Examples Of Resilience In Social Work

Introduction Social worker is a value driven profession. The professional practice is guided by value, code of ethics and seven principals. In the past three year’s professional training, we equipped with different perspectives in understanding society, family and individuals. From Foucault, we learned a post-modern perspective which critiques the existing modern society with its unique understanding on power, knowledge and discourse. In system theory, we understand family through system’s interaction and finding protective factor in different system therefore to enhance the family’s development. In individual perspective, solution focus therapy enables us to resolve people’s problem through addressing their core needs. However, social worker

Hawley and DeHaan (1996) suggest that this definition should encompass three themes. First, resilience can only exist when there is hardship. Without struggle, resilience does not exist. Second, resilience carries the ability of floating. Individuals who exhibit resilience are able to bounce back from adversity. Third, resilience is described in terms of wellness rather than pathology. It is the person’s strengths rather than deficits that are emphasized. Resilience means that individuals have strengths or resources to overcome problems or risk situa- tions. Jew, Green, and Kroger (1999) found some similar outcomes of individuals who were resilient. The outcome was reflected in each person’s individual traits, cognitive ability, and initiatives. More to the point, these traits are reflected as coping skills or abilities when one experiences a problem. Early and Glenmaye (2000) indicate that resilient children usually have the characteristics of social competence, autonomy, sense of purpose, and sense of

The children are looking forward to the outing, and overcast skies and cooler temperatures may mean fewer crowds from nearby child care centres. The wet grass won’t be a problem if the kids wear their rainboots and coats. And if it starts to rain, they can picnic on the benches under the shelter, and finish their outing by going to a nearby library.
Martha was able to view the situation with realistic optimism. She didn’t deny the negative aspects of the weather, but instead found some positive features – less heat and fewer crowds. She put a plan into place and believed she could cope with whatever the weather might bring. And by talking about the plan with the children before the outing, Martha modelled how accurate and flexible thinking can help people look for the controllable aspects in everyday situations.
Just as children develop language in a language-rich environment, so they will develop the skills of resilience in a resilience-rich environment. Research provides the direction and tools for us to create that environment. Let’s put ourselves and the children we work with on the path to a resilient