Professional Documents
Culture Documents
Esp Psychosocial Activities
Esp Psychosocial Activities
ACTIVITIES
FOR JUNIOR HIGH SCHOOL
RESILIENCE IN CHILDREN
RESILIENCE - is the process and
outcome of successfully adapting to
difficult or challenging life experiences,
especially through mental, emotional, and
behavioral flexibility and adjustment to
external and internal demands.
THREE RESILIENCE
FACTORS
I HAVE Factor
I AM Factor
I CAN Factor
“I HAVE” FACTOR
- this are the factors that emphasizes the foundation
of the children
Trusting relationships
Structure and rules at home
Role models
Encouragement to be autonomous
Access to health, education, welfare, and security
services
“I AM” FACTOR
- factors are feelings, attitudes, and beliefs within
children; these are their internal and personal
strengths.
Communication
Problem-Solving
Managing feelings and impulses
Gauging the temperament of self and others
Seeking trusting relationship
DIFFERENT FACTORS SIGNIFICANT
TO CHILDREN’S DEVELOPMENT
Family/Caregiver are primary sources of love, care, and
protection
Community is a secondary source. The school, teachers,
and staff have a significant role in influencing well-being
Culture and Society is a tertiary source that affects the
community, family, and child through different beliefs,
practices, and resources.
Risk Factors are elements that increase a child’s
susceptibility to a decrease in well-being and resilience.
Protective Factors are elements that reinforce a child’s
healthy development, well-being, and resilience
HOW TO BUILD AND MAINTAIN
PROTECTIVE FACTORS?
Nurture parental resilience
Maintain social connections
Access to child development and
parenting resources
Raising social and emotional
competence of children