Student Constructions of Resilience: Understanding the Role of Childhood Adversity

Abstract

Resilience is a desirable attribute for social work and human services (SWHS) graduates. A history of childhood adversity may have led students to develop resilience, which is transferable to SWHS practice. Limited research has been conducted with students as to how resilience is formed and conceptualised. This survey of 265 SWHS students is the first Australian research to survey students about their conceptualisation of resilience and childhood adversity. Within the study, students resoundingly viewed resilience as a process that occurred often due to childhood adversity but also from the protective factors of family. Students' experience of childhood adversity allowed them to develop independence and determination, which led to the development of resilience giving them greater ability to cope with the stresses of SWHS courses. Exploration of students' conceptualisation of resilience and its formation provides an insider voice as to how we can assist emerging practitioners in their development of resilience for future practice.

The development of resilience is important for social work practice and is a protective factor that can assist social work students to manage stress and promote wellbeing.

Resilience developed from childhood adversity can be an important, sometimes overlooked, factor in the professional formation of SWHS practitioners.

承受力是社会工作以及人文服务研究生的可贵品质。儿童时期的逆境有助于培养学生的承受力，这种承受力又可以转化到社会工作及人文服务的实践。不过学生的承受力究竟是如何形成并成为意识的，这方面的研究则很有限。本文首次调查了265位社会工作及人文服务学生承受力的形成及其与童年逆境的关联。所调查学生多把承受力视为儿童逆境以及家庭防护因素的产物。学生们的儿童逆境经历赋予了他们独立性和决断力，这种独立性和决断力使他们更有能力应付社会工作及人文服务中的压力。探讨学生承受力的形成，从心理上告诉我们如何帮助新一代的实践者在未来的工作中培养他们的承受力。