Resilience
In physics, resilience is
understood as the ability of an object or a body to resist an external physical
impact.
In relation to persons, resilience was first observed as the
phenomenon that persons who were confronted with comparable stress situations
reacted differently and did not show the same adverse outcomes. Identifying and
strengthening resilience factors is therefore considered important to limit the
harmful impact of adversity.
Research in social protection, medicine and psychology has
analysed how persons cope with adversity, such as poverty, illness or mental
health issues.[1]
Summarising the findings from these disciplines, resilience can be
described as the ability of a person to achieve positive adaptation when
confronted with adversity, stress or major setbacks. This includes abilities
to
- cope with stress;
- cope with disruptive change;
- cope with obstacles and barriers that
stand in the way of meeting the own needs or pursuing the own life project;
- mitigate risks;
- maintain positive attitudes and
positive relationships; and
- continue constructing and advancing the
personal life project.
The initial narrow understanding of
resilience as an individual or personal attribute has evolved into a broader,
ecological understanding recognising the interaction between internal and
external factors. “Individuals take an active role in engaging with protective
factors in the environment, in addition to innate assets in their personality.
The effective use of protective factors and resources depends on the ability of
the individual to creatively interact with and use resources. For example,
resilient children are able to capitalise on their assets, such as good
interpersonal skills and the ability to engage others, in order to gain social
and other support.”[2]
In
addition to the personal capacities and skills, the availability and
accessibility of meaningful protective factors and support from the family,
community, society and state are essential to help children strengthen their
personal resilience. In fact, conducive circumstances are necessary to ensure
that a person can use their resilience to activate resources of support and protection.[3]
See
also:
Level 6: Case assessment
References:
EU training and learning platform for guardians of
unaccompanied children
Chapter 1, Session
1.2. Understanding vulnerability
Literature:
Defence for
Children International – Italy, Family and Childcare Centre
Greece (2014), IMPACT, Improving
monitoring and protection systems against child trafficking and exploitation,
Transnational analysis, Family and Childcare Centre Greece and
Defence for Children International – Italy.
Family and
Childcare Centre, Defence for Children International – Italy (2015), Resiland
, Orientations
for professionals and officials working with and for children on the move, Athens.
United Nations (UN), Committee on the Rights of
the Child (2005), General Comment No. 6 (2005),
Treatment of unaccompanied and separated children outside their country of
origin, CRC/GC/2005, 1 September 2005.
[1] Alwang, J., Siegel, P.B.,
Jorgensen, S.L. (2001), Vulnerability: A view from different disciplines, Social
Protection Discussion Paper No. 0115, The World Bank.
[2] Snider, L.M. (2006), Psychosocial vulnerability
and resilience measures for national-level monitoring of orphans and other vulnerable
children: Recommendations for revision of the UNICEF Psychosocial Indicator,
UNICEF, p. 15.
[3] Losi, N. (2006), Lives
elsewhere, Migration and psychic malaise, The international series of
psychosocial perspectives on trauma, displaced people, and political violence, Routledge.
