Resilience theory and the brain - 0 views
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Encouraging the attributes of resilience in children as part of an early intervention and prevention approach is well supported by the literature, to not only safeguard against the effects of adversity and mental illness, but also enable individuals to acquire the attributes to adapt and thrive in challenging circumstances
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children with high exposure to risk and low exposure to support are vulnerable to poor mental health and academic outcomes
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One of the most recent explains it as a multifactorial, multidimensional facet that incorporates the social, environment, and cultural conditioning of the individual.
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A quarter of children in primary school are bullied on the playground, causing significant physiological, psychological and social challenges
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resilience is developed through social, cultural, mental and physical factors. All facets become important when supporting the growth and development of a child.
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The earlier the child experiences stress without supportive platforms in place, the more likely that this stress will compromise the cognitive platforms on which the mental constructs of resilience are developed.
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This experience of early adversity can result as a trauma in the brain, thus compromising the ability for the child to use the executive skills that support the development of cognitive resilience.
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Understanding the risks and/or impact that early trauma and adversity can have on a developing brain can facilitate the intervention of techniques and a modification in environment that a child may need to transform maladaptive ways of coping to a more adaptive, resilience-supporting response
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Research indicates school-based mental health, resilience and social and emotional learning initiatives, in Australia and internationally, can significantly improve the health, wellbeing and psychosocial skills of children – particularly for those who may have experienced early adversity.
