Introduction In a world full of problems, resilience becomes essential for survival. Resilience theory is based on the premise that therapists or social workers should focus on helping clients build strengths. The goal of resilience theory is to leverage existing resources and build core strengths instead of focusing on problems. This sample essay will describe what resilience theory is, where and how it is applied, and how it is related to other theoretical orientations in professions like psychology and social work.

Resilience theory began within the social work domain. Now that resilience theory is in its maturity, it has been applied to diverse fields including organizational behavior, leadership, and sociology. When resilience theory was first proposed, it was considered a “cutting edge…paradigm shift,” (Van Breda, 2018, p. 1). Now, the so-called strengths-based approaches to psychology have become commonplace. Resilience theory can help any individual or organization thrive in an uncertain, chaotic, and complex world.

What Is Resilience?

Resilience can become a global construct, allowing a person or an organization to withstand varying types and degrees of stressors and threats. However, as Moore (2020) points out, resilience often emerges more sporadically than that. A person may be “more resilient in some aspects of their lives than others,” or “be more resilient at one point in their lives, and less during another,” (Moore, 2020, p. 1). Therapists, coaches, and social workers can work with clients to transfer skills and strengths from one domain to another. Building competence in one area may help an individual gain traction and also self-efficacy in another.

In addition to leveraging existing strengths and applying those to other areas of life, resilience also entails cultivating a realistic outlook on any situation. Problems and unexpected events are assumed to be givens. From a realistic vantage point, the person or organization can focus more on what can be done to prevent small problems from turning into catastrophes. Some of the ways to boost resilience include attitudinal and behavioral changes, as well as assessing the environment and reducing the frequency, number, or valence of risk factors.

Resiliency is not an inborn trait; it is learned. Among theorists of resilience, “all agree that resilience is not a special quality that only some children are born with,” (Shean, 2015, p. 26). By extension, an organization will not automatically become resilient simply because it dominates the market. Resilience needs to be cultivated and honed over time. 

Features of Resilience

A number of variables have been empirically linked to the quality of resilience in leaders. Ledesma (2014) found the following factors particularly relevant to resilience: “positive self-esteem, hardiness, strong coping skills, a sense of coherence, self-efficacy, optimism, strong social resources, adaptability, risk-taking, low fear of failure, determination, perseverance, and a high tolerance of uncertainty,” (p. 1). Self esteem and self-efficacy are also qualities associated with resiliency among youth, and therefore important protective factors for improving outcomes for adolescents (Zimmerman, 2013). Self-esteem and self-efficacy are also qualities that can...

Exogenous resources may include finances, access to quality medical care, a robust social network, or social services safety nets. For adolescents, resources could also include school programs, sports, and extracurricular activities. Creative leveraging of resources builds hardiness within the system. Individuals and organizations can be taught to recognize resources they might have ignored or undervalued. Taking those neglected resources, improving upon them, or merging them with other resources can create a resilient climate conducive to positive growth and change. 
Resilience as Both Process and Outcome

Resilience is both a process and an outcome (van Breda, 2018). Understood as a process, resilience involves building strengths, competencies, and capacities. The process of resilience also entails becoming less...…not in spite of it.

Vulnerability is the opposite of resilience. An individual or organization vulnerable to threats is one that is ill-prepared. Not having enough savings would make a person vulnerable to a sudden crisis such as unemployment, illness, or any unforeseen expenditure. Similarly with organizations, not having a cogent financial plan would render the company unable to withstand a crisis. Being vulnerable is not an inevitability, even though risk may be. Even when vulnerability is inevitable, as it is with at-risk populations facing tremendous adversities such as poverty, it is still possible to witness the power of resilience among those who see threats as opportunities for growth. Applied to organizational behavior, a growth mindset helps leaders to understand how they can use relatively few assets and resources to bring an organization into thriving.

As it has evolved into a robust theory applicable in multiple social sciences, resiliency theory has a large amount of empirical support to back it up. In a literature review focusing only on how resiliency theory applies to adolescent mental health and wellbeing, Shean (2015) analyzes several prominent versions of resilience theory to reveal their similarities and differences. All of the theorists cited in Shean’s (2015) review of literature refer to both context and culture as exogenous variables important for adolescent resilience. More resources related to resilience theory are included in the bibliography section of this sample essay. 

Conclusion

Resiliency theory can help psychologists, organizational behavior managers, or leaders understand why some people can endure a tremendous amount of adversity or face critical risks and still survive, succeed, or even thrive. Especially popular as a strengths-based approach in psychology, resiliency theory can help counselors and other therapists to boost their clients’ chances at successful outcomes. Resiliency theory is central to multiple fields including adolescent psychology and leadership. 

References

Ledesma, J. (2014). Conceptual frameworks and research models on resliience in leadership. Sage Open 4(3): https://doi.org/10.1177/2158244014545464

Moore, C. (2020).…