Definition
Attempts to describe the qualities of resilient individuals have pointed to specific skills, behaviors, or competencies that are internal to them as well as to factors such as caring adults, high expectations, and opportunities that are external. Of course, resilience develops as both the internal and external interact. Caring relationships, for instance, can trigger a positive cycle in which youth gain a sense of connection and confidence, which increases their motivation to try, which attracts more positive attention from adults, and so on.
With full appreciation of the interaction between the internal and the external, we have focused on the specific behaviors or resiliencies that youth use to help themselves in times of trouble. Our reason is that behaviors can be taught, modeled and learned. By defining them, we take the mystery out of resilience and provide concrete guidelines that youth can use as they struggle with the hardships in their lives.
Practical Applications of Resilience as Behavior
The most important part of a strength-based approach is believing that youth in trouble actually have strengths and can act on them. Sometimes holding on to this belief is difficult. If you are a clinician, teacher, or prevention specialist you can help yourself by learning about the behaviors that youth use to pull themselves through trouble. You can acknowledge those behaviors when you see them, and you can try to instill them when you don't.
The concept of resilience as struggle is fully illustrated in teens' own words in The Struggle to be Strong: True Stories by Teens about Overcoming Tough Times. An accompanying leader's guide gives detailed suggestions for using the stories with youth individually and in groups.
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