“…For example, it is a schoolaged child's ability to make friends, engage in academic pursuits, be guided by primary caregivers, and engage in other behaviours acceptable in his or her society, as well as, be resistant to psychological illness, despite experiencing significant adversity (e.g., war, political oppression, poverty, and child abuse). Although initially, resilience theory focused on personal attributes such as self-esteem, self-efficacy, and hardiness [21], resilience is currently recognised as a multidimensional construct including personal characteristics and skills (e.g., active problem solving) as well as external protective factors such as a supportive family and social environment [22]. It is also conceptualised as a dynamic process that fluctuates according to age, gender, individual circumstance and developmental, historical, and cultural context ( [23]; see also [20]).…”