Building Childhood Resilience: A Literature Review Protective Factors and Specific Activities for Inclusion in Community-Level Interventions
Date of Award
2018
Document Type
Thesis
College/School
College of Nursing
Degree Name
Master of Science in Nursing (MSN)
Program Concentration
Family Psychiatric Mental Health Nurse Practitioner Track
Abstract
"Childhood resilience can be supported through four protective factors: executive function, emotion regulation, social competence and positive self-view. None of the protective factors exist in a silo; they are interconnected. Specifically, executive functions and emotion regulation underlie the ability to build social competence. Together, these have a great impact on a child's ability to succeed in many life domains which influences a child's positive self-view. Resilience is teachable; each of these protective factors can be learned through involvement in specific, concrete activities. These activities require consistent practice in order to achieve mastery over executive function, emotion regulation, social competence, and positive self-view skills. The intention of this review was to identify the protective factors necessary for building childhood resilience, to give examples of how each is built with the activities examples, and to apply these concepts at the community-level to assure all children have access to the tools and skills to build resilience."
Recommended Citation
Coyne, Colleen and Horvath, Amanda, "Building Childhood Resilience: A Literature Review Protective Factors and Specific Activities for Inclusion in Community-Level Interventions" (2018). Master of Science in Nursing Theses. 104.
https://scholarworks.seattleu.edu/etds-msn/104