RTI uses cookies to offer you the best experience online. By clicking “accept” on this website, you opt in and you agree to the use of cookies. If you would like to know more about how RTI uses cookies and how to manage them please view our Privacy Policy here. You can “opt out” or change your mind by visiting: http://optout.aboutads.info/. Click “accept” to agree.
Risk and resilience among children referred to protective services
A longitudinal investigation of child well-being in multiple domains
Shaffer, A., Egeland, B., & Wang, K. (2010). Risk and resilience among children referred to protective services: A longitudinal investigation of child well-being in multiple domains. In M. B. Webb, K. Dowd, B. J. Harden, J. Landsverk, & M. Testa (Eds.), Child welfare and child well-being: Mew perspectives from the national survey of child and adolescent well-being (pp. 83-106). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195398465.003.0003
This chapter looks at children in their beginning school years. For children involved with child welfare, the transition to school brings new opportunities but may also present new obstacles to those who lack stability in their home or community environments. The chapter examines a major developmental construct—resilience—defined as adaptation in the face of adversity. It identifies some factors that appear to promote more competent functioning in this high-risk group of school-aged children. Interestingly, potentially modifiable factors are found to be important, including school engagement and placement stability.