SOC 280 Discussion Children’s Psychological Adjustment

March 8, 2022
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SOC 280 Discussion Children’s Psychological Adjustment

SOC 280 Discussion Children’s Psychological Adjustment

Discussion Prompt 1: Read, listen, or watch the media listed
below.

Listen to the audio file, “Defending and Attacking Polygamy
in Saudi Arabia.”

Read the article, “Adoptive Gay Father Families:
Parent-Child Relationships and Children’s Psychological Adjustment.”

Watch the clip from the movie She’s the Man.

What different interpretations of family and gender roles
are voiced in the materials you reviewed?

To what extent do these differing viewpoints correspond or
clash with Western notions of family?

Discussion Prompt 2:
Think back on your life when you experienced a change, such as a
graduation or a change of job. Discuss your experience with anticipatory
socialization and resocialization. Describe how these concepts could apply to
your next transition in the healthcare field.

According to the World Health Organization [WHO] (1948) classical definition, health is understood as a state of complete physical, mental, and social well-being, and not just the absence of disease or infirmity. This definition includes such diverse aspects as physical health, mental health, well-being, and psychosocial adjustment and is consistent with the biopsychosocial model that includes biological, psychological, and social factors to understand health and illness (Engel, 1977).

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SOC 280 Discussion Children’s Psychological Adjustment

SOC 280 Discussion Children’s Psychological Adjustment

Psychosocial adjustment or adaptation refers to people’s capacity to adapt to the environment, which implies that the individual has sufficient mechanisms to feel good, integrate, respond adequately to the demands of the environment, and achieve his or her objectives (Madariaga et al., 2014). In childhood, psychosocial adjustment often refers to adaptation and functioning in some of the main areas that characterize this stage: family and school settings.

Among the determinants of child psychosocial adjustment, the role of emotional intelligence (EI) as a protective or promoting factor and the role of emotional and social problems as risk factors or negatively associated factors have been investigated.

Despite varying definitions of EI, however, the general consensus is that the construct is useful for identifying the necessary skills for understanding and regulating emotions, which could direct behavior and thoughts and enhance performance (Mikolajczak et al., 2015; Santos et al., 2018).

Trait Emotional Intelligence and Health
A large meta–analysis by Martins et al. (2010; see also Petrides et al., 2007) established that EI is a positive predictor of mental health, especially if it is measured through particular self-reports instruments such as the Trait Emotional Intelligence Questionnaire (TEIQue). Extensive available evidence suggests EI is a buffer of stressful circumstances for mental health in adolescents and adults (e.g., Petrides et al., 2017; Davis, 2018).

According to the Keefer et al. (2018) explanation of the pathways from EI to health, high-EI individuals: (a) Have a healthier emotional and physiological stress response; (b) Are less likely to avoid, ignore, or distract themselves from the stressful situation as the primary way of coping, and more likely to deal with the stressor directly, thereby shortening the duration of the stressful experience; (c) Are less likely to passively dwell on the stressful situation or numb their feelings with substances, which might compound the health risks; and (d) They use more constructive ways of coping with health threats and chronic illnesses. Nevertheless, although this relationship between EI and health is well established for young people and adults already, it has hardly been replicated in children until now.

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Posted in nursing by Clarissa