Building Resilience

Over decades, the research of resilience has developed from understanding individual’s resilience qualities and protective factors, to the process of resilience and the interventions that promote resilience (Richardson, 2002; Wright et al., 2013). Recently, the focus of resilience shift to the neurobiological process because of the development of science and technology (Wright et al., 2013). While these literatures emerging, there are two noteworthy issues. First, the outcome of the studies were mainly emphasized on main-stream population (Ungar, 2006). Second, little attention was given to resilience across cultures (Ungar, 2006; Ungar et al., 2005). Hence, it is important to investigate how resilience is being defined and understand in different cultures; what are the challenges when conducting a cross cultural research; and what are the key elements when implementing intervention in different cultures.

Able to recover quickly from misfortune; able to return to original form after being bent, compressed, or stretched out of shape. A human ability to recover quickly from disruptive change, or misfortune without being overwhelmed or acting in dysfunctional or harmful ways. As in "Our team showed great resilience," or "Our team had good resiliency." (n.d.)

Resilience, fundamentally, is the ability to bounce back from hardship and the phenomenon of overcoming stress or adversity, for example: personal crises, poverty, mental illness and trauma (Occupational Health & Wellbeing, 2012). This skill can help individuals overcome the most difficult of situations (Occupational Health & Wellbeing, 2012). Resilience theorists generally agree that the presence of protective factors can reduce the effects of exposure to adversity. The more protective factors (or “assets”) available, the more resilient a person will be. Protective factors are conditions or attributes that help people deal more effectively with stressful events and eliminate risk. On the contrary, risk factors are attributes or characteristics

When someone gets told they aren’t good enough, or sense they aren’t, it can tear down whatever self-esteem they had. The short story “Cut” shows the pain of rejection that has never subsided in businessmen. I witnessed two positive people in my life go from down in the dumps to upbeat and confident. Although it might be negative at first, looking back made these businessmen from “Cut” as well as my peers realize that being cut can shape you as a person, in a positive

David Yeager and Carol Dweck have written an article, Mindsets That Promote Resilience: When Students Believe That Characteristics Can Be Developed, that differs from most because instead of offering tried and true prescriptions for success in education, all they say is needed is a shift in mentality. So, for students that face challenges in school or with others, all they need to know is that people can learn, develop, and grow abilities and behaviors. They say even without knowing how to do those things, just knowing it is possible to change or improve is all that it takes to overcome obstacles. The summarize several studies that prove their theory. When students believe they are “dumb,” they do not believe they can change that and when that

The frameworks and paradigms that people use to define and describe events in the environment have substantive influence on their perspectives regarding remedies and solutions to perceived problems and challenges. Fundamental approaches to decfliction can be applied to situations, circumstances, and events that impact not only how they are perceived, but the outcomes that they are able to achieve.

Many of the actions which support resilience are what most practitioners do naturally: showing care and concern, offering routine and consistent discipline, and building children’s trust by keeping promises.

Identify at least three steps that the CIO could have taken to reduce the likelihood of the system failure.

One of the programs specifically targeted for adolescents in school is The Penn Resiliency program (PRP). It is a Cognitive Behavioral (CB) intervention for young adolescents that in is intended for delivery in schools. PRP found that the program significantly reduces depressive symptoms for at least 12 months post intervention (Gillham et al., 2012). The study for this program was successful in showing that the program can be delivered in a group setting lead by educators or regular people from the community. “PRP includes 2 major components. The first component is based on CB therapy for depression, students learn about connection between interpretations and feelings and behaviors” (Gillham et al., 2012). In the second component, students

All in all, prior to this challenge I honestly did fear being rejected and creating situations of uncertainty, but after completing this challenge I realized the importance of rejection and how it helps us in our lives. If you need help, you have to ask for it. If you want a job, you have to apply for it. Therefore, I learned that without putting yourself in a spot of potential rejection you close the door for many opportunities in

This can be described as a plan for a community and individuals, within that community using local resources and expertise to support themselves, and the vulnerable in that community in an emergency. In a manner that will complement the response teams alongside the emergency services.

As long as Angela could remember the factors associated with her resilience began with the communication of her friends. She developed personal objectives as to what she needed to improve on by taking a few steps each day to achieve her goal. After what happened to her brother she took sometime off from school. Although, she was excluded out of many things during the remaining of the school year her friends and guidance counselors visited her many times to encourage her and cheer her on every time she executed something new without her brother being around acknowledge her for it. Angela always reminded herself that every goal she made and achieved was to make her brother proud of her.

There are points in life where people fail, but when we fall, it’s how we get back up that shows how a person is. I make mistakes at times; some small and big, but each and every time I make a mistake, I get back up on my feet again so I can continue with my life. Last year I made the mistake of not applying for this program and allowing a great experience to pass me. I lacked confidence and feared potential rejection. The benefits and experiences that arise from this program

The second component of PsyCap is optimism. Optimistic individuals expect positive outcomes regardless of their capabilities (You, 2016). When these individuals experience success, they attribute it to internal and stable processes (You, 2016). In contrast, they attribute failure to temporary, external and unstable processes (You, 2016). Even after encountering failure, they remain motivated and move forward with positive expectations (Gurol & Kerimgil, 2010; You, 2016). In this regard, to help cope with my situation, I could have tried to have a more positive approach towards my failure. When I dropped out I felt stupid and unintelligent. Perhaps if I did not blame my own abilities and saw my failure as temporarily, I would not have fallen

On August 29, 2009, Hurricane Katrina struck the United States Gulf Coast. It was a Category 3 Hurricane, according to the Saffir Simpson Scale. Winds gusted to up to 140 miles per hour, and the hurricane was almost 400 miles wide . The storm itself did a tremendous amount of damage, but the storm’s aftermath was cataclysmic. Many claimed that the federal government was slow to meet the needs of the hundreds of thousands of people affected by the storm. This paper will examine the four elements of disaster management – preparedness, response, recovery, and mitigation – as well as an analysis on the data presented.