Manifeste pour la résilience

Cyrulnik, Boris

doi:10.3917/spi.018.0077

Cited by 15 publications

(4 citation statements)

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“…The term ‘resilience’ features in different types of literature, especially in ecology and psychology (Cyrulnik, 2001; Folke, 2006; Hall and Lamont, 2013: 12–13). Drawing on these branches of literature, Hall and Lamont define social resilience as an ‘outcome in which the members of a group sustain their well-being in the face of challenges to it’ (Hall and Lamont, 2013: 13).…”

Section: Introductionmentioning

confidence: 99%

The limits of social investment and the resilience of long-term care

Hooren

Ledoux

2023

European Journal of Social Security

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This article investigates the extent to which a social investment paradigm has guided policy reforms in long-term care for the elderly in France and the Netherlands and how this relates to the resilience of the sector during the Covid-19 pandemic. It conceptualizes the theoretical impact of social investment on long-term care policy and analyzes its use to justify reforms since the early 2000s. It concludes that social investment has not played any role in Dutch long-term care reforms and a moderate role in France. Meanwhile, in both countries a neoliberal emphasis on the efficiency of the market has contributed to a rise in for-profit service provision and fragmentation of the long-term care sector. While long-term care provision in both countries proved relatively resilient in the first phase of the pandemic, at a later stage its resilience was undermined by fragmentation and marketization, limiting the government's ability to respond adequately to new challenges and, crucially, to improve working conditions in the sector. The article concludes that a social investment approach cannot resolve these problems and that there is a need for a new paradigm that acknowledges the inherent value of care work and prioritizes the long-term sustainability of care provision.

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Section: Introductionmentioning

confidence: 99%

The limits of social investment and the resilience of long-term care

Hooren

Ledoux

2023

European Journal of Social Security

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“…Although for many years psychologists defined resilience as the capacity to bend without breaking, a metaphor inspired by metal physics, to date it is recognized that traumas hinder humans to return to the same biopsychosocial states they were before the adverse event (Allen, 2011). Thus, resilience can be described as the individual capacity to adaptively handle adversities (Luthar et al, 2006), exhibiting emotional stamina (Wagnild & Young, 1990) and being strengthened by the negative event (Grotberg, 1995;Cyrulnik, 2001). A resilient individual can ameliorate from a traumatic experience, discovering her/his true potential and reprogramming the future (Connor and Davidson, 2003).…”

Section: Introductionmentioning

confidence: 99%

The Paris Conference on Education 2022: Official Conference Proceedings

2022

PCE Official Conference Proceedings

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We extend a standard for doing agile scrum teamwork in education that permits individual assessment within teams (IAFOR ECE2020). Since the teacher's bandwidth in education is limited and increasingly under pressure, we focus on course design options that can be used to leverage the bandwidth. One economizing option in courses is to let teams prerecord prototype presentation videos before sprint review takes place. This allocates expensive teacher's time to team interrogation time which enriches interaction and engagement and enables effective sharing between teams to improve communication flow in sparse stakeholder feedback scenarios. We also describe three learning analytic pathways that can be smartly integrated into learning dashboards to monitor student and team progress or into learning recommender systems and chatbots to generate action-directed, just-in-time feedback and advice to students. The first one is for setup that enables control of important team diversity and student inclusion parameters such as demographic, personality and professional traits that are known from the student population in advance and that enables handy attribution of 21st-century skill sets within teams. The second one is the product pathway that builds on a datastream generated from qualitative, quantitative and immersive product features that are known from prototyping. The third one is the process pathway in which information on 21st-century skills is generated that are at play in individual and dynamic team processes. We are convinced that these extensions will further enable effective learning technology that is directed to applying agile scrum in education efficently, both for students as teachers.

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“…I believe that, as health professionals, our role is to provide people and society with skills to be "Tutors of Resiliency" (Cyrulnik, 2001). The idea of training resiliency at various levels has guided many therapeutic strategies on the community level, as well as on the family and individual level.…”

Section: Family Intervention Strategiesmentioning

confidence: 99%

Interventions with infants and families at risk: Context and culture

Celia

2004

Infant Mental Health Journal

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Manifeste pour la résilience

Cited by 15 publications

References 0 publications

The limits of social investment and the resilience of long-term care

The limits of social investment and the resilience of long-term care

The Paris Conference on Education 2022: Official Conference Proceedings

Interventions with infants and families at risk: Context and culture

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