Abstract
Resilience research has proven to be helpful to those committed to improving academic and psychosocial outcomes for students within schools. Empirical descriptions of children who succeed despite growing up in very adverse living conditions have been used as an undergirding foundation to applied practice in schools (Doll & Cummings, 2008; Doll et al., 2009; Werner, 2006). However, a major challenge has been the translation of diverse resilience constructs and research (described in detail in Chap. 1) into practical assessments of resilience that are meaningful in schools. School practitioners require assessment strategies that capture the foundations of developmental resilience research, while also relating in important ways to the empirical precursors to school success and using procedures that are resource efficient and highly beneficial for educational planning.
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Song, S.Y., Doll, B., Marth, K. (2013). Classroom Resilience: Practical Assessment for Intervention. In: Prince-Embury, S., Saklofske, D. (eds) Resilience in Children, Adolescents, and Adults. The Springer Series on Human Exceptionality. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4939-3_5
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