Resilience and Positive Development in High School Students
DOI:
https://doi.org/10.37843/rted.v18i2.679
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Abstract
Resilience enables adolescents to reduce the effects of negative emotions, cognitive rumination, and non-suicidal self-harm. These require the benefits of cognitive-behavioral therapy and acceptance and commitment therapy. Additionally, practicing social, personal, and individual values ??contributes to overcoming these disorders. The objective was to determine the relationship between resilience and positive development in adolescents in secondary education (fourth and fifth grade). This allowed for determining the role of resilience as a driving factor of self-confidence and proactivity in problem-solving. The study was based on the positivist paradigm, a hypothetical-deductive method, a quantitative approach, and a non-experimental, correlational, and cross-sectional design. The sample consisted of 250 students from an educational institution. The Child and Adolescent Resilience Questionnaire-Revised Version (CES-D-R) and the Short Version of the Values ??for Positive Adolescent Development Scale (EVDPA-R) were administered. The results showed significant correlations between resilience and problem-solving (R = .508) and insight (R = .684). Furthermore, positive development showed positive correlations with social (R = .574), personal (R = .628), and individual (R = .649) values. The need to strengthen good educational practices by conducting psycho-pedagogical workshops on specific psychotherapeutic interventions (SPI) was highlighted. These included individual therapy for emotional regulation and the reduction of self-harming behaviors in adolescents. It was concluded that the inclusion of the university research line, Evaluation of values ??for adolescent development, can provide sufficient support to future teachers in supporting schoolchildren with mental disorders and self-harm.
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