Resilience and Stress in Children: A Comprehensive Analysis

This assignment provides a comprehensive analysis of resilience and stress in children, emphasizing the significance of family and teacher support. It examines the different types of stressors that children may face and explores the concept of resilience as a means of coping with these stressors. The assignment also discusses the importance of teachers and family members in helping children develop resilience and manage stress.

Running head: RESILIENCE AND STRESS IN CHILDREN
Resilience and Stress in Children
Name of Student:
Name of University:
Author’s Note:

1RESILIENCE AND STRESS IN CHILDREN
Table of Contents
Answer 1:.........................................................................................................................................2
Answer 2:.........................................................................................................................................2
References:......................................................................................................................................4

2RESILIENCE AND STRESS IN CHILDREN
Answer 1:
Children are the purest and the most cared for in the society. But it might happen in many
cases that they have to deal with stress or problems of different sorts very early on in their lives.
This actually points to the situation where they have to show resilience in their battles with stress
and anxiety. The battles which these children have to face are of different categories depending
on the families which they come from as well as their upbringing. The situation in their homes
reflects their battle with stress. This might be very difficult for the kids as they do not have the
required maturity and capability to handle stress of such a kind (Masten 2014).
Unless the children receive a certain amount of support from their elders and family
members it might be extremely difficult for them to cope with such stress. There are different
types of stressors which can contribute to stress in children. These can be anything from harsh
lights to loud noises or even the lack of oxygen. There are psychological stressors as well which
might be anything from abusive parents to being a part of dysfunctional families. These stressors
are much more severe in comparison to the physical stressors (Zolkoski and Bullock 2012).
The two most important facts which can be inferred in this particular connection is that
there are two most important places which teach the children to be strong and to cope with any
sort of stress in their lives. This comprises of their families to which they are most close to and
their school teachers who spend a majority of time with the children.
Answer 2:
It is necessary for a teacher to have proper concern towards the needs of his or her
students. For any individual his or her childhood is the most happy and memorable part of life.

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Therefore it needs to be the duty of the families and their teachers to ensure that the children are
stress free and happy individuals (Rutter 2012). I would like to conduct a weekly interactive
session with my students in order to understand the situation which they are going through. In
case I find any particular child sad, introverted or unhappy I will make it a point to fix a separate
meeting with the child to understand his or her problems or causes for stress. In case the child is
scared to face the teachers and staff alone I would fix a meeting with his or her parents to discuss
the issue.
As a result of the meeting in case it is found that the child is suffering from depression or
stresses of any kind it is to be ensured that the he or she is given the advice of a doctor. As a
teacher I will always try to maintain a happy vibe and a positive ambience in my class to ensure
that no child is ever sad or depressed. In addition to this the children need to be taught the power
and the utility of resilience in their lives (Southwick and Charney 2012).

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References:
Masten, A.S., 2014. Global perspectives on resilience in children and youth. Child
development, 85(1), pp.6-20.
Rutter, M., 2012. Resilience as a dynamic concept. Development and psychopathology, 24(2),
pp.335-344.
Southwick, S.M. and Charney, D.S., 2012. The science of resilience: implications for the
prevention and treatment of depression. Science, 338(6103), pp.79-82.
Zolkoski, S.M. and Bullock, L.M., 2012. Resilience in children and youth: A review. Children
and youth services review, 34(12), pp.2295-2303.