Fostering Resilience

Fostering Resilience

"In any given week, the 12% to 15% of school-age children who have urgent needs for social and emotional support are not getting help" (Woolfolk, 2013, p. 233).

As you have been studying, children are unique and complicated individuals—many factors affect their ability to develop, learn, and thrive. Your course textbook defines resilience as "the ability to adapt successfully in spite of difficult circumstances and threats to development" (Woolfolk, 2013, p. 233). Such "threats" might include being raised in alcoholic or abusive homes, being victims of tragic or traumatic events such as Columbine or Hurricane Katrina, and/or living in poverty. Why does it seem that some children never recover from these traumatic onslaughts while others, despite the odds, survive and even thrive?

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Review "Fostering Resilience" on pages 233–234 in your course text, and consider what you have learned from these pages as well as from the Web bulletin, "Fostering Resilience in Children" (http://ohioline.osu.edu/b875/index.html). Think about why resilience is such an essential quality and what caring adults, teachers, and schools can do to promote resilience.

Next, choose one of the sections of the bulletin to reread:

• The Definition of Resilience
• Personal Characteristics Related to Resilience
• Familial Environmental Factors
• Academic Environmental Factors
• Fostering Resilience

With these thoughts in mind:

By Day 3:

Post your response to at least two of the following questions:

• What is resilience?
• Why is resilience so important?
• What did you learn about resilience that made the deepest impression on you?
• How can caring and concerned adults help to foster resilience in children?

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Understanding and supporting behavior

Case Study 2

Emma is in Year 5 and is nine years old. She attends a mainstream primary school.

Since starting year 5 her teacher has noted that Emma has become increasingly disruptive in class by calling out, swearing, and refusing to work with pupils who are not in her friendship group. She becomes argumentative and confrontational when the teacher or learning support assistant tries to intervene to sort out the problem and get her back on task. She is often sent to see the headteacher where she seems happy to sit and chat with the school secretary. Emma is working slightly below her age appropriate National Curriculum levels. Emma says she hates school but likes play and lunchtimes. She states that lessons are ‘boring’ except for PE and drawing cartoon faces. She often refuses to take her book bag or homework tasks home. There are no reported incidences of bad behaviour at playtime or lunchtime.

Home life seems settled but on speaking to Emma’s mother the teacher gained the impression that things were strained since Emma’s grandma had moved in. Emma’s mother was very defensive of her daughter and was irritated by the school constantly ‘moaning’ about Emma’s behaviour.

Part one essay

Evaluate the case study above using the behaviourist approach. Provide the strategies for prevention using this theory only.

The new question below.

Part two: this is the new question part one has been done by one of your writer which you may need to identify.

Using the same case study above, choose a DIFFERENT theory related to behaviour and provide strategies for intervention based on this theory.  Analyse the strength and limitations of using the behaviourist theory and the new theory chosen for the second assignment.

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