(From the ISHN Member information service) Regular readers of this blog will know that we have lamented the confusing presentations and ensuing studies about resilience that have emerged over recent years. Finally, an article and commentary in in the January 2015 Issue of Journal of Child Psychology and Psychiatry present a definition that does not lose the necessary, direct connection with adversity and presents both individual and environmental factors as well as their complex interactions. " This article presents diagnostic criteria for assessing childhood resilience in a way that is sensitive to the systemic factors that influence a child's wellbeing.A multidimensional assessment of resilience is presented that examines, first, the severity, chronicity, ecological level, children's attributions of causality, and cultural and contextual relevance of experiences of adversity. Second, promotive and protective factors related to resilience are assessed with sensitivity to the differential impact these have on outcomes depending on a child's level of exposure to adversity. These factors include individual qualities like temperament, personality, and cognitions, as well as contextual dimensions of positive functioning related to the available and accessibility of resources, their strategic use, positive reinforcement by a child's significant others, and the adaptive capacity of the environment itself. Third, an assessment of resilience includes temporal and cultural factors that increase or decrease the influence of protective factors. A decision tree for the diagnosis of resilience is presented, followed by a case study and diagnosis of a 15-year-old boy who required treatment for a number of mental health challenges." The commentary in the same issue notes: "Yet resilience approaches have been limited by a lack of conceptual clarity and ongoing questions about how to assess and measure it. In this context, Michael Ungar's Practitioner Review is an important contribution to practice". Read more>> 

(From the ISHN Member information service) In our discussions within our Wikipedia style web site (www.schools-for-all.org), a project funded by Health Canada sought to clarify the concept of resilience. Often this concept has become inflated to become the equivalent to health promotion or prevention rather than intrinsic or acquired individual coping skills or changes to policies, programs or procedures that deliver more support to students when they are experiencing a major challenge. An article in Issue #2, 2014 of the Journal of Educational Research helps us add to that clarity in a practical discussion of resilience and school dropouts. "   The authors focused on high school students who were at risk of dropping out and examined why some of these students persevered and graduated while others ended up dropping out of school. Sixty resilient students and 80 dropouts participated in the study. Their results indicate that although learning difficulties were shared by participants, 4 types of abilities set the resilient students apart from dropouts: (a) inreach (using their own resources); (b) outreach (asking for help when needed); (c) establishing and maintaining positive relationships with teachers and friends while setting limits when necessary; and (d) planning, making choices and following through on decisions. It was also found that resilient students could count on lifelines, people they knew they could always rely on when they had difficulties.". In our view, it this type of internal and external combination of resources that encourage resilience. Read more>>

(From ASCD) Discover how the learning environment, instruction, and teacher attributes combine to cultivate resilience. Although research indicates that resilient students most likely have personal characteristics like social competence and a sense of purpose, it is helpful to consider additional aspects that contribute to resilient students' achievement: the learning environment, instructional pedagogy, and teacher dispositions. Learning environments that foster resilience are academic, supportive, and promote opportunities for success (Schussler & Collins, 2006). Students not only perceive that they are welcome in class but also feel comfortable asking questions. For at-risk learners, especially, research suggests that students have a strong need to perceive that an environment is caring, respectful, and supportive. Fostering resilience requires instruction that is student-centered and engaging,Although educators tend to believe that struggling students have a preference for less complicated tasks, research indicates that they instead favor assignments that spark curiosity and encourage thinking. Teachers who contribute to resilient students' positive learning experiences express high expectations, are competent in their content areas, and challenge students to do their best. Read More>>