Questions On The Theory Of Resiliency

In article How Kids Learn Resilience, Paul Tough argues that stress can push a child into a cycle of failure in school, harmfully impacting a child’s education and outside life. He claims that stress is apparent in every student’s life; however some have more and this stress has a direct connection on the child’s success both in school and out. Stress can be caused by many things, such as economic, family, or even social problems. The stress prevents a student from staying focused in school because they are distracted by other problems. Since they are not able to focus, they do not perform well at school, leading to bad grades, which leads to more stress. This cycle continues and the student is unable to learn as the workload gets more complicated.

Provide examples of influences on children’s effortful control that you have observed in your own family and other families who are close to you.

Lewis (2013) explains the ability to control your emotions does not begin until a child nears the age of six (as cited in Berger, 2014, p. 276). The need to maintain control of feelings and emotions remains important throughout adulthood. It would not be normal for a 38-year-old lawyer to throw a temper tantrum in the courtroom because they did not win a case. Not everyone is great at controlling their emotions, but there is always room for improvement (Berger, 2014). A child is not born with this control, nor can one learn it on their own. Morris et al. (2007) discussed the importance of parents, teachers and other adults that may be in a child?s life to instruct and inform children of appropriate ways to manage their feelings for them to learn or develop over time (as cited in Berger, 2014, p. 276). It is the same aspect as manners. A child does not come out of the womb saying ?please? and ?thank you,? but must be taught to use such mannerisms. Eric Erikson explained that children believe they can achieve any goal just as long as they keep trying because their view of their abilities is not yet within reason (Berger, 2014). A child may see a fish breath underwater and believe they too can breathe while swimming

Over decades, the research of resilience has developed from understanding individual’s resilience qualities and protective factors, to the process of resilience and the interventions that promote resilience (Richardson, 2002; Wright et al., 2013). Recently, the focus of resilience shift to the neurobiological process because of the development of science and technology (Wright et al., 2013). While these literatures emerging, there are two noteworthy issues. First, the outcome of the studies were mainly emphasized on main-stream population (Ungar, 2006). Second, little attention was given to resilience across cultures (Ungar, 2006; Ungar et al., 2005). Hence, it is important to investigate how resilience is being defined and understand in different cultures; what are the challenges when conducting a cross cultural research; and what are the key elements when implementing intervention in different cultures.

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

We need to work on and teach resilience skills as early as possible, at the first stage resilience development will improve with the help of the Childs parents/carers. parents are the most important people to help build their Childs resilience, children see their parents or carers more than anyone else during their early years, if they see their parents/carers coping with situations

For many, adolescence marks a turning point, in which some individuals disengage from academics, and others persist into higher levels of educational attainment. A variety of factors influence ones destiny, however effective control is marked as having the most significant effect on the outcome of Adolescence in North America. Effortful control is a feature of temperament that has been proposed as a set of neurocognitive competencies relevant to self-regulation and educational attainment (Veronneau, Racer, Fosco & Dishion, 2014). It involves the ability to inhibit impulses and prevent disruptive behaviors, in order to maintain focus and maintain

Many of the actions which support resilience are what most practitioners do naturally: showing care and concern, offering routine and consistent discipline, and building children’s trust by keeping promises.

Mezzacappa, Buckner, & Earls (2015) also stated that “the cognitive control involves the capacity to resolve competing demands by inhibiting prepotent response and to act in a less dominant way” (p. 881). An example of this behavior is when a child raises their hands to gain a teacher’s attention by asking a question and waits to receive a response. Nevertheless, the cognitive control will eventually improve over a period of time for a child to face more complex demands in the future (Mezzacappa, Buckner, & Earls,

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

Conscientious individuals tend to be more organised which allows them to plan ahead and overcome adversities in daily life, this increases their resilience to stress (Werner & Smith, 1992). Individuals with high extroversion display positive social orientation, this allows them to build strong social systems which aid in building resilience (Cederblad, Dahlin, Hagnell, & Hansson, 1995). Conversely, individuals who display neuroticism are emotionally unstable which makes them more reactive to stressful situations (Lü, Wang, Liu, & Zhang, 2014). Due to their emotional instability they tend to overanalyse situation, often viewing neutral circumstances as threatening (Hayes & Joseph, 2003). This leads to increased stress and lower levels of resiliency. Research indicates extraversion as having direct positive effects on overall wellbeing and neuroticism having indirect adverse impacts through increasing vulnerability to physical and psychological distress (Lü, Wang, Liu, & Zhang, 2014). The findings of these studies support the link between personality and resilience. Resiliency can vary over the lifespan, due to life experiences. Negative life events can affect resiliency adversely due to constant exposure to stressors; for example, school transition, harassment and parental divorce can affect resiliency development in children and adolescents as these events may be inherently distressing (Compas, 1987). The child or adolescent’s individual attributes, environment, family resources and social support systems in the extended environment are factors which could also influence resilience levels (Smith & Carlson, 1997). The ability to build supportive friendships during mid-adolescence is a feature of excellent resilience, as poor peer-group

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.

The resilience methodology seeks to build on strengths and strengthen the supports and opportunities of the child. Resilience plays a vital role in assisting a child in settling into a new placement, without experiencing major emotional difficulties. Three factors that promote resilience are secure base, Self-esteem and Self-efficacy(Grotberg, 2000). These can be influenced by positive experiences on a daily basis, some which will be highlighted throughout the assignment.

When I heard a term called resilience, I have no idea about it and think that it is not related to me. After I had a lecture with a topic resilience. I realize it is necessary and I need to face many adversity in my life. Also, I remember something happened in my past are shown my resilience level. I would like to share the story in my life to show the factors which are indicated in the last part can show resilience level.

Maturation is especially important for individuals as it provides several competitive evolutionary advantages (Locke & Bogin, 2006). Through this process, individuals develop and acquire control over their emotions and behaviours. This ability to monitor and adapt our emotions, cognition and behaviours in accordance to the social and intellectual demands of particular contexts is often referred to as self-regulation (Demetriou, 2000; Zimmerman, 2000). Various complex cognitive skills are required for self-regulation. These skills encompass the constant observation of our thoughts and behaviours, knowledge of the demands of any situation, the capability to alter conditions of our current behaviour as required to achieve a goal or suit a situation and attention to how favourably the demands of a context are met (Evans & Rosenbaum, 2008).