social science

Discussion 1

Resiliency is key when it comes to overcoming adversity especially for those that are at-risk youth (McWhirter, McWhirter, McWhirter, & McWhirter 2017). Resiliency is defined as the ability to fight back, bounce back, cope with or overcome, difficult or stressful or traumatic experiences (McWhirter & All, 2017). An at-risk youth who is resilient will be able to overcome the world stacked against them and succeed (McWhirter & All, 2017). There are several risk and protective factors when it comes to resiliency, some people are better off than others (McWhirter & All, 2017). For example, a child with a good social support network of teachers and family are better at forming resiliency (McWhirter & All, 2017). A person needs a good support network regardless of if they’re at-risk or not, it is natural for humans to be social and seek comfort and care from others (McWhirter & All, 2017). Parents who display good communication skills teach their own kids social skills (McWhirter & All, 2017). A good teacher may act as a surrogate parent and a good role model (McWhirter & All, 2017). A risk factor for example are parents who experience a mood disorder like depression (Denny, Fleming, Clark & Wall, 2004). A depressed parent will likely be more focused upon themselves and have a negative outlook on life (Denny & All, 2004). Some people with mood disorders and those with addictions may be more likely to be abusive towards their child (Denny & All, 2004). It is also just hard for them to be nurturing and caring (Denny & All, 2004). A protective factor for youth is an organization that promotes healthy socially acceptable behavior like the scouts, small groups at church, jrotc and more (McWhirter & All, 2017). These programs are a good distraction from those less than ideal situations and stop kids from being bored and then end up getting in trouble with the law (McWhirter & All, 2017). A risk factor is the fact that the education system is flawed and without a proper education resiliency is hard to be formed (McWhirter & All, 2017). A statistic says their is an 11% dropout rate in high school thus proving there is a problem (Denny & All, 2004). If a student quits school because of failure they will end up being unable to deal with failure outside of school (McWhirter & All, 2017). Again resiliency is about being able to bounce back after being knocked down (McWhirter & All, 2017). Their needs to be reform in the education system to help students in need (McWhirter & All, 2017). There needs to be less focus on who can do the best on tests and rather assignments that promote practicality and critical thinking for the future (McWhirter & All, 2017). The community for at-risk youth is also impactful (Sameroff & Rosenblum, 2006). Unfortunately, these adolescents grow up in bad areas where crime rates are high and the only only people who are role models are criminals (Sameroff & Rosenblum, 2006). It is just natural for adolescents to fall into crime and parents who live in these bad areas cannot escape do to poor finances (Sameroff & Rosenblum, 2006). Some people would describe this as growing up on the streets or basically just prison on the outside (Sameroff & Rosenblum, 2006). This is a huge factor that leads kids to crime and eventually jail or poverty (Sameroff & Rosenblum, 2006). The only thing that can be done is forming programs that  keep kids away from these negative influences but unfortunately these schools don’t have the funds for these programs (Sameroff & Rosenblum, 2006). Funding should go to these schools in need but it is not as simple as that, the politics of the education system are complex and the education system is corrupt and flawed (Sameroff & Rosenblum, 2006). Hopefully one day people can unite together to tackle this at-risk youth issues head on (Sameroff & Rosenblum, 2006). It takes effort of the community as a whole not just parents (Sameroff & Rosenblum, 2006). In my future I hope to help to do my best to help these kids who are trapped in this vicious life cycle become resilient, strong future men and women. References Denny, S., Fleming, T., Clark, T. C., & Wall, M. (2004). Emotional resilience: Risk and protective factors for depression among alternative education students in New Zealand. American Journal of Orthopsychiatry, 74(2), 137-149.McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, R. J. (2017). At-risk youth: A comprehensive response for counselors, teachers, psychologists, and human service professionals (6th ed.). Belmont, TN: Brooks/Cole Publishing Co. Sameroff, A. J., & Rosenblum, K. L. (2006). Psychosocial constraints on the development of resilience.

Discussion 2

Resiliency is key when it comes to overcoming adversity especially for those that are at-risk youth (McWhirter, McWhirter, McWhirter, & McWhirter 2017). Resiliency is defined as the ability to fight back, bounce back, cope with or overcome, difficult or stressful or traumatic experiences (McWhirter & All, 2017). An at-risk youth who is resilient will be able to overcome the world stacked against them and succeed (McWhirter & All, 2017). There are several risk and protective factors when it comes to resiliency, some people are better off than others (McWhirter & All, 2017). For example, a child with a good social support network of teachers and family are better at forming resiliency (McWhirter & All, 2017). A person needs a good support network regardless of if they’re at-risk or not, it is natural for humans to be social and seek comfort and care from others (McWhirter & All, 2017). Parents who display good communication skills teach their own kids social skills (McWhirter & All, 2017). A good teacher may act as a surrogate parent and a good role model (McWhirter & All, 2017). A risk factor for example are parents who experience a mood disorder like depression (Denny, Fleming, Clark & Wall, 2004). A depressed parent will likely be more focused upon themselves and have a negative outlook on life (Denny & All, 2004). Some people with mood disorders and those with addictions may be more likely to be abusive towards their child (Denny & All, 2004). It is also just hard for them to be nurturing and caring (Denny & All, 2004). A protective factor for youth is an organization that promotes healthy socially acceptable behavior like the scouts, small groups at church, jrotc and more (McWhirter & All, 2017). These programs are a good distraction from those less than ideal situations and stop kids from being bored and then end up getting in trouble with the law (McWhirter & All, 2017). A risk factor is the fact that the education system is flawed and without a proper education resiliency is hard to be formed (McWhirter & All, 2017). A statistic says their is an 11% dropout rate in high school thus proving there is a problem (Denny & All, 2004). If a student quits school because of failure they will end up being unable to deal with failure outside of school (McWhirter & All, 2017). Again resiliency is about being able to bounce back after being knocked down (McWhirter & All, 2017). Their needs to be reform in the education system to help students in need (McWhirter & All, 2017). There needs to be less focus on who can do the best on tests and rather assignments that promote practicality and critical thinking for the future (McWhirter & All, 2017). The community for at-risk youth is also impactful (Sameroff & Rosenblum, 2006). Unfortunately, these adolescents grow up in bad areas where crime rates are high and the only only people who are role models are criminals (Sameroff & Rosenblum, 2006). It is just natural for adolescents to fall into crime and parents who live in these bad areas cannot escape do to poor finances (Sameroff & Rosenblum, 2006). Some people would describe this as growing up on the streets or basically just prison on the outside (Sameroff & Rosenblum, 2006). This is a huge factor that leads kids to crime and eventually jail or poverty (Sameroff & Rosenblum, 2006). The only thing that can be done is forming programs that  keep kids away from these negative influences but unfortunately these schools don’t have the funds for these programs (Sameroff & Rosenblum, 2006). Funding should go to these schools in need but it is not as simple as that, the politics of the education system are complex and the education system is corrupt and flawed (Sameroff & Rosenblum, 2006). Hopefully one day people can unite together to tackle this at-risk youth issues head on (Sameroff & Rosenblum, 2006). It takes effort of the community as a whole not just parents (Sameroff & Rosenblum, 2006). In my future I hope to help to do my best to help these kids who are trapped in this vicious life cycle become resilient, strong future men and women. References Denny, S., Fleming, T., Clark, T. C., & Wall, M. (2004). Emotional resilience: Risk and protective factors for depression among alternative education students in New Zealand. American Journal of Orthopsychiatry, 74(2), 137-149.McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, R. J. (2017). At-risk youth: A comprehensive response for counselors, teachers, psychologists, and human service professionals (6th ed.). Belmont, TN: Brooks/Cole Publishing Co. Sameroff, A. J., & Rosenblum, K. L. (2006). Psychosocial constraints on the development of resilience.