Resilience Stage 2

Resilience across a lifespan can happen many different ways from physical development to cognitive development. We also have social and emotional development. Throughout this paper resilience will be applied to all of the above mentioned concepts. Resilience across a lifespan is described through theories, measures, and even personality characteristics. Resilience has also been applied to the impacts of disasters and traumatic experiences in which will also be touched on throughout this paper. Resilience is discussed as to whether it is an inherited trait or whether it is a learned trait. Resilience can be found in everyone. Some people have more resilience due to life experiences which you will see explained throughout this paper as well.

Resilience is about how an individual deals, resists, recovers and learns from adversity’s in life. If a child is resilient they are less likely to be damaged as a result of negative experiences and are more likely to learn from and move on. In order for a child to be resilient they need to believe in themselves and have others they can rely on in their lives.

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

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 defined as, “the ability to become strong, healthy, or successful again after something bad happens” (Merriam Webster par 1). Resilience is shown when people use their strength when dealing with adversity. When people are experiencing negative circumstances resilience may lead to positive outcomes (PBS Par 1).

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

Children are affected by everything around them. They are small sponges waiting to absorb all the information they can. What happens to children when they are faced with traumatic incidences? There are many possible outcomes, but the outcome that is always hoped for is resiliency. When a child cane become resilient to their past, they have a greater likelihood of developing loving relationships later in life.

Resilience across a lifespan can happen different ways from physical development to cognitive development. We also have social and emotional development. Throughout this paper resilience will be applied to all of the above mentioned concepts. Resilience across a lifespan is described through theories, measures, and even personality characteristics. Resilience has also been applied to the impacts of disasters and traumatic experiences in which will also be touched on throughout this paper.

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

None of the existing concept-analysis of resilience (Dyer & McGuinness, 1996; Earvolino-Ramirez, 2007; Garcia-Dia, DiNapoli, Garcia-Ona, Jakubowski, & O'Flaherty, 2013; Windle et al., 2008) have developed a complete model showing resilience construct except Ahern (2006), who had done adolescent and evolutionary concept-analysis and adapted a model of resilience which is specific to these age group. The origin of resilient study lies in the study done on children and adolescent subjects and Ahern (2006) adapted model is informed by the risk and protective factors that are linked with children development resilience. Gillespie et al. (2007) concept analysis developed a model using only the attributes and outcomes of resilience in the context of operating room (OR) and resilience intervention developed specific to OR

Resilience is defined by ways of functioning through challenging situation. The resilience has been explained to being conceptual, which is expressed as how an individual or family continue the journey with obstacles. Several meaning of resilience is still being explored on the nature of resilience. This research has great demand according to today’s factors and influences that people come in contact with. The communication among family is an important

We as human beings, some or the other day have undergone to situations or events which have changed our lives. Such events can be like death of our loved one, loss of the job, serious health issue, terrorism or shocking incidents. These events are very challenging experiences of life and to these situations or circumstances we react with a flood of emotions and a sense of uncertainty. But as the time passes we people manage to overcome these stressful conditions and adapt to the circumstances and how we manage to do is through resilience (Noh Hee et. al, 2015).

Center on the Developing Child—Harvard University. (2015d). Supportive relationships and active skill Building strengthen the foundations of resilience: Working paper no. 13. Retrieved From http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp13/

In my experience, when team players are under extreme stress, it is human nature to project one’s own frustrations to other team players, consequently, causing dissatisfaction, impatience, ultimately slowing productivity. Maslow emphasized that the highest level one needs to achieve to feel complete is self-actualization, which in turn means becoming all that an individual is capable of becoming in terms of talents, skills and abilities (Groff-Paris & Terhaar, 2011). Nurses working in the healthcare field would benefit with the application of incorporating Maslow’s human needs in their practical setting. Successful and valued staff drives achievable outcomes such as patient satisfaction, decrease in medical errors, patient safety, and a healthy work place environment.

People’s well-being is influenced greatly by the larger freedoms within which they live and by their ability to respond to and recover from adverse events—natural or human-made. Resilience underpins any approach to securing and sustaining human development