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According to Henry et al. [9] when examining family resilience is critical to be aware of some key issues: (a) significant risk must be present for resilience to occur, (b) other vulnerabilities (e.g., chronic illness, addiction, poor conflict management or communication beyond the focal risk may "pile-up" to present additional challenges; c ...
Children need caring and supportive adults to help them because it is difficult for children to handle this type of stress on their own. [4] Therefore, the stress response may be activated from weeks to months or even years. [4] Prolonged stress leads to adverse effects such as permanent emotional or developmental damage. [4]
The children had brain functioning impairments affecting motor skills, memory, or the ability to focus. Learned optimism was not taught to the children themselves, but rather to their caretakers, who often are more likely to feel helpless than optimistic in regards to caring for the child.
Psychological resilience, or mental resilience, is the ability to cope mentally and emotionally with a crisis, or to return to pre-crisis status quickly. [1]The term was popularized in the 1970s and 1980s by psychologist Emmy Werner as she conducted a forty-year-long study of a cohort of Hawaiian children who came from low socioeconomic status backgrounds.
The Connor–Davidson Resilience Scale (CD-RISC) was developed by Kathryn M. Connor and Jonathan R.T. Davidson as a means of assessing resilience. [1] The CD-RISC is based on Connor and Davidson's operational definition of resilience, which is the ability to "thrive in the face of adversity." Since its development in 2003, the CD-RISC has been ...
These children are more likely to have conflict-based relationships with their teachers and other children. This can lead to more severe problems such as an impaired ability to adjust to school and predicts school dropout many years later. Children who fail to properly self-regulate grow as teenagers with more emerging problems. [126]
Psychosocial assessment considers several key areas related to psychological, biological, and social functioning and the availability of supports. It is a systematic inquiry that arises from the introduction of dynamic interaction ; it is an ongoing process that continues throughout a treatment, and is characterized by the circularity of cause ...
"The strength of a child's attachment behaviour in a given circumstance does not indicate the 'strength' of the attachment bond. Some insecure children will routinely display very pronounced attachment behaviours, while many secure children find that there is no great need to engage in either intense or frequent shows of attachment behaviour". [14]