Risk And Resilience Case Study

Running head: RESILIENCY 1

Risk, Protective Factors and Resiliency

Nijah Goodwyn

Hudson Valley Community College

RESILIENCY 2

Risk, Protective Factors and Resilience Holly’s’ mother has been battling with alcoholism since she was small, and a lot of other psychological issues. This makes life really hard for Holly. Alcoholism runs through Holly’s’ family, so she has a very high risk of suffering from alcoholism herself as an adult. Although Holly has these issues at home and the risk of becoming an alcoholic herself as an adult, she has a lot of support from her friends, and teachers at school, this has a positive effect on Holly and instead of becoming an alcoholic and going down that

There are protective factors that can occur externally and internally. External Protective Factors can be things outside of an individual that keep an individual from having any negative outcomes such as “caring relationships, positive and high expectations, and opportunities for meaningful participation” (Christel, n.d., p. 1.) These external protective factors can include things at home such as, someone who “engages in proactive, healthy behaviors in the youth” (Christel, n.d., p.1) There can be external protective factors at school as well, because teachers can play a large role in the development of resiliency for a child. Protective factors at school can be things such as having a teacher who shows a lot of care and compassion for a child success. It can also be things like helping the child build a high- expectations and sense of achievement for themselves, and helping children see where their skills are. Also a good way for teachers and school systems to incorporate protective factors for an individual would be to give them opportunities to strive, and get more involved in the educational system (Benard, n.d., p. 2-3). Lastly, these external protective factors

What are specific things that can promote resilience for an individual? These things can be something that the individual has to do for themselves such as, There are different ways to promote resiliency such as the individual deciding what is important to them, the individual deciding what are they main things occurring in their life, to set goals for themselves, and to think positively and be happy (Webb, 2013, p. 145). There also things that the people surrounding the individual can do to help promote resiliency. This can be things that the parents can do like, setting disciplinary roles, and encouraging the child to express their emotions or feelings. It’s also good for the parent to display the actions that they want their child to follow (Christle, p. 6). There can things teacher and school systems can do as well such as creating programs that make peer interaction easier for the individual (Benard, p. 57). Without the help of peers, parents, and teachers it can often be hard to promote resilience at all in an individual. In the video, Will had support from his mother, but there didn’t really seem to be any disciplinary action. Will didn’t think that he had what it took to stay in school and be academically successful. If Will’s thought process was different, and if there was more disciplinary action at home, he may have been more resilient. Resilience not only comes from support from the