Pathways to Resilience IV: Global South Perspectives

School, Support and Resilience

Abstract #101
Title: Can school connectedness and peer attachment promote resilience to mental health outcomes for at risk young people in Guatemala?
Presenter: Jeremy Oldfield (Manchester Metropolitan University, UK)
Co-Author: Andrew Stevenson
Introduction: Adolescent attachment relationships formed with parents are salient predictors of psychological wellbeing. Few studies, however, have assessed the moderating influence of peer attachment and school connectedness in improving positive outcomes for these adolescents. Studies investigating this relationship have also neglected to explore these influences with at risk adolescents in Guatemala.
Methods: 117 adolescents attending two community based informal schooling projects in or around Guatemala City were the participants within this study. These schooling projects are run by local charities and provided part-time non-formal educational support for children and young people otherwise not in full time education. Participants completed self-report measures of parental and peer attachment (Inventory of Parental & Peer Attachment - Gullone & Robinson, 2005); school connectedness (Psychological Sense of School Membership; Goodenow, 1993); and the Strength and Difficulties Questionnaire (Goodman, 2001)
Findings: Multiple regression analyses demonstrated that more insecure parental attachment relationships predicted poorer mental health outcomes. This relationship was moderated by more secure school connectedness, although not peer attachment. School based community projects provide an important role in promoting resilience for mental health outcomes for children living in at risk situations.

Abstract #204
Title: Resilience Research for improved Transition Support Services: Pilot study data from Aboriginal and Torres Strait Islander students in boarding schools.
Presenter: Michelle Redman-MacLaren (CQUniversity Australia, Australia)
Co-Authors: Roxanne Bainbridge, Janya McCalman, Helen Klieve
Introduction: Over 500 Aboriginal and Torres Strait Islander Australian students from remote communities in Queensland are required to transition from home to boarding schools. We report quantitative data from the Pilot phase (2016) of a 5-year study to explore a mentoring approach to increase resilience and wellbeing for these students.
Methods: An interrupted time series design is being applied to evaluate levels of change in students’ resilience and wellbeing. Structured questionnaires were collaboratively developed, with questions adapted from the Child and Youth Resilience Measure (CYRM-28), and the Kessler Psychological Distress Scale (K5). Surveys were completed by 94 students from five randomly selected schools (2 primary and 3 secondary) and one remote community.
Findings: Most primary students reported normal- high levels of resilience. A third of primary students reported normal - high levels of psychosocial wellbeing. Secondary students attending boarding school a reported reduction in resilience measures and psychosocial wellbeing. The findings are informing intervention strategies to enhance student resilience and wellbeing.

Abstract #20
Title: School Supportiveness Influences on Adolescents' Psychological Adjustment 
Presenter: Scholastica Kariuki-Githinji (Daystar University, Kenya)
Introduction: School environments form critical social contexts for children’s psychosocial adjustment. Nevertheless, behaviour problems among Kenyan secondary school students continue to rise. It is thought that increased school supportiveness could enhance adolescent’s psychosocial adjustment. A research study on the relationship between school supportiveness and adolescents’ psychosocial development was conducted.
Methods: The research was conducted in 4 Kenya counties sing a sample of 240 students selected through multistage sampling. The independent variable, school supportiveness comprised of students- teacher relationship, student- student relationship, school behaviour management, instructional approaches, physical environment and meeting adolescents’ physiological needs. The dependent variables include adolescents’ industry, emotionality, self control and worth, social helpfulness and prosocial behaviours and resiliency to risky behaviours. A  descriptive correlation survey was employed. Data was gathered using two self report tools with a sufficient internal consistency of .759 and analyzed using measures of central tendency, percentages, Pearson correlation coefficient and Spearman correlation coefficient.
Findings: Overall healthy psychosocial adjustment was associated with positive students-teachers relationship, adequate school physical environment, and physiological supportiveness. Positive teachers and students relationships, use of authoritative instructional approaches, adequate school infrastructures, and meeting students’ physiological needs (sleep and food) were recommended. Teacher’s service commission should in-service teachers to increase school supportiveness.