmental science? and Why is developmental science important for global resilience? The conclusion calls for developmental scientists to engage in international efforts to promote resilience.

}, keywords = {Adolescent, Biomedical Research, Child, Child Development, Global Health, Humans, Resilience, Psychological}, issn = {1467-8624}, doi = {10.1111/cdev.12205}, author = {Masten, A. S.} } @article {425, title = {Developmental cascades.}, journal = {Dev Psychopathol}, volume = {22}, year = {2010}, month = {2010 Aug}, pages = {491-5}, keywords = {Child, Child Development, Humans, Mental Disorders, Psychopathology}, issn = {1469-2198}, doi = {10.1017/S0954579410000222}, author = {Masten, A. S. and Cicchetti, D.} } @article {426, title = {The significance of childhood competence and problems for adult success in work: a developmental cascade analysis.}, journal = {Dev Psychopathol}, volume = {22}, year = {2010}, month = {2010 Aug}, pages = {679-94}, abstract = {

Success in the domain of work is a salient developmental task of adulthood and a key indicator of adaptive function in the evaluation of health and psychopathology. Yet few studies have examined pathways to work competence, especially with strategies testing for cumulative cascade effects over time. Cascade models spanning 20 years were tested via structural equation modeling, linking work competence in early adulthood to antecedent competence in work and other domains of competence in childhood and emerging adulthood. Data were drawn from the Project Competence longitudinal study of 205 school children followed for 20 years. Relative fit of alternative models was evaluated by the Bayesian information criterion. As hypothesized, the effectiveness of adaptive behavior in earlier age-salient developmental task domains forecasted later work competence, which also showed strong concurrent links to competence in other domains. Results suggest there are numerous pathways by which success or failure in major developmental task domains in childhood and adolescence may influence adaptation in other domains and eventually work competence, both concurrently and cumulatively over time. Cascade effects highlight the potential significance for later work competence of childhood conduct (antisocial vs. rule-abiding behavior) and social competence with peers, in addition to the ongoing role that academic attainment may have for work success. Work competence also showed considerable stability over a 10-year period during early adulthood. Implications and applications for future research and intervention are discussed.

}, keywords = {Achievement, Adaptation, Psychological, Adult, Child, Educational Status, Female, Humans, Interpersonal Relations, Longitudinal Studies, Male, Models, Psychological, Resilience, Psychological, Social Behavior, Socioeconomic Factors}, issn = {1469-2198}, doi = {10.1017/S0954579410000362}, author = {Masten, A. S. and Desjardins, C. D. and McCormick, C. M. and Kuo, S. I. and Long, J. D.} } @article {427, title = {Child development in the context of disaster, war, and terrorism: pathways of risk and resilience.}, journal = {Annu Rev Psychol}, volume = {63}, year = {2012}, month = {2012}, pages = {227-57}, abstract = {

This review highlights progress over the past decade in research on the effects of mass trauma experiences on children and youth, focusing on natural disasters, war, and terrorism. Conceptual advances are reviewed in terms of prevailing risk and resilience frameworks that guide basic and translational research. Recent evidence on common components of these models is evaluated, including dose effects, mediators and moderators, and the individual or contextual differences that predict risk or resilience. New research horizons with profound implications for health and well-being are discussed, particularly in relation to plausible models for biological embedding of extreme stress. Strong consistencies are noted in this literature, suggesting guidelines for disaster preparedness and response. At the same time, there is a notable shortage of evidence on effective interventions for child and youth victims. Practical and theory-informative research on strategies to protect children and youth victims and promote their resilience is a global priority.

}, keywords = {Child, Child Development, Disasters, Humans, Psychology, Child, Resilience, Psychological, Risk Factors, Terrorism, War}, issn = {1545-2085}, doi = {10.1146/annurev-psych-120710-100356}, author = {Masten, A. S. and Narayan, A. J.} } @article {428, title = {Disasters and their impact on child development: introduction to the special section.}, journal = {Child Dev}, volume = {81}, year = {2010}, month = {2010 Jul-Aug}, pages = {1029-39}, keywords = {Child, Child Development, Disasters, Humans, Research, Stress Disorders, Traumatic}, issn = {1467-8624}, doi = {10.1111/j.1467-8624.2010.01452.x}, author = {Masten, A. S. and Osofsky, J. D.} } @article {429, title = {Resilience in developmental psychopathology: contributions of the Project Competence Longitudinal Study.}, journal = {Dev Psychopathol}, volume = {24}, year = {2012}, month = {2012 May}, pages = {345-61}, abstract = {

Contributions of the Project Competence Longitudinal Study (PCLS) to resilience science and developmental psychopathology are highlighted in this article. Initiated by Norman Garmezy, the PCLS contributed models, measures, and methods, as well as working definitions of concepts like competence, developmental tasks, protective factors, and resilience. Findings from the study corroborated the feasibility of studying adaptation in a normative group of school children, identifying patterns of resilience, competence without major adversity, and maladaptive paths through life. Competence was multidimensional, showing continuity and change over time. Cascading effects across domains indicated that competence and problems spread over time. Thus, adult achievements in developmental tasks were rooted in childhood and adolescence. Young people who showed resilience had much in common with similarly successful peers who experienced less adversity over time, including high-quality relationships with parents and other adults, and good cognitive, as well as social-emotional, skills. Maladaptive youth in the study often faced high adversity with little adaptive capacity (internal or external) and tended to generate stressful experiences. Resilience often emerged in childhood and endured, but there also were late bloomers whose lives turned around in the transition to adulthood. The role of collaboration and mentorship in the PCLS is also discussed.

}, keywords = {Adaptation, Psychological, Humans, Longitudinal Studies, Models, Psychological, Personality, Resilience, Psychological}, issn = {1469-2198}, doi = {10.1017/S095457941200003X}, author = {Masten, A. S. and Tellegen, A.} } @article {679, title = {Risk and Resilience in the Educational Success of Homeless and Highly Mobile Children: Introduction to the Special Section}, journal = {Educational ResearcherEducational ResearcherEducational Researcher}, volume = {41}, number = {9}, year = {2012}, note = {083jr
Times Cited:4
Cited References Count:14}, month = {Dec}, pages = {363-365}, abstract = {

Homelessness and mobility in the context of poverty and economic crisis is an issue of rising local, national, and global concern for many stakeholders, including educators and education leaders. The articles featured in this special issue offer important data and commentary on the significance of homelessness and mobility for school success. This introduction provides a brief overview of the special section, which includes four empirical articles and an integrative commentary. These articles underscore the importance of mobility as well as poverty for achievement disparities and the practical value of integrated data and collaborative research for informing educational practice and policy.

}, keywords = {achievement gap, disparities, factor analysis, Longitudinal Studies, Poverty, regression analyses, urban education}, isbn = {0013-189x}, doi = {10.3102/0013189x12467366}, author = {Masten, A. S.} } @article {680, title = {Academic Risk and Resilience in the Context of Homelessness}, journal = {Child Development PerspectivesChild Development PerspectivesChild Development Perspectives}, volume = {8}, number = {4}, year = {2014}, note = {At2rk
Times Cited:2
Cited References Count:40}, month = {Dec}, pages = {201-206}, abstract = {

Family homelessness in the United States has increased over the past two decades, raising concerns about associated risks for child development. In this article, we describe a translational research program focused on academic risk and resilience in homeless and highly mobile children. We find that although these children share many risk factors with other disadvantaged children, they are higher on an underlying continuum of risk. Additionally, marked variability has been observed among children who experience homelessness, both in risk level and achievement, with many children manifesting resilience. We discuss implications for research and efforts to address disparities in achievement.

}, keywords = {Achievement, achievement gap, adversity, childhood, children experiencing homelessness, cumulative risk, executive function, families, highly mobile children, homeless, mobility, reactivity, resilience, stress, success}, isbn = {1750-8592}, doi = {10.1111/cdep.12088}, author = {Masten, A. S. and Cutuli, J. J. and Herbers, J. E. and Hinz, E. and Obradovic, J. and Wenzel, A. J.} } @inbook {5667, title = {Promoting the capacity for peace in early childhood: Perspectives from research on resilience in children and families}, booktitle = {Pathways to peace: The transformative power of children and families}, volume = {15}, year = {2014}, pages = {251 - 272}, publisher = {The MIT Press}, organization = {The MIT Press}, chapter = {14}, abstract = {Lessons gleaned from five decades of research on resilience in children and youth exposed to trauma and adversity of many kinds, including war and family violence, may have important conceptual and practical implications for efforts to understand and promote pathways of peace in human adaptation and development. This chapter highlights concepts, approaches, findings, and controversies from studies of resilience that may prove informative for understanding and promoting pathways to peace in early childhood. These include a relational developmental systems perspective on peace; an emphasis on positive goals, processes, and pathways; issues in defining how well human systems at multiple levels are doing; delineation of adaptive systems that promote and protect peaceful function in interacting human systems; consideration of developmental timing and cascading influences among individual children and their nurturing environments; and the importance of intervention evidence for advancing a translational science agenda for peace. Resilience science also suggests that delineating processes of peace and peacebuilding in childhood requires attention to processes by which interacting systems shape the development and experiences of childhood pertinent to peace, particularly in the nurturing environments of childrearing and early education. Resilience frameworks suggest three basic approaches to promoting capacity for peace in the lives of children: mitigating risk or preventing exposure to experiences that undermine capacity for peace; boosting resources and opportunities that nurture the capacity for peace; and mobilizing powerful adaptive systems that support and protect human capabilities for peace in hazardous circumstances. Theoretically, these strategies should contribute to building capacity among children for peace, as a foundation for learning peaceful means of social interactions, managing conflict, and responding to stress or trauma. Additionally, resilience frameworks emphasize the importance of strategic timing and targeting to interrupt negative and facilitate positive cascades in (p.252) development and boost the return on investments in children. Findings from research on early onset pathways toward and away from violence are discussed, including preventive interventions that promote prosocial development while also reducing antisocial outcomes, including violence. Key questions are raised for consideration by those aiming to promote peace through early childhood policies and practices. The first set of questions stems from the principle that {\textquotedblleft}competence begets competence{\textquotedblright} in human development, asking whether building success in the developmental tasks of early childhood might also promote potential peace-related goals, attitudes, skills and processes in children and their ecologies, which could in turn contribute to peace at the level of families, communities, or societies. The second set considers whether reducing structural violence (i.e., inequalities in income, healthcare, education, and opportunities in early childhood) might promote peace along with better health and well-being at the level of individuals and societies. A third set raises provocative issues related to possibilities that capacities and skills intended to promote peace could also be applied to promote conflict and war and questions about whether violence can be adaptive or peace-promoting under some circumstances.}, keywords = {adaptive systems, Early childhood education, resilience, Risk}, doi = {10.7551/mitpress/9780262027984.003.0014}, url = {https://direct.mit.edu/books/edited-volume/3682/Pathways-to-PeaceThe-Transformative-Power-of}, author = {Masten, A. S.}, editor = {Leckman, J. F. and Panter-Brick, C. and Salah, R.} }