Translating Resiliency Theory for Assessment and Application in Schools

• Published in: Canadian journal of school psychology 2008-06, Vol.23 (1), p.4-10
• Main Author: Prince-Embury, Sandra
• Format: Article
• Language: English
• Subjects: Adolescents; At Risk Persons; Cognitive Development; Communication Skills; Coping; Developmental Tasks; Educational Experience; Educational psychology; Emotional Intelligence; Factor Structure; Family (Sociological Unit); Individual Characteristics; Intelligence Quotient; Interpersonal Relationship; Mental health; Psychopathology; Researchers; Resilience (Psychology); School counseling; School Psychologists; Self Control; Self Efficacy; Social Environment; Teenagers; Youth
• ISSN: 0829-5735; 2154-3984
• DOI: 10.1177/0829573508316560

Much of previous resilience research has examined the interaction of protective factors and risk in high-risk populations. The focus of this work has been the identification of factors that were present in the lives of those who thrived in the face of adversity as compared to those who did not (Garmezy, Masten, & Tellegen, 1984; [S. S. Luthar], 1991, 2003; Masten, 2001; Rutter, Harrington, & Quinton, 1994; Werner & Smith, 1982, 1992, 2001). Protective factors identified in previous research include personal qualities of the child that may have allowed him or her to cope with various types of adversity. Personal qualities identified include intellectual ability (Baldwin et al., 1993; Brooks, 1994; Jacelon, 1997; Luthar & Zigler, 1991, 1992; Masten, Burt, & Coatsworth, 2006; Masten & Coatsworth, 1998; Rutter, 1987; Wolff, 1995; Wright & Masten, 1997), easy temperament (Jacelon, 1997; Luthar & Zigler, 1991; Rende & Plomin, 1993; Werner & Smith, 1982; Wright & Masten, 1997; Wyman, Cowen, Work, & Parker, 1991), autonomy (Jacelon, 1997; Werner & Smith, 1982), self-reliance (Polk, 1997), sociability (Brooks, 1994; Luthar & Zigler, 1991), effective coping strategies (Brooks, 1994; Luthar & Zigler, 1991), and communication skills (Werner & Smith, 1982). Environmental protective factors outside the immediate family have been identified and include positive school experiences (Brooks, 1994; Rutter, 1987; Werner & Smith, 1982; Wright & Masten, 1997), good peer relations (Cowen & Work, 1988; Jacelon, 1997; Werner & Smith, 1982; Wright & Masten, 1997), and positive relationships with other adults (Brooks, 1994; Conrad & Hammen, 1993; Garmezy, 1991; Werner, 1997; Wright & Masten, 1997). For an extensive review of research and findings pertaining to resilience, see Luthar (2003) and Luthar, Cicchetti, and Becker (2000).