Analyzing Spanish Adolescents Through the Lens of the Resilience Portfolio Model

  1. Gonzalez-Mendez, Rosaura 1
  2. Ramírez-Santana, Gustavo 1
  3. Hamby, Sherry 2
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Life Paths Appalachian Research Center & University of the South, TN, USA
Journal:
Journal of Interpersonal Violence

ISSN: 0886-2605

Year of publication: 2021

Volume: 36

Issue: 9-10

Pages: 4472-4489

Type: Article

DOI: 10.1177/0886260518790600 GOOGLE SCHOLAR

Abstract

Some negative experiences during adolescence can jeopardize psychological adaptationthroughout life. Therefore, promoting adolescent resilience is an important goal toprevent symptoms of psychopathology. The Resilience Portfolio Model puts forward aframework to understand how different strengths (classified into three dimensions:regulatory, interpersonal, and meaning making) can help people adapt and even thrive.Through this lens, the current study examines post-traumatic growth after victimizationand other adversities. Participants were 407 Spanish adolescents aged from 14 to 18(79.6% indicated some exposure to adversity). After testing their psychometric adequacy,different measures of strengths, well-being, victimization, and adversity were included ina survey for analyzing their association with post-traumatic growth. Density (moreintensity of strengths), diversity (more variety of strengths), and all strength dimensionsdiscriminated between those who scored high or low in post-traumatic growth. Whileendurance, meaning making density, and diversity of strengths predicted higher posttraumatic growth, a higher emotional regulation related to lower post-traumatic growth.The model offers a guide for analyzing and promoting resilience in adolescentpopulations, and a series of short tools for evaluating a broad set of strengths.

Bibliographic References

  • 10.1016/j.chiabu.2017.01.011
  • 10.1177/1524838013487807
  • 10.1017/S0954579416000894
  • 10.1177/1088868314544222
  • 10.1027/1016-9040/a000124
  • 10.7334/psicothema2016.342
  • 10.1037/a0039671
  • 10.1037/rmh0000053
  • 10.13140/RG.2.1.3318.2884
  • 10.1037/vio0000135
  • 10.1177/0886260517744847
  • 10.1037/vio0000019
  • 10.1080/10705519909540118
  • Jöreskog K. G., Sörbom D. (2006). LISREL for windows [Computer Software]. Lincolnwood, IL: Scientific Software International.
  • 10.1037/tra0000253
  • 10.1002/j.1556-6676.2013.00095.x
  • 10.1016/j.anyes.2016.10.003
  • 10.1017/S0954579411000198
  • 10.3389/fpsyg.2016.00983
  • 10.1016/j.psi.2016.11.002
  • 10.1146/annurev-psych-010416-044115
  • 10.1037/a0018301
  • 10.6018/analesps.31.3.185631
  • 10.1016/j.rpto.2014.06.003
  • 10.1037/0022-3514.67.6.1063
  • 10.1016/j.chiabu.2017.08.019
  • 10.1542/peds.2011-2663
  • 10.1891/088667004780927800
  • 10.1007/BF02103658
  • 10.1207/s15327965pli1501_01
  • 10.1177/1524838013487805
  • 10.4172/2324-8947.1000178
  • 10.1007/s40653-015-0048-x
  • World Health Organization, (2014), Investing in children: The European child and adolescent health strategy 2015-2020
  • 10.1007/s10896-015-9711-0