Date post: | 19-Jan-2016 |
Category: |
Documents |
Upload: | marcia-stanley |
View: | 226 times |
Download: | 0 times |
Development of A Resilient IndividualKEL 2300 (4+0)
DPM (PJJ) – FACE TO FACE 112 SEPTEMBER 2015
INSTRUCTOR:SITI NOR BINTI YAACOB, PhD.
[email protected]/012-2841844
SYNOPSIS OF COURSESThis course focuses on the concept of
resilience and elements that contribute towards the development of individual’s resilience.
Cognitive competencies and emotional intelligence as the motivators of individual behavior and challenges to resiliency at each stage of individual’s development will also be discussed.
LEARNING OUTCOMESExplain the concept of resilience and its
elements which contribute to the development of individual’s resilience (P2, A2)
Describe the role of cognitive intelligence and emotional stability in stimulating personal behavior (CS, CTPS)
Analyze challenges in every life stages of individual and its impacts towards the formation of resilience (C4, A3, LL)
COURSE ASSESSMENTNO. TYPE OF ASSESSMENT % Due
1. Test 1 25
2. Assignment (2) 35
3. Final exam 40
4. TOTAL 100
TOPIC1: Understanding of Resiliency1.1 Definition of resilience1.2 Characteristics of resilient individual1.3 Resilience as coping
DEFINITION OF RESILIENCEQuality within people that we call resiliencyAllows individuals to bounce back from
setbacks (physical and psychological traumas)
Achieving positive outcomes despite challenging or threatening circumstances (Brooks, 2006; Masten, 2001; Masten et al., 1991), coping successfully with traumatic experiences, and avoiding negative paths linked with risks (Garmezy, Masten, & Tellegen, 1984; Luthar, Cicchetti, & Becker, 2000; Werner, 1992).
DEFINITION OF RESILIENCEProcess, capacity or outcome of successful
adaptation despite challenges or threatening circumstances
Good outcomes despite high-risk status, sustained competence under threat and recovery from trauma (Masten, Best, & Garmezy, 1990, p.426)
CATEGORIES OF RESILIENCENATURAL RESILIENCY LEARNED RESILIENCY
- Some people seems to possess resiliency from birth or at least from childhood
- There may be nothing in their environment or background that explain
- They may come from impoverished backgrounds or suffered neglect or abuse or move from home to another and had to assume family responsibility at a very early age
- Resiliency is learned and developed throughout a lifetime, from birth to death
- People are capable of becoming more resilient as they experience challenges and setbacks, but this is certainly not an automatic process
- How you handle loss, injury, grief, challenge (even positive changes), determines whether or not you will continue to grow more resilient
CHARACTERISTICS OF RESILIENT INDIVIDUALFIVE resilient attributes of CHILDREN:
Social competence (Bernard, 1993, 1995) Empathy, caring, flexibility, communication skills, sense of humor
Problem-solving skills Ability to think abstractly giving children the ability to generate
alternative solutions for cognitive and social problem Planning and resourcefulness in seeking help from others
Critical consciousness Having and insightful awareness of structures of cruelty (e.g.
alcoholic parent) and generating strategies in overcoming them Autonomy (Bernard, 1993, 1995)
Having a sense of his or her own identity, capability to act independently, and ability to exert some control over the environment
Sense of purpose (Bernard, 1995) Having goals, educational aspirations, and a belief in a bright future
CHARACTERISTICS OF RESILIENT INDIVIDUALTEN components of resiliency:
Un-ambivalent commitment to life Resilient people don’t waste time agonizing over
whether or not life is worth living Resilient people know: it is
Self-confidence Understand the world around them, set realistic goals
to achieve in that world, and develop the skills required for doing so, to give them the strength to strive for their aspirations
See problems and changes as opportunities for growth and learning, rather than threats or burdens to be avoided or shifted to someone else
CHARACTERISTICS OF RESILIENT INDIVIDUALTEN components of resiliency:
Adaptability Can modify their habits to work with others, both
personally and professionallyResourcefulness
Know what resources are available for problem solving and where they can turn for support when they must have it
Know where and how to find the help they need – even they don’t need if often
Seek help from family, friends, co-workers, educational and spiritual institutions
Creative and imaginative in the way they use resources to solve problems
CHARACTERISTICS OF RESILIENT INDIVIDUALTEN components of resiliency:
Willingness to risk Not always possible to know the outcome of an action
or a behavior Takes intelligent risks grounded in real possibilities
and with a good chance for successAcceptance of personal responsibility
Unwilling to claim victim status Don’t make excuses when make mistakes By owning their mistakes, they turn them into positive
learning experiences
CHARACTERISTICS OF RESILIENT INDIVIDUALTEN components of resiliency:
Perspective Know what is important and what is not Put energy into serious or core issues and activities Dismiss/ enjoy the inconsequential ones
Openness to new ideas Take in new information eagerly and without excessive
prejudgment Free of the rigidity which accompanies a narrow
outlook on life Don’t close their minds to anything that would
increase their capacity to learn and adapt
CHARACTERISTICS OF RESILIENT INDIVIDUALTEN components of resiliency:
Willingness to be proactive Proactive rather than reactive Meet challenge with positive action rather than
waiting until the only recourse possible is a reaction to actions already taken by others
Action-orientedAttentiveness
Paying attention to the world around them When you speak to them they are listening Don’t shut out other voices
RESILIENT AS COPINGClauss-Ehlers (2004) presents the term
“cultural resilience” as describing the degree to which the strengths of one’s culture promote the development of coping.
Cultural resilience in development can pertain to how culture is associated with “good developmental outcomes despite high-risk status, sustained competence under stress, and recovery from trauma” (Werner, 1995, p.81)
RESILIENT AS COPINGThe sociocultural aspects of support promote
adaptive coping which in turn promotes insight earlier on in one’s developmental history
This aspect of the model suggests that culture and cultural values can promote positive coping behavior among youth from diverse backgrounds who face an array of adversities
At the same time, having stressful experience may lead to adaptive or maladaptive coping which then influences whether insight occurs earlier or later in one’s development
RESILIENT AS COPINGA basic interpretation of the notion of exposure
might favor a banal form of intervention, one that seeks to resource young people (at the individual, family, school or community level) with some judicious exposure to nastiness in order to ‘steel’ them for later adversity
While over protection and shielding of a young person does little to develop resilience, at the other end of the spectrum, too much exposure, too soon, risks overwhelming the young person and compromising a developing resilience
RESILIENT AS COPINGCoping skills and resources are built in
response to crisis, often within the context of one-on-one treatment.
Dyer and McGuiness (1996) suggest a shifting balance between vulnerability and resilience with the balance in either direction being largely determined by how young people perceive their ability to manage and engage the risk setting
RESILIENT AS COPINGComprehensive interventions that maximize
protective factors and decrease stress are important to help children be less vulnerable (Werner, 1995)
Early intervention may promote early insight which is associated with the development of greater resilience
Perhaps early insight is related to resilience not only because it gives youth awareness about their current struggles, but also because these early realizations will help them grapple with, better understand, and be more adaptive to overcome the problems that have yet to present themselves in the future.
RESILIENT AS COPINGIf you are alive, you need resiliencyNo life without setbacks, disappointments,
failuresMost of us want to lead vital, productive lives
– want to face challenges with the hope that we can do more than survive them – yes, we want to bounce back
If you want to achieve your personal goal, cope with personal and professional transitions, grow with your spouse, friends and family, love and be loved, and comeback from setbacks – you need resiliency
DIFFERENT LEVELS OF RESOURCESIndividual-
level resourcesProtective mechanism
Constitutional resilience
Positive temperamentRobust neurobiology
Sociability Responsiveness to othersPro-social attitudesAttachment to others
Intelligence Academic achievementPlanning and decision making
Communication skills
Developed languageAdvanced reading
Personal attributes
Tolerance for negative effectSelf-efficacySelf-esteemFoundational sense of selfInternal locus of controlSense of humour
HopefulnessStrategies to deal with stressEnduring set of valuesBalanced perspective on experienceMalleable and flexibleFortitude, conviction, tenacity, and resolve
DIFF LEVELS OF RESOURCESFamily-level resources
Protective mechanism
Supportive families Parental warmth, encouragement, assistanceCohesion and care within the familyClose relationship with a caring adultBelief in the childNon-blamingMarital supportTalent or hobby valued by others
Social environment-level
resources
Protective mechanism
Socio-economic status
Material resourced
School experiences Supportive peersPositive teacher influencesSuccess (academic or not)
Supportive communities
Believes the individual’s stressNon-punitiveProvisions and resources to assistBelief in the values of a society
INSTRUMENTS FOR MEASURING RESILIENCE
Measurements Instruments
Children Devereux Early Childhood Assessment (DECA; Naglieri & LeBuffle, 2005)-An examination of the child from positive and concern standpoints-An understanding of how protective factors impact the aged 2 through 5 child’s behavior-Date for intervention planning
Adolescents Resilience Scale (RS; Wagnild & Young, 1993)-A personal competence-Acceptance of self and life
Family functioning
McMaster Family Assessment Device (Fredman & Sherman, 1987)-Problem solving, communication, roles, affective responsivenss, affective involvement, behavior control, general functioningFamily Environment Scale (Tedeschi & Kilmer, 2005)-perceptions across relationship, personal growth, system maintenance
INSTRUMENTS FOR MEASURING RESILIENCEThe Hardiness Scale (Kobasa, Maddi, &
Kahn, 1982)Dispositional Resilience Scale (DRS; Bartone,
Ursano, Wright, & Ingraham, 1989)Connor-Davidson Resilience Scale (CD-RISC;
Connor & Davidson, 2003)