The aim of this paper is to explain how and why school-based resilience approaches for young people aged 12-18 do (or do not) work in particular contexts, holding in mind the parents and practitioners who engage with young people on a daily basis, and whom we consulted in the empirical element of our work, as our audience.
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We outline and discuss how people with disabilities in the UK are likely to be disproportionately affected by COVID-19 and the UK government’s response to it. We also make recommendations for immediate and long-term interventions.
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Researchers and Project Partners: Hannah Macpherson, Angie Hart, Becky Heaver, Sue Winter, Sam Taylor, BoingBoing,Art in Mind, Amaze, The International Centre of Art for Social Change.
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Angie Hart, Ceri Davies, Kim Aumann, Etienne Wenger, Kay Aranda, Becky Heaver & David Wolff (2013): Mobilising knowledge in community-university partnerships: whatdoes a community of practice approach contribute?, Contemporary Social Science: Journal of the Academy of Social Sciences, DOI:10.1080/21582041.2013.767470
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In the current study, we longitudinally examined a range of protective factors, which are relevant to young people’s resilience, as well as their mental health outcomes at three time points: before they participated in Bounce Forward, at the end of the programme, and 3–5 months later, when they started Year 6.
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