Aging-related Resiliency Theory Development

As a dynamic developmental process, the older population further displays the capacity to resist change over time, improve resilience, and keep a basis for the continuity working and progress over positive management of detrimental consequences of life risks and difficulties. This study aims at developing a theory that endeavors to explore the process of developing aging-related resiliency in people’s later in life that can lead to a successful aging experience. In the development of a theory, this study utilized a deductive reasoning approach specifically, using the axiomatic approach. Aging-related Resiliency Theory was efficaciously developed by three propositions generated from four axioms that were derived after reviewing several sets of literature and studies. This developed theory implies that various deleterious events in life activate older persons to respond, adapt, and recover effectively. Acceptance emerges as they acknowledge the natural effects of aging while taking adaptive strategies and supportive resources to be resilient to one’s environment. In this sense, it impacts their optimistic outlook towards successful aging. Based on the extraction of axioms, such propositions denoted those older adults call to respond with their total capacity to accept, adapt, recover, and continuously resist deleterious life experiences while using enriched coping strategies and resources towards an optimistic outlook in achieving successful aging. Therefore, emphasizing to improve their capacity to respond to natural decline to essential processes could benefit them at promoting a healthier life span.

Probing the dominant lived-experiences of married college students valuing the resiliency theory

Life for married college students can indeed be very tedious and challenging. But with perseverance, good support system, and proper motivation these students will be able to cope well with the issues they face at present. This study elucidates the dominant lived-experiences of married college students valuing the resiliency theory. Qualitative study was employed, back up with triangulation to substantiate the theory used in the study. The study is deemed to denude the lived-experiences of married students while they are studying in a private or public universities in Region 02. To assess resiliency, the tool Cannor- Davidson Resilience Scale was also made use to measure the strength of these students while taking a risk in their lives. In this study, it revealed that married students are even stronger while they are facing tribulations in their respective lives. They even gamble their future but still optimistic enough to face whatever future may give them. Married students were able to exhibit compassion and empathy, resourceful and flexible and they show concern to everyone. One great thing that had been uncovered was that married students were problem solvers and critical thinkers.

A Comprehensive Resiliency Framework: Theoretical Model, Treatment, and Evaluation

Background There is heterogeneity in conceptualizations of resiliency, and there is, to date, no established theoretically driven resiliency assessment measure that aligns with a targeted resiliency intervention. We operationalize resiliency as one’s ability to maintain adaptive functioning in response to the ongoing, chronic stress of daily living, and we use a novel resiliency measure that assesses the target components of an evidence based resiliency intervention. We present our resiliency theory, treatment model, and corresponding assessment measure (Current Experience Scale; CES). Methods To establish the psychometric properties of the CES, we report the factor structure and internal consistency reliability (N = 273). Among participants in our resiliency intervention (N = 151), we explored construct validity in terms of associations with theoretical model constructs, a validated resiliency measure, and sensitivity to change from before to after the intervention. Results Results indicated that a 23-item, 6-factor solution was a good fit to the data (RMSEA = .08, CFI = .97; TLI =.96) and internal consistency was good (α = .81 to .95). The CES showed correlations in the expected direction with resiliency model constructs (all p’s < .001) and significant post intervention improvements. Conclusion Our resiliency theory, treatment model, and outcome appear aligned; the CES demonstrated promise as a psychometrically sound outcome measure for our resiliency intervention and may be used in future longitudinal studies and resiliency building interventions to assess individuals’ resiliency to adapt to ongoing stress.

Resiliency in Adolescence: Cumulative Risk and Promotive Factors Explain Violence and Transportation Risk Behaviors

Adolescent intentional and unintentional injury is commonly related to involvement in violence and transportation behaviors. While many risk and promotive factors have been identified, a cumulative assessment of such factors is less common, and this has rarely been undertaken with transportation behaviors. The study involved Australian adolescents from high schools with greater than 75% of students from low socioeconomic status (SES) backgrounds, aged 13 to 14 years ( n = 826). Findings showed the presence of risk factors increased the odds of engagement in unintentional and intentional injury-risk behavior and the presence of promotive factors decreased the odds, supporting a compensatory model of resiliency. An interaction term of cumulative risk by promotive factors was a significant predictor in logistic regression analyses suggesting a protective-factor model of resiliency also applies. The research has implications for resiliency theory in the field of transportation and adds to the research on the value of compensatory and protective-factor models of resiliency.

A Single Voice in the Crowd: A Case Study of One Student's Determination to Challenge Top down School Reform

Background Set against the backdrop of accountability reform and the dire consequences imposed upon “failing” schools, this study focuses on the advocacy of one student leader determined to resist the political direction to close his school. While a few studies have documented student voice in reform resistance, none have documented the voice of a student with a dis/ability. Objective Using a theoretical framework that weaves together self-determination theory and resiliency theory, the study seeks to understand the motivation and the conditions for that motivation driving a student to take action and the potential role of young people in current educational reform. Setting The study takes place in a large, urban city in central Texas. The high school slated for closure is in a poor, minority neighborhood and has been the subject of various reform efforts over the last two decades. Population As a single case study, the sole subject is EJ, a young black male with a dis/ability. EJ is the president of his student body and a leader in the reform resistance for his school. Research Design This case study is qualitative and uses narrative inquiry to document the story of EJ over a two-year period, following his initial involvement in reform resistance at his school to his key role as student body president during a volatile year of reform decisions by his school district. Data Collection and Analysis The study relies on data collected as part of a larger study examining the impact of school turnaround efforts on students with dis/abilities. Centering on the personal accounts of EJ and his own description of what occurred at his school and his leadership role, his narrative in analyzed through the theoretical lens of self-determination and resiliency theory. Data from the larger study is used to triangulate EJ's account. Findings The study finds that students, and particularly students historically marginalized in school settings, can be extremely effective voices for change. Conclusions The paper concludes with implications for accountability reform and a discussion of the potential of expanding approaches of student engagement in reform efforts to include student voice, particularly, the voices of students with dis/abilities. There's a lot of good things going on at this school and we just want people to understand that we're coming, we're coming, a change is going to come. Just like the song says. And it might not be tomorrow, it might not be the next day, but HHS is going to be known. We're going to make sure HHS is known—for something. (EJ, Special Education Student, Student Body President, Heritage High School, 2012–2013)

Developing Resilience through Experiences

The principal focus of this chapter is resiliency theory, as an expanding ideology attempting to provide supportive resources with suggestions for how education practitioners might function, as positive social change agents in organizations and institutions. Elemental to current transformational and remedial trends under construction in organizations and institutions, education practitioners are increasingly responsible for distressed student populations. Scholars from various disciplines have contributed to the current state of this ideological reformulation, titled resiliency theory, while research investigations presently continue to unfold and develop. Data were gathered electronically from First Year Seminar instructors during the 2015 school year from faculty questionnaires with eight questions focusing on the following areas: engaging topics, successful instructional strategies and benefits of FYS courses. Findings suggested: 1) strengthened positive external support systems, such as mentoring and experiential learning programs, 2) increased personalized academic learning environments, and 3) affirmation of the “value” in higher education.

Can social enterprises remain sustainable and mission-focused? Applying resiliency theory

Purpose – The purpose of this paper is to adapt concepts from resiliency theory to understand the conditions under which social enterprises may remain true to form and purpose or are likely to change their character. This leads us to consider issues of governance, economic incentives associated with different organizational forms of social enterprise and the effects of the financial environment, the role of organizational slack and the influence of organizational leadership on the dynamics of social enterprises. Three case studies of organizations in the USA are analyzed to illustrate the application of resiliency theory to the stability of social enterprises. The fact that all forms of social enterprise must reconcile the tensions of social purpose and market raises important questions about the dynamics of these enterprises. Design/methodology/approach – Theory and case study analysis. Findings – Governance, financial incentive structure, organizational slack and leadership influence the stability of social enterprises. Originality/value – First application of resiliency theory to the analysis of social enterprise stability.