coping skills to do so, that is, their Whose perspectives (the cognitive Resilience Trajectory: capacity to consider the world from another viewpoint), did they adopt? What individual’s were the various influences in their social contexts? 4.3.1. THE RESILIENCE TRAJECTORY Adolescents in a Resilience Trajectory - frames of reference which influence their thoughts (see have intense feelings of sadness after a death has occurred, but fairly quick Appendix 11) resiliency demonstration of social competence or success at meeting any particular – ‘the tasks at a specific life (Luthar, Cicchetti and Becker, 2000, p. 110) - and low stage’ symptoms of grief. They find happiness and solace when thinking about or talking about the person who died (Balk, 2014). The following are some examples of questions that were asked in the follow-up FGDs that were conducted, to determine the resilience or lack thereof. The motivation for adolescent’s the question formulation was derived from the many theorists who write that resilient adolescents are those who have developed productive strategies to cope with their difficulties. Q2 Tell me how your family has been coping with these experiences? – Q3 Is there anything that you remember, about what your (deceased) parent may – have said about coping with painful experiences? Q5 Do you think that you are in control of situations in your life at present? – Q11 Who supported you the MOST during this time? Is there any one person you – can identify who was there for you? What qualities did this person have? Q12 Can you describe your ability to solve problems or to cope with difficult – situations? From the analysis of the data, the conclusions made are that resilient adolescents are able to respond positively in the face of challenging odds (Balk, 2014); are resourceful and flexible (Bandura, 1986); and when adolescents observe adults coping in a positive way, they are more likely to choose the same kind of response for themselves (Cobb, 2010).
coping skills to do so, that is, their Resilience Trajectory: Whose perspectives (the cognitive capacity to consider the world from another individual’s viewpoint), did they adopt? What were the various influences in their social contexts? 4.3.1. THE RESILIENCE TRAJECTORY Adolescents in a Resilience Trajectory - frames of reference which influence their thoughts (see Appendix 11) have intense feelings of sadness after a death has occurred, but fairly quick resiliency – ‘the demonstration of social competence or success at meeting any particular tasks at a specific life stage’ (Luthar, Cicchetti and Becker, 2000, p. 110) - and low symptoms of grief. They find happiness and solace when thinking about or talking about the person who died (Balk, 2014). The following are some examples of questions that were asked in the follow-up FGDs that were conducted, to determine the adolescent’s resilience or lack thereof. The motivation for the question formulation was derived from the many theorists who write that resilient adolescents are those who have developed productive strategies to cope with their difficulties. Q2 – Tell me how your family has been coping with these experiences? Q3 – Is there anything that you remember, about what your (deceased) parent may have said about coping with painful experiences? Q5 – Do you think that you are in control of situations in your life at present? Q11 – Who supported you the MOST during this time? Is there any one person you can identify who was there for you? What qualities did this person have? Q12 – Can you describe your ability to solve problems or to cope with difficult situations? From the analysis of the data, the conclusions made are that resilient adolescents are able to respond positively in the face of challenging odds (Balk, 2014); are resourceful and flexible (Bandura, 1986); and when adolescents observe adults coping in a positive way, they are more likely to choose the same kind of response for themselves (Cobb, 2010).
Final%20Submission%20June%2C%202017%20-The%20University%20of%20Sheffield%20-%20Submission%20of%20the%20Dissertation.%20Ed.D%20-%20%28Caribbean%29.docx