The Resilient Well-Being: A â€œFantastic Binomialâ€ In Working-Groups of Educational and School Services

Elena Falaschi

The Resilient Well-Being: A “Fantastic Binomial” In Working-Groups of Educational and School Services

Elena Falaschi *

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The Resilient Well-Being: A “Fantastic Binomial” In Working-Groups of Educational and School Services

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Abstract

The aim of this study was to detect, monitor and promote subjective and collective “resilient well-being” in working groups of 16 different educational and school services, involving 190 educators and teachers. The methodology used was of the Research-Action kind, with the direct participation of the subjects in all phases of the research. According to authoritative theoretical models, a survey questionnaire was constructed to detect the perception of resilience and well-being, referred to both the professional self and its group of work. The analysis of the results shows a tendentially high attribution to the values assigned to the characteristics of resilient personality, to the condition of well-being in one’s professional context and to the most acted out resilient behaviors -and ideally considered more effective -in response to a critical situation. However, the “humor” factor, as a “relaxing” pedagogical device of relational ties, should be strengthened. Well-being and resilience are thus constituted as paradigmatic pedagogical categories, of a self-eco-organizational nature, the formative value of which is in their dynamic nature of research of new regenerative balances -from ruptures, transformations and renewalsto be constantly restructured.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

How to Cite This Article

Elena Falaschi. 2021. "The Resilient Well-Being: A “Fantastic Binomial” In Working-Groups of Educational and School Services". Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 21 (GJHSS Volume 21 Issue G13).

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GJHSS Volume 21 Issue G13

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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Classification

GJHSS-G Classification FOR Code: 330199

Submission ReceivedSeptember 7, 2021
Peer Review Double Blind
Handling Editor
Accepted October 3, 2021
Published October 15, 2021

Version of record

v1.2

Issue date

December 1, 2021

Language

Italian

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