The Process Of Resilience

Resilience
Resilience is a simple concept but many definitions exist, making it hard to operationally define. For the purpose of the current study, the definition has been derived from an extensive construct review by Windle (2011). Resilience is the process in which individuals undergo when adapting to stress, challenges, or trauma. The individual uses resources in their environment during the process to “bounce back” from adversity (Windle, 2011). Such as social support and coping methods (Mahmoud, 2012).
The process of resilience is dynamic. Individuals may be born with the ability or they can learn to be resilient (Windle 2011). Over life time the ability to be resilient can change. It is important for people to understand that they have the ability to develop resilience. If they have the mindset that they can they can develop the skill set, they are more likely to increase their resilience (Yeager, Dweck 2012). In a common example; if a student believes they have the ability to improve in math, and are they thought to persist in the face of adversity. With hard work, persistence, and new tools, they can become good at math (Yeager, Dweck, 2012). With the mindset, knowledge, and coping skills, individuals can can foster the

As shown, students are under are a large amount of stress, and experience high rates of anxiety and depression. Resilience can protect against the negative effects of stress (Bacchi, Licino, 2016). Bacchi and Licinio (2016) found approximately half of students in their study to be in distress. Students with high resilience had significantly lower distress and rates of mental illness (Bacchi, Licnio, 2016, Tempski 2015). Resilience can protect against mental illness such as depression and anxiety (Tempski et al, 2015). Therefor the relationship between stress, mental illness and resilience in students remains of