Assignment 2: Discussion—Risk And Protective Factors 516987

Assignment 2: Discussion—Risk Factors and Protective Factors Research studies have d

Assignment 2: Discussion—Risk Factors and Protective Factors Research studies have determined many risk factors that can lead to the development of mental health issues and mental illness. These include, but are not limited to, exposure to violence, parental divorce, poverty, genetic predisposition, and dysfunctional parenting. At the same time, there have been children who faced many of these risk factors and overcame them. These children are referred to as resilient, and researchers have been eager to determine how they were able to thrive under circumstances that undo other children. Let us explore the information presented in the book The Other Wes Moore: One Name, Two Fates by Wes Moore (2010). You can also access the author’s interview with the Public Broadcasting Service (PBS) in the form of video, audio, or text transcript at the following website: Public Broadcasting Service (PBS) (Producer). (2010).

Author Wes Moore’s book explores his own alternate reality [Video interview]. Retrieved from The following is a synopsis of the book by the publisher: Wes Moore, the author of the book The Other Wes Moore: One Name, Two Fates, was surprised when one day, the police approached him for a crime he did not commit. During the investigation, he came to know of another man who had the same name—Wes Moore. The shared name was not the only coincidence: they had both grown up in the same neighborhood at about the same time. Yet, one Wes Moore went on to become a Rhodes scholar, earn honors in the military, work at the White House, and become a leader in the business community; while the other Wes Moore was sentenced to life in prison.

The descriptions of the lives of both Wes Moores are illustrative of the power of heredity and environment in the shaping of a person. As boys, both Wes Moores grew up in poor, single-parent homes and did not apply themselves in primary and secondary school. The author’s father, a newscaster, died when the author was three years old. He and his two sisters were raised by his widowed mother. Before he was a teen, he became disillusioned with school and began getting into trouble in his neighborhood, even having brushes with the law for petty crimes.

His mother decided to send him to military school, but he ran away five times before finally giving the school a chance. Once he decided to stay, he gained a strong sense of purpose and developed a strong work ethic. Meanwhile, the other Wes Moore, who lived in the same area of Baltimore, was about the same age, and was also being raised by a single mother. He was arrested and convicted for first-degree murder of a police officer during a jewelry store robbery. He is serving a life prison sentence.

Important differences between the childhoods of the two boys are notable. The author had two college-educated parents. His father chose to stay with the family, but died at a relatively young age. He was relatively closely supervised. He, his siblings, and his mother lived with his grandparents after his father died.

The author’s mother took extreme steps to try to turn him around. She moved several times to try to find safer neighborhoods. She sent him to military school when he exhibited troublesome behavior. The other Wes Moore’s father was never a part of his life, choosing to abandon the family before his birth. His mother had been accepted to college, but federal budget cuts resulted in the loss of her Pell Grant.

She had to abandon her goal of a college education and instead, had to work three jobs to care for her family. Eventually, she became overwhelmed and was unable to provide the kind of structure the author received. As a result, the other Wes Moore was unsupervised much of the time. He began using and selling drugs, later resorting to more serious crimes, like robbery, for money. It was during a robbery that he shot and killed a police officer—a crime that put him in prison for life.

Using the module readings, the Argosy University online library resources, the Internet, and the PBS Web resource, respond to the following: Analyze why the author became successful, while the other Wes Moore did not. Evaluate the risk factors faced by each. (Explain at least three.) Evaluate the protective factors that helped the author to be resilient, despite difficult circumstances. (Explain at least three.) Provide an analysis of recent research on resilience in children and adolescents and about how these children overcome such difficult early experiences. Write your initial response in 350–500 words. Apply APA standards to citation of sources, including in-text citations and full references.

Incorporate information from at least two academic sources to support your statements or ideas. Academic sources could include your textbook, required readings for this week, or academic journal articles found in the AU online library. By September , post your response to the appropriate Discussion Area. Through Wednesday, October 1, 2014, review and comment on at least two peers’ responses. Provide a statement of clarification, a point of view with rationale, challenge a point of discussion, or draw a relationship between one or more points of the discussion.

Paper For Above instruction

The divergent outcomes in the lives of the two Wes Moores illustrated in Wes Moore’s (2010) book highlight the complex interplay between risk factors, protective factors, and resilience in shaping life trajectories. Various research findings have demonstrated that although adverse circumstances significantly increase the likelihood of negative outcomes, the presence of protective factors can foster resilience, enabling some individuals to overcome early-life risks (Luthar, Cicchetti, & Becker, 2000).

In analyzing why the author, Wes Moore, achieved success while the other did not, it is essential to examine the specific risk and protective factors impacting each. The author faced certain risk factors, such as growing up in a single-parent household with limited economic resources and experiencing the loss of his father at a young age. Despite these, he benefited from protective factors such as having two college-educated parents, close supervision, and a strong drive for improvement instilled by his mother (Moore, 2010). Conversely, the other Wes Moore encountered risk factors including a lack of paternal involvement, socioeconomic hardship, and insufficient supervision, which facilitated his involvement in criminal activities and eventual incarceration (Moore, 2010).

Protective factors play a crucial role in fostering resilience despite adverse conditions. For Wes Moore, protective factors included a supportive family environment, access to military school as a structured environment that provided discipline and purpose, and aspirations for education despite economic hardships faced by his family (Luthar et al., 2000). These factors provided him with stability, a sense of purpose, and opportunities to develop positive skills, which ultimately contributed to his resilience.

Recent research underscores that resilience in children and adolescents is multifaceted, involving individual attributes, family support, and community resources (Masten & Reed, 2002). For example, studies have indicated that a strong sense of self-efficacy, positive relationships with caring adults, and opportunities for skill development significantly enhance resilience (Ungar, 2011). Children who demonstrate resilience often have access to supportive mentors, nurturing environments, and opportunities for meaningful engagement, which buffer the effects of early risk factors (Werner & Smith, 2001).

Understanding these protective mechanisms is critical to designing interventions aimed at enhancing resilience among vulnerable youth. Such interventions might focus on strengthening family support, promoting positive school environments, and increasing community resources—targeted strategies shown to foster resilience and improve life outcomes (Masten et al., 2012).

References

• Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562.
• Masten, A. S., & Reed, M.-G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74–88). Oxford University Press.
• Moore, W. (2010). The other Wes Moore: One name, two fates. Spiegel & Grau.
• Ungar, M. (2011). The social ecology of resilience: A handbook of theory and practice. Springer.
• Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: Risk, resilience, and Recovery. Cornell University Press.
• Additional academic references supporting resilience theories and youth development.