{"id":74991,"date":"2019-03-25T02:12:49","date_gmt":"2019-03-25T02:12:49","guid":{"rendered":"https:\/\/essays.homeworkacetutors.com\/effect-of-living-in-care-on-child-resilience\/"},"modified":"2019-03-25T02:12:49","modified_gmt":"2019-03-25T02:12:49","slug":"effect-of-living-in-care-on-child-resilience","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/us\/effect-of-living-in-care-on-child-resilience\/","title":{"rendered":"Effect of Living in Care on Child Resilience"},"content":{"rendered":"<div class=\"content position-relative mb-4\">\n<h4>An investigation into how<br \/>\na child and young person\u2019s resilience can be influenced by living in care<\/h4>\n<h2>1. Introduction<\/h2>\n<p>Children are regularly placed into care after experiencing some form of abuse or neglect <a href=\"https:\/\/www.ukessays.com\/essays\/health-and-social-care\/impacts-of-placing-children-in-foster-care.php\" target=\"_blank\" rel=\"noopener\">increasing their risks<\/a> of negative outcomes including emotional, behavioural, neurobiological and social issues (Leve, et al., 2012). However, some high risk individuals go on to be successful without signs of mental illness or disruption to their adaptive functioning and development, these individuals are referred to as resilient (Linley &amp; Stephen, 2004). <\/p>\n<p>The aim of this study is to investigate<br \/>\nhow a child and young person\u2019s resilience can be influenced by living in care.<br \/>\nThis will be done by comparing<br \/>\nthe resilience of children and young people (C&amp;YP) who live with parents<br \/>\nwith those who live in care. This research explores children and young people\u2019s<br \/>\nperceptions of their own resilience as well as the perceptions of teachers and<br \/>\nstaff members. It also focuses on what risk\/protective factors are most<br \/>\ninfluential to resilience. Rutter<br \/>\n(1985) defines a protective factor as \u201cinfluences that modify, ameliorate, or<br \/>\nalter a person\u2019s response to some environmental hazard that predisposes to a<br \/>\nmaladaptive outcome\u201d (p. 600). Risk factors are individual characteristics,<br \/>\nspecific life experiences or events or contextual factors that influence the<br \/>\nlikelihood of a negative experience (Fraser, Richman, &amp; Galinsky, 19991).<\/p>\n<p>To<br \/>\naddress the aims of this study, the research questions used are;<\/p>\n<ul>\n<li>Do<br \/>\nchildren and young people living with their parents have a higher level of<br \/>\nresilience than those living in care?<\/li>\n<li>Do<br \/>\nstaff in both a children\u2019s care home and mainstream school believe there to be<br \/>\na clear link between child maltreatment and resilience? <\/li>\n<li>Are<br \/>\nthere some risk\/protective factors that influence resilience more than others?<\/li>\n<\/ul>\n<p>This study is relevant to the field of positive psychology as approximately 60,000 (C&amp;YP) in the UK live in care (Leve, et al., 2012). These (C&amp;YP) are likely to have suffered from maltreatment <a href=\"https:\/\/www.ukessays.com\/essays\/social-work\/sexually-abused-child-foster-care-setting-1463.php\" target=\"_blank\" rel=\"noopener\">experiencing neglect and sexual<\/a>, physical, or emotional abuse that constitutes an influential stressor for (C&amp;YP) (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007).This suggests that many (C&amp;YP) in care have a higher risk of negative outcomes in life if nothing is done to boost resilience (Leve, et al., 2012). <\/p>\n<h2>2. Literature Review<\/h2>\n<p>There has recently been increasing interest in<br \/>\nthe study of resilience theory in childcare practice and how resilience can be<br \/>\npromoted amongst children in care (South, Jones, Creith, &amp; Simonds, 2016).<\/p>\n<p>Berridge (2017) talks about a mixed method<br \/>\nstudy that considers the educational experiences and progress of children in<br \/>\ncare in England. 26 young people and their social workers and teachers were<br \/>\nasked about their educational experiences and the influential factors to<br \/>\neducational development (Berridge, 2017). The main aim of this study was to<br \/>\nunderstand young people\u2019s perspectives on their educational progression (Berridge, 2017). <\/p>\n<p>The focus of the study then moved to the field<br \/>\nof resilience, exploring how children in care flourish educationally regardless<br \/>\nof earlier diversity and what enables them to do so (Berridge, 2017). The study then identified care and<br \/>\neducational factors associated with the progress and attainment of children in<br \/>\ncare between 11 and 16 years of age by linking quantitative data from two<br \/>\nnational data sets: The National Pupil Database and Children Looked After in<br \/>\nEngland (Berridge, 2017). The quantitative data concentrated on<br \/>\n4849 children who had been in care for over a year, 13,599 children receiving<br \/>\nsocial support at home and 622,970 other pupils who were not under the care of<br \/>\nchild welfare (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). The results of this<br \/>\nstudy are likely to be reliable due to the large number of participants.<\/p>\n<p>They found that fewer unauthorised school<br \/>\nabsences\/exclusions, lower emotional and behavioural difficulties and greater<br \/>\nstability in care placements and schooling predicted better educational<br \/>\nprogress (Berridge, 2017). Qualitative analysis was additionally<br \/>\nundertaken to compliment the quantitative aspects of the study to help understand<br \/>\nthe statistical findings as well as highlight other factors that did not emerge<br \/>\nin the databases (Berridge, 2017). This research is relevant to my study<br \/>\nas I plan to use both quantitative and qualitative data to explore my research<br \/>\naim.<\/p>\n<p>Every young person in this study were experiencing<br \/>\nor had experienced stressful lives linked with the consequences of their<br \/>\nupbringing (Berridge, 2017). This stress was managed in different<br \/>\nways and resulted in different levels of success for the students. The<br \/>\ninterview data suggested that the young people were active in their decision on<br \/>\nwhether to engage with education after certain needs had been met and stressful<br \/>\nsituations had been resolved (Berridge, 2017). A significant finding of this study<br \/>\nwas the positive impact strong social relationships had on the young people\u2019s<br \/>\nresilience (Berridge, 2017). <\/p>\n<p>Research by Jaffee, Caspi, Moffitt, Polo-Thomas<br \/>\nand Taylor (2007) explores whether children\u2019s individual strengths promote<br \/>\nresilience even when they are exposed to multiple neighbourhood and family<br \/>\nstressors. Participants were chosen through the database of Environmental Risk<br \/>\nLongitudinal Study which allocated a nationally representative sample of 1,116<br \/>\npairs of twins and their families (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). Data was collected<br \/>\nthrough a home visit to the families when the twins were five and seven years<br \/>\nold (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). Teachers of the<br \/>\nchildren also provided information about the twin\u2019s behaviour during school (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<br \/>\nThe researchers relied on teacher\u2019s reports of the children\u2019s antisocial<br \/>\nbehaviour, as teachers interact with large numbers of children on a daily basis<br \/>\nand are therefore aware what constitutes normal behaviour. This enables them to<br \/>\njudge the participants behaviour in comparison to other children (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<br \/>\nAnother reason why the researchers relied on the teachers reporting was because<br \/>\nmany of the children experienced maltreatment by their parents, and so a report<br \/>\non maltreatment by the children\u2019s parents could have been biased (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<br \/>\nThis report inspired me to rely on teacher and staff member perspectives so<br \/>\nthat there is limited bias in the results. <\/p>\n<p>This study tested whether certain individual,<br \/>\nneighbourhood or family characteristic would distinguish resilient from<br \/>\nnon-resilient maltreated children (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). This model holds<br \/>\nthe assumption that family, neighbourhood or individual characteristics provide<br \/>\nprotective-stabilising effects on a child\u2019s functioning. This presumes that the<br \/>\nbehaviour of a child who has been maltreated but has protective factors will be<br \/>\nidentical to a child who has protective factors and has not been maltreated (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<br \/>\nResilient and non-resilient children were compared to test whether individual,<br \/>\nfamily or neighbourhood factors distinguished the two groups, and resilient and<br \/>\nnon-maltreated children were compared to test whether maltreated children were<br \/>\nachieving as well as non-maltreated children, simply because both groups were<br \/>\nexposed to the same protective factors and few family stressors (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<br \/>\nResilient children were defined as those who engaged in normative levels of<br \/>\nantisocial behaviour despite having been maltreated (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). <\/p>\n<p>Child behaviour, reading ability and crime were<br \/>\nassessed using various testing, reports and interviews (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). Adult domestic<br \/>\nviolence, social deprivation, maternal warmth, children\u2019s cognitive abilities,<br \/>\nand maltreatment was also measured (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). <\/p>\n<p>They found that boys who had an above-average<br \/>\nlevel of intelligence and had parents with relatively few symptoms of<br \/>\nanti-social behaviour were more likely to be resilient to maltreatment (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<br \/>\nResults also showed that children who lived in high crime neighbourhoods that<br \/>\nwere low on social cohesion and informal social control, and whose parents<br \/>\nsuffered from substance abuse were less likely to be resilient to maltreatment (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<br \/>\nThese results compliment the cumulative stressors model of children\u2019s<br \/>\nadaptation suggesting individual strengths distinguished non-resilient from<br \/>\nresilient children under conditions of low family and neighbourhood stress (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor,<br \/>\n2007).<\/p>\n<p>Jaffee, Caspi, Moffitt, Polo-Thomas and Taylor<br \/>\n(2007) concluded that for children with multiple problems and risk factors,<br \/>\npersonal resources and protective factors may not be sufficient to promote<br \/>\ntheir adaptive functioning and compromised their resilience (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007) However, they state<br \/>\nthat the conclusions are embodied with several limitations, one including the<br \/>\npossibility that the children who were defined as resilient may have managed to<br \/>\nfunction normatively because they had experience relatively less severe maltreatment<br \/>\n(Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). \u00a0<\/p>\n<p>Due to the ages of the participants in this<br \/>\nstudy, it is fair to presume that my results may not compliment these results<br \/>\nas I am using non twin participants with ages ranging from 11 to 16.<\/p>\n<h3>2.1 Rationale for study <\/h3>\n<p>Although there are various studies that<br \/>\nresearch the resilience of (C&amp;YP)<br \/>\nin care, many have<br \/>\nlimitations, therefore the results cannot be generalised. Additionally, numerous<br \/>\nstudies focus on either people\u2019s perception of resilience or how resilience can<br \/>\nbe increased. However, my proposed study will focus on measuring and comparing the<br \/>\nresilience of (C&amp;YP) who live in care<br \/>\nagainst those who live with their parents. This suggests that there is a gap in the literature around my<br \/>\nchosen topic, leading to my interest in this field. Through my broad literature<br \/>\nreview, I also found few studies that explore whether there are certain risk<br \/>\nand protective factors that hold a bigger impact on resilience. <\/p>\n<p>I<br \/>\nfound that there was insufficient research regarding (C&amp;YP) \u00a0in care due to inadequate control groups,<br \/>\ntherefore this study will aim to provide suitable control groups to offer<br \/>\nreliable results (Berridge, 2017). Most resilience studies do not consider<br \/>\nthe perceptions or attitudes of the children themselves. South, Jones, Creith<br \/>\nand Simonds (2016) suggest that future studies would be enhanced if they<br \/>\nconsider the perceptions of the (C&amp;YP)<br \/>\nregarding their own resilience, and compare this to the<br \/>\nunderstanding of the professionals around them.\u00a0<br \/>\n<\/p>\n<h2>3. Proposed methodology <\/h2>\n<h3>3.1 Research Design<\/h3>\n<p>The<br \/>\nresearch design for this study is shown in figure one below. A research design<br \/>\nis a plan that specifies and structures the planning of collecting and<br \/>\nanalysing data (Depoy &amp; Gitlin, 1994).<\/p>\n<figure class=\"wp-block-image\"><img decoding=\"async\" alt=\"\" class=\"wp-image-98440\" sizes=\"(max-width: 784px) 100vw, 784px\" src=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care.jpg\" srcset=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care.jpg 784w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-300x220.jpg 300w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-768x564.jpg 768w\"><figcaption><strong>Figure 1: <\/strong>Research design <\/figcaption><\/img><\/figure>\n<p>My research<br \/>\naim is to compare the resilience of (C&amp;YP) who live with their parents, and<br \/>\nthose who live in care to find how a child\u2019s resilience can be influenced by<br \/>\nliving in care. I am using quantitative methods to gain a large sample of data<br \/>\n(N= 6150) but also qualitative data to understand the thoughts and emotions of<br \/>\nthe (C&amp;YP), through the interviews of their teachers\/carers. This research<br \/>\naim places my study into an interpretivist paradigm. Researchers that fit into<br \/>\nan interpretivist paradigm hold the belief that reality is constructed in the<br \/>\nmind of the individual, rather than it being a singular entity for everyone (Ponterotto, 2005). This enhances the<br \/>\nimportance of the individual\u2019s experiences. The mixed method I am using shown<br \/>\nabove in figure one is therefore appropriate as I am interested in both the<br \/>\nstatistical data and the thoughts and feelings of the participants. <\/p>\n<p>I have<br \/>\nchosen to conduct my research in three different types of settings. These<br \/>\nsettings include 50 children\u2019s homes, 50 primary schools using year 6 children,<br \/>\nand 50 secondary schools using young people in inclusion centres. I have<br \/>\ndecided to use these settings to gain data from (C&amp;YP) at different ages<br \/>\nand in different environments. I also want to compare the data collected by the<br \/>\nteachers and carers to see if staff members in all types of settings share<br \/>\ntheir understanding and experiences. I have decided to use participants who<br \/>\nreside in the inclusion centres of the secondary schools as the teachers in the<br \/>\ninclusion centres will be with those pupils every day throughout the day, as<br \/>\nopposed to other teachers who may only see one pupil twice a week. This will hopefully<br \/>\nensure the data from the teachers in the inclusion centres will be more valid<br \/>\nbecause of the teacher\u2019s deeper understanding of their pupils. Additionally,<br \/>\nonly classes in the primary schools who have pupils that live in children\u2019s<br \/>\nhomes and those who do not will take part in this study. This is essential so<br \/>\nthat the teachers are able to compare the behaviours of the students.<\/p>\n<p>Purposive<br \/>\nsampling will be used for this study. This type of sampling is built with<br \/>\nparticipants that hold certain knowledge or characteristics that satisfy the<br \/>\nresearcher\u2019s needs (Cohen, Manion, &amp; Morrison, 2011). Purposive sampling<br \/>\nis undertaken to enable comparisons to be made in greater depths, which is a<br \/>\nmain aim of this study, therefore I believe this sampling to be appropriate.<br \/>\nBoth teachers and carers will participate to gain a deep understanding of the<br \/>\nresilience of (C&amp;YP) in care from different perspectives. This ensures that<br \/>\nthe sample includes perceptions of different ages and participants from<br \/>\ndifferent settings that hold different experiences. It is essential that the<br \/>\nteachers from the primary and secondary school both teach (C&amp;YP) who live<br \/>\nin a children\u2019s home and those who do not. This allows the teachers to make<br \/>\ncomparisons in the behaviours and competencies of the (C&amp;YP).<\/p>\n<p>Students<br \/>\nfrom one classroom in each of the 100 schools and their teacher will<br \/>\nparticipate in this study. One carer and 30 (C&amp;YP) from each of the 50<br \/>\nchildren\u2019s homes will also participate. This again ensures that the data is<br \/>\ncollected from different age groups, from different backgrounds and<br \/>\nexperiences, to minimise bias results and will allow the report to reflect as<br \/>\nnear to the true picture as possible. These (C&amp;YP) will be pupils of the<br \/>\nteachers and carers in the study, this will allow the researchers to compare<br \/>\nthe answers of the (C&amp;YP) with those of the teacher and carer. Any child<br \/>\nwho attends the specified children\u2019s homes or is in the primary or secondary<br \/>\nschools teachers\u2019 class are able to take part in the study. <\/p>\n<p>Denscombe<br \/>\n(as cited in O\u2019 Hara 2011) recommends that a sample size of anything between 30<br \/>\nand 250 cases is a small scale study, and the results of those studies cannot<br \/>\nbe generalised. However, my study will have a sample size of 6150 which means<br \/>\nit is a large scale study, this suggests that the results of this study can be<br \/>\ngeneralised.<\/p>\n<h3>3.2 Research<br \/>\nMethods<\/h3>\n<p>To diagnose resilience, the participants<br \/>\nmust be categorised as \u2018doing ok\u2019 and adhering to a level of behaviour and<br \/>\nexpectations, and the participant must have faced significant exposure to<br \/>\nadversity or risk which has created a serious threat to positive outcomes and<br \/>\ngood adaptation (Lopez &amp; Snyder, 2009). Resilience cannot<br \/>\nbe assessed by a single outcome given due to the multiple and adverse<br \/>\nconsequences of child maltreatment (Walsh, Dawson, &amp; Mattingly, 2010). For example, it<br \/>\nwould not be accurate to describe someone who has suffered from abuse resilient<br \/>\nbecause they behave well at school, but have been diagnosed with depression (Walsh, Dawson, &amp; Mattingly, 2010). This is why<br \/>\nmultiple risk factors are identified and mixed methods are used in my study to<br \/>\nexplore resilience. <\/p>\n<p>A large part of my study\u2019s data is<br \/>\nperception based, this poses an issue as self-report is not always a reliable<br \/>\nsource (Cohen, Manion, &amp; Morrison, 2011). \u00a0Self-reports<br \/>\ncan be unreliable due to many reasons, including that participants may not feel<br \/>\ncomfortable disclosing their feelings, they may not be aware of subconscious<br \/>\nemotions, and some participants may answer in a way that they believe to be<br \/>\nsocially acceptable. Therefore it was important for my study to receive more<br \/>\nextensive analysis through the individual interviews of the teachers and care<br \/>\nworkers to gain a deeper understanding of the pupil\u2019s resilience. <\/p>\n<h4>3.2.1 The Research Interviews <\/h4>\n<p>Using interviews as a direct verbal<br \/>\ninteraction between individuals gives the researcher the opportunity to<br \/>\nunderstand the participant\u2019s perspectives on certain topics and explore their<br \/>\nviews and experiences (O\u2019Hara, 2011). <\/p>\n<p>Semi-structured interviews will be used<br \/>\nin my study as the interview questions were planned before, however prompts and<br \/>\nfollow up questions will be used to seek clarification and extract further<br \/>\ninformation (O\u2019Hara, 2011). A semi-structured interview keeps the<br \/>\ndifference of interviews of participants to a minimum to reduce the risk of<br \/>\nbias, however there is room for the addition of new themes if brought forward<br \/>\nby the participant and follow up questions from the researcher (O\u2019Hara, 2011). Using a<br \/>\nsemi-structured interview also allows the researcher to expand and explain the<br \/>\nquestions asked so that the participant fully understands what has been asked<br \/>\nof them (O\u2019Hara, 2011). <\/p>\n<p>The<br \/>\ninterview questions will be used to answer the research questions \u2018Are there<br \/>\nsome risk factors that influence resilience more than others?\u2019 and \u2018Do staff in<br \/>\nboth a children\u2019s care home and mainstream school believe there to be a clear<br \/>\nlink between child maltreatment and lack of resilience?\u2019 as shown in Figure one<br \/>\n(See Appendix 1 &amp; 2). The interviews will last 20 minutes and the interview<br \/>\nquestions will be shown to the participants prior to the interview. This will<br \/>\nensure the answers are rich in detail. All interviews will be audio recorded<br \/>\nready for transcription.<\/p>\n<p>A disadvantage of using interviews is<br \/>\nthat the planning, undertaking and then transcribing can be highly<br \/>\ntime-consuming (O\u2019Hara, 2011). However, I believe the advantages of<br \/>\nan interview outweigh the disadvantages.<\/p>\n<h4>3.2.2 The Questionnaire and risk\/protective factor form<\/h4>\n<p>A risk and protective factor form precedes<br \/>\nthe questionnaire using factors suggested by Velleman<br \/>\n(2007). This is beneficial as identifying risk and protective factors is<br \/>\nimportant to understand resilience (Linley &amp; Stephen, 2004). <\/p>\n<p>A Likert scale will be used for the questionnaire<br \/>\n(See Appendix 3 &amp; 4) as I need to gather broad data on the perceptions of (C&amp;YP) on their own resilience. A Likert scale provides a range of<br \/>\nresponses to a given question or statement (Cohen, Manion, &amp; Morrison, 2011). For example, a<br \/>\nstatement is given and the participants can decide whether they strongly agree,<br \/>\nagree, neither agree nor disagree, disagree or strongly disagree. However, for<br \/>\nthe students at the primary schools they will only be provided with three<br \/>\noptions. These options are a smiley face meaning they agree, a neutral face<br \/>\nmeaning they do not agree or disagree and a sad face meaning they do not agree<br \/>\nwith the statement. This is to ensure that the questionnaire is age appropriate<br \/>\nusing verbal and visual categories as opposed to numbered categories (O\u2019Hara, 2011). The questions used<br \/>\nfor the Likert study was influenced by Lopez and Snyder\u2019s (2009) examples of<br \/>\ngood adaptation through resilience. Social and academic achievements, happiness<br \/>\nor life satisfaction and the presence of desired behaviour and standards for (C&amp;YP) that age are all mentioned as results of resilience (Lopez &amp; Snyder, 2009). They also mention<br \/>\nthe absence of undesirable behaviours such as mental illness, criminal activity<br \/>\nand risk taking behaviours and emotional distress (Lopez &amp; Snyder, 2009). The questions were<br \/>\nalso influenced by \u2018The Healthy Kids Resilience Assessment\u2019 (Constantine, Benard, &amp; Diaz, 1999).<\/p>\n<p>The questionnaire and risk\/protective<br \/>\nfactors form for the primary schools and secondary schools uses different<br \/>\nterminology, this allows the younger children to understand the questions and<br \/>\nwhat is needed from them(See Appendix 3 &amp; 4). The questionnaires and forms<br \/>\nfor the (C&amp;YP) in the children\u2019s homes will be<br \/>\nallocated according to the participant\u2019s age. It is important for the questions<br \/>\nto be short, straightforward and written using simple language when creating a<br \/>\nquestionnaire for young children (O\u2019Hara, 2011). <\/p>\n<p>The questionnaires will be used to<br \/>\nanswer the research questions \u2018Do children living with their parents have a<br \/>\nhigher level of resilience compared to those living in care?\u2019 and \u2018Are there<br \/>\nsome risk factors that influence resilience more than others?\u2019 (See Figure 1). I<br \/>\nbelieve that a questionnaire is the most practical and useful method for a<br \/>\nbroad response for a large sample of data. <\/p>\n<p>However, a disadvantage of a<br \/>\nquestionnaire is the inability of the researcher to explain what is meant by<br \/>\nthe question if the participant is unsure, this can lead to incomplete answers (Walliman &amp; Buckler, 2008). The researcher is<br \/>\nalso unable to ask follow up questions through a questionnaire which can lead<br \/>\nto a lack of understanding of the participant\u2019s answer, this can make the results<br \/>\nunreliable (Walliman &amp; Buckler, 2008). There is also a<br \/>\nproblem of interpretation that arises when using a Likert scale (Cohen, Manion, &amp; Morrison, 2011). For example, the<br \/>\ninterpretation of \u2018strongly agree\u2019 may differ from participant to participant<br \/>\nand may be equivalent to another participants \u2018agree\u2019. However, I believe a<br \/>\nLikert scale is the most appropriate method of questionnaire for my study.<\/p>\n<h4>3.2.3 Teacher<br \/>\nand Carer\u2019s Report <\/h4>\n<p>A<br \/>\nteacher and carer\u2019s report is useful to gain an understanding of a child or<br \/>\nyoung person\u2019s behaviour and emotional problems and competencies without the<br \/>\nuse of self-report (Walsh, Dawson, &amp; Mattingly, 2010). As mentioned in<br \/>\nchapter 3.2, research through self-report can be biased and unreliable.<br \/>\nTherefore, I believe it is important to gain another perspective of the<br \/>\nchildren and young people\u2019s resilience from someone who works with them<br \/>\nregularly. <\/p>\n<p>The<br \/>\nbeginning of the report includes risk and protective factors for the<br \/>\nteacher\/carer to circle if the factor applies to the specified child (See<br \/>\nAppendix 5). This is beneficial as the (C&amp;YP)<br \/>\nmay have not been comfortable with associating themselves<br \/>\nwith the presenting factors. The (C&amp;YP)<br \/>\nmay also not be fully aware of the risk or protective<br \/>\nfactors that they have experienced.<\/p>\n<p>Open ended questions are also located on<br \/>\nthe form for the teacher\/carer to report on the child or young person\u2019s<br \/>\nbehaviour, emotional problems and competencies and academic achievement. This<br \/>\nallows for the researcher to explore the link between risk\/protective factors<br \/>\nand resilience. By including the tick box for whether the reported child lives<br \/>\nin care or not, this allows the researcher to compare the results between the<br \/>\nresilience of children who live in care and the resilience of those who do not.<br \/>\nThis report aims to answer the research question<br \/>\n\u2018Do children living with their parents have a higher level of resilience<br \/>\ncompared to those living in care?\u2019 (See Figure 1).<\/p>\n<h3>3.2 Ethical Considerations <\/h3>\n<p>Ethics is the involvement of the<br \/>\nmorality of human conduct (Miller, Birch, &amp; Mauthner, 2012). This means that it<br \/>\nis essential for participants of a research study to be treated with respect<br \/>\nand without prejudice regardless of sexuality, age, gender, class, race,<br \/>\nethnicity or any other significant difference (BERA, 2011). It is also<br \/>\nimportant to consider factors such as informed consent and confidentiality (Orb, Eisenhauer, &amp; Wynaden, 2001). <\/p>\n<p>One of the main ethical issues of my<br \/>\nstudy is around the sensitivity surrounding the exploration of child or young<br \/>\nperson\u2019s maltreatment. However, because participation in the research study is<br \/>\non the basis of informed consent, on a voluntary basis with the knowledge that<br \/>\nthey can withdraw from the study at any time, the risk is lowered as much as<br \/>\npossible. To minimise the ethical issues around the study, an information sheet<br \/>\nis attached to each questionnaire for the participants to read before deciding<br \/>\nwhether to take part in the study (See Appendix 4). A consent form will also be<br \/>\ngiven to each staff member (See Appendix 7). Walliman<br \/>\n&amp; Buckler (2008) highlight the importance of the participants right to know<br \/>\nthe reason behind the researchers questions and what will happen with the<br \/>\ninformation they provide you with. Therefore the information will<br \/>\ncontain the rationale behind my study, and what will be expected of them should<br \/>\nthey agree to take part. The participant\u2019s rights to withdraw will also be<br \/>\nexplained and confidentiality will be made clear, stating that their answers<br \/>\nwould be anonymous, which is the norm when conducting research (BERA, 2011).<\/p>\n<p>Although all of the (C&amp;YP)<br \/>\nwho will be taking part in the study will be under the age of 18, most will not<br \/>\nneed their parent\u2019s consent. This is because parental consent is not needed if<br \/>\nthe participants fully understand the study and therefore are competent to make<br \/>\ntheir own decision about taking part in the study (Tisdall, Davis, &amp; Gallagher, 2009). However, a quarter<br \/>\nof the children participating will be in year six (aged 10-11), this could be<br \/>\nthought of as too young to be able to make that decision on their own as they<br \/>\nmay not have sufficient understanding (Tisdall, Davis, &amp; Gallagher, 2009). Therefore, I will<br \/>\nbe asking the parents or carers of the children in year six to sign a consent<br \/>\nform to take part in the study (See Appendix 6). This may bring problems as it<br \/>\nis likely that parents who maltreated their children, do not want others to know<br \/>\nabout it. Moreover, this may cause a problem with the numbers of participants<br \/>\nfor that age group. Although this could be a problem, consent is an important<br \/>\nfactor within ethics and without consent the research is unable to proceed (Behi &amp; Nolan, 1995).<\/p>\n<p>It is important that confidentiality is<br \/>\nkept at all times. This refers to not only the participants, but the settings<br \/>\nas well. Confidentiality will be kept by creating pseudonyms<br \/>\nfor the settings and participants, resulting in an increase in response rate (Behi &amp; Nolan, 1995).<\/p>\n<h2>4. Anticipated findings and Discussion<\/h2>\n<p>Research<br \/>\nhas consistently shown that (C&amp;YP) in care are more likely to face poorer<br \/>\noutcomes including mental health problems, an increased likelihood of exclusion<br \/>\nfrom education and underachievement (South, Jones, Creith, &amp; Simonds, 2016). Due to this, I<br \/>\nanticipate that the more risk factors the (C&amp;YP) face, the lower their level<br \/>\nof resilience will be (Newman &amp; Blackburn, 2002). However, (C&amp;YP)<br \/>\nmanage stressors in different ways which result in different levels of success,<br \/>\nand therefore resilience (Berridge, 2017). <\/p>\n<p>This study will hopefully suggest which risk<br \/>\nand supportive factors have a higher influence on resilience. I anticipate the<br \/>\nresults to show that strong social relationships have a positive impact on resilience<br \/>\nand school absences, lack of stability in care or family life, and parents who<br \/>\nhave symptoms of anti-social behaviour to have a negative impact on resilience (Berridge,<br \/>\n2017 &amp; Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007). I also<br \/>\nanticipate that if a child or young person has a high number of risk factors,<br \/>\nbut has an equally high number of protective factors, their resilience will be<br \/>\nat the same level as a child or young person with a lower amount of risk<br \/>\nfactors due to the study by Jaffee et al (2007). However, some protective<br \/>\nfactors of (C&amp;YP) may not be sufficient to promote their adaptive learning<br \/>\nand therefore resilience\u00a0(Jaffee, Caspi, Moffitt,<br \/>\nPolo-Thomas, &amp; Taylor, 2007).<\/p>\n<p>I anticipate that this project will suggest<br \/>\nthere is a difference between the resilience of (C&amp;YP) who live in care and<br \/>\nthose who do not. The results could then be used to create targets and<br \/>\ninterventions for the (C&amp;YP) living in children\u2019s homes to help boost their<br \/>\nresilience. I predict that this study will also suggest which risk factors have<br \/>\na greater negative impact on resilience, suggesting the (C&amp;YP) who have<br \/>\nexperienced that certain risk factor should hold a larger focus when helping to<br \/>\nboost resilience. This could result in helping 60,000 (C&amp;YP) in the UK to<br \/>\nincrease their resilience, therefore increasing the likelihood of positive<br \/>\nexperiences and opportunities. <\/p>\n<p>This<br \/>\nresearch study aims to contribute to the resilience field of positive<br \/>\npsychology, by gaining a deeper understanding of the perceptions of various<br \/>\nstaff members and (C&amp;YP) regarding the comparison of resilience in (C&amp;YP)<br \/>\nin care and those who are not. This study aims to do this by asking these<br \/>\nresearch questions; \u2018Do<br \/>\nchildren living with their parents have a higher level of resilience compared<br \/>\nto those living in care?\u2019, \u2018Do staff in both a children\u2019s care home and<br \/>\nmainstream school believe there to be a clear link between child maltreatment<br \/>\nand resilience?\u2019 and \u2018are there some risk and protective factors that influence<br \/>\nresilience more than others?\u2019.<\/p>\n<p>However, there are some limitations to my<br \/>\nproposed study. One limitation is the lack of change of measurement methods of<br \/>\nresilience between different developmental stages. This could be a weakness of<br \/>\nthe study as it is difficult to assess \u2018normality\u2019 for adolescents who have<br \/>\nbeen maltreated as during this developmental stage individuals tend to act out<br \/>\nor test boundaries (Walsh, Dawson, &amp; Mattingly, 2010). Another weakness of<br \/>\nmy study is that the staff member\u2019s reports on the (C&amp;YP) may not match<br \/>\nwith the (C&amp;YP) self-report, this is due to the sensitivity of the subject<br \/>\nthat I am researching. The (C&amp;YP) may feel embarrassed about the risk<br \/>\nfactors and negative experiences that they have faced and may answer in a more<br \/>\nsocially acceptable way. This could influence the reliability and validity of<br \/>\nthe results, however, due to the anonymity of the study, this should hopefully<br \/>\nreduce this risk.<\/p>\n<p>In conclusion, although it is not difficult to<br \/>\nfind examples of research around the topic of the resilience of children and<br \/>\nyoung people in care, it is fair to say that it is still an under-developed<br \/>\nfield of research. Therefore, I believe this study can achieve a deeper<br \/>\nunderstanding of the topic, and therefore influence future guidelines for<br \/>\nsupport of all children regardless of their home status. <\/p>\n<h2>References<\/h2>\n<ul>\n<li>Behi, R., &amp; Nolan, M. (1995). Ethical issues in research. <em>British journal of nursing<\/em>, 712-716.<\/li>\n<li>BERA (2011). <em>Ethical Guidelines for Educational Research.<\/em> British Educational Research Association.<\/li>\n<li>Berridge, D. (2017). The education of children in care: Agency and resilience. <em>Children and Young Services Review<\/em>, 86-93.<\/li>\n<li>Cohen, L., Manion, L., &amp; Morrison, K. (2011). <em>Research Methods in Education.<\/em> Routledge.<\/li>\n<li>Constantine, N., Benard, B., &amp; Diaz, M. (1999). <em>Measuring Protective Factors and Resilience Traits in Youth:The Healthy Kids Resilience Assessment.<\/em> New Orleans, LA: School and Community Health Research Group.<\/li>\n<li>Depoy, E., &amp; Gitlin, L. N. (1994). <em>Introduction to research: Multiple strategies for health and human services.<\/em> Mosby.<\/li>\n<li>Fraser, M. W., Richman, J. M., &amp; Galinsky, M. J. (19991). Risk, protection, and resilience: Toward a conceptual framework for social work practice. <em>Social Work Research<\/em>, 131.<\/li>\n<li>Jaffee, S. R., Caspi, A., Moffitt, T. E., Polo-Thomas, M., &amp; Taylor, A. (2007). Individual, family, and neighborhood factors distinguish resilient from non-resilient maltreated children:. <em>Child Abuse &amp; Neglect<\/em>, 231-253.<\/li>\n<li>Leve, L. D., Harole, G. T., Chamberlain, P., Landsverk, J. A., Fisher, P. A., &amp; Vostanis, P. (2012). Practitioner Review: Children in foster care- vulnerabilities and evidence-based interventions that promote resilience processes. <em>Journal of Child Psychology and Psychiatry<\/em>, 1197-1211.<\/li>\n<li>Linley, A., &amp; Stephen, J. (2004). <em>Positive Psychology in Practice.<\/em> John Wiley &amp; Sons Inc.<\/li>\n<li>Lopez, S. J., &amp; Snyder, C. R. (2009). <em>The Oxford Handbook of Positive Psychology.<\/em> Oxford University Press.<\/li>\n<li>Miller, T., Birch, M., &amp; Mauthner, M. J. (2012). <em>Ethics in qualitative research.<\/em> London: SAGE Publications.<\/li>\n<li>Newman, T., &amp; Blackburn, S. (2002). <em>Interchange: Transitions in the Lives of Children and Young People: Resilience Factors.<\/em> Scottish Executive Education Department.<\/li>\n<li>O\u2019Hara, M. (2011). <em>Successful dissertations: the complete guide for education, childhood and early childhood studies students.<\/em> London: Continuum.<\/li>\n<li>Orb, A., Eisenhauer, L., &amp; Wynaden, D. (2001). Ethics in Qualitative Research. <em>Journal of Nursing<\/em>, 93-96.<\/li>\n<li>Ponterotto, J. G. (2005). Qualitative Research in Counselling Psychology: A Primer on Research Paradigms and Philosophy of Science. <em>Journal of Counselling Psychology<\/em>, 126-136.<\/li>\n<li>Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. British Journal of Psychiatry, 147, 598-611<\/li>\n<li>South, R., Jones, F. W., Creith, E., &amp; Simonds, L. M. (2016). Understanding the concept of resilience in relation to looked after children: A Delphi survey of perceptions from education, social care and foster care. <em>Clinical Child Psychology and Psychiatry<\/em>, 178-192.<\/li>\n<li>Tisdall, K., Davis, J., &amp; Gallagher, M. (2009). <em>Researching with Children &amp; Young People.<\/em> SAGE Publications.<\/li>\n<li>Velleman, R. (2007). <em>Risk, protective and resilience factors for children<\/em>. Retrieved from ENCARE: http:\/\/www.encare.info\/riskyenvironments\/resilience\/factors<\/li>\n<li>Walliman, N., &amp; Buckler, S. (2008). <em>Your dissertation in education.<\/em> SAGE.<\/li>\n<li>Walsh, W. A., Dawson, J., &amp; Mattingly, M. J. (2010). How Are We Measuring Resilience Following Childhood Maltreatment? Is the Research Adequate and Consistent? What is the Impact on Research, Practice, and Policy? <em>Trauma, Violence, &amp; Abuse <\/em>, 27-41.<\/li>\n<li>Wyse, D., Selwyn, N., Smith, E., &amp; Suter, L. E. (Eds.). (2017). <em>The BERA\/SAGE handbook of Educational Research.<\/em> SAGE.<\/li>\n<li><\/li>\n<\/ul>\n<h2>Appendix 1<\/h2>\n<h3>Interview Questions<\/h3>\n<p>Carer in a<br \/>\nchildren\u2019s home<\/p>\n<p>Protocol: 20<br \/>\nminute interview to be conducted 1:1. To be audio-recorded. Questions to be<br \/>\nseen prior to interview.<\/p>\n<ol>\n<li>Do<br \/>\nyou know the background for each child or young person that is currently living<br \/>\nat this children\u2019s home<em>?<\/em><\/li>\n<li>Would<br \/>\nyou say that the majority of the children or young people have experienced<br \/>\nmaltreatment?<\/li>\n<li>Are<br \/>\nthere certain children or young people that you care for that have a noticeably<br \/>\nhigher or lower level of resilience than others?<\/li>\n<li>Do<br \/>\nyou believe the child or young persons\u2019 level of resilience has a clear link<br \/>\nwith maltreatment?<\/li>\n<li>Are<br \/>\nthere certain risk factors that influence resilience more than others?<\/li>\n<li>Are<br \/>\nthere certain protective factors that influence resilience more than others?<\/li>\n<li>Are<br \/>\nthe children or young people aware of their levels of resilience?<\/li>\n<\/ol>\n<h2>Appendix 2<\/h2>\n<h3>Interview Questions<\/h3>\n<p>Interview<br \/>\nquestions for teachers<\/p>\n<p>Protocol: 20<br \/>\nminute interview to be conducted 1:1. To be audio-recorded. Questions to be<br \/>\nseen prior to interview.<\/p>\n<ol>\n<li>Do<br \/>\nyou know the background for each child in your class?<\/li>\n<li>How<br \/>\nmany young people in the inclusion centre have experienced maltreatment that<br \/>\nyou\u2019re aware of?<\/li>\n<li>How<br \/>\nmany young people in the inclusion centre are living in care?<\/li>\n<li>Do<br \/>\nyou think the young people who have experienced maltreatment have a higher or<br \/>\nlower level of resilience than the young people who have not and why?<\/li>\n<li>Do<br \/>\nyou think the young people who are living in care have a higher or lower level<br \/>\nof resilience than those who are not and why?<\/li>\n<li>Are<br \/>\nthere certain young people that have a noticeably higher or lower level of<br \/>\nresilience than others?<\/li>\n<li>Do<br \/>\nyou believe there to be certain risk factors that influence resilience more<br \/>\nthan others?<\/li>\n<li>Do<br \/>\nyou believe there to be certain protective factors that influence resilience<br \/>\nmore than others?<\/li>\n<\/ol>\n<h2>Appendix 3<\/h2>\n<h3>Questionnaire<br \/>\nfor children aged 10-11<\/h3>\n<p>Hello! J My name is *** and I am finding out information about resilience. <\/p>\n<p>A<br \/>\nResilient child is defined as an individual who is \u2018doing ok\u2019 even if they have<br \/>\nfaced tough obstacles and setbacks and I want to find out if you are a<br \/>\nresilient child (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007).<\/p>\n<p>If you<br \/>\nwould like to take part in my study please fill in this questionnaire. You do<br \/>\nnot need to put your name on this questionnaire so that no one knows that you<br \/>\nhave completed it. Also no one will know what answers you have given except me.<br \/>\nYou can also change your mind at any point if you don\u2019t want to be part of the<br \/>\nstudy anymore. Remember that there are no right or wrong answers, I just want<br \/>\nto find out more about you.<\/p>\n<p>Please tick one;<\/p>\n<ul>\n<li>I live in a children\u2019s home<\/li>\n<li>I do not live in a children\u2019s home\u00a0 <\/li>\n<\/ul>\n<p>Please tick the boxes that apply to you.<\/p>\n<p>Risk Factors<\/p>\n<ul>\n<li>I have seen my mum and dad hit each other<\/li>\n<li>My mum and\/or dad have hit me<\/li>\n<li>My mum and\/or dad have been really mean to me<\/li>\n<li>My mum and\/or dad have a mental health problem<\/li>\n<li>One of my family members have died<\/li>\n<li>My mum and dad are not living together<\/li>\n<li>My mum and\/or dad did not go to school<\/li>\n<li>I live in a poor area <\/li>\n<\/ul>\n<p>Are there any other things<br \/>\nthat you think are bad in your life?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Please add up the number of<br \/>\nboxes you have ticked and put the total here=<\/p>\n<p><strong>Protective Factors<\/strong><\/p>\n<ul>\n<li>My family take good care of me <\/li>\n<li>My family make me follow the rules<\/li>\n<li>I have a hobby<\/li>\n<li>My teachers at school look after me <\/li>\n<li>I live in a nice house in a nice area<\/li>\n<li>I believe in god<\/li>\n<li>My mum and dad still live together<\/li>\n<li>My mum and dad went to school<\/li>\n<\/ul>\n<p>Any other positive things in<br \/>\nyour life?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Please add up the number of<br \/>\nboxes you have ticked and put the total here<\/p>\n<p>Questionnaire <\/p>\n<p>Below are a list of statements. Please show how much you<br \/>\nagree or disagree by circling the picture that you agree with<\/p>\n<figure class=\"wp-block-image\"><img decoding=\"async\" alt=\"\" class=\"wp-image-98441\" sizes=\"(max-width: 677px) 100vw, 677px\" src=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/child-3.jpg\" srcset=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/child-3.jpg 677w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/child-3-300x243.jpg 300w\"\/><\/figure>\n<figure class=\"wp-block-image\"><img decoding=\"async\" alt=\"\" class=\"wp-image-98442\" sizes=\"(max-width: 609px) 100vw, 609px\" src=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-2.jpg\" srcset=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-2.jpg 609w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-2-235x300.jpg 235w\"\/><\/figure>\n<figure class=\"wp-block-image\"><img decoding=\"async\" alt=\"\" class=\"wp-image-98443\" sizes=\"(max-width: 610px) 100vw, 610px\" src=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-3.jpg\" srcset=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-3.jpg 610w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-3-300x179.jpg 300w\"\/><\/figure>\n<h2>Appendix 4<\/h2>\n<p>Questionnaire for children and<br \/>\nyoung people aged 11-16<\/p>\n<p>Hello!\u00a0 J My name is *** and I am a student at Sheffield Hallam University. For one of my assignments I am required to create and undertake a research project for my module Positive Psychology. I have decided to study resilience in children and young people. A Resilient child is defined as an individual who is \u2018doing ok\u2019 even if they have faced tough obstacles and setbacks (Jaffee, Caspi, Moffitt, Polo-Thomas, &amp; Taylor, 2007).<\/p>\n<p>So I<br \/>\nhave decided to ask two classes of students to complete this questionnaire.<br \/>\nYour answers will be anonymous (this means that no one will know that it was<br \/>\nyou who finished the questionnaire) and your response will be kept confidential<br \/>\n(this means that no one else will see your questionnaire other than me. Because<br \/>\nit is anonymous you do not need to put your name on the<br \/>\nquestionnaire. At any time during or after you have completed the<br \/>\nquestionnaire, you have the right to withdraw from the research project.<\/p>\n<p>If<br \/>\nyou would like to take part in this study please complete this questionnaire.<\/p>\n<p>I<br \/>\nlive in a children\u2019s home<\/p>\n<p>I do<br \/>\nnot live in a children\u2019s home\u00a0 <\/p>\n<figure class=\"wp-block-image\"><img decoding=\"async\" alt=\"\" class=\"wp-image-98444\" sizes=\"(max-width: 638px) 100vw, 638px\" src=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-4.jpg\" srcset=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-4.jpg 638w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-4-246x300.jpg 246w\"\/><\/figure>\n<p>Total number of risk factors= <\/p>\n<figure class=\"wp-block-image\"><img decoding=\"async\" alt=\"\" class=\"wp-image-98445\" sizes=\"(max-width: 617px) 100vw, 617px\" src=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-5.jpg\" srcset=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-5.jpg 617w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-5-231x300.jpg 231w\"\/><\/figure>\n<p>Questionnaire <\/p>\n<p>Below are a list of statements. Please indicate how much you<br \/>\nagree or disagree by circling one number on each line.<\/p>\n<ol>\n<li>Strongly agree<\/li>\n<li>Agree<\/li>\n<li>Neither agree nor disagree<\/li>\n<li>Disagree<\/li>\n<li>Strongly disagree<\/li>\n<\/ol>\n<figure class=\"wp-block-image\"><img decoding=\"async\" alt=\"\" class=\"wp-image-98446\" sizes=\"(max-width: 641px) 100vw, 641px\" src=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-6.jpg\" srcset=\"https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-6.jpg 641w, https:\/\/205207-619339-raikfcquaxqncofqfm.stackpathdns.com\/wp-content\/uploads\/2019\/04\/care-6-236x300.jpg 236w\"\/><\/figure>\n<p>Thankyou<br \/>\nJ <\/p>\n<h2>Appendix 5<\/h2>\n<p>Report<br \/>\non child\/young person\u2019s behaviour, emotional problems and competencies, and<br \/>\nacademic achievement <\/p>\n<p>Please circle your job role<\/p>\n<p>Teacher\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Care<br \/>\nworker<\/p>\n<p>Child\/young person\u2019s pseudonym:<\/p>\n<ul>\n<li>This child\/young person lives in care <\/li>\n<li>This child\/young person does not live in care <\/li>\n<\/ul>\n<p>Please tick the risk factors that are<br \/>\nassociated with the child\/young person;<\/p>\n<ul>\n<li>The presence of domestic violence<\/li>\n<li>Physical, sexual or emotional abuse<\/li>\n<li>Neglectful parenting<\/li>\n<li>Lack of appropriate balance between control and care<\/li>\n<li>Parents who misuse drugs and or alcohol<\/li>\n<li>Parents with mental health problems<\/li>\n<li>Bereavement<\/li>\n<li>Divorced parents<\/li>\n<li>Parents who are not educated<\/li>\n<li>Living in a deprived area<\/li>\n<\/ul>\n<p>Any other?<\/p>\n<p>Total number of risk factors= <\/p>\n<p>Please tick the protective factors that are<br \/>\nassociated with the child\/young person;<\/p>\n<ul>\n<li>Positive family environment\/ support system <\/li>\n<li>Strong parental supervision of monitoring behaviour and rule following<\/li>\n<li>Having a hobby or creative talent<\/li>\n<li>Support at school<\/li>\n<li>Positive opportunities of life transition<\/li>\n<li>Living in an area that is not deprived<\/li>\n<li>Religion or faith <\/li>\n<li>They do not live in a single parent household <\/li>\n<li>Educated parents <\/li>\n<\/ul>\n<p>Any other?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Total number of protective<br \/>\nfactors= <\/p>\n<p><strong>Please complete this report regarding the specific child\/young person that you are referring to <\/strong><\/p>\n<p>How is the child\/young person\u2019s behaviour? For<br \/>\nexample, how do they respond to instructions?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>How does the child\/ young person interact with their peers?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Does the child\/young person have emotional problems?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Does the child\/young person have triggers for undesirable<br \/>\nbehaviour? If so, what is your perception of the reason behind this?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>What are the child\u2019s\/young person\u2019s emotional competencies?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Do you think the child\/young person is resilient? If so<br \/>\nwhy?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Is the child\/young person achieving academically?<\/p>\n<table class=\"wp-block-table\">\n<tbody>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<tr><\/tr>\n<tr>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Appendix 6<\/h2>\n<h3>Consent<br \/>\nForm<\/h3>\n<p>I am interested in investigating the comparison of resilience in<br \/>\nchildren and young people who live with their parents, and those who live in<br \/>\ncare. I am wanting to explore teacher and staff member perceptions of<br \/>\nchildren\u2019s resilience, the children\u2019s perception of their own resilience and<br \/>\nhow resilience is influenced by risk factors. This study also focuses on what<br \/>\nrisk factors are more influential to resilience than others.<\/p>\n<p>Your<br \/>\nchild will be asked to complete a risk factor form and questionnaire. Their<br \/>\nanswers will be anonymous and confidential. The students also have the right to<br \/>\nwithdraw from the study at any point during and up to two weeks after the data<br \/>\nhas been collected.<\/p>\n<p>If you<br \/>\nare happy for your child to take part in my study please complete the form<br \/>\nbelow.<\/p>\n<h2>Appendix 7<\/h2>\n<h3>Consent<br \/>\nForm<\/h3>\n<p>I am interested in investigating the comparison of resilience in<br \/>\nchildren and young people who live with their parents, and those who live in<br \/>\ncare. I am wanting to explore teacher and staff member perceptions of children<br \/>\nand young person\u2019s resilience, perception of their own resilience and how<br \/>\nresilience is influenced by risk factors. This study also focuses on what risk<br \/>\nfactors are more influential to resilience than others.<\/p>\n<p>You will<br \/>\nbe asked to take part in an individual interview that lasts 20 minutes. This<br \/>\ninterview will be audio-taped and then transcribed. These transcriptions will<br \/>\nbe anonymous and your answers will be confidential. I also want you to complete<br \/>\na child or young person\u2019s resilience report. This includes stating the child or<br \/>\nyoung person\u2019s risk factors and answering questions about their behaviours and<br \/>\nacademic accomplishments.<\/p>\n<p>You have<br \/>\nthe right to withdraw from the study at any point during and up to two weeks<br \/>\nafter the data has been collected.<\/p>\n<p>If you<br \/>\nwish to take part in my study please complete the form below.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>An investigation into how a child and young person\u2019s resilience can be influenced by living in care 1. Introduction Children are regularly placed into care after experiencing some form of abuse or neglect increasing their risks of negative outcomes including emotional, behavioural, neurobiological and social issues (Leve, et al., 2012). However, some high risk individuals [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8531],"tags":[9845,5294,9887,9867,9888,9889,9890,9886,9885],"class_list":["post-74991","post","type-post","status-publish","format-standard","hentry","category-psychology-proposal","tag-1-dissertation-writing-service-in-uk","tag-bishops-writing-bureau","tag-cn","tag-create-a-paper-using-the-following-criteria","tag-homework-help-assignment-answers","tag-in-1050-word-essay","tag-in-a-4-to-6-page-essay","tag-in-a-page-paper-assignment","tag-write-an-essay-in-words"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/74991","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=74991"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/74991\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=74991"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=74991"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=74991"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}