Background
Resilience among transition-age youth
Present investigation
PCC Element | Definition |
---|---|
Population Age SMI | Transition-age youth who have experienced SMI |
Concept Resilience Core elements | “A dynamic process that unfolds over time, involving multiple resilience factors that interact to enable individuals to negotiate or recover from stressful life events / adversity” [41] (1) Adversity: subjective experiences of stress, hardships, trauma, challenges, or other adverse circumstances. (2) Personal characteristics: internal protective / risk factors reflected as individual traits or qualities. (3) Environmental resources: external protective / risk factors reflected as social supports, services, resources, or social determinants of health. (4) Self-regulatory strategies / processes: the strategies and mechanisms through which young people self-manage their mood, emotions, thoughts, and/or behaviors. (5) Resilience-related outcomes: indices of positive development, adaptation, health, well-being etc |
Context | Research conducted in any individual, community, or health-oriented setting that may reflect the context of transition-age youth’s personal mental health recovery |
Methods
Stage 1: identifying the research question
Stage 2: identifying relevant literature
Stage 3: study selection
Stage 4: data extraction
Stage 5: collating, summarizing, and reporting the results
Stage 6: community advisory group consultation
Transparency and rigor
Results
Study characteristics
Author | Country | Participant Characteristics: Diagnosis (Dx), Onset of SMI, Age (Range, Mean ± SD), Sex/Gender (%), Race/Ethnicity (%) | Sample Size (N) | Academic Discipline |
---|---|---|---|---|
Seok et al. (2012) [55] | Korea | Dx: Major Depressive Disorder (MDD). Onset: n/r Age: M = 31.9 ± 1.8 years. Sex/Gender: 73.1% Female. Race/Ethnicity: n/r | N = 26 | Psychiatry |
Fischer et al. (2018) [56] | U.S.A | Dx: Major Depressive Disorder (MDD). Onset: n/r Age: M = 18.9 ± 2.5 years. Sex/Gender: 100% Female. Race/Ethnicity: 65% White | N = 20 | Psychiatry |
Konradt et al. (2018) [57] | Brazil | Dx: Major Depressive Disorder (MDD). Onset: n/r Age: 18–29 years (M = 23.98 ± 3.38). Sex/Gender: 75.8% Women. Race/Ethnicity: n/r | N = 61 | Psychiatry |
De Berardis et al. (2020) [58] | Italy | Dx: Major Depression. Onset: Young adulthood Age: 18–37 years (M = 25.2 ± 3.8). Sex/Gender: n/r. Race/Ethnicity: n/r | N = 103 | Psychiatry |
Vieira et al. (2020) [59] | Brazil | Dx: Major Depressive Disorder (MDD), Bipolar Disorder (BD). Onset: n/r Age: MDD: M = 26.02 ± 2.13 years; BD: M = 25.78 ± 2.11 years Sex/Gender: 75.2% Female. Race/Ethnicity: 64.1% White | N = 407 | Psychiatry |
Peters et al. (2021) [60] | Brazil | Dx: Major Depressive Disorder (MDD). Onset: n/r Age: 18–29 years. Sex/Gender: 78.3% female. Race/Ethnicity: n/r | N = 106 | Psychiatry |
Fergusson et al. (2003) [61] | New Zealand | Dx: Major Depression. Onset: Young adulthood Age: 14–21 years. Sex/Gender: 49.8% Female. Race/Ethnicity: n/r | N = 403 | Psychology |
Gralinski-Bakker et al. (2004) [26] | U.S.A | Dx: Any clinically diagnosed SMI, defined as serious psychiatric disorder requiring inpatient hospitalization for 2–12 months. Onset: Adolescence (M = 14.4 years) Age: T1: M = 25.8 years; T2: 26–35 years (30.35 ± 2.26) Sex/Gender: 53% Women. Race/Ethnicity: n/r | N = 49 | Psychology |
Hauser et al. (2007) [62] | U.S.A | Dx: Any clinically diagnosed SMI, defined as serious psychiatric disorder requiring inpatient hospitalization for 2–12 months. Onset: Adolescence (13–16 years old) Age: T1: 14–17 years; T2: young adulthood (18 +).a Sex/Gender: 44% Female. Race/Ethnicity: Predominantly Caucasian | N = 67 | Psychology |
Tan et al. (2015) [63] | Australia | Dx: Any axis 1 mental health disorder. Mixed mental disorders and clinically relevant decline in functioning. Onset: Adolescence Age: 13–18 years (15.40 ± 1.55). Sex/Gender: 75% Female. Race/Ethnicity: n/r | N = 80 | Psychiatry |
Marvin et al. (2017) [64] | U.S.A | Dx: Any clinically diagnosed SMI requiring residential treatment. 31% also had a learning disability. Onset: n/r Age: M = 14.85 ± 1.78 years. Sex/Gender: 100% Girls. Race/Ethnicity: 58% Caucasian | N = 36 | Psychology |
Hauber et al. (2019) [65] | The Netherlands | Dx: Personality Disorders. > 50% with co-occurring axis 1 disorder(s). Onset: n/r Age: 16–23 years (M = 18.9 ± 1.7). Sex/Gender: 88.6% Female. Race/Ethnicity: n/r | N = 70 | Psychiatry |
Hadebe et al. (2020) [66] | South Africa | Dx: Any SMI (schizophrenia, depression, bipolar disorder, anxiety).bOnset: n/r Age: 19–34 years. Sex/Gender: 30% Female. Race/Ethnicity: n/r Young adults living in a low-resource area | N = 10 | Nursing |
Gårdvik et al. (2021) [67] | Norway | Dx: Primary diagnosis of mood disorder or anxiety disorder. Former outpatients with high degree of comorbidity and complex symptom patterns. Onset: n/r Age: T1: 13–18 years (M = 15.7 ± 1.7); T2: 16–21 years (M = 18.5 ± 1.6) Sex/Gender: 56.8% Girls. Race/Ethnicity: n/r | N = 254 | Medicine |
Zimmermann et al. (2021) [68] | Switzerland | Dx: Borderline Personality Disorder (BPD). Onset: n/r Age: M = 16.6 ± 1.5 years. Sex/Gender: 100% Female. Race/Ethnicity: n/r | N = 15 | Psychology |
Henderson et al. (2015) [69] | Australia | Dx: First Episode of Psychosis (FEP). Onset: Within the past 36 months Age: 19–28 years. Sex/Gender: 70% Male. Race/Ethnicity: n/r | N = 10 | Psychiatry |
Las Hayas et al. (2016) [70] | Spain | Dx: Eating Disorder (e.g., anorexia nervosa (AN), bulimia nervosa (BN), both AN & BN, eating disorders not otherwise specified). Onset: Adolescence (M = 16.6 ± 3.7 years) Age: M = 35.6 ± 6.7 years.aSex/Gender: 100% Women. Race/Ethnicity: n/r | N = 20 | Psychology |
Grob et al. (2020) [71] | U.S.A | Dx: Depression. 47% had co-occurring mental health conditions. Onset: Adolescence (< 15 years) to emerging adulthood (≥ 15 years) Age: 18–29 years. Sex / Gender: 50% Female. Race / Ethnicity: 63.9% White Participants recruited for maximum diversity (e.g., social identities, geographic locations) | N = 38 | Medicine |
Luther et al. (2020) [72] | U.S.A | Dx: Schizophrenia or Bipolar Disorder with Current Psychosis Early psychosis group: individuals < 36 years old. Onset: M = 19.90 ± 4.49 years Age: M = 25.47 ± 4.47 years. Sex/Gender: 63% Male. Race/Ethnicity: 53% African American | N = 30 | Psychiatry |
Delman et al. (2017) [73] | U.S.A | Dx: n/r. Onset: n/r. Young adults in recovery from “serious mental health conditions” Age: 21–26 years (M = 24). Sex/Gender: 57% Female. Race/Ethnicity: 100% White | N = 7 | Psychiatry |
Lal et al. (2017) [74] | Canada | Dx: Schizophrenia Spectrum and Affective Psychoses. Onset: Within the past 3 years Age: 18–24 years (M = 22) Sex/Gender: 71% Male. Race/Ethnicity: 41% First Nations, Asian, and Latin American Participants from diverse sociocultural and economic backgrounds | N = 17 | Interdisciplinaryc |
Rayner et al. (2018) [75] | Australia | Dx: Any SMI, defined as a lifelong psychiatric condition that substantially disrupts daily functioning. All participants reported one or more co-occurring disorders (e.g., anxiety, depression, schizophrenia, bipolar, borderline personality disorder). Onset: n/r Age: 18–23 years (M = 20). Sex/Gender: 66.7% Female. Race/Ethnicity: n/r | N = 15 | Psychology |
Shalanski et al. (2019) [14] | Canada | Dx: Any SMI (e.g., PTSD, depression, and addiction). History of complex mental health problems and trauma. Onset: n/r Age: 15–16 years. Sex/Gender: 100% girls. Race/Ethnicity: n/r | N = 5 | Nursing |
Kim et al. (2020) [76] | Korea | Dx: Psychosis and Schizophrenia Spectrum Disorders. Onset: n/r Age: Acute stage: M = 28.7 ± 8.7 years; Stabilization phase: M = 26.6 ± 7.0 years.b Sex / Gender: 45% Women. Race / Ethnicity: n/r | N = 340 | Psychiatry |
RQ1: HOW has resilience been conceptualized and operationalized?
Research Traditions | Theoretical Orientation | Conceptual Focus | Methodological / Instrumental Approach | ||
---|---|---|---|---|---|
Overview & Approach | Author | Definition | Purpose | Study Design | Operationalization & Measures |
Stress Adaptation (n = 6) Guiding Frameworks: Main resilience theorists: Conceptualized resilience as: A process of positive adaptation determined through integrated biological, psychological, social, and environmental factors Focus: Emphasized personal protective factors that promote adaptation Approach: Variable-centred | Seok et al. (2012) [55] | The personal characteristics that enable one to adapt to environmental challenges and to overcome adversities or stressors | To investigate the relationships between early life stress and resilience factors with depressive symptom severity | Quantitative Cross-sectional study | Personal resilience factors CD-RISC [83] 5 Subscales: self-efficacy, self-confidence, optimism, self-control, spirituality / autonomy |
Fischer et al. (2018) [56] | The process of adapting well in the face of significant sources of stress and bouncing back from difficult life experiences | To investigate neural markers of resilience to depression, and the modulatory role of positive / negative life events | Quantitative Longitudinal study | Personal (neurobiological) resilience factors | |
Konradt et al. (2018) [57] | The ability to adapt successfully in the face of stress and adversity, maintaining normal psychological and physical functioning | To assess the effects of resilience on severity of depressive and anxious symptoms after psychotherapy | Quantitative Clinical follow-up study nested in a randomized clinical trial | A mechanism and an outcome RS [84] Global Score | |
De Berardis et al. (2020) [58] | The adaptive ability to cope with adversity or trauma | To examine the relationships between alexithymia, somatic sensations, resilience, and suicidal ideation | Quantitative Cross-sectional study | Personal resilience factors CD-RISC [83] Global Score | |
Vieira et al. (2020) [59] | The ability to maintain relatively healthy and stable levels of physical and psychological functioning in the wake of traumatic experiences | To examine the mediating effect of resilience on the relationship between childhood trauma and mood disorder / depressive symptom severity | Quantitative Cross-sectional study | A mechanism RS [84] Global Score | |
Peters et al. (2021) [60] | A person’s ability to adapt successfully to acute stress, trauma, or chronic forms of adversity | To explore clinical and biological correlates of resilience, and differences in therapeutic effects based on genetic markers | Quantitative Randomized clinical trial aSGBA | Personal (genetic) resilience factors, and an outcome RS [84] Global Score | |
Person-Environment Interactions (n = 9) Guiding Frameworks: Psychosocial theories (narrative medicine [85], social-emotional learning framework [86], tripartite model of depression and anxiety [87], Yalom’s 12 therapeutic factors [88], neurodevelopmental model of resilience [89]) Main resilience theorists: Rutter (interactive) [81, 90, 91], Masten (developmental) [82, 92, 93], Luthar (multidimensional) [22] Conceptualized resilience as: A complex and transactional process dependent on both personal and environmental factors Focus: Increased emphasis on external protective factors and transactional processes between each person and their immediate environment Approach: Variable-centred Person-centred Life-course | Fergusson et al. (2003) [61] | A set of protective factors that may mitigate risk of developing suicidal behaviors | To explore factors that may contribute to vulnerability or resiliency to suicidal behaviors among young people | Quantitative Longitudinal cohort study aSGBA | Personal / environmental (individual, familial, school, peer-related) resilience factors |
Gralinski-Bakker et al. (2004) [26] | Successful adaptation among individuals who faced challenging or threatening circumstances | To examine early adult indicators of psychosocial adjustment as predictors of adult markers of resilience (functioning and well-being) over time | Quantitative Longitudinal study aSGBA | A process over time, and personal / environmental resilience factors | |
Hauser et al. (2007) [62] | Unexpected adaptation in the face of serious adversity | To understand how resilient development unfolds among young people who have experienced SMI, and how protective processes change over the life-course | Qualitative Narrative follow-back study | A process over time, and “resilient functioning” as an outcome | |
Tan et al. (2015) [63] | The capacity of an individual to mobilise health-sustaining resources from a myriad sources – family, community and culture | To examine the efficacy of a mindfulness-based group intervention for adolescents with mixed mental health disorders | Quantitative Randomized controlled trial | An outcome RSCA [94] Global Score | |
Marvin et al. (2017) [64] | A set of skills (e.g., social and emotional competencies) that can be taught and/or strengthened | To evaluate the Strong Teens social-emotional learning curriculum among adolescent girls in a residential treatment center | Quantitative Non-equivalent quasi-experimental wait-list control | An outcome SEARS [95] Global Score | |
Hauber et al. (2019) [65] | The belief that one can cope with stressful life events | To identify therapeutic factors in adolescents’ written narratives, and relate these to changes in symptoms after treatment | Mixed-methods study | A process over time, and personal / environmental (therapeutic) resilience factors | |
Hadebe et al. (2020) [66] | The ability of an individual to function completely in the face of adversity or stress | To explore young adults’ resilience and social support networks | Qualitative Exploratory study | Environmental (social support) resilience factors | |
Gårdvik et al. (2021) [67] | Positive adaptation to risk exposure, and a more positive psychological outcome than would be expected in case of high levels of environmental adversities | To examine whether resilience factors and treatment procedures among adolescents first presenting at mental health clinics were related to psychiatric symptom load three years later | Quantitative Prospective longitudinal cohort study aSGBA | Personal / environmental resilience factors READ [96] Global Scale & 5 Subscales: personal competence, social competence, structured style, family cohesion, social resources | |
Zimmermann et al. (2021) [68] | A positive outcome despite adversity | To investigate movement synchrony in relation to therapeutic outcomes during psychotherapy treatment | Quantitative Observational study | Personal / environmental (movement synchrony) resilience factors | |
Recovery-Focused (n = 4) Guiding Frameworks: Main resilience theorists: Aranda (interpretivist) [101], Luthar (multidimensional) [22, 102], Bottrell (social theory) [103], Richardson (metatheory) [104], Bonanno (recovery vs. resilience distinction) [105, 106] Conceptualized resilience as: A dynamic and multidimensional process which promotes functioning and recovery Focus: Adaptive strengths and processes in the context of youth’s recovery Approach: Person-centred | Henderson et al. (2015) [69] | A dynamic process wherein individuals display positive adaptation despite experiences of significant adversity or trauma | To explore young people’s experience of a first episode of psychosis over time and to develop a substantive theory of their responses and behaviors | Qualitative Grounded theory study | A process over time |
Las Hayas et al. (2016) [70] | A dynamic process in which psychological, social, environmental, and biological factors interact to enable an individual at any stage of life to develop, maintain, or regain his/her mental health despite exposure to adversity [107] | To explore the role of resilience in recovery from eating disorders (EDs), and to develop a model of resilience in women with EDs | Qualitative Grounded theory study | A process over time, and personal / environmental resilience factors | |
Grob et al. (2020) [71] | A set of complex, subjective processes through which individuals negotiate their complicated journey toward clarified identity and life purpose | To explore how participants' depression impacted their transition from adolescence to emerging adulthood, and built their capacity to form a coherent identity and find a purpose in life | Qualitative Grounded theory study bEDI cYouth engagement (consultation) | A process over time | |
Luther et al. (2020) [72] | The capacity of a dynamic system to withstand or recover from significant challenges that threaten its stability, viability, or development | To examine whether resilience differs among those with early vs. prolonged psychosis, and the associations between resilience scores and specific symptom domains | Quantitative Cross-sectional study | Personal resilience factors RS [84] Global Score & 2 Subscales: personal competence, acceptance of self and life | |
Critical and Cultural Perspectives (n = 5) Guiding Frameworks: Social-ecological frameworks (capital theory [108], ecological systems theory [52]) and recovery models of mental health [109, 110] Main resilience theorists: Bottrell (social theory) [103], Ungar (social-ecological) [23], Luthar (multidimensional) [22], Masten (developmental) [92], Richardson (metatheory) [104] Rutter (interactive) [91] Conceptualized resilience as: A process that unfolds over time, dependent on one’s culture and the supportive capacity of the environment Focus: Increased emphasis on service-related factors, systemic barriers, macro-level environment, and culture Approach: Person-centred | Delman et al. (2017) [73] | The employee’s ability to rebound and manage their health in the face of challenges and adversity that affect their work | To examine facilitators of young adult peer provider success in community mental health treatment settings | Qualitative Exploratory study cYouth engagement (partnership) | A process over time, personal / environmental resilience factors |
Lal et al. (2017) [74] | A process of an individual’s efforts to navigate and negotiate towards resources considered meaningful for well-being in the presence of adversity, and the environment’s concurrent capacity to support individual efforts | To understand how mental health and related services support and hinder resilience in young people diagnosed with first episode psychosis | Qualitative Grounded theory and narrative inquiry bEDI | A process over time | |
Rayner et al. (2018) [75] | A unique youth recovery process that enabled young people to take on the various challenges in life despite systemic (i.e., lack of employment opportunities or social exclusion) and mental health adversity | To develop a thematic model of youth recovery utilising the experiences of young people with severe mental illness | Qualitative Narrative study | A process over time | |
Shalanski et al. (2019) [14] | A dynamic process in which positive adaptation is achieved despite significant adversity | To explore resilience from the perspective of teenage girls recovering from mental illness, and to provide an alternative view de- pathologizing psychiatric diagnoses | Qualitative Interpretive phenomenological study | A process over time | |
Kim et al. (2020) [76] | The dynamic process of adaptation to challenging life conditions that could be protective against mental problems | To investigate the clinical characteristics and psychosocial factors associated with depression in patients with early psychosis according to stage of illness | Quantitative Cross-sectional study aSGBA | Personal resilience factors BRS [111] Global Score |
Stress adaptation (2012 – 2020)
Person-environment interactions (2003 – 2021)
Recovery-focused (2015 – 2020)
Critical and cultural perspectives (2017 – 2020)
RQ 2: What factors influence resilience among transition-age youth with SMI, and what outcomes have been studied?
Main Category | Subcategories |
---|---|
Adversity | |
Personal Characteristics (internal protective / risk factors) | |
Psychosocial | |
Self & Identity (Cognitive) | |
Affective | |
Behavioral | |
Clinical | |
Physical health | |
Biological | |
Environmental Resources (external protective / risk factors) | |
Immediate Environment | Social support networks and connectedness, including: |
Macro-Level | |
Self-Regulatory Strategies (to self-manage mood, emotions, thoughts, behaviors) | |
Resilience-Related Outcomes | |
Re-constructing identity [71] |
Consultation with community advisory groups
Subcategories | Exemplary Quotes (pseudonyms) |
---|---|
Topic consultation: Perceptions of resilience | |
1. Resilience is a multidimensional construct, without a single “universal” definition | |
Involves personal strengths and supportive environments | “In terms of resilience in this context, I think of it as like an individual's ability to kind of bounce back from something that um has impacted their mental health in a negative way…the individual's ability to learn from it and then, kind of, become stronger.” – Marlot (youth) “I just feel like resilience is something that is always going to be changing. Like it's going to be affected by the clients' experiences, their cultural backgrounds, their support, their families.” – Eva (clinician) |
Difficult to define in real-world contexts | “It's not something that, yeah, like I hear the youth really talk about explicitly… so that might be another part of it… when you're going through the weeds, it can be difficult to kind of name.” – Derrick (clinician) |
2. How resilience is framed matters | |
Buzzword—personal responsibility vs. external systems | “Where um people are constantly in a situation where they need to be ‘resilient’… how is our use of resiliency impacting how we frame these people in different situations?” – Jasmine (youth) “It feels a little bit like a backhanded compliment, like ‘oh, but you're so resilient,’ when it is more like, more about larger socioeconomic um systems at play.” – Isabelle (clinician) |
Topic consultation: Main interests and what community advisors most wanted to learn from the review | |
1. Environmental factors and strategies that influence resilience | |
Role of social determinants of health | “Special consideration should be taken to account about, like race, ethnicity and socioeconomic status, and like other demographics…. that really impacts, I think, resilience… there's multiplied effects of being in multiple minority groups.” – Helen (youth) “Highlighting the importance of cultural groups… any of the social determinants of health.” – Isabelle (clinician) |
How to improve resilience | “It's kind of about establishing a toolkit. Like what practices are key to resilience? What kind of coping strategies maybe help with resilience and which of them are crucial?” – Zoe (youth) “What about the people that continue to struggle?… what can we learn from this that would help prevent that?” – Derrick (clinician) |
2. How resilience is conceptualized | |
Definitions | “The narrative around resilience… also what you're trying to be resilient from, what you're going through. And I wonder if there is a definition or categories of how that will be defined or framed?” – Jasmine (youth) “I'm curious about how, like, the concept of resiliency has changed in the literature.” – Isabelle (clinician) |
Measures and outcomes | “If we learn more about how resilience is defined, or maybe learn about more outcome measures, maybe that will help us, like, clients achieve their goals. Maybe it can help us change our practice.” – Eva (clinician) |
Reaction meeting: Overall impression of the review findings | |
1. Research traditions and resilience factors that resonated the most with advisors’ personal experiences | |
Person-environment interactions and sociocultural determinants | “I think for me the social determinants of health, they’re such a big factor in everything in your life, but especially you know mental health services… factoring in home situations and homelessness.” – Tina (youth) “It [culture] is going to impact seeking help, accessing resources, knowledge about resources… the impact that it would have with your family so, I think that's a huge consideration.” – Phoebe (clinician) |
Youth recovery and self-regulatory strategies | “I thought the recovery focused tradition resonated the most with me… the kind of things that I consume that makes the most difference to my mental health is actually hearing about… how they were able to overcome or get over their mental health issues.” – Yvonne (youth) “Whether the youth accessed mental health resources before and what coping strategies they have like under their belt currently that helps them build resilience… that's kind of what I think about when we talk about the recovery focused tradition.” – Julia (clinician) |
Service-related factors | “Sometimes people forget how much of an influence culture has… what works for a certain population of people may not work for somebody else because it's not culturally appropriate… I think that also plays into the service-related factors.” – Katie (youth) “Family is so key… it's often the parents that are calling to ask for resources and supports of how to navigate the system… also not so much access [but] is it readily available in their environment?" – Kirsten (clinician) |
2. How resilience was portrayed in the results | |
Research traditions | “I was wondering if like the… the traditions changed, overtime?” – Yvonne (youth) “How you had the different traditions… kind of, how they build their story… I think that’s great” – Phoebe (clinician) |
Process model of resilience | “One of my favorite things about this is just ‘changing symptoms’. It doesn't necessarily mean positive or negative… it's okay to kind of like… just re-go through the process.” – Zoe (youth) “I love this, and I think it's very complex, like I think you have a lot, you've captured a lot here.” – Phoebe (clinician) |
Reaction meeting: Gaps and future research priorities | |
1. Macro-level environment and patient-oriented research practices | |
Culture and spirituality | “One thing that uh I think a lot of people don't look into, at least from my experience, is religion.” – Katie (youth) “Perspectives from different cultures and countries… that also should be considered here.” – Kirsten (clinician) |
Diversity and intersectionality | “Including like an EDI lens would be very important… different religions, races and whatnot… this is something that I am kind of realizing now… as someone who um, kind of faced these barriers.” – Ariel (youth) “Youth resilience research that looks at different marginalized groups…. for example, um, youth living with disabilities… youth who are from the LGBTQ + community… different underserved groups. That's kind of front and center in my mind.” – Kirsten (clinician) |
Youth and community engagement | “Going into the community and actually asking what they want, rather than assuming… see what they need… have the community involved in that process. Making sure that it's aligning um with their values.” – Ariel (youth) |
2. Transdiagnostic resilience factors over the life-course | |
Co-occurring diagnoses or mental health issues | “We should think more about how different mental health issues occur together and interact with one-another, since it's not uncommon for people to have more than one issue at the same time.” – Yvonne (youth) |
Physical health | “I do think sometimes um, like, psychosomatic symptoms are overlooked, um and even just the way your physical health can degrade as a result of your mental illness or… side effects of medications.” – Zoe (youth) |
Developmental stages and life transitions | “During the different life transitions… people have different resources and support, and resilience looks different if you're 13 versus if you're, you know, 24.” – Lena (clinician) |
Knowledge dissemination preferences and applicability | |
1. Combining visual and written summaries | |
Figures / models | “I think a combination of a diagram for visual learners, and also written summary.” – Eva (clinician) “Infographics are more accessible for lay audiences.” – Helen (youth) |
2. Application | |
Knowledge translation tool | “I feel like this is so useful and meaningful to so many people, and especially if it's in a really digestible form… like ‘Oh check out this thing… it shows a really comprehensive um kind of overview’… that would be really great… it makes it really accessible.” – Zoe (youth) “Presenting families and um clients with something like similar to this model… I'm really interested in like the wave at the bottom… do you think showing them… and explaining how it comes from research might help them in their resiliency journey?” – Cara (researcher) |
Tangible resources or programming | “Resiliency training has been popping up and could help in different format options.” – Tina (youth) “Programs that could be offered, partnerships that could be pursued with different community organizations… Like who's operating in the ecosystem and who can we connect with to bridge gaps… to just be stronger together in different communities.” – Kirsten (clinician) |