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Low-resource environments call for evidence-based knowledge on
resilience strategies. When the stressed contexts associated with
low resources also include cumulative and chronic risk (such as HIV
& AIDS, high unemployment levels, low household incomes and low
literacy levels), demands on varied services are strained even more
drastically - compelling empirical understandings of how systems
can cushion the impact of stressors. Partnering for resilience is a
pioneering book offering insights (spanning eight years) from
longitudinal, participatory research based on a strengths-based
intervention with teachers in varied schools (primary and
secondary; urban and rural) in three South African provinces.
Partnering for resilience presents new knowledge pertaining
particularly to how existing resources can be managed to both
implement and sustain resilience tactics to mediate the effects of
ongoing adversity. An evidence-based intervention model (STAR:
Supportive Teachers, Assets and Resilience), with validated
fidelity of intervention across cases, is presented. STAR
demonstrates how varied groups of teachers, who took ownership of
the challenges their school communities faced, were able to
formulate solutions and reach identified goals in order to create
and sustain caring and supportive schools. The methodological
nuances of integrating Participatory Reflection and Action (PRA)
for collaborative knowledge production are unpacked with
case-by-case examples. In addition, the book argues for inventive
knowledge production where research integrates community engagement
processes with research capacity development of postgraduate
students and partners.
In this edition of the publication, the authors explore practices
of proven worth and challenging contexts for interventions. On the
theoretical side, the title examines how life skills and assets are
widely used in current discourses in psychology and education.
Links with positive psychology, resiliency theory, inclusive
education policies and practices, and indigenous knowledge systems,
are explored. On a practical level, it illustrates the application
of the life skills programme in group interventions with diverse
participants. It also presents examples of the asset-based approach
in research and practice. Contextually, the challenges of
identifying, accessing and mobilising strengths and assets in a
milieu characterised by vulnerable children, HIV and Aids, poverty,
unemployment and illiteracy are described.
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