Resilience is the term for the complex intrapersonal
process of successfully coping with difficult experiences or challenges that
have required considerable adaptation. (Sutton, 2024)
The complex intrapersonal processes place
demands on oneself and include cognitive, emotional, and behavioral adaptations,
which are moderated by one’s physiological status within a social context. (See the SCOPES model of functioning.)
Successful coping is evident when a person
has returned to a level of functioning that is as good as or better than their functioning
before the challenges or adverse experiences began.
When a person has overcome a traumatic
experience and they function better than before the experience, the new status
represents post-traumatic growth, which is different from resilience. See post-traumatic growth.
Community groups, including faith-based groups, can help strengthen resilience.
Resilience research notes
A review and meta-analysis found a moderate
positive effect of resilience interventions (Joyce et al., 2018). The study
suggests that resilience interventions based on a combination of cognitive
behavioral therapy (CBT) and mindfulness techniques appear to have a positive
impact on individual resilience.
Improvements in resilience in humans have
been reported as a result of psychological and cognitive therapies, such as
child caregiver advocacy resilience (Li et al., 2017), a life skills
education-based program (Sarkar et al., 2017), the iNEAR programme (Tunariu et
al., 2017), intensive mindfulness meditation training (Hwang et al., 2018) and
stress inoculation training (Horn et al., 2016). Although all the above
achieved good outcomes, the same method may have different therapeutic effects
in different individuals. (Liu et al., 2018)
Factors associated with childhood resilience
were summarized in The Science of Resilience (2015).
Research has
identified a set of factors that help children achieve positive outcomes in the
face of significant adversity. Individuals who demonstrate resilience in
response to one form of adversity may not necessarily do so in response to
another. Yet when communities and families strengthen these factors, they
optimize resilience across multiple contexts. Factors include:
providing
supportive adult-child relationships;
scaffolding
learning so the child builds a sense of self-efficacy and control;
helping strengthen
adaptive skills and self-regulatory capacities; and
using faith and
cultural traditions as a foundation for hope and stability.
References
Center on the Developing Child (2015). The
Science of Resilience (InBrief). Retrieved from
www.developingchild.harvard.edu.
Joyce, S., Shand, F., Tighe, J., et al.
(2018). Road to resilience: a systematic review and meta-analysis of resilience
training programmes and interventions. BMJ Open, 8:e017858. doi:
10.1136/bmjopen-2017-017858
Liu, H., Zhang, C., Ji, Y., & Yang, L.
(2018). Biological and Psychological Perspectives of Resilience: Is It Possible
to Improve Stress Resistance?. Frontiers in human neuroscience, 12, 326.
https://doi.org/10.3389/fnhum.2018.00326
Sutton, G. W. (2024, January 3). Resilience in psychology. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2024/01/resilience-in-psychology.html
Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is www.suttong.com
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Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.
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