Edith Grotberg Theory Of Resilience

Hewitt, M. B. (2005). The importance of taking a strength-based perspective. Reclaiming children and youth, 14(1), 23-26.

Understand how different approaches to promoting positive well-being and resilience in children and young people.

In order to develop resilience children and young people need firm foundations including; Trusting relationships, Structure and rules ,Good role models,

Some children may have a better disposition/character that may make them gain resilience a little easier, for those that don't have such an 'easy' nature, they may need a little more help to gain pse skills to help them build up their

“Resilience: The Biology of Stress and Science of Hope” (2016), is a documentary corelating adverse childhood events (ACE) and chronic medical condition like heart disease and diabetes (Resilience trailer, 2016). Childhood trauma and toxic stress changes a person physically and emotionally (Lee, 2016). On November 29, 2017, I had the pleasure of attending a showing of the film ‘Resilience’ and the panel discussion which followed. The panel consisted of five community leaders discussing the impact of ACEs and the work being done to address the problem. The panel included: Joan Caley MS, ARNP-CNS, CNL, NEA, BC of ACES Action Coalition, Jill McGillis of Clark County Juvenile Justice, Michelle Welton outreach manager for Catholic Charities Refugee Services Program Support, Jonathan Weedman CCTP, LPC the director of operations population health partnerships for Care Oregon, and Sandy Mathenson EdD director of social –emotional learning for Battle Ground Public Schools. The speakers received about fifteen minutes to discuss their respective work and agencies. In this brief review, I will summarize the discussion and deliberate the effectiveness of the presentation method.

Resilience is often an indicator of future success as an adult and can help to protect children against emotional and behavioural problems etc

People face adversity every day, and the main things behind that are having someone to help the child get through it. Parenting is a key factor to helping a child face adversity. By a parent being effective, “steers the child away from wasteful or dangerous abilities, supports of taking on new challenges, and providing guidance and constructive feedback” (Siqueria, 151). By the child being in

Such toxic stress can have damaging effects on learning, behavior, and health across the lifespan. Learning how to cope with adversity is an important part of healthy child development. The most effective prevention is to reduce exposure of young children to extremely stressful conditions. Research also indicates that supportive, responsive relationships with caring adults as early in life as possible can prevent or reverse the damaging effects of toxic stress response (Center on Developing Child, nd). By establishing clear lines of communication between adults and children, and home and school, parents and teachers can help to shape children’s perceptions in informed ways. During times of trouble, when emotions run high, parents and teachers can help children develop the skills necessary to manage their feelings, to confront unpleasant or adverse realities, and to acquire greater emotional stability. In order to support children in better understanding their world, adults may have to help them come to terms with circumstances that are frightening, confusing, overwhelming, or possibly unrelated to their past experience. By providing a safe and supportive environment and a healthy acceptance of all that is good in life, a calm and ready-to-listen adult can facilitate children’s well being, and help to alleviate the fear, dismay or confusion they may feel. In doing so, it is important to honor and nurture children’s sensitivity. Although parents and teachers cannot shelter children from all adversity, they are well positioned to help children learn about the imbalances in the world, to better comprehend their impact, and to find thoughtful ways to strike a comfortable and meaningful balance of their own (Foster & Matthews,

From research it is quite clear that the individual as well as various environmental aspects play an important role in influencing well-being as a whole. Research suggests that increased levels of emotional stress can often coincide with increasing issues in the family, peer groups and in the school. In addition, a child’s resilience and ability to cope with these issues can be affected by their personal

1. How do “effortful control” and “affiliativeness” relate to positive outcomes in children and how do they relate to the “theory of resiliency?” Are these approaches sufficient?

Positive youth development (PYD) and resilience science differ in importance and focus but share many roots, assumptions, concepts, and goals. Both structures are grounded in developmental systems theory; both are focused on a positive adaptation for youth, and both a common goal of promoting positive development. Yet there also are differences (Masten, 2014).Resilience from a PYD standpoint can be defined “as a dynamic attribute referencing the adaptive and mutually influential relation of an individual adolescent and that person’s context” (Masten, 2014, p1018). This meaning that resilience is not in the person or the situation, but in their connection and relationship to each other. Both PYD and resilience have deep roots in developmental theory and they

Vulnerability and resilience among children continues to be a popular topic in research of developmental psychology. The two definitions are closely tied together as they are considered both sides to the spectrum. Schaffer (2006) defines vulnerability and resilience “as the susceptibility to develop malfunctioning following exposure to stressful life events, as opposed to the capacity to maintain competent functioning stress”. If stressful life events are the trigger here, why is it that some children are far more vulnerable, yet others are more resilient? The three studies discussed in this paper will attempt to explain why these differences occur and what can we do to enhance protective factors.

Gilligan, R. (2000) _Adversity, resilience and young people: the protective value of positive school and spare time experiences, Children and Society_, Vol 14 (1), 37-47

My experience last summer with a young adult who had difficulty moving forward with her education spending five years in a two year community college and had a baby in the process, thought me that inherent strength can help people heal and overcome traumatic events by using the principle of the strength perspective which according to Saleebey “is tapping into the visions and the promise of individuals, families or communities” (7). In this regard, as the foundation for healing and rebuilding lives. The evidence supports “people do rebound from serious trouble ( #12). Saleebey claims, “healing requires a beneficent relationship between the individual and the larger social and the physical environment ( Saleebey, 2009 chapter 1

The focus of the Ungar article “Families as Navigators and Negotiators: Facilitating Culturally and Contextually Specific Expressions of Resilience” (2010), is on Psychological resilience on both the individual and family level. Resilience by definition is the ability to become