Test correlates of stress resilience among urban school children

The application of resilience theory in urban development: a literature review

In the complex context of urbanization and climate change, how to improve the resilience of cities to deal with various uncertain and unpredictable threats is a new topic with both theoretical and practical challenges. In this paper, the researches on urban resilience are summarized using the bibliometric analysis combined with the visualization analysis. We provide a systematic and objective review of resilience applied to urban development focusing on its conceptual frameworks, research tendencies, and assessment methods. The analysis results demonstrate that an increasing attention has been given to urban resilience, especially in the field of climate change. The degree of research varies significantly in different countries, with the USA dominating in the number of publications, followed by the UK and China. Scholars' attention to urban resilience in different periods is closely related to the development background and disasters experienced by their countries, but there are also some commonalities. Meanwhile, the multi-dimensional research on urban resilience has been recognized by many scholars. Quantitative assessment tools such as simulation model and optimization model have been widely used to assess the level of urban resilience. Based on this, we put forward the future research trends in this field and provide a potential guide for future application of urban resilience.

Mediating Role of Self-Efficacy in the Relationship Between Optimism, Psychological Well-Being, and Resilience Among Iranian Students

The present study aims to examine whether self-efficacy mediates the relationship between optimism, dimensions of psychological well-being, and resilience among Iranian students. The participants in this study included 251 Iranian students from Universiti Putra Malaysia (UPM). Structural equation modeling using AMOS 20.0 was used to analyze the data. The results indicated that there were significant relationships between optimism, dimensions of psychological well-being, and resilience among Iranian students of UPM. The study findings presented that self-efficacy mediated the relationship between dimensions of psychological well-being (environmental mastery, autonomy, self-acceptance, positive relations with others, personal growth, and purpose in life) and resilience among Iranian students of UPM. Furthermore, self-efficacy was not observed to mediate the influence of optimism on resilience among Iranian students of UPM. The study’s findings help to understand the interrelationship between self-efficacy, various dimensions of psychological well-being, and resilience. Consequently, counselors, psychologists, and instructors can develop and plan valuable strategies to enhance students’ psychological factors.

A Measure of Perceptions of Generalized Self-Efficacy Adapted for Adolescents

The primary domain of concern for occupational therapy is a knowledge base that supports an understanding of the range of influences impacting the activity participation of individuals. Self-efficacy beliefs are reported to underpin a person's capacity to initiate behaviors and produce performance outcomes. The purpose of this study was to test a measure of self-efficacy against which occupational performance outcomes may be predicted in adolescents. This study examined the extension of a generalized measure of self-efficacy, the Perceived Self-Efficacy (PSE) scale, for use with adolescents. Psychometric properties of the PSE scale were tested in a sample of 850 adolescents aged 12 to 18 years. The PSE scale exhibited adequate reliability and validity consistent with past research and theory. A one-way analysis of variance produced significant differences in responses by age, demonstrating support for perceived self-efficacy as a developing self-construct during the early transition adolescent years. The use of the PSE scale within the occupational therapy context is highlighted.

Facing the Adversity: the Role of Internal Assets on Well-Being in Adolescents with Special Needs

Negative life events are one of the major threats to well-being. Some adolescents are more vulnerable, namely adolescents with special needs that face special challenges for growing up healthy and happy. Nevertheless, internal assets can act as protective factors. The aim of this study is to analyze the factors that moderate the impact of negative life events, among adolescents with special needs, on well-being. The sample included 472 adolescents with special needs, mean age 14 years old. Pupils attended 77 public schools in Portugal. Sample was collected within the HBSC (Health Behavior in School aged Children) Portuguese survey. Questions used in this study, covered well-being, internal assets and life events. Results showed that the well-being of adolescents with special needs who had a set of internal assets (personal and social competences) was protected, even when they faced negative life events. However when several negative life events were present, the assets that continued to be protective were problem solving, F(4, 383) = 3.79, p = .005, η2 = .04, and self-efficacy, F(4, 377) = 3.39, p = .010, η2 = .04, suggesting the resilience properties of these factors.

The relations of ego-resiliency and emotion socialization to the development of empathy and prosocial behavior across early childhood

The present study explored early personality and environmental predictors of the development of young children's empathy, as well as relations of empathy to prosocial behavior with peers at a later age. How children manage their own emotions and behaviors when under stress--their ego-resiliency--would be expected to affect their responses to others' emotions. Also, socialization experiences, such as the quality of parenting behaviors, have been associated with individual differences in empathy-related responding. We examined whether mothers' emotion socialization practices and children's ego-resiliency at 18 months predicted initial levels and change in empathy across five time points (24, 30, 42, 48, and 54 months; N = 242), and whether empathy in turn predicted prosocial behavior with peers at 72/84 months of age. Ego-resiliency and mothers' expressive encouragement both uniquely predicted the intercept of empathy. Boys' empathy was lower than girls' but improved more with age. Initial levels and growth of empathy positively predicted later prosocial behavior. Children's ego-resiliency predicted the slope of empathy at near significance (p = .054). We also found that the intercept of empathy mediated the relation between ego-resiliency and prosocial behavior as well as the relation between mothers' expressive encouragement and prosocial behavior. These findings suggest that both parenting and personality characteristics are relevant to the development of empathy during early childhood and might contribute to children's later prosocial behavior with peers.

Could the BIC-Q be a decision-support tool to predict the development of asylum-seeking children?

The Best Interest of the Child Questionnaire (BIC-Q) is an instrument to measure the quality of the childrearing environment. We used a sample of asylum-seeking children (N=79) in the Netherlands to determine the relationship between the quality of the childrearing environment and the child's internalizing behavioural problems. In decisions as to whether asylum-seeking children may remain in the Netherlands or must return to their country of origin, those in favour of the child's positive development are in line with the Convention on the Rights of the Child. The aim of the present study is to determine the criterion-related validity of the BIC-Q using internalizing behavioural problems as criteria. In the case of good predictive validity, this instrument might be a suitable tool in judicial decision-making with respect to a possible change in an asylum-seeking child's place of residence. We investigated the criterion-related validity of the BIC-Q using logistical regression analysis and an ROC-curve to determine the relation between the quality of the childrearing environment and the child's internalizing behavioural problems. Logistic regression analysis showed that the current quality of the childrearing environment is negatively related to the risk of internalizing behavioural problems in children. The ROC shows that 81% of the children are correctly predicted whether they have internalizing behavioural problems or not. For seven conditions, the sum of the sensitivity and specificity was at a maximum (.75 and .71, respectively).

Adapting to aging out: profiles of risk and resilience among emancipated foster youth

This investigation employed latent profile analysis to identify distinct patterns of multiform competence among 164 emancipated foster youth (Mage = 19.67 years, SD = 1.12; 64% female). Fit indices and conceptual interpretation converged on a four-profile solution. A subset of emancipated youth evidenced a maladaptive profile (16.5%; n = 27), which was characterized by low educational competence, low occupational competence, low civic engagement, problematic interpersonal relationships, low self-esteem, and high depressive symptoms. However, the largest group of emancipated youth exhibited a resilient profile in which they were faring reasonably well in all domains despite marked adversity (47%; n = 77). Two additional groups evidenced discordant adjustment patterns wherein they exhibited high levels of psychological competence despite behavioral difficulties (i.e., internally resilient; 30%; n = 49) or significant emotional difficulties despite manifest competence (i.e., externally resilient; 6.5%; n = 11). The obtained profiles were validated against independent measures of behavioral and socioemotional adjustment. Exploratory analyses examined etiological differences across profiles with respect to child welfare variables, such as age at entry into care, placement disruption, reason for placement, and severity of child maltreatment. The findings highlight the need for multidimensional models of risk and resilience and illustrate the importance of heretofore underappreciated heterogeneity in the adaptive outcomes of emancipated foster youth.

Development of a multi-dimensional measure of resilience in adolescents: the Adolescent Resilience Questionnaire

Background

The concept of resilience has captured the imagination of researchers and policy makers over the past two decades. However, despite the ever growing body of resilience research, there is a paucity of relevant, comprehensive measurement tools. In this article, the development of a theoretically based, comprehensive multi-dimensional measure of resilience in adolescents is described.

Methods

Extensive literature review and focus groups with young people living with chronic illness informed the conceptual development of scales and items. Two sequential rounds of factor and scale analyses were undertaken to revise the conceptually developed scales using data collected from young people living with a chronic illness and a general population sample.

Results

The revised Adolescent Resilience Questionnaire comprises 93 items and 12 scales measuring resilience factors in the domains of self, family, peer, school and community. All scales have acceptable alpha coefficients. Revised scales closely reflect conceptually developed scales.

Conclusions

It is proposed that, with further psychometric testing, this new measure of resilience will provide researchers and clinicians with a comprehensive and developmentally appropriate instrument to measure a young person's capacity to achieve positive outcomes despite life stressors.

Community violence, protective factors, and adolescent mental health: a profile analysis

This study examined interrelationships among community violence exposure, protective factors, and mental health in a sample of urban, predominantly African American adolescents (N = 504). Latent Profile Analysis was conducted to identify profiles of adolescents based on a combination of community violence exposure, self-worth, parental monitoring, and parental involvement and to examine whether these profiles differentially predict adolescents' depressive symptoms and aggressive behavior. Three classes were identified-a vulnerable class, a moderate risk/medium protection class, and a moderate risk/high protection class. The classes differentially predicted depressive symptoms but not aggressive behavior for boys and girls. The class with the highest community violence exposure also had the lowest self-worth.

Contextual stress and health risk behaviors among African American adolescents

This study examined the longitudinal association between contextual stress and health risk behaviors and the role of protective factors in a community epidemiologically-defined sample of urban African American adolescents (N = 500; 46.4% female). Structural equation modeling was used to create a latent variable measuring contextual stress (community violence, neighborhood disorder, and experiences with racial discrimination). Contextual stress in 8th grade was associated with aggressive behavior and substance use 2 years later for boys. For girls, contextual stress predicted later substance use, but not aggressive behavior. High academic competence and self-worth reduced the impact of contextual stress on substance use for boys. Implications for intervention and directions for future research on health risk behaviors among African American adolescents are discussed.

Contextual stress and health risk behaviors among African American adolescents

This study examined the longitudinal association between contextual stress and health risk behaviors and the role of protective factors in a community epidemiologically-defined sample of urban African American adolescents (N = 500; 46.4% female). Structural equation modeling was used to create a latent variable measuring contextual stress (community violence, neighborhood disorder, and experiences with racial discrimination). Contextual stress in 8th grade was associated with aggressive behavior and substance use 2 years later for boys. For girls, contextual stress predicted later substance use, but not aggressive behavior. High academic competence and self-worth reduced the impact of contextual stress on substance use for boys. Implications for intervention and directions for future research on health risk behaviors among African American adolescents are discussed.

The role of children's future expectations in self-system functioning and adjustment to life stress: A prospective study of urban at-risk children

Study I examined relationships between an interview measure of children's future expectations and variables reflecting self-system functioning with 136 9–11-year-old urban children exposed to high psychosocial stress. As expected, future expectations related to affect regulation, self-representations, and school adjustment. Study II, done with a subsample of the original group, showed that early positive future expectations predicted enhanced socioemotional adjustment in school and a more internal locus of control 2½–3½ years later and acted as a protective factor in reducing the negative effects of high stress on self-rated competence. These findings: (a) are consistent with prior data showing positive expectations to be characteristic of resilient children; (b) suggest that early positive future expectations influence later adjustment; and (c) underscore the role children have in actively structuring their environments and, thus, influencing their development. The heuristic value of the construct of self for future studies of resilience is suggested, and implications for preventive interventions are considered.

The Rochester Child Resilience Project: Overview and summary of first year findings

This article describes the Rochester Child Resilience Project (RCRP) and summarizes findings based on its initial year of operation. Among 4th-6th-grade urban children who had experienced significant life stress, convergent sources of evidence about current adjustment identified demographically matched samples of 37 stress-affected (SA) and 40 stress-resilient (SR) children. These two groups were compared on 11 test measures designed to expand the nomological definitional net for the concept of childhood resilience. Additionally, separate in-depth individual interviews were conducted with children and primary caregivers. Both test and interview responses significantly differentiated the groups in the predicted directions. Children's group status (SR vs. SA) was predictable on the basis of discriminant function analysis involving five test measures, blind ratings done both for the parent and child interviews, and hierarchical regression analyses reflecting major domains of the parent interview.

The role of resilience on psychological adjustment and physical health in patients with diabetes

OBJECTIVE

This study used a longitudinal design to investigate the buffering role of resilience on worsening HbA(1c) and self-care behaviours in the face of rising diabetes-related distress.

METHOD

A total of 111 patients with diabetes completed surveys and had their glycosylated haemoglobin (HbA(1c)) assessed at baseline and at 1-year follow-up. Resilience was defined by a factor score of self-esteem, self-efficacy, self-mastery and optimism. Diabetes-related distress and self-care behaviours were also assessed.

RESULTS

Baseline resilience, diabetes-related distress and their interaction predicted physical health (HbA(1c)) at 1 year. Patients with low, moderate and high resilience were identified. Those with low or moderate resilience levels showed a strong association between rising distress and worsening HbA(1c) across time (r=.57, .56, respectively). However, those with high resilience scores did not show the same associations (r=.08). Low resilience was also associated with fewer self-care behaviours when faced with increasing distress (r=-.55). These correlation coefficients remained significant after controlling for starting-points.

CONCLUSION

In patients with diabetes, resilience resources predicted future HbA(1c) and buffered worsening HbA(1c) and self-care behaviours in the face of rising distress levels.

Testing the compensatory and immunity models of children's adaptive behaviors: the role of appraisal

The present article examines the relations of negatively appraised and total life events and potential protective factors with adaptive behavior in 432 children (ages 8-12). Appraisal and protective factors were hypothesized to moderate the relation between stress exposure and adaptive behavior. Several significant interactions emerged between events rated as negative and variables reflecting social support, positive family environment, and intelligence level on adaptive behavior. Contrary to past research, the buffering role of protective factors was optimized only when the appraisal of the event was considered.

Former foster youth attending college: resilience and the transition to young adulthood

The primary purpose of this study was to further research and theory development in the area of risk and resilience by exploring factors associated with academic success among former foster youth--a group at high risk for developmental failure. Using data obtained from in-depth qualitative interviews with 14 former foster youth currently attending a 4-year university, the study described in this article explored factors related to their academic success. Results indicated that factors at the individual, family, and community levels and encompassing more than 1 system at a time were integral in understanding developmental pathways of these youth. Results further suggested that resilience in 1 developmental or functional domain was not necessarily reflected in others. Findings are discussed in terms of conceptual and theoretical directions for further research in the area of resilience and the transition to young adulthood, with a particular emphasis on former foster youth.

Improving Children?s Coping With Everyday Stress: Transporting Treatment Interventions to the School Setting

Children are continuously confronted with everyday stressors in their daily routine, and their ability to deal with these stressors has been found to be significantly related to their psychological adjustment. In fact, numerous studies have indicated that having a repertoire of coping skills at a young age can be a "buffer" or moderator" of the effects of negative life stress on the development of psychological maladjustment. Because of the importance of developing adequate skills to navigate life's daily challenges, a number of school-based interventions have been designed with the goal of teaching children specific "problem-focused" skills that are presumed to enhance coping, yet fewer programs have taught children "emotion focused" skills such as cognitive restructuring or emotional regulation to deal with more uncontrollable stressors. This paper begins with a review of the theoretical and empirical literature on children's coping with everyday stress and then provides a description of several existing coping skills training programs for children, highlighting those that are school-based interventions. A description is provided of a brief, school based intervention that was recently implemented to determine the differential effects of teaching young children "problem-focused" skills and teaching "emotion-focused" skills on children's subsequent use of specific coping strategies. The study and its outcomes are reviewed. The final section of the paper focuses on issues related to conducting intervention research in the schools, and specific suggestions for researchers are delineated for every stage in the process of school based research, to best assure that the research program can be implemented in the schools efficiently and effectively.

The construct of resilience: a critical evaluation and guidelines for future work

This paper presents a critical appraisal of resilience, a construct connoting the maintenance of positive adaptation by individuals despite experiences of significant adversity. As empirical research on resilience has burgeoned in recent years, criticisms have been levied at work in this area. These critiques have generally focused on ambiguities in definitions and central terminology; heterogeneity in risks experienced and competence achieved by individuals viewed as resilient; instability of the phenomenon of resilience; and concerns regarding the usefulness of resilience as a theoretical construct. We address each identified criticism in turn, proposing solutions for those we view as legitimate and clarifying misunderstandings surrounding those we believe to be less valid. We conclude that work on resilience possesses substantial potential for augmenting the understanding of processes affecting at-risk individuals. Realization of the potential embodied by this construct, however, will remain constrained without continued scientific attention to some of the serious conceptual and methodological pitfalls that have been noted by skeptics and proponents alike.

Resilient and stress-affected adolescents in an urban setting

Studied 185 seventh- and eighth-grade inner-city adolescents. Participants were categorized as low and high in exposure to stressors (stressful events or neighborhood disadvantage) and externally exhibited competence (self-, teacher, and school reports). We predicted that resilient (high-stress/high-competence) and stress-affected (high-stress/low-competence) youth would differ across three domains of hypothesized protective resources: internal resources (i.e., coping skills, perceived competence), familial support, and extrafamilial support. We also predicted that there would be an emotional cost to resilient youth in terms of experiencing internalizing problems (depression, anxiety). There were direct effects for stressor level on several protective resources; however, the hypothesized protective resources did not discriminate resilient from stress-affected youth. Both Resilient and stress-affected youth experienced equivalent levels of internalizing symptoms, and these groups' scores were higher than those of low-stress participants. These results are possibly reflective of the effects of chronic stressors.

Negative life events and the adjustment of school-age children: testing protective models

Investigated the association between negative life events and protective factors in predicting the adaptive, emotional, and behavioral functioning of school-age children. Three possible models of this relation were tested using hierarchical analyses: the compensatory model, the challenge model, and the immunity/vulnerability model. Participants were 140 children between the ages of 8 to 13.6 years. Inconsistent with all 3 models, negative life events were not associated with adaptive or internalizing behavior. However, consistent with the compensatory model, both negative life events and protective factors contributed independently to the prediction of externalizing behavior. Also, a significant interaction was found in predicting internalizing behavior for the female-only sample showing girls with significant negative life events and social support demonstrating less internalizing behavior.

Resilience in children: the nature and the importance of the concept

Considers the meaning of the term childhood resilience and the importance ofits place in the fields of developmental psychopathology and wellness enhancement. Reviews several major longitudinal research projects on childhood resilience that have contributed significantly to the field's emergence and presents more detailed information on the Rochester Child Resilience Project (RCRP). A final section summarizes accomplishments in resilience research to date, and identifies needed foci for future work in this area.

Resilience criteria and factors associated with resilience in sexually abused girls

Alternative measures of resilience and correlates of resilience were examined in a sample of 43 sexually abused girls who were assessed using a self-administered interview at the time of intake for psychotherapy. Results indicated relatively high levels of disagreement as to which girls were resilient using maintenance of social competence and absence of clinical levels of symptomatology as alternative criteria. Most girls that had maintained age-normative levels of social competence were, nonetheless, manifesting clinically significant levels of symptoms. A warm and supportive relationship with a nonoffending parent was a strong correlate of resilience, regardless of which criteria was used. Lower levels of abuse related stress, fewer negative cognitive appraisals of the abusive relationship, and less reliance on aggressive coping behaviors were also significant predictors of resilience based on the absence of clinical levels of symptomatology. However, parental support and level of abuse stress were the only two variables to enter a logistic regression model predicting resilience. The research and clinical implications of these findings are discussed.

Temperament and stress resilience in school-age children: a within-families study

OBJECTIVE

Stress resilience was assessed in 81 school-age children, from within 32 families acknowledging severe psychosocial stress. Resilient and nonresilient children, identified via competence and behavior disorder measures from school and home, were compared.

METHOD

Parents and teachers completed questionnaires and rating scales, and children were observed and assessed at home on attributes of temperament, self-esteem, ability, gender, and mother-child warmth.

RESULTS

Individual differences in child and family attributes that were predictive of competent child functioning varied according to the outcome measure used. Teachers' ratings of positive temperament (low emotional reactivity, high social engagement) best discriminated children showing resilience on all indicators, i.e., behavioral and social competence both at home and at school, with maternal warmth and the number of adverse life events the child had recently experienced also contributing. Level of maternal stress and individual differences in child intelligence were related to academic adjustment, but the child's age, sex, ability, and self-concept were not significant discriminators of behavioral adjustment.

CONCLUSIONS

The findings emphasize the salience of a positive temperament as a resilience factor as well as the need to consider different estimates and contexts in assessing resilience for children growing up in stressful situations.

Relationships between retrospective parent reports of developmental milestones and school adjustment at ages 10 to 12 years

OBJECTIVE

The study's main purpose was to assess the extent to which retrospective parent reports of the child's achievement of early developmental milestones predicted later (fourth to sixth grade) adaptation to stress, and school adjustment and achievement, in a highly stressed urban sample.

METHOD

Information about when children achieved key developmental milestones was obtained in individual parent interviews. Information about the child's current school adjustment and achievement was obtained from classroom teachers and school records.

RESULTS

Factor analysis of a 12-item developmental milestone measure yielded an interpretable two-factor solution, i.e., motor and verbal milestones. Parents of stress-resilient, compared with stress-affected, children reported significantly earlier developmental milestone mastery by their offspring on both factor and total scores. Developmental factor milestone and total scores also related modestly to indicators of good school adjustment and academic achievement at ages 10 to 12 years.

CONCLUSION

Delayed mastery of early developmental milestones may be a risk factor toward which preventive interventions can be gainfully targeted.

Understanding adaptive processes in a developmental context. A reappraisal of Hartmann's problem of adaptation

Hartmann's theory of adaptation introduced the metapsychology of ego as an agent of adaptation to external reality as well as a defense against internal conflict. His notions of autonomous ego functions serving adaptation and of the child's biological preparedness for adaptation made a significant contribution to psychoanalytic developmental theory. However, the study of children developing in the midst of environmental discord and violence who enter such environments with or without an adequate endowment encourages a reappraisal of three issues in Hartmann's view of adaptation: (1) the developmental vicissitudes of adaptation, (2) the notion of an average expectable environment; and (3) the distinction between adaptation as state and as process. These issues are reviewed to outline factors that may preserve and foster adaptation for children in the face of adversity and chronic trauma. It is suggested that adaptation is better understood as the individual's reaching a relative state of autonomy vis-à-vis deviations from average expectable endowment, experience, or environment and as one that occurs not in spite of but in the context of adversity.

Annotation: methodological and conceptual issues in research on childhood resilience

Recent advances in research on childhood resilience have yielded valuable insights on protective processes in adjustment. At the same time, however, as with any growing discipline, the rapid accrual of data has led to the identification of additional important questions, many of which are currently inadequately resolved. The focus of this paper is on salient methodological and conceptual issues that merit further scrutiny in research on resilience. The discussion focuses in turn on definitions of competence, measurement of risk, terminology used to describe protective mechanisms, main effect and interaction effect models of resilience, and processes underlying “buffering” or “moderating” effects.

Parent and child views of parent-child relationship qualities and resilient outcomes among urban children

Separate in-depth interviews were conducted with two groups of highly stressed 4th-6th grade urban children classified as stress-affected (SA) and stress-resilient (SR), and their parents. Judges identified interview items reflecting three components of a good parent-child relationship, i.e. positive parental attitudes, involvement and guidance. SR parents and children scored higher than their SA counterparts on all three relational dimensions. Additionally, SR parent-child dyads had more congruent views of their relationship than SA dyads. These findings suggest that positive parent-child relationship qualities play an important protective role that favors resilient outcomes, at ages 10-12, among children who have experienced major life stress.

Interviews with children who experienced major life stress: family and child attributes that predict resilient outcomes

Demographically comparable groups of children exposed to major life-stress, with stress resilient (SR) and stress affected (SA) outcomes at ages 10 to 12, were interviewed to assess perceptions of their caregiving environments, peer relationships, and themselves. SR children compared with SA children reported more: (1) positive relationships with primary caregivers, (2) stable family environments, (3) inductive and consistent family discipline practices, and (4) positive expectations for their futures. SR girls viewed their mothers as more nurturing than did SA girls. Perceptions of fathers, quality of peer relationships, and global self-concept did not differentiate the groups. A discriminant function analysis identified four variables that correctly classified 74% of the subjects as SR or SA. Findings support the view that caregiver-child relationships play a key role in moderating children's developmental outcomes under conditions of high stress.

Locus of control and self-esteem as moderators of stressor-symptom relations in children and adolescents

Locus of control and self-esteem were examined as moderators of links between negative life events and psychological symptoms in 238 young people 8 to 16 years old. Results indicated that locus of control buffered the effects of stressors on psychological symptoms, and the pattern of buffering did not differ by age or gender. Self-esteem buffered the link between stressors and symptoms, but only for girls. Further analyses with girls only revealed a conjunctive moderation effect of locus of control and self-esteem: When faced with many negative life events, girls who have both an external locus of control and low esteem show the highest psychological maladjustment.

The relationship between retrospective reports of early child temperament and adjustment at ages 10-12

For 131 highly stressed 4th- to 6th-grade urban children, retrospective parental reports of child temperament along an easy-difficult dimension, for the infancy (ages 0-2) and preschool (ages 2-5) periods, were obtained during in-depth interviews. Parent judgments of an easier temperament in each of the two age periods, and their sum, related consistently and significantly to positive ratings of current child adjustment. The latter reflected both multiple sources (i.e., parents, former teachers, and current teachers) and different aspects of adjustment (e.g., fewer problem behaviors and more competencies).

Vulnerability and resilience: a study of high-risk adolescents

Factors that allow children to maintain socially competent behaviors despite stress were examined among 144 inner-city ninth-grade students with a mean age of 15.3 years. Stress was operationalized by scores on a negative life events scale, and definitions of social competence were based on peer ratings, teacher ratings, and school grades. Moderator variables examined included intelligence, internal locus of control, social skills, ego development, and positive life events. Following theoretical models by Garmezy and Rutter, distinctions were made between compensatory factors (which are directly related to competence) and protective/vulnerability factors (which interact with stress in influencing competence). Ego development was found to be compensatory against stress. Internality and social skills proved to be protective factors, while intelligence and positive events were involved in vulnerability processes. This study also revealed that children labeled as resilient were significantly more depressed and anxious than were competent children from low stress backgrounds.