Cities today have become a playground for man-made security threats. From terrorism, drug abuse, and different forms of physical violence that impedes the smooth functioning of the activities of those living within the city spaces. Considering the present day violence and insecurity in our cities, it is vital not only to embark on preventive measures, but also to learn how to cope with and adapt to them. Since it would be an illusion to think of eliminating violence, resilience becomes an important aspect, a gateway to move on with our daily activities without fear and with greater hope for a better future. It is in this respect that I decided in this thesis to talk about resilience within our municipalities with a special focus on the city of Johannesburg in South Africa.

Criminals and other threat actors are adapting to the growing reliance individuals, organisations, and nations have upon technology and the internet and have augmented their capabilities to be oriented in that direction for malevolent purposes. Cyberspace has become an extremely large vulnerability for countries because it facilitates any person with access to a computer or other technology along with malicious intent, to cause harm. The increased risk people and organisations now face in cyberspace is not isolated to just them. Nations now are also at an increased risk because of the evolving ubiquity of cyberspace and technology. States are at risk of cyber threats because of vulnerabilities in individual citizens and organisations. Nations have now become intended targets by a larger spectrum of threat actors. This research examines how the United Kingdom has developed their specific national cyber security strategy to improve national resilience to threats, and how well the UK government adapts to an ever- changing threat landscape. The UK is still deficient in the appropriate and thorough execution of their proposed strategies and strategic policies to attain national resilience and security. There have been strides to achieve that goal, but the national strategy continues to fail to...

Adverse childhood experiences (ACEs) are stressful or traumatic events that occur during childhood that impact health and wellbeing, thus having long-lasting effects. In the context of parenting, a history of ACEs can impact a caregiver’s ability to manage stress and interfere with their ability to provide sensitive and regulated caregiving. Thankfully, there are many ways that one can foster resilience in the face of past ACEs. This study aims to help mothers combat ACEs and parenting stress by experimentally investigating the benefits of two resilience-building programs. The first is an emotion-based program that focuses on emotion regulation, self-care, and attachment theory. The second is a behavior-based program that focuses on developmental milestones and general behaviorally based parenting practices (e.g. positive reinforcement, punishment). The present project uses a pre/post/follow-up design to assess parenting stress before and after engagement in the resilience-building programs. Mothers of 3-year-old children will complete the ACEs Questionnaire, which assesses how many and what specific ACEs participants have (pre-assessment), and the Parental Stress Scale (PSS), which assesses their parenting stress (pre, post, follow up). Although statistical analyses will be conducted to examine differences in PSS scores, the ACEs Questionnaire will only be used to ensure that the sample examined is mothers with ACEs, as participants who report no ACEs will be excluded from data analysis. In addition to self-report questionnaires, participants visit the Affect, Regulation, Coping, and Health (ARCH) lab to complete moderately stressful tasks while physiological data is obtained; data from lab visits will not be analyzed in this project but will be collected since this research is a part of a larger study called the 2Gen: Feeling Better Project (2Gen) that aims to examine emotion coregulation and physiological synchrony between mothers and their three-year-old children. After the pre-assessment, participants will be randomly assigned to one of the two 8-week programs (Emotion Curriculum, Behavior Curriculum) which will be provided through electronic links to brief videos. Participants also receive binders with the video scripts, handouts, resources, and reflection questions for each week’s content. Due to being at early stages in data collection, the present project will summarize the 2Gen protocol and will simulate data using mean parenting stress values from comparable studies. That simulated data will then be analyzed using JASP, an open-source statistics software. A 2x2 factorial ANOVA will be run to compare pre and post PSS scores for the emotion and behavior-based resilience-building programs. We hypothesize that parenting stress scores will decrease for all participants; however, we anticipate this change to be greater for those who receive the emotion-based program.

Using two independent samples of Army soldiers-in-training, this study explores the measurement of resilience in the Army Study to Assess Risk and Resilience among Servicemembers (Army STARRS) New Soldier Study Component (NSS). Exploratory factor analysis was used to identify a three-factor structure of resilience within the Army STARRS. Confirmatory factor analysis was then used to confirm the three-factor structure, and then internal reliability was assessed. Determination of how resilience can be measured within the Army STARRS NSS will aid scholars who wish to examine resilience among Army soldiers-in-training.

Thesis advisor: Mary E. Walsh / Poverty negatively impacts health, emotional wellbeing, and educational outcomes for children and creates an opportunity gap between children living in poverty and their wealthier peers (American Academy of Pediatrics, 2016). To close the opportunity gap, schools are encouraged to adopt a systemic approach that addresses both academic and non-academic barriers to learning (Adelman 2018). Integrated Student Support (ISS) models have emerged as one of the most effective systemic school-based interventions (Moore et al., 2018). ISS interventions use various strategies to address the continuum of student needs. Tiered intervention frameworks are one strategy geared towards categorizing risk levels and services by their respective levels of intensity. Tiered interventions commonly focus on academic and social-emotional domains. However, their social-emotional focus is often limited to behavior and their categorization of students is deficit-focused (Freeman et al., 2017). City Connects, one ISS intervention implemented in high-poverty urban districts, uses a tiered intervention framework that encompasses the whole child and incorporates strengths as well as risks. City Connects assigns a tier to strength/risk levels evidenced by students at the beginning of each school year. While City Connects has demonstrated robust positive effects on student outcomes, little is known about annual tier level. In the current study, repeated measures latent class analysis (RMLCA) identified patterns of tier change over five years during which students attended City Connects elementary schools in one district. Multinomial regression and chi-square analyses investigated the relationship of social-emotional strengths, needs, and services to the Tier Change Profiles. Overall, more than half of students changed tier between time points. The most commonly exhibited tier change was increasing/decreasing tier by one. RMLCA findings indicated that students facing lower risk at baseline, exhibited low risk over time, while students facing the highest risk exhibited the greatest volatility in risk over time. Students who had more social-emotional strengths than needs were more likely to exhibit Tier Change Profiles of low risk over time but having more social-emotional needs than strengths was not predictive of Tier Change Profile. Among other findings, outcomes suggest that acknowledging and bolstering strengths play a significantly positive role in developmental trajectories. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

No description available.

No description available.

Worldwide, recognition of the growing risk faced by communities in many countries from natural hazard events has stimulated interest in promoting people's capacity to co-exist with often beneficial, but occasionally hazardous, natural processes by encouraging the adoption of preparedness measures. Starting from recognition that levels of hazard preparedness are generally low, this paper examines how people's decisions about hazard mitigation derive from how they interpret the hazards, their relationship with the hazards and the sources of information about hazards. It describes how interpretive processes at the person (outcome expectancy), community (community participation and collective efficacy) and societal (empowerment and trust) level interact to predict levels of hazard preparedness. The data support the argument that the effectiveness of public hazard education strategies community preparedness can be increased by integrating risk management activities with community development strategies. The cross-cultural validity of the model is discussed using data from communities in New Zealand, Indonesia and Japan. Testing the model across countries and hazards (e.g. earthquakes, volcanic hazards) supports its all-hazards and cross-cultural applicability. The theoretical (e.g. identifying the degree to which the processes that underpin how people respond to hazard threats are culturally equivalent) and practical (e.g. providing a common basis for collaborative learning and research between countries and providing risk management agencies in different cultures with access to a wider range of risk management options) implications of the cross-cultural equivalence of the model are discussed.

Background The trajectory of recovery after sepsis varies. Survivors may have considerable ongoing limitations, requiring a caregiver for a prolonged period. Objectives To learn about experiences, quality of life, coping, resilience, and social support of caregiver caring for survivors of sepsis. Methods We conducted a convergent mixed-methods study, recruiting informal caregivers of patients who had survived sepsis in the past year and were readmitted to the intensive care unit with sepsis. Individual face-to-face, semistructured interviews and validated surveys on quality of life, coping, caregiver burden, resilience, and social support were administered to caregivers. Interview transcripts were analyzed using content analysis. Surveys were scored and summarized using descriptive statistics. Results Caregivers were primarily middle-aged, White, and female. Half were spouses of their care recipient. Caregivers reported some deficits in mobility, pain, and anxiety/depression. Coping styles varied, with engaged coping being more prevalent. Most caregivers reported mild to moderate burden, all reported either normal or high resilience levels, and types of social support were similar. However, interviews and survey findings were not always consistent. Major themes that emerged from the analysis included (1) advocating for and protecting their loved one, (2) coping with caregiving, (3) uncertain future, (4) rewards of caregiving, and (5) need to optimize communication with family. Discussion Caregivers of sepsis survivors are protective of their care recipient and use a variety of strategies to advocate for their loved one and to cope with the uncertainty involved in a new intensive care unit admission. More advocacy and support are needed for this population.

An ever-changing world and environment demands on organizations ability to adapt. Research shows that organizations that can respond adaptively to change have a greater chance of surviving. This study aimed to identify and account for factors in organizational culture that are seen as adaptive. The study was carried out through a qualitative narrative literature study where 11 articles in different research fields were examined. The study identified factors that characterized an adaptive organizational culture. These factors were flexibility, risk-taking, innovation, creativity and openness to change. The study also reports on appropriate strategies and desirable conditions for creating an adaptive organizational culture where the organization is adaptable in relation to its environment. Examples of that are the importance of establishing commitment, involvement, trust, internal adaption and common purpose, when implementing an adaptive organizational culture. Furthermore the role of leadership and the significance of the organizational structure are discussed in relation to adaptive organizational culture. Despite the results of this study, there is a complexity in assessing an adaptive organizational culture and the field requires more research.