1.1 Explain The Importance Of Resilience

First of all, I would like to define what resilience is. Major scholars believe it is the process to recover from trauma, or the ability to respond to adversity. According to Sergeant and Laws-Chapman (2012), resilience refers to “the ability to adapt to adverse conditions while maintaining a sense of purpose, balance, and positive mental and

Risk and resilience can impact a child greatly. There is more to what impacts the child then what the child deals with at home. The community can also affect the child and depending on the severity of the risk it can change how the child is developing greatly. The risk factors for children can be environmental and biological. It is important to determine exactly what those risk are for the child to help them learn how to handle those risk better. The risk will not go away, but the child will understand the ways that are more appropriate to express their emotion because of the risk. Resilience is important to teach a child because it can help them handle a stressful event better and become more flexible to change. The child should feel loved

When I heard a term called resilience, I have no idea about it and think that it is not related to me. After I had a lecture with a topic resilience. I realize it is necessary and I need to face many adversity in my life. Also, I remember something happened in my past are shown my resilience level. I would like to share the story in my life to show the factors which are indicated in the last part can show resilience level.

As a teacher, I am responsible for the development of students academically as well as socially. I prepare them to be productive citizens while in high school and after graduation. If they are planning to attend any postsecondary training, it is my duty to make sure they are adequately prepared. As an advisor of the Council of Student Leaders, it is my purpose to put my students on the path to being great leaders. In order to achieve this, I provide them with activities that promote the healthy development of their social skills, making healthy connections and relationships with others, breaking down barriers, eliminating stereotypes, empowering their fellow students, and inclusion for everyone in our school.

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.

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress — such as family and relationship problems, serious health problems, workplace and/or financial stressors. It means "bouncing back" from difficult experiences (American Psychology Association [APA], n.d.). Human behavior when submitted to stress or adverse conditions, particularly in the context of health care, experiences a range

Like most theories used in social work and psychology, there are both the strengths of the theories as well as the limitations of the theories. Resilience theory cannot escape this trend. There are numerous strengths and, in contrast, limitations with resilience theory. Luthar, Cicchetti, and Becker (2000) identify a limitation of resilience theory with the idea that even though a child is thriving in their current time, as time goes on, their ability to continue adapting decreases. Luthar et al. (2000) continue to note that the majority of studies conducted on resilience are mainly empirical

Lee (2008) writes that resilience “refers to a person’s capacity to handle difficulties, demands, and high pressure without becoming stressed.”

Resilience, as described by the Merriam-Webster Dictionary, is the “capability of a strained body to recover its size and shape after deformation caused especially by compressive stress,” (Resilience). Humans are resilient bodies, as in the way our civilizations succeed every natural, artificial, or socially constructed impediment that hinders our progression as individuals. Resiliency is an ineffable essence, that permits humanity to succumb to the stressors in their lives and then evolve into something even grander. Rising from the ashes, we as humans, reflect phoenixes as fire burns upon our backs, we are resilient.

Individuals become resilient in response to internal and external factors that they have, which are called protective factors. These protective mechanisms are developed within children by having good role models and access to adequate home, school, and community support (Im, Hughes, Kwok, Puckett, & Cerda, 2013; Ungar et al., 2013). These protective factors help to buffer adversity. The greater the protective factors, the more likely it is that a person will persevere through life’s difficulties (Ungar, Russell, & Connelly, 2014). The literature identified a number of protective factors found among children who were anticipated to struggle, yet experienced positive outcomes (Benard, 1993). Ungar et al. (2013) observed that a large percentage of children who grow up in adverse environments display resilience by overcoming the challenges that confront them.

Resilience is described as the overcoming of adversity, whilst subtly changing, or dramatically transforming aspects of that adversity (Hart & Heaver, 2013). McGrath & Noble (2010) expands on this by describing that resilience is also coping with hardship, then being able to return to a state of well-being. Masten (2001) explains that resilience is the human capacity to be strengthened and transformed by life’s adversities and challenges, whilst exploring how resilience is a complex relationship of psychological inner strengths and environmental social supports.

This implies that protective factors can be identified on the basis of their nature,rather than their effects,which intertwine behaviour and emotion may come from heightened risk experiences.Most importantly it assumes that most children will respond to stress and adversity in much the same way and to the same degree but, at the very least, prevention may best be achieved by acting on that assumption,as the effects of adversity on children are not always as negative assumed.These negative learnt behaviours lead to positive emotions as this then leads to children learning how to be flexible in thinking and solving problems,optimism, and having goals to aim for when children are apart from one another.

Build relationships. Getting to know each of your students as individuals helps you build trust and respect in your relationship. According to the text, Secrets of the Teenage Brain, this assists with establishing a sense of belonging for your students. Building relationships also allows you gain knowledge about your students’ interests and abilities and will help create a more engaging and beneficial instruction. The text also mentions that being friendly and encouraging to each of your students can help improve their self-esteem and create a positive environment.

I chose the resilience theory for this scenario because the common factor for children who grow resilience is when there is at least one stable and steadfast relationship with a caring parent, caregiver or adult. The Resilience Theory refers to children who excel despite them facing serious hardships; they have a biological resistance to difficulty with strong relationships with important adults in their family and community. Resilience is the combination of biological and environmental factors which builds a

Three methods you would like to implement in your classroom in an effort to build positive relationships with your students.