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dc.contributor.authorStanley, Peter
dc.identifier.citationStanley, P. (2011). Insights about resilience in emerging adulthood from a small longitudinal study in New Zealand. The Australian Educational and Developmental Psychologist, 28(1), 1-14.en_NZ
dc.description.abstractIn 1998, 12 elementary school students aged 11–12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith & Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.en_NZ
dc.publisherCambridge University Pressen_NZ
dc.relation.ispartofThe Australian Educational and Developmental Psychologist
dc.rightsThis article has been published in the journal: The Australian Educational and Developmental Psychologist. © 2011 Cambridge University Press.en_NZ
dc.subjectlongitudinal studyen_NZ
dc.subjectemerging adulthooden_NZ
dc.subjectqualitative researchen_NZ
dc.subjectquantitative researchen_NZ
dc.subjectinterpretative phenomenological analysisen_NZ
dc.subjectresilience modelen_NZ
dc.subjectexecutive functioningen_NZ
dc.titleInsights About Resilience in Emerging Adulthood From a Small Longitudinal Study in New Zealanden_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfThe Australian Educational and Developmental Psychologisten_NZ

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