Resilience

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.

Teens can become stressed if they are angry, frustrated, overwhelmed, scared, or worried. It is important that teens receive the support they need to cope during stressful times. The American Academy of Pediatrics (2014, [brochure]) proposed, “Communication strategies to effectively engage with today’s teenagers.” One of the strategies offered by professionals and teens includes, helping teens recognize their strengths. When teens focus on strengths, they can cope more easily with stress and make healthier choices (Reaching Teens, 2014).

Patient is able to perform activities and reduced reliance on others for meeting own needs.

The term “Organizational Resilience” may be new to many of us especially in nursing. Our workplaces can face resilience which we should be able to manage. Resilience is an abstract term that is used substantially across a range of disciplines, such as psychology, sociology, economics, ecology, engineering and network theory, to name but a few. In its most general human context, resilience can be stated as “the ability to recover from or adjust easily to misfortune or change”. However, in its most generally accepted form, the term resilience refers to the way in which any entity or system achieves an end state of ‘keeping going’.

The importance of a person centred and inclusive approach is that your looking at the individual child and the needs of that child and also trying to meet the needs of the individual child. Such things like setting targets for them to meet and achieve would or possibly could help a child achieve. Also such things as individual learning plans can help.

What does resiliency mean to you? Well, I read multiple definitions and came up with one on my own. How I define resiliency is as the ability to restore yourself from unexpected change. Every single person on earth has encountered a change at some point in their life. I have had plenty of changes in my life, mostly in my childhood. As a result of all the change I am fairly familiar with resiliency.

Everywhere you turn mental health is the talk of the world. To better understand this growing epidemic, it is said that mental health involves your emotional, psychological, and social well-being (CDC 2009). Have you ever been stressed out and lost your train of thought, you mind seems unclear and you feel in a daze. While mental health also affects the way in which one thinks, feel and act (CDC, 2009). It also includes how we handle stress, relate to others, and make choices. For this reason mental health amongst adolescents is essential at every stage of life, from childhood and adolescence through adulthood.

I believe that resilience the capacity and skills that a person has to quickly overcome difficulty. And it is the cultivation of self compassion, it is learnable, and is a state - like experience, meaning and individual can go through experiences of using resilience skills and can regress in another experience. So often many of our students, particularly students I encounter are failure deprived and when failure occurs for the first time or second and third times, that there is a values intervention that occurs. For me, I think our primary focus must be to help our students develop self compassion and that can be outlined in four strategies:

Chronic illness has a large effect on everyone, no matter what the age. In adolescents, they are still dependent on their parents as their caregivers, and are old enough to understand and make decisions for themselves. Chronic illness has been defined as “an illness that is prolonged in duration, does not often resolve spontaneously, and is rarely cured completely.” (Australian Government Department of Health and Ageing). Adolescence is “a period of rapid physical, psychological, emotional and social development during which young people develop a sense of an independent identity, focus on peer acceptance, and plan for the future and then develop romantic and intimate relationships.” (Erickson 1963, Suris et al 2004 Christie & Viner

Omar (2010) have stated that “the prevalence of chronic illness or disability in adolescence has increased in recent years due to medical advances and adolescents are now more than ever able to lead a productive life even in spite of serious illness” (p. 3). Managing multiple chronic illness requires not only commitment from the affected adolescents, but also monitoring of their parents. Patient and family-centered care model should be applied.

The concept resilience has been the interest of many disciplines over the years, and is utilized by all people at some point in their lives. Concepts are building blocks that construct theories. A concept analysis will clarify the meaning, theoretical and operational definitions of the concept, for use in theory or research (Walker & Avant, 2011). The research on resiliency has increased and today, policy and practice stakeholders have interest on its impact on health, well-being, and quality of life (Zimmerman, 2005). The purpose of this concept of analysis is to develop an operational definition of the theoretical concept of resilience. This will allow readers to understand or “get inside the

Be that as it may, there are reports where adolescent with emotional wellness issues encounter high rate of self-destructive contemplations and other wellbeing –risk practices, including smoking, drinking and medication utilize. There is an expansion predominance of tyke and immature emotional wellness trouble among those living in low wage and sole parent families. A study released in recent days illuminates the extent of mental health problems facing young people. Youth will always have a tough time dealing with their situations but a little effort from their loved ones, early interventions; awareness and follow up of treatment could rather diminish the woes and help them rejoice in life

In this unit I have learnt about the importance of Resilience. I believe the most important aspects of resiliency are appreciation, optimism, and coping with stress. To be resilient is to bounce back in the face of adversity, depression, tragedy, and other sources of stress. It’s a cycle that many people get stuck in until they pick themselves back up. You experience, you feel, you fail, you hurt, and you fall. But, you keep on going anyways. Mandy Oaklander conveys that humans tend to stress over everything. Even if it’s a waitress messing up your order, or getting a “C” on a project (Guilty), and the list goes on and on. I often deal with stress at least once every month and I don’t even realize it . This is where Mandy

Resilience is a class of phenomenon character by good outcomes despite serous of negative outcomes. Resilience is recovery or improvement of an individual’s mental or physical health following challenges. Resilience response to common acts across the life span. We all encounter a variety of challenges. Some of these challenges could be raising kids, divorce, loss of job, loss of a loved one, cancer, this are all things that considered human experiences. These challenges require humans to become more resilient. Resilience is foundation of resource such as flexible self-concept that permits people to change key features of the self-definition in response to changing circumstances. (Baumgardner, & Crothers,

Adolescents deserve to make their own medical decisions when they prove they are cognitively ready. Examining and measuring cognitive capacity has been incredibly difficult because of the complexity and nature of the human brain. For simplicity, medical professionals could use the start of puberty to define adolescence, but that definition fails to account for the different rates at which adolescents mature. A recent study showcased how the logical reasoning center in the average adolescent’s brain is not fully developed. It revealed “the single biggest reason that adolescents give for avoiding necessary health care treatment [is] the belief that [their medical condition will] go away” (Arshagouni). To avoid these poor decisions and promote intelligent adolescent medical autonomy, parents, medical professionals, and adolescents must collaborate equally in discussing and deciding on a treatment plan. When an adolescent has intelligently considered and discussed their treatment options and the associated risks with their parents and physician, they have a right to make a decision about their healthcare.