Unit 5 Module 5 M5 Assignment 2 Discussion

Unit 5 Module 5 M5 Assignment 2 Discussionassignment 2 Discussion

Too many times when we are assessing a child it is because there is a problem at home or at school that needs to be addressed, and the interventions that have been used thus far have not been successful. Unfortunately, we do not look enough for what is going right as well. There are many wonderful resiliency factors at play in the family and many prosocial behaviors that are encouraged in the community. Using the module readings, the Argosy University online library resources, and the Internet, research some resiliency factors and some prosocial behaviors. Choose one resiliency factor (close bond with a caring adult, opportunities for responsibility, social skills, conflict resolution skills, supportive role models, sense of autonomy, and positive relating skills) or pro-social behavior (cooperation, empathy, altruism, sharing, giving comfort, offering to help, generosity, and respect) and then respond to the following: Describe the important factors to be considered when teaching your selected resiliency factor or pro-social behavior to either a young child or an adolescent.

Why are these factors important? Explain some of the obstacles to presenting this information in a manner to which children or adolescents would be receptive. Write your initial response in a minimum of 300–400 words. Apply APA standards to citation of sources, including use of 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 Argosy University online library. By Monday, November 10, 2014, post your response to the appropriate Discussion Area. Through Wednesday, November 12, 2014, review and comment on at least two peers’ responses. Consider commenting on the following: Do you agree with the obstacles and the importance of the factors presented by your peers? Why or why not? Suggest some alternative factors or obstacles not discussed by your peers. Upon reviewing your peers’ answers, discuss whether you would like to consider a new perspective or whether your original perspective has been strengthened. Grading Criteria and Rubric Use the Respond link to post responses and materials that pertain to this assignment. Use the Respond link beneath any existing postings to respond to them. Response options are listed below in the following order: response, author and the date and time the response is posted. Sort responses by Response, Author, or Date/Time. (An instructor response.)

Paper For Above instruction

The development of resiliency factors and prosocial behaviors plays a crucial role in supporting children's emotional and social well-being, especially for those facing challenges at home or school. When teaching a specific resiliency factor or prosocial behavior to children or adolescents, it is essential to consider various factors that influence effective learning and internalization of these skills. In this essay, I will focus on the resiliency factor of developing a close bond with a caring adult and explore the important factors in teaching this to adolescents, the significance of these factors, and potential obstacles encountered during instruction.

Establishing a close bond with a caring adult is fundamental in fostering resilience among adolescents, as it provides a secure base from which they can explore their environment, develop self-confidence, and manage stress. When teaching this resiliency factor, one critical aspect is the consistency and reliability of the adult figure. Adolescents, who are navigating complex developmental stages, need to see their mentor or caregiver as dependable and supportive. According to Masten (2014), predictable and nurturing relationships with trusted adults significantly contribute to resilient outcomes. An important factor is the authenticity of the adult’s engagement; adolescents are often sensitive to perceived insincerity or superficiality, which can undermine trust and the development of the bond.

Furthermore, creating opportunities for meaningful interactions is vital. Activities that foster open communication—such as shared interests or collaborative problem-solving—allow adolescents to build trust naturally over time. Teachers or mentors should also demonstrate empathy and patience, reinforcing that they value the adolescent’s feelings and perspectives. These attributes help facilitate a sense of safety and belonging, which are integral to forming a close, caring relationship (Luthar et al., 2015).

Despite the importance of fostering close bonds, several obstacles may hinder effective teaching of this resiliency factor. One major obstacle is adolescents’ increased need for independence, which may lead them to resist closeness with adults they perceive as overprotective or intrusive. Additionally, some adolescents have experienced inconsistent or harmful relationships in the past, leading to trust issues that complicate bonding efforts. Cultural differences can also influence perceptions of closeness and appropriate boundaries, potentially creating misunderstandings between adults and adolescents.

Another significant obstacle relates to the limited time and resources available in educational and community settings. Teachers and caregivers often face large caseloads and may lack the opportunity to engage in consistent, meaningful interactions that foster trust. Also, societal factors such as socioeconomic stressors or community violence can diminish adolescents’ ability to form secure attachments with caring adults because their attention is absorbed by survival needs or trauma responses (Rutter, 2013).

In conclusion, teaching adolescents to develop close bonds with caring adults requires careful consideration of consistency, authenticity, meaningful interaction, cultural sensitivity, and resource availability. Overcoming obstacles such as trust issues, developmental needs for independence, and external stressors is crucial to fostering resilient relationships that can support adolescents’ growth and emotional health. Addressing these factors effectively enhances the likelihood that adolescents will internalize and benefit from such supportive relationships, ultimately contributing to their overall resilience and prosocial development.

References

• Luthar, S. S., Cicchetti, D., & Becker, B. (2015). The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work. Child Development, 86(4), 983–996.
• Masten, A. S. (2014). Ordinary Magic: Resilience in Development. Guilford Publications.
• Rutter, M. (2013). Resilience as a dynamic concept. Development and Psychopathology, 25(4pt2), 1959–1971.
• Werner, E. E., & Smith, R. S. (2016). Overcoming the Odds: High-Risk Children Resilient into Adulthood. Cornell University Press.
• Benard, B. (2018). Fostering Resilience in Children and Youth: A Strengths-Based Approach. WestEd.