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AbstractGilligan (2000) describes resilience as process which engenders a sense of strength and confidence to succeed despite individual challenges faced and Noble and McGraph, (2011a; p.79) define it as "the ability to persist, cope adaptively and bounce back after encountering change, challenges, setback, disappointments, difficult situations or adversity and to return to a reasonable level of wellbeing". It has been suggested that these challenges can be controlled by an individual’s behaviours, thoughts and actions which, can be taught (American Psychological Association, 2018). However, Wu et al (2013) argue that developing resilience in individuals requires several ‘factors’ not least, an understanding of the genetic, epigenetic, developmental, psychological and neurochemical processes, as these can contribute to how an individual can cope with and develop resilience in the face of stress and trauma. In this way, resilience education and training is about building the capacities to cope as well as adapt to changes in generative ways, and includes a diverse range of strategies to develop personal purpose, confidence, flexibility and social support networks.
CitationCregan, K., Rowe, L., & Wall, T. (2019). Resilience Education and Training. In Leal Filho, W. (ed.), Encyclopedia of the United Nations Sustainability Goals: Good Health & Wellbeing. Springer.
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