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1、ResiliencyResearch:ImplicationsforSchoolsandPolicyMarcA·Zimmerman＆Revathy·Arunkumar1.ResiliencyResearchRefiningtheDefinitionofResiliencyThedevelopmentoftheresiliencyconcepthasresultedinmultiplemeanings,ambiguousterminology,andwhatmayappeartobeinconsistencies.Attheleast,itisamultidimensionalp
2、henomenonthatiscontext-specificandinvolvesdevelopmentalchange.Theterm“resiliency”generallyreferstothosefactorsandprocessesthatinterruptthetrajectoryfromrisktoproblembehaviorsorpsychopathologyandtherebyresultinadaptive、outcomeseveninthepresenceofadversity.GarmezyandMasten(1991)defineresilienc
3、eas“aprocessof,orcapacityfor,ortheoutcomeofsuccessfuladaptationdespitechallengingandthreateningcircumstances”.Werner(1993)usestheconceptofresiliencytorefertothosechildrenwhosuccessfullycopewithbio-logicalandsocialriskfactors.Resiliencyandinvulnerabilityarenotequivalent.Resiliencereferstothea
4、bilitytospringbackfromadversity(Garmezy,1993);itdoesnotmeanthatonecannotbewounded—astheterminvulnerabilityimplies.Rutter(1985)suggests,moreover,thatresistancetostressis(1)relativeandnotabsolute,(2)theresultofenvironmentalaswellasindividualfactors,(3)notafixedquantity,and(4)dependentoncon-tex
5、t.Thus,therelativeconceptofresilienceispreferabletotheabsoluteconceptofinvulnerability.Inaddition,resiliencyisnotamonolithicconstructthat,onceachieved,willalwaysbepresent.Itcannotbeseenasafixedattributeoftheindividual,becausethecircumstancesinwhichitmayoccuraredynamic.Whenthesitu-ationchange
6、s,somayone’sresiliency.Rutterstressestheindividual’sactiveroleintheresiliencyprocess.Hesuggeststhatresilienceisnotjustamatterofconstitutionalstrengthorweakness,butthatitincludestakingactiontoaddressastressfulsituation.Kaplan(1994)furtherpointsoutthatresiliencymaynotbewelldefinedbecauseresear
7、chersofteninter-mingleresiliencyandoutcome.Resiliency,heargues,maybethefunctionalequivalentofout-comesorthecauseofoutcomes.Staudinger,Marsiske,andBaltes(1993)pointoutthatthetermresiliencyhasbeenusedtoreferbothtothemaintenanceofhealthydevelopmentdes
