Handling Difficult Times and Learning Resiliency. (Are You Working with the Heartwood or Just the Bark?)

Autor/inn/en	Konrad, Kathleen; Bronson, Jim
Titel	Handling Difficult Times and Learning Resiliency. (Are You Working with the Heartwood or Just the Bark?)
Quelle	(1997), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adjustment (to Environment); Coping; Defense Mechanisms; Experiential Learning; Individual Development; Interpersonal Competence; Models; Resilience (Personality); Risk; Role of Education; Self Esteem; Social Development; Social Environment; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Bewältigung; Abwehrverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Individuelle Entwicklung; Interpersonale Kompetenz; Analogiemodell; Risiko; Bildungsauftrag; Self-esteem; Selbstaufmerksamkeit; Soziale Entwicklung; Soziales Umfeld; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper examines resiliency and how it can be fostered through experiential programs. Resiliency is defined as the capacity to spring back, rebound, successfully adapt in the face of adversity, and develop social competence despite exposure to severe stress. A summary of research findings concerning resiliency presents the characteristics of resilient people, the defensive aspect of resilience, defensive versus coping responses, an experiential learning model of resilience, and organizational and instructional practices that help others develop resilience. The results of resiliency research may be incorporated in experiential programs through a paradigm shift from an "at-risk" perspective to one that views people as resources, as experts in their own lives, and as possessing innate mental health and well-being. The building of resilient people is a long-term process of healthy human development based on nurturing, participatory relationships that are grounded in trust and respect and reach toward valuable goals. Four causes of inappropriate behaviors and five ways to handle them are listed. Thirteen core competencies are outlined for program staff in resilience-focused programs. Contains 17 references. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01