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Translating Resilience Theory for Assessment and Application with Children, Adolescents, and Adults: Conceptual Issues

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Resilience in Children, Adolescents, and Adults

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

Complex aspects of human functioning are not always neatly deconstructed by researchers or neatly reconstructed for intentional application. Such is the case for the construct of “resilience.” Over the past 50+ years, definitions of resiliency have been numerous and research has operated at different levels of analysis, each with its own language and caveats. This complexity has made standardized use and application of the construct more difficult. According to a critical review by (Wald, Taylor, Asmundson, Jang, & Stapleton, 2006) there are several existing definitions of resilience that share in common a number of features all relating to human strengths, some type of disruption and growth, adaptive coping, and positive outcomes following exposure to adversity (e.g., Bonanno, 2004; Connor & Davidson, 2003; Friborg, Hjemdal, Rosenvinge, & Martinussen, 2003; 2005; Masten et al., 1999; Richardson, 2002). There are also a number of distinctions made in attempts to define this construct. For example, some investigators assume that resilience is located “within the person” (e.g., Block & Block, 1980; Davidson et al., 2005). Other investigators (e.g., Friborg et al., 2003; Luthar, Cicchetti, & Becker, 2000; Masten, 2001) propose that there are multiple sources and pathways to resiliency, including social context (e.g., family, external support systems). Luthar et al. (2000) have provided clarification by distinguishing between resilience as a dynamic developmental process or phenomenon that involves the interaction of personal attributes with environmental circumstances and resiliency (Block & Block, 1980) as a personality characteristic of the individual.

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  1. Resiliency Institute of Allenhurst, LLC, 625 North Edgemere Drive, West Allenhurst, NJ, 07711, USA

    Sandra Prince-Embury Ph.D.

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  1. Resiliency Institute of Allenhurst, LLC., North Edgemere Drive 625, W. Allenhurst, 07711, New Jersey, USA

    Sandra Prince-Embury

  2. , Dept. Psychology, Western University, Social Science Centre, London, N6A 5C2, Ontario, Canada

    Donald H. Saklofske

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Prince-Embury, S. (2013). Translating Resilience Theory for Assessment and Application with Children, Adolescents, and Adults: Conceptual Issues. In: Prince-Embury, S., Saklofske, D. (eds) Resilience in Children, Adolescents, and Adults. The Springer Series on Human Exceptionality. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4939-3_2

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