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AbstractPurpose: To set out a rules-based model for resilience from bioscience and to explore its translation for helping to illuminate the mechanisms through which resilience operates in the context of children and young people’s wellbeing and for critical evaluative research into interventions in this area. Design: The theoretical model is applied to an example of a school-based social and emotional learning programme, ‘Promoting Alternative Thinking Strategies’ (PAThS), drawing on examination of programme materials, a focus group with practitioners and existing research literature on the programme. Results: The model fitted well with the core problem-solving elements of the PAThS curriculum but less so with other aspects of the programme. It was useful for breaking down the processes involved in generating resilience in this context into a series of steps and in providing a basis for introducing critical evaluative questions about interventions. An initial critical evaluative framework for resilience interventions is proposed.
PublisherPedagogy in Practice
JournalPedagogy in Practice
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