Resilience Training Program for Upper-Secondary Students: A Systematic Literature Review
Keywords:
Resilience, Resilience Training Program, Upper-Secondary Students, Systematic ReviewAbstract
This study aimed to synthesize the essential components, structural characteristics, and emerging trends of resilience-enhancement programs for upper-secondary students using a systematic review approach guided by the PRISMA 2020 framework. Peer-reviewed experimental and quasi-experimental articles published between 2020 and 2024 were retrieved from ERIC, Scopus, PubMed, Taylor & Francis Online, and ThaiJO, yielding 1,177 records, of which nine met the inclusion and quality criteria. These studies focused on developing psychological and social skills associated with adolescent resilience. The synthesis identified six core components commonly embedded in resilience-enhancement programs: (1) self-awareness and self-esteem, (2) emotional flexibility, (3) cognitive flexibility and positive attitudes, (4) self-efficacy and life management, (5) interpersonal and social skills, and (6) external support systems. Frequently adopted program formats included mindfulness training, cognitive-behavioral approaches, active learning, group-based activities, and hybrid models, typically conducted over 6–10 weeks with 60–120-minute sessions. Overall, the findings support the effectiveness of these programs in reducing stress and depressive symptoms while enhancing positive mental health among participants, although limitations concerning sample size and follow-up duration remain and should be addressed in future research to strengthen the long-term reliability of empirical conclusions.
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