- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editor
- Beyond Pathology Positive Psychology and Disability
- Understanding Disability A Strengths-Based Approach
- Positive Psychology and Disability A Historical Analysis
- The Impact of the Quality of Life Concept on the Field of Intellectual Disability
- Optimism Within the Context of Disability
- Social Well-Being and Friendship of People with Intellectual Disability
- Exercise, Leisure, and Well-Being for People with Disabilities
- Coping and Disability
- Adaptive Behavior
- Self-Determined Learning
- Understanding Hope in Individuals with Disabilities
- Family Perspectives on Child Intellectual Disability Views from the Sunny Side of the Street
- Resilience and Disability Concepts, Examples, Cautions, and Prospects
- Problem Solving and Decision Making
- Forgiveness, Gratitude, and Spirituality
- Career Development and Career Thoughts
- Self-Regulation and Disability
- Disability Studies/Disability Culture
- Positive Behavior Support Foundations, Systems, and Quality of Life
- Supports and Support Needs
- Supported Employment
- Family Quality of Life
- Aging with Disability
- A Positive Psychology of Physical Disability Principles and Progress
- Cognitive and Developmental Disabilities
- Severe Multiple Disabilities
- Positive Psychology and Children with Emotional and Behavioral Difficulties
- Positive Psychology and Autism Spectrum Disorders
- Limitations to Positive Psychology Predicted by Subjective Well-Being Homeostasis
Abstract and Keywords
Although the concept of resilience is related to positive psychology in the sense that both focus on the promotion of competence, resilience refers to the process of adapting to or overcoming risk, whereas positive psychology is concerned mainly with competence enhancement among all individuals. This chapter provides an overview of the concepts of risk, promotive, and protective factors and reviews research documenting risk and protection among children and youth with disabilities. It then examines the applicability of these concepts to a prevention and intervention agenda within the field of disability generally and within special education specifically. Recommendations include documentation of ecological risk factors that are predictive of negative developmental outcomes, documentation of both promotive and protective factors that serve to enhance competence and buffer the negative effects of risk, and implementation and evaluation of risk reduction and protection enhancement prevention and intervention efforts for children, youth, and adults with disabilities.
Christopher Murray is Chair, Department of Special Education and Clinical Sciences, University of Oregon.
Bonnie Doren is Assistant Professor in the School of Education at the University of Wisconsin - Madison.
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