Interventions to build resilience among young people A literature review

teaching adaptive
explanatory styles
explanatory style in undergraduates.
Each meeting presented a scripted
lecture about the relevance and
components of pessimistic,
optimistic, and personal control
explanatory styles,
accompanied by colourful PowerPoint
slides and interspersed with smallgroup
discussions of thought
questions distributed in two
handouts. The presentation style was
informal and offered opportunities
for sharing by participants.
Study 2: modified version of PATH to
incorporate Study 1 findings (e.g.
incorporated ‘letting go’ of temporary
negative events). Delivered in 3 x
30—50 min sessions over 5–6 days.
Placebo control group differed from
treatment group only in content,
focusing mainly on stress and its
impacts.
group (N = 33):
18–26 years
M = 19.9 years
61% female
70% Caucasian
42% first-year
students
Study 2:
64
undergraduates
(31 modified
PATH & 33
placebo)
17–50 years
M = 21.6 years
81% female
61% Caucasian
53% seniors
Depression
Inventory‐II)
thriving (Connor–
Davidson
Resilience Scale
10)
a modified version of PATH significantly
increased resilience.
All effects were at least moderate in size.
As predicted, a personal control
explanatory style significantly predicted
thriving in both studies.
Roghanchi et al.
(2013)
Iran
To explore the effect of
combined rational
emotive behaviour
therapy (REBT) and the
art therapy (engraving
method) on improving
self-esteem and
resilience
To examine the
effectiveness of a
resilience-based
cognitive behavioural
therapy (CBT) group
psychotherapy, the
Quasi-experimental, pre-test-posttest
with waitlist control group and
random assignment
REBT and art therapy, 10 sessions for
10 weeks, 120 minutes per session
24 university
students
16 female
19–24 years
M = 21.5 years
Self-esteem
Resilience (using
Persian-translated
version of Connor-
Davidson
Resilience Scale)
The results showed that the integration of
REBT and art therapy increase the selfesteem
and resilience of students.
III-I
Watson et al. (2014)
USA
One-arm pre-post design, quasiexperimental,
non-controlled, nonrandomised
design
RBP was originally designed for youth
with prominent social competence
deficits rather those with a specific
22 children
7–12 years
M = 9.9 years
63% male
82%
generalised
Using Behaviour
Assessment
System for
Children (BASC-2):
Child social,
emotional &
Following the completion of RBP, parents
and teachers reported significant
decreases in problem behaviour.
In addition, parents reported significant
decreases in depressive symptoms and
improved family functioning domains of
IV
Interventions to build resilience among young people: a literature review 61