Resilience: The role of accurate appraisal, thresholds, and socioenvironmental factors

Abstract

Adding to the resilience model of Kalisch and colleagues, we suggest that resilience is associated with accurate rather than excessively positive or negative appraisal or reappraisal styles; that complex systems do not always change in linear fashion; that linkages of individuals, families, and communities markedly affect individual resilience; and that resilience research focus on specific factors or mechanisms as well as more global ones.

Prevalence and Psychosocial Correlates of Mental Health Outcomes Among Chinese College Students During the Coronavirus Disease (COVID-19) Pandemic

“…Under the current circumstances online interventions targeting vulnerable populations promoting resilience might be a viable option. More specifically, resilience can be promoted in different ways such as providing a supportive social network (56), enhancing active coping self-efficacy strategies (e.g., enhancing the perception that one is able to manage or recover from a stressful event) (57), learning mindfulness skills (e.g., deep breath and focusing on the present moment) (58), as well as nurturing a sense of purpose of life and the ability to find meaning in face of COVID-19 pandemic (59).…”

Pre-deployment programmes for building resilience in military and frontline emergency service personnel

“…Resilience is a dynamic process where an individual displays positive adaptation despite the experience of significant stress adverse situations (Luthar 2000;Richardson 2010). This adaptive response is, in turn, based on a range of factors that include but are not limited to social support, locus of control, and ability to emotionally regulate (Luthar 2000;Smith 2013;Stainton 2018). When an individual is exposed to severe adversity, such as witnessing human suffering during humanitarian or peacekeeping missions, resilience has been shown to have protective value against the harmful short-term impacts of psychological trauma and safeguard against the development of PTSD and other negative outcomes (Horn 2016).…”

Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts

“…Daniel et al (1999) suggest that the intrinsic/extrinsic dimensions provide an assessment framework at all ecological levels and although there is an agreement in the more recent literature about the importance of this wider systemic perspective (Ungar 2011, Raymond et al 2018, this model potentially falls short. There are concerns around the use of 'poles' to differentiate between the concepts; for example, rather than resilience being the opposite of vulnerability, it may, as Southwick et al (2015) suggest, be the absence of vulnerability. There is also an argument that vulnerability and invulnerability can both operate as protective as well as risk factors.…”

“…So Downes argues that system change is 'an interplay between diametric and concentric spaces of relation' where diametric space is the blockage and that developing resilience is moving these blocked systems through inclusion and connection. Southwick et al (2015) promote ideas around the complexity of the interlinked nature of families, cultures, community, the individual and their environment and the constant interaction and change that results from these interactions; they argue therefore that it is critical to frame interventions at a number of levels to positively impact on resilience. Downes (2017) also promotes the role of lived experience in resilience.…”

“…The work of Southwick et al (2015) points to the idea of hysteresis as being a useful concept to illustrate this fundamental change in individuals or systems. This notion of agency, adaptability and the importance of 'space' would seem to fit with more recent thinking around resilience (Downes 2017).…”