First, we will see positive developmental outcomes that indicate transformation among children and adults. Too often, however, resilience traits are erroneously used as names for prevention or youth development strategies. These traits are best used simply as evaluation markers or indicators. They are signs that we are bringing out the best in people. Labeling one child resilient implies another is not and contradicts the resilience paradigm in which resilience is part of the human condition and the birthright of all human beings.
Successful change is apparent as well, in societal effects.
When adults in the system believe in the innate resilience of their students, families and colleagues, they can create a nurturing environment. By beginning with our own understanding of resilience, we can systematically plan to implement strength-based prevention and education strategies for all students. Conclusion Successfully shifting to the resilience operating philosophy requires careful attention to systems change processes, evaluation, and appropriate research and best practices. Most importantly, this work should be undertaken over an extended period of time. In our experience, three to five years are usually reasonable for significant initial changes to begin becoming broadly apparent.