The social construction and reciprocity of resilience: enacting resilience interactionally through affirmative sensemaking and critical co-reflexivity

The challenge of education funding is a persistent issue in school management, particularly for SMP N 1 Rawalo, where limited School Operational Assistance (BOS) funds impact both operational needs and developmental programs. This article proposes the Asset-Based Community Development (ABCD) approach as a relevant and practical solution. ABCD emphasizes utilizing existing financial and social assets within the school and its community to develop innovative and sustainable alternative funding strategies. This approach aligns well with the needs of the school, as it encourages self-reliance, strengthens community ties, and fosters resource optimization. The study employs a qualitative methodology, incorporating interviews, observations, and document analysis to identify local potentials and formulate strategic plans. Participants include the school principal and the BOS fund manager. The findings highlight three key strategies: effective management of school facilities, establishing collaborations with external partners, and empowering alumni. By leveraging these assets, the school can mitigate financial constraints while enhancing its capacity to support educational programs. The relevance of the ABCD approach lies in its ability to transform challenges into opportunities by focusing on what the school and community already possess, rather than solely relying on external funding. This method not only strengthens financial sustainability but also empowers the school community, fosters social connections, and contributes to improved educational quality. Keyword: Funding Sources, Asset-Based Community Development, Financing Development Strategies ABSTRAK Tantangan pembiayaan pendidikan adalah masalah yang terus-menerus dihadapi dalam pengelolaan sekolah, terutama di SMP N 1 Rawalo, di mana keterbatasan dana Bantuan Operasional Sekolah (BOS) berdampak pada pemenuhan kebutuhan operasional dan program pengembangan. Artikel ini mengusulkan pendekatan Asset-Based Community Development (ABCD) sebagai solusi yang relevan dan praktis. Pendekatan ABCD menekankan pemanfaatan aset finansial dan sosial yang sudah dimiliki sekolah dan komunitasnya untuk mengembangkan strategi pembiayaan alternatif yang inovatif dan berkelanjutan. Pendekatan ini sejalan dengan kebutuhan sekolah karena mendorong kemandirian, memperkuat hubungan komunitas, dan mengoptimalkan sumber daya yang ada. Penelitian ini menggunakan metode kualitatif dengan wawancara, observasi, dan analisis dokumen untuk mengidentifikasi potensi lokal dan merumuskan rencana strategis. Partisipan penelitian mencakup kepala sekolah dan bendahara BOS. Hasil penelitian menyoroti tiga strategi utama: pengelolaan fasilitas sekolah yang efektif, membangun kolaborasi dengan mitra eksternal, dan pemberdayaan alumni. Dengan memanfaatkan aset-aset ini, sekolah dapat mengurangi kendala keuangan sambil meningkatkan kapasitasnya dalam mendukung program pendidikan. Relevansi pendekatan ABCD terletak pada kemampuannya untuk mengubah tantangan menjadi peluang dengan berfokus pada apa yang sudah dimiliki oleh sekolah dan komunitas, daripada hanya bergantung pada pendanaan eksternal. Metode ini tidak hanya memperkuat keberlanjutan keuangan, tetapi juga memberdayakan komunitas sekolah, mempererat hubungan sosial, dan meningkatkan kualitas pendidikan. Kata Kunci: sumber pembiayaan, asset-based community development, strategi pengembangan pembiayaan

In Communication Science, international scholarly communication and collaboration practice still remain unknown territory. Therefore, a systematic review of the state of the art on scholarly communication practice in international research collaborations (IRCs) was carried out that included a broad spectrum of disciplines and research fields such as Communication Science, Business and Management Studies, Sociology, science studies, and the science of team science. A sample of 168 contributions focusing on IRCs were identified. The paper outlines focus and methodological designs of those contributions, provides insights into the composition of the observed IRCs, summarizes the perspectives of the disciplines and research fields, presents the insights into communication structures and processes in IRCs, and discusses the aspect of team diversity, which some studies indicate as relevant for communication practice in IRCs. Overall, research largely focuses on the structural dimension of communication, while empirical analyses on the actual communication processes among scientists in IRCs are still rare. Secondly, research is missing on how team complexity is dealt with in IRCs and what impact it has on collaboration processes and success. A third and fourth research gap are identified regarding the use of a joint collaboration language and the communication processes in Social Sciences and Humanities. Future research should broaden its analytical focus to fill those gaps. This would provide important insights from an epistemological and a practical perspective, by offering the foundation for the development of guidelines and toolkits for future IRCs, thus contributing to the success of such forms of research and knowledge creation.

The asset-based community development (ABCD) approach has been criticized for neglecting external power systems’ influence on local communities. To understand ABCD’s theoretical engagement with power, this article uses a power framework from Gaventas’ PowerCube’). The analysis illuminates how ABCD engages with four specific types of power: “power with,” “power over,” “power to,” and “power within.” I then discuss the “dark side” of ABCD, namely the consequences for communities resulting from ABCD’s neglect of power systems. Drawing on anti-oppression theory and Freire’s emancipatory pedagogy, I propose augmentations to the ABCD model to resolve those shortcomings and directly target oppressive power systems. A three-part augmented model is presented that maintains consistency with the original ABCD process.

This paper describes and evaluates the “Asset-Based Community Development (ABCD) in Schools” project; which was designed as a public health intervention to explore the extent to which focusing on schools as community assets can promote well-being for pupils, their school and the local community. The paper reviews the literature in relation to the background and context of the ABCD model within the field of community development, where the focus is identifying and mobilising the positive capabilities, skills, talents and strengths of individuals, associations and communities in order to bring about social change. As such, this project was established using the principles of ABCD. It was designed to ascertain the extent to which ABCD could be feasibly utilised in the school environment and to explore its possibilities in terms of being a force for change. The project piloted two practical pupil-led ABCD initiatives to develop the life skills, resilience, well-being and future employability of the pupils involved. This ABCD project focused on Year 9 pupils in the foundation learning tier in two secondary academies and also involved, as mentors, undergraduate students from two local universities. The location for the project is a city in the North Midlands of England which experiences areas of high levels of socio-economic disadvantage. Following a rationale for the project and description of the two initiatives which evolved, the authors highlight the lessons learned and suggest the ABCD approach can be regarded as promising practice for any (school) community.

This service is carried out to empower the board of pesantren to form an Islamic guidance and counseling bureau in every Islamic boarding school in the west onion district. There are 23 Islamic boarding schools in Tulang Bawang Barat district. This community service uses the Asset Based Community Development (ABCD) mentoring approach. ABCD is a community development approach by prioritizing the use of existing assets and potential. The board of pesantren shows high enthusiasm because students' problems can be overcome, one of which is through providing guidance and counseling services, especially in preparing career plans. Although the appropriate pattern of guidance and counseling implemented in boarding schools still needs to be formulated due to demographic differences with students in formal schools. This assistance requires follow-up such as intensive mentoring and the making of an MoU with Islamic boarding schools.

Asset-based Community Development (ABCD) approaches in higher education have the potential to benefit a diversity of higher education settings and partners, but they can also present challenges and opportunities for growth in higher education institutions. Co- curricular community engagement and academic service-learning programs may struggle to balance the broader political and logistical constraints imposed by the university with equitable, long-term, community-guided relationships that reflect a genuine commitment to ABCD. Extension programs may face difficulty engaging community members and maintaining their commitment to the long-term nature of ABCD in an environment where ABCD is not universally utilised. Although these challenges may seem daunting, partners in all three contexts can draw on a wealth of ABCD tools and resources, including case studies like those anchoring this discussion, in order to answer the question: How can ABCD approaches be utilised most effectively in higher education contexts to address challenges and improve outcomes? Specifically, can an asset-based orientation help position community participants as peer ‘experts’ alongside their academic partners, share power and authority in the collaboration? If so, how? If not, why not? The authors explore these questions using a case study methodology, allowing for nuanced portraits of three different contexts depicting interactions among community and university partners seeking to ground their collaborations in the mobilisation of assets, gifts and strengths. This article also seeks to identify key lessons learned in each setting of the three participating United States universities – the public, four-year research institution, the private religious university and the land-grant college/cooperative extension in order to make recommendations on using ABCD to build and nurture academic-community partnerships that are generalisable across other contexts.

The asset-based community development (ABCD) approach have been widely used to map local assets and to ensure participation of local communities in public health promotion strategies. Participatory practices, such as ABCD, have been applied to shift public health strategies towards addressing health inequities. In this meta-synthesis, we ask if, and how, ABCD enhance the level of participation for children, youth and schools. Three thousand eight hundred eight titles and abstracts were identified in ten databases and transferred to the online program Rayyan. Through a blinded process we excluded texts that did not meet the inclusion criteria. The twelve included texts on ABCD for children, youth and schools are of varying quality. The research on ABCD for children, youth and schools have not been cumulative. Nevertheless, the texts show that ABCD provides strategies that enhance the participation of children, youth, and schools, in health promotion projects. The projects were categorized according to Robert Hart’s classical participation ladder, and we found that the projects with the highest level of adherence to ABCD principles also had the highest level of participation. The projects with high levels of participation were supported by adult facilitators that created learning environments where children and youth developed their participatory skills.

This study investigates how the Asset-Based Community Development (ABCD) approach can be employed to enhance learning motivation in a tahfidz program at TPA Al-Hikmah Centre Buluh Kasok, a rural-based Qur’anic education center in Indonesia. The study adopts a qualitative case study design involving participatory observation, semi-structured interviews with tahfidz instructors, students, and parents, as well as document analysis. The research focuses on identifying community assets and examining their influence on students’ motivation to memorize the Qur’an. Data were analyzed using thematic coding within the framework of ABCD and motivational learning theories. Findings reveal that the ABCD approach significantly supports Qur’anic learning motivation through three pathways: (1) mobilization of local social and spiritual assets, including parental involvement and religious role models; (2) creation of a collaborative peer-based learning atmosphere; and (3) cultural and emotional reinforcement through communal rituals and recognition. Students who were embedded in these asset-driven learning environments demonstrated higher persistence, stronger memorization consistency, and more positive emotional engagement. These findings confirm that learning motivation in tahfidz education is influenced not merely by curriculum design or teacher-centered instruction but by the activation of communal and cultural capital. The study supports existing theories of intrinsic motivation and the social nature of learning, while also contributing to the limited literature on ABCD in Islamic educational contexts. Future research should expand this inquiry through longitudinal and comparative studies across diverse educational settings to better understand how community-driven strategies can be institutionalized in Qur’anic pedagogy.

This article aims to present a systematic review of ten studies related to asset-based community development (ABCD). The reviewer conducted a thematic synthesis, content analysis, and meta-synthesis on qualitative evidence from studies conducted between 2007 and 2015 in low-income communities in South Africa. The main research question guiding the systematic review was: What are the role-players’ views of the impact of ABCD? Role-players—including social workers, nongovernmental organisation personnel, community members, and local leaders—generally endorse ABCD as a social and community development approach. The content analysis and meta-synthesis revealed that it is essential for implementers of ABCD approaches to go beyond raising awareness of the strengths of individuals and groups and to actively integrate these strengths into the implementation of social development programmes. In addition to strengthening implementation, ABCD requires further incorporation into social development theory and practice. Given the limited research on the long-term impact of ABCD approaches, more qualitative and quantitative research studies are needed to explore topics related to their sustainability.

Purpose- This research aims to describe the process of assisting the matriculation of Arabic competence at Madrasah Aliyah Negeri (MAN) 1 Pasuruan. Design/Methodology/Approach- This research was conducted to add to the treasures of community assistance with the Asset Based Community Development (ABCD) approach. The method used in this mentoring process uses the Asset Based Community Development (ABCD) approach with a five-step method, namely Discovery, Dream, Design, Define, Destiny. qualitative data collection is done by observation, interviews and documentation. Sources of data are teachers and students as well as assistants. While the collected data is processed and analyzed using data reduction flow, data display and conclusion drawing. Findings- The results of the assistance show that the Arabic language competency matriculation assistance at MAN 1 Pasuruan was carried out in five stages, namely Discovery, Dream, Design, Define, Destiny. Every stage of this assistance is carried out properly. While the results of this assistance are also very good, where students are able to explore the competencies they have and all of them follow the process of this activity properly. So that they are able to take part in Arabic language competitions both held by local madrasas and on a wider scale. Research Limitations/Implications- This research is limited to facilitation of Arabic competency matriculation at MAN 1 Pasuruan. This matriculation assistance focuses on efforts to increase the competency of students in mastering Arabic language skills which are focused on preparation for participating in various Arabic language competitions.

BackgroundThis article is part of a larger study exploring the collaborative dynamics between key stakeholders in providing care to youths suffering from alcohol or substance use and their families in formulating policies and operational practices for county and country-wide application in similar settings. The focus of this article is to describe the collaborative processes between two stakeholders, a municipality, and a county council, in establishing a MiniMaria treatment center. While collaborative efforts between municipalities and county councils in health service provision are often acknowledged, little is known about how communication and decision-making processes between these entities shape the success of such initiatives. This study aims to fill this gap by providing insights into the communicative processes that foster organizational cohesion, agility, and innovation. The guiding research question is: What communicative processes occur between the county council and municipal stakeholders during the planning phase of the MiniMaria treatment center?MethodsThe municipality and county council were selected based on purposive sampling, owing to the proximity and accessibility of the field. An exploratory and descriptive design, incorporating a participatory research approach, was employed for this qualitative investigation.ResultsTwo central themes, each underpinned by specific subthemes sum up the essence of our findings. The first theme underscores the collaborative dynamics and shared objectives that have emerged through the project, thus showing the importance of a unified vision and mutual understanding in driving the initiative forward. The second theme points to the practical aspects of implementing the project, including recruitment strategies, and the significance of interpersonal communication.ConclusionsThis article sheds light on the establishment of a MiniMaria treatment center through collaboration between a municipality and county council, using the Four Flows Model to interpret communicative processes. Membership negotiation was crucial for defining roles and building a unified team identity, while activity coordination ensured aligned stakeholder efforts. Self-structuring facilitated internal organization and operational clarity, and institutional positioning aligned the initiative with broader healthcare norms, enhancing its credibility and impact. These communicative practices were central to get a grip on inter-organizational complexities, emphasizing communication’s constitutive role in organizational development and innovation.

The concept that an organization's actions or inactions constrain or enhance its future options and outcomes and – ultimately – its long-term survival, is here referred to as the organization's viability. Following a dynamic capabilities framework, we identify two communication practices that help develop both transactive memory systems and a firm's long-term viability, information allocation and collective reflexivity, and call for the development of others. We discuss the interrelationship of these two practices as nurturing the development of transactive memory systems critical for organizational long-term viability. We then discuss organizational structures that prompt or constrain the development of these two communication practices – organizational members’ perceived environmental uncertainty, perceptions of time as scarce, feedback cycles between actions and outcomes, and organizational members’ temporal focus – and offer propositions concerning these relationships. We emphasize the relevance of TMS through the exploration of three characteristics of the relationship between TMS and the long-term viability of organizations. Finally, we conclude with recommendations for organizational development practitioners for fostering TMS through the facilitation of sites for collective reflexivity.

Evaluators play a critical role in shaping evaluation practices, but in practice this can be challenging to accomplish in ways that are productive as well as healing. This article discusses evaluation practices in the context of a project commissioned as needs-based to assist with community recovery after a racially motivated mass shooting in an urban neighbourhood marginalised by crime, income, race and unemployment. Development of an unmet needs survey included incorporating initial data collected by empowered community leaders with subsequent data collected by evaluators through focus groups and surveys. Evaluators then analysed and organised the data into a report that community leaders could submit to local and state officials. Identifying details were omitted out of an abundance of concern and respect for the privacy of the communities and constituents that were directly and indirectly affected by the tragedy that inspired this discourse.
 
 
 
 This article presents a reflective discussion between evaluators on whether or not it would have been appropriate to suggest integrating an assets-based community development (ABCD) approach within a commissioned community needs assessment. It also covers the evaluators’ process of using a critical lens to retrospectively assess the appropriateness and effectiveness of adopting an asset-based community development (ABCD) approach. The discussion emphasises the importance of acknowledging and engaging with the diverse perspectives held by the wider evaluation community. It recognises, too, the value of ongoing dialogue and debate to encourage evaluators to critically reflect on the appropriateness and implications of integrating a variety of approaches within community needs assessments. This article also explores how the authors ‘made space’ for this conversation, including aspects of content analysis and consideration of crucial conversations, parameters and ethics, in the hope of further stimulating discussion and fostering a decision-making process that would encompass a range of viewpoints, ultimately driving more effective and responsive community development practices.
 
 

This article is one of the first tourism studies to adopt the asset-based community development (ABCD) approach. It explores the potential of the ABCD approach to tourism development as a poverty alleviation strategy. The study was undertaken in Lhasa, Tibet. Photo-elicitation interviews, focus group interviews, and a questionnaire-based survey were used. It was found that the Tibetan young hosts had a good knowledge of local assets. They identified five categories of local assets as having the most potential to be developed as tourism attractions in the near future. The identified tourism assets were world heritage sites, religious sites, traditional Tibetan yards, daily life and customs, and Tibetan medicines – the last four assets were undeveloped ones. Clear perceptions on the value of the assets, as well as the difficulty and desirability of their development in the future were also mapped, using repeated measures one-way analysis of variance. Through the process of assessing the tourism assets, this study identified in a preliminary way that adopting the ABCD approach to poverty alleviation through tourism is feasible. By mapping other assets in the community (e.g. human, social, financial, and physical), a further and more complete test of the approach can be undertaken. Examining these assets may also reveal more ideas for the community's common future. Theoretically, this work adds to the conceptual approaches for community-based tourism development work. Methodologically, this study illustrates research techniques for obtaining emic voices in a marginal and politically charged environment. The extensive use of the participants’ images as a basis for discussion was of particular note. Practically, this research offers both general and detailed suggestions for the Lhasa Government and its community work, especially ways to approach and access community perspectives.

Touristic assets, whether natural, cultural, human, social, built, or political are the backbone of tourism development. They attract visitors and make the destination a unique one. Now, more than ever, the community is considered an exceptional touristic asset. They are the capital of community-based tourism (CBT), an alternative route to mass tourism development. Anchored with the path of a resource-focused approach called the Asset-based Community Development (ABCD) framework, this ethnographic study discovered the natural capital of select indigenous sitio in Panaytayan, Mansalay, Oriental Mindoro, Philippines. Connecting the dots between touristic assets, CBT, and ABCD, this study strengthens the significance of the bottom-up approach in tourism development- a growth perspective from the inside out. Mapping and observation were done to explore the unexplored beauty of the community through team fieldwork. The study reveals that the community has a wide array of flora and nature-based destinations that served as the community’s means of survival and shaped their livelihood. This study supports the importance of gauging the community’s assets to help them become self-sufficient. The result of this mapping urged the researchers to propose an eco-drive capability training program to protect their natural capital not solely for tourism but more for environmental sustainability, especially for younger generations. It is also recommended to strengthen the role of ABCD through inclusive community participation and asset mobilization. Forthcoming researchers may go beyond the natural capital by showcasing intangible assets like traditional crafts, storytelling, indigenous practices, and local cuisine to deliver experiential memories as potential tourism draws.