Michael was born prematurely to teenage parents and by eight had three siblings, divorced parents and his mother had abandoned the family. Mary was born to an overweight mother who emotionally and physically abused her, and a father with just four years formal education. Both children described in these examples from Werner (1999), despite sub-optimal childhoods, developed into successful children and adults with high self-esteem and other positive attributes. These do not highlight ‘invulnerable’ children who possess extraordinary qualities but children with an ordinary, common process arising from normal human adaptational systems (Masten, 2001). This process is known as resilience, the ability to adapt positively in the face of adversity (Richaud, 2013), which often emerges in childhood (Masten & Tellegen, 2012). The psychological study of resilience seeks to understand how some children develop well despite exposure to risk factors such as natural disasters or poverty, which increase the likelihood of negative outcomes like psychological disorders and low self-esteem (Slater & Bremner, 2011). Panter-Brick and Leckman (2013) comment early theories focused on ‘casualties’ and implied negative outcomes are inevitable following adversity. Modern research has shifted towards enhancing capability; focusing on those who emerge from adversity positively, the ‘survivors’, has led to identification, and understanding of, numerous determinants known as protective factors, which interact to reduce the likelihood of negative outcomes (Richaud, 2013). This essay will address how and why certain children develop positively in the face of adversity, discussing numerous protective factors and how they influence child outcomes. Slater and Bre... ... middle of paper ... ...matrix of genetic, personal and environmental factors (Bonanno, 2004; Cicchetti & Rogosch, 2009). An easy temperament, flexibility and positive emotions aid the creation of supportive relationships and enable children to reappraise negative situations (Bee & Boyd, 2009). Strong relationships with caregivers provide effective coping strategies (Reed et al., 2012) while communities facilitate the development of the resources required for resilience (Ungar, 2011). Each protective factor provides a pathway to resilience by arming children with the assets they need to fend off negative outcomes by reappraising situations and finding positive meanings; which factors are more important depends on interactions between the child and environmental circumstances but the more protective factors, the greater the likelihood of developing resilience (Cicchetti & Rogosch, 2009).
The idea of taking risks appeal to most people, but what is actually learned from the act of risk taking? In the two readings, “Breaking through Uncertainty –Welcome Adversity,” by Jim McCormick, and “Neighbours,” by Lien Chao, the benefit derived from taking risks is explored. In McCormick’s article, a parachuting jump mishap leads to his revelation that confidence and certainty can be found. Chao’s short story deals with Sally befriending an elderly couple and joining them for Canada Day celebrations, and along the way realizes what’s important to herself. Though “Breaking Through Uncertainty –Welcome Adversity,” deals with a life saving risk, “Neighbours” is more about a personal risk, something that demonstrates much greater benefits as personal satisfaction.
Jeannette Walls had a horrific childhood that truly brought out the survivor in her. Jeannette had troubles with her family, friends and siblings but she was not hindered by the difficult situations and the choices that she had to make. In order to survive she to had be resourceful and use what she had to her advantage and also learn to adapt to any situation. Through it all she had the drive and purpose of a true survivor. Her survival tools of Ingenuity, Adaptability and Purpose helped her to grow into the person she is today.
...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)
Levine states “a child cannot possibly develop resilience when his parents are constantly at his side, interfering with the development of autonomy, self-management and coping skills” (Levine, 2008 p.77). She says, affluent children don’t have the practical tools needed to survive on their own, they haven’t learned how to deal with problems, and they value others opinions over their own (Levine, 2008 p5). When parents feel like they have to step in to protect the health and welfare of their adolescent child they leave the child feeling disrespected or untrustworthy by their protective parents. (Levine, 2008 P223).
Resilience and hardiness has long been a topic of research and discussion within different paradigms and fields of study, for example, in military psychology, psychiatry, health statistics and measurement, medical anthropology, education, medicine and organizational settings. Resilience means the skills, abilities, acquaintance, and insight that accumulate over time as people struggle to conquer adversity and meet challenges. It is an ongoing and developing fund of energy and skill that can be used in current struggles (Saleebey, 1996; Liebenberg, 2005).Most commonly, the term resilience has come to mean an individual's ability to overcome adversity and continue his or her normal development.
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).
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.
In Chapter1 of How Children Succeed Paul Tough argues that trauma in childhood would cause a negative effect on children. However, this negative effect can be changed.
...r lives were like. They found that 86% of the resilient children seemed to doing well as adults and compared with non-vulnerable children had a higher rate of reporting to be happy. However, they did record high amount of health problems such as dizziness, back problems for men and pregnancy, childbirth for women. In addition, other children from the vulnerable group reported significantly better results compared to their teenage selves e.g. going back to school, getting a job etc. the study proves to show that children can grow up to be competent members of the society even if born into impoverished environment and under stressful situations as long as there is a balance between the environment, stress and support. she suggest early intervention programs and nurturing environments for children in vulnerable conditions to improve the child’s development in 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...
In How Children Succeed, Paul Tough attempts to unravel what he identifies to be, “some of the most pervasive mysteries of life: Who succeeds and who fails? Why do some children thrive while others lose their way? And what can any of us do to steer an individual child – or a whole generation of children – away from failure and toward success?” (Tough, 2012). Children are born into environments of varying circumstances, good and bad, influencing their development. Through direct encounters with researchers, educators and children of different environments, Paul Tough approaches his questions by ex...
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.
Our minds are at the most sensitive stage during our childhood. During this time, we are beginning to find a sense of self and creating a healthy personality based on our experiences. (Life Span 11.3) What would happen if a child experiences a traumatic event such as physical/ emotional abuse, the murder of a parent or a close family member, natural disasters, or was involved in an accident? Would it affect their later self? Studies have shown that traumatic experiences that occur during early childhood may affect several aspects of their lives, including relationships, behavior, and emotional responses. (NCTSN, 2009)
It is stated in the article, How People Learn To Become Resilient “But the remaining third developed into ‘competent, confident, and caring young adults.’ They had attained academic, domestic, and social success—and they were always ready to capitalize on new opportunities that arose” (Konnikova). Although there had been children growing up in the same conditions there was a handful that became people you wouldn’t have thought they were capable of becoming. The children all had been facing the same adversity, so why did only one third become better people than they started off as? The answer is simple, they had the drive and capability to overcome the adversity instead of submitting to it. Instead of being content with the life they were given, they sought out to create opportunities for themselves and it benefitted them immensely. In the article The Deafening Silence Nancy Johnson states: “I dreaded speaking” and “Soon I’d drive home to take my place at the anchor’s desk or in the field…”. The two quotes are said at two points in Johnson's life; the first, when she was a young child and afraid to speak, and the second, when she was an adult with more confidence she thought she was capable of. The adversity faced may seem trivial to others, but the effort taken to overcome the adversity is exceptional. It may seem that she gained resilience from other people, but she gained her confidence from within, although it cannot be seen. Johnson could have easily succumbed to her adversity, but because of her will to achieve her dream, she overcame her fears and has fulfilled her wishes. No matter what the adversity may be, if the person has enough will, they can overcome and live a life they are content with. Although people have the ability to overcome adversities and be
This research is guided by two major theories. First, Transactional Theory, which is a widely accepted theory of coping developed by Richard Lazarus and Susan Folkman. Second, the Control Theory developed by Charles Carver and Michael Scheier.