Page 175 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 175
children: good intellectual abilities, unconflicted temperament, good social the influence of psychosocial interventions on resilience of abused children 173
skills, problem solving strategies, self-efficacy, self-confidence, good self-es-
teem, interests/hobbies, religion/spirituality.
Family resilience
Family resilience is defined as typical family dimension that offers opportuni-
ties that help the family to be resistant despite changes and crisis situations. It
is the ability of the family to regain its integrity and well-being of family mem-
bers and keeps the family community as a whole (Chang et al, 2015). Family
characteristics, from which they originate: close, confidential connection with
at least one family member, family dynamics and parenting style (warmth,
high expectations), favorable socioeconomic position of the child/family, close
family relationships with wider families environment, the culture of relations
between children and important adults.
Resilience in the wider community (environment)
Some theorists have argued that the study of resistance should take into ac-
count both environmental and biological factors. Characteristics of their wid-
er environment: association with prosocial adults outside the family, includ-
ing associations of organizations, quality, inclusive school, access to education
at various levels (from pre-school to university) favorable environment for life-
long learning, the possibility of wuality education, the availability of social sys-
tems for quality leisure, intergenerational cooperation and other environmen-
tal influences (Kiswarday, 2013).
Promoting strategies for childhood resilience
American Psychological Association (2019) lists ten different ways that help
build and promote childhood resiliance: Establish connections with friends,
build a strong family support network; Encourage a child to learn how to help
others; Encourage the child to develop his daily routine; Learning a child how to
focus on something that worries him; Learning a child how to care for himself;
Developing realistic and reasonable goals; Helping a child to learn to nurture a
positive view of himself and to trust himself in solving problems and making
appropriate decisions; Help the child to look at the situation in a broader con-
text and to maintain a long-term perspective; Encouraging a child to look for
opportunities to discover himself; Help the child to accept the change as part of
life. Numerous scientific studies of children facing great adversity have shown
just how important resilience is for successful growth (Brooks and Goldstein,
2002). Resilience is seen as more than simple recovery from insult, rather it
can be defined as positive growth or adaptation following periods of ho-
meostatic disruption (Richardson, 2002).
skills, problem solving strategies, self-efficacy, self-confidence, good self-es-
teem, interests/hobbies, religion/spirituality.
Family resilience
Family resilience is defined as typical family dimension that offers opportuni-
ties that help the family to be resistant despite changes and crisis situations. It
is the ability of the family to regain its integrity and well-being of family mem-
bers and keeps the family community as a whole (Chang et al, 2015). Family
characteristics, from which they originate: close, confidential connection with
at least one family member, family dynamics and parenting style (warmth,
high expectations), favorable socioeconomic position of the child/family, close
family relationships with wider families environment, the culture of relations
between children and important adults.
Resilience in the wider community (environment)
Some theorists have argued that the study of resistance should take into ac-
count both environmental and biological factors. Characteristics of their wid-
er environment: association with prosocial adults outside the family, includ-
ing associations of organizations, quality, inclusive school, access to education
at various levels (from pre-school to university) favorable environment for life-
long learning, the possibility of wuality education, the availability of social sys-
tems for quality leisure, intergenerational cooperation and other environmen-
tal influences (Kiswarday, 2013).
Promoting strategies for childhood resilience
American Psychological Association (2019) lists ten different ways that help
build and promote childhood resiliance: Establish connections with friends,
build a strong family support network; Encourage a child to learn how to help
others; Encourage the child to develop his daily routine; Learning a child how to
focus on something that worries him; Learning a child how to care for himself;
Developing realistic and reasonable goals; Helping a child to learn to nurture a
positive view of himself and to trust himself in solving problems and making
appropriate decisions; Help the child to look at the situation in a broader con-
text and to maintain a long-term perspective; Encouraging a child to look for
opportunities to discover himself; Help the child to accept the change as part of
life. Numerous scientific studies of children facing great adversity have shown
just how important resilience is for successful growth (Brooks and Goldstein,
2002). Resilience is seen as more than simple recovery from insult, rather it
can be defined as positive growth or adaptation following periods of ho-
meostatic disruption (Richardson, 2002).
