Why a sense of identity is important

Why a scent out of one-on-oneism is authoritativeThere argon many definitions of resilience b arly most possess similar components. Gilligans (2000) definition advances a set of qualities that helps a person to withstand many of the negative effects of adversity. Bearing in mind what has happened to them, a resilient youngster does better than he or she ought to do is one of the more straightforward. Critically, most authors consider that resilience is a mixture of nature and nurture. Attri howeveres that some children are born with, such as good intellectual ability and a placid, cheerful temperament, are associated with resilience. fryren who are born prematurely and/or with disabilities, who cry and stinkernot be comforted, who gitnot sleep or who will not accept world held are more unprotected to adversity and may be less likely to be resilient.The end sharpen resilience is used to describe why some people postulate hard to cope with life experiences while others survive with self-esteem, identicalness element and their take aim of wellbeing intact. The concept of resilience has been used to refer toa positivist outcome despite the experience of adversitycontinued positive or effective functioning in obstinate circumstances or recuperation after a epochal trauma. (Masten bring upd in Schoon, 2006, p. 7)Johnston-Wilder and Collins quote What constitutes adversity, adverse conditions and trauma varies among case-by-cases and between cultures. Like adults, children vary considerably as to what they arrest faint, hard or impossible to deal with. When children are exposed to a stimulus that might offer a threat to self-image or self-esteem, they reply differently. (Johnston-Wilder and Collins, 2008 pg 54)Very little distresses parent/carers more than witnessing their children struggle to cope with lifes difficulties. Trouble, any(prenominal) its form or seed, holds the potential of engendering negative emotions in children and exhaus ting their head resources. If the trouble is serious or long lasting, it may reduce a childs chances of attaining life enhancing goals and experiencing sustained episodes of maneuvered uply invigorating pleasure. It may also function a child on a course of maladaptive functioning. enkindle/carers typically devote huge energy trying to eliminate the source of difficulty or date.However, the government initiatives such as Every Child Matters Change for Children (DfES, 2004) attempt to address the issue of identity and self-esteem, stressing the richness of supporting all childrens brotherly and emotional break outment. Such support asks to be base on an understanding of identity fundamental law, which involves a consideration of definitions of identity and of the complexity of the destination.John Bowlbys theory of attachment argued that a childs emotional stay to their familial care urinater was a biological response that dated survival. The quality of attachment, he quotes, has implications for the childs capableness to form trusting relationships. To put Bowlbys theory into practice, Pound states the of import positive outcomes of good attachment experiences in the early years take care to be sociable ones Self confidence Efficacy Self-esteem The capacity to care for others and to be cared for. (Pound, 2008, pg 44 and 45)Consequently, the attachment theory suggests that childrens self-esteem is profoundly affected by the quality of early relationships between children and their parents, carers or significant others. Knowledge of attachment and separation conducts can be useful in supporting children who show unusual signs of stress in unfamiliar social situations, such as the transition to school (Barrett and Trevitt, 1991). Critcially both, Johnston-Wilder and Collins quote precisely even exponents of attachment theory recognise that attachment history is still partially useful in predicting some outcomes for children, and even these wo uld not be uniquely predicted by attachment history. Practitioners call for to use a clench of theories and knowledge to understand the behaviour of children with whom they work and be tolerant of individual differences and needs. There can, however, be pressures on such tolerance schools, for example, often absolve their exclusion policies with reference to the need to educate all children and keep them upright from harm. (Johnston-Wilder and Collins, 2008 pg 44)Valerie Daniels quotes Being able to communicate is a real asset when works with children. Body language says a lot. What you say, what, the way you be fall in, even to the other adults in the room tallys a very real impact on children. exactly if at all possible try and be as innate(p) as possible with children. (Open University, 2008)The UNICEF document, An Overview of Child Well-being in Rich Countries provided an overview of the state of childhood in the majority of economically advanced nations of the world. The document states The UK bedded in the cigaret third of the country rankings for louvre of the six dimensions reviewed. spell the country ranked higher in the educational well-being dimension, the UK lags hind end in terms of relative poverty and deprivation, quality of childrens relationships with their parents and peers, child wellness and safety, behaviour and risk-taking and subjective well-being. (UNICEF 2007, pg Report Card 7). Critically, there is still considerable work to be done, to enhance all dimensions of child welfare, despite increase government investments in improving childrens services over the past 10 years.Daniel Coleman quotes critically, parents/carers are asked to attend emotional needs of their children and are prompted to train themselves to wish their interpersonal relations wisely. It is critical, that as a parent/carer, they should know closely origin of their emotions, functioning of their brain and positive usage of their feelings. Critically, the y need to control their emotions while making decisions otherwise they read the capability to hijack their rationality. some(prenominal) may face different situations and make spur of the moment decisions, followed by their emotions. Decisions may not be logical even though they may have sharp logics (Coleman, 1996). Consequently, responsibility for school readiness lies not with the child, just now with the parent/carers who care for them and the educational systems. Parent/Carers therefore, need to attend to the emotional needs of their children and prompted to train themselves to handle their own interpersonal relations wisely. Foley and Leverett, quote There are a number of aspects of emotional literacy that may usefully be grouped, such as recognising your own emotional state, managing your own emotions, recognising others emotions, being able to be explicit about feelings, and being able to tittle-tattle about talking. These skills and understandings are important componen ts with which to build and sustain relationships with others. Here a child describes how, in her school, a simple bully box can encourage children to communicate worries and feelings (Foley and Leverett, 2008 pg 17)This work complements existing national initiatives to promote social and emotional well-being. It should be considered in the context of the Social and Emotional Aspects of larn (SEAL) programme and related community-based initiatives. SEAL supports childrens social, emotional and behavioural skills. It focuses on five social and emotional aspects of learning self-awareness, managing feelings, motivation, empathy and social skills. It looks at helping children burst skills such as understanding anothers point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. These initiatives stress the importance of such programmes to enable children to participate fully in the development to ensure their views are heard. However, a growing body of research indicates how identity make-up is an important indicator of feelings of wellbeing and self-worth (Canino et al., 2004 Rapee et al., 2006). Our individual perception of, and how we value, ourselves is linked to our behaviour and social performance. This process becomes important to all who work with children because identity formation and feelings of wellbeing are strongly linked to life experiences and success (Kernis, 1995). vile self-esteem is associated with anxiety development among young children (Canino et al., 2004 Rapee et al., 2006), identity conflict (Kendall and Kessler, 2002) and, in extreme cases, psychiatric distress and dis straddle (Burns and Rapee, 2006).The United Nations radiation diagram on the Rights of the Child (United Nations, 1989), including the participation rights of the child, and so incorporates a dimension solely based on childrens own spirit of wellbeing. International measurements and comparisons such as these should give an indication of a countrys strengths and weaknesses and of what is achievable childrens wellbeing in rich countries is, in reality, policy-susceptible. It would appear that the UK has rather more weaknesses than strengths the UK, at the time of writing, was in the bottom third of the rankings for five of the six dimensions of childrens wellbeing in the UNICEF report.Critically, practitioners face a dilemma around needing to both accept and change childrens perceptions of themselves in order to promote their wellbeing. Developing resilience is also of vital importance if children are to face up to and cope successfully with the challenges that come their way. Consequently, Susan Rodger states Youth comprehension Project was developed to encourage young people with disabilities to access mainstream clubs and groups. I ring its important they attend clubs like everybody else. They should be allowed to have that sense of belonging in these organisations without having to have their mum perhaps going on with them. (Open University, 2008). Lorraine states If you see her body language, when she walks in, and shes walking up high and her shoulders are bear out and shes walking in and she thinks shes the bees knees. And shes saying bye to her brothers and you know, theyre quite high because they think its great that their sisters doing the same things as any other girls and thats really important for their self-esteem as well. It speaks volumes. I think its a struggle to get a child like Vanessa involved in just public activities, usually because of peoples attitudes, because that attitude can be based on fear, it can be based on ignorance, it can be based on a whole variety of reasons, but it was a struggle. I regard as like most things with a child with disability, to actually get to the point baseline almost, where other parents are, you know, starting off from, is a struggle. So it wasnt easy because not all the Guide groups in Stirling wanted to take her. (Open University, 2008). separate important issues are what working effectively with others means how the relevant skills develop how children can be enabled to make choices about fitting in where things may go wrong and how positive intervention strategies can be applied. Nicola tike quotes Children need to development their sense of responsibility not just to others but themselves. If I am talking to a group of children we all have to respect thata particularchild has the right to be listened in addition and views taken seriously, then that child must realise that applies to the other children too and it then becomes his responsibility to listen.. and so on. (Open University, 2010).Critically, Identity is a complex term and process and consequently influenced by a myriad of social factors, an identity develops and evolves as a life story. Identity formation begins prior to return and is influenced by social context, interpersonal relationships and the social constru ction of meaning. An understanding of the complexity and fluidity of identity development can help us to query ascribed labels, which may create barriers for children and between children. This provides practitioners working with children with a methodological performer that urges them to examine the importance of the whole child and the whole child in context.Childrens wellbeing is connected to finding out about themselves and who they want to be. In the light of a childs right to preserve his or her identity (United Nations Convention on the Rights of the Child, United Nations, 1989), practitioners have a responsibility to ensure that the children with whom they work can develop an identity in an atmosphere that challenges discrimination and prejudice. Consequently, adults need to know the children with whom they work, to work to build positive relationships with them and between children themselves, understanding and respecting their individual and emerging frames of reference. As professionals who work with families, our willingness to talk openly about identity and to help foster a positive sense of self in children can make an enormous difference in affirming the rich regeneration of our human community and helping children make bridges across cultures and traditions.Children need to be treated as individuals one size fits all responses are not helpful. Remember that communication of your interest and concern in the child is essential it is often the little things where, for instance, you have gone the extra stat mi beyond the call of duty, where you have bought something the child particularly treasures or you have just been there to listen and comfort, that matter and are remembered. Residential workers who have a determined resilience perspective will often make a positive and long lasting difference to looked after childrens lives.