Co-construction of adolescent resilience from a narrative approach in upper secondary education

Abstract

This study aimed to analyze the implementation of a workshop based on the narrative model and its contribution to building resilient narratives and personal agency in high school students. The research was conducted using a qualitative approach with a descriptive design in a school setting, specifically Preparatory School No. 1 of the Autonomous University of Nayarit, with the participation of 46 students aged 16 to 17. The methodological strategy employed was a narrative workshop focused on externalizing the problem, using symbolic narratives, and providing spaces for group reflection. These elements allowed for exploring the meanings that the adolescents attributed to their difficult experiences. The results show that, through the narrative process, participants were able to distance their identity from the problem, recognize previously invisible personal and relational resources, and construct broader and more hopeful alternative narratives about themselves. Furthermore, a strengthening of the perception of personal agency and a reinterpretation of adverse experiences within the school context were observed. It is concluded that the narrative approach is a relevant tool for working on resilience in adolescents, by promoting processes of reinterpretation, recognition and participation in the construction of their identity.