Reducing Risk Factors of Children’s Resilience Essay

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.

One must wonder how a person with Steve’s shocking childhood could grow into a man who is successful, not only in his career but in his personal life as well. Resilience theory is a possible explanation as to why Steve survived, despite the odds that were stacked against him. Resilience theory is a strength based approach which provides a framework that focuses on positive outcomes and not just the negative ones. The idea is that it promotes what works best while de-emphasizing psychopathology. Resilience theory defines resilience and possesses several key terms, which include protective/risk factors. Research on resilience has been valuable in directing attention toward youth who succeed in spite of high levels of stress and economic instability, as it identifies factors that can serve as protective functions which foster competence.

4.1 Justify how promoting wellbeing and resilience supports the safeguarding of children and young people

According to the author McCubbin in Karen Seccombe’s article “‘Beating the Odds’ Versus ‘Changing the Odds’: Poverty, Resilience, and Family Policy” he says that “It can be defined as the capacity to rebound from adversity, misfortune, trauma, or other transitional crises strengthened and more resourceful” (385). McCubbins point is that resiliency is to bounce back from any “crises” or “misfortune” in a person’s life. Being resilient is to keep moving forward from any bad events. For example some factor work with a person’s resiliency such as a good parental bond, good community, and a role model.

Resilience is about being independent, standing on your own two feet or taking back the power.

There are varieties of definitions in regards with resilience based on different perspectives (Arrington et al., 2000). For instance, from a developmental perspective, resilience can be defined as positive and successful outcomes despite challenging situations (Masten, 2007; Windle, 2010). Resilience can also be defined as recovery to normal functioning from adversity or coping well under currently risk conditions (Masten, 2007; Windle, 2010). However, not every language has the word “resilience”. For example, a phrase, “the ability to cope with adversity” (Ungar et al.,

Resilience is the ability to adapt well to adversity, trauma, tragedy, threats and sources of stress. In terms of children, it is how well a child copes with events that happen in their lives such as starting or changing schools, illness or death of a close relative. These events cannot be prevented but can be overcome. Being resilient does not mean that children won't experience difficulty or distress; however child practitioners can help children to manage stress and feelings of anxiety and uncertainty and overcome difficulties.

There are numerous points of view on resiliency, as non‑governmental associations (NGOs) perceive that individuals ' capacity to better withstand and recuperate from calamities is basic to maintaining improvement. NGOs, contributors and worldwide reaction groups are attempting to characterize resiliency in their terms. CRS characterizes resiliency as "the capacity of people, communities and institutions to advance integral human development in the face of shocks, cycles and trends" (2014, p.2). The vulnerable individuals themselves best characterize strength and resiliency. What vulnerable individuals accept helps most to their versatility limit is discriminating to current dialogs on resiliency. Contributors and NGOs may have their own meaning of the term; however, an understanding of what it really means to individuals looking to make their community resilient is crucial to outlining successful Disaster Risk Reduction (DRR) and recovery activities in development, risk reaction and catastrophe recuperation programs (CRS, 2014). The danger of not utilizing the

The purpose of this paper is to define the concept of resilience using Wilson’s concept analysis. Wilsons method was developed expressly for students to develop the abiity to “gain skills in answering questions of a conceptual nature.” (Walker & Advant 2011, p. 55) The process he developed provides the necessary structure for the development of a concept without being overly laborious in process. It is meant to assist the user in “clear thinking and communitcation”. (2011, p. 55). It uses the process of question isolation: deciding on a concept to address, finding right answers or researching meaning of the concept to be investigated, example cases in which this paper will only identify a model case, social context in which the concept

Resilience, fundamentally, is the ability to bounce back from hardship and the phenomenon of overcoming stress or adversity, for example: personal crises, poverty, mental illness and trauma (Occupational Health & Wellbeing, 2012). This skill can help individuals overcome the most difficult of situations (Occupational Health & Wellbeing, 2012). Resilience theorists generally agree that the presence of protective factors can reduce the effects of exposure to adversity. The more protective factors (or “assets”) available, the more resilient a person will be. Protective factors are conditions or attributes that help people deal more effectively with stressful events and eliminate risk. On the contrary, risk factors are attributes or characteristics

Resilience is a term that is often applied to those who have faced hardship and viewed the experience in a positive light as an opportunity to grow and change for the better (Wagnild & Collins, 2009). The definition however seems to vary from place to place. Ungar et al. (2008) stated “definitions of resilience are ambiguous when viewed across cultures" (p.174) which is why the understanding of resilience may be difficult to capture (as cited in Windle, Bennett & Noyes, 2011). Although the literature agrees on several common themes about resilience there are many varying opinions on how to define the concept or the attributing factors. Earvolino-Ramirez (2007) and

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

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.

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.

It is also a key factor affecting resilience. A positive, supportive and cohesive family relationship can promote our resiliency. Relatives are the important props to support us when we are experiencing adversity.