The Centre for the Study of Resilience

The Centre for the Study of Resilience (CSR), University of Pretoria distils systematic evidence on resilience-enabling innovations that are responsive to extreme challenges in a Global South space, such as Africa. CSR-knowledge generation has a focus on socially useful knowledge that matter for the wellbeing of people, the planet, animals and the built environment. In seeking sustainable solutions to challenges in an emerging environment, CSR-resilience research embraces a diversity of transdisciplinary knowledge, leverages natural and cultural resources synonymous to Africa and privileges strengthening the research capacity of doctoral and early career scholars in Africa.
 
The CSR-vision is to be known as a knowledge generation platform of merit that makes a meaningful contribution to Global South issues of adaptation to chronic and cumulative adversity. The two-pronged CSR-research niche is, (i) to investigate resilience as complex transdisciplinary phenomenon, and (ii) to use systematic scientific evidence to centralise Global South knowledge on adversity and adaptation into existing global resilience discourses.
 
South Africa is a veritable living laboratory to study resilience. Resilience presupposes (i) the presence of substantial challenges, (ii) socio-ecological pathways/processes of adapting to these adversities, and (iii) better than expected outcomes given highly challenged settings. The substantial challenges are more than evident in a highly unequal postcolonial South Africa in transformation. Innovative adaptations are visible as, amidst many instances of responses that are negative, there are examples of positive outcomes despite the cumulative and chronic risk. The CSR generates knowledge with UP researchers in nine faculties and sixteen academic departments and/or centres.  
 
In a Global South space, it is necessary to have evidence of positive outcomes in relation to inequality, social exclusion, diversity, postcolonial transformation and social justice.
 

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South Africa is a veritable living laboratory to study resilience. Resilience presupposes (i) the presence of substantial challenges, (ii) Socio- Ecological pathways / processes of adapting to these adversities, and (iii) better than expected outcomes given highly challenged settings. The substantial challenges are more than evident in a highly unequal postcolonial South Africa in transformation. Innovative adaptations are visible as, amidst many instances of responses that are negative, there are examples of positive outcomes despite cumulative and chronic risk. The CSR distils knowledge on resilience in nine UP Faculties and sixteen academic departments and/or centres. In a Global South space it is necessary to have evidence of positive outcomes in relation to inequality, social exclusion, diversity, postcolonial transformation and social justice.

[email protected] Greetings

 

South-to-South Research Group on Education – South Africa: Prof Liesel Ebersöhn

 

CSR Most Recent Publications

2020

Amadi-Echendu, J.E., Ebersöhn, L., Du Plessis, C., Van der Merwe, A., & Stols, G., (2020). A Multidisciplinary Case Study on Managing the Resilience of Connected systems, in Proc IEEE TEMSCON 2020 Jun 3-6 Detroit USA

Chen, E.C., Ebersöhn, L., Brouard, P., Douglas, M.A., (2020). Gay Men’s Negotiations of HIV-Stigma and Relationships: A Cross-Country Analysis, in Society of Group Psychology and group Psychotherapy 2020. Aug 6 Fordham University

Ebersöhn, L. (2019). Training educational psychology professionals for work engagement in a context of inequality and trauma in South Africa. South African Journal of Education, 39(1)

Machimana, E. G., Ebersöhn, L., & Sefotho, M, M. (2020) What parents, learners, students and researchers have to say about the benefits of Higher Education Community Engagement in a rural school. Chapter in Van Eeden, E., Eloff, I., & Dippenaar, H. (Eds.) Community Engagement research in South Africa: Methods, theories, histories and practice. Van Schaik Publishers

Rich, G., López, A., Ebersöhn, L., Taylor, J., & Morrissey, S. (2020). Teaching psychology around the world (5th ed.). Cambridge: Cambridge Scholars Publishing.

Rother, H., Etzel, R. A., Shelton, M., Paulson, J. A., Hayward, R. A., & Theron, L.C. (2020) Impact of extreme weather events on Sub-Saharan African Child and Adolescent Mental Health: A Protocol for a Systematic Review. Atmosphere 2020, 11, 493; doi:10.3390/atmos11050493

Theron, L. C. (2020). Adolescent versus adult explanations of resilience enablers: A South African study. Youth & Society, 52(1) 78–98. doi: 10.1177/0044118X17731032.

Theron, L. C. (2020, March). Resilience pathways to health and wellbeing: Learning from African young people. Invited plenary paper presented at 2020 Resilience Conference: Equity in Gender, Health & Water. Hamilton, Canada.

Theron, L., & van Rensburg, A. (2020). Parent-figures and adolescent resilience: an African perspective. International Journal of School & Educational Psychology, 8:2, 90-103, DOI: 10.1080/21683603.2019.1657994

Theron, L.C., 2020. Teaching psychology for resilience in South Africa. In: G.J. Rich, A.P. López, L. Ebersöhn, J. Taylor and S. Morrissey, ed., Teaching psychology around the world, 5th ed. Newcastle upon Tyne: Cambridge Scholars Publishing, pp.90-101.

Theron, L.C., Levine, D., & Ungar, M. (2020). African emerging adult resilience: Insights from a sample of township youth. Emerging Adulthood. https://doi.org/10.1177/2167696820940077

Ungar, M., McRuer, J., Liu, X., Theron, L., Blais, D., Schnurr, M.A. (2020). Social-ecological resilience through a biocultural lens: a participatory methodology to support global targets and local priorities. Ecology and Society 25(3):8. https://doi.org/10.5751/ES-11621-250308

Van Zyl, R., Van Schoor, A.B., Du Toit, P.J., Suleman, F.E., Velleman, M.D., Tetsworth, K., & Hohmann, E. (2020). The Association Between Anterior Cruciate Ligament Length and Femoral Epicondylar Width Measured on Preoperative Magnetic Resonance Imaging or Radiograph. Arthroscopy, Sports Medicine, and Rehabilitation, 2(1), e23-e31

2019

Books
Omidire, M.F. (2019). (Ed.). 
Multilingualism in the classroom: Teaching and learning in a challenging context. Cape Town: Juta. ISBN: 9781775822691

Ebersöhn, L. (2019). Flocking Together: An Indigenous Psychology Theory of Resilience in Southern Africa. Springer. DOI: 10.1007/978-3-030-16435-5  https://link.springer.com/book/10.1007/978-3-030-16435-5

Conferences 
Theron, L. C. (2019, September). Beating the odds of being an adolescent in Africa: Propositions for psychology. Invited address presented at PsySSA 25th Anniversary Congress, Johannesburg, South Africa.

Theron, L. C. (2019, August). Towards human flourishing-under-stress: What can psychologists learn from innovations in resilience theory and practice? Keynote presented at NZPsS Annual Conference, Rotorua, New Zealand.

Ferreira, R. (2019, October). Teacher perceptions on the implementation of inclusive education policy with learners who are visually impaired in South Africa. Invited WERA symposium presentation at the ANPED conference, Rio de Janeiro, Brazil.

Sonntag, Q. (2019, Sept). Changing perceptions about dogs and rabies in a rural community in South Africa. Paper presented at the Humane Dog Population Management Conference organised by the International Coalition for Animal Management, Mombasa, Kenya.

Accepted and Published Articles
Theron, L. C. (In press). Resilience of sub-Saharan children and adolescents: A scoping review. Transcultural Psychiatry. 

Ungar, M. & Theron, L. (In press). Resilience and mental health: How multisystemic processes contribute to positive outcomes. Lancet Psychiatry.

Haffejee, S. & Theron, L. C. (2019) “The power of me”: The role of agency in the resilience processes of adolescent African girls who have been sexually abused. Journal of Adolescent Research, 34(6) 683–712

Theron, L. C. (2019). Championing the resilience of sub-Saharan adolescents: Pointers for psychologists. South African Journal of Psychology, 49(3), 325 –336. doi: 10.1177/0081246318801749

Theron, L. C. & van Rensburg, A. (2019). Parent-figures and adolescent resilience: An African perspective. International Journal of School & Educational Psychology, pre-print, doi: 10.1080/21683603.2019.1657994

Ungar, M., Connelly, G., Liebenberg, L., & Theron, L. (2019). How schools enhance the development of young people’s resilience. Social Indicators Research, 145:615–627. doi:10.1007/s11205-017-1728-8

Book chapters
Jefferis, T., Van Rensburg, A., & Theron, L. C. (2019). Strategies for resilience-focused interventions for youth within collectivistic cultures: Reflections on the Pathways to Resilience Project. In L. E. Van Zyl & S. Rothmann (Eds.), Evidence-based positive psychological interventions in multi-cultural contexts (pp. 157-175). Cham, Switzerland: Springer.

Kumpulainen, K., & Theron, L. C. (2019).  Researching resilience processes in children’s everyday lives during transitioning to school: A dialogic approach. In D. Whitebread (Ed.), The SAGE handbook of developmental psychology and early childhood education (pp. 80-94). London, UK: SAGE

Theron, L. C., & Ungar, M. (2019).  Adolescent resilience in the face of relentless adversity: The role of strong, black women. In I. Eloff (Ed.), Handbook of quality of life in African societies (pp. 97-111). Cham, Switzerland: Springer.

For more publications, click here.

 

 

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