Jongen Crystal Sky, McCalman Janya, Bainbridge Roxanne Gwendolyn
Centre for Indigenous Health Equity Research, School of Health, Medicine and Applied Sciences, Central Queensland University, Rockhampton, QLD, Australia.
Front Public Health. 2020 Jan 10;7:351. doi: 10.3389/fpubh.2019.00351. eCollection 2019.
The concept of resilience offers a strengths-based framework for interventions to enhance Indigenous adolescent social and emotional well-being. Resilience interventions in or with schools encompass individual, social, and environmental factors that encourage health-promoting behaviors and assist adolescents in navigating toward resources that can sustain their health and well-being in times of adversity. This scoping review examined the literature on resilience-enhancing interventions for Indigenous adolescent students in Canada, Australia, New Zealand, and the United States (CANZUS nations). Intervention strategies, adherence to theoretical constructs, and outcomes were analyzed. A systematic search was conducted of intervention studies aimed at improving Indigenous adolescent resilience and published in CANZUS nations between January 1990 and May 2016. Eleven peer-reviewed databases and 11 websites and clearing houses were searched for relevant studies. Following double-blinded screening, a total of 16 intervention papers were included for analysis. Study characteristics were identified and study quality was assessed using appropriate assessment tools. Twelve interventions (75%) were delivered in school settings and four (25%) were community-based, conducted in partnership with schools. Seven publications (44%) reported interventions focused exclusively on fostering individual resilience. Another seven (44%) included components that aimed to build staff, school, and/or community capacity to support adolescent resilience, and two (12.5%) had community/school capacity-building as the primary focus. Culturally based approaches to enhancing resilience were evident in most studies (81%). The publications documented the use of a range of program models, processes, and activities aligned with resilience theory. Positive outcomes were reported for improved individual assets (e.g., strengthened self-esteem and Indigenous identity), environmental resources (e.g., increased peer support and social/community connection), and increased community capacity (e.g., increased youth training and leadership opportunities). On average, study quality was assessed as moderate to high. The strongest evidence of intervention effectiveness was for improvements in mental health symptoms and outcomes. Interventions indicated strong alignment with ecological and culturally based resilience theories and models. While the results of the studies indicate some positive impacts on the resilience of Indigenous adolescents, future evaluations should aim to ensure high study quality and focus on measuring strengths-based resilience outcomes.
复原力的概念为旨在提升原住民青少年社会和情感幸福感的干预措施提供了一个基于优势的框架。在学校内部或与学校合作开展的复原力干预措施涵盖个人、社会和环境因素，这些因素鼓励促进健康的行为，并帮助青少年获取资源，以便在逆境中维持自身的健康和幸福。本范围综述考察了加拿大、澳大利亚、新西兰和美国（CANZUS国家）针对原住民青少年学生开展的增强复原力干预措施的相关文献。对干预策略、对理论架构的遵循情况以及结果进行了分析。对1990年1月至2016年5月期间在CANZUS国家发表的旨在提高原住民青少年复原力的干预研究进行了系统检索。在11个同行评审数据库以及11个网站和信息交换中心中搜索相关研究。经过双盲筛选，共纳入16篇干预研究论文进行分析。使用适当的评估工具确定研究特征并评估研究质量。12项干预措施（75%）在学校环境中实施，4项（25%）以社区为基础，并与学校合作开展。7篇出版物（44%）报告的干预措施仅专注于培养个人复原力。另外7篇（44%）包含旨在建设工作人员、学校和/或社区支持青少年复原力能力 的内容，2篇（12.5%）以社区/学校能力建设为主要重点。大多数研究（81%）中都明显采用了基于文化的增强复原力方法。这些出版物记录了一系列与复原力理论相符的项目模式、流程和活动的使用情况。报告了在个人资产（如增强的自尊和原住民身份认同）、环境资源（如同伴支持和社会/社区联系增加）以及社区能力（如青年培训和领导机会增加）方面取得的积极成果。平均而言，研究质量被评估为中等至高等。干预有效性的最有力证据是心理健康症状和结果的改善。干预措施显示出与基于生态和文化 的复原力理论及模式高度一致。虽然研究结果表明对原住民青少年的复原力有一些积极影响，但未来的评估应旨在确保研究质量高，并专注于衡量基于优势的复原力结果。
