Building resilience by applying trauma-informed practices

Abstract

Resilience is conceptualized as a communication process “situated in everyday life at ordinary moments of loss as well as at extraordinary and profound disruptions caused by war, disaster, death, and mass violence. These events can provoke responses such as stress, anxiety, or trauma” (Buzzanell & Houston, 2018, p. 2). Afifi (2018) describes social relationships as playing a significant role in influencing how individuals respond to adversity. Interpersonal communication research tends to examine communication processes related to resilience such as affection and social support as means by which to improve mental health, reduce loneliness, and enhance relationship satisfaction and quality. As such, our social relationships have the potential to positively or negatively influence how we adapt to stressful events. Fox andWalter (2022) indicate resilience results from an interplay between individual and environmental factors. On an individual level, those exhibiting traits such as selfefficacy, flexibility, and use of coping strategies are more likely to persevere when encountering challenging circumstances. Conversely, individuals finding it difficult to cope with the emotional demands of their work are more likely to experience stress and job-related burnout. Environmental factors influencing teacher resilience include the availability of new teacher support, opportunities for mentoring, positive relationships with colleagues, administrators, and students, as well as the existence of a positive institutional culture. Furthermore, those exhibiting high levels of resilience also tend to maintain a strong sense of well-being when confronted with stress.