In her foreword to Resilience Begins with Beliefs, Bonnie Benard passes off the resilience torch for supporting her life work to Sara Truebridge. Now retired, Benard was a key advocate for resilience theory and practice for over two decades (e.g., Benard, 1991, 2004; Benard & Slade, 2009). Benard’s strengths-based, human development, and health promotion perspective framed resilience as a process promoted by three “protective factors” found in family, school, and community environments: 1) caring and supportive relationships, 2) high expectations, and 3) opportunities for meaningful participation and contribution. A treasure trove of wisdom about resilience theory, practices, and the key literature supporting the resilience construct, Benard’s (2004) Resilience: What We Have Learned concludes with a reference to beliefs, “If we can focus on our belief in young people’s innate resilience and developmental wisdom, we are in a position to find what allows each one to thrive” (p.113). Truebridge took the torch Benard handed her with gusto, and Truebridge’s book on resilience begins where Benard’s ends—with beliefs.
Lewis, Rolla E.
"Resilience Begins With Beliefs: Building on Student Strengths for Success in School by Sara Truebridge,"
Journal of Educational Controversy: Vol. 9:
1, Article 14.
Available at: https://cedar.wwu.edu/jec/vol9/iss1/14
Subjects - Topical (LCSH)
Academic achievement--Psychological aspects; Success--Psychological aspects; Resilience (Personality trait) in children; Teachers--Attitudes