440
Views
6
CrossRef citations to date
0
Altmetric
Articles

Integrating resilience and positive youth development for the promotion of positive health behaviours among ethnic minorities: a conceptual framework

& ORCID Icon
Pages 250-263 | Received 06 Oct 2017, Accepted 15 Jul 2018, Published online: 31 Jul 2018

References

  • Arat, G. (2017). Culturally specific resilience processes of health-risk behaviors among Pakistani and Indian youth in the Hong Kong context: A mixed-methods study ( Doctoral dissertation, The University of Hong Kong, Hong Kong).Retrieved from http://hub.hku.hk/handle/10722/244327
  • Arat, G., Hoang, A. P., Jordan, L. P., & Wong, P. W. C. (2016). A systematic review of studies on ethnic minority youth development in Hong Kong: An application of the ecological framework. China Journal of Social Work, 9(3), 218–237.
  • Arat, G., Liu, L. L., & Wong, P. W. (2016). Culturally relevant protective and risk factors of youth risk behaviors among Pakistani and Indian students in Hong Kong: A focus group study. Journal of Transcultural Nursing,  28(6), 573-581. doi: 10.1177/1043659616668397.
  • Beardslee, W. R. (1989). The role of self-understanding in resilient individuals. American Journal of Orthopsychiatry, 59(2), 266–278.
  • Bhowmik, M. K., & Kennedy, K. (2016). Caught between cultures: Case study of an “out of school” ethnic minority student in Hong Kong. Asia Pacific Journal of Education,37(1),69-85. doi: 10.1080/02188791.2016.1169991.
  • Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M. (2010). The five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of Youth & Adolescence, 39, 720–735.
  • Case, A. D. (2017). A critical-positive youth development model for intervening with minority youth at risk for delinquency. American Journal of Orthopsyhciatry, 87(5), 510–519.
  • Chase, P. A., Warren, D. J. A., & Lerner, R. M. (2015). School engagement, academic achievement, and positive youth development. In E. P. Bowers, G. J. Geldhof, S. K. Johnson, L. J. Hilliard, R. M. Hershberg, J. V. Lerner, & R. M. Lerner (Eds.), Promoting positive youth development: Lessons from the 4-H study (pp. 57–71). Switzerland: Springer.
  • Chee, W.-C. (2015). The perceived role of religion in the educational attainment of Pakistani immigrant secondary students in Hong Kong. Asian Anthropology, 14(1), 33–42.
  • Cheng, L., Tan, M., & Liu, Z. (2015). The global context for new directions for child and adolescent development. New Directions for Child and Adolescent Development, 2015(147), 93–100.
  • Conversano, C., Rotondo, A., Lensi, E., Vista, O. D., Arpone, F., & Reda, M. A. (2010). Optimism and its impact on mental and physical well-being. Clinical Practice & Epidemiology in Mental Health, 6, 25–29.
  • Edberg, M. C., Cleary, S. D., Andrade, E. L., Evans, W. D., Simmons, L. K., & Cubilla-Batista, I. (2015). Applying ecological positive youth development theory to address co-occurring health disparities among immigrant Latino youth. Health Promotion Practice, 6, 1–9.
  • Erni, J. N., & Leung, L. Y.-M. (2014). Understanding South Asian minorities in Hong Kong. Hong Kong: Hong Kong Hong Kong University Press.
  • Gunnestad, A., & Thwala, S. (2011). Resilience and eligion in children and youth in Southern Africa. International Journal of Children’s Spirituality, 16(2), 169–185.
  • Hopkins, K. D., Zubrick, S. R., & Taylor, C. L. (2014). Resilience amongst Australian aboriginal youth: An ecological analysis of factors associated with psychological fundtioining in high and low family risk context. PLoS ONE, 9(7), e102820.
  • Iwasaki, Y. (2015). Youth engagement-engaging for change: changing for engagement. Journal Of Community Engagement and Scholarship, 8(2), 26-43.
  • Jelicic, H, Bobek, D. L, Phelps, E, Lerner, R. M, & Lerner, J. V. (2007). Using positive youth development to contribution and risk behaviors in early adolescence: findings from the first two waves of the 4-h study of positive youth development. International Journal Of Behavioral Development, 31(3), 263-273. doi: 10.1177/0165025407076439
  • Jenson, J. M., Alter, C. F., Nicotera, N., Anthony, E. K., & Forrest-Bank, S. S. (2012). Risk, resilience, and positive youth development: Developing effective community programs for at-risk youth: Lessons from the Denver Bridge Project. New York: Oxford University Press.
  • Kerelian, N. N., & Jordan, L. P. (2018). Together separately? Young transmigrant professionals in “Asia’s World City” Hong Kong. Applied Mobilities, 1–20. Advance online publication. doi:10.1080/23800127.2018.1426521
  • Khanlou, N., & Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience literature. International Journal of Mental Health and Addiction, 12, 64–79.
  • Lee, T. Y., Cheung, C. K., & Kwong, W. M. (2011). Resilience as apositive youth development construct: A conceptual review. The Scientific World Journal, 2012,390450. doi: 10.1100/2012/390450.
  • Lerner, R. M. (2004). Liberty: Thriving and civic engagement among American youth. Thousand Oaks, CA: Sage.
  • Lerner, R. M., & Lerner, J. V. (2011). The positive development of youth: Report of the findings from the first seven years of the 4-H study on positive youth development. Medford: MA: Tufts University Institute for Applied Research in Positive Youth Development and the National 4-H Council.
  • Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., … Von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents. Findings from the first wave of the 4-H study of positive youth development. The Journal of Early Adolescence, 25(1), 17–71.
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562.
  • Masten, A. (2014). Invited commentary: Resilience and positive youth development frameworks in developmental dcience. Journal of Youth and Adolescence, 43, 1018–1024.
  • Rivas-Drake, D., Hughes, D., & Way, N. (2008). A closer look at peer discrimination, ethnic identity, and psychological well-being among urban Chinese American sixth graders. Journal of Youth and Adolescence, 37, 12–21.
  • Romero, A. J., Edwards, L. M., Fryberg, S. A., & Orduna, M. (2014). Resilience to discrimination stress across ethnic identity stages of development. Journal of Applied Social Pscyhology, 44, 1–11.
  • Ruiz-Casares, M., Guzder, J., Rousseau, C., & Kirmayer, L. J. (2014). Cultural roots of well-being and resilience in child mental health. In A. Ben-Arieh, F. Casas, I. Frønes, & J. E. Korbin (Eds.), Handbook of Child Well-Being (pp. 2379–2407). Netherlands: Springer.
  • Shaw, I., & Gould, N. (2001). Qualitative research in social work. London: Sage Publications.
  • Shek, D. T. L., Chi, X., & Lin, L. (2016). Change and correlates of resilience in high school students in Hong Kong: Findings based on six waves of longitudinal data. International Journal on Disability and Human Development, 15(4).
  • Siu, A. F. Y. (2009). Promoting resilience in Hong Kong school children: A critical reflection. Advances in School Mental Health Promotion, 2(4), 19–27.
  • Smith, L., Webber, R., & DeFrain, J. (2013). Spiritual well-being and its relationship to resilience in young people: Amixed methods case study. SAGE Open,  3(2), 1–16.
  • Springer, B., Moller, A. C., & Coons, M. J. (2012). Multiple health behaviours: Overview and implications. Journal of Public Health, 34(15), i3–i10.
  • Tong, H. K., & Goh, Y. S. (2008). Challenges of Chinese language education in multi-lingual societies: Hong Kong and Singapore. International Education Studies, 1(4), 44–52.
  • Tsung, L., & Gao, F. (2012). What accounts for the underachievement of South Asians in Hong Kong? The voices of Pakistani and Nepalese parents. Educational Research, 54(1), 51–63.
  • Ungar, M. (2001). The social construction of resilience among “problem” youth in out-of-home placement: A study of health-enhancing deviance. Child & Youth Care Forum, 30(3), 137–154.
  • Ungar, M., Ghazinour, M., & Richter, J. (2013). Annual research review: What is resilience within the social ecology of human development? Journal of Child Psychology and Psychiatry, 54(4), 348–366.
  • Ungar, M., & Liebenberg, L. (2013). Ethnocultural factors, resilience, and school engagement. School Psychology International, 34(5), 514–526.
  • Ungar, M., Theron, L., Liebenberg, L., Tian, G.-X., Restrepo, A., Sanders, J., … Russell, S. (2015). Patterns of individual coping, engagement with social supprots and use of formal services among a five-country sample of resilient youth. Global Mental Health, 2, e21.
  • Wong, D. S. W., Lok, P. P., Lo, T. W., & Ma, S. K. (2008). School bullying among Hong Kong Chinese primary schoolchildren. Youth & Society, 40(1), 35–54.
  • Wun, K. F. K. (2010). A study on the implementation of a positive youth development program (P.A.T.H.S.) for secondary one ethnic minority students living in Hong Kong. ( MPhil), City University of Hong Kong, Hong Kong. Retrieved from http://lbms03.cityu.edu.hk/theses/c_ftt/mphil-ss-b39476479f.pdf
  • Yu, X., Stewart, S. M., Liu, I. K. F., & Lam, T. H. (2014). Resilience and depressive symptoms in mainland Chinese immigrants to Hong Kong. Social Psychiatry and Psychiatric Epidemiology, 49, 241–249.
  • Yuen, C. Y. M. (2013). School engagement and civic engagement as predictors for the future political participation of ethnic Chinese and South Asian adolescents in Hong Kong. Migracijske I Etničke Teme, 3, 317–342.
  • Zhang, W., Li, H., Gong, Y., & Ungar, M. (2013). Stressful events and depression among Chinese adolescents: The mitigating role of protective factors. School Psychology International, 34(5), 501–513.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.