Stress and Positive Resilience: Why Do Some People Endure Hard Times While Others Crumble

Human beings live in a constant state of struggle, particularly when going through difficult times or facing various forms and levels of stress. They often attempt to avoid or solve these stressors. Stress is considered a defining feature of human life, experienced by individuals throughout their life journeys, and is inherently linked to daily life events

Individuals differ in their ability to express stress. Even a single person may react differently to stressful situations at different times. Some people may succumb to stress and fall into depression, while others may seek escape through smoking or substance abuse. However, there are those who demonstrate psychological hardiness and flexibility in managing stressful circumstances

The term stress is widely used in everyday discourse among people from diverse academic, professional, age, social, and educational backgrounds. It is derived from the Latin word stress and gained popularity in the 17th century, signifying hardship, adversity, and affliction. By the end of the 18th century, the term also came to denote force, pressure, and strain. It first appeared in psychological literature in 1944 and gained traction during and after World War II (Lazarus, 1994:6)

Hans Selye is considered the pioneer of stress research, although he did not initially use the term "stress" in his early writings. Instead, he referred to the General Adaptation Syndrome (GAS) to describe the body’s attempt to defend itself against stressors

Selye later offered a precise definition of stress, explaining that the body enters a state of "stress response" when confronted with challenging situations. This response is divided into three stages

Alarm stage: The body secretes hormones such as adrenaline and cortisol, increasing alertness and readiness

Resistance stage: If the stress persists, the body adapts and enhances its endurance

Exhaustion stage: Prolonged exposure to stress leads to physical and psychological deterioration (Selye, 1974)

Stress affects both mental and physical health. Chronic stress, in particular, triggers the release of hormones like adrenaline and cortisol, which initially stimulate the body but can lead to serious health problems over time, including weakened immunity, illness, insomnia, and hormonal imbalances (Ibrahim, 1998:119)

Managing stress does not mean eliminating it altogether, as stress is a natural part of life. Instead, individuals vary in how they experience and respond to stress. Therefore, the solution lies in positive coexistence with stress and managing its negative consequences

This is where positive resilience becomes crucial—as an effective mechanism for transforming stress into opportunities for personal growth and development

What Is Positive Resilience

Resilience is the capacity to adapt to adversity and recover from crises. Studies show that resilience is shaped by both genetic and environmental factors, with upbringing and life experiences playing a key role in fostering resilience (Masten, 1998). Resilient individuals tend to view crises as opportunities for growth, facing tough times with optimism and determination

Examples of positive resilience include

People who overcome major traumas, such as war or the loss of loved ones, and manage to rebuild their lives with strength

Athletes recovering from injuries, who demonstrate mental and physical resilience to overcome pain and return to competition

Research shows that resilience is a constructive process that involves finding positive meaning in life. People demonstrate resilience in difficult circumstances, not because they are immune to suffering, but because they manage to function through it. Emotional pain and sadness are common among those who face intense life challenges. The path to resilience often involves emotional struggle

Resilience is not a fixed trait but consists of behaviors, thoughts, and actions that can be learned and developed by anyone (Haynes, 2001:12)

Mansfield and colleagues (2012) outline a set of traits commonly found in resilient individuals, derived from various theories and research in the field of psychological resilience. These include:

Building positive, supportive relationships and utilizing social support

Possessing strong cognitive and communication skills

Valuing oneself and recognizing the talents and achievements of oneself and others

High levels of self-efficacy, hope, and self-esteem

Having a clear sense of purpose and meaning in life

Strong commitment to spiritual or moral values and a sense of belonging

Adopting a positive outlook on life’s social demands

Continuous self-development and self-enhancement

Employing coping strategies appropriate to personal situations

Experiencing positive emotions and maintaining a sense of humor

Possessing active problem-solving skills

Believing that stress can be a source of personal strength

Demonstrating flexibility and the ability to adapt to change

Accepting negative emotions and growing through adversity

Viewing stress as an opportunity for challenge and learning

Making conscious decisions that support self-protection and well-being

Dimensions of Positive Resilience

Connor and Davidson (2003) describe resilience as a framework that combines endurance, initiative, and psychological flexibility—allowing individuals to “bend without breaking” under pressure. It is a dynamic process in which psychological and cognitive factors interact to form a proactive defense system. This goes beyond passive endurance to an active, positive response characterized by persistence, courage, and the willingness to learn from adversity. Such traits contribute to the development of a stronger personality capable of overcoming hardship in ways that promote psychological growth.

The key components of resilience can be summarized as follows

Self-Efficacy

Resilient individuals demonstrate high self-efficacy—the belief in one's ability to control personal actions and outcomes. Bandura (1997) asserts that a strong sense of self-efficacy enables people to confront challenges, make decisions, and set ambitious future goals. Those with high self-efficacy are more effective in adapting to their environments, whereas low self-efficacy is linked to depression, anxiety, helplessness, low self-esteem, and pessimistic beliefs. Self-efficacy plays a critical role in motivation, especially for university students facing academic and psychological pressures

Social Support

Resilient individuals are skilled at forming supportive social networks. Social support plays a key role in reducing psychological stress. Cohen and Wills (1985) explain that social support acts as a buffer against stress. Whether from family or friends, this support enhances individuals’ ability to cope with daily life challenges

Positive Emotions

Those with positive resilience are able to express positive emotions, which help them manage stress effectively. According to Fredrickson’s (2001) broaden-and-build theory, emotions such as joy and amusement broaden one’s perspective and foster creative thinking. These emotions can be enhanced through relaxation, physical exercise, and engaging in enjoyable social activities

Hope and Optimism

Hope and optimism are core elements of resilience. Snyder (2002) links hope closely to optimism—optimists expect good things to happen, while pessimists expect the opposite. Optimism influences how individuals deal with problems and encourages them to face challenges with a positive mindset

Empathy and Altruism

Resilient individuals often display empathy and altruism. Batson (1991) defines empathy as the ability to understand others' feelings and experiences, fostering deep connection and mutual support. It goes beyond sympathy by enabling individuals to grasp the emotions behind others’ experiences, enhancing social cohesion

Humor

Humor is a vital trait of resilient individuals. Martin (2007) argues that humor helps people reduce stress and face difficult situations more flexibly. Those with a sense of humor can reframe even complex problems in manageable ways, strengthening their coping capacity

Conclusion

Positive resilience is among the most significant traits that distinguish individuals who can confront life’s challenges and adapt to overwhelming stress. It is not merely the capacity to endure but the ability to grow and transform through hardship—turning crises into opportunities for self-discovery and inner strength. Resilient individuals do more than survive adversity; they reframe their experiences in ways that align with their goals and aspirations, learning valuable lessons along the way

While stress is an unavoidable aspect of human life, what sets resilient individuals apart is their ability to turn pain into motivation, sorrow into strength, and failure into new beginnings. Resilience is not a fixed trait but an ongoing, dynamic process of learning, adaptation, and growth. Each time a person is tested, they have the opportunity to rebuild themselves stronger. The more we face challenges with a flexible and optimistic spirit, the more we cultivate inner peace, stability, strength, and the confidence to embrace whatever the future holds

References

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Cohen, S., & Wills, T. A. (1985). "Stress, Social Support, and the Buffering Hypothesis." Psychological Bulletin, 98(2), 310–357

Fredrickson, B. L. (2001). "The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions." American Psychologist, 56(3), 218–226

Haynes, A. (2001). Childhood Resilience: A Developmental Model to Promote Positive Outcomes Despite Adversity. Ph.D. Dissertation, California School of Professional Psychology

Martin, R. A. (2007). The Psychology of Humor: An Integrative Approach. Burlington, MA: Elsevier Academic

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Connor, K. M., & Davidson, J. R. T. (2003). "Development of a New Resilience Scale: The Connor-Davidson Resilience Scale (CD-RISC)." Depression and Anxiety, 18(2), 76–82

Mansfield, C., Beltman, S., Price, A., & McConney, A. (2012). "Don't Sweat the Small Stuff: Understanding Teacher Resilience at the Chalkface." Teaching and Teacher Education, 28(3), 357–367