1 recherche sur le mot-clé 'adjudicated youth'

Hidden talents in harsh environments / Bruce J. ELLIS in Development and Psychopathology, 34-1 (February 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-1 (February 2022) . - p.95-113 Titre : Hidden talents in harsh environments Type de document : Texte imprimé et/ou numérique Auteurs : Bruce J. ELLIS, Auteur ; Laura S. ABRAMS, Auteur ; Ann S. MASTEN, Auteur ; Robert J. STERNBERG, Auteur ; Nim TOTTENHAM, Auteur ; Willem E. FRANKENHUIS, Auteur Article en page(s) : p.95-113 Langues : Anglais (eng) Mots-clés : adaptive intelligence  adjudicated youth  developmental adaptation to stress  educational interventions  neuroplasticity  resilience  stress-adapted skills Index. décimale : PER Périodiques Résumé : Although early-life adversity can undermine healthy development, children growing up in harsh environments may develop intact, or even enhanced, skills for solving problems in high-adversity contexts (i.e., ?hidden talents?). Here we situate the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, we propose that stress-adapted skills represent a form of adaptive intelligence that enables individuals to function within the constraints of harsh, unpredictable environments. We discuss the alignment of the hidden talents model with current knowledge about human brain development following early adversity; examine potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice; and compare the hidden talents model with contemporary developmental resilience models. We conclude that the hidden talents approach offers exciting new directions for research on developmental adaptations to childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs and potentials of individuals from a diverse range of life circumstances. This approach affords a well-rounded view of people who live with adversity that avoids stigma and communicates a novel, distinctive, and strength-based message. En ligne : http://dx.doi.org/10.1017/s0954579420000887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Hidden talents in harsh environments [Texte imprimé et/ou numérique] / Bruce J. ELLIS, Auteur ; Laura S. ABRAMS, Auteur ; Ann S. MASTEN, Auteur ; Robert J. STERNBERG, Auteur ; Nim TOTTENHAM, Auteur ; Willem E. FRANKENHUIS, Auteur . - p.95-113. Langues : Anglais (eng) in Development and Psychopathology > 34-1 (February 2022) . - p.95-113 Mots-clés : adaptive intelligence  adjudicated youth  developmental adaptation to stress  educational interventions  neuroplasticity  resilience  stress-adapted skills Index. décimale : PER Périodiques Résumé : Although early-life adversity can undermine healthy development, children growing up in harsh environments may develop intact, or even enhanced, skills for solving problems in high-adversity contexts (i.e., ?hidden talents?). Here we situate the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, we propose that stress-adapted skills represent a form of adaptive intelligence that enables individuals to function within the constraints of harsh, unpredictable environments. We discuss the alignment of the hidden talents model with current knowledge about human brain development following early adversity; examine potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice; and compare the hidden talents model with contemporary developmental resilience models. We conclude that the hidden talents approach offers exciting new directions for research on developmental adaptations to childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs and potentials of individuals from a diverse range of life circumstances. This approach affords a well-rounded view of people who live with adversity that avoids stigma and communicates a novel, distinctive, and strength-based message. En ligne : http://dx.doi.org/10.1017/s0954579420000887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474