The Centre for the Study of Resilience

The Centre for the Study of Resilience is known for Transdisciplinary Resilience Research in a challenged and resourceful African space.

The Centre for the Study of Resilience (CSR) at the University of Pretoria (UP) generates knowledge on innovative responses to challenges that are typical of a Global South, especially Southern African space, that promote positive development and circumvents negative development predicted because of adversity.

Challenge is inevitable and uncertainty requires resilience and evidence of how to absorb, adapt to and transform despite disturbance. As the CSR is situated in a postcolonial space in transformation, it is well-placed to study the socio-ecological processes of resilience. The knowledge generated from this Global South, African hub adds alternative insights into resilience domains – usually dominated by Eurocentric and Western theories, methods and epistemologies. CSR-knowledge foregrounds social dimensions of resilience in terms of transdisciplinary frameworks and global, regional and local collaboration. 

The aims and objectives of the CSR are, among other things, to add knowledge from Southern Africa, as a Global South space, to global discourses on resilience; to co-produce sustainable evidence on resilience by privileging methodologies and lenses that leverage partnerships with systemic stakeholders (government, communities, researchers); to generate resilience knowledge that provide insight on how to support equitable social transformation in a severely unequal and challenged space; and to produce knowledge that foregrounds the utility of resources typical of a Southern African space (socio-cultural Indigenous Knowledge Systems), natural resources, built environment resources) in resilience studies. 

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.

The Centre for the Study of Resilience views Mental Health and understanding young people's needs and resilience in challenging contexts as an important field of study. Please visit the link below for a newsitem featuring Prof. Linda Theron from the CSR and her interview on eNCA.
 

https://youtu.be/4O79pX0JzgY

We believe that psychosocial support is critical in the face of COVID 19.  It builds our resilience to face this threat and gives us determination to overcome.  Last week Dr Tedros said in his press briefing – Hope is a powerful medicine. REPSSI and APSSI’s contribution to the global effort is to develop a series of presentations that we are going to put out twice a week. The first is titled – Fright, Flight or Flocking.  Flocking is a theory of community resilience which is an important aspect of psychosocial support.

The 10 minute presentation was available on facebook at 11 am South African time on Wednesday 1 April 2020. If you missed it, you are welcome to view the video via youtube at  https://youtu.be/e39sucyrZao.   You are all invited to participate and to share this presentation with all of your partners.

 

Schools as Enabling Spaces for the Improvement of Quality of Life for Primary School Children Living in Rural South Africa - Project Resources

Make use of the following link for access to various learner-co-generated books in a range of themes:

https://www.ucl.ac.uk/ioe/departments-and-centres/centres/ucl-centre-educational-leadership/schools-enabling-spaces-improve-learning-and-health-related-quality-life/enabling-schools-toolkit

 

CSR Most Recent Publications

2023

Journal articles

Aluko FR, Omidire MF, Mampane MR (2022). Reconceptualising Education in Sub-Saharan Africa: Realising Equity and Social Justice. African Perspectives of Research in Teaching and Learning, 6 (2), pp. 79 - 95.

Ann, L., du Preez, H., Basson, L., Ebersöhn, L., & Gu, Q. (2023). The role of early childhood development & education in supporting children's learning and well-being in the context of rural education. Journal of Early Years Education.

Appiah R, Wilson-Fadiji A, Wissing M, Schutte L (2022). The Inspired Life Program: Development of a multicomponent positive psychology intervention for rural adults in Ghana. Journal of Community Psychology, 50 pp. 302 - 328. DOI: 10.1002/jcop.22566.

Cameranesi M, Theron LC, Holtge J, Jefferies P, Ungar M (2022). Understanding the Mechanisms through Which Family Risk AffectsAdolescent Mental Health: A Model of Multisystemic Resilience in Context. Children-Basel, 9 (4), pp. 1 - 23. DOI: 10.3390/children9040546.

Ebersöhn L, Omidire MF, Murphy P (2022). Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures. Zeitschrift Fur Erziehungswissenschaft, 25 (3), pp. 745 - 764. DOI: 10.1007/s11618-022-01084-1.

Haffejee S, Theron LC (2022). Visual methods in resilience research: reflections on its utility. Qualitative Research In Psychology, 19 (1), pp. 20 - 43. DOI:10.1080/14780887.2018.1545063.

Holtge J, Theron LC, Ungar M (2022). A multisystemic perspective on the temporal interplay between adolescent depression and resilience-supporting individual and social resources. Journal of Affective Disorders, 297 (2022), pp. 225 - 232. DOI: 10.1016/j.jad.2021.10.030.

Levine D, Theron LC (2022). Digital storytelling with South African youth: a critical reflection. Qualitative Research Journal, 22 (4), pp. 528 - 547. DOI 10.1108/QRJ-03-2022-0037.

Millar DA, Kapwata T, Kunene Z, Mogotsi M, Wernecke B, Garland R, Mathee A, Theron LC, Levine D, Wright CY (2022). Respiratory health among adolescents living in the Highveld Air Pollution Priority Area in South Africa. BMC Public Health, 22 (2136), pp. 1 -11. https://doi.org/10.1186/s12889-022-14497-8.

Ndou-Chikwena NN, Omidire MF (2022). Systemic support for learners with developmental language disorders in Zimbabwe and South Africa. South African Journal of Communication Disorders, 69 pp. 1 - 13. DOI: 10.4102/sajcd.v69i1.850.

Ocansey S, Sefotho MM (2022). An Exploratory Qualitative Study on the Perceived Barriers to Accessing Ghanaian University Counselling Services. Journal of Student Affairs in Africa, 10 (1), pp. 157 - 173. DOI: 10.24085/jsaa.v10i1.3788.

Theron LC, Abreu-Villaça Y, Augusto-Oliveira M, Brennan C, Crespo-LopezM, de Paula Arrifano G, Glazer L, Gwata N, Lin L, Stieger LD (2022). A systematic review of the mental health risks and resilience among pollution-exposed adolescents. Journal of Psychiatric Research, 146 pp. 55-66. DOI: 10.1016/j.jpsychires.2021.12.012.

Theron LC, Levine D, Ungar M (2022). The inhibitors and enablers of emerging adult COVID-19 mitigation compliance in a township context. South African Journal of Science, 118(5/6), pp. 1 - 8. https://doi.org/10.17159/sajs.2022/13173.

Theron LC, Murphy K, Ungar M (2022). Multisystemic Resilience: Learning from Youth in Stressed Environments. Youth & Society, 54 (6), pp. 1000 - 1022. https://doi.org/10.1177/0044118X211017335.

Theron LC, Rothmann S, Holtge J, Ungar M (2022). Differential Adaptation to Adversity: A Latent Profile Analysis of Youth Engagement With Resilience-EnablingCultural Resources and MentalHealth Outcomes in a Stressed Canadian and South African Community. Journal of Cross-Cultural Psychology, 53 (3-4), pp. 403 -425. https://doi.org/10.1177/002202212210773.

Theron LC, Rothmann S, Makhnach A, Ungar M (2022). Adolescent Mental Health Resilience and Combinations of CaregiverMonitoring and Warmth: A Person-centred Perspective. Journal of Child And Family Studies, 31 (10), pp. 2860 - 2870. https://doi.org/10.1007/s10826-022-02287-0.

Theron LC, Ungar M, Holtge J (2022). Pathways of resilience: Predicting school engagement trajectories for South African adolescents living in a stressed environment. Contemporary Educational Psychology, 69 (102062), pp. 1 - 12. https://doi.org/10.1016/j.cedpsych.2022.102062.

Versveld, J., Graham, M. A., & Ebersöhn, L. (Early view). Time to flock: Time together strengthens relationships and enhances trust to teach despite challenges.Teachers and Teaching: Theory and Practice. https://doi.org/10.1080/13540602.2022.2145279.

Wright C, Wernecke B, Kapwata T, Kunene Z, Mathee A, Vande Hey J, Theron LC (2022). Perceptions of thermal comfort and coping mechanisms related to indoor and outdoor temperatures among participants living in rural villages in Limpopo province, South Africa. South African Journal of Psychology, 52(4), pp.449 - 459. DOI:10.1177/00812463221129363.

Chapters in books

Appiah R, Wissing M, Wilson-Fadiji A, Schutte L (2022). Factorial Validity of the Twi Version of the Mental Health Continuum-Short Form and Prevalence of Mental Health in a Rural Ghanaian Sample. Edition:16 In L. Schutte & T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 73-97). DOI: 10.1007/978-3-030-85924-4_4.

Ebersöhn L, Omidire MF, Mampane MR (2022). Collective Distress Calls for Collective Wellbeing Measures: The Case of social support as a Resilience-enabling Afrocentric Indigenous Pathway. Edition: 1st In H. Weaver (ed.), The Routledge International Handbook of Indigenous Resilience, Oxton, Abingdon: Routledge. (pp.195-207). 978-0-367-49972-3.

Ebersöhn, L., (2023). Foreword. Handbook of Research on Perspectives in Foreign Language Assessment. In Köksal, D., Kavaklı, N., & Arslan, S., IGI Global.

Ebersöhn, L., Omidire, F., & Maapola, S. (2023). Youth perspectives on academic service learning: courage to fly into our dreams. In V. Scherman & L. Liebenberg (Eds.), African Schools as Enabling Spaces: A Framework for Building Communities of Care. Routledge. DOI: 10.4324/9781003051398.

Khumalo I, De Klerk W, Wilson-Fadiji A (2022). Nature and Role of Student Hope and Meaning in Goal Setting: Implications for Higher Education in South Africa. Edition:16 In L. Schutte &T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 247-273). DOI: 10.1007/978-3-030-85924-4_11.

Machimana EG, Ebersöhn L, Sefotho M (2022). Benefits of community engagement practice in the context of higher education and rural school partnership: Multi-perspective voices. Edition: 1st In V. E & E. I & D. H (eds.), Community Engagement Research in South Africa: Methods, Theories, Histories and Rural School Partnership: Multi-perspective voices, South Africa, Pretoria: Van Schaik Publishers. (pp. 241-259). 978-0-627-03793-1.

Nkoana, L. N., & Ebersöhn, L. (2023). A meta-summary review of enabling school-based interventions in highly challenged schools in a postcolonial, global south space. In V. Scherman & L. Liebenberg (Eds.), African Schools as Enabling Spaces: A Framework for Building Communities of Care. Routledge. DOI:10.4324/9781003051398.

Omidire, F., Ebersöhn, L., & Ramollo, D. (2023). Youth perspective on structural barriers. In V. Scherman & L. Liebenberg (Eds.), African Schools as Enabling Spaces: A Framework for Building Communities of Care. Routledge. DOI:10.4324/9781003051398.

Schutte L, Wissing M, Wilson-Fadiji A, Mbowa S, Shoko P, Schutte W (2022). Exploration of Harmony as a Quality of Happiness: Findings from South Africa and Ghana. Edition: 16 In L. Schutte & T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 319-343). DOI:10.1007/978-3-030-85924-4_14.

Theron LC, Ungar M (2022). Resilience in the Context of Chronic, Complex Stressors: An Emerging Adult’s Account. Edition:16 In L. Schutte & T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 151-169). DOI:10.1007/978-3-030-85924-4_7

Wilson-Fadiji A, Khumalo I, Zulu N (2022). Well-Being in Africa: Towards an Africa(n) Centred Positive Psychology. Edition: 16 In L. Schutte & T. Guse & M. Wissing(eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 31-49). DOI: https://doi.org/10.1007/978-3-030-85924-4_2.

Wilson-Fadiji A, Wissing M (2022). Positive Psychology in Sub-Saharan Africa. Edition: 1st In E. Chang& C. Downey & H. Yang & I. Zettler & M. Muyan-Yilik (eds.), The International Handbook of Positive Psychology: A Global Perspective on the Science of Positive Human Existence, Switzerland: Springer Nature. (pp. 307-354). DOI:https://doi.org/10.1007/978-3-030-57354-6_11.

Conference proceedings/keynotes

Basson, L., Ebersöhn, L., Murphy, P.K., & Gu, Q. (2023, January). The quality and sustainability of resilience-enabling complex school-based interventions in rural primary schools in the Global South: A Qualitative Evidence Synthesis. Annual Conference of the Education Association of South Africa (EASA) 8 – 11 January 2023.

Gu, Q., Ebersöhn, L. (2023). Schools as Enabling Spaces to Improve Learning and Health Outcomes in Rural South Africa. World Education Summit. Learning 3.0 Empowering and Enabling Education, Residence and Conference Centre, Toronto, 20-23 March 2023.

2022

Journal articles

Cameranesi, M.; Theron, L.; Höltge, J.;Jefferies, P.; Ungar, M. Understanding the Mechanisms through Which Family Risk Affects Adolescent Mental Health: A Model of Multisystemic Resilience in Context. Children 2022, 9, 546. https://doi.org/10.3390/children9040546

Dada, S., May, A., Bastable, K., Samuels, A., Tönsing, K., Wilder, J., ... & Reddy, V. (2022). The involvement matrix as a framework for involving youth with severe communication disabilities in developing health education materials. Health Expectations. https://doi.org/10.1111/hex.13445

Ebersöhn, L., Graham, M., & Versveld, J. (2022). Social connectedness as resilience-enabling pathways for teachers in a challenged context. Teachers and Teaching: Theory in Practice.

Ebersöhn, L. (2022). We are in this together: Foreword to School-Based Family Counselling for Crisis and Disaster. In E. Hernandez & S. Deb (Eds.), School-Based Family Counseling for Crisis and Disaster: Global Perspectives? Routledge.

Ebersöhn, L., Omidire, F. & Murphy, P.K. (2022). Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-022-01084-1

Freeland, L., Haffejee, S., Getanda, E., Theron, L., & Vostanis, P. (2022) Children’s perspectives of psychosocial help-seeking in Kenya, Vulnerable Children and Youth Studies, https://doi.org/10.1080/17450128.2022.2124338

Goodman, M. L., Kidman, R., & Theron, L. (2022). Integrative approaches required to support children affected by COVID-19. The Lancet Child & Adolescent Health, 6(4), 218-219. https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(22)00031-1/fulltext

Haffejee, S., & Theron, L.C. (2022). Visual methods in resilience research: Reflections on its utility. Qualitative Research in Psychology, 19(1), 20-43. https://www.tandfonline.com/doi/full/10.1080/14780887.2018.1545063

Haffejee, S., Theron, L., Hassan, S., & Vostanis, P. (2022). Juxtaposing disadvantaged children’s insights on psychosocial helpseeking with those of service providers: Lessons from South Africa and Pakistan. Child & Youth Services, 1-25. https://www.tandfonline.com/doi/full/10.1080/0145935X.2022.2101445

Höltge, J., Theron, L., & Ungar, M. (2022). A multisystemic perspective on the temporal interplay
between adolescent depression and resilience supporting individual and social resources. Journal of
Affective Disorders, 297, 225—232. https://doi.org/10.1016/j.jad.2021.10.030

Levine, D., & Theron, L. (2022). Digital storytelling with South African youth: a critical reflection. Qualitative Research Journal, https://www.emerald.com/insight/content/doi/10.1108/QRJ-03-2022-0037/full/html

Theron, L. C., Abreu-Villaça, Y., Augusto-Oliveira, M., Brennan, C. H., Crespo-Lopez, M. E., de Paula Arrifano, G., ... & Hadfield, K. (2022). A systematic review of the
mental health risks and resilience among pollution-exposed adolescents. Journal of Psychiatric Research,
146, 55—66. https://doi.org/10.1016/j.jpsychires.2021.12.012 

Theron, L., Rothmann, S., Makhnach, A. & Ungar, M. (2022). Adolescent mental health resilience and combinations of caregiver monitoring and warmth: A person-centred perspective. Journal of Child and Family Studies, https://link.springer.com/article/10.1007/s10826-022-02287-0

Theron, L. C., Levine, D. T., & Ungar, M. (2022). The inhibitors and enablers of emerging adult COVID-19 mitigation compliance in a township context. South African Journal of Science, 118(5-6), 1-8. http://www.scielo.org.za/scielo.php? script=sci_arttext&pid=S0038-23532022000300014

Theron, L., Rothmann, S., Höltge, J. & Ungar, M. (2022). Differential adaptation to adversity: A latent profile analysis of youth engagement with resilience-enabling cultural resources and mental health outcomes in a stressed Canadian and South African community. Journal of Cross-Cultural Psychology,
https://journals.sagepub.com/doi/pdf/10.1177/00220221221077353

Theron, L., Ungar, M. & Höltge, J. (2022). Pathways of resilience: Predicting school engagement trajectories for South African adolescents living in a stressed environment. Contemporary Educational Psychology, 69, https://www.sciencedirect.com/science/article/pii/S0361476X22000212

Tönsing, K. M., Dada, S., Bastable, K., & Samuels, A. (2022). Health information and education needs for youth with complex communication needs during the Covid-19 pandemic: rehabilitation professionals’ perspectives. Disability and Rehabilitation, 1-10. https://doi.org/10.1080/09638288.2022.2069872

Chapters in Books

Ebersöhn, L., Omidire, M. F., & Mampane, M. R. (2022). Collective distress calls for collective wellbeing measures. In The Routledge International Handbook of Indigenous Resilience (pp. 195–207). Routledge.
https://www.taylorfrancis.com/books/edit/10.4324/9781003048428/routledgeinternational-handbook-indigenous-resilience-hilary-weaver?refId=7f42504ea70d-46c1-8506-a934d2e94cb0&context=ubx

Conference proceedings/keynotes

Ebersöhn, L. (2022). Keynote address. Equitable global education research partnerships and global distress – the case of academic flocking. CIMIE, Barcelona.

 

For more publications, click here.

 

 

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