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Adolescent and adult programs also utilise mindfulness strategies in this stage. I= I can try my best (Inner Helpful Thoughts): In the third stage, participants are introduced to attention training and the cognitive model. Attention and awareness have recently been identified as key factors in the maintenance of gains from evidence-based programs.
Childhood traumatic experiences diminish psychological well-being throughout adult life, and can damage psychological resilience in children, adolescents, and adults. [10] Perceived stigma also diminished psychological well-being, particularly stigma in relation to obesity and other physical ailments or disabilities. [11]
Three Principles Psychology (TPP), previously known as Health Realization (HR), is a resiliency approach to personal and community psychology [1] first developed in the 1980s by Roger C. Mills and George Pransky, who were influenced by the teachings of philosopher and author Sydney Banks. [2]
The dynamic-maturational model of attachment and adaptation (DMM) is a biopsychosocial model describing the effect attachment relationships can have on human development and functioning. It is especially focused on the effects of relationships between children and parents and between reproductive couples.
Psychological resilience, or mental resilience, is the ability to cope mentally and emotionally with a crisis, or to return to pre-crisis status quickly. [1]The term was popularized in the 1970s and 1980s by psychologist Emmy Werner as she conducted a forty-year-long study of a cohort of Hawaiian children who came from low socioeconomic status backgrounds.
Adolescent health, or youth health, is the range of approaches to preventing, detecting or treating young people's health and well-being. [ 1 ] The term adolescent and young people are often used interchangeably, as are the terms Adolescent Health [ 2 ] and Youth Health.
Positive psychotherapy (PPT) is a therapeutic approach developed by Nossrat Peseschkian during the 1970s and 1980s. [2] [3] [4] Initially known as "differentiational analysis", it was later renamed as positive psychotherapy when Peseschkian published his work in 1977, which was subsequently translated into English in 1987.
Academic buoyancy is a type of resilience relating specifically to academic attainment. It is defined as 'the ability of students to successfully deal with academic setbacks and challenges that are ‘typical of the ordinary course of school life (e.g. poor grades, competing deadlines, exam pressure, difficult schoolwork)'. [1]
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