抗逆力研究与学校政策(英语原文与中文翻译).docVIP

Resiliency Research: Implications for Schools and Policy Marc A·Zimmerman＆Revathy·Arunkumar Resiliency Research Refining the Definition of Resiliency The development of the resiliency concept has resulted in multiple meanings, ambiguous terminology, and what may appear to be inconsistencies. At the least, it is a multidimensional phenomenon that is context-specific and involves developmental change. The term “resiliency” generally refers to those factors and processes that interrupt the trajectory from risk to problem behaviors or psychopathology and thereby result in adaptive 、outcomes even in the presence of adversity. Garmezy and Masten (1991) define resilience as “a process of, or capacity for, or the outcome of successful adaptation despite challenging and threatening circumstances”. Werner(1993)uses the concept of resiliency to refer to those children who successfully cope with bio-logical and social risk factors. Resiliency and invulnerability are not equivalent. Resilience refers to the ability to spring back from adversity (Garmezy,1993);it does not mean that one cannot be wounded—as the term invulnerability implies. Rutter (1985) suggests , moreover, that resistance to stress is (1)relative and not absolute,(2)the result of environmental as well as individual factors,(3) not a fixed quantity, and(4)dependent on con-text. Thus, the relative concept of resilience is preferable to the absolute concept of invulnerability. In addition, resiliency is not a monolithic construct that, once achieved, will always be present. It cannot be seen as a fixed attribute of the individual, because the circumstances in which it may occur are dynamic. When the situ-ation changes, so may one’s resiliency. Rutter stresses the individual’s active role in the resiliency process. He suggests that resilience is not just a matter of constitutional strength or weakness, but that it includes taking action to address a stressful situation. Kaplan (1994) further points out that resili