Resilience is a concept that is easy to explain, but difficult to promote in society and even more so in the university educational environment. One of the challenges of our research was to relate, analyze and reflect on resilient practices among universities through a creative method: postcards of resilience. This contribution presents a part of qualitative research with mixed analysis methods that explores degrees of resilience of students from the Università Cattolica del Sacro Cuore di Milano and the University of Barcelona through an exchange of postcards during the months of total confinement in Spain and Italy during March and April 2019. According to Rodríguez-Fernández et al. (2018), resilience would be the adequate coping that a person makes during his or her life development in the presence of adversities or a significant exposure to some type of risk that could lead the person most likely to psychosocial maladjustment (p. 89). In addition, Cyrulnik (2011) states that "The most effective resilience factor, the one we regularly find in studies done over the long term, is the weaving of a stable emotional bond” (p.93). The European lockdown occurred in spring of 2019 due to covid-19 pandemic affected university students in several dimensions: emotionally, socially, psychologically. That led to a disengagement for studies. In this way, we as teachers decided to change our teaching practices and propose creative methods with the aim of weaving bonds between students. On the other hand, creative methods are useful to overcome life changes and relieve tension (Boys Webb, 2006; Irwin, 2006; and Theron, 2012); bring reflexive awareness (Archer, 2017) and community health (Siles, 2019). For this paper we will focus on one of the creative methods used: postcards of resilience. During two weeks, students from University of Barcelona and from the Universidad Católica de Sacro Cuore Milán (UCSC) were sending postcards between themselves without knowing each other. The results reveal how the postcards worked as visual-textual resilience devices, allowed to create affective bonds between students who did not know each other previously, as well as to activate empathy strategies between them and the situation they were living in.

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