Strong Teens is an evidence-based social and emotional learning (SEL) curriculum designed to target internalizing disorders by promoting emotional resilience and social competence. In this study, Strong Teens was implemented among 36 adolescent girls during group therapy in a residential treatment center (RTC). A non-equivalent, quasi-experimental wait-list control group design was used. The curriculum was evaluated by tracking the girls' social and emotional knowledge, internalizing symptoms, and resilience from the perspectives of the girls, group therapists, and a supervisor who was blind to the study. Although the results indicated that exposure to Strong Teens was not effective in increasing the social and emotional knowledge of the girls, statistically significant reductions in internalizing symptoms and statistically significant gains in resilience were reported. Treatment fidelity checklists were filled out during 31% of the lessons where it was observed that the average lesson time was 30.11 minutes and 62% of the lessons' components implemented with integrity. In addition, group therapists completed a social validity questionnaire after the completion of the lessons in which they agreed with the goals and procedures of the curriculum, were neutral with the outcomes, and generally reported that the curriculum helped the girls facilitate better awareness of linking thoughts, feelings, and behaviors as well as helping them better understand empathy and improved peer interactions. They also indicated that the curriculum was "too basic" and wished it would have had more tailored specifics for their population. It is recommended that future research with this population investigate which SEL topics are most suitable, identify the most favorable lesson time, and explore student perspectives and experiences with Strong Teens.

Adolescents today are faced with an array of risk factors including sexual activity and drug and alcohol use, as well as environmental factors that are beyond their control, such as parental divorce and poverty. The attribute of resilience is an extremely desirable quality that, if developed, has the capacity to reduce the effect of many of these risk factors that many adolescents are exposed to. Sport participation is a potential intervention that a large portion of adolescents can have access to through school and community programs that could potentially foster resilience. The current causal-comparative, non-experimental study sought to add to the limited existing research by examining resilience levels of adolescents who participate in sports compared to resilience levels of their peers who do not participate in sports. The Social Emotional Assets and Resiliency Scale - Parent form was used to calculate resilience levels of the students in the study sample. Participants (n = 276) reported that the overall mean resilience score of those youth who had participated on a sports team within the last year was significantly higher than the overall mean resilience score of those youth who had not. There was no significant difference in resilience ratings of those who played school-sponsored sports versus city/recreational sports. There was also a small, statistically significant, positive correlation between the number of sports played and resilience ratings. Implications and limitations of this study are included. Parents and educators are encouraged to offer a variety of opportunities for youth to participate in activities aligned with student interests. In budgeting and planning curricular and extracurricular activities to enrich students' social experiences, schools and communities must consider the importance of sports activities in strengthening youth resilience.

Many adults suffering from mental health problems often report that the onset of these concerns began in adolescence, highlighting the importance of identifying and treating mental health concerns from an early age. In high schools, some students are identified as having externalizing or internalizing disorders. The majority of these students, especially those with internalizing symptoms, go untreated. One potential reason may be that limited school resources are used to correct behavior problems, leaving those with internalizing disorders to silently suffer, which often exacerbates the issues. Recent research suggests many individuals have high levels of resilience which can be taught, and which positively contributes to mental health. Social emotional learning (SEL) is one approach to teaching resilience. In this study we implemented an SEL program called Strong Teens at the high school level. The high school identified students with internalizing symptoms and provided them with this curriculum, intended to reduce those symptoms. We used a time series design to evaluate changes in internalizing symptoms (e.g., depression, anxiety, and withdrawal) and resilience. Results indicated that with the implementation of the Strong Teens curriculum, student levels of internalizing symptoms decreased from pretest to posttest, according to self-report. Teacher reports did not indicate any significant change in internalizing symptoms or resilience. This study supports the findings o fthe Strong Teens curriculum as a generalizable program which significantly reduces internalizing symptoms.

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Orientador: Norma Regina Truppel Constantino / Resumo: A presente pesquisa apresenta uma análise da construção da paisagem tendo como base a chegada de imigrantes japoneses no Oeste paulista em meados de 1930, na região onde hoje é a cidade de Pereira Barreto (SP) e a reformulação total da paisagem por conta da inundação gerada pelo represamento das águas do rio Tietê, para o funcionamento da hidrelétrica Três Irmãos e abastecimento hídrico da represa de Ilha Solteira (SP), para geração de energia e funcionamento das turbinas da mesma. O objetivo geral deste trabalho é analisar a transformação da paisagem urbana através do aumento do nível das águas do rio Tietê e sua infraestrutura para a viabilização das turbinas da hidrelétrica de Ilha Solteira, no período de estiagem. Os dois reservatórios levando em conta suas especificidades, seriam interligados por um canal, o canal Deoclécio Bispo dos Santos construído na década de 80 e que ainda é considerado o maior canal da América Latina. Este canal é popularmente conhecido como canal Pereira Barreto. A metodologia de trabalho, compreende mapeamentos, pesquisas documentais, levantamentos bibliográficos e entrevistas no Museu da Cultura Japonesa da cidade de Pereira Barreto. Como procedimento metodológico foram utilizadas as portas da paisagem de Jean-Marc Besse, indicando as possíveis chaves para a leitura e compreensão da paisagem estudada. Esta leitura serviu de embasamento para a análise da reconstrução da paisagem local, as condições de resiliência, vulnerabilidade e adaptação da ... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

In 2013, military leadership took action to lift the ban on women participating in combat roles, thus creating a vital need to understand protective cognitive factors in women veterans exposed to combat. There is no prior research examining the relationship between resilience and thinking styles in this population. The purpose of this quantitative survey study was to examine the predictive relationship between resilience, measured with the Connor-Davidson Resilience Scale, and thinking styles, measured with the Thinking Styles Inventory-Revised 2, on posttraumatic stress disorder (PTSD) scores, measured by PCL-5, in women with combat exposure (CE). A cross-sectional design was used. A convenience sample size of 130 female veterans ages 30 to 55 who had been deployed to Iraq and Afghanistan with a spectrum of PTSD scores and CE was recruited through Facebook's various women veterans organizations. The theoretical framework for this study was Sternberg's theory of mental self-government, which suggests there are different ways individuals will organize, govern their lives, and complete tasks. A Pearson's correlation analysis found significant relationships between the criterion (PSTD scores) and predictor variables (resilience, hierarchical, and liberal thinking styles). A multiple regression analysis found only resilience significantly predicted PTSD symptom scores. The results contribute to social change by adding to the limited research on resilience and thinking styles, which may further cognitive treatment for women veterans and, as the military female population increases, promote additional training for women veterans to increase resilience and enhance positive thinking styles.

Public school systems in America continue to show unequal learning outcomes for African American students. This investigation seeks to understand salient factors that are critical and essential to the process of increasing the probability of academic resilience (success) among African American students. Academic resilience is defined as "the process of an individual who has been academically successful, despite the presence of risk factors (i.e., single parent family, low future aspirations, and low teacher expectation) that normally lead to low academic performance" (Morales & Trotman, 2011, p.1). Using the baseline data from the Educational Longitudinal Study (ELS: 2002), a multilevel logistic model was developed that aimed to identify individual and collective characteristics of African American students who were academically resilient. The multilevel logistic model revealed five statistically significant student-level variables. When comparing two African American high school students one unit apart in SES, for the student with the lower family SES, one unit increase in their academic expectation would make the student 3.21 times more likely to be academically resilient; whereas for the student with the higher SES, one unit increase in their academic expectation would make the student 2.48 times more likely to be academically resilient. Consider two African American high school students one unit apart in terms of teacher expectation, the one with higher teacher expectation was 1.67 times more likely to be academically resilient than the one with lower teacher expectation. Spending one more hour in homework per week was 1.12 times more likely to make an African American high school student academically resilient. Lastly, when comparing two African American high school students one activity apart in terms of school involvement (e.g., band, chorus, sports, or academic clubs), the student with the higher number of school involvement activities was 1.67 times more likely to be academically resilient than the student with the lower school involvement activities. The multilevel logistic model also revealed two statistically significant school-level factors. Specifically, when comparing two high schools one unit apart in school academic climate, African American students in the high school with higher academic climate were 7.44 times more likely to be academically resilient than African American students in the high school with lower academic climate. When comparing two high schools one unit apart in school remedial efforts, African American students in the high school with lower school remediation efforts were 4.54 times more likely to be academically resilient than African American students in the high school with higher school remediation efforts.

The Lake Atitlan Basin of highland Guatemala boasted fertile soils and was rich in natural resources, making it an attractive area for permanent settlement. However, the region lacked a number of important items, such as salt, cotton, and obsidian, all of which had to be obtained through trade. Good agricultural land was also scarce in certain parts of the lake and the steep hillslopes were easily eroded, making it necessary for communities to maintain access to emergency supplies of corn. Lake Atitlan’s communities were therefore highly dependent on exchanges with neighboring groups who occupied contrasting ecological zones, especially those in the Pacific Coast. However, the Pacific piedmont was a corridor of interregional trade and a source of valuable goods such as cacao; factors which made it a focus of political contestation and instability. Additionally, the lower coast appears to have been vulnerable to episodes of drought, prompting periodic migrations to higher altitudes. All of these factors must have made it challenging for the communities of Lake Atitlan to maintain access to the resources they needed, and therefore to sustain their way of life. And while there is currently no evidence to suggest a collapse or abandonment of the lake, the majority of the existing data comes from a small number of sites concentrated near the southern shore and the lack of rural settlement data makes it impossible to assess the impact that broad scale political, economic, and environmental changes had on the general population of the lake and their internal organization. The Lake Atitlan Archaeological Project (PALA) set out to rectify this situation by generating systematic settlement and ceramic data for an important sub-region of the lake, namely the southwestern shore. The current dissertation combines the data generated by this project with data from previous investigations, to provide a more comprehensive synthesis of the cultural-historic development of the lake and to place this development in its broader Mesoamerican context. Drawing on resilience and world systems concepts, the two main questions that I set out to answer in this dissertation are: How did Lake Atitlan’s socio-cultural systems adapt to broad scale fluctuations in the Mesoamerican world system, and, did these adaptations succeed in producing a more resilient society?

This study explores how resilience is gained in childhood. Therefore the question becomes does resilience occur from predisposed characteristics or does it occur from experiences, moments, and people the individual encounters during their childhood. This project presents the results of a qualitative study of 15 master degree student participants that gave responses based on their childhood experiences. One of the requirements for this study, was that each participant had to have suffered from being at risk of factors that could have decreased their resilience, called contextual risks. There were three themes that emerged from this study and they are strengths, realizations, and support systems. Within the strengths theme, there were several variables to gaining resilience: descriptions that were given to the participants growing up, coping skills, and self-control. These themes suggest that resilience is gained through a combination of predisposed characteristics, life changing moments, and influential people.