Abstract:
The purpose of this article is to investigate resiliency found in students with emotional disturbance who grew up in underserved urban communities and served in therapeutic, residential or day treatment programs. Researchers employed a grounded theory approach using key informant interviews to discover both risk and resiliency factors with the intention of adding to the literature on resiliency for students with special needs. Findings revealed several unique factors based on the resiliency constructs of risk, positive social conditions, positive behaviors, and positive personal qualities. Implications and recommendations for strength-based programming are highlighted.
Description:
This article is published open access in Journal of Therapeutic Schools and Programs, also available at https://www.natsap.org/Public/Research/Journal_Of_Therapeutic_Schools_and_Programs/Volumes/VOL13/Volume-13.aspx. Made available under the CC BY 4.0 license.