Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-tn8tq Total loading time: 0 Render date: 2024-07-05T20:52:17.084Z Has data issue: false hasContentIssue false

4 - Developmental Risk and Resilience in the Context of Devastation and Forced Migration

from Part II - Historical and Life Course Transitions: Economic and Demographic Change

Published online by Cambridge University Press:  18 July 2019

Ross D. Parke
Affiliation:
University of California, Riverside
Glen H. Elder, Jr.
Affiliation:
University of North Carolina, Chapel Hill
Get access

Summary

Disaster, conflict, and forced migration are rising around the world, generating alarm about the long-term effects of trauma and devastation on child development. This chapter reviews theory and findings on risks, challenges, and resilience of children confronted with trauma and displacement in the context of conflict, terror, and disaster.

Models of resilience are described, with a focus on contemporary perspectives grounded in developmental systems theory. Resilience is defined as the capacity of a system to adapt successfully to challenges that threaten its functioning, survival, or future development. Evidence on the threats, adaptation, and protective processes that shape adjustment and the future development of young people displaced by life-threatening community-level crises are highlighted. Ethical, methodological, and practical issues and controversies in the research are discussed. The conclusion summarizes research progress, implications for intervention, and future directions of this body of research.

Type
Chapter
Information
Children in Changing Worlds
Sociocultural and Temporal Perspectives
, pp. 84 - 111
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychological Association (2010). Resilience and Recovery after War: Refugee children and families in the United States. Washington, DC: American Psychological Association.Google Scholar
Barber, B. K. (2009). Adolescents and War: how youth deal with political violence. New York: Oxford University Press. doi:10.1093/acprof:oso/9780195343359.001.0001CrossRefGoogle Scholar
Barrett, M. (2018). How school can promote the intercultural competence of young people. European Psychologist, 23(1), 93104. doi:10.1027/1016-9040/a000308CrossRefGoogle Scholar
Beah, I. (2007). A Long Way Gone: Memoirs of a boy soldier. New York: Crichton Books.Google Scholar
Beelmann, A. & Heinemann, K. S. (2014). Preventing prejudice and improving intergroup attitudes: A meta-analysis of child and adolescent training programs. Journal of Applied Developmental Psychology, 35(1), 1024. doi:10.1016/j.appdev.2013.11.002CrossRefGoogle Scholar
Betancourt, T. S., Borisova, I. I., Williams, T. P., Brennan, R. T., Whitfield, T. H., de la Soudiere, M., … Gilman, S. E. (2010). Sierra Leone’s former child soldiers: A follow-up study of psychosocial adjustment and community reintegration. Child Development, 81(4), 10771095. doi:10.1111/j.1467-8624.2010.01455.xGoogle Scholar
Betancourt, T. S., McBain, R., Newnham, E. A., & Brennan, R. T. (2013). Trajectories of internalizing problems in war-affected Sierra Leonean youth: Examining conflict and postconflict factors. Child Development, 84, 455470. doi:10.1111/j.1467-8624.2012.01861.xGoogle Scholar
Betancourt, T. S., Meyers-Ohki, S. E., Charrow, A. P., & Tol, W. A. (2013). Interventions for children affected by war: An ecological perspective on psychosocial support and mental health care. Harvard Review of Psychiatry, 21(2), 7091. doi:10.1097/HRP.0b013e318283bf8fGoogle Scholar
Betancourt, T. S., Newnham, E. A., Hann, K., McBain, R. K., Akinsulure-Smith, A. M., Weisz, J., Lilienthal, G. M., & Hansen, N. (2014). Addressing the consequences of violence and adversity: The development of a group mental health intervention for war-affected youth in Sierra Leone. In Raynaud, G., Gau, S., & Hodes, M. (Eds.), From Research to Practice in Child and Adolescent Mental Health (pp. 157177). Lanham, MD: Rowman & Littlefield.Google Scholar
Bialystok, E. (2015). Bilingualism and the development of executive function: The role of attention. Child Development Perspectives, 9(2), 117121. doi:10.1111/cdep.12116Google Scholar
Boothby, N., Crawford, J., & Mamade, A. (2009). Mozambican child soldier life outcome study. In Barber, B. K. (Ed.), Adolescents and War: How youth deal with political violence (pp. 238254). New York: Oxford University Press.Google Scholar
Bornstein, M. H. (2017). The specificity principle in acculturation science. Perspectives on Psychological Science, 12(1), 345. doi:10.1177/174569161 6655997CrossRefGoogle ScholarPubMed
Bronfenbrenner, U. & Morris, P. A. (2006). The bioecological model of human development. In Damon, W. & Lerner, R. M. (Eds.), Handbook of Child Psychology, Vol. 1: Theoretical Models of Human Development (6th ed., pp. 793828). New York: John Wiley. doi:10.1002/9780470147658.chpsy0114Google Scholar
Chavez, L. & Menjívar, C. (2010). Children without borders: A mapping of the literature on unaccompanied migrant children to the United States. Migraciones Internacionales, 5(3), 71111. doi:10.17428/rmi.v5i18.1080Google Scholar
Corak, M. (2012). Age at immigration and the education outcomes of children. In Masten, A. S., Liebkind, K., & Hernandez, D. J. (Eds.), Realizing the Potential of Immigrant Youth (pp. 90114). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139094696CrossRefGoogle Scholar
Council of Europe (2016). Intercultural matters. Retrieved from: www.coe.int/en/web/Pestalozzi/interculturalGoogle Scholar
Dawes, A. & van der Merwe, A. (2014). Structural violence and early child development. In Leckman, J. F., Panter-Brick, C., & Salah, R. (Eds.) Pathways to Peace: The transformative power of children and families (pp. 233250). Cambridge, MA: MIT Press.Google Scholar
de Waal, A. (2015). Ending mass atrocity and ending famine. The Lancet, 386, 15281529. doi:10.1016/S0140-6736(15)00480-8Google Scholar
de Waal, A. (2017). The end of famine? Prospects for the elimination of mass starvation by political action. Political Geography, 62, 184195. doi:10.1016/j.polgeo.2017.09.004CrossRefGoogle Scholar
Dekel, R. & Solomon, D. (2016). The contribution of maternal care and control to adolescents’ adjustment following war. Journal of Early Adolescence, 36(2), 198221. doi:10.1177/0272431614561263CrossRefGoogle Scholar
Dimitrova, R., Chasiotis, A., & van de Vijver, F. (2016). Adjustment outcomes of immigrant children and youth in Europe. European Psychologist, 21(2), 150162. doi:10.1027/1016–9040/a000246Google Scholar
Doty, J. (2016). Resilience in immigrant and refugee families. In Ballard, J., Wieling, E., & Solheim, C. (Eds.), Immigrant and Refugee Families (pp. 165179). Minneapolis, MN: University of Minnesota Libraries Publishing.Google Scholar
Drury, J. & Williams, R. (2012). Children and young people who are refugees, internally displaced persons or survivors or perpetrators of war, mass violence and terrorism. Current Opinion in Psychiatry, 25(4), 277284. doi:10.1097/YCO.0b013e328353eea6Google Scholar
Dubow, E. F., Huesmann, L. R., Boxer, P., Landau, S., Dvir, S., Shikaki, K., & Ginges, J. (2012). Exposure to political conflict and violence and posttraumatic stress in Middle East youth: Protective factors. Journal of Clinical Child & Adolescent Psychology, 41(4), 402416. doi:10.1080/15374416.2012.684274Google Scholar
Dybdahl, R. (2001). Children and mothers in war: An outcome study of a psychosocial intervention program. Child Development, 72(4), 12141230. doi:10.1111/1467–8624.00343Google Scholar
Elder, G. H., Jr. (1974/1999). Children of the Great Depression: Social change in life experience. Boulder, CO: Westview Press.Google Scholar
Fazel, M., Reed, R. V., Panter-Brick, C., & Stein, A. (2012). Mental health of displaced and refugee children resettled in high-income countries: Risk and protective factors. The Lancet, 379, 266282. doi:10.1016/S0140- 6736(11)60051–2Google Scholar
Federal Emergency Management Agency. (2013). National Preparedness Report. Washington, DC: Homeland Security. Retrieved from www.fema.gov/media-library-data/20130726-1916-25045-3721/npr2013_final.pdfGoogle Scholar
Feldman, R., Vengrober, A., & Ebstein, R. P. (2014). Affiliation buffers stress: Cumulative genetic risk in oxytocin–vasopressin genes combines with early caregiving to predict PTSD in war-exposed young children. Translational Psychiatry, 4(3), e370. doi:10.1038/tp.2014.6CrossRefGoogle ScholarPubMed
Feldman, R., Vengrober, A., Eidelman-Rothman, M., & Zagoory-Sharon, O. (2013). Stress reactivity in war-exposed young children with and without posttraumatic stress disorder: Relations to maternal stress hormones, parenting, and child emotionality and regulation. Development and Psychopathology, 25(4pt1), 943955. doi:10.1017/S0954579413000291Google Scholar
Fiese, B. H. (2006). Family Routines and Rituals. New Haven, CT: Yale University Press.Google Scholar
Freud, A. & Burlingham, D. T. (1943). War and Children. Oxford: Medical War Books.Google Scholar
Fushiki, S. (2013). Radiation hazards in children: Lessons from Chernobyl, Three Mile Island and Fukushima. Brain and Development, 35(3), 220227. doi:10.1016/j.braindev.2012.09.004Google Scholar
Garbarino, J., Governale, A., Henry, P., & Nesi, D. (2015). Children and terrorism. Social Policy Report. Society for Research in Child Development, 29(2), 1–38.Google Scholar
Garcia Coll, C. & Marks, A. K. (Eds.) (2012). The Immigrant Paradox in Children and Adolescents: Is becoming American a developmental risk? Washington, DC: American Psychological Association. doi:10.1037/13094-000Google Scholar
Garmezy, N. & Rutter, M. (Eds.). (1983). Stress, Coping, and Development in Children. Baltimore, MD: Johns Hopkins University Press.Google Scholar
Hubbard, J. J. (1997). Adaptive Functioning and Posttrauma Symptoms in Adolescent Survivors of Massive Childhood Trauma (Doctoral dissertation). Retrieved from ProQuest.Google Scholar
Huizink, A. C., Dick, D. M., Sihvola, E., Pulkkinen, L., Rose, R. J., & Kaprio, J. (2008). Chernobyl exposure as stressor during pregnancy and behaviour in adolescent offspring. Acta Psychiatrica Scandinavica, 116(6), 438446. doi:10.1111/j.1600-0447.2007.01050.xGoogle Scholar
Klasen, F., Oettingen, G., Daniels, J., Post, M., Hoyer, C., & Adam, H. (2010). Posttraumatic resilience in former Ugandan child soldiers. Child Development, 81(4), 10961113. doi:10.1111/j.1467-8624.2010.01456.xGoogle Scholar
La Greca, A. M., Lai, B. S., Joormann, J., Auslander, B. B., & Short, M. A. (2013). Children’s risk and resilience following a natural disaster: Genetic vulnerability, posttraumatic stress, and depression. Journal of Affective Disorders, 151(3), 860867. doi:10.1016/j.jad.2013.07.024Google Scholar
Linton, J. M., Kennedy, E., Shapiro, A., & Griffin, M. (2018). Unaccompanied children seeking safe haven: Providing care and supporting well-being of a vulnerable population. Children and Youth Services Review, 111. doi:10.1016/j.childyouth.2018.03.043Google Scholar
Luthar, S. S. (2006). Resilience in development: A synthesis of research across five decades. In Cicchetti, D., & Cohen, D. J. (Eds.), Developmental Psychopathology, Vol. 3: Risk, Disorder, and Adaptation (2nd ed., pp. 739795). Hoboken, NJ: Wiley and Sons. doi: 10.1002/9780470939406.ch20Google Scholar
Marks, A. K., McKenna, J. L., & Garcia Coll, C. (2018). National immigration receiving contexts: A critical aspect of native-born, immigrant, and refugee youth well-being. European Psychologist, 23, 620. doi:10.1027/1016–9040/a000311CrossRefGoogle Scholar
Masten, A. S. (2014a). Global perspectives on resilience in children and youth. Child Development, 85, 620. doi: 10.1111/cdev.12205Google Scholar
Masten, A. S. (2014b). Ordinary Magic: Resilience in development. New York: Routledge.Google Scholar
Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory and Review, 10(1), 1231. doi:10.1111/jftr.12255Google Scholar
Masten, A. S. & Barnes, A. J. (2018). Resilience in children: Developmental perspectives. Children, 5, 98. doi.org/10.3390/children5070098Google Scholar
Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2(4), 425444. doi:10.1017/S095457940 0005812Google Scholar
Masten, A. S. & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology. doi:10.1017/S0954579410000222CrossRefGoogle ScholarPubMed
Masten, A. S. (2016). Resilience in development: Progress and transformation. In Cicchetti, D. (Ed.), Developmental Psychopathology (3rd ed., Vol. 4, pp. 271333). New York: Wiley. doi:10.1002/9781119125556.devpsy406Google Scholar
Masten, A. S. & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205. doi:10.1037/0003-066X.53.2.205Google Scholar
Masten, A. S., Liebkind, K., & Hernandez, D. J. (Eds.). (2012). Realizing the Potential of Immigrant Youth. Cambridge: Cambridge University Press.Google Scholar
Masten, A. S. & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63(1), 227257. doi:10.1146/annurev-psych-120710- 100356CrossRefGoogle ScholarPubMed
Masten, A. S., Narayan, A. J., Silverman, W. K., & Osofsky, J. D. (2015). Children in war and disaster. In Lerner, R. M. (Ed.), Bornstein, M. H. and Leventhal, T. (Eds.), Handbook of Child Psychology and Developmental Science, Vol. 4: Ecological Settings and Processes in Developmental Systems (7th ed., pp. 704745). New York: Routledge. doi: 10.1002/9781118963418.childpsy418Google Scholar
Masten, A. S. & Osofsky, J. D. (2010). Disasters and their impact on child development: Introduction to the special section. Child Development, 81(4), 10291039. doi:10.1111/j.1467-8624.2010.01452.xGoogle Scholar
Masten, A. S. & Palmer, A. (2019). Parenting to promote resilience in children. In Bornstein, M. H. (Ed.), Handbook of Parenting (3rd ed., pp. 156–188). New York: Routledge.Google Scholar
McCormick, C. M., Kuo, S. I-C., & Masten, A. S. (2011). Developmental tasks across the lifespan. In Fingerman, K. L., Berg, C. A., Smith, J., & Antonucci, T. C. (Eds.), Handbook of Lifespan Development (pp. 117139). New York: Springer.Google Scholar
Menjívar, C. & Perreira, K. M. (2017). Undocumented and unaccompanied: Children of migration in the European Union and the United States. Journal of Ethnic and Migration Studies, 121. doi:10.1080/1369183X.2017.1404255Google ScholarPubMed
Miller, K. E. & Jordans, M. J. D. (2016). Determinants of children’s mental health in war-torn settings: Translating research into action. Current Psychiatry Reports, 18(6), 58. doi:10.1007/s11920-016-0692-3Google Scholar
Motti-Stefanidi, F. (2014). Immigrant youth adaptation in the Greek school context: A risk and resilience developmental perspective. Child Development Perspectives, 8(3), 180185. doi:10.1111/cdep.12081CrossRefGoogle Scholar
Motti-Stefanidi, F. (2017). Immigrant and refugee youth positive adaptation and development. In Lansford, J. E. & Banati, P. (2017). Handbook of Adolescent Development Research and Its Impact on Global Policy. Oxford: Oxford University Press.Google Scholar
Motti-Stefanidi, F. (2018). Resilience among immigrant youth: The role of culture, development and acculturation. Developmental Review. doi:10.1016/j.dr.2018.04.002Google Scholar
Motti-Stefanidi, F. & Masten, A. S. (2017). A resilience perspective on immigrant youth adaptation and development. In Handbook on Positive Development of Minority Children and Youth (pp. 1934). Springer, Cham. doi:10.1007/978-3-319-43645-6_2CrossRefGoogle Scholar
Motti-Stefanidi, F. & Salmela-Aro, K. (2018). Editorial challenges and resources for immigrant youth positive adaptation: What does scientific evidence show us? European Psychologist, 23(1), 15. doi.org/10.1027/10169040/a000315.Google Scholar
Noble, B. (2012). Promoting the well-being of immigrant youth: A framework for comparing outcomes and policies. In Masten, A. S., Liebkind, K., Hernandez, D. J. (Eds.), Realizing the Potential of Immigrant Youth (pp. 413437). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139094696Google Scholar
Obradovic, J., Shaffer, A., & Masten, A. S. (2012). Risk and adversity in developmental psychopatholgy: Progress and future directions. In The Environment of Human Development: A handbook of theory and measurement (pp. 3557). Cambridge: Cambridge University Press.Google Scholar
OECD (2010). Closing the Gap for Immigrant Students: Policies, practice, and performance. Paris: OECD.Google Scholar
Osofsky, J. D., Osofsky, H. J., Weems, C. F., King, L. S., & Hansel, T. C. (2015). Trajectories of post-traumatic stress disorder symptoms among youth exposed to both natural and technological disasters. Journal of Child Psychology and Psychiatry, 56(12), 13471355. doi:10.1111/jcpp.12420CrossRefGoogle ScholarPubMed
Painter, R. C., Roseboom, T. J., & Bleker, O. P. (2005). Prenatal exposure to the Dutch famine and disease in later life: An overview. Reproductive Toxicology, 20(3), 345352. doi:10.1016/j.reprotox.2005.04.005Google Scholar
Panter-Brick, C., Dajani, R., Eggerman, M., Hermosilla, S., Sancilio, A., & Ager, A. (2018). Insecurity, distress and mental health: Experimental and randomized controlled trials of a psychosocial intervention for youth affected by the Syrian crisis. Journal of Child Psychology and Psychiatry, 59(5), 523541. doi:10.1111/jcpp.12832CrossRefGoogle ScholarPubMed
Panter-Brick, C., Hadfield, K., Dajani, R., Eggerman, M., Ager, A., & Ungar, M. (2017). Resilience in context: A brief and culturally grounded measure for Syrian refugee and Jordanian host-community adolescents. Child Development, 89(5), 18031820. doi:10.1111/cdev.12868Google Scholar
Patel, S. G., Staudenmeyer, A. H., Wickham, R., Firmender, W. M., Fields, L., & Miller, A. B. (2017). War-exposed newcomer adolescent immigrants facing daily life stressors in the United States. International Journal of Intercultural Relations, 60, 120131. doi:10.1016/j.ijintrel.2017.03.002Google Scholar
Phinney, J. S., Horenczyk, G., Liebkind, K., & Vedder, P. (2001). Ethnic identity, immigration, and well-being: An interactional perspective. Journal of Social Issues, 57(3), 493510. doi:10.1111/0022-4537.00225Google Scholar
Punamäki, R.-L., Palosaari, E., Diab, M., Peltonen, K., & Qouta, S. R. (2015). Trajectories of posttraumatic stress symptoms (PTSS) after major war among Palestinian children: Trauma, family- and child-related predictors. Journal of Affective Disorders, 172, 133140. doi:10.1016/j.jad.2014.09.021Google Scholar
Qouta, S., Punamäki, R.-L., & El Sarraj, E. (2008). Child development and family mental health in war and military violence: The Palestinian experience. International Journal of Behavioral Development, 32, 310321. doi:10.1177/0165025408090973Google Scholar
Reitz, A. K., Motti-Stefanidi, F., & Asendorpf, J. B. (2013). Mastering developmental transitions in immigrant adolescents: The longitudinal interplay of family functioning, developmental and acculturative tasks. Developmental Psychology, 50(3), 754765. doi:10.1037/a0033889Google Scholar
Roth, B. J. & nGrace, B. L. (2015). Falling through the cracks: The paradox of post-release services for unaccompanied child migrants. Children and Youth Services Review, 58, 244252. doi:10.1016/j.childyouth.2015.10.007Google Scholar
Sam, D. L. & Berry, J. W. (Eds.) (2016). Cambridge Handbook of Acculturation Psychology (2nd ed.). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Schachner, M. K., Juang, L., Moffitt, U., & van de Vijver, F. J. R. (2018). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. European Psychologist, 23(1), 4456. doi:10.1027/1016–9040/a000312Google Scholar
Schulz, L. C. (2010). The Dutch Hunger Winter and the developmental origins of health and disease. Proceedings of the National Academy of Sciences, 107(39), 1675716758. doi:10.1073/pnas.1012911107Google Scholar
Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., Garner, A. S., … Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232e246. doi:10.1542/peds.2011–2663Google Scholar
Sriskandarajah, V., Neuner, F., & Catani, C. (2015). Predictors of violence against children in Tamil families in northern Sri Lanka. Social Science & Medicine, 146, 257265. doi:10.1016/j.socscimed.2015.10.010Google Scholar
Sroufe, L. A. (1979). The coherence of individual development: Early care, attachment, and subsequent developmental issues. American Psychologist, 34, 834841. doi:10.1177/016502549201500103CrossRefGoogle Scholar
Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The Development of the Person: The Minnesota study of risk and adaptation from birth to adulthood. New York: Guildford Press.Google Scholar
Stott, P. (2016). How climate change affects extreme weather events. Science, 352(6293), 15171518.CrossRefGoogle ScholarPubMed
Suárez-Orozco, C., Motti-Stefanidi, F., Marks, A., & Katsiaficas, D. (2018). An integrative risk and resilience model for understanding the adaptation of immigrant origin children and youth. American Psychologist, 73(6), 781796.Google Scholar
Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2009). Learning a New Land: Immigrant students in American society. Cambridge, MA: Harvard University Press.Google Scholar
Theron, L. C., Liebenberg, L., & Ungar, M. (Eds.) (2015). Youth Resilience and Culture: Commonalities and complexities. New York: Springer.Google Scholar
Thommessen, S. A., & Todd, B. K. (2018). How do refugee children experience their new situation in England and Denmark? Implications for educational policy and practice. Children and Youth Services Review, 85, 228238. doi:10.1016/j.childyouth.2017.12.025CrossRefGoogle Scholar
Titzmann, P. F. & Lee, R. M. (2018). Adaptation of young immigrants. European Psychologist, 23(1), 7282. doi:10.1027/1016–9040/a000313Google Scholar
Tol, W. A., Song, S., & Jordans, M. J. D. (2013). Annual research review: Resilience and mental health in children and adolescents living in areas of armed conflict: A systematic review of findings in low- and middle-income countries. Journal of Child Psychology and Psychiatry, 54(4), 445460. doi:10.1111/jcpp.12053Google 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, 54(4), 348366. doi:10.1111/jcpp.12025Google Scholar
United Nations High Commission on Refugees (2018). Global Trends: Forced displacement in 2017. Retrieved from: www.unhcr.org/5b27be547Google Scholar
Van Lange, P. A. M., Joireman, J., & Milinski, M. (2018). Climate change: What psychology can offer in terms of insights and solutions. Current Directions in Psychological Science. doi.org/10.1177%2F0963721417753945Google Scholar
Vedder, P. H., & Motti-Stefanidi, F. (2016). Children, families, and schools. In Sam, D. L. & Berry, J. (Eds.), Cambridge Handbook of Acculturation Psychology (2nd ed.). Cambridge: Cambridge University Press.Google Scholar
Verkuyten, M. (2018). The benefits of studying immigration for social psychology. European Journal of Social Psychology, 48(3), 225239. doi:10.1002/ejsp.2354Google Scholar
Vindevogel, S. (2017). Resilience in the context of war: A critical analysis of contemporary conceptions and interventions to promote resilience among war-affected children and their surroundings. Peace and Conflict: Journal of Peace Psychology, 23(1), 7684. doi:10.1037/pac0000214Google Scholar
Wachs, T. D., & Rahman, A. (2013). The nature and impact of risk and protective influences on children’s development in low-income countries. In Handbook of Early Childhood Development Research and its Impact on Global Policy. doi:10.1093/acprof:oso/9780199922994.003.0005Google Scholar
Walsh, F. (2013). Community-based practice applications of a family resilience framework. In Becvar, D. (Ed.), Handbook of Family Resilience (pp. 6582). New York: Springer.Google Scholar
Walsh, F. (2016). Strengthening Family Resilience (3rd ed.). New York: Guilford Press.Google Scholar
Watt, N. F., Anthony, J. E., Wynne, L. C., & Rolf, J. E. (1984). Children at Risk for Schizophrenia: A longitudinal perspective. New York: Cambridge University Press.Google Scholar
Weine, S. (2008). Family roles in refugee youth resettlement from a prevention perspective. Child and Adolescent Psychiatric Clinics of North America, 17(3), 515-viii. doi:10.1016/j.chc.2008.02.006CrossRefGoogle ScholarPubMed
Werner, E. E. & Smith, R. S. (1982). Vulnerable, but Invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.Google Scholar
Wright, M. O., Masten, A. S., Northwood, A., & Hubbard, J. J. (1997). Long-term effects of massive trauma: Developmental and psychobiological perspectives. In Cicchetti, D. & Toth, S. L. (Eds.), Rochester Symposium on Developmental Psychopathology: The effects of trauma on the developmental process (Vol. 8, pp. 181225). Rochester, NY: University of Rochester Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×