Resilience to COVID-19 Challenges: Lessons for School Psychologists Serving School-Attending Black South African Youth Aged 10 to 19 Years Old

Autor/in	Pillay, Jace
Titel	Resilience to COVID-19 Challenges: Lessons for School Psychologists Serving School-Attending Black South African Youth Aged 10 to 19 Years Old
Quelle	In: School Psychology International, 44 (2023) 2, S.172-189 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pillay, Jace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221135872
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Resilience (Psychology); Blacks; School Psychologists; Mental Health; Elementary School Students; Secondary School Students; Religious Factors; Cultural Influences; Program Design; Gender Differences; Age Differences; Institutional Characteristics; School Psychology; South Africa + Suchen Sie Ihr Suchwort? Ausland; Black person; Schwarzer; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychohygiene; Sekundarschüler; Cultural influence; Kultureinfluss; Programme design; Programmaufbau; Programmplanung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schulpsychologie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Several studies have highlighted the mental health challenges of children and youth during the COVID-19 pandemic lockdown period, especially, in relation to an escalation of depression, anxiety, and stress. Whilst this may be the reality, it is unfortunate that most of the studies adopt a psychopathological point of departure often portraying doom and gloom. Adopting a social ecological resilience perspective the author focuses on the resilience of school-attending black South African youth during the COVID-19 lockdown period. The Child and Youth Resilience Measurement (CYRM-28) was completed by 4165 respondents in grades 4 to 12 (females = 2431, 58.4%; males = 1734, 41.6%) from the Gauteng, Mpumalanga and North-West provinces in South Africa. The findings indicate that school psychologists must consider gender, age and school levels when they design school-based resilience programmes for black South African children. Particular emphasis should be placed on contextual resilience highlighting spiritual, religious, cultural and educational factors. A major lesson for school psychologists is to ensure that school-based resiliency programmes adopt a whole school approach that includes children, their families and local communities for the successful promotion of resilience during adverse situations as postulated by the social ecological resilience model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01