Abstract
The purpose of this qualitative study was to explore the theory that explains resilience for students with ACEs, on a college campus. Past research on the concept of resilience for students with ACEs, indicated that individuals who experience significant ACE exposure in childhood are more likely to endorse negative general, mental, occupational, and relational health outcomes in adulthood. However, past research also indicated that many people who have experienced ACEs are resilient. This study answers the following research question: “What is the theory that explains resilience for students with adverse childhood experiences (ACE)?” The qualitative strategy used in this study was grounded theory. The sampling strategy to recruit participants was through recruitment flyers that were shared with gatekeepers. The participants were 7 undergraduate college students at Clark Atlanta University, who have experienced some form of ACE. The data method collection included semi-structured interviews that took place in person and online. Validation strategies included rich thick descriptions and peer reviewing. Results were coded into the following themes: Adversity to strength, Intentional healthy healing, Meaningful relationships, Beneficial actions, and Spiritual or self-guided belief. The findings indicated that students who have experienced adverse childhood experiences (ACE), must go through a process of transitioning from adversity to strength through intentional healthy healing, meaningful relationships, beneficial actions, and spiritual or self-guided belief in a better future. The results of this study can contribute to the field of educational psychology and help initiate positive change for students with ACEs and mental health practitioners.
Keywords: adverse childhood experiences (ACEs), resilience, students, post traumatic growth, post traumatic resilience