When Schooling Experiences Are Respectful of Children's Rights: A Pathway to Resilience

Autor/inn/en	Theron, Linda; Liebenberg, Linda; Malindi, Macalane
Titel	When Schooling Experiences Are Respectful of Children's Rights: A Pathway to Resilience
Quelle	In: School Psychology International, 35 (2014) 3, S.253-265 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0142723713503254
Schlagwörter	Childrens Rights; Educational Experience; Mixed Methods Research; Resilience (Psychology); Blacks; Poverty; Rural Areas; Attitude Measures; Statistical Analysis; Qualitative Research; Teacher Influence; Teacher Student Relationship; Youth Opportunities; Adolescent Attitudes; Foreign Countries; Adolescents; South Africa + Suchen Sie Ihr Suchwort? 'Children''s rights'; Kindesrecht; Bildungserfahrung; Black person; Schwarzer; Armut; Rural area; Ländlicher Raum; Statistische Analyse; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports findings from the Pathways to Resilience study, South Africa. Rooted in a social ecological understanding of resilience, this mixed-methods study investigated resilience processes of black South African youths from poverty-stricken, rural contexts. School-attending youths (n = 951) completed the Pathways to Resilience Youth Measure (PRYM), which included one resilience measure and two school experience measures. Independent sample t-tests showed that youth reporting agency-supportive school environments (n = 137) had significantly higher resilience scores than youth with opposite experiences (n = 330; t(465) = -15.379, p = 0.000). Likewise, youths reporting school staff respect (n = 171) recorded significantly higher resilience scores than youth who experienced disrespect (n = 277; t(446) = -14.518, p = 0.000). Subsequently, 130 resilient youths participated in focus groups and/or visual participatory activities to further explore their pathways to resilience. An inductive content analysis of these data illustrated that teacher-facilitated youth agency, aspirations for higher education and employment, and coping with neglect and cruelty, supported resilience processes. Overall, findings suggest that when schooling experiences are supportive of child rights, resilience processes are promoted. This conclusion urges school psychologists and school communities toward transactional practices that support positive youth development in child rights-centred ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10