[Theory of resilience. Key conceptual constructs and chosen issues]

The aim of this article is to familiarize readers with key conceptual constructs related to resilience theory. This theory explains the phenomenon of children's and adolescents' positive adaptation despite various adverse life conditions and traumatic events. The resilience theory emphasizes the importance (relevance) of positive factors and mechanisms for child and adolescent development. Thus, it could be very useful for developing primary prevention and mental health promotion programmes among children and youth. This article is based on a review of publications written by significant resiliency researchers: M Rutter, N. Garmezy, E. Werner, S. Luthar, A. Sameroff, K. Kumpfer, A. Masten, M. Zimmerman, D. Cicchetti. More than 20 articles and book chapters published during the past 25 years were taken into consideration. They were chosen from the electronic database available at the University of Michigan and SAMSHA, and publications available in Poland. Several resilience definitions are mentioned, indicating the interactive and dynamic process of positive adaptation. These definitions encompass the impact of both risk and positive factors (and their interaction) on the individual's behavior, competence and health. The key conceptual constructs such as risk, risk factors, positive factors, resilience models and mechanisms are described in this article. The differences between the risk and protective mechanism are also presented. The difficulties related to operationalization of the key resilience constructs in empirical research are discussed. Common difficulties are related for example to clear criteria for risk and positive adaptation, and for risk group selection.