Sensitivity to emotional distress among intelligent adolescents: A short-term prospective study

Children's exposure to community violence: implications for understanding risk and resilience

The 5 articles included in this special section are reviewed in this article. The studies encompassed were all focused on pre- or early adolescents, and samples were generally from inner-city areas, with 1 involving rural youth. Considered collectively, the results point to 3 major conclusions: Many children in America are regularly exposed to violence in communities; such exposure carries risk for psychopathology; and parents and other adults can provide valuable support but are limited in how much they can offset the effects of ongoing violence exposure. Intervention implications are, foremost, that community violence itself must be reduced and, second, that positive relationships with significant adults should be fostered to the degree possible among children living in high-risk, violence-prone communities.

Coping with trauma and hardship among unaccompanied refugee youths from Sudan

The purpose of this study was to explore how unaccompanied refugee youths from Sudan, who grew up amid violence and loss, coped with trauma and hardship in their lives. The author used a case-centered, comparative, narrative approach to analyze the narratives of 14 male unaccompanied refugee youths from Sudan recently resettled in the United States. She analyzed narratives for both content and form and identified four themes that reflect coping strategies used by the participants: (a) collectivity and the communal self, (b) suppression and distraction, (c) making meaning, and (d) emerging from hopelessness to hope. The findings underscore the importance of understanding the cultural variations in responses to trauma and are discussed in relation to the concept of resilience.

A cross-cultural comparison of resilience in adolescents

The purpose of this study was to continue the process of clarifying the concept of resilience in adolescence. At the completion of the first phase of this clarification process in 1997, it became evident that adolescents believed resilience hurt them more than helped them and encompassed such dimensions as self-protection and survival. To gain the broadest understanding of the adolescent's perception of resilience, this study qualitatively explored those perceptions from adolescents in varied socioeconomic and cultural environments. Using a focus-group format, we queried 40 adolescents from New England and Ghana about their perceptions of adversity, overcoming adversities, and resilience. The results indicated that irrespective of age, gender, culture, and socioeconomic status, all the adolescents believed that they were resilient; however, overcoming adversities and being resilient were different depending on the presence or absence of consistent, loving, caring, mentoring adults who helped the adolescent traverse the adversities of life. Those adolescents who were without such support systems (found predominately in the New England sample) showed survival and self-protective forms of resilience, whereas those with such support systems (found predominately in the Ghanaian sample) showed a connected form of resilience. Further research is needed; however, adolescents have given clear messages in two studies indicating that being resilient can hurt them as much as it may help them. When fostering resilience, consideration should be given to what kind of resilience is being fostered.

Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes

In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed.