Educational Programs to Build Resilience in Children, Adolescent or Youth with Disease or Disability

A Systematic Review

Dados Bibliográficos

ID22047707
AutoresMartín García-Parra (0000-0003-3306-5356, Universitat de les Illes Balears), Francisca Negre Bennásar (0000-0003-4636-2675, Universitat de les Illes Balears), Sebastià Verger Gelabert (0000-0002-4627-2082, Universitat de les Illes Balears)
Ano2021
Volume11
Fascículo9
Páginas464
Data de publicação2021-08-25
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11090464
IdiomaEN
Citações recebidas4
Referências citadas26

Resilience is understood as interactive processes that strengthen the individual and the family in the face of the demands of adversity or vulnerable situation. Resilience is fostered from a psychopedagogical approach when practices are developed that assist in facing challenges positively, having life projects and developing academic potentialities. Thus, the objective of this systematic review of the literature is cartography programs that promote resilience in children, adolescents, or youths who are facing a challenging condition, such as a disease or disability. The PRISMA declaration was used to guide this systematic search. The databases consulted were Web of Science, Scopus, EBSCOhost, ERIC and Dialnet Plus. Open access articles were selected between 2016 and 2021. The selection resulted in 15 educational programs. The results indicate that there are several models for building resilience, such as ecosystem, family, community, and academic models. In conclusion, interdisciplinarity is a cross-cutting axis for enhancing resilience in vulnerable settings