"Supporting Resilience"
Growth of children throughout the globe is facing risks as posed by political skirmishes, disasters, pandemics, as well as other dangers that could have life-changing outcomes for families, individuals, and the future of all communities. These well documented dangers have enhanced world concerns with regards to the risks posed to young children and the future of humanities, whilst also stressing lack of readiness in managing disasters (Masten, 2014). These anxieties have prompted renewed devotion to resilience through various spheres of study as states and international agencies seek for evidence and support on things that aid in mitigating dangers and enhance resistance or recovery in face of such threats to human life.
Families and societies have huge impact on the ability of a child to be resilient. Children who show resilience are from families and societies that offer love and support, has high anticipations, and inspire participation of children. Once grown-ups give responsive love to toddlers, infants, and preschoolers, children become trusting on others. If children are held to high prospects by parents and other caregivers, they start to believe themselves and recognize they are capable (Hunter, 2011). Encouraging infants’ and toddler’ resilience growth incorporates grownups showing their love for the child vocally and physically, recognizing the emotions of the child, safeguarding the child whilst at the same time permitting the child to discover the environment, demonstrating certainty and positivity, and motivating the child do things alone.
Whilst there is great disparity in the kind and seriousness of hardship experienced by children, there is various proof that certain people, interpersonal and school aspects are linked with resilient effects throughout a range of frameworks. Even though there have been contemporary structural reviews of resilience in grownups, there is a systematic analysis on child resilience and it emphasizes on mediations to create resilience. Since the basic developmental responsibilities in adolescents or adults vary in a great way from ones in childhood, there could be essential variances in the aspects that foster resilience in children (Deirdre Gartland, 2019). For instance, whilst adolescents are gaining freedom from family and concentrating of relations with colleagues, an essential developmental responsibility for children is creating a close reassuring relationship with a caregiver (Deirdre Gartland, 2019). Resilience aspects recognized as crucial for grown-ups or adolescents, like optimistic family relations, optimism, and school activities have clear importance for children, whilst other like church, employment, and society support might be less crucial. Analyzing the aspects that are linked with resilience results in children is fundamental to enhance outcomes for millions suffering from poverty, hostility, and any other social hardships.
References:
Deirdre Gartland, E. R. (2019). What factors are associated with resilient outcomes in children exposed to social adversity? A systematic review. BMJ.
Hunter, P. J. (2011). I Am Safe and Secure Promoting Resilience in Young Children. 1-4. Retrieved from https://www.employer.writersadmin.com/employer/uploads/b7c5ea24fec710620f7b15de8f548d09.pdf
Masten, A. S. (2014). Global Perspectives on Resilience in Children and Youth. Child Development, 1-14.
Kimberly Bennett Post:
Resiliency is the ability to overcome circumstances that put children at risk for physical or psychological damage (Center on the Developing Child, 2015). At any age, when children are exposed to violence, trauma or chronic stress, they are at risk for impact to their physical, mental and social well-being. However, based on research of brain research, we as a field understand how critical the first 3 years of life are for impacting brain architecture. Therefore, it is most critical to support children in the early years in developing their own resilience to overcome any trauma that they may experience.
Pizzolongo and Hunter (2011) point to the impact of positive adult-child relationships on building resiliency. Positive and secure relationships help to provide children with the developmental foundation that they need to in order to learn these coping skills. Research has shown the multiple factors shown to be effective in building resiliency in young children, including high sensory awareness, a heightened sense of humor and positive expectations (Pizzolongo & Hunter, 2011). However, Masten (2014) points to the complex systems and theories that have become a part of resiliency research across the globe in the last few years. She addresses the incorporation of family systems theory, ecological systems theory and biology to name a few. Even though there do appear to be some individual, biological factors at play, it is important to consider the ways that different levels and relationships also impact child development.
McKay & Acri (2018) focused on different intervention methods to build resiliency in individuals, families and communities. The intervention developed in this particular study, entitled “4Rs and 2Ss Family Strengthening Program,” found that family outcomes, parental stress, and child functioning was enhanced by providing evidence-based content to families about healthy relationships and providing formats that connected families together. The importance of their findings, and others like it, cannot be overstated, because families need to learn about how their interactions and relationships impact their child’s long-term development. And also, it is critical to connect families within a community to build support systems, learn from each other, and use multi-generational support.
References:
Center on the Developing Child-Harvard University. (2015). Supportive relationships and active skill-building strengthen the foundations of resilience: Working paper no. 13. Retrieved from: https://developingchild.harvard.edu/resources/supportiverelationships-and-active-skill-building-strengthen-the-foundations-of-resilience/
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child development, 85(1), 6-20.
McKay, M. M., & Acri, M. (2018). A Conversation on Building Resilience and Protecting Children: An Evidence-Based Family Strengthening Approach. Wash. UJL & Pol'y, 57, 133.
Pizzolongo, P. J., & Hunter, A. (2011). I am safe and secure. Young Children, 66(1), 67-69.
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