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Essays of resilience
Strengths and weaknesses of resilience
Resilience theory
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Resilience research was born in the 1970s when mental health experts wanted to understand why some children developed well despite high risk or adversity (Masten, 2001). What came of this research was what Masten terms “Ordinary Magic” (Masten, 2001). Masten argues that resilient children are not gifted with extraordinary abilities or resources, but instead rely on ordinary protective factors in order to succeed. These factors include relationships with competent adults, a belief in one’s own agency, and effective schools among others (Masten, 2014). Masten states that there is no single recipe to help a child grow into a healthy and well-developed individual and any combination of protective factors could lead to resilience (Masten, 2014).
Now a major motion picture, this novel contained the true story of a man named Louie
Antwone’s psychological and environmental stressors caused him to develop PTSD. This character is an example of how and individual’s resilience and hardness can act as a protective factor in later growth (Bonanno, 2004, p.
...ence of these children and their remarkable ability to positively adapt in the face of adversity, and although there are a number of unanswered questions in connection to the biological, cognitive, and social processes that are experienced throughout childhood, it is encouraging to know that with further study, this resiliency might be encouraged in the daycare setting. (Degnan & Fox, 2007)
Bowlby 's attachment theory is used a lot in settings as children gain strong bonds with the teachers and key workers in the setting. Having a secure attachment in the setting can have a variety of positive or negative impacts on the child depending on how emotionally attached they are. A strength of the attachment theory is that by children gaining attachment with their key worker it can help the practitioner support the child and meet their needs in the setting. By a child having an attachment to their key worker it can help their development as they are more engaged with the staff. Again research has shown that the quality of a child’s learning and the development of resilience can depend on the quality of their relationships both with their
The life course and systems perspective provides building blocks for understanding positive development during middle childhood. As parents and social workers, we must recognize that resilience is seldom an instinctive characteristic; rather, it is a process that is facilitated by influences within the child’s surrounding. Research suggest that high-risk behaviors among children increases when children perceives declining family involvement and community supports. Therefore, the primary goal of parents and professionals is to dedicate to the child’s well-being positive internal and external supports that promote maximal protective factors, while minimizing risk factors for optimal developmental transitions. Chapter 5 of Elizabeth D. Hutchinson, Dimensions of Human Behavior The Changing Life Course 3rd, 2008.
Primary research focus has been on the neurobiological and psychological factors that may be able to assist a juvenile in being resilient to their environment and other factors that would usually lead to a high risk level score. This approach is in on the opposite side of most current views but the development of this theory will help to explain why children exposed to similar adversity may have completely different responses; one may disappear into that delinquent, and ultimately criminal, pattern whereas the juvenile with resiliency will be able to overcome this same set of circumstances but in understanding there can be a spread of courage and responsibility in today’s youth (Brendtro, L., & Larson, S. (2004). The hope, beyond simply the ability to understand why, is that through research into resiliency there will be aspects that are identified and can be applied to youths to help spread this resilient ability which will reduce delinquency and create better, more stable and capable adults.
Resilience is not an attribute or personality characteristic of an individual but a dynamic process wherein people show positive adaptation despite experiences of major adversity or trauma. (LUTHAR & CICCHETTI, 2000) Resilience is a two-dimensional construct regarding adversity exposure and the proper adjustment outcomes of that adversity. (LUTHAR & CICCHETTI, 2000) The two-dimensional construct means implies two judgments about the significance of adversity and a positive adaptation to adversity. (Masten & Obradovic, 2006).
Richardson, G. E. (2002). The Metatheory of Resilience and Resiliency. Journal of Clinical Psychology, 58(3), 307-321. doi:10.1002/jclp.10020
For instance, I learned that one major component of resilience is physical health. Thus, it is imperative for children to eat well, exercise, and get six to eight hours of sleep each night. Another component of resilience is school support. This means that children need support from another adult that does not pertain to their family, such as a school counselor. Furthermore, I learned several strategies that schools and teachers can implement to help their students overcome traumatic experiences. For example, I learned that teachers should keep familiar routines, maintain high expectations for their students, and avoid focusing on their students’ negative behaviors. In addition, schools can be flexible and give these students time to speak to their teachers, counselors, or staff members. Talking to any of these individuals helps students express their feelings instead of bottling them up. Overall, this article helped me acquire more knowledge on resilience and strategies that I can one day use with my future
Within psychology adolescence is described as a period of transition from childhood to adulthood. It is a period between year twelve and late teens, when the physical growth is complete, the person becomes sexually mature and establishes identity (Nolen-Hoeksema, Friedricson, Loftus & Wagenaar, 2009). During this period of development, the individual has to face several risk factors, which are considered as a hazard on normal psychological development of an individual (Colman, 2009). This means, that experiencing them is associated with vulnerability, developing mental health problems and problematic behaviors such as for instance greater risk taking, school related deviance and school failure, teen pregnancy, substance misuse, aggression, violence or vandalism or in other words delinquency and antisocial behavior (Perkins & Borden, 2003). Therefore risk factors have a potential not just endanger the present developmental period, but also jeopardize the future biological and psychological development (Beam, Gill-Rivas, Greenberger & Chen, 2002; Perkins & Borden, 2003). However, not all young individual will respond to risk factors by developing negative outcomes. Some develop resilience and adapt to changes and stressors (Crawford, 2006; Perkins & Borden, 2003). Furthermore it has been suggested, that risk factors are desirable for developing this kind of positive outcome (Fergus & Zimmerman, 2005). According to Fonagy et. al. (1994) (cited in Crawford, 2006) resilience can be defined as normal development under difficult conditions. It leads to overcoming and coping with the negative effects of exposure to risk factors (Fergus & Zimmerman, 2005). To maintain this, protective factors need to be put in place (Fergus & Zimmerman, 2...
Resilience framework is made of parts known as risks factor which is something that puts you at a higher chance of having a problem, better-than-expected outcomes which is when a person has positive outcomes due to resilience even though they have been exposed to risks, and protective factors which are what help to prevent the risks experienced from turning into poor outcomes. The DCPP deals with risks factors such as adversity that children who have been abused or neglected or in welfare experience. The better-than-expected outcomes that the DCPP hopes to achieve are for a child to free themselves of the problem and continue moving on with their lives. The DCPP provides protective factors for children on welfare or those who have been victims
Community colleges play an important role in providing students access to higher education, and serve as an entryway of opportunity for many minority students (Boswell, 2004; Suarez, 2003; Trujillo & Diaz, 1999). Latinos currently account for 12.5% of the U.S. population and are the fastest growing component of the population (U.S. Census Bureau, 2001). Community colleges enroll approximately 50% of Latino students in higher education, a number that continues to grow each year (Fry, 2002; Suarez, 2003). Scholars report that Latinos are more likely than any other racial or ethnic group to enroll in community colleges (Fry, 2002; Kurlaender, 2006; Martinez & Fernández, 2004; Suarez, 2003). These demographics show
The process of resilience is dynamic. Individuals may be born with the ability or they can learn to be resilient (Windle 2011). Over life time the ability to be resilient can change. It is important for people to understand that they have the ability to develop resilience. If they have the mindset that they can they can develop the skill set, they are more likely to increase their resilience (Yeager, Dweck 2012). In a common example; if a student believes they have the ability to improve in math, and are they thought to persist in the face of adversity. With hard work, persistence, and new tools, they can become good at math (Yeager, Dweck, 2012). With the mindset, knowledge, and coping skills, individuals can can foster the
what is Grit? Grit is firmness of character or having an indomitable spirit, in other words grit is believing in ourselves and having hunger to succeed. I believe grit is something real and truly makes a difference in anything you do. In the passage the “Significance of Grit” Angela Duckworth speaks about how some people have a trait that leads them to succeed over others and she calls it grit. Me being a student,I can totally see where she is coming from because you need to have an internal flame that roars inside of you to see what you are actually capable of. I had never really heard of the word grit in the academic world until taking this class, I thought grit and being smart where the same thing but that’s not the case.I believe everyone shares this trait but they show it in different tasks Many times I have been resilient and gritty in an academic environment without even knowing.
Resilience is the ability to cope with change. The resilience has long been touted as a essential capability for bouncing back from leadership setbacks. Resilience is not easily attainable in today’s ever-changing business environment. The faith that there will be an immediate solution when it’s not immediately evident, and the tenacity to carry-on despite a nagging gut feeling that the situation is hopeless; it requires courage to achieve such high level of success in one’s career. A strong leader tries to keep away frequent setbacks and new challenges in face of uncertainty. The practical knowledge that he/she gains through this learning experience guide the organization through difficult times.