The Journal of College and University Student Housing - Volume 45, No. 3 - 48

R. Jason Lynch

Within the context of residential
life, resilience may be directly
cultivated by intentional reflection
and personal capacity building
within individual practitioners.

tragedy, threats or even significant sources of
stress" (American Psychological Association,
2014, p.1). Yet, it should be understood that resilience has been defined in a number of ways
across multiple disciplines including psychology (Yates & Masten, 2012); education (Wosnitza, Peixoto, Beltman, & Mansfield, 2018); and
social work (Gitterman & Knight, 2016). Scholars hold a wide range of views as to whether
resilience is an innate personality characteristic or one informed by social and environmental contexts as well as to what extent, or
if, resilience can be cultivated in an individual
(Palma-Garcia & Hombrados-Mendieta, 2014).
The fixed nature of resilience has also been
questioned with some scholars calling attention to contextual resilience (Luthar, Cicchetti,
& Becker, 2000). For example, a person who
demonstrates resilience in the face of professional hardships may not demonstrate the
same level of resilience in the face of personal
or family hardships. Resilience has also been
described as a two-fold process where an individual demonstrates an ability to cope with an
immediate stressor but also is able to integrate
what they have learned in order to overcome
future stressors (Palma-Garcia & HombradosMendieta, 2014).
If one takes the perspective that resilience

48

may be cultivated, particularly within different
contexts, it follows that this trait may be specifically developed in bolstering the resilience
of residence life practitioners who provide
support for students experiencing crisis. In
the section that follows, a framework from the
field of social work is presented that may be
useful in building capacities to develop resilience in residential life practitioners.

A THREE-PRONG MODEL
OF RESILIENCE: I AM, I CAN,
I HAVE
Within the context of residential life, resilience
may be directly cultivated by intentional reflection and personal capacity building within individual practitioners. Numerous frameworks of
resilience exist, yet one model, originally published in Grotberg (1995) and Grotberg (2003),
may be especially impactful and more easily
infused into the daily work of residence life
practitioners: I am, I can, I have. This framework was originally used within the context of
social workers managing cases involving children and parents who experienced hardships.
The model posits that resilience develops as a
function of perceived internal factors (I am and
I can) and external factors (I have). More recently, Palma-Garcia and Homobrados-Mendieta (2014) explored the use of this framework
for understanding resiliency within social
work practitioners. Figure 1 presents a visual
depiction of the relationship between the three
factors that comprise the framework.

I Am
The I am factor centers on the importance of
practitioners' acceptance and celebration of
self. In developing this factor, practitioners

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 45, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 3

Contents
The Journal of College and University Student Housing - Volume 45, No. 3 - Intro
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover1
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