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|Title:||Review of 'Handbook of Resilience in Children', Sam Goldstein & Robert B. Brooks (Eds), New York: Klüwer Academic/Plenum Press; 2005; Hs £95.00 (ISBN 0 306 4857 0)||Contributor(s):||Boyle, Christopher (author)||Publication Date:||2006||Handle Link:||https://hdl.handle.net/1959.11/15783||Abstract:||Whilst the vast majority of research referred to in this publication is US-based, there is definite generalisablility across national boundaries. Goldstein and Brooks present an authoritative and seemingly exhaustive account of the many issues around resilience in children. The hardback 'manual' is split into five areas, which provide an overview of the current research literature through to considering what can be done to shape the future of children in a pOSitive way. Strategies are discussed that reflect the Influence of parents, schools and, in Shure and Aberson's chapter, the concept of 'effective thinking'. There is some interesting discussion about whether a child who is inwardly displaying signs of distress can be regarded as resilient, continuing Into the debate of what exactly is resilience. Also discussed is the role that schools can serve as a protective factor for children's development and functioning, which hitherto has been neglected In general child development literature.||Publication Type:||Review||Source of Publication:||The Psychologist, 9(5), p. 294-294||Publisher:||The British Psychological Society||Place of Publication:||United Kingdom||ISSN:||0952-8229||Field of Research (FOR):||130312 Special Education and Disability||Socio-Economic Outcome Codes:||930102 Learner and Learning Processes||HERDC Category Description:||D3 Review of Single Work||Statistics to Oct 2018:||Visitors: 129
|Appears in Collections:||Review|
School of Education
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