2. Resilience Resilience can be defined as development under difficult conditions’ (Fonagy et al. 1994) Resilience theory underpins the Getting it for ‘Normal A resilience-based approach fits closely with the aim of Getting It Right For Every Child to Every Child approach and associated Children and build on the strengths in the child’s whole world, always drawing on what the family, Young People’s Act (2014). community and universal services can offer. A child or young person’s resilience is fostered when their internal and environmental Research shows that promoting protective factors protective factors are strengthened. can buffer, ameliorate, and mitigate the effects of risk and stress, propelling the child or young person Ensuring that a or young person’s strengths and protective factors are realised to their to academic and life success (O'Dougherty Wright, full potential is likely to help to improve outcomes by building their protective network Masten, and Narayan, 2013). Conversely, it also (Daniel and Wassell 2002) and supporting their capacity to cope under adverse life shows that reducing risk factors can also have a experiences and day to day stressors. significant impact. At the same time, it is crucial to be alert to whether any adversity of vulnerability is putting children’s well-being at risk and whether these risk factors can be ameliorated by action at an individual or environmental level. There are many factors associated with resilience, but Gilligan (1997) suggests that there are three fundamental building blocks: A secure base whereby the child feels a sense of belonging and security Good self-esteem, that is an internal of worth and competence A of self efficacy, that is a sense of mastery and control, along with an accurate understanding of personal strengths and limitations 3. Rights
2. Resilience Resilience can be defined as ‘Normal development under difficult conditions’ (Fonagy et al. 1994) A resilience-based approach fits closely with the aim of Getting It Right For Every Child to build on the strengths in the child’s whole world, always drawing on what the family, community and universal services can offer. A child or young person’s resilience is fostered when their internal and environmental protective factors are strengthened. Ensuring that a or young person’s strengths and protective factors are realised to their full potential is likely to help to improve outcomes by building their protective network (Daniel and Wassell 2002) and supporting their capacity to cope under adverse life experiences and day to day stressors. At the same time, it is crucial to be alert to whether any adversity of vulnerability is putting children’s well-being at risk and whether these risk factors can be ameliorated by action at an individual or environmental level. There are many factors associated with resilience, but Gilligan (1997) suggests that there are three fundamental building blocks: A secure base whereby the child feels a sense of belonging and security Good self-esteem, that is an internal of worth and competence A of self efficacy, that is a sense of mastery and control, along with an accurate understanding of personal strengths and limitations Resilience theory underpins the Getting it for Every Child approach and associated Children and Young People’s Act (2014). Research shows that promoting protective factors can buffer, ameliorate, and mitigate the effects of risk and stress, propelling the child or young person to academic and life success (O'Dougherty Wright, Masten, and Narayan, 2013). Conversely, it also shows that reducing risk factors can also have a significant impact. 3. Rights
East-Ayrshire-Relationships-Framework.docx