LightSun
Well-known member
- Joined
- Aug 9, 2009
- Messages
- 1,106
- MBTI Type
- INFP
- Enneagram
- #9
"Resiliency: In order to develop parenting skills the subject resiliency now is of interest. What is resiliency and how are you resilient? What are developmental assets? Resilient families: What are the qualities a family that is able of thriving? How do the developmental assets come into affect in helping produce a resilient family. Describe how many did you have in your life. Did you have at least one adult figure in your life that was functional?"
"Our parents are metaphorically our gods and they can shape and mold the child just as they would a vase. If the parents provide love, safety and proper boundaries the child will most likely grow up with a healthy self concept. The reverse is also unfortunately true. If the parents don't provide these nourishing factors into a child's life and abuse them emotionally, verbally, sexually, physically and psychologically the 'vase' or child will not be straight but dysfunctional leading an entire lifetime of distress all stemming from childhood.
The earliest intervention of an adult figure not in the immediate family can help regulate a child through the storms of home life. There are 40 developmental assets that instill resiliency. If the child does not have access to these other developmental assets then sadly statistically they will suffer from mental illness, dysfunction and or substance abuse. Resiliency studies have replicated these scientific findings that in a dysfunctional home life one of three children can still thrive despite the odds.
The unacknowledged truth due to emotional reasoning, rationalization, denial, blind spots, defense mechanisms and overcompensation still regulate the other two children to be in the throws of the dysfunctional cycle. Children and this country would be better off learning the two mental disciplines of critical thinking (being aware of distortions in the thought, written and speech format of our thinking. We need to be taught to think critically.
All the wise sages say it so but the government stares at the wisdom on the road as if blind and do not address this quality. The second crucial learning is developing empathy skills to grow up more humanitarian and with Agape compassion for all life: human, animal and plant. These are the 40 developmental assets I've discussed that lead to resiliency and are crucial in the child rearing age and development.
EXTERNAL ASSETS: SUPPORT
1.Family Support | Family life provides high levels of love and support.
2. Positive Family Communication | Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.
3. Other Adult Relationships | Young person receives support from three or more non-parent adults.
4. Caring Neighborhood | Young person experiences caring neighbors.
5. Caring School Climate | School provides a caring, encouraging environment.
6. Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.
EXTERNAL ASSETS EMPOWERMENT
7. Community Values Youth | Young person perceives that adults in the community value youth.
8. Youth as Resources | Young people are given useful roles in the community.
9. Service to Others | Young person serves in the community one hour or more per week.
10. Safety | Young person feels safe at home, school, and in the neighborhood.
EXTERNAL ASSETS BOUNDARIES AND EXPECTATIONS
11. Family Boundaries | Family has clear rules and consequences and monitors the young person’s whereabouts.
12. School Boundaries | School provides clear rules and consequences.
13. Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.
14. Adult Role Models | Parent(s) and other adults model positive, responsible behavior.
15. Positive Peer Influence | Young person's best friends model responsible behavior.
16. High Expectations | Both parent(s) and teachers encourage the young person to do well.
EXTERNAL ASSETS CONSTRUCTIVE USE OF TIME
17. Creative Activities | Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
18. Youth Programs | Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
19. Religious Community | Young person spends one hour or more per week in activities in a religious institution.
20 Time at Home | Young person is out with friends "with nothing special to do" two or fewer nights per week.
INTERNAL ASSETS COMMITMENT TO LEARNING
21. Achievement Motivation | Young person is motivated to do well in school.
22. School Engagement | Young person is actively engaged in learning.
23. Homework | Young person reports doing at least one hour of homework every school day.
24. Bonding to School | Young person cares about her or his school.
25. Reading for Pleasure | Young person reads for pleasure three or more hours per week.
INTERNAL ASSETS POSITIVE VALUES
26. Caring | Young Person places high value on helping other people.
27. Equality and Social Justice | Young person places high value on promoting equality and reducing hunger and poverty.
28. Integrity | Young person acts on convictions and stands up for her or his beliefs.
29. Honesty | Young person "tells the truth even when it is not easy."
30. Responsibility | Young person accepts and takes personal responsibility.
31. Restraint | Young person believes it is important not to be sexually active or to use alcohol or other drugs.
INTERNAL ASSETS SOCIAL COMPETENCIES
32. Planning and Decision Making | Young person knows how to plan ahead and make choices.
33. Interpersonal Competence | Young person has empathy, sensitivity, and friendship skills.
34. Cultural Competence | Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
35. Resistance Skills | Young person can resist negative peer pressure and dangerous situations.
36. Peaceful Conflict Resolution | Young person seeks to resolve conflict nonviolently.
INTERNAL ASSETS POSITIVE IDENTITY
37. Personal Power | Young person feels he or she has control over "things that happen to me."
38. Self-Esteem | Young person reports having a high self-esteem.
39. Sense of Purpose | Young person reports that "my life has a purpose."
40. Positive View of Personal Future | Young person is optimistic about her or his personal future.
"Our parents are metaphorically our gods and they can shape and mold the child just as they would a vase. If the parents provide love, safety and proper boundaries the child will most likely grow up with a healthy self concept. The reverse is also unfortunately true. If the parents don't provide these nourishing factors into a child's life and abuse them emotionally, verbally, sexually, physically and psychologically the 'vase' or child will not be straight but dysfunctional leading an entire lifetime of distress all stemming from childhood.
The earliest intervention of an adult figure not in the immediate family can help regulate a child through the storms of home life. There are 40 developmental assets that instill resiliency. If the child does not have access to these other developmental assets then sadly statistically they will suffer from mental illness, dysfunction and or substance abuse. Resiliency studies have replicated these scientific findings that in a dysfunctional home life one of three children can still thrive despite the odds.
The unacknowledged truth due to emotional reasoning, rationalization, denial, blind spots, defense mechanisms and overcompensation still regulate the other two children to be in the throws of the dysfunctional cycle. Children and this country would be better off learning the two mental disciplines of critical thinking (being aware of distortions in the thought, written and speech format of our thinking. We need to be taught to think critically.
All the wise sages say it so but the government stares at the wisdom on the road as if blind and do not address this quality. The second crucial learning is developing empathy skills to grow up more humanitarian and with Agape compassion for all life: human, animal and plant. These are the 40 developmental assets I've discussed that lead to resiliency and are crucial in the child rearing age and development.
EXTERNAL ASSETS: SUPPORT
1.Family Support | Family life provides high levels of love and support.
2. Positive Family Communication | Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.
3. Other Adult Relationships | Young person receives support from three or more non-parent adults.
4. Caring Neighborhood | Young person experiences caring neighbors.
5. Caring School Climate | School provides a caring, encouraging environment.
6. Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.
EXTERNAL ASSETS EMPOWERMENT
7. Community Values Youth | Young person perceives that adults in the community value youth.
8. Youth as Resources | Young people are given useful roles in the community.
9. Service to Others | Young person serves in the community one hour or more per week.
10. Safety | Young person feels safe at home, school, and in the neighborhood.
EXTERNAL ASSETS BOUNDARIES AND EXPECTATIONS
11. Family Boundaries | Family has clear rules and consequences and monitors the young person’s whereabouts.
12. School Boundaries | School provides clear rules and consequences.
13. Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.
14. Adult Role Models | Parent(s) and other adults model positive, responsible behavior.
15. Positive Peer Influence | Young person's best friends model responsible behavior.
16. High Expectations | Both parent(s) and teachers encourage the young person to do well.
EXTERNAL ASSETS CONSTRUCTIVE USE OF TIME
17. Creative Activities | Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
18. Youth Programs | Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
19. Religious Community | Young person spends one hour or more per week in activities in a religious institution.
20 Time at Home | Young person is out with friends "with nothing special to do" two or fewer nights per week.
INTERNAL ASSETS COMMITMENT TO LEARNING
21. Achievement Motivation | Young person is motivated to do well in school.
22. School Engagement | Young person is actively engaged in learning.
23. Homework | Young person reports doing at least one hour of homework every school day.
24. Bonding to School | Young person cares about her or his school.
25. Reading for Pleasure | Young person reads for pleasure three or more hours per week.
INTERNAL ASSETS POSITIVE VALUES
26. Caring | Young Person places high value on helping other people.
27. Equality and Social Justice | Young person places high value on promoting equality and reducing hunger and poverty.
28. Integrity | Young person acts on convictions and stands up for her or his beliefs.
29. Honesty | Young person "tells the truth even when it is not easy."
30. Responsibility | Young person accepts and takes personal responsibility.
31. Restraint | Young person believes it is important not to be sexually active or to use alcohol or other drugs.
INTERNAL ASSETS SOCIAL COMPETENCIES
32. Planning and Decision Making | Young person knows how to plan ahead and make choices.
33. Interpersonal Competence | Young person has empathy, sensitivity, and friendship skills.
34. Cultural Competence | Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
35. Resistance Skills | Young person can resist negative peer pressure and dangerous situations.
36. Peaceful Conflict Resolution | Young person seeks to resolve conflict nonviolently.
INTERNAL ASSETS POSITIVE IDENTITY
37. Personal Power | Young person feels he or she has control over "things that happen to me."
38. Self-Esteem | Young person reports having a high self-esteem.
39. Sense of Purpose | Young person reports that "my life has a purpose."
40. Positive View of Personal Future | Young person is optimistic about her or his personal future.
