| Resilience and vulnerability factors have been defined and researched in Western, developed nations, and these factors form the basis of intervention strategies in social services, education, and health care. This study compared resilience factors in the available literature to factors of resilience and vulnerability identified in a Northern Tanzanian population of children, adolescents, and adults; and specifically resilience factors identified for women and girls. The factors are based on an ecological model of the individual in context, from the theoretical base of social constructivism. Archival data from the International School Psychologists Associations' project, Promoting Psychological Well Being Globally were used. Data were transcribed and translated from Swahili interviews, focus group discussions, and ecomap drawings. These qualitative data were collected from 119 subjects consisting of children (n=25), adolescents (n=37), teachers (n=26), parents (n=21), school administrators and community health care providers (n=7). The data analysis included an inductive process to identify themes and patterns in the data related to resiliency factors which were then compared with resiliency factors documented in the literature. Findings indicate that the definition of resilience is similar in this specific cultural context as it is in the literature, with some significant differences in how resilience and vulnerability manifest in behaviors. The current study contributes to positive social change by informing planning for culturally appropriate resilience education programs that target specific groups, such as young girls. Over time, such programs can increase the likelihood of financial and educational gains among previously disenfranchised and impoverished segments of the nation. |
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