Equipping youth and young professionals to build resilience in their own communities is essential. This study pilot tested the adaptation of a resilience intervention designed for professionals in crisis zones for use with undergraduate students (N=8) in the United States engaged in internships, work, or volunteering.
In a follow-up focus group, all students affirmed that resilience can be taught. A theme emerged about learning processes with two codes: all people are capable of resilience, and resilience is brought out from within. A second theme involved teaching methods: authentic modeling, and using tools and guidance (activities, creativity, encouragement). Example quotes included: "It's like a power that you're unlocking in people. You're giving them the tools to find the key to unlock [resilience] in themselves," "do exercises or activities that remind them and bring [resilience] out in them," and "Modeling resilience … doesn't mean like only having this perfect like exterior, but being vulnerable with the people that you're working with as well." In their own learning, students' open-ended survey responses revealed impacts for self (n=8) and improved skills and ability for working with others (n=4). Outcomes for self included personal growth ("I gained a new perspective of myself"), own resilience ("we can apply [intervention] to our own lives), and improved knowledge or understanding ("I gained a strong understanding of the importance of community in building resilience."). Four described outcomes for both self and other, such as, "I feel like I have tools, not only for myself, but for clients … to help them find resilience in their lives."
Pre- to post-intervention survey responses showed a qualitative shift in students' conceptualizations of resilience that involved more active practice, adaptation, and external resources, and less passive endurance. Quantitative survey data showed trends toward decreased stress and increased adaptability and empathic listening.