Practical Ways Of Promoting Resilience Young People Essay

Practical Ways Of Promoting Resilience Young People Essay Resilience as described by many writers is a complex term and therefore needs to be understood in the context. Resilience is normally sought in the child, family and community (Phillips, G. 2008). As professionals, attending training courses helps us to seek something that may assist us in our understanding of those areas. This keeps us in seeking mood and all the time, we tend to keep attention outside ourselves. When we as practitioners recognise resilience in ourselves, we can them be able to facilitate resiliency, thereby linking theory to practice (Phillips, G. (2008). DEFINING RESILIENCE There are many definitions of resilience by different authors. In this context therefore, resilience is defined by Share and Lowlor (2009: 269) as ability to thrive, mature and increase competences in the face of adverse circumstances. Overall, when loved ones absence or presence remains a mystery, meaning and purpose are essential to finding the health and life. After 9/11, some survivors believed that their loved ones being in the Twin Towers at the time of the attack was predestined or Gods will. Many who believed this continue to trust in God to see them through their travels while they move forward with their lives (Boss, P 2006:97). Some characteristics associated with resilient children include cognitive proficiency (especially intellectual curiosity and problem solving), autonomy, good social skills and internal locus of control (Share and Lowlor (2009: 269). Resilience is the capacity to transcend adversity may be seen as the essential quality with care planning and provision should seek to stimulate as a key outcome of the care offered (Gilligan, R. 1997: 14) It is suppressing how resilient people are despite having experienced high risk situation, such as war, disaster, loss, and adversity during childhood and adolescence (Waaktaar, T. Chrisrtie, H, J. Borge, A. Torgersen, S. 2004: 164). Adult who promote resilience make family and institutional supports available to children. They empower children to become independent, responsible, and empathic at altruistic and to approach people and situation with hope, faith and trust (John, M. 1997: 24). However, adults can help children identify resilience behaviours more easily in themselves and others, such as using vocabulary to reinforce these feeling and beliefs that promote resilience and to guide their own childrens behaviour. Therefore, the greater their opinion for acting in the ways that help children met situation such as crisis in their lives with greater strength and hope John, M 1997: 26). Therefore, the most critical key to resiliency is the ability to hold two opposing ideas at the same time. Whatever part is taken, the search for the meaning is much more difficult when the loss is unclear (Boss, P. 2006: 97). THREE THEORIES OF RESILIENCE (1) The Childs Sense of a Secure Base : The growth of a child is influenced by secure attachments which supply him/her with a reliable secure base (Bowlby 1988). Furthermore, it encourages and renders safe exploration of the childs inner world. A young persons sense of secure base therefore is cultivated by a sense of belonging within supportive social networks, attachment relationships to reliable and responsible people and by routine and structures in their lives (Gilligan, R. 1997: 15-16). However, I HAVE factors is one of the external supports and resources that promote resilience in children according to John, M. (1997: 26-27). I HAVE factors includes: trusting relationships, (parents, other family members, teachers, and friends who love and have the interest and welfare of the child), structures and rules at home, (parents who provides rules and routine expects the child to follow them, for example, the task the child is expected to perform, when the rule is broken, the child is helped to understand what he/she did wrong). Others includes: access to health, education, welfare and security services which is available to the child. (2) The Childs Self Esteem: this is based on persons sense of their own worthiness and competences. Rutter (1990) came up with two types of experience which is important in influencing self esteem in young children and they are, secure and harmonious love relationship, and success in accomplishing tasks by others as central to their interests. Also success in an endeavour which the person values may do much to combat a sense of failure in other spheres of ones life (Rutter, 1990 cited Gilligan, R. 1997:17). Therefore, factors such as I AM are the childs internal and personal strengths. These are feelings, attitudes, and beliefs within the child, for example, a resilient child would say: I am proud of myself: this means the child knows that he/she is an important individual and is proud of who he/she is and what he/she is capable of doing and can achieve. I am autonomous and responsible: the child can do a lot with his/her initiative and be responsible and accountable for his/her acti ons or mistakes. I am filled with hope, faith, and trust: the child knows and believes that he/she has hope and there are people and institution which he/she can trust and have faith in. Finally, the child will realise that he/she is loveable and his/her temperament is appealing, he/she is loving, empathic and altruistic (John, M. 1997: 28). (3) Sense of Self Efficacy: this is a situation were parenting style influences whether a child acquires a sense of internal control with regards to attaining desired outcomes. Some factors which promote childs self efficacy includes the parent / caregiver beliefs in the childs own sense of control, responsiveness, consistency, warmth, praise, support and encouragement to the childs to engage / participate in his/her environment (Sandler et al, 1989 cited Gilligan, R. 1997: 17). Moreover, I CAN factor helps to promote the childs sense of efficacy because; it is the childs social and interpersonal skills. Children acquire these skills by constant interaction with others and those who educate them, for example, a resilient child would say: I can communicate: at this stage, the child expresses thoughts and feelings, also be empathetic towards others. I can solve problem: the child can assess a situation of a problem, finds out what needs to be done to resolve the issues and if help is needed form others. Also I can manage my feelings and impulses; I can gauge the temperature of myself and others, and finally seek trusting relationship (John, M. 1997: 29). PRACTICAL WAYS OF PROMOTING RESILIENCE In promoting resilience, any work with children must be similarly in the contexts of their families, school, communities, and the large society (Grotherg, E, H. 2003: 5) Therefore, as a social care practitioner, it is important to know that we are only able to influence that portion of resilience that is amenable to influence through social experience. We cannot affect the degree of resilience that a person has temperamentally due to what they have inherited through their genes (Gilligan, R 2001: 6). As a Social Worker, we can encourage purposeful contact between the child, the family, and other key adults for the childs past, encourage positive school experience, encourage friendships with peers, actively foster interest, strong social network, involvement and talents in sports, music, hobbies or cultural pursuits, help the child to rehearse, and discuss problem solving and coping skills and strategies. Also, each of these I AM, I HAVE, and I CAN factors suggest numerous actions children, parent / caregiver, and practitioner can take to promote resilience (Gilligan, R. 1997: 18-21) This Scenario was adopted from the International Resilience Project by Grotberg, E, H. (2003: 30) A nine year old boy went out of the house even after his father told him not to go out. The father did not know about this until he realized it was late and the boy was not at home. You will promote resilience if you talk to him when he returns and ask why he broke the rules (I HAVE); if you make clear that his behaviour is not acceptable even with his excuses, and that he is responsible for what he did (I AM); and if you talk with him about what needs to be done to prevent this kind of behaviour in the future (I CAN). He will learn from his experience to use resilience to face this adversity, to learn from it, and to behave in a more responsible way in the future. You do not promote resilience if you yell at him or spank him when he comes home, and accuse him of being a bad boy. Then you make him feel guilty, but resentful, and you have given him a label of bad boy, which will influence his idea of himself in the future. He will have difficulty dealing with a future adverse situation, even one that he creates, because he lacks resilience and none is being promoted.

Euthanasia In The United States :: Free Essay Writer

Euthanasia in the United States Every year two million people die in North America. Chronic illness, such as cancer or heart disease, accounts for two of every three deaths. It is estimated that approximately seventy percent of these people die after a decision is made to forgo life-sustaining treatment (Choice in Dying). In America and all around the world, the ongoing debate is whether patients should have the opportunity to implement this critical alternative of euthanasia. Although controversial, it is imperative that United States citizens are not denied this right to a humane death. Groups in opposition to euthanasia say that patients who yearn to make this decision are neither in a healthy psychological state of mind nor have the God-willing right to do so. These groups feel if euthanasia were to become a publicly accepted option to the terminally ill that physicians, family, and even patients may abuse it. They also strongly support modern end-of-life treatment, known as pall iative care, as a more logical and moral option. Perhaps the strongest belief that euthanasia is wrong comes from those who follow the words of the Bible and believe that every aspect of life belongs to God. The Old Testament records an incident involving King Saul of Israel, who became seriously wounded on the battlefield. Fearing the advancing enemy, Saul took his own sword and tried to fall against it. He cried to a soldier, â€Å"Come and put me out of my misery for I am in terrible pain but life lingers on.† The soldier acted in accordance with the wishes of the king and killed him. The soldier then brought some of Saul’s armor to David and said, â€Å"I killed him, for I knew he couldn’t live.† David ordered the soldier put to death (Eareckson, 111). Those who believe in the Bible clearly see here that, whether a monarch or a common person, mercy killing is perceived as iniquitous in the Lord’s eyes. To see a more recent example of the Cathol ic Church’s disagreement of euthanasia we only have to look back a few years. In 1994, for instance, the Dutch television station IKON’s filming of the death of a man with Lou Gehrig’s disease in a documentary, â€Å"Death on Request,† brought a denunciation from the Vatican (Branegan, 30). Equally important to those supporting the anti-euthanasia cause is the thought of any physician, family member or patient who would abuse this right if given the chance.

The Great Gatsby Children’s Story

Once upon a time in a faraway forest called West Egg, there lived a friendly group of happy chipmunks. Their names were Daisy, Myrtle, Tom and Jay. PAGE 2 At this time, winter was coming and the friends were busy gathering acorns. PAGE 3 One day, when the chipmunks were gathered to admire Myrtle’s collection, she realized they were missing! (â€Å"Where are all my acorns?! †) PAGE 4 One by one, all the chipmunks realized that their acorns had been stolen. PAGE 5 A town meeting was called and the chipmunks agreed to help each other by racing to gather more acorns.The winner that found the most acorns would get to ride at the front of the Harvest Parade. PAGE 6 Tom was determined to win. He was on his way to tell his best friend Daisy about his plan when he ran into Myrtle. PAGE 7 Tom, seeing how upset Myrtle was, offered to help and be on her team. Daisy could easily find acorns without him! (Myrtle: I’ll never find as many acorns as you! ) PAGE 8 Meanwhile, Daisy sat alone in her room waiting for Tom to come over with his plans†¦ PAGE 9 Finally, Daisy decided to go find Jay to play and ask if he wanted to find acorns together. Daisy: Well, if Tom’s not coming, I’m going to find Jay) PAGE 10 The race to win was on between the two teams! (Picture of Tom and Myrtle together on one side, and Daisy and Jay together on the other) PAGE 11 Tom and Myrtle started searching for acorns in East Egg first thing in the morning. They didn’t have much luck finding acorns. They looked high and low. In the park. By the lake. Around the forest. And even high up in the trees! (pictures of the different places and some acorns; sentences scattered along the page) PAGE 12 Daisy overslept on the first day of the competition, but Jay was prepared and on time.While he waited for Daisy to fix her hair, he made cookies and packed lunch. PAGE 13 When the team finally left the house, they hurried on their way and found lots of acorns! They look ed high and low. In the park. By the lake. Around the forest. And even high up in the trees! (copy page 11 format) PAGE 14 A week went by and Tom and Myrtle were getting upset because they STILL weren’t finding any acorns. PAGE 15 Meanwhile, Jay and Daisy had a whole basket full! PAGE

hey essays

hey essays Throughout our history cities have often been described to be more advanced than other types of communities. The city lifestyle is also often depicted as a superior lifestyle. For these reasons there is usually a push for urbanization in rural and suburban areas. Rural and countryside areas are often categorized as underdeveloped when compared to the city. The Wizard of Oz is meant to dazzle children with witches and Lions, and to provide warmth with a story of the possible. The story suggests the idea that rural areas tend to suppress ones natural abilities, causing certain people to believe that they dont have certain characteristics, or traits. The Wizard of Oz shows us that its not that we lack these traits, but that we are suppressing them and that we do not know that we possesses them. All of the characteristics that each of these three characters lack, are typical deficiencies of inhabitants of rural areas. In the story, Dorothy meets the characters on her way to the Emerald City. Following commonly associated ideas that the city has everything, the characters Dorothy encounters all decide to accompany her in a quest to fill the void in the lives they believe they have. It is on this quest that it becomes apparent that the Scarecrow, Lion and Tin Man do not lack these items, but in fact have them suppressed deep within them. The Lion is introduced as a fierce animal that tries to attack Dorothy on her path. However, he is immediately uncovered to be a coward. The Lion is the ironic choice of being a coward, as he is supposed to be a bully. Seeing as how no one has ever tried to challenge his authority, he believes he would run away in fear if anyone ever did, much like real bullies do. However as the story progresses we see that the Lion isnt the coward he believes he is, as he often shows immense courage in the face of great danger. There are many times throughout ...

Electrochemistry Calculations Using the Nernst Equation

Electrochemistry Calculations Using the Nernst Equation The Nernst equation is used to calculate the voltage of an electrochemical cell or to find the concentration of one of the components of the cell. The Nernst Equation The Nernst equation relates the equilibrium cell potential (also called the Nernst potential) to its concentration gradient across a membrane. An electric potential will form if there is a concentration gradient for the ion across the membrane and if selective ions channels exist so that the ion can cross the membrane. The relation is affected by temperature and whether the membrane is more permeable to one ion over others. The equation may be written: Ecell E0cell - (RT/nF)lnQ Ecell cell potential under nonstandard conditions (V)E0cell cell potential under standard conditionsR gas constant, which is 8.31 (volt-coulomb)/(mol-K)T temperature (K)n number of moles of electrons exchanged in the electrochemical reaction (mol)F Faradays constant, 96500 coulombs/molQ reaction quotient, which is the equilibrium expression with initial concentrations rather than equilibrium concentrations Sometimes it is helpful to express the Nernst equation differently: Ecell E0cell - (2.303*RT/nF)logQ at 298K, Ecell E0cell - (0.0591 V/n)log Q Nernst Equation Example A zinc electrode is submerged in an acidic 0.80 M Zn2 solution which is connected by a salt bridge to a 1.30 M Ag solution containing a silver electrode. Determine the initial voltage of the cell at 298K. Unless youve done some serious memorizing, youll need to consult the standard reduction potential table, which will give you the following information: E0red: Zn2aq 2e- → Zns -0.76 V E0red: Agaq e- → Ags 0.80 V Ecell E0cell - (0.0591 V/n)log Q Q [Zn2]/[Ag]2 The reaction proceeds spontaneously so E0 is positive. The only way for that to occur is if Zn is oxidized (0.76 V) and silver is reduced (0.80 V). Once you realize that, you can write the balanced chemical equation for the cell reaction and can calculate E0: Zns → Zn2aq 2e- and E0ox 0.76 V 2Agaq 2e- → 2Ags and E0red 0.80 V which are added together to yield: Zns 2Agaq → Zn2a 2Ags with E0 1.56 V Now, applying the Nernst equation: Q (0.80)/(1.30)2 Q (0.80)/(1.69) Q 0.47 E 1.56 V - (0.0591 / 2)log(0.47) E 1.57 V

Global Warming and other Ecology Issues; The Energy Crunch Essay

Global Warming and other Ecology Issues; The Energy Crunch - Essay Example These gases allow sunlight to penetrate the atmosphere then trap some of the solar energy which heats the earth (Breuer, 1980). It is a delicate balance and because these greenhouse gases have been artificially augmented by man-made sources, more build up in the atmosphere has occurred thus trapping more of the sun’s energy and reflecting less back in to space. This occurrence is causing the earth to warm. Carbon Dioxide (CO2) is the most prevalent of the greenhouse gases. Although deforestation is contributing heavily to the excess of CO2 in the atmosphere, a larger portion is caused by the burning of fossil fuels such as oil and coal. Fossil fuels are burned by factories, vehicles and electricity-producing power plants to name a few sources. Other greenhouse gases include methane, which is released when vegetation is burned during land clearing, during oil exploration activities and the coal-mining process; chlorofluorocarbons (CFCs), which is the substance that cools refrigerators and provides the propulsion in aerosol cans and nitrous oxide (N2O) which is the lesser cause of CO2 (Breuer, 1980). It is generated from both man-made and natural processes. Although warnings about the human generated causes of an enhanced greenhouse effect and the subsequent catastrophic outcomes have been sounded for over 100 years, global warming has only recently become an important political matter. One would have to wonder what enormous problems this will cause not only to people and property but to the health of the global economy as a whole. Entire sections of various countries will be forced to abandon their homes and businesses. The process will be a slow and torturous one. Agriculture activity, land masses and the very air we breathe will suffer a radical change from the effects of global warming. The question before us is, are we stewards of our earth and will we preserve it for future

Research Methods Essay Example | Topics and Well Written Essays - 1750 words - 4

Research Methods - Essay Example Whilst he acknowledges that legal compliance and laws may provide a correlation to state behaviour and international politics, Waltz feels that is theory that explains them and to this end attempts to reconstruct classic realism through a somewhat scientific approach. Therefore, Waltz’s book seeks to go beyond the classic realist position of politics in terms of state characteristics and state interaction with each other. Therefore Waltz’s central theory of neo-realism in international politics is underpinned by Waltz’s proposition that the system of international politics is inherently dependent on a system of anarchy. This system of anarchy according to Waltz effectively creates the international order of hierarchy, which is further defined by states who are unitary rational actors on the one hand and rational actors on the other. To this end, Waltz’s discussion of the Cold War highlights his propensity towards viewing the international political order from a systemic perspective as opposed to considering the intentions of individual states and human behaviour, which is arguably the inherent weakness of the book in context of contemporary international politics. For example, in focusing on the international politics as a whole state system as opposed to individual state level factors, Waltz avoids assumptions about human nature and morality and power in international politics. Waltz’s neo-realist paradigm proposes that the central factor in international politics is security and whilst gathering power, often results in destructive effects. Therefore, in propounding the idea that state survival is imperative in international politics, Waltz suggests that gathering power isn’t prominent however the goal of survival necessarily results in power being obtained by default. To this end, Waltz’s theory posits that the international system is the dominant factor, which he