Commentary on resilient adolescent mothers: Ethnographic interviews.

Wolin, Steven J.; Wolin, Sybil

doi:10.1037/h0089861

Cited by 5 publications

(8 citation statements)

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“…For this analysis, we have used different authors to establish a relationship between the content that is published and the story that is told, based on what McKee and Fryer (2003), Scolari (2014), andJenkins (2010) understand by storytelling. In order to achieve the proposed objectives of determining whether resilience forms a part of the narrative of educational centers, we followed the seven factors of resilience identified by Wolin and Wolin (1993) and analyzed whether they are present in the publications of the CEU Foundation.…”

Section: Methodsmentioning

confidence: 99%

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The Brand Purpose of Educational Institutions: When the Resilience Story Does Matter

Serra Florensa

2024

SPI

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Since its inception, corporate social responsibility has been associated with the corporate world: a socially responsible company. This concept has evolved and is now applied to brands; brands with a purpose have emerged. To continue having a positive impact on society, these brands must build a story, a narrative, that transmits and demonstrates these values. We are moving from storytelling to storydoing, from words to deeds. This model is applied in many sectors, but we focus on the field of education. Therefore, we analyze how educational centers, like companies, have a narrative purpose and explore the values that dominate their story. Can the value of resilience be found in the construction of the narrative of educational centers?

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Section: Methodsmentioning

confidence: 99%

“…According to Wolin and Wolin (1993), resilience is "the capacity to give meaning to life." According to Andrés' story, he searches for that meaning day by day: "I'm more afraid of not living than dying."…”

Section: Campaign #Miradasatentasmentioning

confidence: 99%

The Brand Purpose of Educational Institutions: When the Resilience Story Does Matter

Serra Florensa

2024

SPI

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“…While some earlier work characterized resilience in terms of a quality of hardiness or invulnerability, more recently there has been ongoing debate as to whether resilience represents an act, a process, or a personal quality or ability (Carle & Chassin, 2004, Santos, 2012, Werner & Smith, 1982). Resilience has been described as the “capacity to bounce back” (Wolin & Wolin, 1993), an ability to adapt to adversity or risk (Masten et al, 1990; Iyer et al, 2022). It has been called “ordinary magic” that enables people to obtain normative developmental outcomes in spite of severe challenges (Masten, 2001).…”

Section: Arguments For Achieving Multisystem Resilience For Allmentioning

confidence: 99%

Interrogating multisystem intended pathways to youth thriving and resilience: Benefits of inclusive human development theoretical framing

Spencer

2023

Dev Psychopathol

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Moving more deeply into the 21st century and acknowledging the ongoing patterned needs of children, there continues to be broadly voiced sentiments about the importance of all children’s thriving, adaptive coping, and resiliency. This paper notes that social science more broadly and developmental science specifically is a major resource determinative of the nature of remedies conceptualized, designed, and implemented. Evident is that the harms experienced by children and the solutions implemented by delivery systems are frequently unaligned. Efficacy and impact do not appear to be improved by multisystem integration delivery. This paper explores the benefits of incorporating inclusive and shared human development theory. As well, it examines the need to question the character virtue of the multisystem integration efforts intended to afford supportive solutions required for youths’ thriving and resiliency. Specifically, it addresses whether democratic and equity relevant character values are integrated into public and privately funded intended supportive systems. The position taken is that whether considered under conditions of trauma illustrated by the global COVID pandemic or the efficacy of systems intended to aid the most vulnerable youngsters, the character of the content of support and its delivery matter and can benefit from inclusive human development interrogation and theorizing.

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“…Existe consenso en que la resiliencia es la capacidad o el resultado de una adaptación exitosa a pesar de circunstancias desafiantes o amenazantes (García, 2011). El estudio de la temática comienza con el análisis de personas que, a pesar de haber sufrido experiencias traumáticas en la infancia, lograban convertirse en personas bien adaptadas socialmente (Kotliarenco et al, 1997;Wolin y Wolin, 1993;Werner y Smith, 1982). Las investigaciones tenían un enfoque predominantemente psicológico social (Mateu et al 2009;Vanistendael, 2005) y/o clínico (Poseck et al 2006;Wortman y Silver, 1989).…”

Section: Introductionunclassified

Resiliencia académica de adolescentes, factores asociados y metodología empleada:

Noriega

Cervantes

2023

Rastros rostros

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Tema y alcance. En México más del 14% de los adolescentes abandonan sus estudios y más del 64% obtienen niveles limitados en conocimientos básicos. El estudio de la resiliencia académica surge como una propuesta para contrarrestar las problemáticas de deserción escolar, bajos rendimiento académico y violencia escolar. El presente trabajo tiene como propósito realizar una revisión sistemática y exhaustiva para conocer los factores de socialización y psicoemocionales que se han asociado a la resiliencia académica en contexto adolescente y la metodología empleada en dichos estudios. Características. Se realizó una búsqueda exhaustiva y sistemática utilizando el método PRISMA en las bases de datos Scopus, Science Direct, Redalyc, Eric, Springer, Ebsco, Psycinfo, y Google Scholar; considerando artículos publicados de enero de 2010 hasta mayo de 2021, empleando las palabras clave academic resilience, adolescents, teenagers, socioemotional, social factors, psychological factors, resiliencia académica, adolescentes, socioemocional, factores sociales y factores psicológicos, ubicados en el título, resumen y palabras clave. Hallazgos. Se seleccionaron un total de 30 artículos que cumplieron con los criterios de selección e inclusión. Los factores más relevantes que se han asociado con la resiliencia académica son el apoyo parental emocional, el monitoreo estricto hacia las tareas escolares, la autorregulación, la autoeficacia personal y escolar y la buena relación con profesores y compañeros. La metodología cuantitativa que utiliza estadística multivariada es la que se identificó con mayor frecuencia y la investigación experimental con menor frecuencia. Conclusiones. Los factores de socialización y psicoemocionales se pueden dividir en tres grandes grupos: familiares, personales y escolares. Se recomienda desarrollar modelos explicativos que permitan una mejor comprensión de la resiliencia académica, que integren los factores mencionados y empleando metodologías estadísticamente apropiadas.

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Commentary on resilient adolescent mothers: Ethnographic interviews.

Cited by 5 publications

References 0 publications

The Brand Purpose of Educational Institutions: When the Resilience Story Does Matter

The Brand Purpose of Educational Institutions: When the Resilience Story Does Matter

Interrogating multisystem intended pathways to youth thriving and resilience: Benefits of inclusive human development theoretical framing

Resiliencia académica de adolescentes, factores asociados y metodología empleada:

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