The goal of this book is to generate discussion not only about how we can create meaningful educational experiences for all learners, but to challenge systems that necessitate a resilient nature. Ultimately, the authors promote the need for a foundation of socially just policies and practices in all educational settings and respond to the question: How does a paradigm of resiliency translate into institutional change that benefits everyone?

This book explores the concept of resilience and its significance in responding to a rapid and ever-changing globalised world whilst critiquing its ‘buzzword’ status in contemporary times. Drawing on research from a range of educational settings, the book demonstrates that the resilience of individuals and their surrounding systems should not be viewed in isolation and that the interplay between individual resilience, community resilience and resilient societies is complex and symbiotic. On this basis, it illustrates that efforts to promote resilience would benefit from a systems approach capable of coping with this complexity. Using the ideas of agency and the power of self-determinism, a development of Bronfenbrenner's bio-ecological model is presented to illustrate the complexity of their interplay. Existing models of resilience are developed with the book offering the Dynamic Interactive Model of Resilience (DIMoR) as a way to analyse and support resilience which moves beyond a reductionist, descriptive and ‘fashionable’ presentation of resilience.

A few years ago, resiliency theory was relatively new to the fields of prevention and education. Today, it is at the heart of hundreds of school and community programs that recognize in all young people the capacity to lead healthy, successful lives. The key, as Benard reports in this synthesis of a decade and more of resiliency research, is the role that families, schools, and communities play in supporting, and not undermining, this biological drive for normal human development. Of special interest is the evidence that resiliency prevails in most cases by far -- even in extreme situations, such as those caused by poverty, troubled families, and violent neighborhoods. An understanding of this developmental wisdom and the supporting research, Benard argues, must be integrated into adults' vision for the youth they work with and communicated to young people themselves. Benard's analysis of how best to incorporate research findings to support young people is both realistic and inspirational. It is an easy-to-read discussion of what the research has found along with descriptions of what application of the research looks like in our most successful efforts to support young people.

How to build bounce-back kids, families, schools, and communities is the theme of Resiliency In Action: Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, and Communities. It is edited by internationally recognized resiliency expert, trainer, and consultant Nan Henderson, M.S.W., whose publications are used in more than 25 countries. The book is a research-based, practical guide for educators, counselors, parents, community organizers, and mentors and is filled with the latest strategies for helping children, families, schools, and communities bounce back from risk, stress, trauma, and adversity.More than two dozen experts in the fields of child, family, organizational, and community resiliency contributed to the book, which challenges a widely accepted myth about people especially young people, who experience risks, stress, trauma, and adversity in their lives, according to Henderson. Contrary to popular opinion, the majority of these individuals, over time, do bounce back and do well. There is a growing body of scientific research from several fields that documents this fact and yields important information as to what can be done every day to facilitate this process of overcoming.This book is really three books in one: it contains the most recent research, hands-on and practical strategies, and stories of resilient individuals and best practices. The book includes 60 chapters grouped in seven sections: The Foundations of Resiliency, Resiliency and Schools, Resiliency and Communities, Resiliency Connections (Mentoring, Support, and Counseling), Resiliency and Youth Development, Resiliency and Families, and Resiliency and the Brain.

Natural disasters in recent years have brought the study of disaster resiliency to the forefront. The importance of community preparedness and sustainability has been underscored by such calamities as Hurricane Katrina in 2005 and the Japanese tsunami in 2011. Natural disasters will inevitably continue to occur, but by understanding the concept of resiliency as well as the factors that lead to it, communities can minimize their vulnerabilities and increase their resilience. In this volume, editors Naim Kapucu, Christopher V. Hawkins, and Fernando I. Rivera gather an impressive array of scholars to provide a much needed re-think to the topic disaster resiliency. Previous research on the subject has mainly focused on case studies, but this book offers a more systematic and empirical assessment of resiliency, while at the same time delving into new areas of exploration, including vulnerabilities of mobile home parks, the importance of asset mapping, and the differences between rural and urban locations. Employing a variety of statistical techniques and applying these to disasters in the United States and worldwide, this book examines resiliency through comparative methods which examine public management and policy, community planning and development, and, on the individual level, the ways in which culture, socio-economic status, and social networks contribute to resiliency. The analyses drawn will lead to the development of strategies for community preparation, response, and recovery to natural disasters. Combining the concept of resiliency, the factors that most account for the resiliency of communities, and the various policies and government operations that can be developed to increase the sustainability of communities in face of disasters, the editors and contributors have assembled an essential resource to scholars in emergency planning, management, and policy, as well as upper-level students studying disaster management and policy.

Social class is a pervasive facet of all lives, regardless of one's own social class and status. One would think its ubiquity would make it necessary for all helping professionals to understand social class and discuss it in therapy and research. Yet social class and classism are one of the most confusing and difficult concepts to understand and integrate into research and counseling practice--mostly due to the relative lack of psychological theories, research, and quantitative data. Fulfiling this need, this handbook summarizes and synthesizes available research on social class and classism in counseling practice and research areas. The 32 chapters included offer up-to-date, fascinating, and provocative applications of social class and classism, as seasoned chapter authors provide an overview of theories related to social class and classism and its application toward research, education, training, and practice. Chapters include comprehensive coverage of: - lifespan issues related to social class, such as unique aspects of social class and classism in the lives of children, adolescents, and older adults - how social class is studied and empirically understood through research, assessment, and practice - implications of social class in career counseling, psychological assessment and diagnosis, and the therapy relationship - how social class is implicated in positive psychology, career and work psychology, and health psychology - social class and classism and its connection to whiteness, racism, sexual orientation, religion and spirituality, and social justice This book offers the first compendium of counseling related resources on social class and classism and will be a comprehensive, must-have reference for professionals and academics in counseling psychology and related fields for years to come.

With an emphasis on promoting self-reliance, autonomy and independence, this exciting new book provides a contemporary and holistic analysis of the childhood resilience. It recognises 'resilience in childhood' as a complex construct, critically deconstructs it by drawing upon a wide range of academic disciplines and practices, and provides an account of the factors that help and hinder the development of resilience during childhood and adolescence. Part I unpacks definitions of resilience and its "construction" over the last 50 years. Part II examines psychological, sociological and neurobiological perspectives that contribute to our understanding of how childhood resilience can be developed and fostered. Part III explores strategies and approaches relating theory to current intervention practice and policy drivers. Application to professional practice within a multi-agency context is explored throughout. Importantly, this book seeks to develop the notion of 'the promise of resilience' and establish the bond between capabilities built up in childhood and the promise of a positive successful future. Efforts to foster and build effective skills that lead to resilience will result in long-lasting abilities to positively navigate through life's challenges and to become the key architect of one's own success in later life.