APPLYING THE CONSTRUCT OF RESILIENCE IN SCHOOLS - CAUTIONS FROM A DEVELOPMENTAL SYSTEMS PERSPECTIVE

This article critical ly examines the construct of resilience and its application in the schools using a developmental systems perspective. This analysis suggests several cautions with respect to adoption of pr ograms and practices related to resilience. These include problems wit h locating resilience in children instead of systems, over-reliance up on programs to promote resilience instead of natural processes as they occur in context, and the need to emphasize the development of holist ic competencies over time, as opposed to teaching isolated skills in t he short-term in an effort to enhance outcomes of high-risk children. Recommendations for analysis of programs and policies are offered in l ight of these cautions.