The social ecology of resilience: addressing contextual and cultural ambiguity of a nascent construct.
By M. Ungar. American Journal of Orthopsychiatry, 2011
1,585 citations recorded by the source corpus.
Subfields: Clinical Psychology, General Health Professions, Safety Research
View Paper: https://www.semanticscholar.org/paper/20e4cdbcd5e53e4b7e525da45e9c536c07418ca6
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Citations in the corpus
- Understanding interpersonal trauma in children: why we need a developmentally appropriate trauma diagnosis. (2012, background): “…who experience complex trauma are highly resilient, but the mechanisms of their resilience and the protective factors that increase their likelihood of resilience have not been sufficiently specified or studied; Ungar (2011) provided an excellent framework that should be applied to complex trauma.”
- Assessing Resilience Across Cultures Using Mixed Methods: Construction of the Child and Youth Resilience Measure (2011, background): “…by McCubbin et al. (1998), the study of individual resilience and its resulting shift in focus from psychopathology to the protective processes that are associated with positive development has occurred with relatively little attention to cultural and contextual differences (Ungar, 2011).”
- Understanding Culture, Resilience, and Mental Health: The Production of Hope (2012, background): “To-date, in 2011, the challenge for social resilience research is to identify the kinds of relational processes that really matter, at what given points in an individual’s development, in what context and culture, impacting what particular features of positive outcome (Ungar, 2011a).”
- Resilience in the Study of Minority Stress and Health of Sexual and Gender Minorities (2015, result): “This notion is, of course, consistent with social psychological theories that view the person within a social environment (Ungar, 2011).”
- Adding ‘Flock’ to ‘Fight and Flight’: A Honeycomb of Resilience Where Supply of Relationships Meets Demand for Support (2012, methodology): “In this regard, I am informed by theories on relatedness (Carsten, 2000, 2004; Van der Geest, 2004); relationships and social support (Baumeister & Leary, 1995; Connell & Wellborn, 1991; Deci & Ryan, 1985; Skinner & Wellborn, 1994 ), social capital (Bourdieu, 1986), social resilience (Bloom, 1996; E”
- Measuring 'subjective resilience': using peoples' perceptions to quantify household resilience (2015, neutral): “Others have sought to situate these individual responses within the wider contexts of social and physical ecologies that link individual risk, social organisation and culture (Ungar, 2011).”
- Promoting child and youth resilience by strengthening home and school environments: A literature review (2020, background): “…of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain their well-being, and their capacity individually and collectively to negotiate for these resources to be provided and experienced in culturally meaningful ways” (Ungar, 2011, p. 10).”
- ‘Subjective resilience’: using perceptions to quantify household resilience to climate extremes and disasters (2016, background): “and physical ecologies that link individual risk, social organisation and culture (Ungar 2011).”
- Global perspectives on resilience in children and youth. (2014, background): “Ungar (2011) proposed a social ecological model of resilience that highlights the role of culture and context.”
- Annual Research Review: What is resilience within the social ecology of human development? (2013, background): “…the child x environment interactions that make development possible, so too has the study of resilience being moving away from the study of the invulnerable child (Anthony, 1987) to a focus on the social-ecological factors that facilitate the development of well-being under stress (Ungar, 2011b).”
- School-Based Interventions to Enhance the Resilience of Students (2014, background): “Resilience in Schools Our review approached the problem of resilience from a social ecological perspective (Ungar, 2011) as it relates to education (Ungar & Liebenberg, 2013).”
- Quantifying teacher resilience: Context matters (2019, background): “26 the temporal dimension of resilience (Ungar, 2011); this is important given that the challenges faced by teachers have been shown to vary at different career stages (Day, 2008).”
- Toward a Culturally and Contextually Sensitive Understanding of Resilience (2016, background): “From a social ecological perspective (Ungar, 2011, 2012)—the theoretical framework of this article—this process requires that youth actively seek out, and appropriate the resources needed to facilitate their positive adjustment, and that their ecologies provide such resources in relevant ways.”