Involving Young People in Parenting Programmes
Appendix 2
Promoting Resilience in Children and Young People –
Factors Promoting Resilience in Adolescence & Early Childhood (Barnardos 2002)
- Continuity of teacher-child relationship
- Programmes that encourage emotional literacy
- Inclusive philosophies that promote positive motivational styles, problem solving and discouraging ‘learned helplessness’
- Opportunities to develop valued skills through broad based curricula
- Programmes that encourage peer co-operation and collaboration
- Avoidance of unnecessary labelling, a role for young people in negotiating family rules and the support of external role models and mentors
- Connections with cultural or faith communities
- Where parental separation occurs, opportunity to maintain familiar social rituals
- Reduction of moves, if in care
- Positive peer relationships
- Opportunities for young people to influence their environments
- Valued contributions in household tasks or roles, part time work outside the home or volunteering
- Involvement and engagement in post school opportunities – work, study or an alternative
- Where family support is weak, the involvement of supportive adults or mentors throughout and beyond the transitional period
- Supportive social networks, prevention of social isolation
- Good medical and health care