The Social Ecology of Resilience: A Handbook of Theory and Practice

By M. Ungar. 2011

683 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c4a1a9f31d7c47c2f10c688422d1ab70bc4d4fdd

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Citations in the corpus

Resilience, Trauma, Context, and Culture (2013, background): “Broader discussion of what resilience looks like in different cultures and contexts is showing many different ways that people cope with traumatic events, many of which are not yet well reflected in the literature (see, e.g., Liborio & Ungar, 2010; Ungar, 2012).”
Global perspectives on resilience in children and youth. (2014, background): “There is greater attention to cultural practices, including religion, that may foster resilience in individuals and communities (see Ungar, 2012).”
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).”
Annual Research Review: What is resilience within the social ecology of human development? (2013, background): “Resilience is more likely to occur among youth who engage with a religious institution (Donnon & Hammond, 2007), associate with prosocial peers (Mikami & Hinshaw, 2006; Shamai & Kimhi, 2006), and who experience a feeling of belonging at school (Shin, Daly, & Vera, 2007; Theron & Engelbrecht, 2012).”
Child and Family Resilience: A Call for Integrated Science, Practice, and Professional Training (2015, background): “Families also convey cultural practices and affiliations that promote competence and resilience (Harkness & Super, 2012; Masten, 2014b; Ungar, 2012; Ungar, Ghazinour, & Richter, 2013).”
Compassion fatigue and resilience: A qualitative analysis of social work practice (2015, background): “According to Ungar (2011), this trait-process debate undermines the usefulness of the term.”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “When New Frameworks for Student Engagement examined holistically and inclusively, they frame a social-ecological view of student engagement, one that closely mirrors Bronfenbrenner’s (1979) classic, ecological systems framework and today’s social ecological theory (Ungar, 2011).”
Psychological resilience in sport: A review of the literature and implications for research and practice (2015, unknown): “…with other related constructs of interest in sport, such as hardiness (Howe, Smajdor, & Stokl, 2012; Windle, 2011), coping (Campbell-Sills, Cohan, & Stein, 2006; Leipold & Greve, 2009; Rutter, 2012), mental toughness (Gucciardi & Gordon, 2009), and post-traumatic growth (Westphal & Bonanno, 2007).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “Broader contextual factors (Masten & Cicchetti, 2016) include family systems (e.g., Walsh, 2016), schools (e.g., Masten, 2014b), social and peer networks (e.g., Losel & Farrington, 2012), and cultural systems (e.g., Ungar, 2012).”
Measuring resilience in energy systems: insights from a range of disciplines (2016, methodology): “Thus options and capacity to negotiate risks provide scaffolding in the development of coping strategies [36, 39] .”
Rethinking Resilience: Reflections on the Earthquakes in Christchurch, New Zealand, 2010 and 2011 (2013, background): “Individualizing resilience can distract us from understanding resilience as a product of interpersonal relationships forged in supportive social and physical environments (Ungar 2012).”
Adversity and resilience: A synthesis of international research (2013, background): “Others have also considered the possibility of ‘steeling effects’ whereby some outcomes may actually be enhanced by certain forms of adversity or risk (see Rutter, 2012) although no certain conclusions have been drawn given the emerging nature of research on steeling effects.”
The ‘secrets’ of Chinese students’ academic success: academic resilience among students from highly competitive academic environments (2017, background): “School involvement and recognition, and school expectation of behaviour According to the socio-ecological perspective of resilience (Ungar, 2012b), schools are a part of the multiple social systems in which children are embedded.”
Resilience definitions, theory, and challenges: interdisciplinary perspectives (2014, background): “There is a huge literature now on the topic of resilience in children and youth (e.g., Cicchetti, 2010, 2013; Masten, 2011, 2014a, 2014b; Panter-Brick & Leckman, 2013; Ungar, 2008, 2012; Ungar, Ghazinour & Richter, 2013).”