Humanities Homework Help

Each peer response 50-75 words. APA format

Peer #1 Elizabeth

Resilience is the process of perseverance that one takes when faced with a tragedy, threats, or experiencing stress due to reasons such as relationship or family problems, critical health problems, financial constraints, death in the family, or workplace stress. Therefore, resilience is the ability of an individual to overcome a challenging experience. If a person is more resilient, they can empower their personal growth (“Building your resilience”, 2012).

Resilience is an important trait to have and an essential protective factor in a child’s development because it equips the child to withstand life’s pressure. Therefore, when a child is more resilient, they are less affected with stress. Building a child’s resilience can be done during their upbringing or through culture, and it becomes a benefit to their mental health, which is a skill that they will take with them to adulthood. Therefore, resilience is a protective factor in a child’s development because it reduces the child’s chances of suffering from stress-related disorders such as depression and anxiety.

An example of building resilience in a child can be through the development of social skills. As a parent, you create a child’s resilience by developing their essential skills, such as teaching the child how to build healthy relationships with peers and adults and identifying, expressing, and managing their emotions. Another essential skill that makes a child’s resilience is building their independence and confidence by taking up personal challenges. Recommendations that I would provide to a new parent to promote their child’s resilience are telling them to encourage their children to take up responsibilities that develop a sense of autonomy. Through such an action, it provides the child which an opportunity to learn about themselves, leading to self-growth (“Resilience”, n.d.).

References

Building your resilience. (2012). Retrieved 30 April 2021, from https://www.apa.org/topics/resilience#:~:text=Psychologists%20define%20resilience%20as%20the,or%20workplace%20and%20financial%20stressors.&text=That’s%20the%20role%20of%20resilience.

Resilience. Retrieved 30 April 2021, from https://developingchild.harvard.edu/science/key-concepts/resilience/

Peer #2 Clea

Resilience is the ability to experience a traumatic event or trial and instead of quitting you gather an internal strength and push forward, you don’t just quit and give up. This is an extremely important protective factor for children. When a child is faced with a problem they have a few options in how they choose to handle the situation, they can quit, or they can have a positive attitude and push themselves to keep going or try a new situation. From being a fifth grade teacher I see many kids who have a resilient attitude and those that definitely do not. Like all situations culture, support at home, income and the parent’s education all seem to affect the resilience of their child. For example, a child who doesn’t understand their multiplication facts but has a positive attitude, looks at different ways to problem solve and often times has support at home (and/or their parents have a good relationship with the teacher), the child is often able to overcome and push themselves into conquering this difficult situation. However, the child who lives in extreme poverty, has many issues at home that effect their stability (food security, abuse, poverty, etc) and their parent finds no value in education, that child is more likely to quit before they even try, reasoning that it doesn’t matter, they don’t care or school is stupid. “The development of resilience is facilitated by families that set high expectations for their children’s behavior from an early age. High expectations are reflected in authoritative parent-ing that is warm and caring, that establishes clear organizational patterns, and that consistently sets and enforces limits.” (Masten & Coatsworth, 1998; Palmer, 2008; Werner, 1990).

For any new parent or those that are looking to promote resilience in their children my recommendations would be to create a strong bond with them, when they feel safe and know they can trust you it allows them to try new things and fail. When we give our children situations where they can try something new or it is a situation where we purposely let them fail we are able to build and teach them the value in failing and how we can learn and grow from that. When we take the stress away, and the uncertainty of failure we allow them to see it is human nature to fail and it is what we do with that that counts. It is important to note that “when looking at adjustment over time, Bonanno (2012) has found that resilient individuals may experience transient distress during and/or immediately after a traumatic event, but these reactions are usually mild and unlikely to interfere with ongoing ability to function.” Our attitude about failure and the support we give to our children greatly determines the attitude of our children.

References:

Juntunen, C.L. & Schwartz, J.P. (Eds). (2016). Counseling across the lifespan (2nd ed.). SAGE Publications, Inc. https://viewer.gcu.edu/V6W8wF

Peer #3 Laura

According to the text, resilience is defined as the positive, constructive way an individual adapts when significant conflicts occur (Juntunen & Schwartz, 2016). Researchers continually investigate factors that contribute to the development of resilience in children, and methods to effectively enhance resilience from an early age. Studies indicate that when resilience is developed in childhood, it contributes to a healthy development, and assists individuals positively contribute to the progress and prosperity of their society (Center on the Developing Child-Harvard University, 2021). If providers understand how to build protective experiences and coping skills in early childhood, these techniques can effectively counterbalance any significant adversity that occurs throughout life. Likewise, this data can also successfully help policymakers and influencers develop best practices and programs to help children develop resilience and reach their fullest potential (Center on the Developing Child-Harvard University, 2021). One way to develop resilience in children is through building strong relationships with important adults in their home, family, and community. As resilience is the result of a combination of protective factors, it has been shown that one strong predictor of resilience stems from the interaction between biological factors and the environment that can positively develop a child’s ability to come with adversity (Juntunen & Schwartz, 2016). As such, facilitating adult-child relationships can strengthen adaptive skills, increase social competence, develop a sense of identity, and develop resilience. Likewise, other strengths associated with thriving and resilience includes helping children find their purpose, religious involvement, modeling compassion, and psychological endurance (Sherry et al., 2018). Further, while resilience is best developed at a young age, it can be strengthened at any age. As such, parents can incorporate age-appropriate, health-promoting activities to help a child develop resilience. Some activities that help include regular physical exercise and healthy living, stress-reduction practices, like mediation or yoga, and involvement in programs in the school district or community that build executive function and self-regulation skills. These are ways to help children develop appropriate coping methods, adaptability, and healthy, constructive behaviors (Center on the Developing Child-Harvard University, 2021).

References:

Center for the Developing Child-Harvard University. (2021). Resilience. https://developingchild.harvard.edu/science/key-concepts/resilience/#:~:text=Resilience%20is%20the%20result%20of,prolonged%20periods%20of%20toxic%20stress.

Hamby, S., Grych, J., & Banyard, V. (2018). Resilience portfolios and poly-strengths: Identifying protective factors associated with thriving after adversity. Psychology of Violence, 8(2), 172–183. https://doi.org/10.1037/vio0000135

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Juntunen, C.L. & Schwartz, J.P. (Eds). (2016). Counseling across the lifespan (2^nd ed.). SAGE Publications, Inc. https://viewer.gcu.edu/V6W8wF