dc.contributor.author | Theron, Linda C. | |
dc.date.accessioned | 2016-06-29T11:59:16Z | |
dc.date.available | 2016-06-29T11:59:16Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Theron, L.C. 2013. Black students' recollections of pathways to resilience: lessons for school psychologists. School psychology international, 34(5):527-539. [https://uk.sagepub.com/en-gb/afr/journal/school-psychology-international] | en_US |
dc.identifier.issn | 0143-0343 | |
dc.identifier.issn | 1461-7374 (Online) | |
dc.identifier.uri | http://hdl.handle.net/10394/17879 | |
dc.identifier.uri | http://spi.sagepub.com/cgi/reprint/34/5/527 | |
dc.identifier.uri | DOI: 10.1177/0143034312472762 | |
dc.description.abstract | Drawing on narrative data from a multiple case study, I recount the life stories of two
resilient Black South African university students to theorize about the processes that
encouraged these students, familiar with penury and parental illiteracy, to resile. I aimed
to uncover lessons for school psychologists about resilience, and their role in its promotion,
from these students’ recollections. To this end, I first synthesize what the
resilience literature reports as generic processes of resilience. Thereafter, I illustrate
how these processes were common to the students’ stories of resilience, drawing
attention to how Africentricism shaped these processes. The understanding of resilience
that flows from this case study illustrates the more recent contentions that resilience
theory needs to account for the influence of culture on positive adjustment and
translate this into culturally sensitive interventions towards resilience. The broad implications
for school psychologists include recognition that resilience processes are
nuanced by the socio-cultural ecology in which youths are situated and awareness
that resilience processes require multiple ecosystemic partners. For school psychologists
working with students of African descent, the importance of understanding how
resilience processes are informed by an Africentric world view is foregrounded, along
with attentiveness to the caveats implicit in this lesson | en_US |
dc.language.iso | en | en_US |
dc.publisher | Sage | en_US |
dc.subject | South Africa | en_US |
dc.subject | advocacy | en_US |
dc.subject | africentric | en_US |
dc.subject | ecosystemic | en_US |
dc.subject | psycho-educational | en_US |
dc.subject | qualitative | en_US |
dc.subject | resilience processes | en_US |
dc.subject | socio-cultural ecology | en_US |
dc.title | Black students' recollections of pathways to resilience: lessons for school psychologists | en_US |
dc.type | Article | en_US |
dc.contributor.researchID | 12241989 - Theron, Linda Carol | |