AMANDA HYNAN FINAL THESIS PDF

altering the ways that that resilience is viewed and understood within research or
intervention.
Runswick-Cole and Goodley (2013) explore concepts of resilience from a disability
studies perspective suggesting historical attempts to place resilience within
individualistic accounts are not helpful. They applaud the socially constructionist
view that locates resilience within a framework of resources such as relationships,
community resources and social justice. Runswick-Cole and Goodley (2013) propose
a ‘networks of resilience model’ that creates interconnections between resources
suggested by Ungar (2007, cited by Runswick-Cole & Goodley, 2013). They adjust
one of Ungar’s resources ‘cultural adherence’ into ‘community participation’ as they
feel the original might champion ideas of ‘normal’ which disability studies seeks to
challenge. They define the resources within their model (based on Ungar, 2007) as
follows: (i) material resources (access to medical, educational, employment
resources), (ii) relationships with significant others, (iii) identity (a positive personal
sense of self), (iv) bodies and minds (what affects the ability to take advantage of
social and cultural assets), (v) power and control (the ability to self-author change),
(vi) community participation (what activities are meaningful), (vii) social justice (a
sense of equality and purpose) and finally (viii) community cohesion (feeling part of a
community).
Within this study, data emerged which demonstrated how using the internet and
online social media created access to many of the resources articulated by Ungar
(2007) and Runswick-Cole and Goodley (2013) allowing participants to explore
resistance and resolution of potentially negative experiences. Participants showed they
considered in what ways, and from whom, assistance could be sought. Glasby (2011,
cited by Runswick-Cole & Goodley, 2013) suggests segregating people is not the way
to keep them safe; the key is to build confidence and skills so they can engage
positively within community activities. The social media teaching tools being used
within the educational settings aim to help build resilience skills so the young people
will have the necessary resources to cope within publicly open forms of social media.
Livingstone et al. (2011) suggested risk exposure online can be beneficial for
adolescent development if not outside an individual’s ability to cope. According to
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