Psychology’s Resilience Theory (Definition & Characteristics)

Resilience theory definition and how resilient people can bounce back after traumatic events, natural disasters and stressful satiations.

From a strength-focused perspective, resilience theory is the conceptual foundation for explaining how certain people may bounce back in life after being in the face of adversity.

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What Exactly Is Resilience?

Natural catastrophes, crime, conflict, accidents, and abuse are all sad but inescapable aspects of life. Psychologists, psychiatrists, and pediatricians have long been interested in the startling reality that, when faced with hardship, some children emerge relatively unharmed while others disintegrate.

Contrary to common assumption, resilience is not a personality characteristic, but rather a dynamic process or dynamic system for effectively adapting to life’s challenges and adversity.

Who Created Resilience Theory?

Resilience Theory is a collective resilience concept developed by a number of scholars. Norman Garmezy, who established the Project Competence Longitudinal Study (PCLS) 3, and Masten, Tellegen from the University of Minnesota are notable contributions.

The origins of resilience research could be traced back to a half-century ago, when psychologists investigated the outcomes of children at high risk for psychopathology.

A subset of these children’s did not acquire any psychopathological disorders and grew up with unexpectedly healthy patterns.
Previously, psychology researchers were frequently focused on identifying risk factors and vulnerabilities that may contribute to good outcomes in at-risk children.

The Resilience Theory was a paradigm shift that explains what these protective elements are and how they function to help children’s overcome the negative consequences of risk exposure.

See also: Building Resilience in Children

Characteristics of Resilience Theory

Resilience theory, unlike most other theories, is not a collection of predetermined assumptions or principles.

It is, rather, a framework that evolves over time as scholars discover more via investigations and analysis.

In reality, four waves of resilience research have continually refined and expanded resilience theory.

Several common features have evolved across the many diverse models of resilience theory, and most resilience theorists agree on them.

Static Traits Vs. Dynamic Process

Initially, psychologists concentrated on finding the personality qualities responsible for the favourable results in that sample of children.

The notion was that resilience was a static inherent attribute of a person.

Researchers gradually discovered that resilience is more than just a set of psychological qualities. Resilience, on the other hand, is the ability of a dynamic process to successfully adjust to disruptions that jeopardise a children’s function and growth.

See also: Legit Classical Conditioning Examples In Real Life Parenting

Extraordinary Asset Vs. Ordinary Resources

Early resilience researchers sometimes referred to children who demonstrated resilient adaptation as invulnerable or invincible, as though only a few exceptional people were capable of overcoming extraordinarily severe situations.

Later, researchers discovered that resilience was really fairly frequent 9 in human development provided essential adaption mechanisms were safeguarded and in excellent functioning condition. If such systems were disrupted throughout a children’s growth, the likelihood of developmental disorders skyrocketed.

Ann S. Masten, a resilience specialist, dubbed this the Ordinary Magic because it is the ordinary resource, not the remarkable trait, that protects us.

Individual, family, and community protective factors have been discovered to safeguard adaption systems.

Although individual attributes such as temperament, IQ, and gender certainly contribute to resilience, external circumstances frequently play a substantial influence in deciding whether a person can adjust positively or negatively.

These are common resources available from family and community, such as parental support, adult mentors, a close community, and a safe area.

Variable Vs Fixed

Another novel idea regarding resilience is that it might possibly change over time and across domains.

Adaptation is not a permanent system; rather, it is a dynamic trend with new strengths and weaknesses emerging over time as a result of various life situations.

Resilience is also not a universal phenomenon.

A child may adapt successfully in one area while struggling in another.

Resillience Theory

Because resilience is a dynamic process and the majority of protective factors originate from outside of an individual, many researchers now refer to it as resilience or resilient adaptation rather than resiliency or resilient kid, because the latter suggests it is exclusively a personal trait.

Resilience is a simple concept: overcoming hardship. However, identifying resilience, as well as evaluating and comprehending it, is a difficult issue in psychology. Many resilience models have been created, and current brain research has added to our understanding.

Regardless of the complexities of the study, one thing is clear and easy for parents: in order to create resilience, we must do our share to connect with our children and offer excellent parenting.

Resilience in Children

As children develop, they face a variety of problems, ranging from starting school and meeting new friends to unpleasant events such as bullying and abuse.

According to the American Psychological Association, “building resilience — the ability to adapt successfully to adversity, trauma, tragedy, dangers, or even large amounts of stress — might help our children handle stress and emotions of worry and uncertainty” (APA). (18)

The 7 Cs concept is designed to help children and teenagers build resilience. Competence, confidence, connection, character, contribution, coping, and control are listed as necessary abilities for young people to properly manage situations.

Positive activities and attitudes can aid in the development of resilience in youngsters. The American Psychological Association offers ten suggestions for helping young people develop resilience:

Resilience and Health Conditions

Resilience traits, such as social ties and a strong sense of self-worth, have been demonstrated in studies to aid persons dealing with chronic disease.

According to a review of studies on resilience and chronic disease published in April 2015 in the journal Cogent Psychology, a patient’s resilience can affect both the development and prognosis of their condition.

• Foster social connections
• Help children by having them help others
• Maintain a daily routine
• Take breaks from sources of stress
• Teach self-care
• Set realistic goals
• Nurture a positive self-image
• Keep things in perspective
• Encourage self-discovery
• Accept change as part of life

There is no common prescription for developing resilience in children and adolescents. If a kid appears overwhelmed or distressed at school or at home, parents should consult a counsellor, psychologist, or other mental health expert for assistance.

Mental Health and Resilience

In instances involving loss or tragedy, resilience is a protective factor against psychological discomfort. It can assist with stress management and depressive symptoms. The mental strength to deal with obstacles and adversity is referred to as psychological resilience.

Immunological Disorders and Resilience

Physical resilience, according to research, can lessen the negative impact of stresses on the immune system. Low resilience has been linked to illness progression, whereas strong resilience has been linked to improved quality of life in studies.

Skin Conditions and Resilience

Anxiety and stress are frequently associated with dermatologic diseases. Skin-related disorders like psoriasis and eczema can flare up as a result of stress. Patients with illnesses like psoriasis appear to have lower resilience, according to studies, and early intervention to promote resilience can improve symptoms and treatment of these conditions.

Endometriosis and Resilience

Endometriosis and persistent, possibly severe pain have been linked in studies to depression, anxiety, and a lack of resilience. Resilience can help to reduce the negative consequences on physical, mental, and social health.

References

1. 2.Southwick SM, Bonanno GA, Masten AS, Panter-Brick C, Yehuda R. Resilience definitions, theory, and challenges: interdisciplinary perspectives. European Journal of Psychotraumatology. Published online October 2014:25338. doi:10.3402/ejpt.v5.25338
2. 3.Masten AS, Tellegen A. Resilience in developmental psychopathology: Contributions of the Project Competence Longitudinal Study. Dev Psychopathol. Published online April 17, 2012:345-361. doi:10.1017/s095457941200003x
3. 4.Zimmerman MA. Resiliency Theory. Health Educ Behav. Published online July 17, 2013:381-383. doi:10.1177/1090198113493782
4. 5.Fergus S, Zimmerman MA. ADOLESCENT RESILIENCE: A Framework for Understanding Healthy Development in the Face of Risk. Annu Rev Public Health. Published online April 21, 2005:399-419. doi:10.1146/annurev.publhealth.26.021304.144357
5. 6.Fraser MW, Galinsky MJ, Richman JM. Risk, protection, and resilience: Toward a conceptual framework for social work practice. Social Work Research. Published online September 1, 1999:131-143. doi:10.1093/swr/23.3.131
6. 7.Wright MO, Masten AS, Narayan AJ. Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity. In: Handbook of Resilience in Children. Springer US; 2012:15-37. doi:10.1007/978-1-4614-3661-4_2
7. 8.Masten AS. Global Perspectives on Resilience in Children and Youth. Child Dev. Published online December 16, 2013:6-20. doi:10.1111/cdev.12205
8. 9.Bonanno GA. Loss, Trauma, and Human Resilience: Have We Underestimated the Human Capacity to Thrive After Extremely Aversive Events? American Psychologist. Published online 2004:20-28. doi:10.1037/0003-066x.59.1.20
9. 10.Masten AS. Ordinary magic: Resilience processes in development. American Psychologist. Published online 2001:227-238. doi:10.1037/0003-066x.56.3.227