Promoting child and youth resilience by strengthening home and school environments: A literature review

References

• Albanese, A. M., Russo, G. R., & Geller, P. A. (2019). The role of parental self-efficacy in parent and child well-being: A systematic review of associated outcomes. Child: Care, Health and Development, 45(3), 333–363. doi:10.1111/cch.12661
   PubMed Web of Science ®Google Scholar
• Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C., Perry, B. D., … Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186. doi:10.1007/s00406-005-0624-4
   PubMed Web of Science ®Google Scholar
• Andrews, D. W., Soberman, L. H., & Dishion, T. J. (1995). The adolescent transitions program for high-risk teens and their parents: Toward a school-based intervention. Education and Treatment of Children, 18(4), 478–498. Retrieved from JSTOR.
   Google Scholar
• Anthony, E. J., & Cohler, B. J. (1987). The invulnerable child. New York, NY: Guilford Press.
   Google Scholar
• Arditti, J. A. (1999). Rethinking relationships between divorced mothers and their children: Capitalizing on family strengths. Family Relations, 48(2), 109–119. doi:10.2307/585074
   Web of Science ®Google Scholar
• Aronson, J. (2002). Improving academic achievement: Impact of psychological factors on education. San Diego, CA: Academic Press.
   Google Scholar
• Aunola, K., & Nurmi, J.-E. (2005). The role of parenting styles in children’s problem behavior. Child Development, 76(6), 1144–1159. doi:10.1111/j.1467-8624.2005.00840.x-i1
   PubMed Web of Science ®Google Scholar
• Beiser, M., Hou, F., Hyman, I., & Tousignant, M. (2002). Poverty, family process, and the mental health of immigrant children in Canada. American Journal of Public Health, 92(2), 220–227. doi:10.2105/AJPH.92.2.220
   PubMed Web of Science ®Google Scholar
• Bierman, K. L., Coie, J. D., Dodge, K. A., Foster, E. M., Greenberg, M. T., Lochman, J. E., … Pinderhughes, E. E. (2004). The effects of the fast track program on serious problem outcomes at the end of elementary school. Journal of Clinical Child & Adolescent Psychology, 33(4), 650–661. doi:10.1207/s15374424jccp3304_1
   PubMed Web of Science ®Google Scholar
• Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., … Gill, S. (2008). Promoting academic and social‐emotional school readiness: The head start REDI program. Child Development, 79(6), 1802–1817. doi:10.1111/j.1467-8624.2008.01227.x
   PubMed Web of Science ®Google Scholar
• Boden, J. M., Sanders, J., Munford, R., Liebenberg, L., & McLeod, G. F. H. (2016). Paths to positive development: A model of outcomes in the New Zealand youth transitions study. Child Indicators Research, 9(4), 889–911. doi:10.1007/s12187-015-9341-3
   Web of Science ®Google Scholar
• Brackett, M. A., & Katulak, N. A. (2006). Emotional intelligence in the classroom: Skill-based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner’s guide (pp. 1–27). New York, USA: Psychology Press.
   Google Scholar
• Braiden, H., McDaniel, B., Duffy, J., & McCann, M. (2011). A pilot study of the incredible years BASIC parenting programme with bereaved families. Journal of Children’s Services, 6(3), 141–155. doi:10.1108/17466661111176015
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development. London, UK: Harvard University Press.
   Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In Handbook of child psychology: Theoretical models of human development (Vol. 1, 5th ed., pp. 993–1028). Hoboken, NJ: John Wiley & Sons Inc.
   Google Scholar
• Brotman, L. M., Calzada, E., Huang, K.-Y., Kingston, S., Dawson‐McClure, S., Kamboukos, D., … Petkova, E. (2011). Promoting effective parenting practices and preventing child behavior problems in school among ethnically diverse families from underserved, urban communities. Child Development, 82(1), 258–276. doi:10.1111/j.1467-8624.2010.01554.x
   PubMed Web of Science ®Google Scholar
• Cefai, C., Matsopoulos, A., Bartolo, P., Galea, K., Gavogiannaki, M., Zanetti, M. A., … Lebre, P. (2014). A resilience curriculum for early years and primary schools in Europe: Enhancing quality education. Croatian Journal of Education, 16(2), 11–32.
   Google Scholar
• Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83–104.
   Web of Science ®Google Scholar
• Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–Emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. doi:10.1037/a0029356
   Web of Science ®Google Scholar
• Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorder: The FAST track program. Development and Psychopathology, 4(4), 509–527. doi:10.1017/S0954579400004855
   Web of Science ®Google Scholar
• Conduct Problems Prevention Research Group. (2011). The effects of the fast track preventive intervention on the development of conduct disorder across childhood. Child Development, 82(1), 331–345. doi:10.1111/j.1467-8624.2010.01558.x
   PubMed Web of Science ®Google Scholar
• Connell, A. M., Dishion, T. J., Yasui, M., & Kavanagh, K. (2007). An adaptive approach to family intervention: Linking engagement in family-centered intervention to reductions in adolescent problem behavior. Journal of Consulting and Clinical Psychology, 75(4), 568–579. doi:10.1037/0022-006X.75.4.568
   PubMed Web of Science ®Google Scholar
• Crozier, M., Rokutani, L., Russett, J. L., Godwin, E., & Banks, G. E. (2010). A multisite program evaluation of Families and Schools Together (FAST): Continued evidence of a successful multifamily community-based prevention program. School Community Journal, 20(1), 187–207.
   Google Scholar
• de Graaf, I., Speetjens, P., Smit, F., de Wolff, M., & Tavecchio, L. (2008). Effectiveness of the Triple P Positive Parenting Program on behavioral problems in children: A meta-analysis. Behavior Modification, 32(5), 714–735. doi:10.1177/0145445508317134
   PubMed Web of Science ®Google Scholar
• Deb, S., McGirr, K., Bhattacharya, B., Ji, & Sun, J. (2015). Role of home environment, parental care, parents personality and their relationship to adolescent mental health. Journal of Psychology & Psychotherapy, 5(6), 1–8. doi:10.4172/2161-0487.1000223
   Google Scholar
• Dennis, M. L., Neece, C. L., & Fenning, R. M. (2018). Investigating the influence of parenting stress on child behavior problems in children with developmental delay: The role of parent-child relational factors. Advances in Neurodevelopmental Disorders, 2(2), 129–141. doi:10.1007/s41252-017-0044-2
   Google Scholar
• Dishion, T. J., Kavanagh, K., Schneiger, A., Nelson, S., & Kaufman, N. K. (2002). Preventing early adolescent substance use: A family-centered strategy for the Public Middle School. Prevention Science, 3(3), 191–201. doi:10.1023/A:1019994500301
   PubMedGoogle Scholar
• Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2014). Impact of early intervention on psychopathology, crime, and well-being at age 25. American Journal of Psychiatry, 172(1), 59–70. doi:10.1176/appi.ajp.2014.13060786
   PubMed Web of Science ®Google Scholar
• Dodge, K. A., Dishion, T. J., & Lansford, J. E. (Eds.). (2006). Deviant peer influences in programs for youth. New York, NY: Guildford.
   Google Scholar
• Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. doi:10.1111/cdev.12739
   PubMed Web of Science ®Google Scholar
• Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. doi:10.1111/j.1467-9280.2005.01641.x
   PubMed Web of Science ®Google Scholar
• Duncan, G. J., & Brooks‐Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71(1), 188–196. doi:10.1111/1467-8624.00133
   PubMed Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x
   PubMed Web of Science ®Google Scholar
• Eddy, J. M., Reid, J. B., & Fetrow, R. A. (2000). An elementary school-based prevention program targeting modifiable antecedents of youth delinquency and violence: Linking the Interests of Families and Teachers (LIFT). Journal of Emotional and Behavioral Disorders, 8(3), 165–176. doi:10.1177/106342660000800304
   Web of Science ®Google Scholar
• Elias, M. J., Zins, J. E., & Weissberg, R. P. (1997). Promoting social and emotional learning: Guidelines for educators (First Printing ed.). Alexandria, VA: ASCD.
   Google Scholar
• Elliot, A. J., & Dweck, C. S. (Eds.). (2007). Handbook of competence and motivation (1st ed.). New York, NY: Guilford Press.
   Google Scholar
• Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81–96. doi:10.1177/003172171009200326
   Google Scholar
• Feil, E. G., Frey, A., Walker, H. M., Small, J. W., Seeley, J. R., Golly, A., & Forness, S. R. (2014). The efficacy of a home-school intervention for preschoolers with challenging behaviors: A randomized controlled trial of preschool first step to success. Journal of Early Intervention, 36(3), 151–170. doi:10.1177/1053815114566090
   PubMed Web of Science ®Google Scholar
• Finkenauer, C., Engels, R. C. M. E., & Baumeister, R. F. (2005). Parenting behaviour and adolescent behavioural and emotional problems: The role of self-control. International Journal of Behavioral Development, 29(1), 58–69. doi:10.1080/01650250444000333
   Web of Science ®Google Scholar
• Fox, S. E., Levitt, P., & Nelson, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 81(1), 28–40. doi:10.1111/j.1467-8624.2009.01380.x
   PubMed Web of Science ®Google Scholar
• Fraenkel, P. (2006). Engaging families as experts: Collaborative family program development. Family Process, 45(2), 237–257. doi:10.1111/j.1545-5300.2006.00093.x
   PubMed Web of Science ®Google Scholar
• Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2011). Exploring the effects of a mindfulness program for students of secondary school. International Journal of Knowledge Society Research, 2(1), 14–28. doi:10.4018/jksr.2011010102
   Google Scholar
• Gewirtz, A., Forgatch, M., & Wieling, E. (2008). Parenting practices as potential mechanisms for child adjustment following mass trauma. Journal of Marital and Family Therapy, 34(2), 177–192. doi:10.1111/j.1752-0606.2008.00063.x
   PubMed Web of Science ®Google Scholar
• Gomez, B. J., & Ang, P.-M.-M. (2007). Promoting positive youth development in schools. Theory Into Practice, 46(2), 97–104. doi:10.1080/00405840701232752
   Web of Science ®Google Scholar
• Goodman, S. H., & Garber, J. (2017). Evidence-based interventions for depressed mothers and their young children. Child Development, 88(2), 368–377. doi:10.1111/cdev.12732
   PubMed Web of Science ®Google Scholar
• Gouda, S., Luong, M. T., Schmidt, S., & Bauer, J. (2016). Students and teachers benefit from mindfulness-based stress reduction in a school-embedded pilot study. Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.00590
   PubMed Web of Science ®Google Scholar
• Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. doi:10.1016/j.tate.2006.06.006
   Web of Science ®Google Scholar
• Huang, K.-Y., Bornheimer, L. A., Dankyi, E., & de-Graft Aikins, A. (2018). Parental wellbeing, parenting and child development in Ghanaian families with young children. Child Psychiatry & Human Development, 49(5), 833–841. doi:10.1007/s10578-018-0799-3
   PubMed Web of Science ®Google Scholar
• Hunter, S. B., Barber, B. K., & Stolz, H. E. (2015). Extending knowledge of parents’ role in adolescent development: The mediating effect of self-esteem. Journal of Child and Family Studies, 24(8), 2474–2484. doi:10.1007/s10826-014-0050-1
   Web of Science ®Google Scholar
• Ionutiu, R. D. (2016). The effectiveness of a positive parenting program—results of a preliminary study in a Romanian sample. Cognitie, Creier, Comportament, 20(3), 141.
   Google Scholar
• Irvine, A. B., Biglan, A., Smolkowski, K., Metzler, C. W., & Ary, D. V. (1999). The effectiveness of a parenting skills program for parents of middle school students in small communities. Journal of Consulting and Clinical Psychology, 67(6), 811–825. doi:10.1037//0022-006X.67.6.811
   PubMed Web of Science ®Google Scholar
• Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. doi:10.1037/spq0000035
   PubMed Web of Science ®Google Scholar
• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. doi:10.3102/0034654308325693
   Web of Science ®Google Scholar
• Jeon, L., Buettner, C. K., & Hur, E. (2014). Family and neighborhood disadvantage, home environment, and children’s school readiness. Journal of Family Psychology, 28(5), 718–727. doi:10.1037/fam0000022
   PubMed Web of Science ®Google Scholar
• Jones, K., Daley, D., Hutchings, J., Bywater, T., & Eames, C. (2007). Efficacy of the incredible years basic parent training programme as an early intervention for children with conduct problems and ADHD. Child: Care, Health and Development, 33(6), 749–756. doi:10.1111/j.1365-2214.2007.00747.x
   PubMed Web of Science ®Google Scholar
• Knutson, J. F., DeGarmo, D., Koeppl, G., & Reid, J. B. (2005). Care neglect, supervisory neglect, and harsh parenting in the development of children’s aggression: A replication and extension. Child Maltreatment, 10(2), 92–107. doi:10.1177/1077559504273684
   PubMed Web of Science ®Google Scholar
• Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children’s skills training for substance abuse prevention among 6-8-year-old rural children. Psychology of Addictive Behaviors, 16(4,Suppl), S65–S71. doi:10.1037/0893-164X.16.4S.S65
   PubMed Web of Science ®Google Scholar
• Kumpfer, K. L., & Magalhães, C. (2018). Strengthening families program: An evidence-based family intervention for parents of high-risk children and adolescents. Journal of Child & Adolescent Substance Abuse, 27(3), 174–179. doi:10.1080/1067828X.2018.1443048
   Web of Science ®Google Scholar
• Kumpfer, K. L., Xie, J., & O’Driscoll, R. (2012). Effectiveness of a culturally adapted strengthening families program 12–16 years for high-risk Irish families. Child & Youth Care Forum, 41(2), 173–195. doi:10.1007/s10566-011-9168-0
   Web of Science ®Google Scholar
• Kuyken, W., Weare, K., Ukoumunne, O. C., Vicary, R., Motton, N., Burnett, R., … Huppert, F. (2013). Effectiveness of the mindfulness in schools programme: Non-randomised controlled feasibility study. The British Journal of Psychiatry, 203(2), 126–131. doi:10.1192/bjp.bp.113.126649
   PubMed Web of Science ®Google Scholar
• Laluvein, J. (2010). Variations on a theme: Parents and teachers talking. Support for Learning, 25(4), 194–199. doi:10.1111/j.1467-9604.2010.01466.x
   Google Scholar
• Leijten, P., Raaijmakers, M. A. J., Orobio de Castro, B., van den Ban, E., & Matthys, W. (2017). Effectiveness of the incredible years parenting program for families with socioeconomically disadvantaged and ethnic minority backgrounds. Journal of Clinical Child & Adolescent Psychology, 46(1), 59–73. doi:10.1080/15374416.2015.1038823
   PubMed Web of Science ®Google Scholar
• Luthar, S. S., & Ciciolla, L. (2015). Who mothers mommy? Factors that contribute to mothers’ well-being. Developmental Psychology, 51(12), 1812–1823. doi:10.1037/dev0000051
   PubMed Web of Science ®Google Scholar
• Luthar, S. S., & Eisenberg, N. (2017). Resilient adaptation among at-risk children: Harnessing science toward maximizing salutary environments. Child Development, 88(2), 337–349. doi:10.1111/cdev.12737
   PubMed Web of Science ®Google Scholar
• MacArthur, G., Caldwell, D. M., Redmore, J., Watkins, S. H., Kipping, R., White, J., … Campbell, R. (2018). Individual‐, family‐, and school‐level interventions targeting multiple risk behaviours in young people. Cochrane Database of Systematic Reviews, 10. doi:10.1002/14651858.CD009927.pub2
   Web of Science ®Google Scholar
• Madsen, W., & Gillespie, K. (2014). Collaborative helping: A strengths framework for home-based services. New York, NY: Wiley.
   Google Scholar
• Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., … Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. doi:10.1007/s12671-012-0094-5
   Web of Science ®Google Scholar
• Menting, A. T. A., Orobio de Castro, B., & Matthys, W. (2013). Effectiveness of the incredible years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33(8), 901–913. doi:10.1016/j.cpr.2013.07.006
   PubMed Web of Science ®Google Scholar
• Modecki, K. L., Zimmer‐Gembeck, M. J., & Guerra, N. (2017). Emotion regulation, coping, and decision making: Three linked skills for preventing externalizing problems in adolescence. Child Development, 88(2), 417–426. doi:10.1111/cdev.12734
   PubMed Web of Science ®Google Scholar
• Molgaard, V., & Spoth, R. (2001). The strengthening families program for young adolescents: Overview and outcomes. Residential Treatment for Children & Youth, 18(3), 15–29. doi:10.1300/J007v18n03_03
   Google Scholar
• Narayan, A. J., Rivera, L. M., Bernstein, R. E., Harris, W. W., & Lieberman, A. F. (2018). Positive childhood experiences predict less psychopathology and stress in pregnant women with childhood adversity: A pilot study of the benevolent childhood experiences (BCEs) scale. Child Abuse & Neglect, 78, 19–30. doi:10.1016/j.chiabu.2017.09.022
   PubMed Web of Science ®Google Scholar
• Pakmehr, E., Khademi, M., Noorbakhsh, S., Razjouyan, K., & Davari-Ashtiani, R. (2018). The effects of positive parenting program (Triple P) on parenting styles and the attitude towards strengths and difficulties of the child. International Journal of Applied Behavioral Sciences, 4(1), 1–7.
   Google Scholar
• Pickering, J. A., & Sanders, M. R. (2015). The triple P-positive parenting program: An example of a public health approach to evidence-based parenting support. Family Matters, (96), 53–63.
   Web of Science ®Google Scholar
• Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010). Parent–School relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. doi:10.1016/j.jsp.2010.03.002
   PubMed Web of Science ®Google Scholar
• Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventive intervention for conduct problems. American Journal of Community Psychology, 27(4), 483–518. doi:10.1023/A:1022181111368
   PubMed Web of Science ®Google Scholar
• Reyes, M. L., & Resurreccion, K. F. (2015). The self in family coexistence: Developing youth’s agency and prosociality. Contemporary Social Science, 10(1), 52–69. doi:10.1080/21582041.2014.980841
   Web of Science ®Google Scholar
• Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. doi:10.1037/a0032093
   Web of Science ®Google Scholar
• Rudasill, K. M. (2011). Child temperament, teacher–Child interactions, and teacher–Child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26(2), 147–156. doi:10.1016/j.ecresq.2010.07.002
   Web of Science ®Google Scholar
• Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681–701. doi:10.1080/01411920701582264
   Web of Science ®Google Scholar
• Sanders, M. R. (1999). Triple P-Positive Parenting Program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2(2), 71–90. doi:10.1023/A:1021843613840
   PubMedGoogle Scholar
• Sanders, M. R. (2008). Triple P-Positive Parenting Program as a public health approach to strengthening parenting. Journal of Family Psychology, 22(4), 506–517. doi:10.1037/0893-3200.22.3.506
   PubMed Web of Science ®Google Scholar
• Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, J. J. (2014). The Triple P-Positive Parenting Program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical Psychology Review, 34(4), 337–357. doi:10.1016/j.cpr.2014.04.003
   PubMed Web of Science ®Google Scholar
• Sanders, M. R., & Woolley, M. L. (2005). The relationship between maternal self-efficacy and parenting practices: Implications for parent training. Child: Care, Health and Development, 31(1), 65–73. doi:10.1111/j.1365-2214.2005.00487.x
   PubMed Web of Science ®Google Scholar
• Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137–151. doi:10.1007/s12671-010-0011-8
   Google Scholar
• Sheridan, S. M., Sjuts, T. M., & Coutts, M. J. (2013). Understanding and promoting the development of resilience in families. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 143–160). Boston, MA: Springer.
   Google Scholar
• Sheridan, S. M., Witte, A. L., Holmes, S. R., Coutts, M. J., Dent, A. L., Kunz, G. M., & Wu, C. (2017). A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–Parent relationship. Journal of School Psychology, 61, 33–53. doi:10.1016/j.jsp.2016.12.002
   PubMed Web of Science ®Google Scholar
• Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2010). The impact of parents, child care providers, teachers, and peers on early externalizing trajectories. Journal of School Psychology, 48(6), 555–583. doi:10.1016/j.jsp.2010.08.003
   PubMed Web of Science ®Google Scholar
• Sorensen, L. C., & Dodge, K. A.; Conduct Problems Prevention Research Group. (2015). How does the fast track intervention prevent adverse outcomes in young adulthood? Child Development, 87(2), 429–445.
   PubMed Web of Science ®Google Scholar
• Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. doi:10.1111/cdev.12864
   PubMed Web of Science ®Google Scholar
• Taylor, Z. E., & Conger, R. D. (2017). Promoting strengths and resilience in single-mother families. Child Development, 88(2), 350–358. doi:10.1111/cdev.12741
   PubMed Web of Science ®Google Scholar
• Ungar, M. (2004). The importance of parents and other caregivers to the resilience of high-risk adolescents. Family Process, 43(1), 23–41. doi:10.1111/j.1545-5300.2004.04301004.x
   PubMed Web of Science ®Google Scholar
• Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. The American Journal of Orthopsychiatry, 81(1), 1–17. doi:10.1111/j.1939-0025.2010.01067.x
   PubMed Web of Science ®Google Scholar
• 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, and Allied Disciplines, 54(4), 348–366. doi:10.1111/jcpp.12025
   PubMed Web of Science ®Google Scholar
• Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers—The vital resource the contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71–89. doi:10.1177/0829573512468855
   Google Scholar
• Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42(1), 1–18. doi:10.1111/j.1545-5300.2003.00001.x
   PubMed Web of Science ®Google Scholar
• Webster-Stratton, C. (2001). The incredible years: Parents, teachers, and children training series. Residential Treatment for Children & Youth, 18(3), 31–45. doi:10.1300/J007v18n03_04
   Google Scholar
• Webster-Stratton, C. (2005). The incredible years: A training series for the prevention and treatment of conduct problems in young children. In Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed., pp. 507–555). Washington, DC: American Psychological Association.
   Google Scholar
• Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in head start. Journal of Clinical Child Psychology, 30(3), 283–302. doi:10.1207/S15374424JCCP3003_2
   PubMed Web of Science ®Google Scholar
• Wisner, B. L., Jones, B., & Gwin, D. (2010). School-based meditation practices for adolescents: A resource for strengthening self-regulation, emotional coping, and self-esteem. Children & Schools, 32(3), 150–159. doi:10.1093/cs/32.3.150
   Google Scholar
• Wright, M., & Masten, A. (2006). Resilience processes in development. In Handbook of resilience in children (1st ed., pp. 17–38). New York, NY: Springer.
   Google Scholar
• Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. doi:10.3102/0034654315626801
   Web of Science ®Google Scholar
• Zhou, Y. Q., Chew, Q. R. C., Lee, M., Zhou, J., Chong, D., Quah, S. H., … Tan, L. J. (2017). Evaluation of positive parenting programme (Triple P) in Singapore: Improving parenting practices and preventing risks for recurrence of maltreatment. Children and Youth Services Review, 83, 274–284. doi:10.1016/j.childyouth.2017.10.029
   Web of Science ®Google Scholar
• Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1–13). Bethesda, MD: National Association of School Psychologists.
   Google Scholar