The discussion on resilience and the current debate on the subject form the basis for the following paper, which is intended to show the extent to which educational measures in childhood can contribute to the promotion of resilience.
The first chapter provides an overview of the origin of the word and possible definitions, presents the current state of research and shows ways of acquiring the ability to develop resilience. In the second chapter, the various resilience models are presented, and then in the third chapter the findings are applied to educational measures for parents, schools and prevention.
Finally, the conclusion will clarify what contribution the concept of resilience can actually make to a child's healthy development and resistance to stressful life circumstances and life crises.
Table of contents
Introduction
1 What is resilience?
1.1 Possible definitions
1.2 Resilience research
1.3 Acquiring resilience
2 Concepts and models from resilience research
2.1 Protective and risk factor concepts
2.2 Compensation model
2.3 Challenge model
2.4 Interaction model
2.5 Cumulation model
3 Educational measures to promote resilience
3.1 Resilience-promoting orientation of parents
3.2 Resilience development in the context of schools
3.3 Prevention and resilience
Conclusion
Bibliography
Introduction
The lecture and the current discussion about the topic of resilience form the basis for the following seminar paper, which is intended to explain the extent to which pedagogical measures in childhood can contribute to the promotion of resilience. For this purpose, the first chapter provides an overview of the origin of the term and possible definitions, it presents the current state of research and shows possibilities for acquiring resilience. In the second chapter, the various models for resilience are presented, and then in the third chapter, the findings are applied to pedagogical measures for parents, schools and prevention. In conclusion, it should be clarified what contribution the concept of resilience can actually contribute to the healthy development and resilience of a child to stressful living conditions and crises in life.
1 What is resilience?
1.1 Possible definitions
The term resilience is derived from the Latin verb "resilire", which translates "to jump back" or bounce off. In English, the word "resilience" means both the ability to take stress, resistance and elasticity. In terms of social science, resilience describes an individual's ability to develop a mentally healthy despite stressful life circumstances or situations. Definitions were provided by Rutter (1990), Bender/Lösel (1998) and Welter-Enderlein (2006), among others, who described resilience under either external or internal criteria.1 : "Resilienz wird anhand von Anpassungsleistungen an die soziale Umwelt verstanden, oder es werden explizit die inneren Befindlichkeiten mit berücksichtigt."2 Cornelia Wustmann, on the other hand, considers both external and internal criteria in her definition and thus created the definition of the term resilience as recognized in German professional circles as
„psychische Widerstandsfähigkeit von Kindern gegenüber biologischen, psychologischen und psychosozialen Entwicklungsrisiken“.3
Resilience is not a personality trait that is determined genetically. It is much more to be regarded as a skill that is not necessarily stable, but mostly depends on the situation. A person can be resilient at one time and have difficulty dealing with problems in another situation.4 Resilience is especially developed in childhood through interaction processes between the individual and their environment. In the course of life, resilience can change as a way of experiencing other crisis situations.
Resilience research assumes that there are two conditions:
1. There is a risk situation
2. The individual copes with these positively.5
Risk situations can be the death of a close person, the separation of parents, growing up in poverty, etc. If difficulties are overcome successfully, in the case of a new crisis, the child is able to cope with problems a with healthy resistance. Factors that help the child become resilient can be specific to a situation, for example, stable and emotional support in the social environment.
This is how pedagogy can have a positive effect on the children’s developmental process, and cannot only help resolve risk situations, but also to "ressourcen- und bewältigungsorientierte Kompetenzen bei Kindern frühzeitig und gezielt zu unterstützen".6
1.2 Resilience research
The beginnings of resilience research lie in the 1970s and must be evaluated in the light of the paradigm shift in the human and social sciences during this period, which shifted the focus from a disease- and deficit-oriented model to a health-promoting and resource-oriented model. This was mainly initiated by the studies of the Israeli-American medical sociologist Aaron Antonovsky, who coined the term salutogenesis in the 1970s. This is a medical prevention concept which, contrary to the prevailing principle of pathogenesis, assumes that health can be maintained and promoted through measures to prevent diseases and to not only intervene when a disease appears.
Resilience research, like salutogenesis, focuses "auf die Ressourcen und Schutzfaktoren von Menschen und fragt danach, was Menschen hilft, schwierige Bedingungen erfolgreich zu bewältigen"7, however, it is more focused on the process of positive adaptation and coping and more method-oriented.8
At the end of the 1970s, systematic resilience research from developmental psychopathology developed in Great Britain and the USA, and in the late 1980s Germany also joined with several studies. The best known and oldest study9 conducted on resilience was initiated by the American scientist Emmy E. Werner, who did her research on the entire birth cohort of 1955 on the Hawaiian island of Kauai in a longitudinal developmental psychological study over several decades. Together with pediatricians, psychologists and health and social services staff, Werner examined 689 Asian and Polynesian children10. One third of this study group lived with a "hohen Risikobelastung, wie z.B. chronischer Armut, psychischen Erkrankungen der Eltern oder familiärer Disharmonie."11 The researchers observed these individuals aged 1,2,10,18,32 and 40 years and found:
„Zwei Drittel dieser Kinder, die im Alter von zwei Jahren schon vier oder mehr Risikofaktoren ausgesetzt waren, entwickelten dann auch schwere Lern- und Verhaltensprobleme in der Schulzeit, wurden straffällig und hatten psychische Probleme in der späten Jugend.
Auf der anderen Seite entwickelte sich ein Drittel dieser Kinder trotz der erheblichen Risiken, denen sie ausgesetzt waren, zu leistungsfähigen, zuversichtlichen und fürsorglichen Erwachsenen. Im Alter von 40 Jahren gibt es in dieser Population im Vergleich mit der normalen Altersgruppe die niedrigste Rate an Todesfällen, chronischen Gesundheitsproblemen und Scheidungen.“12
[...]
1 cf. FRÖHLICH-GILDHOFF, Klaus, RÖNNAU-BÖSE, Maike: Resilienz, Ernst Reinhardt Verlag, München 2009, S.9
2 Ibid.
3 WUSTMANN, Corinna: Resilienz. Widerstandsfähigkeit von Kindern in Tageseinrichtungen fördern, Beltz Verlag, Weinheim 2004, S.18
4 FRÖHLICH-GILDHOFF, Klaus, RÖNNAU-BÖSE, Maike: Resilienz, Ernst Reinhardt Verlag, München 2009, S.10
5 cf. FRÖHLICH-GILDHOFF, Klaus, RÖNNAU-BÖSE, Maike: Resilienz, Ernst Reinhardt Verlag, München 2009, S.10
6 Ibid. P.12
7 FRÖHLICH-GILDHOFF, Klaus, RÖNNAU-BÖSE, Maike: Resilienz, Ernst Reinhardt Verlag, München 2009, S.13
8 Cf. ibid. p. 14
9 cf. WUSTMANN, Corinna: Resilienz. Widerstandsfähigkeit von Kindern in Tageseinrichtungen fördern, Beltz Verlag, Weinheim 2004, S.87
10 cf. LOTH, Franziska: Das Konzept der Resilienz, Grin Verlag, Oktober 2008, S.11
11 FRÖHLICH-GILDHOFF, Klaus, RÖNNAU-BÖSE, Maike: Resilienz, Ernst Reinhardt Verlag, München 2009, S.14
12 WERNER, Emmy: Entwicklung zwischen Risiko und Resilienz in OPP, Günther, FINGERLE, Michael (Hrsg.): Was Kinder stärkt. Erziehung zwischen Risiko und Resilienz, Ernst Reinhardt Verlag, München 2008, S.21
-
-
-
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X. -
-
Upload your own papers! Earn money and win an iPhone X.