Resources for SBR

OVERVIEW OF STRENGTHS-BASED RESILIENCE (SBR)

Model & initial validation studies

  • Gresham, F.M., & Elliott, S.N. (2008). Social Skills Improvement System (SSIS) Rating Scales Manual. Minneapolis, MN: Pearson.
  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system manual. Circle Pines, MN: AGS.
  • Huebner, E. S., Suldo, S., Smith, L., & McKnight, C. (2004). Life satisfaction in children and youth: Empirical foundations and implications for school psychologists. Psychology in the Schools, 41, 81–94.
  • Park, N., & Peterson, C. (2005). The values in action inventory of character strengths for youth. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 13–23). New York, NY: Springer.
  • Rashid, T., Anjum, A., Chu, R., Stevanovski, S., Zanjani, A. & Lennex, C. (2014). Strength Based Resilience: Integrating Risk and Resources towards holistic Wellbeing in G. A. Fava & C. Ruini (eds)'s Increasing Psychological Well-being Across Cultures (pp. 153-176). The Netherlands: Springer.
  • Rashid, T., Anjum, A., Quinlin, D., Niemiec, R., Mayerson, D., Kazemi, F. (2013). Assessment of Positive Traits in Children and Adolescents in A. Linley & C. Proctor (eds.) Research, Applications and Interventions for Children and Adolescents: A Positive Psychology Perspective (Pp. 81-116). The Netherlands: Springer.
  • Rashid, T. & Anjum. A (2008). Positive Psychotherapy for children and adolescents. In J.R.Z. Abela & B. L. Hankin (Eds.), Depression in Children and Adolescents: Causes, Treatment and Prevention (pp. 250-287). New York, NY: Guilford Press. Challenges of millennial generation discussed in peer-reviewed papers
  • Atkinson, M. L. (2004). Advice for (and from) the Young at Heart: Understanding the Millennial Generation. Guidance & Counselling, 19, 153-157
  • Bland, H. W., Melton, B. F., Welle, P., & Bigham, L. (2012). Stress tolerance: New challenges for millennial college students. College Student Journal, 46(2), 362-375.
  • Much, K., Wagener, A. M., Breitkreutz, H. L., & Hellenbrand, M. (2014, April). Working with the millennial generation: challenges facing 21st-century students from the perspective of university staff. Journal of College Counseling, 17(1), 37-46. Life on objective measures gets better but people feel worse
  • Easterbrook, G. (2004). The Progress Paradox: How Life Gets Better While People Feel Worse. New York, NY: Random House.


REGULAR PRACTICE: MINDFULNESS & RELAXATION

From classic studies done on Mindfulness-Based Stress-Reduction Programs to more recent studies on relaxation and meditation in schools and educational settings

  • Buoncristiani, M., & Buoncristiani, P. (2012). Developing mindful students, skilful thinkers, thoughtful schools. Thousand Oaks, CA: Corwin Press.
  • Boroson, M. (2009). One-Moment Meditation: Stillness for People on the Go. New York, NY: Winter Road Publication.
  • Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264–274.
  • Hornich-Lisciandro, T. (2013). Mindfulness in education. The Education Digest, 79(2), 66-68.
  • Kabat- Zinn, J. (1994). Wherever you go, there you are: Mindfulness and meditation in every day life. New York, NY: Hyperion.
  • Mendelson, T., Dariotis, J. K., Laura, F. G., Ali S.R. Smith, Smith, A. A., Gonzalez, A. A., & Greenberg, M. T. (2013). Implementing mindfulness and yoga in urban schools: A community-academic partnership. Journal of Children's Services, 8(4), 276-291.
  • Salzberg, S. (1995). Loving-Kindness. The Revolutionary Art of Happiness, Boston, MA: Shambhala.
  • Meditation script retrieved from Metta Institute's website http://www.mettainstitute.org/mettaarticle.html; October 2, 2016


REGULAR PRACTICE: GRATITUDE JOURNAL

  • Flinchbaugh, C. L., Moore, E. W. G., Chang, Y. K., & May, D. R. (2012). Student well- being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, 36(2), 191–219.
  • Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46, 213–233.
  • Jiang, H., Sun, P., Liu, Y., & Pan, M. (2016). Gratitude and late adolescents' school well-being: The mediating role of materialism. Social Indicators Research, 127(3), 1363–1376.
  • Watkins, P.C., Grimm, D.L., & Kolts, R. (2004). Counting your blessings: Positive memories among grateful persons. Current Psychology, 23, 52–67. Who You Are? What Do You Want to Be?
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.