Flourish: A Strengths-Based Approach to Building Student Resilience

Resilience and Support Networks for University Students with Disabilities

International Research Journal of Management IT and Social Sciences ◽

10.21744/irjmis.v5i2.634 ◽

2018 ◽

Vol 5 (2) ◽

pp. 164

Author(s):

María Leonila García Cedeño ◽

Anicia Katherine Tarazona Meza ◽

Robert Gonzalo Cedeño Mejía

Keyword(s):

Social Networks ◽

University Students ◽

Students With Disabilities ◽

Pearson Correlation ◽

Support Networks ◽

Pearson Correlation Coefficient ◽

Structured Interviews ◽

Disabled Students ◽

The Social ◽

Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

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A chronicle of just-in-time information: The secret to building first year university student wellbeing and resilience based on a three year initiative

Student Success ◽

10.5204/ssj.v8i1.350 ◽

2016 ◽

Vol 8 (1) ◽

Author(s):

Donnalee Taylor

Keyword(s):

Biomedical Science ◽

Just In Time ◽

First Year ◽

First Year Students ◽

James Cook ◽

Body Of Knowledge ◽

Student Resilience ◽

First Year University ◽

Time Information ◽

Support Information

To date, little has been published on the provision of student-driven just-in-time information to support first year students. This chronicle of just-in-time curricular and extra-curricular student support information was designed early in 2014 and successfully disseminated to first year biomedical science students over three years at James Cook University, Townsville, Queensland, Australia. In 2016, the information was redeveloped to make the support information electronically available to a much broader student audience. This article provides a dissemination template of what just-in-time curricular and extra-curricular information is required by first year university students. In addition, it outlines how students’ need for this information was determined and how information was successfully created and disseminated over these three years to assist the students in their transition to and through university. The intention of this article is to contribute to the growing body of knowledge on student resilience and wellbeing and to provide a guide for anyone interested in supporting their students in a similar manner.

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Students’ Perceptions of higher education in Sāmoa: Finagalo fa’aalia o alo ma fanau a’oa’oina ile Iunivesetē Aoao o Sāmoa

10.26686/wgtn.17151311 ◽

2021 ◽

Author(s):

◽

Rosa Filoi

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Research Methods ◽

Student Support ◽

Support Staff ◽

Student Resilience ◽

National University ◽

Socially Responsive

This thesis evaluates and analyses Sāmoan student perceptions of higher education in Sāmoa. This work offers an insider’s account of Sāmoan education in particular, focussing on current students belonging to the National University of Sāmoa (NUS). A Pasifika and Sociological framework was used in this study, employing Pasifika research methods of talanoa and aspects of Fa’afaletui. Nineteen NUS students and one student support staff were interviewed for this study. This thesis is not focussed on exploring linear pathways instead it focusses on student resilience in prioritizing their education. Thus, important of this work is to inform the National University of Sāmoa of their students’ needs and the challenges they face in order to provide appropriate support that are culturally and socially responsive to a Sāmoan student’s worldview.

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Using Reflective Writing to Explore Resident Resilience during Global Health Electives

American Journal of Tropical Medicine and Hygiene ◽

10.4269/ajtmh.21-0682 ◽

2022 ◽

Author(s):

Amy R. L. Rule ◽

Stephen Warrick ◽

David W. Rule ◽

Sabrina M. Butteris ◽

Sarah A. Webber ◽

...

Keyword(s):

Global Health ◽

Reflective Writing ◽

Self Awareness ◽

Health Issues ◽

Personal Safety ◽

Student Resilience ◽

Personal Resilience ◽

Resident Resilience ◽

Global Health Electives

Pediatric residents participating in global health electives (GHEs) report an improved knowledge of medicine and health disparities. However, GHEs may pose challenges that include cost, personal safety, or individual mental health issues. The objective of this study was to describe the use of guided reflections to understand resident resilience during GHEs. Forty-five residents enrolled in two pediatric training programs were asked to respond in writing to weekly prompts during a GHE and to complete a post-trip essay. Analysis of the reflections and essays, including an inductive thematic analysis, was completed. Two coders performed a second analysis to support classification of themes within the Flinders Student Resilience (FSR) framework. Four themes emerged from the initial analysis: 1) benefits, 2) stresses and challenges, 3) career development, and 4) high-value care. Analysis using the FSR framework revealed the following themes: acknowledgment of personal limitations, importance of relationships in coping throughout the GHE, and discernment of career focus. Reflective writing provided insight into how residents mitigate GHE challenges and develop resilience. Despite statements of initial distress, residents focused on their personal benefits and growth during the GHE. The FSR framework revealed the residents’ robust self-awareness of limitations and that strong relationships on the ground and at home were associated with perceived benefits and growth. Programs should consider helping residents to identify healthy coping practices that can promote personal resilience during GHEs as part of pre-departure preparation and debriefing, as well as providing for supportive communities during the GHE.

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Resilience in physical education: A qualitative exploration of protective factors

European Physical Education Review ◽

10.1177/1356336x19854477 ◽

2019 ◽

Vol 26 (1) ◽

pp. 284-302 ◽

Cited By ~ 1

Author(s):

Kate Tudor ◽

Mustafa Sarkar ◽

Christopher M Spray

Keyword(s):

Physical Education ◽

Environmental Factors ◽

Protective Factors ◽

School Students ◽

Student Resilience ◽

Extra Curricular Activities ◽

Education Participation ◽

The Common ◽

Behavioural Factors ◽

Qualitative Exploration

Resilience refers to findings that some individuals have good outcomes despite exposure to stressors, and protective factors are defined as influences that alter a person’s response to such stressors. Academic resilience research identifies factors that promote positive educational outcomes; however, no research to date investigates student resilience in the unique context of physical education. The current study sought to explore protective factors that alter secondary school students’ responses to the common stressors associated with physical education participation. Interviews and focus groups were conducted with six teachers and 54 students, and transcripts were analysed using thematic analysis. In line with the conceptualisation of protective factors, higher-order themes of individual assets and environmental factors were identified. Individual assets included personality, cognitive factors (e.g. value of physical education activities) and behavioural factors (e.g. attending extra-curricular activities). Environmental factors included teacher and peer support and the relative importance of physical education promoted by the school and parents.

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Developing the resilient project professional: examining the student experience

International Journal of Managing Projects in Business ◽

10.1108/ijmpb-01-2018-0001 ◽

2019 ◽

Vol 12 (3) ◽

pp. 716-729 ◽

Cited By ~ 4

Author(s):

Michelle Turner ◽

Christina Scott-Young ◽

Sarah Holdsworth

Keyword(s):

Project Management ◽

Job Insecurity ◽

Well Being ◽

Content Type ◽

Postgraduate Students ◽

Student Resilience ◽

Sleep Adequacy ◽

Management Students ◽

Management Curriculum ◽

Mental Well Being

Purpose Resilience development during university can increase the likelihood of positive employment outcomes for project management graduates in what is known as a stressful profession where the prevalence of project failure, job insecurity, and burnout is high. However, a focus on student resilience in project management education is scarce. The purpose of this paper is to address this gap by establishing a baseline profile of resilience for project management students, identifying priority areas of resilience development and exploring the relationship between resilience and well-being. Design/methodology/approach In total, 292 Australian students undertaking project management studies completed a survey comprising of the Resilience at University scale, the Short Warwick–Edinburgh Mental Well-being Scale and an item assessing sleep adequacy. Findings A resilience profile for undergraduate, postgraduate, male and female project management students was calculated. The resilience profile identified differences according to gender, and between undergraduate and postgraduate students. Mental well-being and adequate sleep were found to be significantly related to resilience. Practical implications Findings support the call for a greater emphasis on resilience development in the project management curriculum for undergraduates and postgraduates. One priority area likely to facilitate resilience is the ability to maintain perspective. As well as supporting academic achievement, it will assist graduates to navigate through complex, uncertain and challenging project environments. Originality/value This is the first known study of resilience for students undertaking project management studies in higher education.

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