Of Gods and Men and community resilience: teaching PsyCap through film Open Access

Recent events such as the global health pandemic have altered how communities interact, both locally and globally. The pandemic expedited the Great Resignation and caused global inflation to rise 7% in 2022 (Council on Foreign Relations, 2024), forcing citizens to re-examine spending habits. The challenges induced by the pandemic and other contemporary events highlighted the relevance and value of learning and bolstering PsyCap. While self-help books have grown in popularity and are easily accessible, some may lack sound supportive research and are not always considered evidence-based methods. PsyCap, however, is rooted in research and has been proven to be more effective when developed together than if individuals develop HERO independently (Luthans et al., 2015). Educators can cultivate PsyCap through PCAs to round out curricula with tangible examples of PsyCap in practice.

Studying PsyCap HERO—Hope, Efficacy, Resilience, and Optimism—alongside leadership theory is crucial because these positive psychological mindsets directly influence leadership effectiveness. Leaders with high PsyCap are better equipped to inspire and motivate teams, adapt to challenges, and foster a supportive, growth-oriented environment. By integrating PsyCap with leadership theories, we can understand how these personal resources help leaders maintain focus, enhance decision-making, and build trust, ultimately driving both individual and organizational success in dynamic, often uncertain environments.

In an introductory leadership theory course towards the latter end of the term and once adult learners have gained a wide survey of leadership theories, the film Of Gods and Men may lend itself to the learning and application for HERO capacity by permitting viewers to observe leadership practices, lived-experience, and learn from monks serving a community in political and religious instability. This film offers a powerful narrative for exploring leadership theories, particularly transformational and servant leadership. Transformational leadership and PsyCap work in tandem to allow leaders to provide awareness and understanding of moral values that allow followers “to go beyond the goal of the collective good” (Yuwono et al., 2023, p. 16). In doing so, followers are more open to engage in activities that are outside their scope of work to help increase organizational citizenship behavior. We vividly observed this notion with the monks deliberating their decision and committing to a greater cause that aligns with their purpose in the community they served. Furthermore, Clarence, Devassy, Jena, and George (2021) highlight the synergy between PsyCap and servant leadership, noting that servant leaders can foster supportive relationships and positively influence followers' attitudes, leading to constructive behaviors and improved performance within the community. Through these relationships, servant leaders are particularly well-suited to teach and embody HERO, empowering followers to drive positive change and build character.

Set against the backdrop of a group of Trappist monks facing a moral dilemma during the Algerian Civil War, the film illustrates themes of self-sacrifice, ethical decision-making, and leading with compassion. The monks' commitment to their community despite personal risk reflects servant leadership, while their ability to inspire and transform those around them highlights transformational leadership. This film can be used to discuss how leaders navigate crises, lead with integrity, and build trust in morally complex situations. This film is an evocative story because it provides a teachable moment to the complexities of contemporary challenges, a compelling activity for leadership theory courses. This paper will more specifically integrate a real-life account of four of the eight monks (Christian, Christophe, Luc, and Amédée) with a focus on how they demonstrate the practices of HERO.

Hope is described by Lopez (2013a) as “the belief that the future will be better than the present coupled with the belief that you have the power to make it so” (00:24-00:36 min). Snyder et al. (1991) characterized hope as a human strength manifested in capacities to: (a) clearly conceptualize goals (goals thinking), (b) develop the specific strategies to reach those goals (pathways thinking), and (c) initiate and sustain the motivation for using those strategies (agency thinking).

In differentiating hoping from wishing, Lopez (2013b) offered that wishing is an idea with no action whereas hope invokes action and motivation, recognizing that “hope is not simply an attitude or belief that benefits us in some mysterious way… but it also changes our day-to-day behavior. How we think about the future has a direct influence on what we do today” (p. 21). A servant leader who envisions a positive future and is committed to the growth of people may cultivate hope by identifying a sense of purpose and direction that further empowers followers to reach their potential, calling, and collective mission. Hope is demonstrated throughout the film Of Gods and Men (Beauvois, 2010). Luthans et al. (2015) share that “hope is tightly intertwined with the individual’s ability to imagine a better future” (p. 86). For example, when Christian (the prior), Célestin, and Amédée (the eldest monk and one of two to avoid capture) meet with villagers, Célestin mentioned they were like birds that did not know when they would leave. The village woman responded, “We're the birds. You are the branch. If you go, we lose our footing” (01:01:29). In sharing her perspective, the woman impressed upon the monks how much they view the monks and monastery as a beacon of hope. With the monks’ presence, the villagers have faith that life will be better. The villagers depended on the monks as they provided services to the village, such as medicine, food, clothing, and prayers. Access to resources provided both the will and a way for the villagers to live in their environment, which fostered hope within the village.

• (1)

  The monks choose to remain in the monastery, despite knowing the risks. How do their faith and sense of purpose fuel their hope? In what ways does this hope give them strength to stay committed to their mission?

• (2)

  Can you identify moments where hope wavers among the monks? How do they restore hope individually and as a community? How does their collective hope impact their ability to face adversity?

• (3)

  Who do you know that inspires hopes in others? Write about what they do to cultivate hope.

• (4)

  Think of a time when someone’s actions provided hope for you. Write about how you can honor this hope, even in small ways.

Efficacy at the individual level is defined as possessing confidence and putting in the required effort to overcome challenging situations (Luthans et al., 2015). Community efficacy incorporates the ability to act as a team and draw upon one’s individual confidence to manage difficult situations (Faulkner, Brown, & Quinn, 2018). Self-efficacy beliefs inspire individuals to take control of situations instead of embracing hopelessness. Self-efficacy and community efficacy should be distinguished when it comes to citizenship in communities, since collective efficacy changes how communities engage and influences action. Research also found that engagement with community members, individual self-efficacy, and community efficacy are all important aspects to help strengthen individual citizens of a community (Eidhof & De Ruyter, 2022).

Another component of efficacy is the idea of efficacy expectations and outcome expectations. Efficacy expectations focus on the outcomes of the personal self and the personal expectations of an individual’s action. Outcome expectations focus on the general products that result from an action taken (Gecas, 1989). In both efficacy and outcomes expectations, servant leaders may foster efficacy by supporting followers’ growth and confidence through resources, mentorship, and encouragement so they feel both capable and competent in their roles.

Of Gods and Men (Beauvois, 2010) illustrates efficacy at the individual and community levels. On an individual level, each monk is adept at their specific tasks. While Christian is not solely responsible for deciding whether the monks stay or leave, he runs the monastery, and the other monks approach him for advice (01:03:26, 01:15:19, 01:19:46). Luc, the town medic, effectively provides clinical care for the villagers (00:07:05). As a community in themselves, each monk methodically carries out their own tasks, thereby ensuring the monastery runs properly (00:03:07-00:22:35). Further, the monks have a strong belief that they can continue to bring prayer and hope, demonstrated in various conversations with villagers (01:01:29). Their decision to stay in the unstable region demonstrates their confidence in their collective ability to guide the spiritual path of the entire community, while showing love towards their “enemies,” both the government agents and terrorists (00:56:33, 00:40:12 respectively).

Reflection Prompts:

• (1)

  In what ways do the monks demonstrate efficacy in their roles, both within the monastery and in their interactions with the local community? How does their belief in their ability to fulfill their spiritual and humanitarian duties influence their actions?

• (2)

  What role does efficacy play in maintaining the monks' sense of control over their situation, even when events spiral beyond their influence? How do they draw upon their personal and collective strengths to sustain their sense of efficacy?

• (3)

  Reflect on an instance where you exhibited a high level of efficacy in your ability to succeed during a difficult situation. Examining this moment, how can your efficacy play a role in future scenarios where consequences may affect those around you?

Resilience research stems from work in developmental and positive psychology (Luthans et al., 2015). Individual resilience is defined by the American Psychological Association (2018, para. 1) as: “the process and outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral flexibility and, adjustment to external and internal demands.” Barasa, Mbau, and Gilson (2018) apply these to the organizational setting, defining organizational resilience as “... a system's ability to continue to meet its objectives in the face of challenges,” and is comprised of both planned and adaptive resilience (p. 491).

Christian’s journey in Of Gods and Men (Beauvois, 2010) is a lesson in both individual and organizational resilience. Through his eyes, the viewer experienced the impact of leading a group through an incredibly dangerous and stressful time while also managing personal emotions. Throughout the film, Christian took time to contemplate and study the sacred text of the surrounding community (00:09:28), and an especially poignant scene captured him taking a long walk alone to consider the fate of himself and his brothers (00:52:10). Both illustrate the importance he placed upon living by his values, which Luthans et al. (2015) note as an important component of PsyCap resilience.

Christian’s servant leadership style also changed and adapted to include listening, empathy, and a democratized vote on whether to stay or leave the monastery, echoing his recognition of the need for behavioral flexibility (APA, 2018, para. 1). The change allowed the monks to unify, and their collective decision to stay demonstrates cohesiveness, collaboration, and a sense of community which are core components of PsyCap resilience (Luthans et al., 2015).

Reflection Prompts:

• (1)

  The monks face severe internal and external crises. How do they demonstrate resilience in the face of fear, doubt, and the very real threat of death? What are the key factors that help them maintain their resilience throughout the film?

• (2)

  Discuss a scene where a monk struggles with his decision to stay or leave the monastery. How does he eventually tap into resilience to move forward? How do the relationships between the monks contribute to their individual and collective resilience?

• (3)

  How does the film highlight resilience as more than just endurance, but as a deeply spiritual and moral commitment to a greater purpose? In what ways can this depiction of resilience be applied to leadership challenges in real life?

• (4)

  When have you had to adapt to circumstances in order to become more resilient? Were the outcomes impactful only to you or to the community?

Optimism as a PsyCap construct extends beyond the daily use of the word optimism, which may represent optimism and pessimism as juxtaposing positions, favoring a trait-like definition where optimism is an attributional style for explaining why events occur and is open to development. Optimism explains positive events with an introspective lens, considering the personal, permanent, and pervasive causes whereas pessimism does the opposite (Youssef & Luthans, 2007). Optimism and pessimism as explanatory styles are captured throughout Of Gods and Men, particularly when questioning the group’s service role in the community. For example, at one point Christophe (a monk who experiences internal conflict regarding his vows) challenges the value of accepting death as a likely consequence of staying in the village (00:29:43). This concern led him to vote to leave the monastery for safety, a fear reiterated by his later praying through tears (01:09:47). Witnessing the community suffering overwhelms Christophe, though he garners strength from his fellow monks, most of who were steadfast in their commitment to stay. This commitment exemplifies the optimism that their decision to stay is the correct decision because this determination ultimately transcends the conflict developing in the region.

For optimism to be considered trait-like, and therefore eligible for inclusion in PsyCap, it must be a developable characteristic. Further, it must be flexible and realistic, where it can change as the situation changes and openly acknowledges reality, transcending beyond mere wishful thinking (Luthans et al., 2015). These criteria are captured in the film where the monks align themselves in their thinking and have a second vote, where they unanimously decide to stay in the village, willingly accepting the consequences (01:24:41). They attribute the situation as external to their control, temporary, and situation-dependent, foundational characteristics of an optimistic explanatory style (Seligman, 1998). This represents an evolution, particularly for Christophe, who had first argued passionately against remaining among the villagers.

Reflection Prompts:

• (1)

  Can you identify specific scenes or interactions where optimism is tested or questioned? How do the monks reaffirm their optimistic perspective, and how does this shape the way they respond to the hostile environment around them?

• (2)

  The monks' optimism is not based on an assumption that they will survive, but on their belief in the value of their mission and life choices. How does this nuanced form of optimism differ from naïve or blind optimism? What can leaders learn from this kind of balanced optimism when leading through difficult times?

• (3)

  Reflect on a time in a group setting where a circumstance seemed bleak and where your optimism adapted to changing circumstances. How did you remain positive and sustain your morale to achieve the desired outcome?

Of Gods and Men is a film replete with examples of the elements of PsyCap and is prime for explication of leadership theory. As Wegner (1977) noted, it both educates and “show[s] the world as it is” (p. 8) because it is based on a true story relevant to contemporary times. Within an adult learner setting, self-reflection and group discussion exercises can help individuals both identify HERO qualities and recognize opportunities to further develop them. Within Bloom’s (1956) and emphasis on knowledge and understanding, self-reflections and group discussions may contribute to the outcomes of (1) identifying and (2) describing HERO dispositions in leadership practices. Both outcomes can be assessed through personal reflection assignments and in-class group discussions while viewing the film in multiple segments. Viewing the film with students also allows educators to formatively evaluate and reflexively shape the capacity to identify and describe HERO dispositions in leadership practices.

Considering how Lopez (2013b) posits that positive thoughts about the future directly impact imminent concerns, learners can explore the benefits of hope through perspective taking exercises. In the film, the monks prayed for themselves and their community based upon the hope that a loving Creator was listening and could intercede. Prayer can be a powerful exercise in hope, but for those who do not identify as religious or spiritual, writing a letter to oneself either from the present to the past, or from the future to the present, can accomplish the same goal. This reflection can help bolster self-compassion, recognize instances where positive outcomes occurred despite initial negative predictions, and broaden perspectives in order to find creative approaches to difficult circumstances. In a classroom setting, adult learners can discuss how they stayed, or could have stayed, motivated during collective adverse circumstances.

An organizational setting also lends itself well to an exercise to foster community efficacy. The monks demonstrated how utilizing each other’s strengths and having compassion for each other’s weaknesses led to a strong brotherhood and a successful outreach in the community. The monks gently yet directly encouraged Christian to adopt a more democratic leadership style. Christian exemplified servant leadership through active and empathetic listening with his fellow monks, the surrounding community, and even the soldiers. This approach bolstered and inspired the monks as they grappled with their decision to stay or leave. Using the microcosm which already exists in an organization or institution, adult learners could share what strengths they see in each other for a real or imagined task. This group discussion can be used to demonstrate those strengths and to encourage each other as learners exercise personal capacities and further develop new ones. During personal reflection, participants can reflect on their individual contributions and how the combined efforts assisted in completing the project’s goals.

In terms of resilience, examining how the monks evolved throughout their journey and recognizing that failure is an essential component of learning could be invaluable. The film depicts that faith is a complicated process, and that struggling with one’s purpose during extreme adversity and danger is normal and healthy. Christian modeled acceptance and compassion for his brothers’ changing feelings. Applications of Christian’s approach might involve individual journaling about personal failures, including the emotions experienced, changes that resulted, and lessons learned. Additionally, researching a historical figure or someone personally known who demonstrated resilience and effectively navigated or even capitalized on failure can be particularly meaningful. In both activities, learners can identify the values which either they or their chosen subject relied upon for strength and purpose. Finally, sharing failures within the context of a psychologically safe group setting, such as a classroom, could help normalize that failure is part of growth and success and that internalizing it can be both unproductive and damaging.

To underscore the developmental nature of optimism and the necessity for it to be realistic and adaptable, individuals can analyze the film alongside a recent shared experience, whether of historical significance or specific to their peer group. They should identify instances where optimism was or was not employed and examine how it influenced their journey through the situation. In a classroom setting, learners can collectively discuss how they maintained an optimistic outlook during their challenges and personally apply these insights to future situations, encapsulating foresight as a trait of servant leadership.

As shown in existing research, PsyCap is a powerful tool for helping individuals and communities not only cope with stress but also thrive in challenging circumstances. PsyCap principles can be effectively taught through film and other accessible learning activities by leveraging PCAs. Of Gods and Men is especially well-suited for teaching PsyCap to adult learners. This true story vividly illustrates the strength of community resilience and serves as a catalyst for meaningful in-class discussions and explorations, examples of which have been highlighted in this article.