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The Mountain
If the mountain seems too big today
then climb a hill instead
if the morning brings you sadness
it’s ok to stay in bed
If the day ahead weighs heavy
and your plans feel like a curse
there’s no shame in rearranging
don’t make yourself feel worse
If a shower stings like needles
and a bath feels like you’ll drown
if you haven’t washed your hair for days
don’t throw away your crown
A day is not a lifetime
a rest is not defeat
don’t think of it as failure
just a quiet, kind retreat
It’s ok to take a moment
from an anxious, fractured mind
the world will not stop turning
while you get realigned
The mountain will still be there
when you want to try again
you can climb it in your own time
just love yourself til then

-Laura Ding-Edwards

I have learned over many years and am still learning, the importance of taking care of myself, recognizing what is most important to me, setting boundaries, and taking time to rest. Professionally and personally I am learning to be more compassionate, aware, patient, understanding, and non-judgmental toward myself. I am learning to accept my imperfection, say no/set limits, and be aware of when I need to walk away and take time to pause. By caring for myself in this way I am a better person to myself, my family, friends, colleagues, students, and families that I work with on a daily basis. It takes time to climb a mountain/hill and if we truly pay attention we can learn a lot from our experiences, our mistakes, and the growth that comes from paying attention to our needs and offering the same care to ourselves that we give so much to others. The plot of this story would be how a human being by taking the time to care for themselves, creates the possibilities for a new way of seeing their world and by doing so, helps them to be more compassionate and caring to the people they interact with on a daily basis.

I think I always knew that I wanted to work with kids. I wasn’t ready to commit to this ideas in undergrad, and then in my early twenties I worked at an overnight camp for three summers. I had the same kids for three years in a row. This was one of the most important events of my life and impacted my decision to go into education. I am still in touch with these “Kids.” They are all in their thirties at this time. It is the connection that I had with them and the strong relationships and bonds that were created with them and their families. Connecting with my students, families, and colleagues is why I do my job. It is at the heart of everything I do. There was a counselor at the camp who worked there for many years, and he told me this, “If you love your kids they will love you back.” I have taken that with me throughout my life, it applies to my own children, the students and families I work with on a daily basis, and my colleagues/friends at school.

Greene talks about a, “Community in the making.” She states, “If they see that they can use those skills (reading, writing, arithmetic), use them to bring about change in their own lives or in the lives of their families, or in their communities, well, then, there’s no stopping them.” Aguilar says, “We must cultivate resilience so that all children feel that they belong to a resilient community.” We need to look at organizational condition within the school community to promote educator resilience, well-being, and social and emotional competence. We must look at the different voices within our school community, including educators, students, and families. Aguilar’s conceptual framework for resilience has four parts: Who We Are, Where We Are, What We Do, and How We Are. These all impact the community we are in on a daily basis. This awareness and the development of resiliency skills can help create the change in our lives and others that Greene talks about.

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My work life is tough to describe with one set of lyrics because it can be quite complicated to manage with all the individualized levels of students and the variety of adults who work in my room. I think one song that helps explain part of it is “We’re All in This Together” by Robert Nevil and Gerrard Matthew. In parts of the song, they say:

	Everyone is special in their own way
	We make each other strong (we make each other strong)
	Were not the same
	Were different in a good way
	Together's where we belong
	We're all in this together

	Together, together, together everyone
	Together, together, come on lets have some fun
	Together, were there for each other every time
	Together together come on lets do this right
	We're all here
	And speaking out with one voice

This is the message I give to my students, their parents, my paraprofessionals, and anyone else who works in my room or with my students. I always say we’re part of a community, or a team, and we need to work together with the same message to support each other and recognize each other’s value. “You Gotta Be” by Des’ree is the other song that I think sums up a good piece of my work life when she sings:

	Listen as your day unfolds
	Challenge what the future holds
	Try and keep your head up to the sky … 
	Don't be ashamed to cry

	You gotta be
	You gotta be bad, you gotta be bold
	You gotta be wiser, you gotta be hard
	You gotta be tough, you gotta be stronger
	You gotta be cool, you gotta be calm
	You gotta stay together

Sometimes when I’m having a rough day in my class, I find out later that many of the classes had a rough day. So these words fit that feeling of going in with a plan, but the day unfolds differently. We all focus on doing what we have to do to get through the day, hoping for a better one tomorrow, keeping our cool, and helping each other stay together and get stronger as teachers.

I think my calling to teaching, and in particular special education, started early in life. I remember going camping as a child with another family who had foster children, and I was always so drawn to some of the most needy kids. When I was a little older, my mother worked in a special needs group home and would occasionally bring one of the residents home; again, I was drawn to him. Even in high school when I was given an opportunity to volunteer with a special needs church group, I jumped at the chance and stayed with it for years. Despite all of that, I started college as a business/accounting major. By the end of my first year, I knew that wasn’t for me (and that I was probably fighting against my true passion), so I switched my major to Elementary and Special Education. My vision was, and still is, to just help the kids. I absolutely love the piece of my job that is figuring out what a student needs and what will make them successful and then seeing the change as they realize they can do things that they always thought were so hard.

Greene says, “Bridges were built between the community and the school. Diverse young people and their parents came together, each from her or his location, to pursue something they all thought worth pursuing” (p. 274). Her message is that when people share a purpose, or a goal, and find ways to share experiences and open communication, stronger communities result. Aguilar states, “Resilience will bring communities and educators out of our silos and into healthy camaraderie. As we strengthen our resilience, we’ll have more energy to direct toward participating in transformational school change” (p. 13). So it seems, we must do the work to understand ourselves and improve our own resiliency in order to create real change in our communities.

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1.  I always think about personal connection when I read or listen to music. It is what draws me to songs, movies and literature.. When I read the book Simon vs. The Homo Sapiens Agenda by Becky Albertalli and watched the movie made from the book, Love, Simon I felt many strong connections to my life.  When the book came out I was an English teacher and the line, “because every English teacher is a comedian.”(p 63) made me laugh out loud.  I loved being an English teacher and the creativity that I was able to express in my teaching.  Though the English teacher in the book, Mr. Wise, does not end up being the champion teacher that I see myself being, the drama teacher of Ms. Albright is who I strive to be as a teacher. One who stands up for kids, lets them speak their voice and gives them freedom to grow.  By the time the movie came out I had transitioned from being an English teacher to a Dean of Students and a new character spoke to me. Mr. Worth, the vice principal of Creekwood High School, was the type of educator and leader that I could relate to and again, strive to be. He wasn’t afraid to show his whacky self, to embarrass himself, to make connections with kids in whatever way was necessary in order to get through. In the movie, Ms. Albright’s character was diminished and Mr. Worth, played by Tony Hale, took some of her actions over. In the book after homophobic slurs were written on posters, Ms. Albright addresses the students with corrective language and reads from the student code of conduct. A student sitting in the audience says, “It’s got to freaking suck to be a teacher” (p221). And this is how I feel sometimes when asked to do the discipline portion of my dean job.  I agree, sometimes it does suck to be a teacher. Both the book and the movie lent itself to numerous connections through its gay characters, emotional roller coasters, technology violations and strength.

1. My decision to be a teacher, specifically an English teacher,  came from a book I read somewhere in middle school The Cat Ate My Gymsuit by Paul Danziger. In that book the teacher, Ms. Finney, was unlike any teacher I had experienced. She let the kids call her by her first name, she had creative ways to teach, she had Finney’s Friday Flicks and served popcorn. That was it, I wanted to be like Ms. Finney from the first reading of the book and never really waivered from that goal until I hit college. In college I graduated with an elementary education degree and a concentration in English after having taken as many of the weird English courses I could. If you ask me if I read the classics, the chances are slim. If you want to know about the Vietnam War or African history via literature, I’m your girl. During my student teaching, I became very disillusioned with teaching though. It seemed to be so political and I graduated with the desire to do anything but teach. So I traveled and then worked as an adult educator in a factory that recycled computer parts from TV’s and PC’s.  It was when the factory began failing and I was put on the factory floor that I thought to myself, “ I have a college degree”. I received a secondary English degree in the few years that followed and attempted to become the English teacher that I had wanted to be in 1983. I finished up with teaching English just a couple of years ago and moved into behavior and discipline role at my middle school, but my favorite genre to read remains young adult literature and I continue to try to work via personal connections with students and allowing for a sense of voice.

2. The connection between our personal resiliency, its impact on our students and their own sense of belonging is one that cannot be ignored.  Greene describes a democratic “community-in-the-making” (p274) where students, parents and educators came together to fulfill a vision of what their community could look like while embedding the traditional academic skills in their work.  Aguilar points out that our resiliency starts with who we are and where we are. Those ideas of self growth stem from , in part, our, “Sociopolitical identities...cultural and economic context…”(p8).  She states that, “the sociopolitical, cultural and economic context in which we work affects our resilience”(p8). When our own resiliency intersects with our students’ sense of community it can lead to strong social emotional ties for all the involved parties because we share the vision of where we are and where we want to be. The students support the educators emotional resiliency and the educators model resiliency to the students through shared experiences.

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1. I tried to think of a hip-hop song that I could use to parallel my work ife, as I am a big fan.  However, it came to my attention that even though hip hop is my music genre choice (when my kids aren’t in the car), I’m just not quite that cool!  I did a 180 and decided that I most identify with Poppy from the movie Trolls.  I am very upbeat at work and tend to see the positive light in things.  I like this about myself, but I know it can grate on others.  In the movie, Trolls, Poppy tries to get through hard times that don’t quite line up to what we see literally played out in classrooms, but she does so with song, dance, hugs, and always a positive twist.  When going to save her friends from Bergentown she sings,
"Looking up at a sunny sky, so shiny and blue and there's a butterfly
Well, isn't that a super fantastic sign
It's gonna be a fantastic day
Such marvelousness
It's gonna bring, got a pocket full of songs that I'm gonna sing
And I'm ready to take on anything
Hooray!
Some super fun surprise around each corner
Just riding on a rainbow, I'm gonna be okay"
This year I feel like it is my colleagues who have been captured by the Bergens and teaching in 2020 is like living in Bergentown.  No one is happy and people think they have to eat others in order to find happiness.  Thankfully, no one is eating one another, literally, but there’s definitely a lot of “biting each other’s heads off.”  I feel more than ever that my Poppy Positivity is necessary, but it’s not always wanted!
2. My mom was a teacher and for the longest time, I said that I didn’t want to be a teacher because of it.  It seemed like too easy of a path (not the career itself but the choice to become a teacher).  I wanted to explore more options; I wanted something more prestigious.  However, as senior year rolled around, I was working with kids as an afterschool care provider and swim coach. In addition, I figured out that someone who fears public speaking shouldn’t go into communications. I applied last minute to a few colleges and majored in Elementary Education.  However, that wasn’t the end!  My internship placement was in a first-grade classroom in Burlington, Vermont.   I had a “yeller” or a mentor teacher and it hurt me to watch her yell at these kids.  I thought to myself that I could never do that!  At the same time, I started coaching the older kids on the swim team.  I loved working with them; we had great discussions and I liked getting to know them as people.  So, again, in the final hour, I changed my mind again.  I went on to grad school in Secondary Education and fell in love with teaching middle-grade students.
3. My annotations show signs of excitement when I got to page 274 in Greene’s article.  This has to do with the fact that my research question in our last class was focused on the idea of activism and culturally relevant SEL.  This section really stood out to me personally because it seemed to really harp on the idea of empowered youth as essential to education. To me, this connected to “Cultivating Emotional Resilience,” because Aguilar seemed to focus on the idea of systematic conditions being a factor that weighed heavily on our ability to cultivate resilience and transform schools (8).  To me, Greene’s thoughts about using “skills” learned in school not just to do math, read, write, etc. but to bring about change to themselves, their communities, and their families would tie in with addressing these systemic conditions.  It seems as though these same practices would foster resilience in students as well as with teachers.  Aguilar also speaks to these systematic issues when addressing the importance of our context in our own resilience  (9). I can see how empowering the members of a school community to change these systematic issues would indeed improve the resilience of those community members and at the same time improve the context in which they were learning/teaching.

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“I’ve learned that people forget what you have said and what you have done, but they will never forget the way you made them feel.”
I have heard this quote many times before and I feel that as a counselor it hits home more than ever.  Working with little ones, sometimes you just don't know when that moment is when the light bulb comes on because they are still developing their communication skills but, children can feel emotions in their hearts even if they do not have the words to express it and they will remember the way you make them feel, good or bad.

I was never a teacher in the TK-12 sense.  I have taught at a collegiate level and have enjoyed that immensely.  But there is a difference teaching little ones compared to college age students.  I have always been and see my future as always being a Counselor.  I began as a college counselor and for the last 4 years have been an elementary school counselor.
My initial calling was in undergrad.  I knew I wanted to help people but did not know how.  Then my last quarter I stumbled across the graduate program in Counseling and knew it was my calling.  I felt it inside me.  Then, the first quarter I was working with foster youth children.  I fell in love with these kids.  I had never experienced that type of love before.  Those kids needed me and appreciated everything I had to offer them.  (even the runners).  The rest is history.  I’ve been in my field for 10 plus years and know that it is the grace of God that guided me here and has placed me at the site I’m currently working at.

Greene brings the idea of ‘community’ to the teaching realm.  His thoughts are that community has a great relevance to our schools.  Aguilar builds on the idea of resilience and school leaders building that resilience in their teachers.  In building resilience, a sense of community is brought forward by default.  Therefore a sense of emotional resilience can be built on a school campus if the school leaders are willing to build up the teachers.

- Megan Andrews

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Maxwell Green (2000) introduces us to the quote from Ardent (1958) “...a new beginning as she or he brings into the social grouping something ‘which cannot be expected from whatever may have happened before’.” This is a statement that must be thought of and considered.  For those who have been the new person or if one has had to start their experience over in a new context, we must begin to shed the expectations of the status quo and incorporate the perspectives of others, especially newcomers. As education evolves and the stakeholders expand, growth can be found in these considerations. If I had to relate my work life to a show, I would choose The Good Place (Schur & Hyman, 2016). The Good Place is a light-hearted comedy following four individuals who have died and now find themselves in the afterlife. The main character, Eleanor, quickly recognizes that her placement in what she believes to be heaven is an accident. She quickly realizes that to remain she needs to shed her poor behavior patterns from her life on earth. She connects with three other former humans who may not be placed correctly. During this time the architect of the good place, Michael, is actually a demon who started out conducting a torture experiment on these former humans by creating the good place, which is actually hell. Michael ends up befriending the group, identifying that the statistics used to place an individual in heaven or hell are outdated and flawed. The show highlights all of the attempts to have the former humans access the good place while constantly being challenged by demons wanting them to remain in hell. This year I am in a newly expanded role. I have gone from leading a department within special education and now adding the additional leading of the universal social-emotional learning team for general education as well. Although not an accidental placement in this role, I am a novice in many aspects of this additional role and often feel like an imposter as I lead teams to expand their thinking of how we instruct and support students beyond reading, writing and math. Like Eleanor, I’ve aligned myself with others who have begun to see the importance of how embedding SEL throughout the school day can improve overall performance and outcomes of students; individuals who believe that now more than ever we should be addressing social emotional needs, equity and the health and safety of our students, families and community.  Like Michael discovered outdated practices in The Good Place, we are identifying our current practices of teaching to the test, taking disciplinary approaches to student support needs, curriculum wrought with historical inaccuracies, and systemic practices that further disenfranchise youth from minority groups. We are having conversations, taking workshops and trying new things to move us towards remediating some of these outdated practices. Our goal is to make school not just accessible for all, but better for all students. Similar to the characters of The Good Place, our work is often a battle with demons. We face individuals at both the teaching and administrative level who want to maintain the current practices and a society that also struggles to address the importance of mental health and the inequities of race, class and gender as well as systemic racism. However, with each day - like each episode - we take actionable steps to be more authentic with our support and teaching of students, to rectify the inequities in our classrooms, schools, and curriculums and chip away at policies and practices that further disenfranchise our youth.  So we can make school and eventually the community The Good Place on earth.

She was going to be a research scientist; determined to research the neurological underpinnings of autism spectrum disorder. Her experiences with her brother drove her desire to find answers.  One day, her department in the university was approached by a local school district. A child affected by autism spectrum disorder had aged into the district and they didn’t know how to educate him. They were hoping the behavior analysis department may be able to help. It was then VIctoria Ryan hung up her lab coat and got to work. She did not become a teacher, she became a Board Certified Behavior Analyst. She tackled the issues of quality programming for individuals affected by autism spectrum disorder in the public school setting.  Working amongst teams of special educators to move the needle forward and expand access to education in the least restrictive environment for these exceptional children. However, her vision and reliance solely on specific evidenced based interventions and the resulting data was narrow and often became a barrier to moving the entire educational team forward. As Greene (2000) shares a line from the poet Derek Walcott (1978) “to have loved one horizon is insularity, it blindfolds vision, it narrows experience.”  As the years passed, Victoria began to expand her practice into special education, policy, and curriculum instruction to gain a better understanding of multidisciplinary practices. One might think that her drive was for personal gain, but those that knew her work would say that the support for all students was at the heart of each professional decision she made. As these years passed and the population of teachers and students she supported expanded and diversified, she began to shed her past life as just a board certified behavior analyst and began to embrace her new life as an educational leader.

Maxine Greene’s (2000) work regarding the imagining of the future of public schools illustrates the possibility for education to integrate the school and the community through shared actions and dialogue as well as using these and other opportunities to expand our concept of core academics and learning beyond the binds of curriculum books and classroom walls. Education that moves past equipping students to be future workers, and begins to address their ability to navigate, participate and add value to themselves and their community and that it is through their own individual and collective work they will effect change and successes. This concept will involve schools and educators being asked to do more for students and the community with regards to education and support and to challenge their current thinking, practices and policies by bringing in these voices from the community.  It is this author’s professional opinion that Greene’s thoughts in 2000 have been occurring over the last 20 years with both successes and failures at every level. With the greatness of the task for a school to be a community resource for which many hats are worn, comes the need for resilience. As districts open their school doors to the families of students and respond to family and community needs such as food insecurity, gang violence, and small crises like house fires and deaths, we need to identify how to support educators in navigating the added roles and responsibilities in meeting the greater community need through the lens of a student or classroom on top of the demanding requirements and expectations of standards based education. As Augilar (2018) states in The Onward Workbook we must focus on resilience to transform a school because a lack of resilience leads to a higher likelihood of staff instability, which further impacts student success and performance. If we are going to expand education beyond the walls of the classroom and challenge our thinking to effect change at both the individual and community level as Green (2000) imagines, our educators will need to be able to rebound from the physical, cognitive and emotional setbacks they may experience (Augilar, 2018).  Augilar (p. 6) theorizes that improving individual resilience will allow for more energy and resources to impact organizational and systemic conditions. By understanding, learning and having authentic conversations about who we are, the context we are operating under personally and professionally, the behaviors we engage in, and our dispositions, we begin to improve individual resilience. Greene (p.278) concludes that the future of the school requires a space and a community where diverse views can find ways to be expressed, shared experiences and through these “expand the spaces where deepening and expanding conversation can take place and more and more meaning emerges.” And Augilar (p.1) reminds us in a quote by an unknown author “between stimulus and response there is a sace. In that space is our power to choose our response. In our response lies our growth and our freedom.”  Growth starts with the individual. Having honest conversations with ourselves strengthens our ability to engage in honest conversation with those around us, and within those conversations we have an opportunity to take actions to effect change at the individual, school and community level.

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Jennifer D’Orazio

If I had to live my life over again, I’d dare to make more mistakes next time.
I’d relax. I would limber up. I’d be sillier than I have been this trip.
I would take fewer things seriously.  I would take more chances.  I would take more   
trips.
I would climb more mountains, swim more rivers.
I would eat more ice cream and less beans.
I would perhaps have more actual troubles, but I’d have fewer imaginary ones.
You see, I’, one of those people who live seriously and sanely hour after hour, day after 
	day.
Oh, I’ve had my moments, and if I had it to do over again, I’d have more of them.
In fact, I’d try to have nothing else, just moments, one after another, instead of living so 
	many years ahead of each day.
I’ve been one of those persons who never goes anywhere without a thermometer, a hot 
water bottle, a raincoat and a parachute. 
If I had it to do again, I would travel lighter than I have.
If i had to live my life over, I would start barefoot earlier in the spring and stay that way 
later in the fall. 
I would go to more dances.
I would ride more merry-go-rounds.
I would pick more daisies.
	
					-Attributed to Nadine Stair

There are times in my professional and personal life where I feel closer to being balanced than others.  Recently I decided to stop separating my professional self and personal self.  In my opinion I am one person and separating the two is not only exhausting, but I find it difficult to be authentic.  Currently I am teetering back and forth from laughter to absolute disconnection.  When I am close to being balanced I feel free, light, intune with myself and others. In comparison, to having unattainable expectations, feeling weighed down by responsibilities, clinging to desires, and reliving past wounds. This poem reminds me to let all of that go and to live fearlessly in the present moment. It reminds me to be carefree, instead of worrying about rejection, judgements, self-doubt, and being impatient. It helps me reflect, appreciate my life, and have gratitude for all of the moments that have led up to today. Therefore, the plot of this story would be for me to live life fully in the moment.  

I started teaching children when I was fourteen years old as an assistant at my cousin’s dancing school.  I loved being with the children and watching them grow.  I always felt so proud of them as they performed the choreographed steps I created. They brought fun, creativity, joy and laughter into my life. Not only did I have an impact on the children, but they had an impact on me. Sometimes I feel I learn more from my students, than they learn from me.  One of my biggest passions is learning new things.  So, sharing my knowledge and teaching others to share their knowledge is the right job for me! This is why I became a teacher.  

	 Greenes’s essential message is to build a community by involving the students and the families in authentic real life projects. She states, “Through the building of a community the ground may be laid for an articulate public empowered and encouraged to speak for itself, perhaps in many voices, within classrooms (and corridors, and school yards) people look forward to seeing, across spaces where there can be dialogue and exchanges of all kinds in which persons can speak in their own idiom, avoiding the formulaic, the artificial and the sound-bite.” Aguilar’s Introduction to “Cultivating Emotional Resilience,” indicates when educators cultivate new responses to difficult moments, it is possible for schools to develop into places where everyone blossoms. The connection between the two articles is by educators modeling resilience, the result will be students who have stability and can build relationships within their vocal community. 
	

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1. Greene compares several challenges in education to characters and dilemmas found in television shows and poetry (p. 271). If you had to parallel your work life to a song, poem, show, or book, what would it be? (e.g. What is the plot? Who are the characters?)

If I had to parallel my work life to a song right now I would probably choose Alanis Morissette, Isn’t it Ironic….

Well, life has a funny way

Of sneaking up on you

When you think everything's okay

And everything's going right

And life has a funny way

Of helping you out

When you think everything's gone wrong

And everything blows up in your face

A traffic jam when you're already late

A "no smoking" sign on your cigarette break

It's like ten thousand spoons when all you need is a knife

It's meeting the man of my dreams

And then meeting his beautiful wife

And isn't it ironic, don't you think?

A little too ironic, and yeah I really do think

It's like rain on your wedding day

It's a free ride when you've already paid

It's the good advice that you just didn't take

And who would've thought?

In this comparison, I am the main character.  Other characters are my family and those I work with.  The ironic theme is how my worlds (family and life) have intertwined.  I began my career 28 years ago, working with students with disabilities.  Fast forward many years, to when I have my own children.  What I have learned through my career has assisted me with helping them through the last several years.  My yearning to help my family members who struggle with mental health has led me to this course work as well.  I have met so many wonderful clinicians and mental health providers through work that I have brought into my family's lives to create a circle of support that is so strong for my daughter.  It’s ironic, but not in a bad way, as the song might lead you to think.  It’s ironic that the world brought her to me and I had the tools to help her.

2. Describe the importance of having something to pursue (p. 272) Using a narrative voice in your answer, tell the story of how you became a teacher.  What was your “vision” going into the field? What was your initial calling?

When I realized I wanted to pursue education as a career path I was in high school.  I was sitting after school with my Algebra 2 teacher who often stayed after with me.  She knew I had weaknesses in the area of math and she offered her time freely.  During this time she asked about my family, the sports I was participating in and she shared stories about her family.   It was natural and actually enjoyable.  She showed genuine care for me and I felt trust.  I wanted to do well as a result.  I began to think of how she inspired me and how I wanted to share that inspiration with others.   I knew special education was the direction as well in the summer of my Senior year following graduation.  I worked at Ripton School for their Extended School Year Program.  I was immediately drawn to the classroom and the students. The faculty was like a family.  It felt like home.  Following graduation, I taught at Ripton School for 10 years before it was closed.  That feeling of “home and community” still lingers in my heart.  I have wonderful memories.

3. I could see Greene’s ideas connect with Aguilar’s introduction to “Cultivating Emotional Resilience” in the following manner:

Greene talked about teachers investing thought and energy to invent situations for themselves and their students where all come together and feel a joint responsibility to assure a humane and connected environment.  Aguilar noted that we can also control resilience through our thought between stimulus and response.  I think both point out that there is control in outcome based on our reactions and responses.