Family resilience can be defined as the ability of a family to respond positively to an adverse situation and emerge from the situation feeling strengthened, more resourceful, and more confident than its prior state. This article presents a succinct literature review on family resilience, including its dimensions, working models, and the individual and family characteristics that contribute to family resilience. Borrowing largely from solution-focused principles and techniques, numerous practical applications of a resilience orientation to family-related assessment and treatment are described. The article concludes with a call for additional research and training in the area of family resilience.
We examined faculty and student perspectives on variables relating to the instructor, student, and physical environment that affect student learning. Tenured faculty members and university students enrolled in upper level courses completed a questionnaire evaluating their perceptions of variables important to student learning. Overall, faculty and students had similar perspectives regarding factors important to student learning, emphasizing foremost the importance of the instructor. Students were more likely to rate characteristics of themselves as important to learning, although faculty placed more emphasis on student characteristics of motivation, attention level, and attitude toward learning. Faculty and students also differed with regard to the optimal learning conditions for several specific variables.
We examined faculty andstudent perspectives on variables relating to the instructor, student, andphysical environment thataffectstudent learning. Tenured faculty members and university students enrolled in upper level courses completed a questionnaire evaluating their perceptions of variables important to student learning. Overall, faculty and students had similar perspectives regarding factors important to stu, dent learning, emphasizing foremost the importance of the instructor. Students were more likely to rate characteris, tics of themselves asimportant to learning, although faculty placed more emphasis on student characteristics of motiva, tion, attention level, andattitude toward learning. Faculty andstudents also differed withregard to the optimal learning conditions for several specific variables.
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