Interventions to build resilience among young people A literature review

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Wyatt Kaminski, J, Valle, L, Filene, J & Boyle, C 2008, 'A Meta-analytic Review of Components Associated with Parent Training Program Effectiveness', Journal of Abnormal Child Psychology, vol. 36, no. 4, pp. 567–589. Yeager, DS & Dweck, CS 2012, 'Mindsets that promote resilience: When students believe that personal characteristics can be developed', Educational Psychologist, vol. 47, no. 4, pp. 302– 314. York, J, Lamis, DA, Friedman, L, Berman, AL, Joiner, TE, McIntosh, JL, Silverman, MM, Konick, L, Gutierrez, PM & Pearson, J 2013, 'A systematic review process to evaluate suicide prevention programs: A sample case of community‐based programs', Journal of Community Psychology, vol. 41, no. 1, pp. 35–51. Young, JF, Mufson, L & Davies, M 2006, 'Efficacy of Interpersonal Psychotherapy- Adolescent Skills Training: An indicated preventive intervention for depression', J Child Psychol Psychiatry, vol. 47, no. 1254–1262. Zolkoski, SM & Bullock, LM 2012, 'Resilience in children and youth: A review', Children and Youth Services Review, vol. 34, no. 12, pp. 2295–2303. Interventions to build resilience among young people: a literature review 46
Appendix A NHMRC levels of evidence Level I II III-1 III-2 III-3 IV Description Evidence obtained from a systematic review of all relevant randomised controlled trials Evidence obtained from at least one properly designed randomised controlled trial Evidence obtained from well-designed pseudo-randomised controlled trials (alternate allocation or some other method) Evidence obtained from comparative studies (including systematic reviews of such studies) with concurrent controls and allocation not randomised, cohort studies, casecontrol studies, or interrupted time series with a parallel control group Evidence obtained from comparative studies with historical control, two or more singlearm studies, or interrupted time series without a parallel control group Evidence obtained from case-series, either post-test, or pre-test/post-test AMSTAR: Measurement tool to assess the methodological quality of systematic reviews 1. Was an ‘a priori’ design provided? The research question and inclusion criteria should be established before the conduct of the review. □ Yes □ No □ Can’t answer □ Not applicable 2. Was there duplicate study selection and data extraction? There should be at least two independent data extractors and a consensus procedure for disagreements should be in place. □ Yes □ No □ Can’t answer □ Not applicable 3. Was a comprehensive literature search performed? At least two electronic sources should be searched. The report must include years and databases used (e.g. Central, EMBASE and MEDLINE). Key words and/or MESH terms must be stated and where feasible the search strategy should be provided. All searches should be supplemented by consulting current contents, reviews, textbooks, specialized registers, or experts in the particular field of study, and by reviewing the references in the studies found. □ Yes □ No □ Can’t answer □ Not applicable Interventions to build resilience among young people: a literature review 47
Page 1 and 2: Interventions to build resilience a
Page 3 and 4: Contents Executive summary ........
Page 5 and 6: Tables NHMRC levels of evidence ...
Page 7 and 8: cognitive behaviour therapy (CBT)-b
Page 9 and 10: Background Resilience refers to the
Page 11 and 12: We considered resilience as an outc
Page 13 and 14: and analysed independently by two r
Page 15 and 16: Attachment and Bio-behavioral Catch
Page 17 and 18: attribution of positive results to
Page 19 and 20: Program for Accelerated Thriving an
Page 21 and 22: Compared with a control group, OVK
Page 23 and 24: while universal prevention overlaps
Page 25 and 26: Reviews of interventions for the pr
Page 27 and 28: study, showed beneficial effects in
Page 29 and 30: ased interventions for emotional di
Page 31 and 32: studies of resilience-specific inte
Page 33 and 34: disorders and aggression and violen
Page 35 and 36: In their review of Australian schoo
Page 37 and 38: References Ager, A 2013, 'Annual Re
Page 39 and 40: Christensen, H, Calear, A, Tait, R,
Page 41 and 42: Gates, S, McCambridge, J, Smith, LA
Page 43 and 44: Limbos, MA, Chan, LS, Warf, C, Schn
Page 45 and 46: Polk, LV 2000, Development and vali
Page 47: Thomas, RE, Lorenzetti, DL & Spragi
Page 51 and 52: 10. Was the likelihood of publicati
Page 53 and 54: Figure 2: PRISMA flow diagram for i
Page 55 and 56: Author/ year Topic of review No.
Page 57 and 58: Author/ year Topic of review No.
Page 59 and 60: Table 2: Primary studies that use t
Page 61 and 62: income areas in the Netherlands. da
Page 63 and 64: teaching adaptive explanatory style
Page 65 and 66: esiliency training designed to enha
Page 67 and 68: A alone. No intervention effects o
Page 69 and 70: esilience reported by a group of Gr
Page 71 and 72: and after participation in the prog
Page 73 and 74: participation in a dance/drama comp
Page 75 and 76: Common discomforts and complication
Page 77 and 78: Table 3: Description of resilience-
Page 79 and 80: Measure Constructs/Subscales and no
Page 85 and 86: Condly (2006) Gillham & Reivich (20
Page 87 and 88: Zolkoski & Bullock (2012) Resilienc
Page 89 and 90: Author/ year et al. (2010) Calear &
Page 91 and 92: Author/ year Topic of review Type
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Author/ year Topic of review Type
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Author/ year Limbos et al. (2007) L
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Author/ year Rodriguez et al. (2014
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Victorian Health Promotion Foundati
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