Resilience in Situational and Cultural Contexts

The power (and caveats) of body mapping as a visual methodology with vulnerable youth

“…[P8] Others found support in reading to educate themselves and from other community members (see Plate 3): The above excerpts demonstrate the importance of social ecologies in the well-being of individuals. These results align with the tenets of positive psychology, which emphasises the role of social interactions as a foundation of strength for individuals (Phan and Ngu, 2017), resulting in favourable attributes for optimal functioning in the future (Theron and Ungar, 2023). The presence of supportive networks can enhance the resilience of young individuals (Gama and Theron, 2023;Theron and Ungar, 2023).…”

“…By engaging with participants to find ways to develop creative learning and thinking "outside the box" that is appropriate for people facing social and economic adversities, youth who are in danger of losing hope can develop confidence, capability and character and understand how they can initiate and sustain personal development. AL also builds resilience, as people develop their potential to respond to challenging environmental circumstances and to access and negotiate help from their social ecologies (Gama and Theron, 2023;Theron and Ungar, 2023). AL is a vital skill to enable people to adapt to the changing life demands of this century (Widad and Abdellah, 2022;Wood and Zuber-Skerritt, 2022).…”

Climate change and resilience: Developmental science perspectives

“…Programs that are offered in school settings are generally well-received by children and parents alike, most likely because the setting itself is a familiar and normal gathering place that is equipped to use resources from multiple sectors to promote education, health, and child protection (Masten et al, 2015; McCalman & Bainbridge, 2021; Theron, 2021). Along with religious and civic organizations, schools offer chances to foster the development of supportive relationships, problem-solving skills, self-regulation, agency, and a sense of belonging.…”

Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students

“…In the context of remote communities’ exposure to the effects of the COVID-19 pandemic, resilience is both the capacity of school staff, other service providers and students and community members to “ navigate their way to the psychological, social, cultural, and physical resources that sustain their wellbeing, and their capacity individually and collectively to negotiate for these resources to be provided and experienced in culturally meaningful ways” (Ungar, 2008, p. 225). Resilient schools are those that function well despite systemic risks, with resilience demonstrated through indicators such as student pass rates, reputation for academic excellence, and the capacity to reduce disengagement from schooling (Masten, 2014; Peguero et al, 2016; Theron, 2021). Resilient teachers demonstrate “positive adaptation and ongoing professional commitment and growth in the face of challenging circumstances” (Beltman et al, 2018, p. 4).…”

“…Despite its challenges, the COVID-19 pandemic provided an opportunity to seek improvements to interacting networks of school, youth and healthcare supports for student wellbeing and mental health in remote communities through a purposeful response designed to enable and sustain their functionality (Theron, 2021; Ungar, 2011). Evidenced school-based resilience approaches have included teacher resilience training programmes at pre- and in-service levels, and the provision of support services (such as those provided by educational psychologists or chaplains) to teachers challenged by difficult or needy students (Beltman et al, 2018; Theron, 2021). However, remote Australian schools are also the least likely to have access to appropriate evidence-informed interventions and supports or in-school resources for their implementation (Robinson et al, 2016).…”