Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

In this review, we scope the role of interpersonal relationships in students’ academic motivation, engagement, and achievement. We argue that achievement motivation theory, current issues, and educational practice can be conceptualized in relational terms. Influential theorizing, including attribution theory, expectancy-value theory, goal theory, self-determination theory, self-efficacy theory, and self-worth motivation theory, is reviewed in the context of the role of significant others in young people’s academic lives. Implications for educational practice are examined in the light of these theoretical perspectives and their component constructs and mechanisms. A trilevel framework is proposed as an integrative and relationally based response to enhance students’ motivation, engagement, and achievement. This framework encompasses student-level action (universal programs and intervention, targeted programs for at-risk populations, extracurricular activity, cooperative learning, and mentoring), teacher- a...

https://www.jstor.org/stable/pdfplus/40071168.pdf

Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

Teachers Resilience: A Necessary Condition for Effectiveness.

We have come a long way from the heady days of the Great Society, when most people seemed to believe that education would solve all of our problems, both intellectual and social The Coleman Report in 1966 cast the first doubts, and Jencks ( Inequality ) and Averch ( How Effective is Schooling? ) in 1972 seemed to make it official: nothing that schools do really makes any difference Considering that we spend more on schools than most other state and local governmental functions combined, this is indeed a dreary state of affairs Fifteen Thousand Hours has the temerity to question our present conventional wisdom It is a study of what things do make a difference in pupil outputs in 12 London inner-city secondary schools In many ways, it is a substantial improvement, methodologically, over previous studies First, it studies not just one output (which has usually been the score on some standardized test),

Fifteen Thousand Hours: Secondary Schools and Their Effects on Children

This study examines educational and psychological correlates of academic resilience using within-network and between-network validity approaches. Based on a sample of 402 Australian high-school students, a newly developed unidimensional academic resilience construct found within-network validity by way of sound item and factor properties. In terms of between-network validity, correlation, path analysis, and cluster analysis showed that five factors predict academic resilience: self-efficacy, control, planning, low anxiety, and persistence. Hence, a 5-C model of academic resilience is proposed: confidence (self-efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Path analysis also showed that academic resilience subsequently predicts three educational and psychological “outcomes”: enjoyment of school, class participation, and general self-esteem. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 267–281, 2006.

Academic resilience and its psychological and educational correlates: A construct validity approach

In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers – in other words they have adopted a deficit approach to the problem with the focus firmly fixed on ‘what’s going wrong’. From this perspective, the failure of some teachers to cope has generally been defined as a personal rather than an institutional weakness and the solutions that have been promoted have been largely palliative or therapeutic. The study reported in this paper adopted a different approach to the question of teacher stress and burnout. Instead of asking ‘what’s going wrong’ we asked why are some teachers able to cope successfully with the same kinds of stressors that appear to defeat others – in other words, we looked at ‘what’s going right’.

Resilient teachers: resisting stress and burnout

In recent times, research has been conducted into childhood resilience, a term which, according to Masten, Best and Garmezy (1990) is defined as the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances. Rutter (1990, p. 181) suggests the term refers to 'the positive pole of the ubiquitous phenomenon of individual difference in people's responses to stress and adversity'. This paper presents a brief review and critique of the most influential literature in the area which includes work by, for example, Rutter (1994), Garmezy (1994), Garmezy and Rutter (1983), Werner and Smith (1988, 1990) and others. In particular, the way in which the concept of resilience has been taken up in the educational literature will be examined (e.g. Benard, 1991, 1993; Winfield 1994; Comprehensive Training to Assure Resiliency in Students, 1996; Wang, 1995). The paper concludes by suggesting that while the twin concepts of risk and resilience have been carefully explored i...

https://www.jstor.org/stable/pdfplus/1050923.pdf

Childhood Resilience: Review and critique of literature

Research has been conducted into childhood resilience, a term which according to A. Masten, K. Best and N. Garmezy (Resilience and development: contributions from study of children who overcome adv...

What Makes the Difference? Children and teachers talk about resilient outcomes for children 'at risk'

Quantifying and Evaluating Resilience-Promoting Factors: Teachers' Beliefs and Perceived Roles

The more people are urged to 'think globally' and to see themselves as 'citizens of the world', the more taken-for granted notions of national belonging (national identity) are called into question. Nowhere has this been more evident than in Australia where, in recent times, a number of events have caused Australians to think most carefully about what it means to be Australian. While there have been plenty of opportunities for adults to debate these issues, little attention has been paid to the way children are now conceptualising their senses of 'belonging'. Do children see themselves as global citizens, an identity they are increasingly encouraged to embrace through mass media, mass communications and the Internet, or do they see themselves as belonging to an entity called 'Australia', or are they juggling with both identities? This study examines how 28 young Australian children are thinking about what it means to be 'Australian' and 'a citizen' in global times.

Sue Howard

Papers

Resilient teachers: resisting stress and burnout

Childhood Resilience: Review and critique of literature

What Makes the Difference? Children and teachers talk about resilient outcomes for children 'at risk'

Quantifying and Evaluating Resilience-Promoting Factors: Teachers' Beliefs and Perceived Roles

'It's Like We're a Normal Way and Everyone Else is Different': Australian children's constructions of citizenship and national identity