Abstract
The chapter begins with a discussion of resilience itself, borrowing concepts from physics to better understand what resilience means. The authors conclude that resilience is not “reality” but a “convenient way” to describe a phenomenon in which children cope with adversity. They show the application of this understanding of resilience and the cognitions that accompany it to a discussion of working children in Brazil.
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Notes
- 1.
In Physics, the terminology closed is used for a system that can exchange energy, but not matter, with its environment; an insulated system cannot exchange either one. In the resilience context, what is mainly exchanged is information, which is closer to energy than to matter. Therefore, our preference for insulated instead of closed.
- 2.
All these 16 children were directed to the PETI Program in Presidente Prudente at the beginning of 2008.
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Trzesniak, P., Libório, R.M.C., Koller, S.H. (2012). Resilience and Children’s Work in Brazil: Lessons from Physics for Psychology. In: Ungar, M. (eds) The Social Ecology of Resilience. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0586-3_5
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