The resilience factor: 7 essential skills for overcoming life's inevitable obstacles.

By K. Reivich, A. Shatté. 2002

635 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/46e4bf9eecc99cc5b1d96db5f83bdb4e5baf75de

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Citations in the corpus

Emerging Positive Organizational Behavior (2007, background): “…incorporates “bouncing back and beyond” so that adversities and setbacks become opportunities for learning, development, and flourishing (Bonanno, 2004; Reivich & Shatte, 2002; Ryff & Singer, 2003), or what positive psychologists are investigating as “posttraumatic growth” (e.g., Tedeschi, Park, &…”
Positive education: positive psychology and classroom interventions (2009, unknown): “Finally, students learned ‘real-time resilience’ (Reivich & Shatte, 2003) in order to deal with the ‘heat-of-the-moment’ adversities that 9th graders so often face at Timbertop.”
Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “Curriculum ideas include lessons that get students to identify messages, heroes, and paragons of resilience (Reivich and Shatte 2002; Peterson and Steen 2009).”
The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning (2017, unknown): “In order to list more specific characteristics of resilient people, Reivich and Shatte (2002) suggested seven key skills that make a person resilient.”
Positive Organizational Behavior in the Workplace (2007, background): “Resilience allows for not only reactive recovery but also proactive learning and growth through conquering challenges.”
Stressing the relevance of resilience: a systematic review of resilience across the domains of sport and work (2017, methodology): “The most commonly used resilience model was Richardson’s (2002) three waves of resiliency enquiry, employed in a total of 10 articles.”
Examining characteristics of resilience among university students: An international study (2014, background): “Fitting in and having a sense of belonging is important during the transition period into university, as social connectedness facilitates greater levels of resilience [34].”