Psychological resilience is the ability to cope with a crisis or to return to pre-crisis status quickly. Resilience exists when the person uses "mental processes and behaviors in promoting personal assets and protecting self from the potential negative effects of stressors". In simpler terms, psychological resilience exists in people who develop psychological and behavioral capabilities that allow them to remain calm during crises/chaos and to move on from the incident without long-term negative consequences.
Resilience is generally thought of as a "positive adaptation" after a stressful or adverse situation. When a person is "bombarded by daily stress, it disrupts their internal and external sense of balance, presenting challenges as well as opportunities." However, the routine stressors of daily life can have positive impacts which promote resilience. It is still unknown what the correct level of stress is for each individual. Some people can handle greater amounts of stress than others. Resilience is the integrated adaptation of physical, mental and spiritual aspects in a set of "good or bad" circumstances, a coherent sense of self that is able to maintain normative developmental tasks that occur at various stages of life. The Children's Institute of the University of Rochester explains that "resilience research is focused on studying those who engage in life with hope and humor despite devastating losses". It is important to note that resilience is not only about overcoming a deeply stressful situation, but also coming out of the said situation with "competent functioning". Resiliency allows a person to rebound from adversity as a strengthened and more resourceful person.
The first research on resilience was published in 1973. The study used epidemiology, which is the study of disease prevalence, to uncover the risks and the protective factors that now help define resilience. A year later, the same group of researchers created tools to look at systems that support development of resilience.
Emmy Werner was one of the early scientists to use the term resilience in the 1970s. She studied a cohort of children from Kauai, Hawaii. Kauai was quite poor and many of the children in the study grew up with alcoholic or mentally ill parents. Many of the parents were also out of work. Werner noted that of the children who grew up in these detrimental situations, two-thirds exhibited destructive behaviors in their later teen years, such as chronic unemployment, substance abuse, and out-of-wedlock births (in case of teenage girls). However, one-third of these youngsters did not exhibit destructive behaviours. Werner called the latter group 'resilient'. Thus, resilient children and their families were those who, by definition, demonstrated traits that allowed them to be more successful than non-resilient children and families.
Resilience also emerged as a major theoretical and research topic from the studies of children with mothers diagnosed with schizophrenia in the 1980s. In a 1989 study, the results showed that children with a schizophrenic parent may not obtain an appropriate level of comforting caregiving—compared to children with healthy parents—and that such situations often had a detrimental impact on children's development. On the other hand, some children of ill parents thrived well and were competent in academic achievement, and therefore led researchers to make efforts to understand such responses to adversity.
Since the onset of the research on resilience, researchers have been devoted to discovering the protective factors that explain people's adaptation to adverse conditions, such as maltreatment, catastrophic life events, or urban poverty. The focus of empirical work then has been shifted to understand the underlying protective processes. Researchers endeavor to uncover how some factors (e.g. connection to family) may contribute to positive outcomes.
In all these instances, resilience is best understood as a process. However, it is often mistakenly assumed to be a trait of the individual, an idea more typically referred to as "resiliency". Most research now shows that resilience is the result of individuals being able to interact with their environments and the processes that either promote well-being or protect them against the overwhelming influence of risk factors. It is essential to understand the process or this cycle of resiliency. When people are faced with an adverse condition, there are three ways in which they may approach the situation.
- Erupt with anger
- Implode with overwhelming negative emotions, go numb, and become unable to react
- Simply become upset about the disruptive change
Only the third approach promotes well-being. It is employed by resilient people, who become upset about the disruptive state and thus change their current pattern to cope with the issue. The first and second approaches lead people to adopt the victim role by blaming others and rejecting any coping methods even after the crisis is over. These people prefer to instinctively react, rather than respond to the situation. Those who respond to the adverse conditions by adapting themselves tend to cope, spring back, and halt the crisis. Negative emotions involve fear, anger, anxiety, distress, helplessness, and hopelessness which decrease a person's ability to solve the problems they face and weaken a person's resiliency. Constant fears and worries weaken people's immune system and increase their vulnerability to illnesses.
These processes include individual continuous coping strategies, or may be helped by a protective environment like good families, schools, communities, and social policies that make resilience more likely to occur. In this sense "resilience" occurs when there are cumulative "protective factors". These factors are likely to play a more important role, the greater the individual's exposure to cumulative risk factors.
Three notable bases for resilience—self-confidence, self-esteem and self-concept—all have roots in three different nervous systems—respectively, the somatic nervous system, the autonomic nervous system and the central nervous system.
An emerging field in the study of resilience is the neurobiological basis of resilience to stress. For example, neuropeptide Y (NPY) and 5-Dehydroepiandrosterone (5-DHEA) are thought to limit the stress response by reducing sympathetic nervous system activation and protecting the brain from the potentially harmful effects of chronically elevated cortisol levels respectively. In addition, the relationship between social support and stress resilience is thought to be mediated by the oxytocin system's impact on the hypothalamic-pituitary-adrenal axis. "Resilience, conceptualized as a positive bio-psychological adaptation, has proven to be a useful theoretical context for understanding variables for predicting long-term health and well-being".
Studies show that there are several factors which develop and sustain a person's resilience:
- The ability to make realistic plans and being capable of taking the steps necessary to follow through with them
- Confidence in one's strengths and abilities
- Communication and problem-solving skills
- The ability to manage strong impulses and feelings
Resilience is negatively correlated with personality traits of neuroticism and negative emotionality, which represents tendencies to see and react to the world as threatening, problematic, and distressing, and to view oneself as vulnerable. Positive correlations stands with personality traits of openness and positive emotionality, that represents tendencies to engage and confront the world with confidence in success and a fair value to self-directedness.
There is significant research found in scientific literature on the relationship between positive emotions and resilience. Studies show that maintaining positive emotions whilst facing adversity promote flexibility in thinking and problem solving. Positive emotions serve an important function in their ability to help an individual recover from stressful experiences and encounters. That being said, maintaining a positive emotionality aids in counteracting the physiological effects of negative emotions. It also facilitates adaptive coping, builds enduring social resources, and increases personal well-being.
Formation of conscious perception and monitoring one's own socioemotional factors is considered as a stability aspect of positive emotions. This is not to say that positive emotions are merely a by-product of resilience, but rather that feeling positive emotions during stressful experiences may have adaptive benefits in the coping process of the individual. Empirical evidence for this prediction arises from research on resilient individuals who have a propensity for coping strategies that concretely elicit positive emotions, such as benefit-finding and cognitive reappraisal, humor, optimism, and goal-directed problem-focused coping. Individuals who tend to approach problems with these methods of coping may strengthen their resistance to stress by allocating more access to these positive emotional resources. Social support from caring adults encouraged resilience among participants by providing them with access to conventional activities.
Positive emotions not only have physical outcomes but also physiological ones. Some physiological outcomes caused by humor include improvements in immune system functioning and increases in levels of salivary immunoglobulin A, a vital system antibody, which serves as the body's first line of defense in respiratory illnesses. Moreover, other health outcomes include faster injury recovery rate and lower readmission rates to hospitals for the elderly, and reductions in a patient's stay in the hospital, among many other benefits. A study was done on positive emotions in trait-resilient individuals and the cardiovascular recovery rate following negative emotions felt by those individuals. The results of the study showed that trait-resilient individuals experiencing positive emotions had an acceleration in the speed in rebounding from cardiovascular activation initially generated by negative emotional arousal, i.e. heart rate and the like.
Grit refers to the perseverance and passion for long-term goals. This is characterized as working persistently towards challenges, maintained effort and interest over years despite negative feedback, adversity, plateaus in progress, or failure. High grit people view accomplishments as a marathon rather than an immediate goal. High grit individuals display a sustained and focused application of self in problematic situations than less gritty individuals.
Grit affects the effort a person contributes by acting on the importance pathway. When people value a goal as more valuable, meaningful, or relevant to their self-concept they are willing to expend more effort on it when necessary. The influence of individual differences in grit results in different levels of effort-related cardiac activity when gritty and less gritty individuals performed the same task. Grit is associated with differences in potential motivation, one pathway in motivational intensity theory. Grit may also influence an individual's perception of task difficulty.
Grit was highly correlated with the Big Five conscientiousness trait. Although grit and conscientiousness highly overlap in their achievement aspects, they differ in their emphasis. Grit emphasizes long-term stamina, whereas conscientiousness focuses on short-term intensity.
Grit varies with level of education and age. More educated adults tend to be higher in grit than less educated individuals of the same age. Post college graduates report higher grit levels than most other education level groups. Grit increases with age when education level is controlled for.
In life achievements, grit may be as important as talent. College students at an elite university who scored high in grit also earned higher GPAs than their classmates, despite having lower SAT scores. In a study at the West Point military academy it was found that grit was a more reliable predictor of first summer retention than self-control or a summary measure of cadet quality. Gritty competitors at the Scripps National Spelling Bee outranked other competitors who scored lower in grit, at least partially due to accumulated practice.
Grit may also serve as a protective factor against suicide. A study at Stanford University found that grit was predictive of psychological health and well-being in medical residents. Gritty individuals possess self-control and regular commitment to goals that allows them to resist impulses, such as to engage in self-harm. Individuals high in grit also focus on future goals, which may stop them from attempting suicide. It is believed that because grit encourages individuals to create and sustain life goals, these goals provide meaning and purpose in life. Grit alone does not seem to be sufficient, however. Only individuals with high gratitude and grit have decreased suicidal ideation over long periods of time. Gratitude and grit work together to enhance meaning in life, offering protection against death and suicidal thoughts or plans.
A study was conducted among high achieving professionals who seek challenging situations that require resilience. Research has examined 13 high achievers from various professions, all of whom had experienced challenges in the workplace and negative life events over the course of their careers but who had also been recognized for their great achievements in their respective fields. Participants were interviewed about everyday life in the workplace as well as their experiences with resilience and thriving. The study found six main predictors of resilience: positive and proactive personality, experience and learning, sense of control, flexibility and adaptability, balance and perspective, and perceived social support. High achievers were also found to engage in many activities unrelated to their work such as engaging in hobbies, exercising, and organizing meetups with friends and loved ones.
Several factors are found to modify the negative effects of adverse life situations. Many studies show that the primary factor for the development of resilience is social support. While many competing definitions of social support exist, most can be thought of as the degree of access to, and use of, strong ties to other individuals who are similar to one's self. Social support requires not only that you have relationships with others, but that these relationships involve the presence of solidarity and trust, intimate communication, and mutual obligation both within and outside the family. Additional factors are also associated with resilience, like the capacity to make realistic plans, having self-confidence and a positive self image, developing communications skills, and the capacity to manage strong feelings and impulses.
Temperamental and constitutional disposition is considered as a major factor in resilience. It is one of the necessary precursors of resilience along with warmth in family cohesion and accessibility of prosocial support systems. There are three kinds of temperamental systems that play part in resilience, they are the appetitive system, defensive system and attentional system.
Another protective factor is related to moderating the negative effects of environmental hazards or a stressful situation in order to direct vulnerable individuals to optimistic paths, such as external social support. More specifically a 1995 study distinguished three contexts for protective factors:
- personal attributes, including outgoing, bright, and positive self-concepts;
- the family, such as having close bonds with at least one family member or an emotionally stable parent; and
- the community, such as receiving support or counsel from peers.
Furthermore, a study of the elderly in Zurich, Switzerland, illuminated the role humor plays as a coping mechanism to maintain a state of happiness in the face of age-related adversity.
Besides the above distinction on resilience, research has also been devoted to discovering the individual differences in resilience. Self-esteem, ego-control, and ego-resiliency are related to behavioral adaptation. For example, maltreated children who feel good about themselves may process risk situations differently by attributing different reasons to the environments they experience and, thereby, avoid producing negative internalized self-perceptions. Ego-control is "the threshold or operating characteristics of an individual with regard to the expression or containment" of their impulses, feelings, and desires. Ego-resilience refers to "dynamic capacity, to modify his or her model level of ego-control, in either direction, as a function of the demand characteristics of the environmental context"
Maltreated children who experienced some risk factors (e.g., single parenting, limited maternal education, or family unemployment), showed lower ego-resilience and intelligence than nonmaltreated children. Furthermore, maltreated children are more likely than nonmaltreated children to demonstrate disruptive-aggressive, withdraw, and internalized behavior problems. Finally, ego-resiliency, and positive self-esteem were predictors of competent adaptation in the maltreated children.
Demographic information (e.g., gender) and resources (e.g., social support) are also used to predict resilience. Examining people's adaptation after disaster showed women were associated with less likelihood of resilience than men. Also, individuals who were less involved in affinity groups and organisations showed less resilience.
Certain aspects of religions, spirituality, or mindfulness may, hypothetically, promote or hinder certain psychological virtues that increase resilience. Research has not established connection between spirituality and resilience. According to the 4th edition of Psychology of Religion by Hood, et al., the "study of positive psychology is a relatively new development...there has not yet been much direct empirical research looking specifically at the association of religion and ordinary strengths and virtues". In a review of the literature on the relationship between religiosity/spirituality and PTSD, amongst the significant findings, about half of the studies showed a positive relationship and half showed a negative relationship between measures of religiosity/spirituality and resilience. The United States Army has received criticism for promoting spirituality in its new [Comprehensive Soldier Fitness] program as a way to prevent PTSD, due to the lack of conclusive supporting data.
In military studies it has been found that resilience is also dependent on group support: unit cohesion and morale is the best predictor of combat resiliency within a unit or organization. Resilience is highly correlated to peer support and group cohesion. Units with high cohesion tend to experience a lower rate of psychological breakdowns than units with low cohesion and morale. High cohesion and morale enhance adaptive stress reactions.
In cognitive behavioral therapy, building resilience is a matter of mindfully changing basic behaviors and thought patterns. The first step is to change the nature of self-talk. Self-talk is the internal monologue people have that reinforce beliefs about the person's self-efficacy and self-value. To build resilience, the person needs to eliminate negative self-talk, such as "I can't do this" and "I can't handle this", and to replace it with positive self-talk, such as "I can do this" and "I can handle this". This small change in thought patterns helps to reduce psychological stress when a person is faced with a difficult challenge. The second step a person can take to build resilience is to be prepared for challenges, crises, and emergencies. In business, preparedness is created by creating emergency response plans, business continuity plans, and contingency plans. For personal preparedness, the individual can create a financial cushion to help with economic crises, he/she can develop social networks to help him/her through trying personal crises, and he/she can develop emergency response plans for his/her household.
Resilience is also enhanced by developing effective coping skills for stress. Coping skills help the individual to reduce stress levels, so they remain functional. Coping skills include using meditation, exercise, socialization, and self-care practices to maintain a healthy level of stress, but there are many other lists associated with psychological resilience.
- to maintain good relationships with close family members, friends and others;
- to avoid seeing crises or stressful events as unbearable problems;
- to accept circumstances that cannot be changed;
- to develop realistic goals and move towards them;
- to take decisive actions in adverse situations;
- to look for opportunities of self-discovery after a struggle with loss;
- to develop self-confidence;
- to keep a long-term perspective and consider the stressful event in a broader context;
- to maintain a hopeful outlook, expecting good things and visualizing what is wished;
- to take care of one's mind and body, exercising regularly, paying attention to one's own needs and feelings.
The Besht model of natural resilience building in an ideal family with positive access and support from family and friends, through parenting illustrates four key markers. They are:
- Realistic upbringing
- Effective risk communications
- Positivity and restructuring of demanding situations
- Building self efficacy and hardiness
In this model, self-efficacy is the belief in one's ability to organize and execute the courses of action required to achieve necessary and desired goals and hardiness is a composite of interrelated attitudes of commitment, control, and challenge.
A number of self-help approaches to resilience-building have been developed, drawing mainly on the theory and practice of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT). For example, a group cognitive-behavioral intervention, called the Penn Resiliency Program (PRP), has been shown to foster various aspects of resilience. A meta-analysis of 17 PRP studies showed that the intervention significantly reduces depressive symptoms over time.
The idea of 'resilience building' is debatably at odds with the concept of resilience as a process, since it is used to imply that it is a developable characteristic of oneself. Those who view resilience as a description of doing well despite adversity, view efforts of 'resilience building' as method to encourage resilience. Bibliotherapy, positive tracking of events, and enhancing psychosocial protective factors with positive psychological resources are other methods for resilience building. In this way, increasing an individual's resources to cope with or otherwise address the negative aspects of risk or adversity is promoted, or builds, resilience.
Contrasting research finds that strategies to regulate and control emotions, in order to enhance resilience, allows for better outcomes in the event of mental illness. While initial studies of resilience originated with developmental scientists studying children in high-risk environments, a study on 230 adults diagnosed with depression and anxiety that emphasized emotional regulation, showed that it contributed to resilience in patients. These strategies focused on planning, positively reappraising events, and reducing rumination helped in maintaining a healthy continuity.[clarification needed] Patients with improved resilience were found to yield better treatment outcomes than patients with non-resilience focused treatment plans, providing potential information for supporting evidence based psychotherapeutic interventions that may better handle mental disorders by focusing on the aspect of psychological resilience.
Other development programsEdit
The Head Start program was shown to promote resilience. So was the Big Brothers Big Sisters Programme, the Abecedarian Early Intervention Project, and social programs for youth with emotional or behavioral difficulties.
Tuesday's Children, a family service organization that made a long-term commitment to the individuals that have lost loved ones to 9/11 and terrorism around the world, works to build psychological resilience through programs such as Mentoring and Project COMMON BOND, an 8-day peace-building and leadership initiative for teens, ages 15–20, from around the world who have been directly impacted by terrorism.
Military organizations test personnel for the ability to function under stressful circumstances by deliberately subjecting them to stress during training. Those students who do not exhibit the necessary resilience can be screened out of the training. Those who remain can be given stress inoculation training. The process is repeated as personnel apply for increasingly demanding positions, such as special forces.
Resilience in children refers to individuals who are doing better than expected, given a history that includes risk or adverse experience. Once again, it is not a trait or something that some children simply possess. There is no such thing as an 'invulnerable child' that can overcome any obstacle or adversity that he or she encounters in life—and in fact, the trait is quite common. Resilience is the product of a number of developmental processes over time, that has allowed children experience small exposures to adversity or some sort of age appropriate challenges to develop mastery and continue to develop competently. This gives children a sense of personal pride and self-worth.
Research on 'protective factors', which are characteristics of children or situations that particularly help children in the context of risk has helped developmental scientists to understand what matters most for resilient children. Two of these that have emerged repeatedly in studies of resilient children are good cognitive functioning (like cognitive self-regulation and IQ) and positive relationships (especially with competent adults, like parents). Children who have protective factors in their lives tend to do better in some risky contexts when compared to children without protective factors in the same contexts. However, this is not a justification to expose any child to risk. Children do better when not exposed to high levels of risk or adversity.
Building in the classroomEdit
Resilient children within classroom environments have been described as working and playing well and holding high expectations, have often been characterized using constructs such as locus of control, self-esteem, self-efficacy, and autonomy. All of these things work together to prevent the debilitating behaviors that are associated with learned helplessness.
Role of the communityEdit
Communities play a huge role in fostering resilience. The clearest sign of a cohesive and supportive community is the presence of social organizations that provide healthy human development. Services are unlikely to be used unless there is good communication concerning them. Children who are repeatedly relocated do not benefit from these resources, as their opportunities for resilience-building, meaningful community participation are removed with every relocation.
Role of the familyEdit
Fostering resilience in children requires family environments that are caring and stable, hold high expectations for children's behavior and encourage participation in the life of the family. Most resilient children have a strong relationship with at least one adult, not always a parent, and this relationship helps to diminish risk associated with family discord. The definition of parental resilience, as the capacity of parents to deliver a competent and quality level of parenting to children, despite the presence of risk factors, has proven to be a very important role in children's resilience. Understanding the characteristics of quality parenting is critical to the idea of parental resilience. Even if divorce produces stress, the availability of social support from family and community can reduce this stress and yield positive outcomes. Any family that emphasizes the value of assigned chores, caring for brothers or sisters, and the contribution of part-time work in supporting the family helps to foster resilience. Resilience research has traditionally focused on the well being of children, with limited academic attention paid to factors that may contribute to the resilience of parents.
Families in povertyEdit
Numerous studies have shown that some practices that poor parents utilize help promote resilience within families. These include frequent displays of warmth, affection, emotional support; reasonable expectations for children combined with straightforward, not overly harsh discipline; family routines and celebrations; and the maintenance of common values regarding money and leisure. According to sociologist Christopher B. Doob, "Poor children growing up in resilient families have received significant support for doing well as they enter the social world—starting in daycare programs and then in schooling."
Beyond preventing bullying, it is also important to consider how interventions based on emotional intelligence (EI) are important in the case that bullying does occur. Increasing EI may be an important step in trying to foster resilience among victims. When a person faces stress and adversity, especially of a repetitive nature, their ability to adapt is an important factor in whether they have a more positive or negative outcome.
A 2013 study examined adolescents who illustrated resilience to bullying and found some interesting gendered differences, with higher behavioral resilience found among girls and higher emotional resilience found among boys. Despite these differences, they still implicated internal resources and negative emotionality in either encouraging or being negatively associated with resilience to bullying respectively and urged for the targeting of psychosocial skills as a form of intervention. Emotional intelligence has been illustrated to promote resilience to stress and as mentioned previously, the ability to manage stress and other negative emotions can be preventative of a victim going on to perpetuate aggression. One factor that is important in resilience is the regulation of one's own emotions. Schneider et al. (2013) found that emotional perception was significant in facilitating lower negative emotionality during stress and Emotional Understanding facilitated resilience and has a positive correlation with positive affect.
Studies in specific populations and causal situationsEdit
Among transgender youthEdit
Transgender youth experience a wide range of abuse and lack of understanding from the people in their environment and are better off with a high resilience to deal with their lives. A study was done looking at 55 transgender youths studying their sense of personal mastery, perceived social support, emotion-oriented coping and self-esteem. It was seen that around 50% of the variation in the resilience aspects accounted for the problematic issues of the teens. This means that transgender youths with lower resilience were more prone to mental health issues, including depression and trauma symptoms. Emotion-oriented coping was a strong aspect of resilience in determining how depressed the individuals were.
Among pregnant adolescents and depressive symptomsEdit
Pregnancies among adolescents are considered as a complication, as they favour education interruption, poor present and future health, higher rates of poverty, problems for present and future children, among other negative outcomes.
Investigators from the Ecuadorian Catholic University (Universidad Católica de Santiago de Guayaquil) (Guayaquil) and the Spanish University of Zaragoza (Zaragoza), performed a comparative study at the Enrique C. Sotomayor Obstetric and Gynecology Hospital (Guayaquil) assessing resilience differences between pregnant adolescents and adults.
A 56.6% of gravids presented total CESD-10 scores 10 or more indicating depressed mood. Despite this, total CESD-10 scores and depressed mood rate did not differ among studied groups. Adolescents did, however, display lower resilience reflected by lower total resilience scores and a higher rate of scores below the calculated median (P < 0.05). Logistic regression analysis could not establish any risk factor for depressed mood among studied subjects; however, having an adolescent partner and a preterm delivery related to a higher risk for lower resilience.
Oftentimes divorce is viewed as detrimental to one's emotional health, but studies have shown that cultivating resilience may be beneficial to all parties involved. The level of resilience a child will experience after their parents have split is dependent on both internal and external variables. Some of these variables include their psychological and physical state and the level of support they receive from their schools, friends, and family friends. The ability to deal with these situations also stems from the child's age, gender, and temperament. Children will experience divorce differently and thus their ability to cope with divorce will differ too. About 20–25% of children will "demonstrate severe emotional and behavioral problems" when going through a divorce. This percentage is notably higher than the 10% of children exhibiting similar problems in married families. Despite having divorces parents of approximately 75–80% of these children will "develop into well-adjusted adults with no lasting psychological or behavioral problems". This comes to show that most children have the tools necessary to allow them to exhibit the resilience needed to overcome their parents' divorce.
The effects of the divorce extend past the separation of both parents. The remaining conflict between parents, financial problems, and the re-partnering or remarriage of parents can cause lasting stress. Studies conducted by Booth and Amato (2001) have shown that there is no correlation between post-divorce conflict and the child's ability to adjust to their life circumstance. On the other hand, Hetherington (1999) completed research on this same topic and did find adverse effects in children. In regards to the financial standing of a family, divorce does have the potential to reduce the children's style of living. Child support is often given to help cover basic needs such as schooling. If the parents' finances are already scarce then their children may not be able to participate in extracurricular activities such as sports and music lessons, which can be detrimental to their social lives.
Repartnering or remarrying can bring in additional levels of conflict and anger into their home environment. One of the reasons that re-partnering causes additional stress is because of the lack of clarity in roles and relationships; the child may not know how to react and behave with this new "parent" figure in their life. In most cases, bringing in a new partner/spouse will be the most stressful when done shortly after the divorce. In the past, divorce had been viewed as a "single event", but now research shows that divorce encompasses multiple changes and challenges. It is not only internal factors that allow for resiliency, but the external factors in the environment are critical for responding to the situation and adapting. Certain programs such as the 14-week Children's Support Group and the Children of Divorce Intervention Program may help a child cope with the changes that occur from a divorce.
Resilience after a natural disaster can be gauged in a number of different ways. It can be gauged on an individual level, a community level, and on a physical level. The first level, the individual level, can be defined as each independent person in the community. The second level, the community level, can be defined as all those inhabiting the locality affected. Lastly, the physical level can be defined as the infrastructure of the locality affected.
UNESCAP funded research on how communities show resiliency in the wake of natural disasters. They found that, physically, communities were more resilient if they banded together and made resiliency an effort of the whole community. Social support is key in resilient behavior, and especially the ability to pool resources. In pooling social, natural, and economic resources, they found that communities were more resilient and able to over come disasters much faster than communities with an individualistic mindset.
The World Economic Forum met in 2014 to discuss resiliency after natural disasters. They conclude that countries that are more economically sound, and have more individuals with the ability to diversify their livelihoods, will show higher levels of resiliency. This has not been studied in depth yet, but the ideas brought about through this forum appear to be fairly consistent with already existing research.
Death of a family memberEdit
Little research has been done on the topic of family resilience in the wake of the death of a family member. Traditionally, clinical attention to bereavement has focused on the individual mourning process rather than on those of the family unit as a whole. Resiliency is distinguished from recovery as the "ability to maintain a stable equilibrium" which is conducive to balance, harmony, and recovery. Families must learn to manage familial distortions caused by the death of the family member, which can be done by reorganizing relationships and changing patterns of functioning to adapt to their new situation. Exhibiting resilience in the wake of trauma can successfully traverse the bereavement process without long-term negative consequences.
One of the healthiest behaviors displayed by resilient families in the wake of a death is honest and open communication. This facilitates an understanding of the crisis. Sharing the experience of the death can promote immediate and long-term adaptation to the recent loss of a loved one. Empathy is a crucial component in resilience because it allows mourners to understand other positions, tolerate conflict, and be ready to grapple with differences that may arise. Another crucial component to resilience is the maintenance of a routine that helps to bind the family together through regular contact and order. The continuation of education and a connection with peers and teachers at school is an important support for children struggling with the death of a family member.
Failure and setbacks in professional settingsEdit
Resilience has also been examined in the context of failure and setbacks in workplace settings. Representing one of the core constructs of positive organizational behavior (Luthans, 2002), and given increasingly disruptive and demanding work environments, scholars’ and practitioners’ attention to psychological resilience in organizations has greatly increased. This research has highlighted certain personality traits, personal resources (e.g., self-efficacy, work-life balance, social competencies), personal attitudes (e.g., sense of purpose, job commitment), positive emotions, and work resources (e.g., social support, positive organizational context) as potential facilitators of workplace resilience.
Beyond studies on general workplace reslience, attention has been directed to the role of resilience in innovative contexts. Due to high degrees of uncertainty and complexity in the innovation process, failure and setbacks are naturally happening frequently in this context. As such failure and setbacks can have strong and harmful effects on affected individuals’ motivation and willingness to take risks, their resilience is essential to productively engage in future innovative activities. To account for the peculiarities of the innovation context, a resilience construct specifically aligned to this unique context was needed to address the need to diagnose and develop innovators’ resilience to minimize the human cost of failure and setbacks in innovation. As a context-specific conceptualization of resilience, Innovator Resilience Potential (IRP) serves this purpose and captures the potential for innovative functioning after the experience of failure or setbacks in the innovation process and for handling future setbacks. Based on Bandura’s social cognitive theory, IRP is proposed to consist of six components: self-efficacy, outcome expectancy, optimism, hope, self-esteem, and risk propensity. The concept of IRP thus reflects a process perspective on resilience. On the one hand, in this process, IRP can be seen as an antecedent of how a setback affects an innovator. On the other hand, IRP can be seen as an outcome of the process that, in turn, is influenced by the setback situation. Recently, a measurement scale of IRP was developed and validated.
Resilience in individualist and collectivist communitiesEdit
Individualist cultures, such as those of the U.S., Austria, Spain, and Canada, emphasize personal goals, initiatives, and achievements. Independence, self-reliance, and individual rights are highly valued by members of individualistic cultures. Economic, political, and social policies reflect the culture’s interest in individualism. The ideal person in individualist societies is assertive, strong, and innovative. People in this culture tend to describe themselves in terms of their unique traits- “I am analytical and curious” (Ma et al. 2004). Comparatively, in places like Japan, Sweden, Turkey, and Guatemala, Collectivist cultures emphasize family and group work goals. The rules of these societies promote unity, brotherhood, and selflessness. Families and communities practice cohesion and cooperation. The ideal person in collectivist societies is trustworthy, honest, sensitive, and generous- emphasizing intrapersonal skills. Collectivists tend to describe themselves in terms of their roles- “I am a good husband and a loyal friend” (Ma et al. 2004) In a study on the consequences of disaster on a culture’s individualism, researchers operationalized these cultures by identifying indicative phrases in a society’s literature. Words that showed the theme of individualism include, “able, achieve, differ, own, personal, prefer, and special.” Words that indicated collectivism include, “belong, duty, give, harmony, obey, share, together.”
Natural disasters threaten to destroy communities, displace families, degrade cultural integrity, and diminish an individual’s level of functioning. In the aftermath of disaster, resiliency is called into action. Comparing individualist community reactions to collectivist community responses after disasters illustrates their differences and respective strengths as tools of resilience. Some suggest that disasters reduce individual agency and sense of autonomy as it strengthens the need to rely on other people and social structures. Therefore, countries/regions with heightened exposure to disaster should cultivate collectivism. However, Withey (1962) and Wachtel (1968) conducted interviews and experiments on disaster survivors which indicated that disaster-induced anxiety and stress decrease one’s focus on social-contextual information- a key component of collectivism. In this way, disasters may lead to increased individualism. Mauch and Pfister (2004) questioned the association between socio-ecological indicators and cultural-level change in individualism. In their research, for each socio-ecological indicator, frequency of disasters was associated with greater (rather than less) individualism. Supplementary analyses indicated that the frequency of disasters was more strongly correlated with individualism-related shifts than was the magnitude of disasters or the frequency of disasters qualified by the number of deaths. Baby-naming practices is one interesting indicator of change. According to Mauch and Pfister (2004) Urbanization was linked to preference for uniqueness in baby-naming practices at a 1-year lag, secularism was linked to individualist shifts in interpersonal structure at both lags, and disaster prevalence was linked to more unique naming practices at both lags. Secularism and disaster prevalence contributed mainly to shifts in naming practices. There is a gap in disaster recovery research that focuses on psychology and social systems but does not adequately address interpersonal networking or relationship formation and maintenance. A disaster response theory holds that individuals who use existing communication networks fare better during and after disasters. Moreover, they can play important roles in disaster recovery by taking initiative to organize and help others recognize and use existing communication networks and coordinate with institutions which correspondingly should strengthen relationships with individuals during normal times so that feelings of trust exist during stressful ones. Future researchers might look at the organic nature of communication’s role in community building, particularly in areas with limited resources. One problem a government agency or NGO might address is what to do when community networks exclude outsiders. In a collectivist sense, building strong, self-reliant communities, whose members know each other, know each other’s needs and are aware of existing communication networks, looks like an optimum defense against disasters. In comparing these cultures, there is really no way to measure resilience, but one can look at the collateral consequences of a disaster to a country to gauge how much it “bounced back.” Collectivist Resilience: (1) returning to routine, (2) rebuilding family structures, (3) communal sharing of resources, (4) emotional expression of grief and loss to a supportive listener, and (5) finding benefits from the disaster experience. Individualist Resilience: (1) redistribution of power/resources, (2) returning to routine, (3) emotional expression through formal support systems, (4) confrontation of the problem, (5) reshaping one’s outlook after the disaster experience. Whereas individualistic societies promote individual responsibility for self-sufficiency, the collectivistic culture defines self-sufficiency within an interdependent communal context (Kayseret 2008). Even where individualism is salient, a group thrives when its members choose social over personal goals and seek to maintain harmony and where they value collectivist over individualist behavior (McAuliffe et al. 2003).
Resilience education and developing childrenEdit
Many years and sources of research indicate that there are a few consistent protective factors of young children despite differences in culture and stressors (poverty, war, divorce of parents, natural disasters, etc.):
- Capable parenting
- Other close relationships
- Motivation to succeed
- Self-confidence & self-efficacy
- Faith, hope, belief life has meaning
- Effective schools
- Effective communities
- Effective cultural practices
Ann Masten coins these protective factors as “ordinary magic,” the ordinary human adaptive systems that are shaped by biological and cultural evolution. In her book, Ordinary Magic: Resilience in Development, she discusses the "immigrant paradox", the phenomenon that first-generation immigrant youth are more resilient than their children. Researchers hypothesize that "there may be culturally based resiliency that is lost with succeeding generations as they become distanced from their culture of origin." Another hypothesis is that those who choose to immigrate are more likely to be more resilient.
Research by Rosemary Gonzalez and Amado M. Padilla on the academic resilience of Mexican-American high school students reveal that while a sense of belonging to school is the only significant predictor of academic resilience, a sense of belonging to family, a peer group, and a culture can also indicate higher academic resilience. "Although cultural loyalty overall was not a significant predictor of resilience, certain cultural influences nonetheless contribute to resilient outcomes, like familism and cultural pride and awareness." The results of Gonzalez and Padilla’s study "indicate a negative relationship between cultural pride and the ethnic homogeneity of a school." They hypothesize that "ethnicity becomes a salient and important characteristic in more ethnically diverse settings".
Considering the implications of the research by Masten, Gonzalez, and Padilla, a strong connection with one’s cultural identity is an important protective factor against stress and is indicative of increased resilience. While many additional classroom resources have been created to promote resilience in developing students, the most effective ways to ensure resilience in children is by protecting their natural adaptive systems from breaking down or being hijacked. At home, resilience can be promoted through a positive home environment and emphasized cultural practices and values. In school, this can be done by ensuring that each student develops and maintains a sense of belonging to the school through positive relationships with classroom peers and a caring teacher. Research on resilience consistently shows that a sense of belonging -- whether it be in a culture, family, or another group -- greatly predicts resiliency against any given stressor.
Language of resilienceEdit
While not all languages have a direct translation for the English word "resilience", most have a form of the word that relates to a similar concept of "bouncing back". As a result, the concept of resilience exists in nearly every culture and community globally. Additionally, as the world globalizes, language learning and communication have proven to be helpful factors in developing resilience in people who travel, study abroad, work internationally, or in those who find themselves as refugees in countries where their home language is not spoken.
The concept of resilience in languageEdit
If a specific word for resilience does not exist in a language, speakers of that language typically assign a similar word that insinuates resilience based off of context. Many languages use words that translate to "elasticity" or "bounce", which are used in context to capture the meaning of resilience. For example, one of the main words for "resilience" in Chinese literally translates to "rebound", one of the main words for "resilience" in Greek translates to "bounce", and one of the main words for "resilience" in Russian translates to “elasticity,” just as it does in German. However, this is not the case for all languages. For example, if a Spanish speaker wanted to say "resilience", their main two options translate to "resistance" and "defense against adversity". Many languages have words that translate better to "tenacity" or "grit" better than they do to "resilience". While these languages may not have a word that exactly translates to "resilience", note that English speakers often use tenacity or grit when referring to resilience. While one of the Greek words for "resilience" translates to "bounce", another option translates to "cheerfulness". Moreover, Arabic has a word solely for resilience, but also two other common expressions to relay the concept, which directly translate to "capacity on deflation" or "reactivity of the body", but are better translated as "impact strength" and "resilience of the body" respectively. On the other hand, a few languages, such as Finnish, have created words to express resilience in a way that cannot be translated back to English. In Finnish, the word "sisu" could most closely be translated to mean "grit" in English, but blends the concepts of resilience, tenacity, determination, perseverance, and courage into one word that has even become a facet of Finnish culture and earned its place as a name for a few Finnish brands.
The differences between the literal meanings of translated words shows that there is a common understanding of what resilience is. Even if a word does not directly translate to “resilience” in English, it relays a meaning similar enough to the concept and is used as such within the language.
The Connor-Davidson Resilience ScaleEdit
The Connor-Davidson Resilience Scale aims to quantify and assess resilience. While the test was originally created in English, it has been translated and adapted to several languages. In each translation, translators work hard to retain the meaning of the assessment prompts, even if it requires some modifying of phrasing or words. In one instance in which the scale was translated into Polish, researchers translated it directly back into English, and presented English speakers with both the English and English-translated Polish version. When taking both versions, the scores obtained from both had negligible differences, insinuating that the context and meaning were retained.
Building resilience through languageEdit
Recent research conducted by the British Council ties a strong relationship between language and resilience in refugees. Their language for resilience research conducted in partnership with institutions and communities from the Middle East, Africa, Europe and the Americas claims that providing adequate English-learning programs and support for Syrian refugees builds resilience not only in the individual, but also in the host community. Their findings reported five main ways through which language builds resilience: home language and literacy development; access to education, training, and employment; learning together and social cohesion; addressing the effects of trauma on learning; and building inclusivity.
The language for resilience research suggests that further development of home language and literacy helps create the foundation for a shared identity. By maintaining the home language, even when displaced, a person not only learns better in school, but enhances the ability to learn other languages. This enhances resilience by providing a shared culture and sense of identity that allows refugees to maintain close relationships to others who share their identity and sets them up to possibly return one day. Thus, identity is not stripped and a sense of belonging persists.
Access to education, training, and employment opportunities allow refugees to establish themselves in their host country and provides more ease when attempting to access information, apply to work or school, or obtain professional documentation. Securing access to education or employment is largely dependent on language competency, and both education and employment provide security and success that enhance resilience and confidence.
Learning together encourages resilience through social cohesion and networks. When refugees engage in language-learning activities with host communities, engagement and communication increases. Both refugee and host community are more likely to celebrate diversity, share their stories, build relationships, engage in the community, and provide each other with support. This creates a sense of belonging with the host communities alongside the sense of belonging established with other members of the refugee community through home language.
Additionally, language programs and language learning can help address the effects of trauma by providing a means to discuss and understand. Refugees are more capable of expressing their trauma, including the effects of loss, when they can effectively communicate with their host community. Especially in schools, language learning establishes safe spaces through storytelling, which further reinforces comfort with a new language, and can in turn lead to increased resilience.
The fifth way, building inclusivity, is more focused on providing resources. By providing institutions or schools with more language-based learning and cultural material, the host community can better learn how to best address the needs of the refugee community. This overall addressing of needs feeds back into the increased resilience of refugees by creating a sense of belonging and community.
Additionally, a study completed by Kate Nguyen, Nile Stanley, Laurel Stanley, and Yonghui Wang shows the impacts of storytelling in building resilience. This aligns with many of the five factors identified by the study completed by the British Council, as it emphasizes the importance of sharing traumatic experiences through language. This study in particular showed that those who were exposed to more stories, from family or friends, had a more holistic view of life's struggles, and were thus more resilient, especially when surrounded by foreign languages or attempting to learn a new language.
Brad Evans and Julian Reid criticize resilience discourse and its rising popularity in their book, Resilient Life. The authors assert that policies of resilience can put the onus of disaster response on individuals rather than publicly coordinated efforts. Tied to the emergence of neoliberalism, climate change theory, third-world development, and other discourses, Evans and Reid argue that promoting resilience draws attention away from governmental responsibility and towards self-responsibility and healthy psychological affects such as "posttraumatic growth".
Another criticism regarding resilience is its definition. Like other psychological phenomena, by defining specific psychological and affective states in certain ways, controversy over meaning will always ensue. How the term resilience is defined affects research focuses; different or insufficient definitions of resilience will lead to inconsistent research about the same concepts. Research on resilience has become more heterogeneous in its outcomes and measures, convincing some researchers to abandon the term altogether due to it being attributed to all outcomes of research where results were more positive than expected.
There is also controversy about the indicators of good psychological and social development when resilience is studied across different cultures and contexts. The American Psychological Association's Task Force on Resilience and Strength in Black Children and Adolescents, for example, notes that there may be special skills that these young people and families have that help them cope, including the ability to resist racial prejudice. Researchers of indigenous health have shown the impact of culture, history, community values, and geographical settings on resilience in indigenous communities. People who cope may also show "hidden resilience" when they don't conform with society's expectations for how someone is supposed to behave (in some contexts, aggression may be required to cope, or less emotional engagement may be protective in situations of abuse). Recently there has also been evidence that resilience can indicate a capacity to resist a sharp decline in other harm even though a person temporarily appears to get worse.
- Adaptive performance
- Coping (psychology)
- Differential susceptibility hypothesis
- Flexibility (personality)
- Hardiness (psychological)
- Health realization
- Mental toughness
- Positive psychology
- Posttraumatic growth
- Scale of Protective Factors (SPF)
- Self (psychology)
- Stress management
- de Terte, Ian; Stephens, Christine (2014). "Psychological Resilience of Workers in High-Risk Occupations". Stress and Health. 30 (5): 353–355. doi:10.1002/smi.2627. ISSN 1532-3005. PMID 25476960.
- Robertson, Ivan T.; Cooper, Cary L.; Sarkar, Mustafa; Curran, Thomas (2015-04-25). "Resilience training in the workplace from 2003 to 2014: A systematic review" (PDF). Journal of Occupational and Organizational Psychology. 88 (3): 533–562. doi:10.1111/joop.12120. ISSN 0963-1798.
- Hopf S.M (2010). "Risk and Resilience in Children Coping with Parental Divorce". Dartmouth Undergraduate Journal of Science.
- Richardson, Glenn E. (2002). "The metatheory of resilience and resiliency". Journal of Clinical Psychology. 58 (3): 307–321. doi:10.1002/jclp.10020. ISSN 0021-9762. PMID 11836712.
- Pedro-Carroll, JoAnne (2005). "Fostering children's resilience in the aftermath of divorce: The role of evidence-based programs for children" (PDF). Children's Institute, University of Rochester. p. 4. Retrieved 30 March 2016.
- Garmezy, N. (1973). "Competence and adaptation in adult schizophrenic patients and children at risk", pp. 163–204 in Dean, S. R. (Ed.), Schizophrenia: The first ten Dean Award Lectures. NY: MSS Information Corp.
- Garmezy, N.; Streitman, S. (1974). "Children at risk: The search for the antecedents of schizophrenia. Part 1. Conceptual models and research methods". Schizophrenia Bulletin. 1 (8): 14–90. doi:10.1093/schbul/1.8.14. PMID 4619494.
- Werner, E. E. (1971). The children of Kauai : a longitudinal study from the prenatal period to age ten. Honolulu: University of Hawaii Press, ISBN 0870228609.
- Werner, E. E. (1989). Vulnerable but invincible: a longitudinal study of resilient children and youth. New York: McGraw-Hill, ISBN 0937431036.
- Masten, A. S.; Best, K. M.; Garmezy, N. (1990). "Resilience and development: Contributions from the study of children who overcome adversity". Development and Psychopathology. 2 (4): 425–444. doi:10.1017/S0954579400005812.
- Masten, A. S. (1989). "Resilience in development: Implications of the study of successful adaptation for developmental psychopathology". In D. Cicchetti (Ed.), The emergence of a discipline: Rochester symposium on developmental psychopathology (Vol. 1, pp. 261–294). Hillsdale, NJ: Erlbaum, ISBN 0805805532.
- Cicchetti, D.; Rogosch, F. A. (1997). "The role of self-organization in the promotion of resilience in maltreated children". Development and Psychopathology. 9 (4): 797–815. doi:10.1017/S0954579497001442. PMID 9449006.
- Fredrickson, B. L.; Tugade, M. M.; Waugh, C. E.; Larkin, GR (2003). "A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2002". Journal of Personality and Social Psychology. 84 (2): 365–376. doi:10.1037/0022-35126.96.36.1995. PMC 2755263. PMID 12585810.
- Luthar, S. S. (1999). Poverty and children's adjustment. Newbury Park, CA: Sage, ISBN 0761905189.
- Masten, A.S. (1994). "Resilience in individual development: Successful adaptation despite risk and adversity", pp. 3–25 in M. Wang & E. Gordon (Eds.), Risk and resilience in inner city America: challenges and prospects. Hillsdale, NJ: Erlbaum, ISBN 080581325X.
- Zautra, A.J., Hall, J.S. & Murray, K.E. (2010). "Resilience: A new definition of health for people and communities", pp. 3–34 in J.W. Reich, A.J. Zautra & J.S. Hall (eds.), Handbook of adult resilience. New York: Guilford, ISBN 146250647X.
- Siebert, Al (2005). The Resiliency Advantage, pp. 2–4. Berrett-Koehler Publishers. ISBN 1576753298.
- Leadbeater, B., Dodgen, D. & Solarz, A. (2005). "The resilience revolution: A paradigm shift for research and policy", pp. 47–63 in R.D. Peters, B. Leadbeater & R.J. McMahon (eds.), Resilience in children, families, and communities: Linking context to practice and policy. New York: Kluwer. ISBN 0306486555.
- Siebert, Al (2005). The Resiliency Advantage, pp. 74–78. Berrett-Koehler Publishers. ISBN 1576753298.
- Brain scan foretells who will fold under pressure; Tests on high-stakes math problems identify key regions of neural activity linked to choking, sciencenews.org (May 5, 2012).
- Charney, DS (2004). "Psychobiological mechanisms of resilience and vulnerability: implications for successful adaptation to extreme stress". Am J Psychiatry. 161 (2): 195–216. doi:10.1176/appi.ajp.161.2.195. PMID 14754765.
- Ozbay, F; Fitterling, H; Charney, D; Southwick, S (2008). "Social support and resilience to stress across the life span: A neurobiologic framework". Current Psychiatry Reports. 10 (4): 304–10. doi:10.1007/s11920-008-0049-7. PMID 18627668.
- Gavidia-Payne, S., Denny, B., Davis, K., Francis, A. and Jackson, M. (2015). "Parental resilience: A neglected construct in resilience research". Clinical Psychologist. 19 (3): 111–121. doi:10.1111/cp.12053.CS1 maint: Uses authors parameter (link)
- Pember, Mary Annette (May 28, 2015). "Trauma May Be Woven in DNA of Native Americans". Indian Country Today. Retrieved May 28, 2015.
- American Psychological Association. (2014). The Road to Resilience.
- John W. Reich; Alex J. Zautra; John Stuart Hall (2012). Handbook of Adult Resilience. Guilford Press. p. 114. ISBN 978-1-4625-0647-7.
- Fredrickson, B. L.; Branigan, C. (2005). "Positive emotions broaden the scope of attention and thought-action repertoires". Cognition & Emotion. 19 (3): 313–332. doi:10.1080/02699930441000238. PMC 3156609. PMID 21852891.
- Tugade, M. M.; Fredrickson, B. L. (2004). "Resilient individuals use positive emotions to bounce back from negative emotional experiences". Journal of Personality and Social Psychology. 86 (2): 320–33. doi:10.1037/0022-35188.8.131.520. PMC 3132556. PMID 14769087.
- Ong, A. D.; Bergeman, C. S.; Bisconti, T. L.; Wallace, K. A. (2006). "Psychological resilience, positive emotions, and successful adaptation to stress in later life". Journal of Personality and Social Psychology. 91 (4): 730–49. doi:10.1037/0022-35184.108.40.2060. PMID 17014296.
- Luther, Kate (2015). "Examining Social Support Among Adult Children of Incarcerated Parents". Family Relations. 64 (4): 505–518. doi:10.1111/fare.12134.
- Mahony, D. L.; Burroughs, W. J.; Lippman, L. G. (2002). "Perceived Attributes of Health-Promoting Laughter: A Cross-Generational Comparison". The Journal of Psychology. 136 (2): 171–81. doi:10.1080/00223980209604148. PMID 12081092.
- Baker, K. H.; Minchoff, B.; Dillon, K. M. (1985). "Positive Emotional States and Enhancement of the Immune System". The International Journal of Psychiatry in Medicine. 15: 13–18. doi:10.2190/R7FD-URN9-PQ7F-A6J7.
- Duckworth, A.L.; Peterson, C.; Matthews, M.D.; Kelly, D.R. (2007). "Grit: perseverance and passion for long-term goals". J Pers Soc Psychol. 92 (6): 11087–1101. doi:10.1037/0022-35220.127.116.117. PMID 17547490.
- Silvia, P.J.; Eddington, K.M.; Beaty, R.E.; Nusbaum, E.C.; Kwapil, T.R. (2013). "Gritty people try harder: grit and effort-related cardiac autonomic activity during an active coping challenge". J Int J Psychophysiol. 88 (2): 200–205. doi:10.1016/j.ijpsycho.2013.04.007.
- Salles, A.; Cohen, G.L.; Mueller, C.M. (2014). "The relationship between grit and resident well-being". Am J Surg. 207 (2): 251–254. doi:10.1016/j.amjsurg.2013.09.006. PMID 24238604.
- Kleinman, E.M.; Adams, L.M.; Kashdan, T.B.; Riskind, J.H. (2013). "Gratitude and grit indirectly reduce risk of suicidal ideations by enhancing meaning in life: Evidence for a mediated moderation mode". Journal of Research in Personality. 47 (5): 539–546. doi:10.1016/j.jrp.2013.04.007.
- Sarkar, M.; Fletcher, D. (2014). "Ordinary magic, extraordinary performance: Psychological resilience and thriving in high achievers" (PDF). Sport, Exercise, and Performance Psychology. 3: 46–60. doi:10.1037/spy0000003.
- Theron, Linda; van Rensburg, Angelique (August 2018). "Resilience over time: Learning from school-attending adolescents living in conditions of structural inequality". Journal of Adolescence. 67: 167–178. doi:10.1016/j.adolescence.2018.06.012. ISSN 0140-1971. PMID 29980070.
- Abraham, Ruth; Lien, Lars; Hanssen, Ingrid (2018-03-27). "Coping, resilience and posttraumatic growth among Eritrean female refugees living in Norwegian asylum reception centres: A qualitative study". International Journal of Social Psychiatry. 64 (4): 359–366. doi:10.1177/0020764018765237. ISSN 0020-7640. PMID 29584520.
- Gagnon, Anita J.; Stewart, Donna E. (2013-11-13). "Resilience in international migrant women following violence associated with pregnancy". Archives of Women's Mental Health. 17 (4): 303–310. doi:10.1007/s00737-013-0392-5. ISSN 1434-1816.
- Lin, Nan; Woelfel, Mary W.; Light, Stephen C. (September 1985). "The Buffering Effect of Social Support Subsequent to an Important Life Event". Journal of Health and Social Behavior. 26 (3): 247. doi:10.2307/2136756. ISSN 0022-1465. JSTOR 2136756.
- Perlin, L. (1981). "The stress process". Journal of Health and Social Behavior. 22 (4): 337–56. PMID 7320473 – via EbscoHost.
- Elm, Jessica (June 2016). ""I'm in this world for a reason": Resilience and recovery among American Indian and Alaska Native two-spirit women". Journal of Lesbian Studies. 20 (3–4): 352–371. doi:10.1080/10894160.2016.1152813. PMID 27254761.
- "APA – Resilience Factors & Strategies" (PDF). unc.edu. Retrieved 2010-09-16.
- Masten, A. S., & Reed, M. G. (2002). Resilience in development. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74-88). London, England: Oxford University Press.
- Derryberry, Douglas; Reed, Marjorie A.; Pilkenton-Taylor, Carolyn (14 November 2003). "Temperament and coping: Advantages of an individual differences perspective". Development and Psychopathology. 15 (4): 1049–66. doi:10.1017/s0954579403000439. ISSN 0954-5794. PMID 14984137.
- Werner, E. E. (1995). "Resilience in development". Current Directions in Psychological Science. 4 (3): 81–85. doi:10.1111/1467-8721.ep10772327.
- Ruch, W.; Proyer, R. T.; Weber, M. (2009). "Humor as a character strength among the elderly". Zeitschrift für Gerontologie und Geriatrie. 43 (1): 13–18. doi:10.1007/s00391-009-0090-0. PMID 20012063.
- Cicchetti, D.; Rogosch, F. A.; Lynch, M.; Holt, K. D. (1993). "Resilience in maltreated children: Processes leading to adaptive outcome". Development and Psychopathology. 5 (4): 629–647. doi:10.1017/S0954579400006209.
- Block, J. H., & Block, J. (1980). "The role of ego-control and ego-resiliency in the organisation of behaviour". In W. A. Collins (Ed.), Development of cognition, affect, and social relations: Minnesota Symposia on Child Psychology (Vol. 13, p. 43). Hillsdale, NJ: Erlbaum, ISBN 089859023X.
- Block, J. H., & Block, J. (1980). "The role of ego-control and ego-resiliency in the organisation of behaviour". In W. A. Collins (Ed.), Development of cognition, affect, and social relations: Minnesota Symposia on Child Psychology (Vol. 13, p. 48). Hillsdale, NJ: Erlbaum, ISBN 089859023X.
- Bonanno, G. A.; Galea, S.; Bucciareli, A.; Vlahov, D. (2007). "What predicts psychological resilience after disaster? The role of demographics, resources, and life stress". Journal of Consulting and Clinical Psychology. 75 (5): 671–682. doi:10.1037/0022-006X.75.5.671. PMID 17907849.
- Hood, R., Hill, P., Spilka, B., (2009) The psychology of religion, 4th edition: An empirical approach. Newyork: The Guilford press, ISBN 1606233920.
- Peres, J.; Moreira-Almeida, A.; Nasello, A.; Koenig, H. (2007). "Spirituality and resilience in trauma victims". Journal of Religion & Health. 46 (3): 343–350. doi:10.1007/s10943-006-9103-0.
- Department of the Army (2009). Field Manual No. 6-22.5. Combat and Operational Stress Control Manual for Leaders and Soldiers. Department of the Army Headquarters, Washington, DC, 18 March 2009. p 32.
- Padesky, Christine A.; Mooney, Kathleen A. (2012-06-01). "Strengths-Based Cognitive-Behavioural Therapy: A Four-Step Model to Build Resilience". Clinical Psychology & Psychotherapy. 19 (4): 283–290. doi:10.1002/cpp.1795. ISSN 1063-3995. PMID 22653834.
- Bergman, Megan Mayhew (24 January 2019). "Why people in the US south stay put in the face of climate change". The Guardian. Retrieved 3 February 2019.
- Chua, Li Wen; Milfont, Taciano L.; Jose, Paul E. (2014-11-27). "Coping Skills Help Explain How Future-Oriented Adolescents Accrue Greater Well-Being Over Time". Journal of Youth and Adolescence. 44 (11): 2028–2041. doi:10.1007/s10964-014-0230-8. ISSN 0047-2891.
- Robertson, D (2012). Build your Resilience. London: Hodder. ISBN 978-1444168716.
- Brunwasser SM, Gillham JE, Kim ES.; Gillham; Kim (2009). "A meta-analytic review of the Penn Resiliency Program's effect on depressive symptoms". Journal of Consulting and Clinical Psychology. 77 (6): 1042–1054. doi:10.1037/a0017671. PMC 4667774. PMID 19968381.CS1 maint: Multiple names: authors list (link)
- Rutter, M. (2008). "Developing concepts in developmental psychopathology", pp. 3–22 in J.J. Hudziak (ed.), Developmental psychopathology and wellness: Genetic and environmental influences. Washington, DC: American Psychiatric Publishing, ISBN 1585622796.
- Masten, A. S. (2001). "Ordinary magic: Resilience processes in development". American Psychologist. 56 (3): 227–238. doi:10.1037/0003-066X.56.3.227. PMID 11315249.
- Yates, T. M., Egeland, B., & Sroufe, L. A. (2003). "Rethinking resilience: A developmental process perspective", pp. 234–256 in S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities. New York: Cambridge University Press, ISBN 0521001617
- Shastri, PC (2013). "Resilience: Building immunity in psychiatry". Indian J Psychiatry. 55 (3): 224–34. doi:10.4103/0019-5545.117134. PMC 3777343. PMID 24082242.
- Min, J. A.; Yu, J. J.; Lee, C. U.; Chae, J. H. (2013). "Cognitive emotion regulation strategies contributing to resilience in patients with depression and/or anxiety disorders". Comprehensive Psychiatry. 54 (8): 1190–7. doi:10.1016/j.comppsych.2013.05.008. PMID 23806709.
- Werner, E. E. (1997). "The Value of Applied Research for Head Start: Perspective a Cross-Cultural and Longitudinal". NHSA Research Quarterly. 1: 15–24. doi:10.1207/s19309325nhsa0101_2.
- "Abecedarian Project (High-quality child care/preschool for children from disadvantaged backgrounds)". evidencebasedprograms.org. Archived from the original on March 12, 2005.CS1 maint: Unfit url (link)
- "The Carolina Abecedarian Project". Fpg.unc.edu. 2007-05-22. Archived from the original on 2010-08-28. Retrieved 2010-09-16.
- Sinclair, Mary F., Christenson, Sandra L. and Thurow, Martha L. (2005). "Promoting School Completion of Urban Secondary Youth With Emotional or Behavioral Disabilities" (PDF). Exceptional Children. 71 (4): 465–482.CS1 maint: Multiple names: authors list (link)
- "Tuesday's Children". www.tuesdayschildren.org. Retrieved 21 June 2012.
- Gibson, Caitlin (August 1, 2011). "Teens Affected By Terrorism United to Promote Peace". The Washington Post. Retrieved 21 June 2012.
- Robson, Sean; Manacapilli, Thomas (2014), Enhancing Performance Under Stress: Stress Inoculation Training for Battlefield Airmen (PDF), Santa Monica, California: RAND Corporation, p. 61, ISBN 9780833078445
- Yates, T. M., Egeland, B., & Sroufe, L. A. (2003). "Rethinking resilience: A developmental process perspective", pp. 234–256 in S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities. New York: Cambridge University Press, ISBN 0521001617.
- Steven J. Wolin, M.D.; Sybil Wolin, Ph.D. (2010). The Resilient Self: How Survivors of Troubled Families Rise Above Adversity. Random House Publishing Group. ISBN 978-0-307-75687-9.
- Luthar, S. S. (2006). "Resilience in development: A synthesis of research across five decades", pp. 739–795 in D. Cicchetti and D. J. Cohen (Eds.), Developmental Psychopathology (2nd ed.): Vol. 3 Risk, Disorder, and Adaptation. Hoboken, NJ: Wiley and Sons.
- Garmezy, N. (1974, August) The study of children at risk: New perspectives for developmental psychopathology.
- Garmezy, N. (1991). "Resiliency and vulnerability to adverse developmental outcomes associated with poverty". American Behavioral Scientist. 34 (4): 416–430. doi:10.1177/0002764291034004003.
- Howard, Alyssa. "Emotional Adjustment of Moving for Young Kids". Moveboxer.com.
- Wang, Haertel, & Walberg, M. C., G. D., & H. J (Ed.). (1994). Educational Resilience in Inner Cities. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
- Benard, B. (1991) Fostering resiliency in kids: Protective factors in the family, school and community. Portland, OR: Northwest Regional Educational Laboratory.
- Cauce, Ana Mari; Stewart, Angela; Rodriguez, Melanie D.; Cochran, Bryan; Ginzler, Joshua. (2003) "Overcoming the Odds? Adolescent Development in the Context of Urban Poverty", pp. 343–391 in Suniya S. Luthar (ed.), Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities. Cambridge: Cambridge University Press, ISBN 0521001617.
- Doob, Christopher B. (2013). Social Inequality and Social Stratification in US Society. Upper Saddle River, NJ: Pearson Education Inc.
- Monroy Cortés, B. G. & Palacios Cruz, L. (2011) Resiliencia: ¿Es posible medirla e influir en ella? Salud Mental, 34(3) 237–246. México: Instituto Nacional de Psiquiátrica Ramón de la Fuente Muñiz. ISSN 0185-3325 [Spanish]
- Sapouna, M.; Wolke, D. (2013). "Resilience to bullying victimization: The role of individual, family and peer characteristics". Child Abuse & Neglect. 37 (11): 997–1006. doi:10.1016/j.chiabu.2013.05.009. PMID 23809169.
- Schneider, T. R.; Lyons, J. B.; Khazon, S. (2013). "Emotional intelligence and resilience". Personality and Individual Differences. 55 (8): 909–914. doi:10.1016/j.paid.2013.07.460.
- Polan, J.; Sieving, R.; Pettingell, S.; Bearinger, L.; McMorris, B. (2012). "142. Relationships Between Adolescent Girls' Social-Emotional Intelligence and Their Involvement in Relational Aggression and Physical Fighting". Journal of Adolescent Health. 50 (2): S81. doi:10.1016/j.jadohealth.2011.10.216.
- Grossman, Arnold H.; d'Augelli, Anthony R.; Frank, John A. (8 April 2011). "Aspects of Psychological Resilience among Transgender Youth". LGBT Youth. 8 (2): 103–115. doi:10.1080/19361653.2011.541347.
- Pérez-López FR, Chedraui P, Kravitz AS, Salazar-Pousada D, Hidalgo L (2011). "Present problems and controversies concerning pregnant adolescents" (PDF). Open Access Journal of Contraception. 2: 85–94. doi:10.2147/OAJC.S13398.
- Salazar-Pousada, D.; Arroyo, D.; Hidalgo, L.; Pérez-López, F. R.; Chedraui, P. (2010). "Depressive Symptoms and Resilience among Pregnant Adolescents: A Case-Control Study". Obstetrics and Gynecology International. 2010: 1–7. doi:10.1155/2010/952493. PMC 3065659. PMID 21461335.
- Kelly, J. B.; Emery, R. E. (2003). "Children's Adjustment Following Divorce: Risk and Resilience Perspectives". Family Relations. 52 (4): 352–362. doi:10.1111/j.1741-3729.2003.00352.x.
- Pedro-Carroll, JA (2005). "Fostering children's resilience in the aftermath of divorce: The told of evidence based programs for children" (PDF). Family Court Review. 43: 52–64.
- Frankenberg, Elizabeth; Sikoki, Bondan; Sumantri, Cecep; Suriastini, Wayan; Thomas, Duncan (2013). "Education, Vulnerability, and Resilience after a Natural Disaster". Ecology and Society. 18 (2). doi:10.5751/ES-05377-180216. PMC 4144011. PMID 25170339.
- "Theme Study on Building Resilience to Natural Disasters and Major Economic Crises" (PDF). Welcome to UN ESCAP.
- "Building Resilience to Natural Disasters". The World Economic Forum.
- Rynearson, Edward K. (2006). Violent Death: Resilience and Intervention Beyond the Crisis. Routledge. ISBN 978-1-135-92633-5.
- Bonanno, George A. (2004). "Loss, Trauma, and Human Resilience". American Psychologist. 59 (1): 20–8. doi:10.1037/0003-066X.59.1.20. PMID 14736317.
- Greeff, Abraham P.; Human, Berquin (2004). "Resilience in families in which a parent has died". The American Journal of Family Therapy. 32: 27–42. doi:10.1080/01926180490255765. hdl:10019.1/52434.
- Cooley, E.; Toray, T.; Roscoe, L. (2010). "Reactions to Loss Scale: Assessing Grief in College Students". OMEGA – Journal of Death and Dying. 61 (1): 25–51. doi:10.2190/OM.61.1.b. PMID 20533647.
- Heath, M. A.; Donald, D. R.; Theron, L. C.; Lyon, R. C. (2014). "Therapeutic Interventions to Strengthen Resilience in Vulnerable Children". School Psychology International. 35 (3): 309–337. doi:10.1177/0143034314529912.
- Linnenluecke, Martina K. (2017). "Resilience in Business and Management Research: A Review of Influential Publications and a Research Agenda: Resilience in Business and Management Research". International Journal of Management Reviews. 19 (1): 4–30. doi:10.1111/ijmr.12076.
- Hartmann, Silja; Weiss, Matthias; Newman, Alexander; Hoegl, Martin (2019-02-27). "Resilience in the Workplace:A Multilevel Review and Synthesis". Applied Psychology. doi:10.1111/apps.12191.
- van der Vegt, Gerben S.; Essens, Peter; Wahlström, Margareta; George, Gerard (2015). "Managing Risk and Resilience". Academy of Management Journal. 58 (4): 971–980. doi:10.5465/amj.2015.4004. ISSN 0001-4273.
- King, Danielle D.; Newman, Alexander; Luthans, Fred (2016). "Not if, but when we need resilience in the workplace: Workplace Resilience". Journal of Organizational Behavior. 37 (5): 782–786. doi:10.1002/job.2063.
- Van de Ven, Andrew H.; Polley, Douglas (1992). "Learning While Innovating". Organization Science. 3 (1): 92–116. doi:10.1287/orsc.3.1.92. ISSN 1047-7039.
- Shepherd, Dean A.; Cardon, Melissa S. (2009). "Negative Emotional Reactions to Project Failure and the Self-Compassion to Learn from the Experience". Journal of Management Studies. 46 (6): 923–949. doi:10.1111/j.1467-6486.2009.00821.x.
- Hu, Yansong; McNamara, Peter; Piaskowska, Dorota (2017). "Project Suspensions and Failures in New Product Development: Returns for Entrepreneurial Firms in Co-Development Alliances". Journal of Product Innovation Management. 34 (1): 35–59. doi:10.1111/jpim.12322.
- Moenkemeyer, Gisa; Hoegl, Martin; Weiss, Matthias (2012). "Innovator resilience potential: A process perspective of individual resilience as influenced by innovation project termination". Human Relations. 65 (5): 627–655. doi:10.1177/0018726711431350. ISSN 0018-7267.
- Bandura, Albert (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
- Todt, Gisa; Weiss, Matthias; Hoegl, Martin (2018). "Mitigating Negative Side Effects of Innovation Project Terminations: The Role of Resilience and Social Support". Journal of Product Innovation Management. 35 (4): 518–542. doi:10.1111/jpim.12426.
- poptech. "Ann Masten: Inside resilient children". YouTube. Retrieved 18 April 2019.
- Buhs, Eric; Rudasill, Kathleen (2016). "Review of ordinary magic: resilience in development by Ann S. Masten". Educational Psychology Papers and Publications (46): 84-85. doi:10.1016/j.appdev.2016.05.001. Retrieved 18 April 2019.
- Gonzalez, Rosemary; Padilla, Amado (August 1, 1997). "The Academic Resilience of Mexican American High School Students". Hispanic Journal of Behavioral Science. 19 (3): 301-317. doi:10.1177/07399863970193004. Retrieved 18 April 2019.
- Grotberg, Edith (1997). A Charge Against Society: The Child's Right to Protection. London and Bristol. p. 26.
- correspondents, Guardian (2018-07-27). "10 of the best words in the world (that don't translate into English)". The Guardian. ISSN 0261-3077. Retrieved 2019-04-18.
- "CD-RISC: Home". www.connordavidson-resiliencescale.com. Retrieved 2019-04-18.
- Surzykieqicz, Konaszewski, Wagnild (2018). "Polish Version of the Resilience Scale: A Validity and Reliability Study in Three Samples". Front. Psychology. 9.CS1 maint: Multiple names: authors list (link)
- Capstick, T (2016). "Language for Resilience: The Role of Language in Enhancing the Resilience of Syrian Refugees and Host Communities, with a foreword by the UNHCR" (PDF). British Council.
- Nguyen, Stanley, Stanley, Wang (2015). "Resilience in Language Learners and the Relationship to Storytelling". Cogent Education. 2 – via Taylor & Francis Online.CS1 maint: Multiple names: authors list (link)
- Evans, Brad; Reid, Julian (2014). Resilient Life: The Art of Living Dangerously. Malden, MA: Polity Press. ISBN 978-0-7456-7152-9.
- Burt, K. B.; Paysnick, A. A. (2012). "Resilience in the transition to adulthood". Development and Psychopathology. 24 (2): 493–505. doi:10.1017/S0954579412000119. PMID 22559126.
- Boyden, J. & Mann, G. (2005). "Children's risk, resilience, and coping in extreme situations", pp. 3–26 in M. Ungar (ed.), Handbook for working with children and youth: Pathways to resilience across cultures and contexts. Thousand Oaks, CA: Sage, ISBN 1412904056.
- Castro, F.G. & Murray, K.E. (2010). "Cultural adaptation and resilience: Controversies, issues, and emerging models", pp. 375–403 in J.W. Reich, A.J. Zautra & J.S. Hall (Eds.), Handbook of adult resilience. New York: Guilford Press, ISBN 146250647X.
- Dawes, A. & Donald, D. (2000). "Improving children's chances: Developmental theory and effective interventions in community contexts", pp. 1–25 in D. Donald, A. Dawes & J. Louw (eds.), Addressing childhood adversity, Cape Town, SA: David Philip, ISBN 0864864493.
- American Psychological Association, Task Force on Resilience and Strength in Black Children and Adolescents (2008). Resilience in African American children and adolescents: A vision for optimal development. Washington, DC: Author.
- "What is Resilience and Why is it Important to Bounce Back?". positivepsychologyprogram.com. 3 January 2019. Retrieved 3 February 2019.
- "Building resilience in Aboriginal communities". Anisnabe Kekendazone Network Environment for Aboriginal Health Research.
- Ungar, M. (2004). Nurturing hidden resilience in troubled youth. Toronto: University of Toronto Press, ISBN 0802085652.
- Obradović, J.; Bush, N.R.; Stamperdahl, J.; Adler, N. E.; Boyce, W. T. (2010). "Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness". Child Development. 81 (1): 270–289. doi:10.1111/j.1467-8624.2009.01394.x. PMC 2846098. PMID 20331667.
- Ungar, M. (2004a). "A constructionist discourse on resilience: Multiple contexts, multiple realities among at-risk children and youth". Youth & Society. 35 (3): 341–365. doi:10.1177/0044118X03257030.
- Werner, E.E. & Smith, R.S. (2001). Journeys from childhood to midlife: Risk, resiliency, and recovery. Ithaca, NY: Cornell University Press, ISBN 0801487382.
- Benard, B. (2004) Resiliency: What we have learned San Francisco, WestEd. '
- Bronfenbrenner, U. (1979). Ecology of human development. Cambridge MA: Harvard University Press.
- Gonzales, Laurence. (2012) Surviving Survival: The Art and Science of Resilience. NYC: W. W. Norton & Company.
- Masten, A. S. (2007). "Resilience in developing systems: Progress and promise as the fourth wave rises". Development and Psychopathology. 19 (3): 921–930. doi:10.1017/S0954579407000442. PMID 17705908.
- Masten, A. S. (1999). Resilience comes of age: Reflections on the past and outlook for the next generation of research. In M. D. Glantz & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 281–296). New York: Kluwer Academic/Plenum Press.
- Reivich, Karen, and Shatte, Andrew (2002) The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's Hurdles. Broadway.
- Rutter, M. (2000). Resilience reconsidered: Conceptual considerations, empirical findings, and policy implications. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 651–682). New York: Cambridge University Press.
- Rutter, M. (1987). "Psychosocial resilience and protective mechanisms". American Journal of Orthopsychiatry. 57 (3): 316–331. doi:10.1111/j.1939-0025.1987.tb03541.x. PMID 3303954.
- Ungar, M. (2007). Contextual and cultural aspects of resilience in child welfare settings. In I. Brown, F. Chaze, D. Fuchs, J. lafrance, S. McKay & S. Thomas-Prokop (Eds.), Putting a human face on child welfare (pp. 1–24). Toronto: Centre of Excellence for Child Welfare.
- William Marcellino and Frank Tortorello, I Don't Think I Would Have Recovered: a Personal and Sociocultural Study of Resilience Among US Marines, Armed Forces & Society Online First, July 6, 2014, doi:10.1177/0095327X14536709
- Comoretto, A., Crichton, N., & Albery, I.P. (2011). Resilience in humanitarian aid workers: understanding processes of development. LAP: Lambert Academic Publishing.