By Sally Wassell, Brigid Daniel
This useful source for paintings with susceptible children exhibits methods of selling resilience and inspiring pro-social behaviour. The authors talk about issues pertinent to youth akin to peer strain and ethical accountability, medicines and sexual relationships, and recommend methods for practitioners to interact with and aid teenagers who could have social or kin difficulties. This workbook stands by myself but additionally kinds a part of a suite in addition to different resilience assets at the Early Years and the varsity Years.
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Additional info for Adolescence: Assessing and Promoting Resilience in Vulnerable Children 3
There were, however, no significant differences between the two groups in terms of their level of peer attachments. 287–288) Similarly Bender and Lösel (1997) state: Being a member of a peer group correlates with greater satisfaction with social support. Although this looks like a positive social resource and may be protective against internalizing symptoms, the effect on antisocial behaviour is partially negative: neither boys nor girls changed their degree of problem behaviour when they felt integrated in a peer group and well supported.
Does the current parent or carer environment provide the young person with a secure base? 1. 34 Ask the parent about his or her own experiences of loss, separation and rejection, experiences of emotional upsets, hurts and sickness and his or her experiences of love and acceptance with their parents or carers. Consider the nature of the account. Is he or she able to provide a clear, coherent and considered description of his or her own experiences? Does it appear that he or Adolescence, © Brigid Daniel and Sally Wassell 2002 © Iain Campbell 2002 [ she would benefit from an opportunity to reflect upon his or her attachment history?
Child/adolescent smiles, and often seeks physical contact when greeting you; having you present relaxes child; s/he is usually comfortable when alone or separated from you. (B) Child/adolescent appears independent, almost too independent for their age; s/he may avoid you; s/he is not upset at separation; child/adolescent is as comfortable with strangers as family members. (A) Child/adolescent is clingy and anxious with you; gets upset when separated from you and may have difficulty being alone; s/he is glad to see you, but at the same time may act angry or upset.