Archive

It is clear that a considerable amount of mental distress work is undertaken in organizations and services in our communities that are not rationalised as mental health interventions. However there have been few sustained attempts to centre these kinds of agencies and organizations.

We look from a holistic perspective at the principles and attitudes that actually build resilience in at risk young people. It will also look at the importance of them interfacing in a positive way with their communities and their place in the larger whole.

The building blocks of self-empathy can be created within a few hours. Sustainability and resilience grow as it is applied regularly at home or work. Yehuda gives examples for each stage of empathy and how they can be used to change emotional and physical issues with individuals, groups in clinical, educational, business and creative settings.

Dr Hoult uses science fiction films and books to imaginatively explore alternative futures with the participants, as well as the links between plural reading practices and resilience. She considers the role that hope plays in the formation of resilience and illustrates how imagining utopias can lead to the articulation of personal hopes for the future.

Resilience to re-offending highlights local research carried out in Hastings with 8 young men who had previous involvement in the criminal justice system from various local organisations, aimed at understanding the processes and mechanisms that support young men to turn their lives around after engaging in criminal behaviour.

A growing body of policy, research and practice is concerned with understanding how young people develop resilience. The research specifically investigated how retired professionals from a range of disciplines have used participation in structured activities (often leisure/learning) to help young people respond to the challenges they face.

How can we show children we love them even when they push us away? How do we make children more resilient when they are angry, self-harming, anxious, abusive or delinquent? Nine practical strategies parents, caregivers and educators need to help young people of all ages heal, no matter a child’s emotional, psychological or behavioural problems.

Ways of researching resilience and wellbeing using mixed methods designs in participatory ways to develop knowledge that informs policy and practice, including contextualization, measure development, sample selection, data collection, analysis, convergence and knowledge mobilization.

When working with children and adolescents from emotionally turbulent or physically dangerous backgrounds, we often focus too narrowly on the individual’s complex needs and problems – like delinquency, anxiety or conflict with caregivers – and miss the broader sources of healing and resilience in young people’s lives.

What happened when a group of young people and young adults from different community groups in East Sussex co-curated an exhibition on resilience at a Research Council event in Cardiff with a bunch of University of Brighton academics? Did they all live to tell the tale? What did they actually exhibit?

The National Institute of Health Research reported links between staff well-being and service user outcomes. What are the best approaches to support practitioner resilience and what insight can practitioners themselves offer, across different professional groups? How can practitioner resilience be shaped in the current context of practice.

Are we helping people to do better ‘despite’ the challenges they face, or can resilience also mean changing the very nature of the challenges themselves? Are people naturally resilient and, if so, what does that mean for those who are not? Does it matter how we define resilience at all, or can we just get on with helping people instead of arguing over language?