CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.

MAEd – Curriculum and Instruction March 03, 2018

Theories and Principles of Curriculum and Instruction
Planting ‘universal resilience’ at the heart of 21’st century
education: Towards cultivating ‘sustainable
transformations’ in learning

I. The Problem with Contemporary Education: Holistic yet lacking

A Holistic Curriculum
Since AY 2012-2013, the Philippines has begun implementing the Enhanced Basic
Education Curriculum, widely known as the K-12 Basic Education Curriculum. According to the
Department of Education, the goal of this newly implemented curriculum is to create a
functional basic education system that will produce productive and responsible citizens
equipped with the essential competencies and skills for both life – long learning and
employment. In order to achieve such goals, the program has the following twin-objectives:
a. To give every student an opportunity to receive quality education based on an
enhanced and decongested curriculum that is internationally recognized and
comparable;
b. To change public perception that high school education is just a preparation for
college; rather than, it should allow one to take advantage of opportunities for gainful
career or employment and/or self - employment in a rapidly changing and increasingly
globalized environment.
The benefits of the K to 12 program will also provide the following to individuals, their
families, and in their communities:
1. An enhanced curriculum will decongest academic workload, giving students more
time to master competencies and skills as well as time for other learning opportunities
beyond the classroom, thus allowing for a more holistic development.
2. Graduate will possess competencies and skills relevant to the job market. The program
was designed to adjust and meet the fast changing demands of society to prepare
graduates with skills essential for the world of work.
3. Graduates will be prepared for higher education. Due to an enhanced curriculum that
will provide relevant content and attuned with the changing needs of time, basic
education will ensure sufficient mastery of core subjects to its graduates much that
graduates may opt to pursue higher education if they choose to.
4. Graduates will be able to earn higher wages and/or better prepared to start their own
business.
5. Filipino graduates could now be recognized as professionals in other countries. Those
who intend to study abroad will also meet the entrance requirements of foreign schools.
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
Simply put, the K-12 Curriculum has the objective to mold and train “holistically
developed Filipinos with 21’st century skills.” The curriculum aims to consistently follow the
following framework:

Ideally, the model provides a very holistic approach towards student’s learning and
achievement. It is supposed to allow learners to “be” and “become” whole persons—functional,
competent, critical, collaborative, and creative citizens who will contribute positive changes in
the society.
A Lacking Curriculum
However, six academic years after, as the first batch of Senior High School students are
about to graduate this midyear, I perceive a lacking among the graduates. This form of lacking is
not only observable among the K-12 graduates, but even among ‘millennials.’ It is no other than
the lack of ‘resilience.’ Dr. Peter Gray (2015) from “Psychology Today” noticed that students are
increasingly seeking help for, and apparently having emotional crises over, problems of everyday
life. There is also an increased tendency to see a poor grade as reason to complain rather than
as reason to study more, or more effectively. It is inevitable to say that there has been an
increase in diagnosable mental health problems, but there has also been a decrease in the
ability of many young people to manage the everyday bumps in the road of life. These students
are unavoidably bringing their struggles to their teachers and others on campus who deal with
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
students on a day-to-day basis. The lack of resilience is interfering with the academic mission of
schools and is thwarting the emotional and personal development of students.
As the lack of resilience among young learners persist, it is evident that it will also
disrupt the mission-vision of different companies that accommodate these young graduates. In
fact, David Hill (2018) from “The Australian” posted this question: Any company designed for
success in the 21st century must harness the skills and passion of millennials, the digital natives
born into an era of exponential change and disruption. Why is it then that so many firms are
unable to engage and retain millennials? Why is it that so many millennials are disillusioned and
just as likely to quit in their first two years of work as they are to carry on? He observed that
many millennials who graduate from university and, in a burst of enthusiasm, get their first job,
but within a year or two are left struggling or even worse, quitting.
Hill (2018) continued to state that as young graduates enter at the peak of their
expectations, a belief that they can and will change the world, that they will be what they want
to be, that the rewards will continue to flow and that they will experience the same instant
gratification and affirmation they get through them. Their entry into the workforce is the peak
of their inflated expectations and ideals—far too different from reality has to offer them. Once
reality strikes in, they enter into a trough of disillusionment.
Such a widespread event is happening continuously, every day, around the world. This is
also true with my some of very own former students, who have either entered college, or
started working in different companies. Teaching college and senior high school students for the
past three years, I could see them experience the very same phenomena. I can still recall that
one of my first frustrations as a young teacher was to constantly see, hear, and feel my students’
daily murmuring and complaint even with the smallest issues in their lives, every single day. It
was at first exhausting, and literally drained my energy. I wondered why they could not just
enable themselves to be resilient. I perceive their desire to be so, but they are seemingly
unable.
How ironic is it to realize that although contemporary curriculum frameworks are trying
to be at their best in being ‘holistic,’ in return the results from the companies’ feedbacks reflect
otherwise. People may tell us that this is just a dilemma concerning generational gaps; however,
to me, this speaks something more than just a generational gap—it is more fitting to say that it
is an ‘educational’ or ‘curricular’ gap that modern curriculum developers or executioners have
overlooked or neglected.

II. The Promising Exceptions: Resilient graduates ready to change the world
Nonetheless, such a phenomena cannot be generalized. In the last three years, I have
also been amazed by some of my students who continued to brightly stand tall above the
complacent, discouraged, and mediocre crowd. Looking back at my several conversations and
interviews with them, I can see that the difference lies in the very fact that these students
possessed resilience.
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
Called to teach to ‘the regions beyond’ and to the ‘unreached,’ I have always made
myself available to teach students from different socioeconomic status on my first two years of
teaching. Now on my third year, I have chosen to teach and serve in a small-scale Christian
college that caters foreign students from ASEAN countries like Myanmar, Laos, Cambodia,
Indonesia, and Vietnam, as well as other countries like Bangladesh, Papua New Guinea, Ghana
and Zambia. Among these students are those who showed resilience—they are the ones who
did not let their socioeconomic status, their ethnic group, their race, their nationality, their
gender, and their personal lives hinder them from setting short-term and long-term goals, and
afterwards putting concrete steps into fulfilling them.
Resilience: Selective or Universal
For quite a time, I wondered if ‘resilience’ could be taught to all or only to some
students, or if it is an innate attribute given to only a few. I heavily protested the latter idea, but
that seems to be common on-going misconception. Resilience seems to be a special gift given to
only a few, and could not be, in any way, universal. After doing a few researches, I furthermore
discovered what ‘resilience’ really is, and thankfully, it is something readily available to
everyone. Resilience is actually universal. Anyone can be resilient. From there, I browsed on
various approaches and models on nurturing resilience that may be further included and
applied to today’s curriculums. On the next few paragraphs, I will be laying the ground on what
true, universal resilience is, why it is needed now more than ever in every curricular program,
how it can be included in today’s curriculum, and lastly, its impact and implications to educators
and to the society.

III. The Prevalent Development Needed: A ‘Universally-Resilient Curriculum’

Resilience Defined
Hurlington (2010) defines resilience as the capacity to return to good mental health after
challenging and difficult situations. Windle (2011) on the other hand defines resilience as the
process of effectively negotiating, adapting to, or managing significant sources of stress or
trauma. Assets and resources within the individual, their life and environment facilitate this
capacity for adaptation or ‘bouncing back’ in the face of adversity. Some researchers also define
it as the return to normal or better than normal functioning after exposure to a high-risk
experience/environment (such as poverty, discrimination, injustice, failure, and stress). It is the
process of withstanding the negative effects of risk exposure, demonstrating positive
adjustment in the face of adversity or trauma. Resilience is what allows individuals to manage
difficult episodes or chronic challenges in their lives.
Resilience Research
The notions of resilience have changed through decades of years. The first wave of
researches on resilience “assumed that youth who exhibited good coping skills in the face of
high-risk factors were able to do so through some internal self-righting character trait
(Hurlington, 2010).” This notion believed that resilience is only an ‘inner’ character trait,
exclusive only to those individuals who can demonstrate good coping skills. Nevertheless, as
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
research progressed, it became increasingly clear that the person’s high functioning was not the
result of a single trait but, rather, of a combination of character trait and external ‘protective
factors,’ or environments that promote healthy living. Thus, the second wave of researches
focused on understanding the interaction between the protective factors and the processes that
made it possible for young people to thrive in the face of adversity. It then defined resilience as
the result of a combination of various character traits and external factors, rather than
determined by a single individual feature. This approach claims that resilient individuals have
grown and developed in environments where protective factors were present.
The third and recent wave of researches focused more on environments and less on
individuals. Such researches indicated that individuals who were more resilient usually
developed in environments where protective factors were present. It was concluded that factors
that led to good adaptation and development could promote resilience through prevention,
intervention, and policy (Masten and Obradovic, 2006).
According to Bonnie Benard (2006), there are four key messages that have come out of
researches on resilience:
1. Resilience is a capacity all youth have for healthy development and successful
learning.
2. Certain personal strengths are associated with healthy development and successful
learning.
3. Certain characteristics of families, schools, and communities are associated with the
development of personal strengths and, in turn, healthy development and successful
learning.
4. Changing the life trajectories of children and youth from risk to resilience starts with
changing the beliefs of the adults in their families, schools, and communities.
Benard also argues that resilient individuals usually have four attributes in common, and
these are the attributes that protective factors do foster:
1. Social Competence – the ability to elicit positive responses from others, thus
establishing positive relationships with adults and peers
2. Problem-solving skills – the planning that facilitates seeing oneself in control and
resourcefulness in seeking help from others
3. Autonomy – a sense of one’s own identity and an ability to act independently and
exert a certain control over one’s environment
4. A sense of purpose and future – goals, educational aspirations, hopefulness, a sense
of a bright future
Universal Resilience
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
The understanding of resilience is now a psycho-socio-cultural construct where external
factors are also considered significant. Resilience is shaped by experiences, opportunities,
relationships, and the environment in which these develop. Thus, all the youth has the capacity
for resilience, whether it is clear to outside observers or not. For that very reason, I have coined
the term “universal resilience” as the right and the need for every learner, for every person to
be given an environment that would cultivate and foster the resilience within them. Its
importance to every learner must be emphasized, since every single person has universal and
equal access to both attaining education and nurturing resilience. Implementing “universal
resilience” among communities and from thence create protective factors and healthy
environments to foster resilience would definitely produce transformational effects and positive
changes, according to research. It has shown that non-cognitive skills play a key role in
determining academic outcomes. Resilience, together with other coping strategies, are crucial
not only in improving academic performance, but also in longer term health and employment
outcomes. It also serves as a fundamental factor in reducing the chances of participating in
unhealthy risky behaviors (Masten & Obradovic, 2006). As noted in another recent research by
the Public Health of England, both “resilience and adversity are distributed unequally across the
population and are related to broader socio-economic inequalities which shape the conditions
people and their opportunities, experiences, and relationships live in.” Thus having said, schools
and educational institutions are to consistently deliver universal and equal access to education
as well as continually give the proper provision for creating resilient communities, since the
academe has the responsibility to lessen inequalities among learners, and hereby increase the
resilience of students, their families, and communities.
Levels towards Building Universal Resilience
With all the foregrounding laid by researches in resilience, it can be observed that
resilience is contextual and is best understood as multidimensional and variable across time and
circumstance. Universal resilience is built by undergoing three passages. Firstly, resilience is
personal—it must start within oneself, then it grows from inside-out, interpersonal—within
peers, families, small groups, and finally reaches and influences larger groups, communities and
societies.
Individual Resilience
Individual resilience was defined by Bonanno (2005) as the individual's ability to
maintain a stable level of functioning following traumatic events and as a "trajectory of healthy
functioning across time." According to this point of view, an individual's resilience refers to
his/her ability to continue functioning properly during and after crisis or traumatic event at all
levels of behavior, and to cope successfully with the changing demands of the environment.
Individual resilience is demonstrated by individuals who adapt to extraordinary
circumstances achieving positive and unexpected outcomes in the face of adversity (Fraser et
al., 1999). It involves behaviors, thoughts, and actions that promote personal wellbeing and
mental health. It refers to a person’s ability to withstand, adapt to, and recover from adversity.
Interpersonal Resilience
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
Family resilience. Family resilience, or a systemic view of resilience, is defined for the
purposes of this review as interaction processes that over time strengthen both the family and
individual hardiness (Welsh, 1998). Emphasis on family resilience affords researchers and
practitioners the ability to identify and encourage behaviors that enable families to cope more
effectively and emerge hardier from crises, trauma, or persistent stresses experienced in the
family. Family resilience also enables researchers to understand the moderating influence of
family processes in dealing with trauma, crises, or adverse events. It encourages researchers to
view families as having universal qualities, at the same time acknowledging idiosyncratic and
different strengths and weaknesses, as well as different trajectories and solutions to similar
problems.
Organizational resilience. Organizational resiliency refers to an organization’s ability to
create an environment that enhances career resiliency of their employees (Brock & Grady, 2002;
Nishikawa, 2006). An organization committed to building resilient employees will foster
openness in communication, encouragement of individual contributions for personal growth,
risk-taking all with the promise of employee recognition and rewards (O’Leary, 1998). Resilient
organizations structure and restructure themselves to attain a mission, support the optimal
development of shared decision-making. They provide feedback, set goals, and have
intelligence-gathering mechanisms (Nishikawa, 2006). They employ people who react quickly
and efficiently to change and perceive experiences constructively, ensuring adequate external
resources, expand decision-making boundaries, develop the ability to create solutions on the
spot, and develop tolerance for uncertainty (R. R. Greene et al., 2002).
Community and Social Resilience
Community resilience. Community resilience includes three major determinants:
resistance, recovery, and creativity. Resistance refers to the ability of the community to absorb
emotional agitations (Halling et al., 1995), recovery focuses on the rate of recovery from harsh
events (Breton, 2001; Patton & Johnston, 2001; Pfefferbaum et al., 2006), and creativity
addresses the ability of a social system to maintain a constant process of creating and
recreating, so that the community not only responds to adversity, but in doing so reaches a
higher level of functioning (Kulig, 1996; Kulig & Hanson, 1996).
Compared with the field of individual resilience, there is limited knowledge regarding
community resilience. Overall there seems to be an agreement among researchers that
community resilience is an important resource in coping with major disasters and in mass
trauma interventions (e.g., Norris, et al., 2008; Norris & Stevens, 2007; Tobin & Whiteford,
2002; Walsh, 2007). Community resilience research has indicated that a high level of community
resilience enhances individuals’ coping during stress situation and is instrumental in faster post
stress recovery.
Social/national Resilience. The concept of national or social resilience is a broad one
addressing the issue of the society's sustainability and strength in several diverse realms (Amit
& Fliescher, 2005). According to Ben-Dor et al., (forthcoming) four main social components were
attributed to this mode of resilience: patriotism, optimism, social integration, and trust in
political and public institutions. They reasoned that in a time of intractable conflict, members of
 CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
a resilient society would display durable stability in maintaining these components. Social
resilience is also manifested in society's ability to cope with a changing, sometimes hostile,
environment by changing and readjusting in new and innovative way.

Whole School Approach and a ‘Universally-Resilient’ Curriculum

Therefore, in order to shape universally resilient individuals towards becoming resilient
graduates and citizens, as well as resilient families, communities, and societies, it can be
suggested that the academe, together with the different curriculum programs must also provide
or increase protective factors acting on the individual, on the individual’s interpersonal
interaction, and up to a wider scope—the individual’s community and society. Indeed, the
approach to cultivating resilience among learners can be likened to a ripple effect. It starts with
the individual and radiates from the immediate up to the distant contexts and environments.
Highly linked with resilience among schools is the “Whole School Approach.” It is
fundamental to an emotionally healthy school for it builds and breeds a culture of positive
health and wellbeing. It aims to fulfill the following:
1. Develop ethos and an environment that supports learning and promotes the health
and wellbeing of all,
2. Consult and encourage the participation of all within the school’s community, and
3. Effective, evidence-based school improvement mechanism which brings about and
embeds cultural change in schools.
INTERPERSONAL

INDIVIDUAL

COMMUNITIES
and SOCIETIES
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
Above is a model that merges the “8 Principles of Whole School Approach” by the Public
Health of England, together with the levels of an individual’s environment, namely, the
individual, the interpersonal, and the community. For this paper, this will be called as the
“Flower Model for Universal Resilience” for cultivating and nurturing universally resilient
individuals and communities, from the inside out.
Perhaps it is high time for the Philippines to start adapting the Whole School Approach
to all schools and embed its salient features together with the learner’s contexts, and bring it to
the surface of the K-12 Curriculum Framework, similar to the “Flower Model for Universal
Resilience” that I have proposed. By integrating this to the educational system, all students
would be given an environment that develops and nurtures their capability to be resilient. It
provides them the compelling drive to be resilient amidst risky experiences. It will also create
universally-resilient families, communities, and societies, and they will become resilient
graduates, ready to handle the rough realities of the corporate world.

IV. The Prospective Discourse: Transformation to be sustained by resilience

As teachers, educational leaders, researchers, and curriculum developers, there is a
need for us to inculcate to the future generation the value and importance of resilience. It is
imperative to shift our culture into one that promotes protective factors that would provide
positive emotional health and wellbeing to learners. We have to allow learners to develop
mutual respect and understanding of diversity. They must be given the opportunity to solve
problems and resolve intrapersonal and interpersonal conflicts. Learners must be exposed to
the real world of work and realize that though the corporate world is tough and competitive,
they can always be resilient from inside out, since they have been well-provided and well-
supported with protective factors that would help them in choosing to be resilient. They must
realize the reality that they are not in any way, infallible, and thus they must be given adequate
space to make mistakes and learn resilience from realizing the consequences and still the
redemptive hope found within their choices—to get into trouble and find their way out, to
experience failure and realize that they have been equipped well enough to survive and thrive
amidst failures. Learners must learn how to be proactive rather than reactive—to respond
resiliently rather than to react negatively and simply give up. They must experience the deeper
satisfaction of deferred gratification and learn through such event that the point when one feels
like giving up is often the point when one finally breaks through. It is through these various
experiences we would allow them to undergo, where they will develop resilience and cultivate
it. Once the resilience within them has been healthily nurtured, it would grow and radiate from
the individual, to one’s family and peers, up to one’s society. When the resilience within them
has been established and fortified, they would have honed the discipline to refuse the sugar hit
of instant gratification, to reject any unnecessary stress, unhealthy criticisms and unwanted
distractions. In return, these resilient learners become focused in achieving the goals that
accrue to them. Impatience and murmuring is replaced by resilience—a recognition that
ideation and innovation requires time and space as well as trial and error. This is the kind of
protective environment that we should consider in our curriculum and in our schools, as well as
within ourselves, as educators. We must firstly be resilient and build strong foundations
revolving around the concept of universal resilience because as leaders, we cannot lead with a
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
distorted, distressed, and discouraged perception. All educators do desire genuine
transformation in our societies, but these transformations could not be sustained without
resilience residing, yet growing and flowing in and through individuals, families, and
communities of the next generation. Genuine and sustained personal renewal has to have
universal resilience. Unfeigned and lifelong societal transformations do need universal
resilience.
“Let us not be weary in well doing: for in due season we shall reap, if we FAINT NOT.”

References:
Amit, K. & Fleischer, N.(2005). “Between resilience and social capital.” In N. Friedland, A. Arian, A.
Kirschnbaum, A. Karin & N. Fleischer (Eds.), The concept of social resilience (pp. 7-10). Haifa: The
Technion. Samuel Neaman Institute.
Ben-Dor, G., Halperin, E., Hirsch-Hoefler, S., & Canetti-Nisim, D. (Forthcoming). “The social aspect of
national security: The impact of terror on Israeli society.” Defense Journal.
Benard, B. (2006). “What we have learned.” Resiliency. San Francisco, CA: WestEd.
Bonanno, G. (2005). “Resilience in the face of potential trauma.” Current Directions in Psychological
Science, 14, 135-138.
Breton, M. (2001). “Neighborhood resiliency.” Journal of Community Practice,19, 21-36.
Brock, B. L., & Grady, M. L. (2002). “Avoiding burnout: A principal’s guide to keeping the fire alive.”
Thousand Oaks, CA: Corwin Press.
“K-12 General information.” Department of Education. www.deped.gov.ph/k-to-12/faq. Retrieved on
March 02, 2018.
Fraser, M. W., Richman, J. M., & Galinsky, M. (1999). “Risk, protection, and resilience: Toward a
conceptual framework for social work practice.” Social Work, 23(3), 131-143.
Gray, P. (2015). “Declining student resilience: A serious problem for colleges.” Psychology Today.
www.psychologytoday.com. Retrieved on March 02, 2018.
Greene, R. R. (Ed.). (2002). “Resiliency: An integrated approach to practice, policy, and research.”
Washington, DC: National Association of Social Workers Press.
Halling, C. S., Schindler, D.W., Walker, B.W. & Roughgarden, J. (1995). “Biodiversity in the functioning of
ecosystem: An ecological synthesis.” In: C. Perrings, K.G. Maler, C. Folke, C.S. Halling & B.O. Jansson
(Eds.), Biodiversity loss: Economic and ecological issues. Cambridge, MASS: Cambridge University Press
Hill, D. (2018). “Lessons in resilience for millennials.” The Australian.” www.theaustralian.com.au.
Retrieved on March 02, 2018.
Hurlington, K. (2010). “Bolstering resilience in students: Teachers as protective factors.” What Works?
Research into Practice. The Literacy and Numeracy Secretariat.
www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html. Retrieved on February 26,
2018.
CALIMBAHIN, Genevie-Abi M. Dr. Bert J. Tuga, Ph.D.
MAEd – Curriculum and Instruction March 03, 2018
Theories and Principles of Curriculum and Instruction
Kulig, J., & Hanson, L. (1996). “Discussion and expansion of the concept of resiliency: Summary of think
tank.” Lethbridge, AB: University of Lethbridge, Regional Center of Health Promotion and Community
Studies.
Masten A. S. & Obradovic, J. (2006). “Competence and resilience in development.” Annuals of the New
York Academy of Sciences, 1094. 13-27.
Nishikawa, Y. (2006). “Thriving in the face of adversity: Perceptions of elementary-school principals.” La
Verne, CA: University of La Verne.
Norris, F.H., & Stevens, S.P. (2007). “Community resilience and the principles of mass trauma
intervention.” Psychiatry, 70, 320-328.
Norris, F.H., Stevens, S.P., Pfefferbaum, B., Wyche, K.F., & Pfefferbaum, R.L (2008). “Community
resilience as a metaphor, theory, set of capacities, and strategy for disaster readiness.” American Journal
of Community Psychology, 41, 127-150.
O’Leary, V. E. (1998). “Strength in the face of adversity: Individual and social thriving.” Journal of Social
Issues, 54, 425-446.
Patton, D. & Johnston, D. (2001). “Disasters and communities: Vulnerability, resilience and
preparedness.” Disaster Prevention and Management,10, 270-277.
Pfefferbaum, B., Pfefferbaum, P.L., Christiansen, E.H., Schorr, J.K., Vincent, R.D., Nixon, S.J., & North, C.S.
(2006). “Comparing stress responses to terrorism in residents of two communities over time.” Brief
Treatment and Crisis Intervention, 6, 137-143.
“Promoting children and young people’s emotional health and wellbeing.” Public Health England.
www.cornwallhealthyschools.org. Retrieved on February 26, 2018.
Windle, G. (2011) “What is resilience? A review and concept analysis.” Reviews in Clinical Gerontology
21(2), 151–169.