I believe that the myriad of problems facing the youth today can come from different perspectives. For starters there is the issue of drugs that are becoming more and more readily available to young people. Children are getting involved in drugs (illegal) as young as middle school. The rate of teenage pregnancies, drunk driving, joining gangs, is no doubt-enormously high. Oh, Let's not forget the irresponsible parents doing drugs in front of their children pretending that it's no big deal.
To be part of the "in crowd" is a highly coveted social position for today's youth. It is a position that many of them would give up their morals and even their health for.
These "Societal problems of youth" have been a long time concern not only of our criminal justice system but also among several bodies of research from different fields.
As a psychologist major i've decided to focused on what my field is doing in action to help solve the problems of the Young Generation.
The long standing question for psychologist is to try to figure out what was wrong with their patients, and try to help people deal with their problems. About 10 years ago, things began to shift. Instead of asking the question: What DAMAGES people? Some psychologist focused on what makes people STRONG.
Most of the studies have been done on young people. And most of this shows that 1/3 of the kids who lived under difficult circumstance sexual abuse, alcoholic parents’ poverty and that kind of thing, a full third of these kids do fine. They did NOT get caught up with crime or drug, they don’t become pregnant in their teens, and they lived responsible lives and become responsible The resiliency literature provides counselors with a more effadults.
The question is WHY? What factors either internal or external worked for this teens? and most importantly could researchers identify these factors that apply not just to young people, but to all kinds of people facing the hardships of life and give them the ability to “Bounce back”
This was the start of a new and interesting field-RESILIENCY.
Resiliency is the ability to spring back from and successfully adapt to adversity. An increasing body of research from the fields of psychology, psychiatry, and sociology is showing that most people, including young people–can bounce back from risks, stress, crises, and trauma and experience life success.
ective and personally satisfying way to work with and relate to their clients. There are basically six protective conditions associated with resiliency (caring and support, high expectations, meaningful opportunities for involvement, pro-social bonding, clear and consistent boundaries, and "life skills") into counseling relationships so as to encourage the growth of resiliency in. The power of the protective conditions mentioned above is the Heart of this Model.
There is a robust body of research literature in the counseling and therapy fields supporting the importance of "therapist factors" (level of empathy, view of client, etc.) and the therapeutic relationship in promoting positive change.
Counselors need to know about protective factors, and the power of a diagnostic approach that focuses on a more complete picture of the people they counsel. With this knowledge, they can look for individual strengths and environmental protective conditions, nurture them, and try to facilitate their growth in the lives of their clients.
I agree with the wisdom of Dennis Salleebey, D.S.W., who writes in The Strengths Perspective in Social Work Practice (Longman, 1997):
This Model of Resiliency training and counseling has indeed helped alot of young people. As evidenced by the life changing experience that brought a new start of hope for the future generation.
(Ive attached two testimonials of successful stories of youth from the Resiliency in action site )
Leslie Krug: "I've Been In So Much Trouble and I'm Still Here"
Leslie Krug went through ninth grade in a traditional high school three times. A lot of her problems, she said, began in sixth grade when her dad died, which "hurt a lot." Though she was sent to counseling, seventh through ninth grade were years of skipping school, drinking, and using drugs. Her message now: "I've been in so much trouble and I'm still here." Today, at age 16, Leslie is back in school and doing well. She was one of two students selected, in fact, by the school staff of the alternative school she now attends to be featured as a "face of resiliency." She is no longer using drugs, and is contemplating a future as a small business owner.
L.W. Schmick: Overcoming and Challenging the Label "At Risk
When L.W. Schmick was in middle school, he realized he was in a class that "was different" from other kids. By his freshman year in high school, he knew that his classes were for "at risk" students. Though he says he "wasn't ever mad at teachers for seeing that and being aware of that," he thinks the label was detrimental to himself and his peers. "Putting an 'at risk' student in a separate class just separates them more. And I think that's what a lot of at risk students are trying not to do [--be more separate]. I think they should be blended in more so they are not put in their own little group, " L.W. explained
References: Henderson, N. (1999). Preface. In N. Henderson, B. Benard, N. Sharp-Light (Eds.), Resiliency in action: Practical ideas for overcoming risks and building strengths in youth, families, & communities. San Diego, CA: Resiliency In Action, Inc.
To be part of the "in crowd" is a highly coveted social position for today's youth. It is a position that many of them would give up their morals and even their health for.
These "Societal problems of youth" have been a long time concern not only of our criminal justice system but also among several bodies of research from different fields.
As a psychologist major i've decided to focused on what my field is doing in action to help solve the problems of the Young Generation.
The long standing question for psychologist is to try to figure out what was wrong with their patients, and try to help people deal with their problems. About 10 years ago, things began to shift. Instead of asking the question: What DAMAGES people? Some psychologist focused on what makes people STRONG.
Most of the studies have been done on young people. And most of this shows that 1/3 of the kids who lived under difficult circumstance sexual abuse, alcoholic parents’ poverty and that kind of thing, a full third of these kids do fine. They did NOT get caught up with crime or drug, they don’t become pregnant in their teens, and they lived responsible lives and become responsible The resiliency literature provides counselors with a more effadults.
The question is WHY? What factors either internal or external worked for this teens? and most importantly could researchers identify these factors that apply not just to young people, but to all kinds of people facing the hardships of life and give them the ability to “Bounce back”
This was the start of a new and interesting field-RESILIENCY.
Resiliency is the ability to spring back from and successfully adapt to adversity. An increasing body of research from the fields of psychology, psychiatry, and sociology is showing that most people, including young people–can bounce back from risks, stress, crises, and trauma and experience life success.
ective and personally satisfying way to work with and relate to their clients. There are basically six protective conditions associated with resiliency (caring and support, high expectations, meaningful opportunities for involvement, pro-social bonding, clear and consistent boundaries, and "life skills") into counseling relationships so as to encourage the growth of resiliency in. The power of the protective conditions mentioned above is the Heart of this Model.
There is a robust body of research literature in the counseling and therapy fields supporting the importance of "therapist factors" (level of empathy, view of client, etc.) and the therapeutic relationship in promoting positive change.
Counselors need to know about protective factors, and the power of a diagnostic approach that focuses on a more complete picture of the people they counsel. With this knowledge, they can look for individual strengths and environmental protective conditions, nurture them, and try to facilitate their growth in the lives of their clients.
I agree with the wisdom of Dennis Salleebey, D.S.W., who writes in The Strengths Perspective in Social Work Practice (Longman, 1997):
"People are more motivated to change when their strengths are supported," People I have interviewed who have left gangs, recovered from alcohol and other drug addiction, made it successfully through college despite a childhood of abuse, or overcome other significant traumas have told me the same thing. "The people who helped me the most were the ones who told me ‘what is right with you is more powerful than anything that is wrong with you,'" a young man who successfully completed college despite a childhood of living in one foster home after another told me (Henderson, 1991).
This Model of Resiliency training and counseling has indeed helped alot of young people. As evidenced by the life changing experience that brought a new start of hope for the future generation.
(Ive attached two testimonials of successful stories of youth from the Resiliency in action site )
Leslie Krug: "I've Been In So Much Trouble and I'm Still Here"Leslie Krug went through ninth grade in a traditional high school three times. A lot of her problems, she said, began in sixth grade when her dad died, which "hurt a lot." Though she was sent to counseling, seventh through ninth grade were years of skipping school, drinking, and using drugs. Her message now: "I've been in so much trouble and I'm still here." Today, at age 16, Leslie is back in school and doing well. She was one of two students selected, in fact, by the school staff of the alternative school she now attends to be featured as a "face of resiliency." She is no longer using drugs, and is contemplating a future as a small business owner.
L.W. Schmick: Overcoming and Challenging the Label "At RiskWhen L.W. Schmick was in middle school, he realized he was in a class that "was different" from other kids. By his freshman year in high school, he knew that his classes were for "at risk" students. Though he says he "wasn't ever mad at teachers for seeing that and being aware of that," he thinks the label was detrimental to himself and his peers. "Putting an 'at risk' student in a separate class just separates them more. And I think that's what a lot of at risk students are trying not to do [--be more separate]. I think they should be blended in more so they are not put in their own little group, " L.W. explained
References: Henderson, N. (1999). Preface. In N. Henderson, B. Benard, N. Sharp-Light (Eds.), Resiliency in action: Practical ideas for overcoming risks and building strengths in youth, families, & communities. San Diego, CA: Resiliency In Action, Inc.
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