Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts

ABSTRACT

This paper explores a range of theoretical models of resilience and human development to understand the concept of resilience as it has developed over time and how it is understood today. These include both classic and contemporary ideas such as those of Bronfenbrenner, Masten, Rutter and, more recently, Downes and Ungar. Building on this analysis, the paper proposes a new model, taking key elements of established theories to offer a dynamic and interactive model of resilience (DIMoR). This model recognises individual agency and its complex reciprocal interactions both with other individuals but also with the wider system within which the individual is situated. This paper positions the DIMoR as a means of understanding resilience in a range of educational contexts.

KEYWORDS:

• Resilience
• systems thinking
• ecological learning
• protective factors
• educational resilience

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Adeela ahmed Shafi

Adeela ahmed Shafi is an Associate Professor in Education at the University of Gloucestershire. She has a background in psychology and education and has been teaching in higher education for over 17 years. Her research draws on psychological theories to explore how to re-engage young offenders with formal education and learning in a secure custodial setting.  Adeela's other research includes how to develop academic resilience and buoyancy in higher education students.  She has also worked on international projects in Rwanda and Pakistan as well as an EU project on emotional education.  Adeela has recently won two EU bids of 3 years duration, each running parallel.  The first is on re-engaging young offenders with education and learning with three European partners.  The second is a project designed to develop social and emotional competencies through active games in young people in conflict with the law.  This is with ten partner across seven European partners.  Adeela has an established publishing profile and leads the REF submission for Education at the University of Gloucestershire.  Adeela is an active community worker and also stood for MP in 2010.

Sian Templeton

Sian Templeton is a Senior Lecturer in Education at the University of Gloucestershire and a practicing Educational Psychologist working with teaching staff, children, young people and their families.  She has worked in a variety of educational settings with a focus on supporting the social, emotional and cognitive needs of vulnerable learners to enable them to engage with education.  She achieved this through working directly with the young people, with the families, teaching staff and a range of professionals from health and social care.  In addition to direct work, she also believes in exploring more systemic opportunities for promoting and supporting access to education for all.  She teaches on both Undergraduate and Postgraduate courses within her University role across a range of areas within education and leads on a number of psychology-based education modules.  She is involved in ERASMUS + projects related to her areas of interest.  Sian’s research includes resilience, emotional education and supporting young offenders in re-engaging with education and she is just commencing her DEdPsy at University College London.

Tristan Middleton

Tristan Middleton is Senior Lecturer in Education and Joint Course Leader for the MA Education suite at the University of Gloucestershire. Tristan is an experienced primary school class teacher, Senior Leader, Special Educational Needs Coordinator and Designated teacher for both Safeguarding and Looked-After Children. He also ran a Nurture Group for seven years. Tristan is Chair of Directors of Leading Learning for SEND CiC which oversees the work of the National SENCO Award Provider Partnership and also a member of NurtureUK’s Research, Evidence & Ethics Trustee Sub-Group and Associate Editor of the International Journal of Nurture in Education. He is currently a member of the Erasmus+ RENYO project team focusing on the re-engagement of young offenders with education and learning, with three European partners. He has recently published “Using an Inclusive Approach to Reduce School Exclusion: A Practitioner’s Handbook” with Lynda Kay, published by Routledge and the book chapter “Teaching Assistants identifying key factors to their successful work with challenging children and finding a new discourse.” In: H.R. Wright & M.E. Hoyen (Eds.) Discourses We Live By: Personal and professional perspectives on education. Open Book Publishers, Cambridge.

Richard Millican

Richard Millican is a Senior Lecturer in Education and the Course Leader for the BA (Hons) Education at the University of Gloucestershire where he has worked for the past 10 years.  Prior to that he has a long history of working within education, but in different contexts and phases. These include as a Drama and Music teacher across age ranges, a teacher of learners with social and emotional difficulties 5-18, a teacher of English as a Foreign Language to children and adults and a teacher trainer.  He has worked in various countries including Spain, Oman and Egypt and in schools, further education colleges and universities including Leeds and Birmingham. His current interests are in social justice and sustainability and in the role of education in helping to create a fairer and sustainable world.  He is currently working on an international research project, A Rounder Sense of Purpose, which is developing a framework of competences for educators of sustainable development linked to the Sustainable Development Goals. This has led to various recent publications alongside work into developing academic resilience and buoyancy with higher education students.

Paul Vare

Paul Vare is Postgraduate Research Lead and Course Leader for the Doctor of Education at the University of Gloucestershire’s School of Education. Before joining the University in 2013, Paul worked for over 35 years in environmental education and education for sustainable development in the UK and on international development projects, chiefly in sub-Saharan Africa. For over a decade Paul represented European ECO Forum, a coalition of citizens’ organisations, on various expert groups of the United Nations Economic Commission for Europe (UNECE) where he assisted in drafting the UNECE Strategy for Education for Sustainable Development. He is currently leading an international research project, A Rounder Sense of Purpose, which is developing a framework of competences for educators of sustainable development. Paul has a Masters of Philosophy Degree from Bristol University and a Doctor of Education from the University of Bath. Recently he co-authored a book with Prof. Bill Scott (University of Bath) called The World We’ll Leave Behind: grasping the sustainability challenge that introduces a wide range of issues, concepts and strategies related to sustainable development. Paul’s lifelong passion for the environment has been expressed through research, habitat management, drawing, painting, or simply walking in all weathers.

Rebecca Pritchard

Rebecca Pritchard is an Educational Psychologist who has also undertaken a Senior Lecturer role in Education at the University of Gloucestershire. She has worked in numerous settings encompassing early years through secondary education including specialist provision. She has been fortunate to develop a career that has enabled a focus on her particular interests of early years, resilience, autism and mental health through both local authority provision and private practice. Research interests have included a European study on emotional education and she is beginning her DEdPsy at the University College London. From supporting individuals and families with specific needs to the design and provision of training for professionals, teaching on Undergraduate and Postgraduate courses, Rebecca continues to develop her understanding and expertise across this fascinating subject.

Jenny Hatley

Jenny Hatley's main concern within education is social justice. This is a focus in all her areas of interest which have evolved from her development of educational provision across settings in both the UK and overseas. She began in museum education at the Science Museum in London, working as a Science Educator and as Assistant Curator for Space Technology. Following this, Jenny was programme manager for an aid agency working in conflict zones and areas of natural disaster to lead and deliver trauma and conflict resolution programmes in schools and villages, health counselling and disease prevention education. Following this, Jenny taught in primary schools in both the state and independent sectors developing relationships education and global citizenship. She has been lead teacher for PSHE and Citizenship and has also worked in Sweden as Associate School Leader, focusing on the whole school development of IT and associated pedagogy. Jenny currently teaches in Higher Education and enjoys bringing a critical eye and research base to studies in Education.