Moll Riquelme Isaac, Bagur Pons Sara, Rosselló Ramon Maria Rosa
Department of Applied Pedagogy and Educational Psychology, Faculty of Education, University of the Balearic Islands, 07730 Alaior, Spain.
Department of Applied Pedagogy and Educational Psychology, Faculty of Education, University of the Balearic Islands, 07122 Palma, Spain.
Children (Basel). 2022 Aug 7;9(8):1183. doi: 10.3390/children9081183.
This article conceptualizes resilience, a capacity present in all people that can be activated to face and overcome adversity. Based on a systematic review of the literature, the different lines by which research on this subject has been developed to the present moment, when it is interpreted from neuroscience, are identified. From the first descriptions of risk and protective factors, the concept has moved through the consideration of resilience as a process that can be carried out by anyone and not as an intrinsic characteristic of exceptional people, to the study of the will to not let oneself be discouraged and the personal commitment to overcome. Next, the keys to promote this capacity in educational centers are analyzed. There are two main focuses of intervention: the relationship that the teacher can establish with students and the pedagogical strategies and resources that can be used. From the purpose of the integral formation of people and in an inclusive framework, educational centers have the challenge and responsibility to promote resilient processes in all students, especially in those who experience more barriers to learning and participation due to personal circumstances and adversities. In this way, educational centers are encouraged to be protective environments where all students feel safe and can empower themselves and unfold their potential. The review has been conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, and the bibliographic search has been performed in the Dialnet Plus, Web of Science (WoS) and Scopus databases.
本文对复原力进行了概念化阐释，复原力是所有人都具备的一种能力，可被激发以面对和克服逆境。基于对文献的系统综述，确定了从神经科学角度对该主题进行研究至今所发展出的不同脉络。从对风险和保护因素的最初描述开始，该概念经历了从将复原力视为任何人都可进行的一个过程而非非凡之人的固有特征，到对不气馁的意志和克服困难的个人承诺的研究。接下来，分析了在教育机构中提升这种能力的关键。主要有两个干预重点：教师与学生建立的关系以及可使用的教学策略和资源。从人的全面培养目的以及在包容性框架下，教育机构面临着促进所有学生尤其是那些因个人情况和逆境在学习和参与方面遇到更多障碍的学生的复原过程的挑战和责任。通过这种方式，鼓励教育机构成为所有学生都感到安全、能够增强自身能力并发挥潜力的保护环境。本综述按照系统评价与荟萃分析的首选报告项目（PRISMA）协议进行，文献检索在Dialnet Plus、科学引文索引（WoS）和Scopus数据库中进行。
