The Importance Of Resilience For Children's Wellbeing And Development

Unit 512 Lead practice in promoting the well-being and resilience of children and young people

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,

• Supporting the ability of children and young people to be resilient, self confident and empowered to make informed choices 6.1, 6.2, 6.3 and 6.4

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

“Resilience: The Biology of Stress and Science of Hope” (2016), is a documentary corelating adverse childhood events (ACE) and chronic medical condition like heart disease and diabetes (Resilience trailer, 2016). Childhood trauma and toxic stress changes a person physically and emotionally (Lee, 2016). On November 29, 2017, I had the pleasure of attending a showing of the film ‘Resilience’ and the panel discussion which followed. The panel consisted of five community leaders discussing the impact of ACEs and the work being done to address the problem. The panel included: Joan Caley MS, ARNP-CNS, CNL, NEA, BC of ACES Action Coalition, Jill McGillis of Clark County Juvenile Justice, Michelle Welton outreach manager for Catholic Charities Refugee Services Program Support, Jonathan Weedman CCTP, LPC the director of operations population health partnerships for Care Oregon, and Sandy Mathenson EdD director of social –emotional learning for Battle Ground Public Schools. The speakers received about fifteen minutes to discuss their respective work and agencies. In this brief review, I will summarize the discussion and deliberate the effectiveness of the presentation method.

A child should have the ability to have secure and nurturing attachments that offer emotional warmth and security from a care giver. This will offer security and safety to the young person. As well as secure attachments, the young person will benefit from having positive relationships with wider family and friends, these relationships can have a huge impact on the young person’s self-esteem. The young person should live in an environment that is

Because of this, my purpose in research will be to explore the long term effects on foster and adopted children, and whether secure attachment to a primary caregiver provides an environment that allows for emotional healing from traumatic events and their effects.

This paper will examine the concepts of risk, protective factors, and resiliency. The paper will start with defining and elaborating on the concepts of risk and protective factors and examine how the latter promotes or hinders an individual’s capacity for resiliency. The paper will expound on the concepts of risk, protective factors and resiliency, by integrating the terms into the case study of Will Quinones. Lastly, the paper will conclude with strategies that can be used to promote resiliency in children that are deemed at- risk.

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

1. How do “effortful control” and “affiliativeness” relate to positive outcomes in children and how do they relate to the “theory of resiliency?” Are these approaches sufficient?

Having a positive outlook at school i.e. having self-confidence and self-esteem gives children the choice to build independence. Showing expected behaviour by example i.e. being a good role model, and valuing their work and achievements will all help build up a good relationship with a child. This will all help in leading to better resilience. How children relate to other people depends on their emotional well being and resilience. As children develop they begin to interact with others. Children who feel good about themselves will be able to relate to others in a more positive way. This in turn will make them feel better emotionally and could help their confidence, in-group situations. It is important that practitioners help children to feel positive about themselves. High self-esteem helps children overcome set backs and cope with difficult situations such as disappointment and hurt feelings. If a child is happy and has high self-esteem this makes the process of relating to others easier. Low self-esteem may mean that a child may start to compare themselves with other children in the group. This can affect their emotional well being if they think that they aren’t doing as well as others.

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.

In my term paper, I would like to talk about Resilience which I believe is a prerequisite for an effective leader. Life has ups and downs and adversities are inevitable. Things can beyond our control, it is impossible for us to prevent unpleasant circumstances from happening. Difficulties and problems come out of nowhere, the stress and anxiety associated with adversity may knock us down if we cope with them inadequately. Chronic stress can lead to mental collapse if we still cannot manage them well, which is definitely undesirable for a leader because it can affect the cooperation with others as well as the team morale.