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The SHIELD Framework: Advancing Strength-Based Resilience Strategies to Combat Bullying and Cyberbullying in Youth.

Int J Environ Res Public Health

January 2025

School of Medicine, Department of Family Medicine and Population Health, Virginia Commonwealth University, Richmond, VA 23298, USA.

Bullying and cyberbullying are critical global issues that significantly affect the mental health and behavioral well-being of youth. This article explores the complex challenges posed by these forms of aggression and introduces a strength-based model for health and mental health professionals to address these issues with impacted youth holistically. Grounded within findings from a scoping review of the literature, the SHIELD framework emphasizes Strengths, Healing, Interventions, Empowerment, Learning, and Development, offering a comprehensive approach for identifying and supporting youth impacted by bullying and cyberbullying.

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Background: Given high rates of adverse childhood experiences (ACEs) among Indigenous youth, it is critical to develop and evaluate strategies to prevent these experiences; one part of evaluation is process evaluation, including analysis of fidelity, attendance and barriers to attendance, contamination, and program acceptability.

Objective: To present a process evaluation of Tiwahe Wicagwicayapi, a strengths-based, family-based program for predominantly Indigenous youth (ages 10 to 14) and their caregivers. The program aimed to prevent ACEs including child abuse and neglect.

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Introduction: There are insufficient scalable, evidence-based treatments to meet increasing mental health needs of young people. Offering interim, brief interventions for young persons with psychological distress can improve access to care and mitigate adverse effects of long waiting times. This study tests the efficacy of solution-focused brief therapy (SFBT), a strength-based, goal-directed intervention, in adolescents and young adults at a community-based youth mental health service in Singapore.

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There has been longstanding speculation that enhanced creativity is associated with autism. Evidence for this association, however, is limited and derived from small-scale studies in nonclinical samples. Furthermore, nothing is known about autism-related creativity after accounting for general cognitive ability and attention-deficit/hyperactivity disorder (ADHD), that is, other factors known to predict creativity.

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