1. Read article: Bryan, J., Williams, J. M., & Griffin, D. (2020). Fostering edu

1. Read article: Bryan, J., Williams, J. M., & Griffin, D. (2020). Fostering educational resilience and opportunities in urban schools through equity-focused school-family-community partnerships. Professional School Counseling, 23, 1-14. https://doi.org/10.1177/2156759X19899179Links to an external site. or Comp 2B_Fostering Educational Resilience and Opportunities in Urban Schools Through Equity-Focused School–Family–Community Partnership.pdf Download Comp 2B_Fostering Educational Resilience and Opportunities in Urban Schools Through Equity-Focused School–Family–Community Partnership.pdf 2. Review this excerpt from the article and discuss how school counselors can help students build internal and external assets to foster resilience. You can type directly into the text box or upload a word document. Students are at risk of poor school-related and developmental outcomes when environmental stressors (e.g., poverty; homelessness; neighborhoods characterized by crime, violence, and drugs; racial discrimination and language barriers) overwhelm their capacity to cope effectively or when their caretakers fail to protect them from the effects of these stressors (Henry et al., 2017; Wang et al., 1998). Many schools cannot directly reduce the risk factors to which their students are exposed. However, they can, through partnerships, facilitate access to a range of learning opportunities and developmental supports to foster resilience (Bryan, 2005; Bryan & Henry, 2012; Henry et al., 2017). Furthermore, protective factors are the aspects of social and physical environments that promote students’ positive development. Researchers have identified many such factors including caring relationships with others, family support, family engagement with schooling, the availability of prosocial role models, safe neighborhoods, clear and high expectations regarding student performance and success, and meaningful involvement in their school and community (e.g., Bernard, 1995; Henderson & Milstein, 2003; Wang et al., 1998; Williams et al., 2017). Similar to protective factors, developmental assets are those experiences, values, and skills that improve the healthy development and outcomes of youth (Henry, 2014; Sesma et al., 2013). External and internal assets reduce the likelihood of students’ engagement in risky behaviors and increase the likelihood of success (Benson et al., 2011). The external assets (e.g., support, empowerment, boundaries and expectations, constructive use of time) result from relationships and opportunities in schools, families, and communities, while the internal assets (e.g., commitment to learning, positive values, social competencies, positive identity) are personal qualities, values, and skills that guide behavior.