Resilience processes in sexually abused adolescent girls: A scoping review of the literature
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Childhood sexual abuse is often associated with a number of deleterious psychological and behavioural outcomes for survivors. However, some research suggests that this impact is variable and that some survivors adapt positively. An ability to adapt positively to adversity, under any circumstances, has been termed resilience. Drawing on a socio-ecological understanding of resilience, the aim of this scoping review was to comprehensively map existing empirical studies on resilience processes in sexually abused adolescent girls and to summarise emerging resilience-enabling factors. We also considered the implications of the findings for practice and research. A total of 11 articles met the criteria for inclusion in the review. Findings from these studies suggest that internal factors (meaning making, optimistic future orientation, agency and mastery) and contextual factors (supportive family, social and educational environments) function interdependently to enable resilience in sexually abused adolescent girls. Practitioners should leverage these complementary and interdependent resilience-enabling mechanisms by encouraging greater involvement of girls in the planning of interventions and by assisting girls in developing meaningful narratives about their abuse experiences. Interventions should also encourage greater involvement from supportive structures, while challenging social and cultural norms that inhibit resilience. Resilience researchers should be cognisant of the paucity of research focusing on resilience processes in sexually abused adolescent girls as well as the absence of innovative, participatory methods of data collection. Significance: The review adds to a body of literature on resilience processes with implications for resilience researchers. The findings have implications for a range of practitioners (psychologists, social workers, teachers etc.) who work with sexually abused girls.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.004 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it