Dalhousie University, Halifax, Nova Scotia, Canada.
J Child Psychol Psychiatry. 2013 Apr;54(4):348-66. doi: 10.1111/jcpp.12025. Epub 2012 Dec 7.
The development of Bronfenbrenner's bio-social-ecological systems model of human development parallels advances made to the theory of resilience that progressively moved from a more individual (micro) focus on traits to a multisystemic understanding of person-environment reciprocal processes.
This review uses Bronfenbrenner's model and Ungar's social-ecological interpretation of four decades of research on resilience to discuss the results of a purposeful selection of studies of resilience that have been done in different contexts and cultures.
An ecological model of resilience can, and indeed has been shown to help researchers of resilience to conceptualize the child's social and physical ecologies, from caregivers to neighbourhoods, that account for both proximal and distal factors that predict successful development under adversity. Three principles emerged from this review that inform a bio-social-ecological interpretation of resilience: equifinality (there are many proximal processes that can lead to many different, but equally viable, expressions of human development associated with well-being); differential impact (the nature of the risks children face, their perceptions of the resources available to mitigate those risks and the quality of the resources that are accessible make proximal processes more or less influential to children's development); and contextual and cultural moderation (different contexts and cultures provide access to different processes associated with resilience as it is defined locally).
As this review shows, using this multisystemic social-ecological theory of resilience can inform a deeper understanding of the processes that contribute to positive development under stress. It can also offer practitioners and policy makers a broader perspective on principles for the design and implementation of effective interventions.
布伦芬布伦纳的人类发展生物-社会-生态系统模型的发展与韧性理论的进展平行，该理论逐渐从更关注个体（微观）特征转移到对人与环境相互作用的多系统理解。
本综述使用布伦芬布伦纳的模型和昂格尔对韧性研究四十年的社会生态解释，讨论了在不同背景和文化中进行的有针对性选择的韧性研究结果。
韧性的生态模型可以，并且实际上已经被证明有助于研究韧性的研究者概念化儿童的社会和物理生态系统，从照顾者到社区，这些系统既考虑了预测逆境下成功发展的近端和远端因素。从这次综述中得出了三个原则，为韧性的生物-社会-生态解释提供了信息：等终局性（有许多近端过程可以导致许多不同但同样可行的与幸福感相关的人类发展表现）；差异性影响（儿童面临的风险的性质、他们对减轻这些风险的可用资源的感知以及可获得的资源的质量，使得近端过程对儿童的发展的影响或多或少）；以及情境和文化的调节作用（不同的情境和文化提供了与当地定义的韧性相关的不同过程）。
正如本综述所示，使用这种多系统社会生态韧性理论可以深入了解有助于在压力下实现积极发展的过程。它还可以为从业者和政策制定者提供关于设计和实施有效干预措施的原则的更广泛视角。
