Names:

Meghna Siju: 246403126

Shiva Ganga MA: 246403114
Vismitha Patil: 246403120
Praagna Vallish: 246403130

INTRODUCTION TO RESILIENCE:

Resilience is the process and outcome of successfully adapting to difficult or

challenging life experiences, especially through mental, emotional and behavioural
flexibility and adjustment to external and internal demands. The ‘resilience’ comes from
the latin word ‘resilio’ which means to spring back.It constitutes not just recovery, but
growth and strengthening from adversity.

Theoretical Basis

Optimism and Hope Theory (Martin Seligman and Charles Snyder): Optimism and
hope are two important factors in the building of resilience. This theory states that
optimism is a factor where one expects positive outcomes. It minimizes the amount of
stress present, while hope is the setting of goals and identifying pathways through
which to pursue them, therefore motivating the individual to work under stressful
conditions.

Self-Efficacy Theory (Albert Bandura): Believe in one's efficacy or ability to succeed,

because it is a determinant in resilience. Positive psychology underlies self-efficacy
development since confident individuals tend to persist more in the face of adversity,
believe in their capacity to overcome difficulties, and take initiative in the face of
adversity.

RESILIENCE MODEL

Garmezy, Masten & Tellegen (1984) have proposed three models of resilience.
Compensatory, Challenge and Protective.

Compensatory Model- A compensatory model best explains a situation where a

resilience factor counteracts or operates in an opposite direction to a risk factor. The
resilience factor has a direct effect on the outcome, one that is independent of the effect
of the risk factor.
Challenge Model-A third model of resilience is the challenge model. In this model, the
association between a risk factor and an outcome is “curvilinear”: exposures to both low
and high levels of a risk factor are associated with negative outcomes, but moderate
levels of the risk are related to less negative (or positive) outcomes. Adolescents
exposed to moderate levels of risk, for example, may be confronted with enough of the
risk factor to learn how to overcome it but are not exposed to so much of it that
overcoming it is impossible. Many challenge models require longitudinal data.
Researchers use them, for example, to track how repeated exposure to
challenges prepares adolescents for dealing with adversities in the future .

Protective Model-In the protective model, assets or resources moderate or reduce the
effects of a risk on a negative outcome. Protective factors may operate in several ways
to influence outcomes. They may help to neutralize the effects of risks; they may
weaken, but not completely remove them; or they may enhance the positive effect of
another promotive factor in producing an outcome

INTRODUCTION TO THE TEST

The resilience scale developed by Dr. Vijayalakshmi and Dr. Shruti Narain is a self
report test consisting of 30 items. There are four dimensions in this test:

●​ Perseverance:
●​ Meaning: The ability to persist in the face of challenges and setbacks.

Composure:

●​ Meaning: The ability to maintain calmness and emotional stability in stressful

situations.

Self-Reliance:

●​ Meaning: The confidence in one’s abilities and judgment to handle situations

independently.
Faith:

●​ Meaning: A belief in oneself, others, or a higher purpose that provides hope and
motivation.

HISTORY
Resilience as a concept originated in the field of psychology in the 1970s, initially
focused on how children from diverse backgrounds managed to develop normally
despite facing significant challenges. Early research on resilience examined why some
individuals were able to bounce back from trauma while others struggled.This scale was
developed by Dr Vijaya Lakshmi and Dr Shruti Narain. It helps to assess an individual’s
ability to successfully adapt to, recover, and strengthen from stressful circumstances
and negative emotional experiences.

It consists of 30 items and has four dimensions- Perseverance, Composure,

Self-reliance and Faith and is meant for individuals from 14 years and above of age. It is
a Five- point Likert type scale.

Grade norms for resilience scale have been developed. The subjects have been
classified into 3 categories viz. high, average and low level of resilience based on raw
scores.

RELIABILITY: The test retest reliability was calculated and was found to be 0.87
and the split-half reliability was found to be 0.84. All reliability
coefficients were significant at.01 level.

VALIDITY:Resilience Scale was validated against the Connor - Davidson Resilience

Scale. The concurrent validity was found to be 0.86 which was significant.
APPLICATION:

APPLICATION OF RESILIENCE SCALE IN EDUCATIONAL SETTING

Resilience Scale can be used by teachers and school counselors to determine students
at risk of academic burnout or emotional stress. Teachers step in to support students
who can be challenged by failure or setback in school using the application of the
RS.Students with low scores on the RS can be provided with individualized
interventions, such as mentoring, coping strategies, and emotional support, that can
enhance their resilience and ability to bounce back in school.This ultimately enhances
academic performance and emotional well-being.

APPLICATION OF RESILIENCE SCALE IN WORK ENVIRONMENT

Application of the Resilience Scale in the workplace can help HR professionals and
managers in learning about employees who might be struggling with workplace stress
or difficulties. This enables the creation of individualized wellness programs, stress
management training, and support systems for them. For example, an employee with
low resilience can be offered extra training in managing workplace stress, developing a
positive mindset, or joining peer-support groups. These interventions enhance job
satisfaction and productivity, minimize exhaustion, and enhance long-term performance.

APPLICATION OF RESILIENCE SCALE IN CONTROLLING EMOTIONS

The Resilience Scale can be utilized to measure the ability of an individual to manage
emotions like frustration, anxiety, and anger, which are important for personal and
work-related well-being. Through this, individuals are given a chance to learn about their
coping abilities and areas for improvement. Such awareness can lead to healthier
emotional reactions, improved conflict resolution, and healthier relationships, of both
personal and professional life. Interventions for building emotional resilience may
include mindfulness practices, stress-reduction strategies, and emotional intelligence
training.

APPLICATION OF RESILIENCE SCALE IN IMPROVING SOCIAL ADAPTABILITY

​
Resilience is highly associated with an individual's ability to adapt to new and
challenging social environments. The Resilience Scale can be used to assess the ability
of individuals to adapt to social changes, for example, merging into new teams, schools,
or moving to new communities. Highly resilient individuals are found to perform better in
social relationship formation, managing social conflicts, and feeling a sense of
belonging in new settings. The scale is used to identify individuals who are likely to face
challenges during these social transitions, thereby allowing for targeted interventions
like social skills training or peer support programs that can enhance overall well-being.
OBJECTIVE
To test the resilience of participants using the resilience test questionnaire

PLAN
To use resilience Test to determine the individual scores concerning the
answers given by the participants

MATERIALS REQUIRED

Resilience scale
RS Manual
Wooden screen
Writing materials

AGE NORM: The Resilience scale is meant for individuals from 14 years and
above of age

PROCEDURE

Seat the respondent comfortably, establish a rapport between them, to ensure they are
comfortable enough to answer the items honestly, it must be specified that their
confidentiality will be upheld, to ensure that the respondent can answer honestly. After
rapport and confidentiality has been established demographic details of the respondent
must be taken which includes Name (which is optional), age (in years), sex, educational
qualifications, school/college, occupation and residence (town/village). Following this,
the response sheet should be given to the respondent and clear instructions should be
given to them. For smooth administration of resilience scale clear instructions are
printed on the first page. After giving the instructions, proceed by asking the respondent
“if they have any questions or doubts” to ensure that the respondent has understood the
instructions. Allow the respondent to answer the questions at their own time. After the
respondent is done answering, thank them for their time and participation and ask them
if they have any questions they’d like to ask. Then assess the responses using the
scoring table.
INSTRUCTION

Following are some statements which are related to a person’s daily behavior. For each
statement, there are five response options like ‘Strongly Agree’, ‘Agree’, ‘Neutral’,
‘Disagree’ and ‘Strongly Disagree’. You are requested to read each statement carefully
and tick mark only that option which you find that is most appropriate and true in your
case. There is no time limit as such but it generally takes about 15-20 minutes to
complete this. These facts will only be used for research purposes. Your response will
always be kept confidential.

SCORING AND INTERPRETATION

The test contains 30 items, with each item having 5 point scale to choose from (a Likert
type response scale) that is - strongly agree, agree, neutral, disagree, and strongly
disagree. The respondent must choose only one of the options for each of the items.
The items contain a mix of questions from the 4 dimensions as mentioned above, that is
- 8 items from perseverance, 9 items from composure, 7 items from self reliance and 6
items from faith. 3 of the 4 dimensions have both negatively and positively scored items,
i.e perseverance, composure and self reliance, while the dimension faith has only
positive scoring.

The total scoring is done by taking into the negative and the positive scoring of the
items, where in the scoring of positive items in Resilience Scale is done by giving a
score 5,4,3,2 or 1 for ‘Strongly Agree’, ‘Agree’, ‘Neutral’, ‘Disagree’ and ‘Strongly
Disagree’ respectively and negative items are scored as 1, 2, 3, 4 and 5 to ‘Strongly
Agree’, ‘Agree’, ‘Neutral’, ‘Disagree’ and ‘Strongly Disagree’ respectively. Scores are
added together to yield a total score. Below is scoring system in the table:

Table 1.0

Scoring system of resilience scale

Items Strongly Agree Neutral Disagree Strongly

Agree Disagree

Positive 5 4 3 2 1

Negative 1 2 3 4 5

Table 1.1
Scoring Table of reliance scale

Sr. No. Dimensions Items Serial wise item no Total

I Perseverance Positive 2,3,5,10,14,20,28 7 8
Negative 6 1
II Composure Positive 1,4,12,13,17,21,23, 8 9
25
Negative 18 1
III Self-Reliance Positive 7,9,15,26,30 5 7
Negative 19,29 2
IV Faith Positive 8,11,16,22,24,27 6 6
Negative -

The qualitative interpretation:

Table 1.3

Interpretation table of resilience scale

Scores Interpretation
122 and above High
84 to 122 Average
Below 84 Low

The qualitative interpretation of the obtained scores on resilience scale is if the

respondent gets a total score of 122 and above they have high resilience that is the
respondent has a high capacity to adapt positively or regain levels of functioning after
difficult life experiences (Luther, Cicchetti & Becker 2000; Staudinger, Marsiske & Baltes
1995) , if the respondent gets a total score between 84 to 122 they have average
resilience that is the respondent has an average capacity to adapt positively or regain
levels of functioning after difficult life experiences, and a total score below 84 means the
respondent has a low resilience that is the respondent has a low capacity to adapt
positively or regain levels of functioning after difficult life experiences

Where in the

Highest scores possible is 150

Lowest score possible is 30

PRECAUTION:

1. The participant should be told that there is no correct answer.

2. The participants should not skip any item

3. Participants should be assured of the confidentiality of test results.

4. The participant should only mark one response per question

5. The participant should try to understand the questions and answer themself. Only
when they fail to understand, the experimenter should give the meaning of the question

REFERENCES

●​ Windle, G., Bennett, K. M., & Noyes, J. (2011). A Methodological Review

of Resilience Measurement Scales. Health and Quality of Life Outcomes,
9(1), 8.
●​ Baban Baitha, & Hassan. (2024). A Psychological Study on Resilience
among Mal Paharia Adolescents of Dumka District. International Journal
of Indian Psychology, 12(1).
●​ Kumari, A., Priyadarshini, N., & Research Scholar. (2023). Resilience
among Employed and Unemployed women. © 2023 IJNRD |, 8(6), 826.
●​ Connor, K. M., Davidson, J, R. T. (2003). Development of a new resilience
scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression
and Anxiety, 18(2), 76-82.
●​ Ryff, C.D.,& Singer;, B. (2003a), Flourishing under fire: Resilience as a
prototype of challenged thriving. In C.L.M. Keyes & Haidt J. (Ed.),
Flourishing: Positive psychology and the life well-lived (pp.15-36).
Washington, DC