Relevant bibliographies by topics / Emotional Resilience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional Resilience'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Emotional Resilience"

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Fínez Silva, Mª José, and Consuelo Morán Astorga. "RESILIENCIA Y AUTOCONCEPTO: SU RELACIÓN CON EL CANSANCIO EMOCIONAL EN ADOLESCENTES." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (2017): 289. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.746.

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Abstract.Resilience and self-concept: relationship with emotional exhaustion in adolescents. The aim of this research was to determine the relationship of resilience and self-concept with the emotional exhaustion. Participants were 314 adolescents from León, aged between 16 and 18 years (mean= 16.6; D.T. =0.62). 62% were men. Results show that resilience and self-concept were negatively related with emotional exhaustion. In conclusion, the more resilients adolescents and the ones with a higher self-concept suffered less emotional exhaustion. In education is important to train adolescents in st
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Prihastuti, Prihastuti. "PROFIL RESILIENSI PENDIDIK BERDASARKAN RESILIENCE QUETIENT TEST." Jurnal Penelitian dan Evaluasi Pendidikan 15, no. 2 (2013): 199–214. http://dx.doi.org/10.21831/pep.v15i2.1102.

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Penelitian ini bertujuan untuk memperoleh gambaran umum profile resiliensi pendidik Fakultas Psikologi Unair mela-lui Resilience Quotient Test (RQ). Instrumen yang digunakan adalah Resilience Quotient Test, yang terdiri 56 item. Resilience Quotient Test memuat 7 faktor, yaitu: emotional regulation, impulse control, emphati, optimism, causal analysis, self-efficacy dan reaching-out. Analisis profile resiliensi dilakukan berdasarkan perbandingan nilai rata-rata dari masing-masing faktor dengan nilai acuan yang sudah ditentukan dalam Resilience Quotient Test. Hasil penelitian menunjukkan 2 faktor
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Hurriyati, Evi Afifah, and Ratri Dyah Mawarni. "Kreativitas dan Ketahanan Emosional pada Siswa dengan Ekskul Membatik." Humaniora 4, no. 1 (2013): 37. http://dx.doi.org/10.21512/humaniora.v4i1.3416.

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Batik is not only an element of culture and art, but it has creativity. Batik also has the message how to manage our emotions, because in making batik takes perseverance, optimism, cognitive function as well as patience. The aim of this research was to examine the relationship between creativity and emotional resiliency in students grade 4-6 elementary school. Subjects were students of MI Giriloyo 2 Yogyakarta grade 4 to grade 6, which amounted to 62 students. Data retrieval is done by spreading the figural creativity tests to measure creativity variables and emotional resilience questionnaire
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Fauziya, Lina Iffata, and Novy Helena Catharina Daulima. "HUBUNGAN KECERDASAN EMOSI DENGAN RESILIENSI PENYINTAS BANJIR." Jurnal Keperawatan Indonesia 20, no. 3 (2017): 148–57. http://dx.doi.org/10.7454/jki.v20i3.624.

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Paska terjadinya bencana, penyintas mengalami beberapa fase bencana yang dapat mengarah pada masalah psikologis akibat peristiwa traumatik. Kemampuan resiliensi yang dihasilkan berdasarkan kecerdasan emosi penyintas diperlukan dalam fase pemulihan bencana. Penelitian ini bertujuan untuk mengetahui hubungan karakteristik dan kecerdasan emosi dengan resiliensi pada penyintas banjir. Penelitian deskriptif analitik ini dilakukan di Desa Cemara Kulon dengan stratified random sampling pada 122 penyintas bencana banjir Indramayu dengan menggunakan instrumen Schutte Self-Report Emotional Intelligence
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Anwaruddin, Hoirul. "Dukungan Sosial dan Kecerdasan Emosi dengan Resiliensi Korban Banjir." Persona:Jurnal Psikologi Indonesia 6, no. 1 (2018): 21–30. http://dx.doi.org/10.30996/persona.v6i1.1627.

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Abstract               This study aims to determine the correlation between social support and emotional intelligence with resilience to flood victims. Retrieval of data in this study uses a scale of resilience, scale of support, and emotional intelligence distributed to 100 research subjects, namely flood victims in Dalpenang Sampang village using purposive sampling technique. The results of the analysis of research data using multiple regression analysis shows that there is a positive relationship between social support and emotional intelligence with resilience which is shown
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Wang, Yuzheng, Wei Xu, and Fei Luo. "Emotional Resilience Mediates the Relationship Between Mindfulness and Emotion." Psychological Reports 118, no. 3 (2016): 725–36. http://dx.doi.org/10.1177/0033294116649707.

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Previous studies have shown that mindfulness promotes positive mood states and reduces negative ones; however, the underlying mechanisms are still controversial. This study assessed the role of emotional resilience as a mediator between mindfulness and emotional regulation. A total of 421 college students ( M age = 20.0 year, SD = 2.0; males/females/missing are 152/248/4) completed the Five-Facet Mindfulness Questionnaire, Profile of Mood States, and Adolescents’ Emotional Resilience Questionnaire (AERQ). The ability to generate positive emotion (GP) and the ability to recover from negative em
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Metzger, Martin, and Jose Donato. "Emotional contagion builds resilience." Science 385, no. 6713 (2024): 1045–46. http://dx.doi.org/10.1126/science.adr9296.

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Schneider, Tamera R., Joseph B. Lyons, and Steven Khazon. "Emotional intelligence and resilience." Personality and Individual Differences 55, no. 8 (2013): 909–14. http://dx.doi.org/10.1016/j.paid.2013.07.460.

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DENNETT, Susan K., and Michael A. DEDONNO. "Resilience and Emotional Intelligence: A Dynamic Partnership for Human Resources Professionals in Today’s Workplace." Journal of Human Resource Management - HR Advances and Developments 2024, no. 1 (2024): 1–13. http://dx.doi.org/10.46287/ucdc3457.

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Purpose – The connection between participants’ scores on a resiliency instrument and their scores on the Schutte Self Report Emotional Intelligence Test (SSEIT) were examined. This is significant to human resource professionals because they can use the findings to develop and strengthen employees’ levels of resilience. The reasons for writing the paper are to provide data to human resource professionals so that they may develop workplace programs that build on emotional intelligence and resilience. Employees high in emotional intelligence are engaged employees. There is a gap in prior literatu
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Reyes-Wapano, Mary Rachelle. "A Path Analysis of the Relationships among Parenting Styles, Emotional Intelligence and Resilience." International Journal of Research and Innovation in Social Science 06, no. 08 (2022): 07–13. http://dx.doi.org/10.47772/ijriss.2022.6801.

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This study examined the relationships between perceived parenting styles, emotional intelligence, and resilience in adolescents. The hypothesized predictive correlations among variables were investigated using path analysis, a multiple regression technique. Direct and indirect effects of perceived parenting styles, emotional intelligence, and resilience were found in causal evaluations. This study has shown that parenting is important for the development of emotional intelligence, and that emotional intelligence predicts adolescent resilience. The data also supported the idea that emotionally
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Dissertations / Theses on the topic "Emotional Resilience"

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Mills, Michelle M. "The resilient child : emotional space." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45302.

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Green, Pauline Catherine. "Emotional resilience and the professional capabilities framework : identifying what emotional resilience is, in the context of social work education, training and practice." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/620591.

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In 2009, the Government introduced measures to improve social work training and practice in response to having analysed findings from Serious Case Reviews in the aftermath of a series of child deaths. One of the most significant of these improvements was the introduction of a new training framework, entitled the ‘Professional Capabilities Framework’ (The College of Social Work, 2012d). Emotional resilience was, for the first time, identified as a required capability within the ‘Professionalism’ domain of the framework. The aim of this research was to identify what emotional resilience was in t
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Davis, Sarah Kate. "Multidimensional pathways to adolescent resilience : the case for emotional intelligence." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/multidimensional-pathways-to-adolescent-resilience-the-case-for-emotional-intelligence(80fa6787-a439-466b-8720-eadb8e2fd0e3).html.

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Emotional intelligence (EI) has been reliably associated with better mental health (Martins, Ramalho, & Morin, 2010) however the nature of this relationship in adolescence remains largely unexplored. The small body of existing adolescent research is disproportionately focussed upon the ‘trait’ versus ‘ability’ EI perspective and the association with mood (versus behavioural) disorders in the form of simple, descriptive relationships that reveal little about the processes underpinning such adaptive outcomes. This research redresses this imbalance and advances the field by examining how (whether
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Waldbuesser, Caroline. "Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795.

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Pert, Kirsty. "Enhancing resilience among disadvantaged children through universal social and emotional learning." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/enhancing-resilience-among-disadvantaged-children-through-universal-social-and-emotional-learning(b7ea3220-61e4-4b37-8df9-54cfc4f707a8).html.

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Socio-economic disadvantage has been empirically established as being a risk factor that contributes to poorer outcomes, including children's mental health and/or academic achievement (Bradley & Corwyn, 2002; Department for Eduction, 2013; Green, McGinnity, Meltzer, Ford, & Goodman, 2005; Hetzner, Johnson, & Brooks-Gunn, 2010). Given the longer term consequences of these negative outcomes, exploring ways to buffer the negative effects of socio-economic disadvantage is an important area for education research (Collishaw, Maughan, Goodman, & Pickles, 2004). Universal social and emotional learnin
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Wahlund, Thomas. "Emotional resilience in humans as an effect of hippocampal pattern separation." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19925.

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Pattern separation is the means by which the brain discriminates similar experiences. It enables retrieval of individuated memories without confusing them with other memories. It is the reason one remembers where one parked the car today and does not mix it up with where one parked it previously. Adult neurogenesis refers to the ongoing production of neurons in the mature brain. One of the likely roles of adult neurogenesis in the hippocampus is facilitating pattern separation. Induced reduction of adult neurogenesis in non-human animals is associated with depression- and anxiety-like behavior
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Zolkoski, Staci M. "Resilience Among Graduates From Alternative Education Programs." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699937/.

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Research has shown that students with emotional and behavioral disorders (EBD) typically have poor life outcomes. Students with EBD who are placed in an alternative education setting are likely to continue a path toward failure without carefully designed effective services. Existing studies have independently examined resilience in children and youth and alternative education settings. However, there is a gap in research examining resilience in students who have graduated from alternative education settings. Using semi-structured interviews, the present interpretive and descriptive qualita
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Malik, Aiysha. "Resilience and emotional distress in young people : risk, promotive and cultural factors." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:6e035fb1-ca6a-4fab-a462-c8cb989af1a1.

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Resilience, as a trait, process or outcome, is the negation of an undesirable outcome or of an expected maladjustment in the context of an adversity. Young people represent a developmental stage in which there is a vulnerability to experience deleterious outcomes during adversity. The literature on risk and promotive factors for resilience in youth is compounded by narrative reviews which have not applied a rigorous search methodology and which have failed to operationalise resilience. To date, the majority of research in resilience for emotional distress has focussed on data collected in high
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Stockton, Susan L. "Resilience among elementary educators as measured by the personal and organizational quality assessment-revised and the emotional quotient i nventory short /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4416.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.
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Goloway, Stephanie. "Happily Ever Resilient: A Content Analysis of Themes of Resilience in Fairytales." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4518.

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One in 4 children in the United States lives in a family impacted by the chronic, heritable disease of substance use disorder (SUD), also known as alcoholism or addiction. Recent research has demonstrated that resilience is a key protective factor against developing the disease in adolescence and adulthood and that the neurological roots of resilience lie in the child's experiences in early childhood. In spite of this, few resources related to family SUD or current models of resilience are included in preservice teacher preparation for early childhood educators. This study examined whether key
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Books on the topic "Emotional Resilience"

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Chadwick, Sharlene. Impacts of Cyberbullying, Building Social and Emotional Resilience in Schools. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04031-8.

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Viscott, David S. Emotional resilience: Simple truths for dealing with the unfinished business of your past. Harmony Books, 1996.

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Bharwaney, Geetu. Emotional Resilience. Pearson Education, Limited, 2015.

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Ferryman, Claudia. Emotional Resilience. Independently Published, 2019.

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Bharwaney, Geetu. Emotional Resilience. Pearson Education, Limited, 2015.

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Brown, Andrew, Christopher T. Flinton, Josh Gibson, et al. Champion Emotional Resilience. Edited by Andrew Brown, Christopher T. Flinton, Josh Gibson, et al. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190697068.003.0011.

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Technology, litigation, and globalization present many challenges today for individuals and organizations. Instead of ignoring problems or responding with fear, managers who foster courage and organizations that recognize and reward courage are more likely to overcome challenges and adapt to change. Courageous workers demonstrate emotional resilience by staying the course despite difficulty or danger and not accepting defeat. This chapter discusses opportunities for managers to champion emotional resilience in employees through awareness of the psychological contract. Case examples are used to
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Krueger, Kimberly Joy, Krueger, Kimberly Joy. Emotional Resilience: A Women's Forum. FEW International Publications, 2018.

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Goleman, Daniel, Shawn Achor, Harvard Business Review Harvard Business Review, and Jeffrey A. Sonnenfeld. Resilience (HBR Emotional Intelligence Series). Harvard Business Review Press, 2017.

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Resilient Professional: Psychological and Emotional Resilience Training, 3rd Edition. Human eSources, 2023.

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Aguilar, Elena. Onward: Cultivating Emotional Resilience in Educators. Wiley & Sons, Incorporated, John, 2018.

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Book chapters on the topic "Emotional Resilience"

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Shotton, Gillian, and Sheila Burton. "Resilience." In Emotional Wellbeing, 3rd ed. Routledge, 2025. https://doi.org/10.4324/9781003410584-11.

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Benaton, Toni-Marie, Pauline Green, and Fran Fuller. "Emotional resilience." In A Student's Guide to Placements in Health and Social Care Settings. Routledge, 2025. https://doi.org/10.4324/9781041053972-5.

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Jackson, Kathryn. "Emotional Honesty." In Resilience at Work. Routledge, 2018. http://dx.doi.org/10.4324/9780203729038-6.

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Shotton, Gillian, Sheila Burton, and Adele Agar. "Resilience." In Emotional Wellbeing: An Introductory Handbook for Schools. Routledge, 2018. http://dx.doi.org/10.4324/9781315098463-10.

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de Silva, Padmasiri. "Emotional Integrity and Resilience." In The Psychology of Emotions and Humour in Buddhism. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97514-6_11.

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Chadwick, Sharlene. "Social and Emotional Resilience." In SpringerBriefs in Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04031-8_3.

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Steckler, Nicole A., and Megan Elizabeth Furnari. "Emotional Resilience and Mindset." In Understanding and Cultivating Well-being for the Pediatrician. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10843-3_10.

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Tutt, Rona, and Paul Williams. "Resilience." In How to Maximise Emotional Wellbeing and Improve Mental Health. Routledge, 2021. http://dx.doi.org/10.4324/9781003052579-4.

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Singh, Col Ravinder, and Geetha Manoharan. "Resilience and Response." In Emotional Intelligence in the Digital Era. Auerbach Publications, 2025. https://doi.org/10.1201/9781032715377-22.

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Dillon, Tom. "How is your emotional intelligence supporting your resilience?" In Agile Resilience. Routledge, 2025. https://doi.org/10.4324/9781041054146-11.

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Conference papers on the topic "Emotional Resilience"

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Tatalović Vorkapić, Sanja. "RESILIENCE AND SOCIO-EMOTIONAL COMPETENCIES AMONG KINDERGARTEN TEACHERS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0515.

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Rao, Roen Vishal, and Sujitha Juliet. "Music Genre Classification with AST Models: A Path to Emotional Resilience in Bengaluru." In 2025 Third International Conference on Augmented Intelligence and Sustainable Systems (ICAISS). IEEE, 2025. https://doi.org/10.1109/icaiss61471.2025.11041853.

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Gkintoni, Evgenia, Hera Antonopoulou, and Eleni Kazantzi. "COGNITIVE BEHAVIORAL THERAPY FOR ENHANCING EMOTIONAL REGULATION AND RESILIENCE IN ONLINE LEARNING ENVIRONMENTS. A CLINICAL PSYCHOLOGY PERSPECTIVE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1661.

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Dohnalová, Zdeňka, and Iveta Zelenková. "HOW CAN WE PREPARE STUDENTS FOR CLIENT DEATH? STRENGTHENING EMOTIONAL RESILIENCE IN THE EDUCATION OF HELPING PROFESSIONS AT SELECTED CZECH UNIVERSITIES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0660.

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Keeley, Diane. "P-240 Creating emotional resilience." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.265.

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Ungureanu, Maria. "School solutions for family resilience. Fairytale heroes — models of resilience." In Scientific-Practical Сonference ‘FAMILY RESILIENCE PERSPECTIVES IN THE CONTEXT OF MULTIPLE CRISES’. X Edition. Stratum plus I.P., High Anthropological School University, 2023. http://dx.doi.org/10.55086/prfcmcx183190.

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The need for resilience has been widely acknowledged in all social and cultural settings in the context of the pandemic crisis that has shaken humanity. Recent studies show that the psychological effects of the pandemic include anxiety, depression, severe disruption of family relationships and divorce. The context thus created brings into question the importance of emotional education. We are witnessing the transfer of responsibility for the development of young people’s emotional intelligence from the family to the school. Starting from the premise that moral education is linked to affective
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Boleková, Veronika, Henrieta Rolková, Silvia Majerčáková Albertová, Eva Szobiová, Erik Radnoti, and Katarina Hennelová. "Social-Emotional Health and Resilience of Teachers in Slovakia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.30.

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The present study examined social-emotional health and resilience of teachers in Slovakia, constructs which are relevant to requirements teachers have been facing over past years. Social-emotional health has been considered in terms of covitality construct as a synergistic effect of positive mental health. Covitality consists of twelve psychological indicators grouped into four domains – belief-in-self, belief-in-others, emotional competence and engaged living. Resilience has been conceptualized as a personality characteristic which reduces negative effects of stress and increases adaptation.
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Kouicem, Eskandar, Clement Raievsky, and Michel Occello. "Emotional Processes for Cyber-Physical Systems Resilience." In 2021 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, 2021. http://dx.doi.org/10.1109/smc52423.2021.9658658.

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Petrulytė, Ala. "Social Emotional Health and Psychological Resilience in the Sample of Lithuanian School Teachers." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.28.

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Introduction. Teacher’s job is considered to be not attractive as it contains emotional strain and stress and schools in Lithuania face a shortage of teachers (TALIS, 2018; Merkys &amp; Balčiūnas, 2019). Research on the social emotional health and resilience of teachers is important, especially in the face of the challenges of the Covid-19 pandemic. Research on social emotional health and resilience of Lithuanian teachers was conducted as part of the ERASMUS+ project ‘Supporting teachers to face the challenge of distance teaching’ (2020-1-LV01-KA226-SCH-094599). Methodology. The aim of this re
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NEGURĂ, Ion. "Persoana rezilientă: structura și caracteristicile ei." In "Concepția rezultantei: importanța teoretică și practică", conferință științifică națională. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.01-02-12-2023.p112-116.

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The aim of this paper is to describe resilience as a psychological entity that involves a person’s ability to successfully adapt to and overcome traumatic events, to maintain mental and emotional balance in the face of adversity, and to return to a state of optimal functioning after impact. Factors that foster resilience are: the concept of repair, the telling of personal life stories, social relationships and the view of life’s difficulties as an opportunity for growth. Resilient people are characterised by: adaptability, optimism, self confidence, ability to learn from failure, emotional sel
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Reports on the topic "Emotional Resilience"

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Alves, Micael, and Isabel C. P. Marques. The Relationship Between Emotional Resilience, Well-Being, and Productivity in Corporate Environments: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. http://dx.doi.org/10.37766/inplasy2024.11.0083.

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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self a
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Van Der Zant, Tamara, Katherine Dix, and Toby Carslake. Evaluation of the Smiling Mind Primary School Program 2023. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-745-8.

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In its various forms, the Smiling Mind Primary School Program (the Program) has been delivered in Australian schools since 2016. The Program is a mindfulness-based social and emotional learning (SEL) program designed for primary school students in Years 1 to 6. It aims to support the mental wellbeing and emotional resilience of students. The Program offers an online, digital, curriculum, delivered by trained classroom educators, that incorporates practices and techniques to help students develop skills for managing stress, building resilience, and enhancing their overall mental health. The Pro
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Terzyan, Aram. Echoes of Defiance: Post-War Protests and Their Implications in Armenia. Eurasia Institutes, 2025. https://doi.org/10.47669/earp-1-2025.

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The post-war protests in Armenia from 2020 to 2024 serve as a vivid case study of political unrest, collective trauma, and societal mobilization following the Nagorno-Karabakh war. These movements, driven by Armenia’s territorial losses and the profound national identity crisis that ensued, reflected widespread dissatisfaction with governance, structural weaknesses, and political leadership. Despite their emotional resonance and the symbolic power of movements like the "Holy Struggle," the protests faced significant challenges in achieving systemic change. This article examines the anatomy of
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Dix, Katherine, Tamara Van Der Zant, Toby Carslake, Rachel Felgate, and Syeda Kashfee Ahmed. Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-744-1.

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In Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program. The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia
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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and
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7

Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is esp
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Herrin, Alejandro, Judith Borja, Nanette Mayol, et al. Home and School Environment Component: Sense of Belongingness and Bullying for the Second Congressional Commission on Education (EDCOM 2). Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.42.

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This paper aims to supplement information from PISA 2018 using the Longitudinal Cohort Study on the Filipino Child (LCSFC). In particular, it explores relationships among schooling outcomes, bullying, and a common set of child, belongingness, family, and community background factors. For this analysis, schooling outcome is measured as being on track with schooling, i.e., children are in age-appropriate grades and have no missed or repeated school years. The bullying variables include physical bullying by friends/classmates, adults, and parents, as well as emotional bullying by friends/classmat
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Garassini, María Elena, and Mauricio Aldana. Diseño de intervenciones para el desarrollo de habilidades socio-emocionales: experiencias con la asignatura Socio Emotinal Learning (SEL) en UNICA. Institucion Universitaria Colombo Americana, 2020. http://dx.doi.org/10.26817/paper.14.

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En el presente working paper se expone la compilación de intervenciones para el desarrollo de Habilidades socio-emocionales realizadas por los estudiantes de la asignatura electiva Socio emotional Learning (SEL), del período 2020-1, que cursan el programa de Educación Bilingüe la Institución Universitaria Colombo Americana -UNICA. Esta asignatura forma parte del proyecto institucional de construcción de un modelo propio de Desarrollo habilidades socio-emocionales hacia una Universidad compasiva. El diseño de las intervenciones incluye un marco conceptual asociado al constructo que se va a desa
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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill o
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