How Self Regulation Impacts Resilience

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

In the case of many inner city youth who are often confronted with numerous external stressors (i.e. low-income urban setting) and developmental stressors, they

In the article, “How Kids Learn Resilience,” author Paul Tough introduces a staggering new statistic that 51 percent of public-school students in the United States fall below the federal government’s low-income cutoff (Tough, 2016). This shocking statistic to get our attention and address an even bigger problem involving the challenges of teaching low-income children. Before writing this article, Paul Tough wrote a book called, How Children Succeed. This book was written in 2012 and explored the benefits of teaching children non-cognitive skills. He talks about the success of his book and how schools across the country have been embracing the notion that educators should be teaching grit and self-control. However, while educators agree with

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

The specific characteristics discriminates between young people who live life with high potentials for success versus those who fail. Youth at low risk exhibits strength and potentials in the 5 C’s however, high risk youth lack and have deficits in one or more of these skills. When comparing the 5’ C’s to Neens life, it is obvious she lacked skills in more than one which put her at inevitable risk for substance abuse, youth delinquency, and

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

Is resiliency (a variable associated with the self, and one that is expected to have the biggest impact on the maltreatment-school performance link) more readily learned/acquired in the home or school context?

Adults can help all children become resilient children by just being supportive parents. Parents must develop a caring relationship with the child. Being empathetic by attempting to validate and appreciate the child’s point of view on things. Having effectively communication and being an active listener. Giving the child the opportunity to respond in ways that avoid power struggles by not interrupting the child with how they supposed to feel. Making the child feel appreciated and special. Also, being a positive role model and receiving help from the community. This can also help the child gain their inner strength skills with confidence, critical thinking, self-control, responsibility and the positive outlook on things and participation.

The journal titled Children and Youth Services Review published an article in 2014 by researchers Tessa Bell and Elisa Romano. This article is Child resilience in out-of-home care: Child welfare worker perspectives. The authors chose to interview child service workers to discover any missed information, since most other studies on this topic have focused on interviewing the children, foster parents, and the child welfare system as a whole. They decided to study children in out-of-home care because they often experience mistreatment consequently, their resilience, or lack thereof, may be more easily detected. That is not necessarily the case resilience is abstract, not easily measured, but for this study it was defined as: “low frequencies

Their aim was to test resilience and examine it between the violence and aggression of middle school and high school students. They claim that bullying has a huge effect on kids in schools and that some may cope and deal with it differently depending on the support and feeling of belonging at school and within their homes. They had 373 students grades 7-10, 54% were girls, 53% were White, 26% were Hispanic, and 56% were economically disadvantaged. Aggression, victimization, perceived family and school connectedness and demographic variables were measured in the study. Results showed that over time there was a decline in aggression due to the resilience process the kids had gone through over time and the closeness they had with their families as they got older. It also showed that the more a child felt they belonged in their school and the more they had the feeling of being protected and supported it compensated for the negative and lowered the aggression rates.

Adolescents face a conundrum of developmental challenges as they navigate through traumatic experiences and make positive use of healthy coping skills. Self-awareness and self-regulation are two important skills

One of the social issues facing children of poverty is emotional trauma. This sort of trauma has a great impact on a child’s self-efficacy. The emotional climate can often be very stressful and emotionally depriving. The lack of emotional nurturing can lead to feelings of alienation, inadequacy, depression and anxiety. Aggressive or impulsive behavior and social withdrawal can also result. Emotional security and self-esteem

These findings were evident when deprived orphans from Romania were adopted to amorous families living in the United Kingdom. Following the adoption, cognitive and physical growth increased. These children had the ability to continue their growth through wise choices, enhanced education, and take advantages of new opportunities (Alvord & Grados, 2005). Finally, Berger (2008) explains “Adversity must be significant. Some adversities are comparatively minor (large class size, poor vision), and some are major (victimization, neglect). Looking at adversity from a humanistic perspective we need to recognize individual differences, such as culture, gender, and emotional experiences. Keep in mind, resilience is not a personality trait, it is a process.

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

First of all, I would like to define what resilience is. Major scholars believe it is the process to recover from trauma, or the ability to respond to adversity. According to Sergeant and Laws-Chapman (2012), resilience refers to “the ability to adapt to adverse conditions while maintaining a sense of purpose, balance, and positive mental and