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- W1163801645 abstract "IntroductionResilience represents a human capacity manifested when individuals face well and easy difficult situations. Resilience means skills, abilities, knowledge, and insight that accumulate over time as people struggle to surmount adversity and meet challenges. It is an ongoing and developing fund of energy and skill that can be used in current struggles (Garmezy, 1994, p. 298). Ray and Patterson (1996, p. 368) defined resilience with reference to children as the capacity of those who are exposed to identifiable risk factors to overcome those risks and avoid negative outcomes such as delinquency and behavioural problems, psychological maladjustment, academic difficulties, and physical complications. As far as conceptual framework of resilience is concerned, one study drew negative conclusion that there is no consensus between researchers with reference to aspects such as: 1. age concept covers, 2. circumstances in which resilience occurs, 3. definition of resilience, 4. boundaries of resilience or 5. adaptive behaviours to which it refers (Mandleco & Peery, 2000). I would rather say that resilience literature is complex and there are multiple perspectives which require an integrative or holistic approach.Resilience is seen in context of adversity and of resisting its challenges. Thus, scientific papers distinguish between different effects adversity can have on individuals. In face of aversive events, individuals can succumb (individual functioning keeps deteriorating below initial deterioration level caused by aversive event), survive with impairment (functioning improves as compared to level of deterioration brought about by aversive event, but does not reach initial functioning level), recover (the individual becomes resilient and reaches initial functioning level, bounces back) or thrive (recovering and reaching a higher level of functioning than initial one) (Carver, 1998). The third effect is most common effect theorized with reference to defining resilience.It is worth mentioning that children who resist in face of multiple aversive situations are not 'invulnerable' or 'invincible' (Anthony, 1974), as it was thought some decades before. Invulnerability implies permanent and unchanged protection against risk, in spite of diverse aversive situations. Later, 'invulnerability' was substituted by 'resilience' because researchers drew conclusion that actually children have different degrees of resistance and vulnerability in face of adversity. Being resilient does not mean that trauma does not affect individuals at all. In fact, a child can prove to have great resilient capacity in one domain or at a certain moment in life, but not in all situations or all time (Masten, 2012). However, this was not only scientific terminological dilemma over time as long as there are terms that partially overlap conceptual meaning of resilience such as: hardness, coping, mental toughness, positive adjustment, psychological resilience, emotional resilience, resourcefulness, or competence. In this context, as a solution to this limitation, individual empirical papers chose to adopt a particular definition of resilience when they treat this topic.Moreover, there are two scientific important perspectives concerning resilience development. Some scientists consider that resilience is located within individual (Davidson et al., 2005), while some others consider that there are various pathways to resilience, such as social, familial or individual (Masten, 2001). Furthermore, Luthar et al. (2000) differentiated between 'resilience', as a dynamic process, which implies interaction with environment events, and 'resiliency' which is a personality characteristic of individuals. Ego-resiliency, defined as the dynamic capacity to contextually modify one's level of ego-control in response to situational affordances (Letzring, Block, & Funder, 2005, p. …" @default.
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- W1163801645 date "2015-05-01" @default.
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- W1163801645 title "A Holistic Perspective of the Conceptual Framework of Resilience" @default.
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