Annual Research Review: What is resilience within the social ecology of human development?

Ungar, Michael; Ghazinour, Mehdi; Richter, Joachim

doi:10.1111/jcpp.12025

Cited by 644 publications

(542 citation statements)

References 139 publications

(147 reference statements)

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“…Resilience theory and research also is finally beginning to address a longstanding gap in the empirical literature on global cultural processes and contexts (Masten 2014a;Panter-Brick and Leckman 2013;Ungar 2012;Ungar et al 2013). PYD inherently takes context, including cultural aspects of context, into account.…”

Section: Resultsmentioning

confidence: 99%

Invited Commentary: Resilience and Positive Youth Development Frameworks in Developmental Science

Masten

2014

J Youth Adolescence

132

101

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Positive youth development (PYD) and resilience science differ in emphasis and focus but share many roots, assumptions, concepts, and goals. Both frameworks are grounded in developmental systems theory, both are focused on positive adaptation, and both are translational, sharing a common goal of promoting positive development. Yet there also are differences. This commentary examines the concepts, methods, and goals that define the PYD framework as embodied by the 4-H Study of PYD from the perspective of contemporary resilience science in human development, with an eye toward delineating similarities, differences, and future directions.

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Section: Resultsmentioning

confidence: 99%

Invited Commentary: Resilience and Positive Youth Development Frameworks in Developmental Science

Masten

2014

J Youth Adolescence

132

101

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“…Interventions developed to suit this population would benefit from attuning to this attitude to mental health and design interventions adapted to this context. Cultural adaptation and keeping contextual factors at the heart of an intervention align with much of resilience research (Masten, 2014; Ungar et al, 2013), including helping children to build resilience in conflict and complex emergency settings (Jordans et al, 2016; Tol, Song, & Jordans, 2013). …”

Section: Discussionmentioning

confidence: 99%

“…Thus, it is important to prepare children for such events as well as increase their resilience. Any intervention that aims to foster resilience needs to have a multisystemic approach (Masten, 2014) in order to be effective, accounting for the complexity of children’s environment, their experiences and other factors across various systems: biological, micro, meso, exo, macro and chrono (Ungar, Ghazinour, & Richter, 2013). A systematic review found that interventions that were culturally and contextually adapted resulted in creating a more positive impact on the recipients and their communities (Jordans, Pigott, & Tol, 2016).…”

Section: Introductionmentioning

confidence: 99%

Children in the 2015 South Indian floods: community members’ views

Krishna

Ronan

Alisic

2018

European Journal of Psychotraumatology

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Little is known about children’s experiences and involvement in disaster preparation and recovery, in particular in low- and middle-income countries. Eliciting community members’ perspectives on the 2015 floods in Tamil Nadu, India, may generate useful insights for improving services in low-resource settings. This qualitative study aimed to understand how children in Chennai experienced the floods, as reported by the adults in their community, and to explore children’s involvement in disaster preparedness, response and recovery efforts as reported from the adults’ perspective. We conducted in-depth, semi-structured interviews (N = 48) with family members (n = 36), and with staff of non-governmental organizations (NGOs) (n = 12) who actively participated in relief and recovery efforts. We also conducted two focus group discussions (n = 14) with NGO staff about a year after the 2015 South Indian floods in Chennai, India. Six broad themes regarding children’s experiences and behaviours during and after the floods emerged: (1) unexpectedness of the floods; (2) children’s safety – barriers and facilitators; (3) parents’ reactions – helplessness, fear and pride; (4) children’s reactions – helping hands, fun and fear; (5) barriers to a return to ‘normal’; and (6) a determination to be prepared for next time. Children and families were deeply impacted by the floods, in part owing to a lack of preparation, as perceived by the study participants. It was also clear from the data analysis that caste and socioeconomic status played an important role in the families’ ability to evacuate safely. Helplessness on the part of the parents was apparent, as was children’s concern over recurrence of the flood. Similarly, gender appeared to affect child safety, recovery and other outcomes such as continued education. Priorities for future efforts involve the development and evaluation of child-centred education about flood awareness, child participation and safety.

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“…Rather, it is closely intertwined with both society at large and its social structure, institutions, values and norms (Mayer 2004) and the more proximal life circumstances providing opportunities, resources, and support (e.g., Brown and Prinstein 2011b; Lerner and Steinberg 2009b). In their review article, Ungar et al (2013) advance a similar argument for the study of risk, protection and resiliency in social context, also noting that contextual influences on adolescent development have been mostly confined to these more proximal social contexts. There is a rich psychological literature devoted to research on the significance of the family (i.e., family relationships, parenting style, and family support), school (i.e., class climate, teacher support, social relations to class mates), and peers (i.e., peer/friendship relations, peer support) for adolescent development (e.g., Lerner and Steinberg 2009b).…”

Section: Introductionmentioning

confidence: 96%

Social Inequality, Life Course Transitions, and Adolescent Development: Introduction to the Special Issue

Buchmann

Steinhoff

2017

J Youth Adolescence

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Conceptualizing adolescent development within a life course framework that links the perspectives on social inequality and early life course transitions has largely been absent from previous research. Such a conceptual model is needed, however, in order to understand how the individual development of agentic capacities and the opportunities and constraints inherent in the social contexts of growing up interact and jointly affect young people's trajectories across the adolescent life stage. We present the corner stones of the conceptual "trident" of social inequality, life course transitions, and adolescent development and identify three major themes the eleven contributions to this special issue address within this conceptual framework: social and individual prerequisites and consequences of coping with life course transitions; intergenerational transmission belts of social inequality; socialization of agency in and outside the family home. These three themes exemplify the great analytical potential inherent in this framework.

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Annual Research Review: What is resilience within the social ecology of human development?

Cited by 644 publications

References 139 publications

Invited Commentary: Resilience and Positive Youth Development Frameworks in Developmental Science

Invited Commentary: Resilience and Positive Youth Development Frameworks in Developmental Science

Children in the 2015 South Indian floods: community members’ views

Social Inequality, Life Course Transitions, and Adolescent Development: Introduction to the Special Issue

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