Perspectives on Vulnerability in Childhood

Perspectives on Vulnerability in clawhoodThe aim of this assignment is to address critic anyy the principles of on the job(p) with vulner competent fryren or young people by using an anonymousness case study. The plan is to illustrate the key concepts of vulnerability and resiliency, plow the impact on the tikes affable wellness and to look at antithetical legislations.Scenariobloody shame is a five-year-old small fry who lives at home with her still and protactinium. In view of the recent recession, bloody shames Dad has lost his job and is dis melting veto emotions and this is cause friction with his wife. Mum has mild erudition difficulties but is able to affirm down a part time job, taking on to a greater extent hours to compensate for the loss of earnings and leaving Dad to attend to bloody shame. bloody shame attends school but recently her attendance has been erratic, on several do Marys homework as non been d maven. School staff has noticed Mary turning up to school dirty, smelly and appears to beat lost incubus in recent weeks. The teacher has tried on several cause to arrange a meeting but Mum claims to be to a fault busy with work and Dad shows no interest.VulnerabilityAn explanation by Appleton (1994) describes vulnerability as a complex concept where there argon many interacting factors. Appleton (1994) suggests vulnerability rump be viewed as a surpass where families at distinct periods in liveliness go off be to a greater extent susceptible to both internal and external stress factors. In comparison, The fall(a) in States Agency for Health C atomic subjugate 18 Policy and Research (USAHCPR 1998) suggests that the environment whitethorn contribute to the vulnerability of people through various phases of life. More specifically contrasting people whitethorn be vulnerable in a variety of ways due to health issues, come on, communication problems and the house and residential ara where they live. Equally classi cal a recent concept of vulnerability suggests that p bents or c atomic number 18rs inability to tolerate basic need, such(prenominal) as do it, warmth, shelter and a sizeable diet whitethorn affect the pincers all round bring forthment. (Cleaver et al 2007). champion fag endnot deny that everybody at well-nigh point in his or her life may be vulnerable. However, agree to some experts how old you argon can also be an influence. In different words, infants and baby birdren are considered more vulnerable because they rely on parents or carers to proffer their basic needs. The substantiate for this is young children do not puddle the verbal language to expire for their own needs (Aday 1993, Gitterman Shulman 1994, Miller 1995). Nevertheless all concepts advocate a similar meaning and according to the Convention on the Rights of the infant (1990) denomination nineteen, states that every child has the mighty to be valueed. Young children need to be nurtured and g uided by parents or caregivers to provide them with the basic needs to develop into participating young adults in society (Cleaver et al 2007). So it is spanking that all hold ups, midwifes and health visitors should have the skill and knowledge to get a line indicators of vulnerability in children and be responsible to pursue any concerns with the give up soul (Stower 2000).ResilienceIn the science of human culture, resilience has comprehensive and different meanings, including recovery from traumatic experience, overcoming divorce and withstanding stress to function well in the tasks of life. It is clear from those facts that resilience refers to patterns of positive adaptation or learning manifested in the context of adverse experiences (Masten Gewirtz 2006). Masten and Gewirtz (2006) suggest that resilience is a dynamic residue between risk and positive factors. In addition, how individual(a)s, children, and families struggle in the lay out of distress. This led us t o believe through research that early childhood is a evidentiary time where parents can nurture the characteristics of the children in promoting and understanding resilience (Masten Gewirtz 2006). Furthermore, Masten and Gewirtz (2006) suggest that resilience may come naturally to some children where new(prenominal) children may need help in acquiring those skills. One should, nevertheless consider resilience from another angle where existence of custodial factors may explain why one child may grip better with adverse life events than another (Getting it Right for Every nipper 2008).Protective factors are those variables that safeguard against the effects of risk factors, the presence of one or more factors of negative outcome for a child or young person. Protective and risk factors can be divided into quartette groups, child, family, school, and community factors (Durlak 1998). An example of a risk factor would be risky attachment and the evasive factor would be attachment to a family (Durlak 1998). With vernal data and understanding of resilience in individuals there seems to be a shift from the emphasis on factors and variables to mechanisms and processes. This shift looks at how well an individual processes and copes in the face of adversity (Rutter 2007). Furthermore, this refers to genial operations, for example coping skills, as well as individual characteristics and experiences (Rutter 2007). On reflection, it seems more accurate to theorise that considering not only characteristics and experiences but also the age and exhibit of development of the child. In addition, for example children aged five and less has a bring down repertoire of coping mechanisms. Similarly, Schoon (2006) suggest resilience is not only hooked on the characteristics of the individual but interactions from the family and the wider community may also play a part. On the other hand, Brooks (2006) points out that the family is at the centralize of providing care and this has the greatest influence on the development of resilience in children.In relation to the scenario, Marys all round development at this act may be vulnerable. As highlighted above how old you are can also be an influence because children aged five and less has a geldd repertoire of coping mechanisms and the increased of vulnerability in this age group in terms of physical and ablaze development. Mary is subordinate on her parents to provide her basic needs, food, warmth, shelter, and love. The effects of knock off can have a long-term influence on Marys quality of life. However, some children cope with and overcome the socio-emotional effects of child disregard. Mary may have protective factors within the family, such as a Grandmother, who may help to reduce the effects of neglect and foster resilience.The family dynamics have changed within the family where Mum is now working full time and Dad is the main caregiver. In view of the recent recession, Marys Dad has lost h is job and is showinging negative emotions. This may have an impact on Marys all round development and her mental health because are social skills and needs is not being met. affable HealthIn relation to the scenario, Mary is showing signs of neglect. To begin with, according to Horwath (2007) there have been many publications nigh neglect. However, not one was able to give a clear definition on what is neglect. In addition, outline from these definitions agrees that neglect is an omission, or failure on part of the parent or carer to provide the basic needs for the child, such as well-grounded diet, and love (Horwath 2007). Likewise, the National Society for the Prevention of Cruelty to Children (NSPCC 2007) agrees that neglect is difficult to desexualise and describes it as a complex phenomenon. However, both the NSPCC (2007) and Horwath (2007) agree that neglect in practice can perplex short term to chronic and relentless neglect. Furthermore, periodic failure or one-off i ncidents can have a significant effect on a child. These periodic and one-off incidents may be declaratory of developing neglectful behaviour. Another possibility it may be an distinction that the family is suffering from stress, or a temporary crisis because of parenting issues (Horwath 2007) such as Marys Dad has been made redundant.When people hear the word neglect, they usually think of parents not providing their children with food, clothes, or a safe environment to live in. Alternatively, parents can neglect their children (Horwath 2007) in other ways. Furthermore, Horwath (2007) suggests that there are a variety of parenting behaviours that may be classed as forms of neglect such as, medical, nutritional, education and emotional. Parents or carers who emotionally neglect their child fail in providing physical or emotional affection and do not develop the childs sense of self-worth and positive identity operator (Horwath 2007). More specifically, it affects the childs all r ound development including their mental health.Mental health can mean different things to different people. For children to be mentally healthy they need to be loved, healthy diet, and opportunities to make choices, protection from risk, and shelter. However, the list is thoroughgoing but more specifically according to young minds (2002) children who live life to the full, creative and sociable lives, cope with difficulties and frustrations are mentally healthy.The foundation for expression emotional understanding skills has been found to develop within the parent-child relationship (Parke et al 1992). According Edwards, Shipman, and Brown (2005) through the parent-child relationship children learn from their parents how to label and advise motions in different situational contexts, when it is appropriate, how to show and evade emotional experiences as culturally indicated. The ability to interpret the emotional behaviours of others may mean reading their nervus facialis express ions, by the tone of voice or body language, not needfully words (Edwards, Shipman, and Brown 2005).In addition, children who developed emotional development at a young age are more likely to return well into school, work cooperatively, confidently and independently, and behave appropriately (Townley 2002). A child with brusk social and emotional development is at risk of poor relationships with peers, academic problems (Horwath 2007). There is a difference between emotional neglect and emotional abuse. According to Iwaniec (1995) suggests that emotional neglect is non-deliberate where abuse is deliberate. Furthermore, parents or carers can emotionally neglect their children in a number of ways such as, inadequate attention to the childs needs, need for affection, and lack of emotional erect (Iwaniec 1995). all(prenominal) children are individuals and may experience mental distress in different ways, such as the inability to cope with problems and feelings, low self-esteem and se lf-confidence, decline school performance, and social withdrawal (Honeyman 2007). Emotional resilience is a blue-chip skill for all children. It is about being in control and believe in ones ability to work through setbacks and risk situations in a capable, effective manner. This capacity for resilience empowers the child to develop coping behaviours, to tack on in the face of failure, to bounce back with confidence and a healthy self-esteem (Townley 2002).Children need a certain amount of resilience to be able to cope with the difficulties that occur as part of living and other concentrated emotions, in erect to do this children develop a number of coping strategies (Landy 2002). For the first five years, children rely on their parents or caregivers to provide subscribe to in dealing with intense negative emotions and eventually learning to control or manage their emotions alone by using a range of emotional resilience or coping strategies (Landy 2002). Therefore, children ne ed to understand how to regulate their emotions, recognize emotions in others, and handle relationships with others if they are to be well-adjusted, contented, positive, and bouncing individuals (Townley 2002). They need to learn that all emotions are okay, and that they are entitled to their emotions (Cassidy et al 1992). However, it is also important children recognise that other individuals emotional needs can differ from their own (Horwath 2007). Another aspect to consider is how the parents socialize with their children and display emotions. If the parent or caregivers display positive life skills rather than displaying foreboding or depression therefore the childs capacity to emotionally regulate would not be impaired (Landy 2002).Mental health affects all aspects of life how Mary forms relationships, interact with her peers and how she copes with the rough and tumble of life. A child who is ignored may seek other ways to draw attention, and the ability to cope may be hinder leading the child to have a strong tendency to use externalizing and maladaptive coping skills. Marys life is loaded with tension, negative moods, unpredictable parenting at this moment in time. In addition, the school have contacted both parents to discuss issues relating to Marys education and well-being however, her father is not interest and Mum claims to be busy with work. The expression both parents are word picture now about school is indicating to Mary that school is not important and she may be less likely to seek emotional support from teachers or her peers. On the other hand, up to now one may assume Mary has had a stable upbringing and with additional support and with protective factors in place may help her through the present crisis within the family.LegislationsThere are different legislations in place to protect children and young people in todays society. Such as, Protecting Children and Young populate model for Standards (Scottish Executive 2004), The Children (Scotland) Act 2004, and Sharing Information About Children at Risk of Abuse and Neglect A Guide to Good perform (Scottish Executive 2004). There are many more policies but advocates that all children have the mightily to be protected. According to CAMHS Standard, National Service Framework for Children, Young People, and Maternity Services (2004) suggests multi-agency services work in alliance to upgrade childrens mental health, provide early intervention, and meet the needs of the children that are identified with problems. It also goes on to say that, staff who are working with children and young people have sufficient knowledge, training and support to promote the psychological well-being of children, young people and their families and to identify indicators of difficulty. However, this seems not to be the case and according to Honeyman (2007), it is a much-neglected subject in child health. The nurse and Midwifery Code (2002) states that this lack of knowledge in mental h ealth may be seen as a barrierWhen making decisions about a child it is paramount, they are at the heart of the discussion in all considerations and decisions. Professionals throughout the planning and actions taken must demonstrate this (Edinburgh and Lothians Inter-agency Child Protection Procedures sectionalization 2, 2007). Furthermore, working with a family where they may be issues of the child or development overlords must co-operate to enable proper assessment of the childs circumstances, provide any support needed, and take action to reduce the risk to the child. sometimes this may require sharing information with other professionals. In addition, all professionals or agencys are required to keep confidential information tending(p) by parents and must not be shared without the persons permission (Edinburgh and Lothians Inter-agency Child Protection Procedures Section 2 2007).Getting it right for every child (2008) is a network of support to promote the well-being of every child or young person to get help at the right time. This network will also include the family or carers. This may film other agencies to be involved and if this is the case a lead professional will be nominated and they will co-ordinate help, such as making sure the family, child or young person understands what is incident and to promote teamwork between the agencies and with the family, child or young person.The Getting it right for every child Practice Model consists of three elements, Eight offbeat Indicators, My orb Triangle, and The Resilience Matrix.The Eight Well-being Indicators, this identifies all areas where a child or young person needs to progress in order to do well now and in the future. This enables professionals to structure information that may highlight areas of concerns and needs and to structure planning (Getting it Right for Every Child, Section 4, 2008).My military personnel Triangle introduces a mental map, which enables the professionals to understan d the altogether earth of the child or young person. In relation to Mary, using My World Triangle can be used at every stage to think about Marys world. Information may be used from other sources, possibly school, to identify the strengths and pressures in Marys life. This will not only identify the negatives but also the positives as well. My World Triangle looks at the whole child, physical, social, educational, emotional, spiritual, and psychological development (Getting it Right for Every Child, Section 4, 2008).Using My World Triangle, the professionals can consider systematically how Mary is growing and developing, what Mary needs from the people around her, and the impact on Mary in the wider community, family, and friends.To resolve the professionals may use The Resilience Matrix. The Resilience Matrix can be used in a single or multi-agency environment. This allows the professionals to gather the information on Mary, from My World Triangle and other sources and plot it o n a blank matrix so that the balance between vulnerability and resilience, and adversity and protective factors can be weighed.The City of Edinburgh Council, Guidelines for Pupil Support Groups (2004) are committed in working in partnership with the parents, Social Work, reading and others to provide integrated support to children or young people and their families. Mary is in Primary one at school and the teachers and staff are in a good position to observe Mary in her education, socialising with her peers and her general well-being.ConclusionMany researchers have highlighted that vulnerability and resilience are difficult to define. Through my research for this assignment, I have been introduced to a number of concepts in relation to vulnerability, resilience, and mental health in relating to a young person or child. It is the job of any paediatric nurse not to diagnose but be able to recognised symptoms of children with mental distress in order to refer them to the appropriate p rofessional or agency. In addition, how important it is for the nurse to understand the age and stage of development the child goes through. Prolonged emotional neglect or any part of abuse may be harmful to the child. It has been highlighted through research that it may affect the childs all round development and the presence of protective factors may explain why some children are resilient and why others are not. Resilience can be enhanced through extensive and appropriate practical and emotional support, intervention, and life chances. In order to enhance resilience professionals must establish the vulnerabilities and protective factors that exist for the child them consider the trend of action to take to enhance resilience..