Abstract
This article discusses three questions: What opportunities exist to enhance psychological resilience in adults? Why should psychological resilience promotion be considered an important disaster risk reduction strategy? What contribution can adult education make to such a strategy? Psychological resilience is presented as relational and somewhat malleable, even in adulthood. Although psychological resilience building is often overlooked in social-level disaster risk reduction efforts, it is a key strategy for social resilience building. Questions regarding the extent to which mental resilience can be improved and the techniques with which to do so may be answered by research in the field of adult education. Basic learning and teaching research fundamentals are suggested to create psychological resilience-building strategies in adults.
Highlights
Preventing mental disorders and promoting mental health are increasingly important issues in the current international discourse of organizations such as the World Health Organization (WHO 2006)
In disaster risk reduction (DRR), resilience is frequently applied to the coping abilities of social (-ecological) systems such as nations, communities, neighborhoods, and even households (Bahadur et al 2010; DFID 2011; Australian Government/ Attorney-General’s Department 2012; IISD 2013) rather than to the coping capacities of the individuals who make up these systems
This article explores the role of psychological resilience building within DRR efforts in high-risk societies, with a focus on mental resilience building in adults
Summary
Preventing mental disorders and promoting mental health are increasingly important issues in the current international discourse of organizations such as the World Health Organization (WHO 2006). Resilience building is an increasingly important aspect of DRR and is recognized by international political organizations (DFID 2011; EC 2012; IFRC 2012) as a central goal of support and development efforts in high-risk societies. Psychological Resilience Building educational science lies in the purposeful changing of mental processes. Research on the psychological coping capacity to overcome risks has historically focused on children and youth (Kluge 2004; Scharnhorst 2010), whereas adult resilience and its promotion have received comparably less attention. This article explores the role of psychological resilience building within DRR efforts in high-risk societies, with a focus on mental resilience building in adults. Adult education is considered with regard to its ability to develop and implement resilience-building measures. Why should psychological resilience promotion be considered an important DRR strategy?. What contributions can adult education make to psychological resilience-building strategies?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
