Risk and Resilience in Human Emergencies: Pedagogical Directions from a Psychosocial and Neuropsychological Paradigm
This chapter will furnish an introductory sketch of theoretical perspectives and current empirical findings on risk and resilience in human emergencies. While risk is an inherent part of human emergencies, resilience, the ability of individuals and systems to maintain functioning levels post adversity and adapt is equally important. The goal will be to collate conceptual framework and evidence to provide evidence-informed practices and directions for pedagogy. We will review a wide range of theoretical expositions and focus them on the level to explore how risk and resilience influence and are influenced by the socio-political, environmental, and psychological experiences of learners. Practical examples and best practice recommendations for pedagogy and andragogy to reduce risk and develop resilience at the individual and collective levels will be discussed. We will propose a model to include psychological science in pedagogical experiences to improve conceptualisation, experience, analysis, and application of the teaching and learning process to cope with human emergencies. 2025 selection and editorial matter, Kennedy Andrew Thomas and Joseph Varghese Kureethara; individuals, the contributors.
Education and Pedagogical Experiences: Coping with Human Emergencies and Exploring Resilience Strategies;pp.172-190
Restricted Access; Hardcopy may be available in the library
https://doi.org/10.4324/9781003546092-15 https://www.scopus.com/pages/publications/105000136131?origin=resultslist
Gupta S., University of Portsmouth, United Kingdom, Manipal School of Health Education (MAHE), National Institute of Sport, Sports Authority of India, India; Reddy K.J., School of Social Sciences, Christ University, Bangalore, India