Abstract
Resilience in childhood is defined as typical development in the face of adverse circumstances that propel others to deleterious outcomes. Nearly every child faces occasional adversity, and many experience chronic stressors such as abuse, poverty, or disease. However, even within populations of children who have or who experience powerful predictive risks for behavioral and emotional problems, there is wide variation in outcomes. Genetic and environmental factors operate jointly as protectors against a variety of risks to healthy development. The key question is how genes and environments work together to produce resilient children and adults. In this chapter, we highlight several areas of research that demonstrate the integrative interplay between nature and nurture in the prediction of individual differences in resilience. We begin with a brief overview of the scientific approaches for the investigation of nature and nurture in individual differences in development. We then turn to consideration of resilience-building transactions that involve gene–environment interplay, with an emphasis on the developmental outcomes of academic achievements as well as behavioral and emotional health. Finally, we consider several aspects of individuality, in particular dimensions of temperament, which are critical to resilience in childhood.
Author Note
This chapter is an updated and modified version of the chapter from the first and second editions (Deater-Deckard, Ivy, & Smith, 2004; Wang & Deater-Deckard, 2013).
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Wang, Z., Deater-Deckard, K. (2023). Resilience in Gene–Environment Transactions. In: Goldstein, S., Brooks, R.B. (eds) Handbook of Resilience in Children. Springer, Cham. https://doi.org/10.1007/978-3-031-14728-9_3
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