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Resilience and Risk Competence in Schools: Theory/Knowledge and International Application in Project Rebound

NCJ Number
Journal of Drug Education Volume: 40 Issue: 4 Dated: 2010 Pages: 331-359
Joel H. Brown; Gaetane Jean-Marie; Jerome Beck
Date Published
29 pages
This article describes related theory/knowledge and the first school-based application of resilience in drug education delivered with international cooperation.
Despite a 50-year interdisciplinary and longitudinal research legacy, showing that nearly 80 percent of young people considered most "at risk" thrive by midlife, only recently have practitioners/researchers engaged in the explicit, prospective facilitation of "resilience" in educational settings. Here, theory/knowledge distinguishing and extending risk and resilience from its risk-based social history to resilience's normative occurrence leads to the first known international and prospective application of resilience in school-based drug education, Project REBOUND (resilience-bound). It will be implemented as a controlled pilot study, first in Germany, then expand to the United States, as well as other parts of Europe. With evaluation occurring throughout, the goal is to enhance the quality of drug decisions among young people, as well as support their overall competence-based learning and development throughout school. With limitations and underlying psychological mechanisms discussed, it is concluded Project REBOUND offers promising potential for supporting positive drug decisions as well as youth learning and development. (Published Abstract) Table, figures, and references