Resilience in Development: A Synthesis of Research across Five Decades

By S. Luthar. 2015

1,261 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Safety Research

View Paper: https://www.semanticscholar.org/paper/8717737c9502a4cb815e5dcc7a95bef31190a321

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Citations in the corpus

Resilience Theory and the Practice of Positive Psychology From Individuals to Societies (2015, background): “High-quality relationships between parents and children are implicated in virtually every study of resilience in children (Luthar, 2006; Masten, 2013), and positive romantic relationships are implicated in adult resilience (Conger, Schofield, Neppl, & Merrick, 2013; Ronka, Oravala, & Pulkinen, 2002)”
Pathways to Integrated Resilience Science (2015, background): “Nonetheless, there is considerable consistency noted by reviewers of this literature on key factors associated with manifested resilience in studies of adaptation during or following significant threats to individuals (Cicchetti, 2010, 2013; Luthar, 2006; Masten, 2007, 2014b).”
Organizational response to adversity: Fusing crisis management and resilience research streams (2017, background): “, earthquakes) Psychology c Adjustment of children in response to adversity (Flach, 1988; Garmezy, 1971; Luthar, 2006; Masten, 2013; Murphy & Moriarty, 1976) s “Process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances” (Masten et al.”
Defining and characterizing team resilience in elite sport (2013, methodology): “Indeed, the results reported here support Luthar’s (2006) claim that “resilience 22 rests, fundamentally, on relationships” (p.”
Vicarious Resilience, Vicarious Trauma, and Awareness of Equity in Trauma Work (2015, background): “…Pearlman, & Lev, 2000) and can be measured by the Trauma Symptom Inventory (TSI) Belief Scale, vicarious resilience emerged from observation, was built on grounded theory, and has been articulated through resilience and vicarious learning theory (Bandura, 1986; Luthar, 2003, 2006; Walsh, 2006).”
The Contributions of Emotional Intelligence and Social Support for Adaptive Career Progress Among Italian Youth (2015, background): “Resilience refers to the general capacity of individuals to face and overcome adversity and to cope with challenges beyond those typically encountered in the development process (Campbell-Sills & Stein, 2007; Luthar, 2006).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “Commonly implicated psychological factors (Masten & Cicchetti, 2016) include emotional security, attachment, and stable, responsive relationships (Luthar, 2006; Masten, 2014a); mastery motivation and self-efficacy (e.g., Ryan & Deci, 2000); cognitive development and problem solving (e.g., Losel &…”
Ordinary magic, extraordinary performance: Psychological resilience and thriving in high achievers. (2014, background): “In her seminal paper, Masten (2001) discussed resilience processes in 9 human development and concluded that, contrary to popular mass media and scholarly work 10 portrayal, resilience is a common phenomenon.”
Resilience and acculturation among unaccompanied refugee minors (2018, background): “Even if children and youths characterized as resilient experience temporary reductions in mental, cognitive and psychosocial functioning as a reaction to serious life events, they regularly bounce back relatively unscathed and regain normal functioning (Luthar, 2006).”
Annual Research Review: Positive adjustment to adversity -Trajectories of minimal-impact resilience and emergent resilience (2012, positive): “In the pages that follow, we review the most prominent of these misunderstandings and then attempt to elucidate in more detail how we understand the specific trajectory we have labeled minimal-impact resilience.”
Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167. (2018, background): “While the circumstances and experiences students encounter in school and in their broader social sphere help them to develop these character strengths that act as protective factors (e.g. Garmezy and Rutter, 1983; Luthar 2006), much less is known about the specific school and system-level factors th”
Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity (2013, background): “The dynamic capacities afforded by close relationships to foster development and protect individuals and social groups in the face of adversity has led many to conclude that relationships are the most critical protective factor for young people at risk (e.g., Luthar, 2006 ) .”
Global perspectives on resilience in children and youth. (2014, background): “Over the years, there have been persistent issues and controversies in resilience science (see Luthar, 2006; Masten, 2012, 2013; Panter-Brick & Leckman, 2013; Rutter, 1987).”