Study of resilience within these research disciplines--论文代写范文

发展学家倾向于探索性格特征作为控制点,包括亲子关系的温暖和爱,家庭功能障碍与不和谐,积极的学校环境和社会支持。社会学家还包括社会心理机制作为保护性因素,虽然不太强调家庭背景。这篇paper代写范文讲述了这一问题。

A multidisciplinary approach to resilience, drawing on both the developmental and sociological literatures, could strengthen future research as well as program development focusing on youth. To arrive at a multidisciplinary perspective, however, we need to he explicit about commonalities and differences in the disciplinary approaches. First, we see great similarity in the underlying conceptualization of resilience across disciplines. In each discipline, studies have as their starting point that children or youth enter the situation of interest at some unique disadvantage. The disadvantage may he limited financial resources, limited human capital, social deficits, or it may he family dysfunction or psychopatholog. 

  There has been a tendency for sociologists to define this disadvantage as a status variable, (i.e., low parental education, female headship, poverty). Within the developmental literature, risk status is also defined in terms of such psychological variables as family dysfunction, stressful life events, or daily hassles. Resilient behavior is operationalized in terms of attainments in the sociological literature (academic success, economic or financial stability) but as developmental status (cognitive development or emotional wellbeing) in the developmental literature. Both disciplines also identify aspects of the family, community environment, social networks, and individual characteristics (i.e., self-esteem, IQ, coping skills, problem solving skills) that can mediate risk and contribute to resilient behavior. The lists of particular protective factors provided within each discipline overlap but also show somewhat differing emphases. 

  For example. developmentalists tend to explore such as dispositional characteristics as locus of control, coping skills and IQ. Family and community protective factors identified in this literature include warmth and affection in parent-child relations, absence of family dysfunction and discord, and positive school environments and social support. Sociologists also include psychosocial mechanisms as protective factors, although there is less emphasis on family context (i.e., family dysfunction or discord) and greater emphasis on parental aspirations, self-esteem, family support and support networks. The evidence suggests that both types of mechanisms may be important contributors to resiliency. 

  The disciplines differ, however, in their preferred terminology and to some extent in their definitions. Table 1 highlights the definitions of risk, vulnerability, protective mechanisms and resilience summarized by Rutter (1987), which provides a logical place from which to begin to assess the commonalities across the child development and sociology disciplines. It is quite clear that both disciplines consider the same constructs, and often attach the same meaning to the same constructs. The distinction is mostly in the terms used to describe the constructs of risk and resilience. For example, risk and stress are the two terms used by researchers in these two disciplines to describe the compromised beginnings of children and youth. （essay代写)

  While sociologists prefer the term risk, developmentalists use both terms. Vulnerability is a construct most common to the development literature. Distinguished primarily by Rutter (1987), vulnerability illustrates the process of susceptibility to risk/stress given the presence or absence of protective factors. Sociologists do not explicitly employ the notion of vulnerability in their work. However, implicit to the majority of sociologic work on risk and resilience is a sense of heightened or diminished susceptibility to risk given various mediating factors. Protective factors are the characteristics of family, school, and community life that mediate the negative effects of risk or stress. 

  These include parental support, encouragement, availability of role models/mentors, opportunities in the community for work and school advancement. The disciplines are consistent in pointing to the importance of protective factors in mediating risk/stress. Resilience is the ability to "bounce hack" or recover in the face of risk or stress. The evidence across fields indicates that resilience is stress/risk-specific and does not involve complete invulnerability in a holistic sense. Rather, one is resilient in the face of specific stressors, such as educational disadvantage or psychological dysfunction. Indeed, as we have noted above, some work shows that children with high academic success show greater signs of depression and anxiety.（essay代写)

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