Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … Faith Factor and Promoting the Well-Being of Children and Adolescents
The faith factor has traditionally been negatively correlated with at-risk behaviors given the tendency by the government and community-funded groups to work independent of churches and religious organizations. The negative correlation of the faith factor with at-risk behaviors is attributed to the fact that many churches and religious organizations don't capitalize on their potential to deal with the critical needs of young people. Actually, many churches and religious organizations spend very minimal time in dealing with various issues that are important to young people with regards to at-risk behaviors. For instance, the findings of recent surveys and studies demonstrate that churches and religious organizations spend very little time discussing sex, drugs and alcohol, and other at-risk behaviors (Eklin & Roehlkepartain, 2004). Therefore, the faith factor is negatively correlated with at-risk behaviors because of the seeming reluctance and failure by churches and religious organizations to spend time in addressing the various at-risk behaviors among young people.
In light of this negative correlation, parents, teachers, and Christian leaders face the need to promote the well-being of children and adolescents. As evident in the previous reflection, parents, teachers, and Christian leaders need to work together towards promoting the...
This can be achieved through taking a serious role in efforts towards positive youth development. The process requires using cooperative and collaborative initiatives where opportunities to handle specific at-risk concerns among young people are taken advantage of. This implies that parents, teachers, and Christian leaders can promote the well-being of children and adolescents through collaboration, cooperation, and community networking. This will help ensure that the at-risk concerns of young people are addressed through community-wide efforts.
The community-wide efforts towards youth development should focus on three major areas i.e. lessening risky behaviors, developing a value base, and engaging people throughout the life span. The collaboration and cooperation among parents, teachers, and Christian leaders towards the achievement of these three objectives help children and adolescents to develop and engage in practices or habits that contribute to their well-being. Their involvement in such behaviors and habits is based on understanding of the importance to lessen risky behaviors and the need for ensuring individual health and well-being.
Apart from developing community-wide steps, parents, teachers, and Christian leaders can promote the well-being of children and adolescents through the use of multi-component interventions. These…
References
Christian et. al. (2015). Community Led Active Schools Programme (CLASP) Exploring the Implementation of Health Interventions in Primary Schools: Headteachers' Perspectives. BMC Public Health, 15(238), 1-11.
Eklin, C.H. & Roehlkepartain, E.C. (2004, March 29). The Faith Factor: What Role Can Churches Play in At-Risk Prevention? Retrieved May 23, 2015, from http://web.archive.org/web/20060313055936/http:/www.forministry.com/vsItemDisplay.dsp&objectID=977B26B1-AEAA-46F3-9B4F8AA1CD59BAC0&method=display&templateID=C3435351-D45C-4B52-867A3F794D1CD85C
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
The key years during which experimentation occurs - between 13 and 16. Kobus discusses influences that launch an adolescent's smoking habit from several perspectives. First, the "social learning theory": relationships that are "more intimate" and that are developed "earlier in the youth's experiences" and thought to be more important; and youths are more likely to "imitate the smoking habits" (or non-smoking habits) of those with whom they have the closes
What, then, should play encompass for children? Most psychologist believe it should be a combination of activities that offer children the physical (running, jumping, etc.), intellectual (social skills, norms, ethics, knowledge), and emotional (compassion, empathy, friendships) tools to become successful (Dixon, 2010). Structured play, team sports and organized events, allows children to engage with other children and adults with whom they might not normally interact. Unstructured play encourages creativity, imagination,
Student counselors are can organize a student led drug abuse prevention committee and create awareness among the adolescent children. Study results have confirmed the positive value of such student led programs in preventing the malice of drug abuse. It has also been found that multiyear preventive programs have long lasting positive effects that short-term programs. [167]. Programs such as 'Friendly Persuasion', 'Life skills Training', 'Midwestern Prevention Project' which were implemented
Infant Physical, Cognitive and Social Development One of the most important aspects of a child's physical, cognitive and social development is motor skills development. In this case, an infant is expected to master fine and gross motor skills in order for him/her to effectively explore the surrounding environment/world. Gross motor skills are considered as large muscles movements such as arms and legs whereas fine motor skills are considered are movements of
Adolescence, and How They Have the Potential to Impact Your Work as an Adolescent and Family Counsellor Issue Usually Adolescents Face Adolescence is a somewhat universal period of transition where females experience physical, emotional, psychological, and social changes. Cultures vary as to how they define and deal with the "growing up" period. Only the biological changes of puberty are consistent across cultures. Secondary sexual characteristics, such as breasts, may begin as