RESILIENCE

IN DEVELOPMENT

Presenter:
Duero, Honeylyn & Lopez, Alvin Jay
 History of the Study of
Resilience in Psychology
Individual resilience in the face of adversity has
been around for a very long time.

By the 1960s, psychologists and psychiatrists got

interested in the etiology of psychopathology had begun
to study children over time.
 efining Resilience
D
Resilience according to (Tugade et al., 2004: 1169), the flexibility in
response to changing situational demands, and the ability to
bounce back from negative emotional experiences.
Recovery is the return back to baseline levels of functioning.

Resistance is when a person shows no signs of disturbance (low

distress) following a traumatic event.

Reconfiguration is when people return to homeostasis in a different

formation: they have changed (either positively or negatively) from
their traumatic experience.

(Lepore and Revenson, 2006)

COMPONENTS OF RESILIENCE

(1) reframing;
(2) experience of positive emotions;
(3) participation in physical activity;
(4) trusted social support;
(5) the use of personal and authentic
strengths; (5) optimism.
 D e f i n i n g a n d A s s e s s ing
d D e v e l o p m e n t a l O u t com
Go o e
Cumulative risk
is an analysis, characterization, and possible quantification of the combined
risks to human health or the environment from multiple agents or stressors.

Cumulative risk assessment has taken two major forms:

Risk indices and stressful life experience scores.

Cumulative risk scores often sum the number of risk factors present in a child’s life,
whereas life stress scores typically add up the number of negative life events or
experiences encountered during a period of time.
Assessing Assets, Resources,
and Protective Factors

ASSET

RESOURCES

PROTECTIVE FACTORS
 MODELS OF RESILIENCE
VARIABLE-FOCUSED APPROACH

This approaches examine the linkages among

characteristics of individuals, environments, and
experiences to try to ascertain what accounts for
good outcomes on indicators of adaptation when risk
or adversity is high. This method effectively draws on
the power of the whole sample or the entire risk
group, as well as the strengths of multivariate
statistics.
 MODELS OF RESILIENCE

PERSON-FOCUSED APPROACH
Person-focused approaches identify resilient
people and try to understand how they differ
from others who are not faring well in the face
of adversity or who have not been challenged
by threats to development.
Three Types of Person-
Focused Models
One model derives from the single case study of individuals
who have inspired larger scale investigations and illustrate
findings from larger studies in which they are embedded

A second person-focused model of resilience is based on

identifying very high-risk individuals who do well, a resilient
subgroup.

Third approach, which includes children from a general

population, with the goal of comparing the resilient to lower
risk peers as well as high-risk, maladaptive peers.
Pathway Models
Path A reflects a child growing up in a high-
risk environment who nonetheless steadily
functions well in life.

Path B reflects a child who is doing well, is

diverted a major blow (perhaps a traumatic
experience), and recovers.

Path C reflects a late bloomer pattern, in

which a high-risk child who is not doing well
is provided with life-altering chances or
opportunities.
 i n d i n g s o n R e s i l i e n c e i n
y o f F D e v e lopm
m a r
u m ent
S

Findings from a wide-ranging and diverse literature

on resilience in children and youth converge with
striking regularity on a set of individual and
environmental attributes associated with good
adjustment and development under a variety of life-
course-threatening conditions across cultural
contexts.
Strategies for
Fostering Resilience
Risk-Focused Strategies
These strategies aim to reduce the exposure of
children to hazardous experiences.
Asset-Focused Strategies
These approaches aim to increase the amount of,
access to, or quality of resources children need
for the development of competence.
Process-Focused Strategies
These strategies aim to mobilize the fundamental
protective systems for development.
CONCLUSIONS AND FUTURE
DIRECTIONS FOR RESILIENCE
RESEARCH

The most striking conclusion arising from all

the research on resilience in development is
that the extraordinary resilience and recovery
power of children arises from ordinary
processes. The evidence indicates that the
children who “make it” have basic human
protective systems operating in their favor
Thank You
for your attention
 REFERENCES

Hefferon, K., & Boniwell, I. (2011). Positive psychology:

Theory, research and applications. McGraw-Hill
Education (UK).

Snyder, C. R., & Lopez, S. J. (Eds.). (2001). Handbook of

positive psychology. Oxford university press.
 E R A C T I V
N T E
I
ACTIVITY
1 representative per group

Prepare a piece of paper

and a pen/pencil

Don't worry! This will not be a quiz!

RESILIENCE AND

GROUP 2 - DELMU1
WELL-BEING
Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018). Resilience and well-being. In E. Diener, S.
Oishi, & L. Tay (Eds.), Handbook of well-being. Salt Lake City, UT: DEF Publishers.
DOI:nobascholar.com

Presented by Geneva Elorta & Arlie Kaye Mapa

 PRESENTATION OUTLINE
TOPICS TO DISCUSS

Definition
Models
Protective Factors
Resilience as a Process

GROUP 2 - DELMU1
Developing Resilience
The Relationship Between Resilience and Well-Being
Other Related Construct
Future Directions
Conclusion
DEFINITION
The ability to resist being damaged or deformed by traumas
or destructive forces.
(Perceives resilience as a trait an individual needs to survive)

Resilience can also mean a “readily bouncing back” or

recovering from those traumas or destructive forces.
(As a means of thriving)

Presenter: Geneva Elorta

MODELS A. RESILIENCE AS A TRAIT OR CAPACITY
• There are several models and measures of resilience that treat the
construct as something that an individual has and can report on based on
prior experience.(Brett et all, 2016)These models approach resilience
either as single construct ( e.g Brie Resilience Scale , Smith et al., 2008)or
a composite of several distinct traits or capacities.

Examples:
1. Connor Davidson Resilience Scale (CD-RISC, Connor and Davidson, 2003)
2. Five -by- Five Scale (DeSimone, Harms, Vanhove, and Herian, 2016)
3. Global Assessment Tool or GAT ( Peterson, Park, and Castro ,2011 :see also Harms,
Herian, and Sowden, 2015)
B. PROTECTIVE FACTORS

PROTECTIVE FACTORS
In general it is accepted that resilience is inherently related to the
resources that an individual can draw on to overcome adversity.
These protective factors come on a wide variety of forms that
combine to make a person resilient.

1. Individual factors – It is with this level that psychologists are

concerned. It involves the psychological and neurological factors
that can play a role in maintaining and recovering well being
after traumatic events or setbacks.
PROTECTIVE FACTORS PROTECTIVE FACTORS
2. Social factors – These factors concern the social relationships one has and
whether they can call on and expect support in times of crisis.(Family, friends,
coworkers, or anyone in one’s social network who could provide social, emotional,
and even financial support to the individual)

3. Community factors – (National level)This type of resilience goes beyond

individual capacities and takes into account Economic, Institutional, Ecological,
and Infrastructure capacities when evaluating with communities are most likely
to be resilient in the face of tragedies or even economic downturns.(Cutter et Al.,
2008 ; Norris , Stevens, Pfefferbaum, Wyche, and Pfefferbaum, 2008 ; Murphy,
2007)
RESILIENCE AS A
PROCESS

The process approach to

studying resilience looks more
at how individuals cope with
hardships and in particular, is
often associated with
assessing patterns of
wellbeing overtime to
determine who is resilient in
periods of stress (Cutter,
Cicchetti and Becker, 2000 ;
Windle ,2011 ; Becker and
Ferry, 2016)

RESILIENCE AND WELL-BEING

 DEVELOPING RESILIENCE
1.Life history - A History of poverty, disease , or abuse is typically associated with
lower levels of resilience later in life. Harsh environments can also help individuals
develop resilience since these early experience provide the opportunity to develop
the skills necessary to overcome setbacks.(e.g., Crane and Searle , 2016 ; Goldstein
, 2008 ; Rutter , 1999).

2.Resilience training programs - These include encouraging a growth mindset,

Deliberative Practice, Meditation, Teaching coping strategies, and providing social
support.

Example: Penn Resilience Program – A recent meta analysis of organizational

resilience interventions (Vanhove, Herian, Perez, Harms, and Lester, 2016) Has shown
that not all resilience programs are created equal and not all people respond in the
same way to such programs.
THE RELATIONSHIP BETWEEN RESILIENCE AND WELL-BEING
Presenter: Arlie Kaye Mapa

Resilience and well-being are fundamentally related and in some instances

resilience is even measured using well-being instruments.
Research suggests that positive emotions can promote greater resilience
because they promote flexible thinking, and facilitate both adaptive coping,
and the maintenance of social relationships.
To conflating resilience and well-being is that the abilities honed by resilient
individuals may be more generative of self-efficacy, and in fact may actually
hinder well-being.
OTHER RELATED CONSTRUCT
Psychological Capital
is argued to be a set of four psychological factors associated with overcoming obstacles
that together form a higher-order construct.

Character Strengths
are conceived of as “naturally recurring patterns of thought, feeling, or behavior that can be
productively applied”

Grit
is conceived of as perseverance in the face of challenges and experiencing passion in the
pursuit of long-term goals.

Hardiness
is conceived of as a cognitively-based personality trait consisting of three characteristics
that shape how hardy individuals view events in their lives: control, commitment, and
challenge.
FUTURE DIRECTIONS
FUTURE DIRECTIONS
Need for construct clean-up in the domain of resilience.
To further refine their theories and measurement tools.
It may not be necessary to completely eschew self-report
measures if the goal is to assess resilience as process or
pattern.
Hand-in-hand with the development of new instruments and
techniques is the need to validate those instruments and
techniques.
Beyond the need for new measures is a real need for
theoretical development in the field of resilience.
C O N C L U S I O N CONCLUSION
Resilience is a valuable framework for understanding how
individuals cope with stress and maintain their levels of well-being.
The past few decades of research have revealed a great deal in
terms of what factors are most important for driving resilience and
how interventions can be designed to facilitate growth and recovery
in the face of adverse events. Nonetheless, challenges remain in
terms of the theory surrounding resilience, its measurement, and its
meaning. However, new approaches to assessing resilience show
great promise for the study of resilience in the future
 7 - BULLET POINT
Resilience can be means as individual ability to resist adversities and thriving.

Patterns can be seen among resilient individuals.

Some extensive literature believes that resilience in adulthood can be traced in

childhood experiences.
Relationship between resilience and well-being are fundamentally related
related but not straight forward.
High level of character strengths as key antecedents on potential indicators of
resilience itself.
Perseverance and Passion can be antecedent of resilient behavioural patterns.
Unshakeable persons tend to have a fighting instinct when problems occur.
27th of July CHASS, Caraga State University

Thank you for

listening.
REFERENCE
Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018). Resilience and well-
being. Handbook of well-being. Salt Lake City, UT: DEF Publishers.