Article

Self-Awareness: A Precursor to Resiliency

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Abstract

In order to create an environment that encourages resiliency, care givers must first understand some of the specific attributes that make up the resilient child. While not intended as an exhaustive list, one could say that a resilient child will have an accurate self-awareness, possess effective problem-solving skills, be able to communicate well, will demonstrate empathy toward others, and have hope for the future. Resilience is the capacity to deal successfully with the obstacles in the road that confront us while maintaining a straight and true path toward life's goals. Resilient persons possess self-awareness. They are aware of their strengths and limitations and have empathy for others. This article highlights strategies to foster a self-awareness that supports the development of resilience.

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... Self-and social awareness. Self-awareness involves recognizing and acknowledging one's strengths and challenges (Brandt, 1998;Hippe, 2004;Jaouen, 1990). Children who are self-aware are able to recognize their own emotions, and are aware of how they are perceived by others. ...
... Self-and social respect. Children who have self-respect embrace their strengths and see them as tools for achieving their goals and overcoming their challenges (Hippe, 2004). They are willing to take risks and try challenging tasks. ...
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Emotional and behavioral outcomes of the Respecting Diversity (RD) program, a social and emotional learning (SEL) intervention to develop self-awareness, self-respect and respect for diverse others, were investigated with 218 students in Grades four to seven and their teachers. Intervention and control groups were assessed pre and post intervention for level of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences with the RD program. Data were analyzed using thematic content analysis procedures and repeated measures MANCOVAs. The intervention significantly increased students' self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms according to both teachers and students, and, similarly, decreased in control classrooms.
... Yet, no studies are mentioned that test the relationship between empathy and resilience. Similarly, Hippe (2004) lists empathy COMMUNAL EMPATHY 25 among the qualities that would make for a resilient child without citing any studies to substantiate this claim. In the Native American resilience literature, Long and colleagues (2006) advocate Native American schools helping students to build empathy for other cultures to combat the isolation of reservation communities; and Hartling's relational view of resilience (2008) promotes helping clients of all ages to develop mutual empathy in their relationships. ...
... As presented in the introduction, there is a surprising lack of research regarding empathy as a strength or protective factor for Native Americans. The few researchers that mention empathy in relationship to resilience have used children or adolescents in their research or have not studied the issue empirically (Benard, 1991;Hippe, 2004). ...
... The goal of teaching individual resiliency strategies to children/youth is to increase the ability to succeed (Gordon, 1995). Individual characteristics are defined in the research as: (a) assertiveness (Miller, 1995); (b) the ability to solve problems (Harvey, 2007); (c) selfefficacy (Bandura, 1997); (d) being able to live with uncertainty (Condly, 2006); (e) selfawareness (Hippe, 2004); (f) perceived social support (Brown, 2004); (g) a positive outlook (Gordon, 1995); (h) empathy for others (Hall & Pearson, 2005); (i) having goals and aspirations (Wehmeyer, Hughes, Agran, Garner, & Yeager, 2003); (j) having a balance between independence and dependence on others (Abernathy & Cheney, 2005); ...
... Self-awareness is defined as a person's ability to understand the world around them and their impact on that world. This involves a consciousness of strengths and boundaries coupled with empathy for others (Hippe, 2004). ...
... 15). Several researchers and theorists examining the process of resilience in childhood and youth development have identified empathy as important (Ewart, Jorgensen, Suchday, Chen, & Matthews, 2002;Hippe, 2004;Mandleco & Perry, 2000). In some cases, a capacity for empathy is linked to prosocial behaviors, as resilient children can be seen engaging in what Mandleco and Perry (2000) describe as "altruistic caretaking behavior" (p. ...
... Resilience research focused on childhood development and response to adversity has consistently identified empathy as an important protective factor informing the process of resilience (Benard, 2004;Ewart et al., 2002;Hippe, 2004;Mandleco & Perry, 2000). This study lends support to the idea that empathy be incorporated into conceptualizations of resilience at the family level. ...
Article
Empathy is identified as a protective factor that has been helpful for children considered at high risk for poor mental health and social functioning due to experiencing stressful circumstances such as family violence, substance abuse of a parent, or poverty. Yet, little is known about its relevance to a family's ability to overcome adversity. This study examined the narratives of 20 resilient families who maintained family functioning despite experiencing a multitude of risk factors including poverty, death of a child, significant health problems, or substance abuse problems. Narrative analysis was used to identify the ways families situated empathic actions within their stories of resilience. Findings suggest families developed increased compassion for others as a result of their own experiences with loss, trauma, or stress and discussed how helping others increased their ability to cope with the challenges they faced. Future research and practice implications are outlined and support the usefulness of strengths-based concepts and interventions.
... Hippe states, " while we all have some resiliency, it is a quality not equally evident in all people " (2004, p. 240). In a study of children, Hippe (2004) identified five hallmarks which characterize resilient children: (a) self-awareness, ...
... Resilient people possess self-awareness. They are aware of their strengths and limitations and have empathy for others (Hippe, 2004). A resilient leader has an appropriate self-identity. ...
Article
Leadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are substantial in resilient leaders and how these factors might be further cultivated. Educational leaders were randomly selected from school administrators in the Central Florida region, as well as department leaders at two primary local universities. Participants from business were selected from a list of business leaders from the Rollins College Crummer Graduate School of Business MBA Alumni, as well as participants in the Palm Beach Atlantic University Executive Leadership series. The study utilized the Resilience Factor Inventory (RFI) from Adaptive Learning Systems. The RFI is a valid 60-question on-line questionnaire that evaluates the four resilience factors identified in the Review of Literature: (a) realistic optimism, (b) emotional intelligence, (c) relational abilities, and (d) problem-solving abilities. Participants were invited to complete the RFI through a series of four emails explaining the study and the Resilience Factor Inventory with a sufficient response rate (83 leaders). Analysis of the data revealed the following findings: (a) all three of the sampled leader populations were significantly above the national norm in resilience, with those in education the highest; (b) educational leaders, both Pre K – 12 and university leaders, were statistically higher in several resilience components, with emotional intelligence being a strong component in both educational groups; (c) leaders from the business realm were significantly higher in several resilience factors with their distinguish component being problem-solving; (d) while education leaders were strong in emotional intelligence, this population could develop their problem-solving capabilities; (e) in direct contrast, the business were strong in problem-solving, but could enhance their emotional competence; and (f) an examination of leaders who have served the longest have a statistically significantly higher relational abilities and realistic optimism suggesting that these two resilience factors would be important for longevity.
... A youth's level of self-awareness was another precursor to successful development of resilience. Self-awareness allowed a child to identify strengths and weakness in a frank and realistic manner (Hippe, 2004). Related personal resources such as self-esteem, confidence, acceptance, and optimism have also been recognized as resilience protective factors (Smith and Carlson, 1997). ...
... Lavoie (2003) also provided additional insight into ways an individual, usually a parent or caregiver, can foster self-awareness in a child. These aspects are comprised of praising, encouraging, and maintaining interest in the child (Hippe, 2004). Lavoie (2003) maintained when praise and encouragement are combined together, they can be powerful motivators for a child, as they help to instill self-esteem, pride, foster cooperation, build positive relationships, highlight unique skil1s and abilities, and assist youth during difficult times. ...
... The faculty member must be aware of shyness, embarrassment, anger, and weakness and work to reduce those feelings and accept emotions [34]. Hippe [79] believes that self-awareness includes the individual's knowledge of their strengths, their knowledge of some areas that represent a challenge to them, their acceptance of reality, and work on future possibilities; the faculty members who possesses a clear self-awareness takes advantage of their strengths and views them as tools that help them and others. Whoever possesses self-awareness has a level of goal awareness, events, thoughts, and beliefs that make them happy or sad; their strengths, weaknesses, values, beliefs, philosophy in life, and their achievements; their experiences of failure and how they were exposed to this failure; how to protect themselves from returning to this failure; and the nature of their relationships with others. ...
Article
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University faculty members seek to regulate emotions to achieve professional and social goals in the work environment. The process of emotion regulation is influenced by self-awareness, as self-awareness is an important predictor of self-regulation, and the outcomes of the self-regulation process depend, in part, on the level of self-awareness. The purpose of the present paper was to examine whether or not self-awareness is used to predict emotional regulation difficulties among faculty members. The current quantitative study was designed using a survey research design. The participants comprised 172 faculty members from Philadelphia University in Jordan, the Arab Open University in Jordan, and Al Falah University in the U.A.E. Data were collected using the Self-Awareness Scale (SAS) and Emotional Regulation Difficulties Scale (ERDS). The researchers revealed that increasing the self-awareness subscale (self-critical) decreases the non-acceptance of emotional responses. The researchers also found that when there is an increase in the self-awareness subscale (desire for realistic awareness), there is a tendency toward lower levels of non-acceptance of emotional responses and difficulties engaging in goal-directed. Researchers also came to that an increase in the self-awareness subscale (self-reflection) decreases the non-acceptance of emotional responses, difficulties engaging in goal-directed and impulse control difficulties. The researchers concluded there is a need to work on university faculties' self-awareness and emotional regulation to balance realistic awareness and emotional responses related to task engagement and control difficulties. Based on the findings, it is concluded that it is necessary to pay attention to enhancing self-awareness and emotion regulation among faculty members in general and conduct more scientific studies on emotional regulation difficulties to examine their relationship with other variables. Doi: 10.28991/ESJ-2023-07-04-017 Full Text: PDF
... There are several views on the concept of self-awareness and its functions, such as the theories of Duval and Wiclund (1972), Diener (1979), and Buss (1980). Self-awareness is defined as the individual's perception of his/her strengths and challenges, as well as accepting reality and future prospects (Hippe, 2004). ...
Article
The present study aims to investigate the relationship between attitude towards plastic surgeries, self-awareness, and body image. The sample comprised a clinical sample of (30) referrals to Obajy for Plastic Surgery in Jeddah and King Abdullah Medical City in Mecca (who have undergone plastic surgery) and a non-clinical sample of (30) students and faculty members at the College of Education (who have not undergone plastic surgery). To achieve the study objective, the scales of the attitude towards plastic surgeries, self-awareness, and body image were applied to the participants. The results showed that there was a positive significant correlation between the total score of the scale of the attitude towards plastic surgeries and the total score of the scales of self-awareness and body image. In addition, there was a statistically significant difference between the average score of the clinical and non-clinical participants for the three scales in favor of the non-clinical participants. The study recommended developing counseling and therapeutic programs for those who are dissatisfied with their body image and those who lack self-awareness to achieve mental health and adjustment. Keywords Attitude towards plastic surgeries, Self-awareness, Body image
... The influences of CRE also support Kodama et al.'s assertion of the role of racial identity in personal development, as it contributes to the self-awareness necessarily for the development of resilience (Hippe, 2004). The influences of CRE also reflect the importance of collective identity on the development of resilience for ethnic minorities in particular (Tummala-Narra, 2007). ...
Article
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Using an ethnically diverse, national sample, this study used structural equation modeling to investigate the development of leadership self-efficacy (LSE) among 2,223 Asian American college students by focusing on the influences of racial identity (using the construct of collective racial esteem; CRE) and resilience. Results demonstrated a strong influence of resilience on LSE, and of CRE on resilience. This study’s findings highlight the importance of attending to the influence of racial identity on leadership development for Asian Americans, a group for which college educators often overlook the impact of race on college experiences and outcomes. Implications for practice include: (a) understanding the role of psychological constructs on leadership development; (b) the importance of racial identity in developing resilience; and (c) the need to integrate racial identity and resilience in leadership education to provide a holistic approach for Asian American students’ development.
... Logo, a resiliência enquanto modo de superação de situações conflitantes traz consigo a possibilidade da experiência traumática ser elaborada simbolicamente, para que, futuramente, sirva como subsídio para novas situações estressantes 7 (p.229) Nesse viés temático encontramos uma gama de qualidades/habilidades a serem incorporadas (ou já presentes) pelo sujeito, como: otimismo, criatividade, senso de humor, memória acima da média, competência social e educacional 8 , flexibilidade, iniciativa, propósitos 9 ; bom traquejo social, alto nível de inteligência 10 , modos avançados de resolver problemas, alto nível de auto estima e autoconhecimento, habilidade de tomar decisões, empatia, esperança em relação ao futuro, consciência do seu valor e seu lugar no mundo 11,12 ; paciência, tolerância, responsabilidade, determinação, compaixão, autoconfiança, esperança 13 . Tais atributos visam uma otimização de recursos a serem utilizados frente a situações de intenso estresse. ...
Article
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O presente trabalho teve como objetivo investigar na literatura especializada as principais definições de resiliência e seus conceitos operacionais. Entende-se, de maneira geral, resiliência como sendo o processo onde o indivíduo consegue superar as adversidades, adaptando-se de forma saudável ao seu contexto. Diante da diversidade de definições encontradas, estas foram agrupadas em três eixos principais, entendendo a resiliência como um processo: adaptação/superação; inato/adquirido; circunstancial/permanente. Tendo em vista a necessidade de compreensão de outros temas diretamente relacionados com a resiliência, o trabalho apresenta sessões que versam sobre: estresse, coping e suas relações com resiliência; fatores de risco, fatores de proteção e vulnerabilidade. Constata-se a falta de definições operacionais claras acerca do fenômeno, bem como se sugere que a resiliência pode ser entendida como uma estratégia de coping com resultados positivos e até transformadores.
... Given that it has been asserted that self-awareness is an antecedent to resilience (Hippe, 2004) and is associated with developing resilience outside of sport (Coholic, 2011), it may play a central role as a protective factor that promotes athletes' sustained or heightened performance, particularly in response to stressors. Both self-awareness and resilience are considered important contributors to growth (Mills, Butt, Maynard, & Harwood, 2012;Tamminen, Holt, & Neely, 2013) that are related to responding adaptively and to positive athletic outcomes (Sarkar & Fletcher, 2014;Weinberg & Gould, 2015), which demonstrates similarities between the ostensible role of both constructs in sporting contexts. ...
Article
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We investigated the relationships among the self-reflection and self-insight components of self-awareness, and resilience and stress in competitive South African tennis players. A sample of 175 male and 158 female athletes (Mage = 29.09 years, SD = 14.00) completed the Self-Reflection and Insight Scale, the Resilience Scale for Adults, and the stress items from the Recovery-Stress Questionnaire for Athletes. The results indicated that both self-reflection and self-insight were positively correlated with resilience, and that self-insight, but not self-reflection, was negatively correlated with stress. Multivariate regression analysis revealed that self-insight was the single significant predictor of both resilience and stress. Our findings provide support for the importance of self-awareness, particularly self-insight, in mitigating stress and promoting resilience among tennis athletes. The implications of engaging in self-reflective practices and attaining self-insight in terms of improved athletic performance outcomes are discussed. © 2016 Scientific Journal Publishers Limited. All rights reserved.
... Given that it has been asserted that self-awareness is an antecedent to resilience (Hippe, 2004) and is associated with developing resilience outside of sport (Coholic, 2011), it may play a central role as a protective factor that promotes athletes' sustained or heightened performance, particularly in response to stressors. Both self-awareness and resilience are considered important contributors to growth (Mills, Butt, Maynard, & Harwood, 2012;Tamminen, Holt, & Neely, 2013) that are related to responding adaptively and to positive athletic outcomes (Sarkar & Fletcher, 2014;Weinberg & Gould, 2015), which demonstrates similarities between the ostensible role of both constructs in sporting contexts. ...
Article
Full-text available
We investigated the relationships among the self-reflection and self-insight components of self-awareness, and resilience and stress in competitive South African tennis players. A sample of 175 male and 158 female athletes (Mage = 29.09 years, SD = 14.00) completed the Self-Reflection and Insight Scale, the Resilience Scale for Adults, and the stress items from the Recovery-Stress Questionnaire for Athletes. The results indicated that both self-reflection and self-insight were positively correlated with resilience, and that self-insight, but not selfreflection, was negatively correlated with stress. Multivariate regression analysis revealed that self-insight was the single significant predictor of both resilience and stress. Our findings provide support for the importance of self-awareness, particularly self-insight, in mitigating stress and promoting resilience among tennis athletes. The implications of engaging in selfreflective practices and attaining self-insight in terms of improved athletic performance outcomes are discussed.
... Additional researchers have also found increases in student self-efficacy through the AVID program (Klar, Brewer, & Whitehouse, 2013;Monachino, 2012). This aspect of the AVID program is particularly critical given that previous research has 208 LLAMAS, L OPEZ, QUIRK identified self-awareness and effective problem solving as particularly critical skills among resilient youth (Hippe, 2004). Increasing student expectations and encouraging students to take higher-level courses are two additional goals of the AVID program that are designed to improve college attendance rates (Guthrie & Guthrie, 2000). ...
Article
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This study used a mixed-methods approach to examine the effects of the Advancement Via Individual Determination (AVID) program from the student perspective, specifically focusing on factors associated with student resilience. The AVID program aims to close the achievement gap among predominantly minority and low-income students without a family history of college attendance. Qualitative focus groups were conducted to better understand student perceptions of the program and quantitative survey results were used to compare scores on measures of school support, school engagement, and resilience among AVID and non-AVID students. Both qualitative and quantitative results provided evidence suggesting that the AVID program improved school support and engagement, as well as in the development of individual resilience factors, such as self-awareness, problem-solving ability, and self-esteem. Qualitative results also highlight the importance of providing consistency for students in the learning environment. Future directions and recommendations are provided.
... In addition, play fosters the intellectual resources of problem-solving, creativity and the learning of new information (Fredrickson, 2001;Lester & Russel, 2010;Trice-Black et al., 2013). Finally, play cultivates psychological and emotional resources such as optimism, goal-orientation, a sense of identity (Fredrickson, 2000(Fredrickson, , 2001, and increased self-worth (Hippe, 2004). Thus, the positive emotions involved in play promote a number of factors that build resilience. ...
... Specific strategies for promoting individual resiliency in students with LD should focus on (a) assertiveness and self-determination, (b) problem solving, (c) the development of self-efficacy, (d) internal locus of control, (e) self-awareness, (f) awareness of social support/social skills, (g) goal setting, (h) self-esteem, and (i) balancing independence and dependence (Abernathy & Cheney, 2005;Bandura, 1997;Blocker & Copeland, 1994;W. K. Brown, 2004;Harvey, 2007;Hippe, 2004;Miller, 1995;Palombo, 2001;Wehmeyer, Hughes, Agran, Garner, & Yeager, 2003). Research has indicated that individual resiliency constructs (a) can be taught and developed over time and (b) result in positive in-school and postschool outcomes for students with LD (Brooks, 1994;Hall & Pearson, 2005;Shessel & Reiff, 1999). ...
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Despite many studies on police stress, there is little research on interventions to promote their well-being. Moreover, most studies of police stress have been predominately on male samples, with female police officers often being neglected. On this premise, the purpose of the present study was to develop and determine the efficacy of resilience training program by evaluating its impact on occupational stress, resilience, job satisfaction, and psychological well-being. Two hundred and fifty female police officers from the Southern part of India were recruited for the study. The study adopted a pre-post-follow-up research design. Resilience training with components such as self-awareness, positive attitude, emotional management, and interpersonal skills were developed uniquely for this study, based on protective model of resilience. Sixty-three female police officers, who fulfilled the criteria, were randomly assigned into two groups namely, experimental (n = 33) and control group (n = 30). Resilience training was given to the experimental group thrice a week for nearly 2 months, and control group was not given any training. Data were collected at three time periods, i.e., before training, a week after training, and 2 months after training. The statistical analysis, using repeated measures analysis of variance (RMANOVA) was carried out. The results revealed that resilience training was effective in enhancing resilience, job satisfaction, and psychological well-being of female police officers and in reducing occupational stress. Medium effect sizes were reported. The qualitative feedback was positive regarding the resilience training program, supporting the empirical evidence for the effectiveness of resilience training program. The study had implications for theory and practice in police research.
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Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities.
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I grandi temi della didattica (l'apprendimento, la progettazione educativa, la valutazione) insieme a questioni più circoscritte legate all'esperienza sul campo, in un volume che nasce da una ricostruzione paradigmatica di una scienza - la didattica - che sulla sua autonomia ritrova i suoi principi, le sue regole, i suoi criteri. Un discorso puntuale, rigoroso e serrato, sempre aderente al suo oggetto e sempre disposto a confrontarsi con la frattura (o le fratture) della modernità, là dove l'illimitata fiducia nella ragione non riesce a gestire la complessità del molteplice.
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