An Examination of Resilience Processes in Context: The Case of Tasha

Abstract

This research examined resilience processes in context through a narrative case study of Tasha, a young African-American woman who grew up in a poverty-ridden area of a mid-sized city in the Southeast. Personal and external data are analyzed and interpreted in terms of contextually defined themes of adversity (i.e., intersectionality of social identities, lack of attachment to her primary caregiver, and teenage pregnancy); adaptation (i.e., high school graduation, career goalsetting, commitment to her children, and ''street'' competence); and, protective processes (i.e., individual attributes, natural mentors, and extended family support). The importance of external sources of support and Tasha as an active agent in her development is highlighted. Research and practical implications are discussed.

Family systems and mental health issues: a resilience approach

“…For resilience to be demonstrated, two aspects must be present. First, there should be an adverse circumstance or event and second, there should be evidence of successful Family systems and mental health issues: A resilience approach 24 adaptation or competence (Luthar et al, 2000, Masten 2001, Schilling, 2008. The participants in this research provide strong evidence of their adverse circumstances as living with or supporting a family member with mental illness provides considerable challenges.…”

“…Nevertheless, despite the vast range of definitions, to determine if someone is displaying a resilient profile two elements must co-occur: adversity (i.e., high-risk situation or threat) and successful adaptation/ Family systems and mental health issues: A resilience approach 4 competence (Luthar et al, 2000;Masten, 2001;Schilling, 2008). As maintained by Schilling (2008), adversity is evaluated according to the negative life circumstances as perceived by different individuals across different situations, such as death within the family. Adaptation, on the other hand, is defined as successful performance on agedevelopmental tasks.…”

“…Rather than being guided by a specific philosophical orientation, a range of qualitative studies (Hegney, Buikstra, Baker, Rogers-Clark, Pearce, Ross, et al, 2007;Schilling, 2008;Ungar, Brown, Liebenberg, Othman, Kwong, Armstrong, et al, 2007) have investigated the concept of resilience, by asking participants how they would define the concept of resilience. One adult participant in Hegney et al's (2007) study on individual resilience in rural people in Queensland Australia mentioned: "I tend to think of resilience a bit like a rubber ball.…”

Island Diasporas: Perceptions of Indo-Caribbean Protégés Regarding the Effects of their Cross-Cultural Mentoring Experiences in the United States

“…For African Americans, cross-cultural mentoring increased their self-efficacy, resilience, interest in education, and visibility, (Barker, 2007;Brown, 1988;Chan, 2008;Dickey, 1996;Ishiyama, 2007;Jackson & Harris, 2007;Rushton, 2003;Schilling, 2008;Wilson, 1999). For Latin Americans, mentors from different cultures have increased protégés' visibility in academic, organizational and political spaces, although they still face academic, career and personal development challenges (Bond, Gray, Baxley, Cason, & Denke, 2008;Bernal, Alemn, & Carmona, 2008;Holst, 2006;Jeria, 2002;Okawa, 2002;Roland, 2008;Staikidis, 2006;Vassoler, 2008).…”

“…Mentor support leads to increased self-efficacy, resilience, and an enhanced perception of education and the long-term benefits (Jackson & Harris, 2007;Rushton, 2003;Schilling, 2008). Campus climate, race relations, cultural acceptance, increased minority recruitment, socialization and relationship building, are areas where mentors could lend support to enhance the learning environment for African American learners.…”