Adolescence: Assessing and Promoting Resilience in by Sally Wassell, Brigid Daniel

By Sally Wassell, Brigid Daniel

This sensible source for paintings with weak youngsters indicates methods of selling resilience and inspiring pro-social behaviour. The authors speak about issues pertinent to formative years equivalent to peer strain and ethical accountability, medicines and sexual relationships, and recommend methods for practitioners to have interaction with and aid kids who could have social or relations difficulties. This workbook stands on my own but in addition types a part of a suite in addition to different resilience assets at the Early Years and the varsity Years.

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Are there things that you wish you were good at? 6. Are there any activities that you would like to try? 7. Is there anything that you used to do or be good at that you would like to try again? Adolescence, © Brigid Daniel and Sally Wassell 2002 © Iain Campbell 2002 [ Does the parent or carer environment encourage the development and expression of talents and interests? Ask the young person: 1. Is anyone in your family interested in the same things as you? 2. Does anyone in your family have a hobby that you share or that you would like to share?

This definition highlights the importance of the interpersonal element of self-esteem. Having a healthy sense of self-esteem is not just about feeling good about oneself while having no regard for the impact of oneself upon others. Therefore, the goal of much long-term work with young people is not only to help them to feel better about themselves, but also to help them recognise the importance of interrelationships and of empathy with others. Self-esteem appears to be linked with levels of self-efficacy which is also known to be associated with resilience and which is discussed in more detail in the Social Competence domain (Luthar 1991).

4. How do you consult with the young person about his or her changing wishes and feelings about contact? 5. Is there someone the young person has not seen for some time who may be important? 6. What does he or she do if upset? How does he or she show their distress and show that they want comfort? 7. How willing is he or she to explore new places, activities and so on? 8. Does he or she react differently to unknown adults from how he or she reacts to known adults? 9. What significant losses or separations has this young person experienced?

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