Psychological Resilience Interventions for Adolescents during the COVID-19 Pandemic
Abstract
:1. Introduction
- Are there differences in the levels of psychological resilience of junior high and high school students in different grades, and if so, how do these variations manifest?
- Does the resilience intervention for junior high and high school students have different effects due to their different development status?
- In which grades do interventions produce the best results?
2. Materials and Methods
2.1. Participants
2.2. Procedure
2.2.1. Intervention Group
Psychological Course Training
Physical Training
2.2.2. Control Group
2.3. Measures
2.4. Statistical Analyses
3. Results
3.1. The Resilience Development Pattern in Adolescents
3.2. The Effects of Resilience Interventions for Adolescents of Various Grades
3.2.1. The Effect of Resilience Intervention in the Seventh Grade
3.2.2. The Effect of Resilience Intervention in the Eighth Grade
3.2.3. The Effect of Resilience Intervention in the 10th Grade
3.2.4. The Effect of Resilience Intervention in the 11th Grade
4. Discussion
4.1. The Resilience Development Pattern in Adolescents
4.2. The Critical Period of Resilience Intervention for Adolescents
4.3. Limitations and Future Directions
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Time | Theme | Sample of Content |
---|---|---|
The 1st week | Strength | Module 1: Clap hands in 30 s without stopping and experience the unlimited potential you have. Module 2: Self-portrait—express yourself as a plant or an animal. Module 3: Write down three of your strengths, and group members will add more of your advantages. Module 4: Share your most successful experience in class and realize you are great. |
The 2nd week | Optimism | Module 1: Read a story of a happy farmer, and learn to be content with what you have. Module 2: Watch a video of dancing during the pandemic, and feel the optimism of medical caregivers and patients. Module 3: Read the fable “a blessing in disguise” and share your ideas. Module 4: Judge events from different perspectives with teachers’ guidance by the ABC Theory of Emotion. |
The 3rd week | Tenacity (part 1) | Module 1: Watch Churchill’s speech which said the secret of success is never giving up. Module 2: Fill in the blanks of famous poems which talk about hardiness. Module 3: Feel your own willpower through an arm-raising activity. Module 4: Watch the story of “Nick Vujicic” and acquire his spirit. |
The 4th week | Tenacity (part 2) | Module 5: Read the psychologist’s experiment and internalize the importance of setting goals with respect to hardiness. Module 6: Play the game “Who is the Wooden Man”—the people who remain still until the end will be the winners. Module 7: Stand on one foot and keep your body balanced, count how long you persist, then share your feelings. |
7th Grade (n = 147) | 8th Grade (n = 148) | 10th Grade (n = 131) | 11th Grade (n = 133) | |
---|---|---|---|---|
M (SD) | M (SD) | M (SD) | M (SD) | |
Resilience | 56.26 (14.90) | 56.39 (16.05) | 53.69 (11.53) | 59.86 (13.59) |
Strength | 19.44 (5.24) | 19.88 (5.70) | 18.76 (4.33) | 20.64 (4.97) |
Optimism | 9.20 (2.82) | 9.43 (2.76) | 9.15 (2.24) | 10.08 (2.37) |
Tenacity | 27.62 (8.61) | 27.08 (9.07) | 25.79 (6.42) | 29.15 (7.47) |
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Xing, J.; Xu, X.; Li, X.; Luo, Q. Psychological Resilience Interventions for Adolescents during the COVID-19 Pandemic. Behav. Sci. 2023, 13, 543. https://doi.org/10.3390/bs13070543
Xing J, Xu X, Li X, Luo Q. Psychological Resilience Interventions for Adolescents during the COVID-19 Pandemic. Behavioral Sciences. 2023; 13(7):543. https://doi.org/10.3390/bs13070543
Chicago/Turabian StyleXing, Jingwen, Xiaofeng Xu, Xing Li, and Qing Luo. 2023. "Psychological Resilience Interventions for Adolescents during the COVID-19 Pandemic" Behavioral Sciences 13, no. 7: 543. https://doi.org/10.3390/bs13070543