Black Students' Recollections of Pathways to Resilience: Lessons for School Psychologists

Autor/in	Theron, Linda C.
Titel	Black Students' Recollections of Pathways to Resilience: Lessons for School Psychologists
Quelle	In: School Psychology International, 34 (2013) 5, S.527-539 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034312472762
Schlagwörter	Resilience (Psychology); School Psychologists; Blacks; Foreign Countries; Personal Narratives; Case Studies; College Students; Student Attitudes; Illiteracy; Parent Child Relationship; Afrocentrism; Student Adjustment; Cultural Awareness; Sociocultural Patterns; Educational Experiments; South Africa + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Black person; Schwarzer; Ausland; Erlebniserzählung; Case study; Fallstudie; Case Study; Collegestudent; Schülerverhalten; Analphabetismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Afro-centrisme; Afrozentrismus; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Cultural identity; Kulturelle Identität; Soziokulturelle Theorie; Schulversuch; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Drawing on narrative data from a multiple case study, I recount the life stories of two resilient Black South African university students to theorize about the processes that encouraged these students, familiar with penury and parental illiteracy, to resile. I aimed to uncover lessons for school psychologists about resilience, and their role in its promotion, from these students' recollections. To this end, I first synthesize what the resilience literature reports as generic processes of resilience. Thereafter, I illustrate how these processes were common to the students' stories of resilience, drawing attention to how Africentricism shaped these processes. The understanding of resilience that flows from this case study illustrates the more recent contentions that resilience theory needs to account for the influence of culture on positive adjustment and translate this into culturally sensitive interventions towards resilience. The broad implications for school psychologists include recognition that resilience processes are nuanced by the socio-cultural ecology in which youths are situated and awareness that resilience processes require multiple ecosystemic partners. For school psychologists working with students of African descent, the importance of understanding how resilience processes are informed by an Africentric world view is foregrounded, along with attentiveness to the caveats implicit in this lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10