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Journal articles on the topic 'Educational resilience'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Ruiz-Román, Cristóbal, Jesús Juárez Pérez-Cea, and Lorena Molina Cuesta. "Evolución y nuevas perspectivas del concepto de resiliencia: de lo individual a los contextos y relaciones socioeducativas." Educatio Siglo XXI 38, no. 2 Jul-Oct (2020): 213–32. http://dx.doi.org/10.6018/educatio.432981.

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La resiliencia es un concepto que en los últimos años está teniendo cada vez mayor presencia en los ámbitos sociales y educativos de nuestro país. Aunque su uso es relativamente reciente en el contexto español, sin embargo es un concepto que viene siendo utilizado desde el ámbito de la práctica profesional y avalado por numerosas investigaciones en el contexto anglosajón. Este trabajo tiene como objetivo estudiar la evolución que este concepto ha tenido durante las últimas décadas. Este análisis pone de manifiesto que la resiliencia es un tópico controvertido y en plena construcción. En efecto

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Lamb, Jodi A., and Lin Carver. "Teaching Resilience to Aspiring Educational Leaders." Advances in Social Sciences Research Journal 7, no. 1 (2020): 463–71. http://dx.doi.org/10.14738/assrj.71.7699.

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Resiliency in practicing and aspiring educational leaders is an attribute that contributes to extended effectiveness and longevity. This pilot study examines research about resiliency and compares the identified methods to those methods employed by university educational leadership programs to support and enhance resiliency development in their candidates. This pilot study examines survey Likert and open-ended responses from thirteen educational leadership programs throughout the United States with a combined total enrollment of over a thousand students. The strategies are divided into four ca

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Bzymek, Agnieszka. "Educational Challenges in Family Resilience." International Journal of Pedagogy, Innovation and New Technologies 7, no. 1 (2020): 116–24. http://dx.doi.org/10.5604/01.3001.0014.4467.

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The article addresses the notion of resilience in Polish educational and social setting. The study evolves around the core questions about individual stories of resilience, including events and reactions that people have experienced in different conditions. The article aims at discussing the parents’ influence in making children more resilient through their good example and demonstrating strong values. The study grounds on the findings from a narrative obtained from the Daily Care Home of the Local Support Center in Gdansk. Employing tool of a biographical narrative I look into psychological a

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Moreno García, Rosa, and Cristina Saiz Ruiz. "FACTORES RESILIENTES EN LOS FUTUROS MAESTROS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2016): 475. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.525.

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Abstract:FACTORS OF RESILIENCE IN FUTURE TEACHERSFrom an educational perspective, we depart from the importance of promoting the capacity of resilience in the students of Teacher Training as generators of resilience in their future classrooms. We analyze some factors of resilience in a sample of 315 students of Teacher Training from the adjustment to the Spanish population of Resilience Questionnaire in University Students (CRE-U; Peralta, Ramirez & Castaño, 2006), emphasizing empathy and the affective link as the highest factors of resilience in our subjects, as well as the existing relat

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Cicchetti, Dante, and Fred A. Rogosch. "Personality, adrenal steroid hormones, and resilience in maltreated children: A multilevel perspective." Development and Psychopathology 19, no. 3 (2007): 787–809. http://dx.doi.org/10.1017/s0954579407000399.

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In this multilevel investigation, resilience in adaptive functioning among maltreated and nonmaltreated low-income children (N = 677) was examined in relation to the regulation of two stress-responsive adrenal steroid hormones, cortisol and dehydroepiandrosterone (DHEA), as well as the personality constructs of ego resiliency and ego control. Maltreatment status was not related to differences in average levels of morning or afternoon cortisol or DHEA. However, lower morning cortisol was related to higher resilient functioning, but only in nonmaltreated children. In contrast, among physically a

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Gamble, Brenda, and Daniel Crouse. "Strategies for Supporting and Building Student Resilience in Canadian Secondary and Post-Secondary Educational Institutions." SciMedicine Journal 2, no. 2 (2020): 70–76. http://dx.doi.org/10.28991/scimedj-2020-0202-4.

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Communication, problem-solving skills, emotional intelligence, and mental health and well-being are key characteristics of a resilient student. These skills are also needed to navigate increasingly complex life and work environments in the 21st century. In addition, resilient students are dedicated to learning, are focused on academic success, and are better equipped to adapt to change and the evolving workplace. An interdisciplinary team from both secondary and post-secondary educational institutions situated at Ontario Tech University, Oshawa, Canada have collaborated to develop and implemen

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Freitas, Antonio L., and Geraldine Downey. "Resilience: A Dynamic Perspective." International Journal of Behavioral Development 22, no. 2 (1998): 263–85. http://dx.doi.org/10.1080/016502598384379.

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Identifying characteristics that distinguish youth who achieve adaptive outcomes in the face of adversity from those who do not has furthered our understanding of developmental psychopathology. However, accumulating evidence indicates that particular characteristics rarely serve exclusively risk or protective functions, that individuals who seem resilient on one index often do not seem so on other indices, and that individuals often are not equally resilient across contexts. These findings call for a dynamic conceptualisation of resiliency that can account for why the ways children cope with s

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Oddo, Lauren E., Laura E. Knouse, Craig B. H. Surman, and Steven A. Safren. "Investigating Resilience to Depression in Adults With ADHD." Journal of Attention Disorders 22, no. 5 (2016): 497–505. http://dx.doi.org/10.1177/1087054716636937.

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Objective: ADHD is associated with elevated rates of comorbid depressive disorders, yet the nature and development of this comorbidity remain understudied. We hypothesized that a longer period of prior ADHD treatment, being less likely to engage in maladaptive cognitive/behavioral coping strategies, and less severe ADHD symptoms would predict greater likelihood of lifetime resilience to depression. Method: Seventy-seven adults with ADHD completed diagnostic interviews, clinician-administered symptom rating scales, a stressful life events measure, and self-report questionnaires. We used logisti

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Cassen, Robert, Leon Feinstein, and Philip Graham. "Educational Outcomes: Adversity and Resilience." Social Policy and Society 8, no. 1 (2009): 73–85. http://dx.doi.org/10.1017/s1474746408004600.

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In the context of risk and resilience, the paper attempts to integrate three strands of research: genetic and mental-health factors, the findings of cohort studies and those of other investigations of educational outcomes. A very wide range of factors, many of them related to disadvantage, bear on such outcomes, but none deterministically. Intelligence, conduct and emotional disorders are all found to influence academic achievement to varying degrees, as do a number of aspects of family, school and the wider social environment. Aspects that contribute to resilience are identified, and the pape

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Randolph, Karen A., Mark W. Fraser, and Dennis K. Orthner. "Educational Resilience Among Youth at Risk." Substance Use & Misuse 39, no. 5 (2004): 747–67. http://dx.doi.org/10.1081/ja-120034014.

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11

Mélissa, Kouassi Affoué. "Niveau D’etudes, Style Educatif Des Parents Et Resilience Scolaire Chez Des Enfants Deficients Auditifs De L’ecole Ivoirienne Pour Les Sourds (ECIS)." European Scientific Journal, ESJ 12, no. 28 (2016): 219. http://dx.doi.org/10.19044/esj.2016.v12n28p219.

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The present work analyzes from the perception of disability, which means that it is an inability to be gifted in some areas, including the school environment. In this perspective, it analyses the operation of parent and disabled child relationship. Carters of the relationship between the level of education, the educational style of parents and school resilience in hearing impaired children, of Ivorian school of deaf. To this end, we were interested in 18 ivoirians children and their parents, 9 girls and 9 boys aged 10 to 12years, from disadvantaged social background. From the scale of parental

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GIULIANI, Luisa, Alexandra REVEZ, Jörgen SPARF, Suranga JAYASENA, and Michael Havbro FABER. "SOCIAL AND TECHNOLOGICAL ASPECTS OF DISASTER RESILIENCE." International Journal of Strategic Property Management 20, no. 3 (2016): 277–90. http://dx.doi.org/10.3846/1648715x.2016.1185477.

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Large scale projects tasked with designing infrastructures and urban networks resilient to disasters face a common challenge, i.e. the need to address concomitant technological issues and social problems. What is more, conflicting technologies and the diverse philosophical underpinnings of distinct academic disciplines pose difficulties in the collaboration among experts of different fields. These difficulties and possible ways to tackle them have been highlighted by a questionnaire developed in the framework of an EU project named ANDRDD (Academic Network for Disaster Resilience to optimize E

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Bayer, Elena, Stepan Avakov, Nariné Grigoryan, and Rouzanna Aroutyunyan. "Resilience phenomenon reflection." SHS Web of Conferences 70 (2019): 01003. http://dx.doi.org/10.1051/shsconf/20197001003.

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This theoretical research specifically emphasizes personal resilience phenomenon. Children’s social activity is something that draws its significance from themselves; they must have a well-developed sense of personality and a clear understanding of their own role (their personal responsibility) in their closest social environment. A mentee (a child from an orphanage) needs to shape his/her own personal identification; as a person, he/she should be able to count on his/her own developed resources such as resilience, and internal personal position towards the choice of lifetime values. The artic

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Richardson, Jeanita W. "From Risk to Resilience: Promoting School–Health Partnerships for Children." International Journal of Educational Reform 17, no. 1 (2008): 19–36. http://dx.doi.org/10.1177/105678790801700103.

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Across the globe, educational and health practitioners wrestle daily with the paradoxes of risk and resilience. Though the causes of risk are generally outside the control of professionals, manifestations of disadvantage directly affect service delivery and the realizing of accountability benchmarks. This article proposes a shift in attention from risk to resilience as being empowering and proactive for students and those vested in maximizing their potential. Given that resilience has been deemed an ecological phenomenon, the ecology of human development framework posited by Uri Bronfenbrenner

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Howard, Sue, and Bruce Johnson. "Tracking student resilience." Children Australia 24, no. 3 (1999): 14–23. http://dx.doi.org/10.1017/s1035077200009214.

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In recent times, research that has traditionally concerned itself with children ‘at risk’ has been supplemented by studies which have concentrated on the characteristics of those children who display resilient behaviours despite the presence of negative individual, family or environmental factors. A range of internal and external ‘protective factors’ that contribute to childhood resilience has been identified in the literature.The research being presented here reports on one phase of a longitudinal study that is tracking children originally identified as displaying resilient or non-resilient b

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Capstick, Tony. "Resilience." ELT Journal 72, no. 2 (2018): 210–13. http://dx.doi.org/10.1093/elt/ccx068.

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Cocking, Chris, Nigel Sherriff, Kay Aranda, and Laetitia Zeeman. "Exploring young people’s emotional well-being and resilience in educational contexts: A resilient space?" Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 24, no. 3 (2018): 241–58. http://dx.doi.org/10.1177/1363459318800162.

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The term ‘resilience’ is pervasive in narratives of young people’s emotional well-being. However, the meaning it has for those it describes is perhaps less well understood. Resilience was investigated as part of an engagement exercise into health improvement commissioning in educational contexts in the South East of England. One hundred and nine young people in total were involved, and this article reports data collected from two areas that were explored, comprising a sub-set of 58 participants: emotional well-being and resilience (n = 23) and the whole school approach (n = 35). It was apparen

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Caughter, Sarah, and Victoria Crofts. "Nurturing a Resilient Mindset in School-Aged Children Who Stutter." American Journal of Speech-Language Pathology 27, no. 3S (2018): 1111–23. http://dx.doi.org/10.1044/2018_ajslp-odc11-17-0189.

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Purpose To consider the rationale, methods, and potential benefits of nurturing the growth of resilience in school-aged children who stutter. Stuttering in childhood can have negative psychological consequences for some, including the development of a negative attitude toward their speech from a young age (Vanryckeghem, Brutten, & Hernandez, 2005) and possible co-occurring psychopathology in adolescence and adulthood, in particular, anxiety disorders (Blood, Blood, Maloney, Meyer, & Qualls, 2007; Iverach & Rapee, 2014; McAllister, Kelman, & Millard, 2015). Children who stutter

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19

Nind, Melanie. "Self‐reflection and resilience in educational research." International Journal of Research & Method in Education 33, no. 2 (2010): 117–18. http://dx.doi.org/10.1080/1743727x.2010.485721.

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Rogers, David. "Which educational interventions improve healthcare professionals’ resilience?" Medical Teacher 38, no. 12 (2016): 1236–41. http://dx.doi.org/10.1080/0142159x.2016.1210111.

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Kinchin, Ian. "Testing the resilience of our educational systems." Journal of Biological Education 53, no. 3 (2019): 235. http://dx.doi.org/10.1080/00219266.2019.1587897.

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Kothari, Brianne H., Bethany Godlewski, Shannon T. Lipscomb, and Jamie Jaramillo. "Educational resilience among youth in foster care." Psychology in the Schools 58, no. 5 (2021): 913–34. http://dx.doi.org/10.1002/pits.22478.

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Maltby, John, Liz Day, Sophie S. Hall, and Sally Chivers. "The Measurement and Role of Ecological Resilience Systems Theory Across Domain-Specific Outcomes: The Domain-Specific Resilient Systems Scales." Assessment 26, no. 8 (2017): 1444–61. http://dx.doi.org/10.1177/1073191117738045.

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Research suggests that trait resilience may be best understood within an ecological resilient systems theory, comprising engineering, ecological, and adaptive capacity resilience. However, there is no evidence as to how this theory translates to specific life domains. Data from two samples (the United States, n = 1,278; the United Kingdom, n = 211) facilitated five studies that introduce the Domain-Specific Resilient Systems Scales for assessing ecological resilient systems theory within work, health, marriage, friendships, and education. The Domain-Specific Resilient Systems Scales are found

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Bouchard, Lauren, and Lydia Manning. "Resilient Identity: How Aging Matters in Exploring Resilience." Innovation in Aging 4, Supplement_1 (2020): 832. http://dx.doi.org/10.1093/geroni/igaa057.3045.

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Abstract Defining resilience is complex given its multidimensional and contextualized nature within the gerontological literature. The construct has been described as a trait, state, and process, and less often, as a cultivated identity. Older adults are key in the understanding of resilience from their own point view as experts of their experiences with adversity. This presentation focuses upon the findings of qualitative research utilizing grounded theory methodology, which explores the way aging may shape “resilient identity.” Given the varying challenges across the life course, resilient i

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Baronenko, Elena A., Elena B. Bystrai, Yulia A. Raisvikh, Tatiana V. Shtykova, and Larisa A. Belova. "Formation of future teachers’ pedagogical resilience in modern conditions." Perspectives of Science and Education 51, no. 3 (2021): 140–54. http://dx.doi.org/10.32744/pse.2021.3.10.

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Introduction. The social order of modern society sets the task of training a specialist who would be able not only to organize effective communication with all subjects of the educational process, but would also be able to overcome certain crises in the professional activity, confidently go towards the goal, quickly recover from possible pedagogical failures, realistically assess the current situation and the prospects for getting out of it with minimal losses. This actualizes the need for the formation of pedagogical resilience in future teachers, which is possible by introducing a specially

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Simoncini, Luca. "Technological and Educational Challenges of Resilient Computing." International Journal of Adaptive, Resilient and Autonomic Systems 1, no. 1 (2010): 41–57. http://dx.doi.org/10.4018/jaras.2010071703.

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The adjective resilient has been used in dependable computing essentially as a synonym of fault-tolerant, thus ignoring the unexpected aspect of the phenomena the systems may have to face. These phenomena are very relevant when moving to systems like the future large, networked, evolving systems constituting complex information infrastructures that are the emergence of the ubiquitous systems that will support Ambient Intelligence. From an educational point of view, very few Universities offer a comprehensive track that is able to prepare students able to cope with the challenges posed by the d

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Bouillet, Dejana, Tea Pavin Ivanec, and Renata Miljević-Riđički. "Preschool teachers’ resilience and their readiness for building children's resilience." Health Education 114, no. 6 (2014): 435–50. http://dx.doi.org/10.1108/he-11-2013-0062.

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Purpose – The purpose of this paper is to analyse the resilience of preschool teachers, aspects of teachers’ readiness to develop children's resilience and the relationship between the two constructs of resilience and readiness. Design/methodology/approach – Two instruments (the “Resilience Scale For Adults” and the “Questionnaire on the Readiness of Preschool Teachers for Developing Children's Resilience”) were used to collect data on resilience and readiness for developing children's resilience from 191 female preschool teachers enrolled in a graduate education programme in the Faculty of Te

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Palmes, Madonna S., Sheilla M. Trajera, and Gregory S. Ching. "Relationship of Coping Strategies and Quality of Life: Parallel and Serial Mediating Role of Resilience and Social Participation among Older Adults in Western Philippines." International Journal of Environmental Research and Public Health 18, no. 19 (2021): 10006. http://dx.doi.org/10.3390/ijerph181910006.

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Growing old is frequently linked with various challenges. Hence, it is important to understand how to age successfully. Drawing on the concept that an individual’s quality of life (QOL) is influenced by their demographics, coping strategies, resilience, and social participation, the current study reports on the findings of these variables among older adults in the Western Philippines. A total of 392 volunteer older adults were surveyed. Aside from the demographics such as age, gender, marital status, average monthly income, educational attainment, and health status, the data collected also inc

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Kuntz, Joana R. C., Sanna Malinen, and Katharina Näswall. "Employee resilience: Directions for resilience development." Consulting Psychology Journal: Practice and Research 69, no. 3 (2017): 223–42. http://dx.doi.org/10.1037/cpb0000097.

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Downey, Jayne A. "Recommendations for Fostering Educational Resilience in the Classroom." Preventing School Failure: Alternative Education for Children and Youth 53, no. 1 (2008): 56–64. http://dx.doi.org/10.3200/psfl.53.1.56-64.

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31

Hemson, Crispin. "Agency, resilience and innovation in overcoming educational failure." Perspectives in Education 36, no. 2 (2018): 61–74. http://dx.doi.org/10.18820/2519593x/pie.v36i2.6.

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Eyal, Ori. "Degeneracy, resilience and free markets in educational innovation." Systems Research and Behavioral Science 26, no. 4 (2009): 487–91. http://dx.doi.org/10.1002/sres.940.

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Toland, John, and Donna Carrigan. "Educational psychology and resilience: New concept, new opportunities." School Psychology International 32, no. 1 (2011): 95–106. http://dx.doi.org/10.1177/0143034310397284.

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Pătraşcu, Petrișor. "Resilience and Critical Educational Valences during the Pandemic." International conference KNOWLEDGE-BASED ORGANIZATION 27, no. 2 (2021): 180–86. http://dx.doi.org/10.2478/kbo-2021-0070.

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Abstract One year after the COVID-19 pandemic has become a public health emergency the health crisis is ongoing, as evidenced by the number of cases and deaths reported by countries worldwide. During this time, the educational process underwent a series of transformations, and all educational institutions aimed to maintain the educational process during the SARS-CoV-2 pandemic, using various means and tools. Thus, the existence of digital technologies and access to the Internet have significantly contributed to the continuation of teaching and research in a practical online learning environmen

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Et al., Afdal Afdal. "The TIRI: A Rasch-Validated Revision of Resilience for Victims of Natural Disasters." Psychology and Education Journal 58, no. 1 (2021): 4121–32. http://dx.doi.org/10.17762/pae.v58i1.1476.

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This article presents the validation of Taufik & Ifdil Resilienci Inventory (TIRI) in the context of post-natural disasters and in Indonesian. The quantitative research tests validity of TIRI with Rasch model analysis, TIRI is used to measure the resilience of students affected by natural disasters by the number items 43 and developed by the Indonesian Institute for Counseling, Education and Therapy (IICET) research team which is coordinated by the Research Center (Universitas Negeri Padang). This research was conducted 3 trials/cycle, all respondents per cycle were spread in 6 regencies i

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Daniels, Aubrey D., and Julia Bryan. "Resilience Despite Complex Trauma: Family Environment and Family Cohesion as Protective Factors." Family Journal 29, no. 3 (2021): 336–45. http://dx.doi.org/10.1177/10664807211000719.

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The authors utilized hierarchical multiple regression to understand the relationships between complex trauma, family environment, family cohesion, and resilience in 485 young adults aged 18–35. The young adults varied regarding their educational background and experiences with trauma. Results demonstrated that youth with more experiences of complex trauma were associated with lower levels of resilience. However, when they reported strong family environments and family cohesion prior to adulthood, they were more likely to be resilient in young adulthood despite the complex trauma experienced. H

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Dunaeva, N. I., H. E. Serebrovsky, and P. A. Egorova. "THE PROBLEM OF RESILIENCE OF THE PERSONALITY TO DIFFICULT LIFE SITUATIONS IN THE EDUCATIONAL ENVIRONMENT IN THE RUSSIAN AND FOREIGN RESEARCH." Vestnik of Minin University 7, no. 1 (2019): 11. http://dx.doi.org/10.26795/2307-1281-2019-7-1-11.

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Introduction: in article the problem of psychology of resilience of the personality to difficult life situations, identifications of the factors contributing to the development of resilience of the personality is discussed. Today in psychological literature there is still a lack of researches of resilience of the personality, the factors, such as the external and internal ones, the factors influencing the development of person’s resilience are insufficiently studied. An important point in understanding of formation of mechanisms of resilience of the personality is studying of a role of the edu

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Ul Hassan, Mehboob, and Intzar Hussain Butt. "THE BACK BURNER: EDUCATIONAL EQUITY, RESILIENCE, AND PSYCHOLOGICAL WELL-BEING AS A PREDICTOR ON PROMOTING STUDENTS MENTAL HEALTH." Humanities & Social Sciences Reviews 9, no. 3 (2021): 808–22. http://dx.doi.org/10.18510/hssr.2021.9379.

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Purpose of the Study: The purpose of the current research was to determine the effect of equitable education, resilience, and psychological well-being on promoting student's mental health. The researchers eagerly explored everyday situations happening in male elementary schools of district Lahore, focusing on pandemic situations with zeal and zest. Methodology: The researchers structured causal-comparative research focusing positivist paradigm on a sample of randomly selected 980 respondents enrolled in male elementary schools of district Lahore of Punjab-Pakistan. The authors collected

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Benítez-Corona, Lilia, and María Concepción Barrón-Tirado. "Análisis cualitativo de resiliencia en estudiantes de posgrado." Revista Electrónica Educare 22, no. 1 (2017): 1. http://dx.doi.org/10.15359/ree.22-1.7.

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The development of resilience is acquired through the life experiences of individuals. In this way, the results obtained in postdoctoral research are presented: “The development of resilient competences in graduate students in Pedagogy of the National Autonomous University of Mexico (UNAM)”. Resilience is the ability to live positively despite the adversity or difficult situations faced by people in different social contexts. Given its subjectivity, analyzing turns complex, because difficulties are perceived differently by each individual. The aim of the article is to show the analysis of resi

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Macías, Tania Maritza Díaz, Leila María Álava Barreiro, and Diana Stefani Velásquez García. "Challenges to Foster Resilience." International Research Journal of Management, IT & Social Sciences 5, no. 2 (2018): 80. http://dx.doi.org/10.21744/irjmis.v5i2.613.

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The work aims to provoke critical educational reflections on the current state of the scientific-pedagogical conception of inclusive education in the university context. In this sense, we are aware of the existence of an extremely positive conceptual evolution in recent times. It is necessary to articulate new discourses and teaching practices that project and illuminate the idea that inclusive education as a permanent process of change in education and for which the development of psychological activities outlined in resilience can play an important role. The Ecuadorian higher education syste

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Kumi-Yeboah, Alex. "Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment." Urban Education 55, no. 5 (2016): 753–82. http://dx.doi.org/10.1177/0042085916660347.

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Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants ( N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resourc

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Holden, K. B., N. D. Hernandez, G. L. Wrenn, and A. S. Belton. "Resilience: Protective Factors for Depression and Post Traumatic Stress Disorder among African American Women?" Health, Culture and Society 9 (December 8, 2017): 12–29. http://dx.doi.org/10.5195/hcs.2017.222.

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There is a great need to carefully examine issues that may elevate one’s risk for mental illness and develop strategies to mitigate risk and cultivate resilience. African Americans, specifically African American women (AAW), are disproportionately affected by mental illness, including depression and post-traumatic stress disorder (PTSD). Higher rates of PTSD among AAW may be explained by significant rates of trauma exposure. Higher resiliency in individuals with mental illnesses is associated with better treatment response/outcomes. An examination of two (2) promising psycho-educational curric

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Ponce Espino, Jordi Eusebio, and Ana Mª Torrecillas Martín. "ESTUDIO DE FACTORES RESILIENTES EN FAMILIARES DE PERSONAS CON DISCAPACIDAD." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (2017): 431. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.763.

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Abstract.This paper presents an investigation whose objective was to conduct a descriptive analysis of the resilience of a group of 100 relatives of people with disabilities. We used a short questionnaire which focused on sociodemographic aspects, and the Spanish version of the Young and Wagnild Resilience Scale (1993) translated and adapted by Heilemann, Lee, and Kury (2003). Some results indicate that brothers are those who show a higher rate of cases with a higher level of resilience, followed by mothers and then fathers; resilience levels are higher in younger relatives and lower in older

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Ponce Espino, Jordi Eusebio, and Ana Mª Torrecillas Martín. "ESTUDIO DE FACTORES RESILIENTES EN FAMILIARES DE PERSONAS CON DISCAPACIDAD." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (2017): 407. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.810.

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Abstract:

Abstract.This paper presents an investigation whose objective was to conduct a descriptive analysis of the resilience of a group of 100 relatives of people with disabilities. We used a short questionnaire which focused on sociodemographic aspects, and the Spanish version of the Young and Wagnild Resilience Scale (1993) translated and adapted by Heilemann, Lee, and Kury (2003). Some results indicate that brothers are those who show a higher rate of cases with a higher level of resilience, followed by mothers and then fathers; resilience levels are higher in younger relatives and lower in older

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Smulczyk, Marek. "Znaczenie academic resilience w czasach pandemicznych. Diagnoza i możliwości wsparcia uczniów." Kwartalnik Pedagogiczny, no. 65/4 (July 19, 2021): 93–117. http://dx.doi.org/10.31338/2657-6007.kp.2020-4.7.

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The article is devoted to the phenomenon of resilience in the educational area, which is defined as an increased probability of success in school, despite experiencing adversities caused by the characteristics of the individual, his living conditions and experiences. The academic resilience construct was used, referring to the convention of the authors of the PISA/OECD study, and placed in the current context of the pandemic threat experience. In order to characterise the students belonging to the academic resilience group, two research questions were formulated: What is the scope of the pheno

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Wald, Hedy S., and Settimio Monteverde. "COVID-19 era healthcare ethics education: Cultivating educational and moral resilience." Nursing Ethics 28, no. 1 (2021): 58–65. http://dx.doi.org/10.1177/0969733020976188.

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The COVID-19 pandemic crisis has had profound effects on global health, healthcare, and public health policy. It has also impacted education. Within undergraduate healthcare education of doctors, nurses, and allied professions, rapid shifts to distance learning and pedagogic content creation within new realities, demands of healthcare practice settings, shortened curricula, and/or earlier graduation have also challenged ethics teaching in terms of curriculum allotments or content specification. We propose expanding the notion of resilience to the field of ethics education under the conditions

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Coleman, Marilyn, and Lawrence Ganong. "Resilience and Families." Family Relations 51, no. 2 (2002): 101–2. http://dx.doi.org/10.1111/j.1741-3729.2002.00101.x.

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Clinton, Jean. "Resilience and recovery." International Journal of Children's Spirituality 13, no. 3 (2008): 213–22. http://dx.doi.org/10.1080/13644360802236474.

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Reed, Diane. "RESILIENT EDUCATIONAL LEADERS IN TURBULENT TIMES: APPLYING THE LEADER RESILIENCE PROFILE ® TO ASSESS RESILIENCY IN RELATIONSHIP TO GENDER AND AGE." Periferia 10, no. 2 (2018): 119–34. http://dx.doi.org/10.12957/periferia.2018.34777.

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Mulheres líderes em todo o mundo enfrentam um desafio comum: tempos extremamente turbulentos, que desafiam até mesmo as/os líderes mais habilidosas(os). O artigo começa com uma breve visão geral do significado da resiliência da(o) líder e descreve o ciclo de resiliência que todas(os) as/os líderes experimentam quando ocorrem as adversidades. São cinco as fases do ciclo de resiliência discutidas: condições normais, fase de deterioração, fase de adaptação, fase de recuperação e fase de crescimento. Em seguida, o artigo traça o desenvolvimento dos dados revisados do Leader Resilience Profile® (LR

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Strayhorn, Tyler, Sudipta Dasmohapatra, Dave Tilotta, and Phil Mitchell. "Effectiveness of educational tools for hurricane resilience in homes." Disaster Prevention and Management: An International Journal 21, no. 4 (2012): 433–44. http://dx.doi.org/10.1108/09653561211256143.

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