Activating the Sociological Imagination to Explore the Boundaries of Resilience Research and Practice

Autor/in	VanderPlaat, Madine
Titel	Activating the Sociological Imagination to Explore the Boundaries of Resilience Research and Practice
Quelle	In: School Psychology International, 37 (2016) 2, S.189-203 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034315615938
Schlagwörter	Resilience (Psychology); Educational Sociology; School Psychology; Ecology; Social Environment; Educational Research; Educational Practices; Discourse Analysis; At Risk Students; Resistance (Psychology); Behavior Problems; Student Empowerment; School Psychologists; Change Agents; Social Problems + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Schulpsychologie; Ökologie; Soziales Umfeld; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Diskursanalyse; Resistenz; Studienberechtigung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Social problem; Soziales Problem
Abstract	Traditionally, the field of resilience research, especially as it relates to children and youth, has been well ensconced in the discipline of psychology. Sociologists, when they do engage with the concept, tend to do so at the level of the community. In recent years, an increasing number of scholars have called for a construction of resilience and resilience-promoting interventions that recognizes the importance of context and culture for the positive development of youth living in stressful circumstances. As such, the social ecologies surrounding a youth and the responsiveness of interventions within these ecologies are argued to be as important, if not more so, than the risk and protective factors characterizing the individual. This shift in gaze from the individual to systemic structures creates important challenges for practitioners such as school psychologists and opens up an interesting discursive space for sociologists to participate in the exploration and explication of what the concept of resilience is all about. In this article I explore how a sociological perspective can enrich the discourse and how the activation of the sociological imagination can serve to expand the boundaries of resilience research and school psychology practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01