A focus on children who are expected to do poorly based on risk factors (e.g., poverty), but do well and those who are expected to do well, based on lack of risk factors (e.g., affluent children), but do not is at the core of the resilience paradigm. Increased efforts to understand the role of resilience in child development have been central to asking pivotal questions, such as “Why are some children who grow up in high-risk environments able to cope with these challenges successfully while others are not?” and “What are the protective systems of an individual and of the social, cultural and religious contexts?” (Masten & Wright, 2009).