Resiliency Research: Implications for Schools and Policy

Zimmerman, Marc A.; Arunkumar, Revathy

doi:10.1002/j.2379-3988.1994.tb00032.x

Cited by 286 publications

(239 citation statements)

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“…This framework comprises four main categories considered as determinants of resilience (Grotberg, 1995;Kumpfer, 1999;Zimmerman & Arunkumar, 1994): (1) external realities that function as stressors and challenges and which initiate risk and resilience processes; (2) external supports or support networks that promote resilience; (3) inner strengths that develop over time and sustain children who are dealing with adversity, and (4) interpersonal, problem-solving skills that help the child to deal with the actual adversity. The last three categories refer to protective factors that help children to resist or ameliorate risk and increase their resilience.…”

Section: Resilience: a Conceptual Frameworkmentioning

confidence: 99%

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

Pienaar¹,

Swanepoel

Rensburg³

et al. 2011

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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This article presents the findings of a study among a small group of South African AIDS orphans living in a residential care facility, Lebone Land. The research was conducted between June and September 2006. A qualitative, exploratory study consisting of in-depth, semistructured interviews with eight children and seven key informants aimed to identify and investigate developmental assets operating in the children's lives to help them cope amid exposure to adversities. The findings indicate that the developmental assets that facilitate coping and foster resilience in these children relate to four main components: external stressors and challenges, external supports, inner strengths and interpersonal and problem-solving skills. Emerging key themes relate to the experience of illness, death, poverty and violence, as well as the important roles of morality, social values, resistance skills, religion and faith in assisting these children in defining their purpose in life. To this end, constructive use of time, commitment to learning, goal-setting, problem-solving ability and self-efficacy are fundamental in the children's attainment of their future projections. Therefore, qualities such as optimism, perseverance and hope seem to permeate the children's process of recovery. Strong networks of support, particularly friendships with other children, also seem to contribute to developing and sustaining resilience.Keywords: resilience, HIV/AIDS affected children, pre-adolescence, residential care. RésuméCet article présente les conclusions d'une étude réalisée au sein d'un petit groupe d' orphelins du Sida sud-africains vivant dans une institution, Lebone Land. L' étude a été conduite de juin à septembre 2006. Une étude qualitative préliminaire consistant en entretiens approfondis et semi-structurés avec huit enfants et sept informateurs clés a visé à identifier et à étudier les facteurs développementaux à l'action dans les vies des enfants afin de les aider à faire face aux difficultés auxquelles ils se trouvent confrontés. Les conclusions indiquent que les facteurs développementaux aidant à faire face aux difficultés et favorisant la résilience chez ces enfants sont associés à quatre composantes principales : les facteurs de stress et les défis externes, les soutiens externes, les forces intérieures et les compétences interpersonnelles et de résolution de problèmes. Les thèmes clés qui émergent se rapportent à l' expérience de la maladie, de la mort, de la pauvreté et de la violence, ainsi qu'aux rôles importants de la moralité, des valeurs sociales, des compétences de résistance, de la religion et de la foi pour aider ces enfants à trouver leur but dans la vie. A cette fin, une utilisation constructive du temps, un dévouement à l'apprentissage, la fixation d' objectifs, la capacité à résoudre des problèmes et l'auto-efficacité sont essentiels pour permettre à l' enfant de réaliser ses projets d'avenir. Par conséquent, des qualités telles que l' optimisme, la persévérance et l' espoir semblent imprégner le proces...

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Section: Resilience: a Conceptual Frameworkmentioning

confidence: 99%

A qualitative exploration of resilience in pre-adolescent AIDS orphans living in a residential care facility

Pienaar¹,

Swanepoel

Rensburg³

et al. 2011

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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“…Vulnerability has been defined as the individual's predisposition "to develop varied forms of psychopathology or behavioral ineffectiveness" or "susceptibility to negative developmental outcomes that can occur under high-risk conditions" [6]. This susceptibility has been attributed in part to genetic or temperamental factors [10].…”

mentioning

confidence: 99%

Child development: Vulnerability and resilience

Engle

Castle

Menon

1996

Social Science & Medicine

130

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Alrstraet--Many of the challenges facing children now are a function of changing times, including increase in urbanization, political violence, changing family forms, and in some areas decreased supplies of adequate food. This review focuses particularly on those changes in which children are the victims and which induce new threats for them, rather than on problems such as child disability or mental illness. The outcome variables of interest in this paper are dimensions of children's psychosocial development, including cognitive development, psychological adjustment and aggression, whereas the companion paper in this issue (Caldwell P., Child survival: vulnerability and resilience in adversity in the European past and the contemporary Third World, Soc. Sci. Med.) [1] focuses on physical aspects of children's development. The risks that are hurdles in the process of development of a young child begin from conception and carry on into later life. To address them all would be impossible; thus, in order to do justice to the issues at hand, we have chosen those risks that, in our view, are important in a child's psychosocial development in developing countries. This paper will thus provide a discussion of the concepts of risk and resilience, then apply these concepts to the analysis of three examples of risk faced by children today: nutritional threats (e.g. malnutrition due to decline in breastfeeding); family dynamics and types of family forms (e.g. child fostering and non-traditional families); and experiences of violence (domestic or political). In each case, the same four questions will be addressed: what are the consequences of the risk factor for children, what are the etiologies and conditions of risk, are there any children who seem to cope with the risk factor successfully and what are some of the protective factors, and what interventions or programs would help support these children?

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“…School performance is associated with many negative outcomes such as school dropout, alcohol and substance use, lower earning potential, and health compromising behavior. Studying youth who are at increased risk for negative outcomes may also help provide valuable insights into the accumulation of risk factors and the role of protective factors (Zimmerman & Arunkumar, 1994). …”

Section: Discussionmentioning

confidence: 99%