Developing Resiliency Skills in Childhood

Developing Resiliency Skills in ChildhoodArti PasrijaIssues in Young Child and CargonResearch Question Is it grand to teach and foster resiliency skills in early years of childhood?Adversity or negative experiences are aspectd by solely children in their childhood. For example, when a child is trying to learn a new skill on the first day of his/her school, a child maybe suffering from several(prenominal) medical condition or when a child faces a difficult task. In contrast to the above said, whatever are the sources of adverse circumstances or negative experiences, resiliency skill makes children mentally tough, helps them to resist the urge to give up in the face of failures and makes them strong to cope with adverse situations (Pearce, 2011).Resilience underpins evolution of life-long barriers that promote well-being. It is not surprising then, resiliency makes children competent to remain focused, composed , optimistic, and more than capable to overcome challenges (Khanlo u Wray, 2014). In addition, resilience power helps children to rebound and take shape back into the connection, despite experiencing negative incidents or adversities (Prince-Embury Saklofske, 2013). Moreover, resilience construct has brought virtually a paradigm shift from deficit-based forward motion to a strength based approach and relies on young childrens strengths rather than emphasizing their deficits (Khanlou Wray, 2014). Furthermore , strength based approach fosters development of socio-emotional skills, crucial to childrens well being and enables them to need a sense of connectedness, belonging, self-awareness, and self identity in the tender environment (Gilligan, 2008). It is essential therefore, to promote resilience in early childhood (Cabaj, McDonald, Tough, 2013).Mental health problems are experienced by active one in eight children in the world and these problems may continue when they are coupled with unfavourable psychosocial, educational, and health outcomes in adolescence and adulthood. Subsequently, preparing young children to be resilient is a vital step, conditions them to deal with challenges that lie ahead in adulthood. Therefore, resilient children when nurtured with coping skills in childhood are able to live a live with a sense of well-being, despite experiencing negative situations such as divorce, stress adversity or loss of crinkle in adulthood (Cabaj et al., 2013). Evidence based research shows that practitioners must apply appropriate resilience intervention techniques, that are interconnected with protective factors in childrens different aspects of everyday life (Cabaj et al., 2013). Moreover, practitioners must situate protective factors that support childrens social and emotional well being in their ecological social environment (Daniel Wassell, 2002). Thus, protective factors support children to develop, repair, maintain, or regain their mental health, despite exposure to adversity (Pierce Zand, 2009).Pov erty, violence, substance abuse, family discords are some common examples of potential vulnerabilities that children face in their early childhood. These children at risk may stand a remote chance of attaining their full potential as adults or may be incompetent in adulthood to establish healthy relationships with others if they are not prepared to be resilient (Zolkoski Bullock, 2012).Thus, I want to be a digress of this initiative, prepare children to be resilient, help in creating social systems where children are provided with ample opportunities to develop their healthy cognitive and social-emotional skills (Cefai, 2008). This endeavor will help children to become more electro convinced(p) and motivated to cope with everyday challenges, overcome their failures, strength to face adversity and trauma , to be able to solve their problems, relate with others, and treat themselves and others with maintain throughout their lifespan (Goldstein Brooks, 2013).ReferencesCabaj, J. L. , McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. inside 10.1186/1471-2431-14-166Cefai, C. (2008). Promoting resilience in the classroom A guide to developing pupils emotional and cognitive skills. Philadelphia, PA London Jessica Kingsley Publishers.Daniel, B., Wassell, S. (2002). School years Assessing and promoting resilience in vulnerable children. London Jessica Kingsley Publishers.Gilligan, R. (2008). Promoting resilience BAAF.Goldstein, S., Brooks, R. B. (2013). hand support of resilience in children (2nd Edition). Boston, MA Springer US.Khanlou, N., Wray, R. (2014). A whole community approach toward child and jejuneness resilience promotion A review article of resilience literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi 10.1007/s11469-013-9470-1Pearce, C. (2011). A Short introduction to promoting resilience in children. London Jessica Kingsley Publishers.Pierce, K. J., Zand, D. H. (2009). Resilience in deaf(p) children Adaptation through emerging adulthood Springer New York.Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults Translating research into practice. New York Springer New York.Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth A review. Children and young Services Review, 34 (12), 2295-2303. doi 10.1016/j.childyouth.2012.08.009Annotated BibliographyCabaj, J. L., McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. doi 10.1186/1471-2431-14-166This article illustrates a recent study on mothers and children of an urban state called Calgary in Canada. They bedevil been followed since prenatal period and surveyed regularly. The purpose of this research was to inform others about mental disorders prevalent in children that may be restored through early identification and use of protective factors. In addition, research evidence shows that protective factors integrated with interventions mint be effective in reducing risk of poor outcomes for children. The research also clarifies that some youth who are entirely free from risk, have the privilege of being surrounded with protective factors. Thus, this research provides information and evidence that proves that protective factors do have a signifi merchant shipt region to play in reducing the negative impacts on children and adolescents diagnosed with mental disorders or problem behaviours.Cefai, C. (2008). Promoting resilience in the classroom A guide to developing pupils emotional and cognitive skills. Philadelphia, PA London Jessica Kingsley Publishers.Author has created a hand hold up that place help teachers and practitioners to nurture resilience in vulnerable children. The handbook proposes various ways that schools behind impose to foster positive qualities such as social competence, problem solving skills, autonomy, and a sense of purpose in children needed to overcome negative experiences. The origin has cited many another(prenominal) case studies to make readers aware of classroom activities and strategies that can be used to foster cognitive and social-emotional competence. Moreover, the handbook explores a range of classroom practices that can be followed by educators to enhance resilience skills in children. The handbook is a valuable pick for educators and provides practicable guidance on how to apply creative and practical possibilities in classroom practice to promote positive school climate that can help in preparing children to have resilient mindsets.Daniel, B., Wassell, S. (2002). School years Assessing and promoting resilience in vulnerable children. London Jessica Kingsley Publishers.Authors have created an interesting workbook that can help practitioners to promote res ilience in young children. The book explores protective factors and adverse environments and provides a framework of judgements at childs all three ecological social levels. Moreover, the workbook also includes interventions that can be followed by early childhood practitioners magic spell working with children at risk to boost their resilient power. Additionally, book suggests various ways of fostering resilience in children and encourages practitioners to place interventions in the childs ecological framework. Furthermore, the book links assessments and interventions to childs specific areas of life such as home, aptitudes, relationships with others, and friendships. This book is a very useful resource for practitioners as the authors have explicitly described techniques for application of assessments and interventions that can help in promoting positive behaviour in children.Gilligan, R. (2008). Promoting resilience BAAF.The key theme that runs through this book is the growth o f positive psychology and strength based perspective that allows a new way to look into human development and behaviour. This shift has given farm to resilience and sets the stage to think about children in need. Promotion of resilience dynamics allows children to feel loved, protected, acknowledged, complimented and encouraged. These skills allow children to conquer risk. The author in this book provides numerous ways that can help in promoting resilience in early childhood. This book inspires me to adopt the philosophy of resilience and explains the concept of resilience through many examples and suggestions.Goldstein, S., Brooks, R. B. (2013). Handbook of resilience in children (2nd Edition). Boston, MA Springer US.This book has co-authors and provides readers with understanding and theories about the power of resilience an emerging field. The authors have examined the this emerging field of resilience and focused not only on individuals who overcame adverse circumstances, but also explore more about qualities of resilience that can be applied to all individuals, even though they may have not experienced any significant adverse situations. We have come to appreciate that the qualities of resilience examined scientifically in this volume can in fact protect and insulate not only children at risk, but all of us. This handbook is a valuable resource and aims to provide readers with resilient qualities that have been scientifically examined by the authors to protect not only children at risk but insulate all of us. Moreover, the handbook has been prospering in describing resilient qualities that can be natured by parents and educators to shape up childrens future.Khanlou, N., Wray, R. (2014). A whole community approach toward child and youth resilience promotion A review of resilience Literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi 10.1007/s11469-013-9470-1This is a literature review and the authors conducted the researc h in three steps. They reviewed peer published articles since the year 2000, review of grey literature and quasi-realist synthesis of evidence to bring out reliable findings. Child and youth resilience were the focus of the literature review and was conducted on three perspectives 1) whether interventions can help in building resilience 2) effectuate of crisis among different populations and, 3) indicators that prove positive effects of resilience interventions on health and social outcomes. The review includes definitions and aspects of resilience, relationships of resilience with mental health and social reactions, and provides suggestions to include family, and environmental factors while promoting resilience with the help of interventions. I was able to have a clear understanding of resilience construct, as the information was presented in a very well-defined and clear. Moreover, the knowledge gained through this review will be useful in my practice later.Pearce, C. (2011). A S hort introduction to promoting Resilience in children. London Jessica Kingsley Publishers.This book seeks to explain what resilience is and how it can be fostered in children. It also discusses about building resilience in children, which is a universal concern for parents, care- givers, and educators and everyone wants to shield and protect children from physical and emotional distress. The book is supported with many examples and detailed explanation of nurturing resilience in children and also mentions key factors of resilience such as biological, psychological, and environmental aspects that influence resilience. Additionally, reader is also able get lot of clarity on the interaction and implications of these factors. Moreover, author has presented some strategies that allow the reader to understand how to foster resilience in children and can encourage them to increase their coping capacity with adversity. Moreover, this is a helpful resource for parents, care givers, and educa tors to have an overview, insight, and awareness, as they all play a critical role in promoting resilience in children.Pierce, K. J., Zand, D. H. (2009). Resilience in deaf children Adaptation through emerging adulthood Springer New York.In this book, the contributing authors cozy up family system as a focal point that nurtures resilience for a deaf individual. The book lays its foundation on evidence based research, firmly believes that positive and supportive family are the key factors that help in developing resilience for deaf children. In addition, authors have offered valuable information and opportunities to parents, children, teachers, and other professionals in the community that can support fostering of resilience in deaf children and the ability to handle stressful events. This book provides refreshing lens to enable readers to relook at the positive attributes strengths, and capabilities of deaf children that can help in nurturing resilience in their early phase of lif e. Moreover, the book hopes that people realize that deaf also can lend to the society.Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults Translating research into practice. New York Springer New York.Resilience in Children, Adolescents, and AdultsThis book acknowledges the need to re-establish the link between theory, assessments, interventions assessments, and outcomes that can give a firm experimental base to resilience construct. This will result in more practical applications of effective assessments and interventions. The book has provided readers with easy to understand and apply assessment tools and interventions for diverse population and perspectives. Moreover, the book has shared case studies with readers that exhibit practical applications of resilience interventions and interpretations of assessments. As the book is embedded in the context of disaster and enlightens the readers about cultural considerations and age-appropriate interventions that are most needed for all the professionals in the field of psychology to have a strength-based practice.Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth A review. Children and Youth Services Review, 34 (12), 2295-2303. doi 10.1016/j.childyouth.2012.08.009This article is based on a literature review which gives readers an overview of longitudinal studies dating back to the 1970s to the present on children born in high-risk conditions.The research findings confirm that often children at risk stand remote chances of attaining their full potential in adulthood. These individuals may be incapable of developing social competence. However, the findings also showed that some of youth in spite of growing up in high-risk environments, did develop social competence and were able to lead successful lives. These young adults are considered to be resilient and have strength gained from protective factors that help them to overcome adversity and succeed i n life. The review makes it easy for the reader to understand more about environmental factors that situate children and youth at-risk as well as what protective factors can be fostered to build resilience in children. In addition, the research recommends readers to develop resilient building interventions in childrens context, crucial for their psychosocial development and research knowledge can prove to be beneficial for educators to improve and build positive resilient populations.