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Diversity And Adversity

University: Bedford College

  • Unit No: 6
  • Level: Post Graduate/University
  • Pages: 7 / Words 1873
  • Paper Type: Business Plan
  • Course Code: N/A
  • Downloads: 24985
Question :

This report will take you through

  • Influence of everyday distresses on life outcomes for this chosen group
  • Provide an analysis of the influencing factor of the chosen aspect of adversity and diversity
  • Evaluate how resilient and other mediating factors enable some children and young people to overcome the stresses
Answer :
Organization Selected : N/A


Many children around the world grow up in areas that are affected by armed conflicts and political violence wherein they increasingly come in contact with acute and traumatic events which results into ongoing distresses in everyday life (Bodenmann and et.al., 2006). This stress level stemming from the political and economic issues affects the individuals, families and society at a larger level. The most common sources of distress includes the inability to meet basic living needs of individual and families. This could range from food, clean water, family support, education societal acceptance, community violence and unemployment. But despite the distress levels and lack of positive life options in early stages, many children have shown resilience due to the social protective factors.

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Influence of everyday distresses on life outcomes for this chosen group

There are many areas around the world that are still affected by the political violence, armed conflicts and persecution and change in climate conditions. These situations are forced factors that make people to migrate to safer regions. But notable thing in this respect is that forced migration levy heavy psychological burdens on childhood and adolescence (Garrett and et.al., 2010). The burden arises as a result of the continuous traumatic events that induces mental issues like post traumatic stress disorder, anxiety and depression.

This ongoing violence and threat releases a multitude of everyday sources of distress that can affect the well being of childhood and adolescence. These issues when not attended in due manner can have significant impact on the growth and development at a crucial stage. When these children went back to their homes or able to find a new safe resident, they often find difficulties in managing back their life. These children often indulge in commercial sex with army personnel, lack social participation by colleagues and friends, disrespect and early marriage (Haglund, M. and et.al., 2007). Overall, the everyday sources of distress are associated with threats, poverty and lack of necessities which causes much harm to the psychological well being of children and adolescent that has become for lifelong.

The situation of everyday distress in war affected the areas that impacts growth and development of childhood and adolescent (Howard, 2000). It is actually difficult for them to isolate the affects of everyday distress in the same manner when it is difficult to separate the cause and effect relationship. Large number of children at this stage in some or the other manner are involved in commercial sex or early marriage. Important thing to note here is that there is no gender difference when it comes to commercial sex. This results into heavy psychological issues in children because of the imbalance at physical and mental level. The parents and families of these children sold them for marriage or work in exchange for food and money. This reflects that these children never get a chance to live a normal life and attain social events. Hence, from the discussion, the impact of social and political consequences are clarified (Kashdan, Breen and Julian, 2010). This probably also lead to the state of depression and mental illness as well as apparently it leads to the situation of social imbalance.

Provide an analysis of the influencing factor of the chosen aspect of adversity and diversity

There are several reasons that results into to the situation of distress and everyday life stress is commonly increasing since the life schedule of people is engaged enough and they are unable to engage themselves in proper livelihood (Pincus and Friedman, 2004). At the same time, the situation of war and conflicts posses great threat to the economy which severely impacts the economic and social conditions. Here at this time, it becomes difficult for the children to go through with education and other systems and hence, they consequently get impacted by distress situations. From this stand point, it makes sense to analyse everyday stress in multiple domain and probably here community levels are so crucial in collectivist society as to displace the impact of such occur. The level of everyday stress is increasing in individuals and in situation such as refugee camps, inability arises and leads to problems which are associated with the basic needs (Macht and Simons, 2000). People are unable to manage their life since social and economic consequences are changing and further changes the aspects of quality life cycle.

Provide an analysis of the physiological and sociological factors that could explain why some children adapt to these challenges and become resilient to them

The psychological impact of war is due in small part to the destruction of homes and the losses of family members which is particularly a depressing situation for children. Even after political and social wars, some children manages their livelihood and living situations as they have psychological capability of handling the lives (Potter, Hartman and Ward, 2009). Even if the family members are not killed, but still they become incapable of providing proper care. Similarly, the situation of maternity is also affluently impeding the situation of mothers and thus, it makes difficult for them to provide appropriate care to the children. During attacks and indifferent fights, children often become separated from the families and caretakers who in normal circumstances are the primary source of protection for them. Specifically some have emotional background and mental support so this which leads them to cope up with changes effectively.

The level of vulnerability remains to be high at the time of wars and social imbalance and this does not allow the adult to protect themselves from several types of harms and risks (Repetti, Wang and Saxbe, 2009). Separation may also be caused due to humanity problems and also because of tensioned governmental issues. Apart from this, political conditions of the country keeps on changing which leads the politicians and associated parties to get separated from their work processes and generally the cases of failure that leads to political wars and armed conflicts. Sadly family violence causes significant distress for children in zones of armed conflicts and affects the physical as well as social well being of the nation. At the time of active political violence, children who experience violence from the family are among those who are the most severely affected people (Rosalind and et.al., 2012). In many war zones, where almost 80% people are unemployed, economic stress raises heavily at the end of households and this often leads parents to worry about care and protection to the children.

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Evaluate how resilient and other mediating factors enable some children and young people to overcome the stresses and negative affects of adversity and diversity

Stress is the basic problem that actually destroys life cycle of human being and this also generates issues related to inequality and diversity. Although the cumulative effects of everyday distress at various levels is potentially significant as most of the children in situation of war zones actively engage with adversity, hence this helps them to cope up with their problems and this also exhibits remarkable resilience. This is the actual state where people get indifferent ways of managing their problems and issues (Seiffge-Krenke and Stemmler, 2003). This resilience tends to have been underestimated and it is also analysed that this leads to mental distress such as anxiety, trauma and depression. On the other side, it is also observed that at community level, children draw support from participation in education which has a protective effect when it is organized in a safe and protective way. However on the other side, many children are resilient and benefits from protective factors is not to imply that children do not need support.

If children in war zone functions relatively well and if they are not crippled by distress then at that time, they often need basic support such as access to education and livelihood (Starcke and et.al., 2011). But on the other side, a small percentage of people also suffers with over-whelming effects and during that time, they need care and support for the same. For this reason, the consensus provide guidelines on the way to support emergency that has affected children call for the development of multiple and complementary layers of mental health and psychological supports. From certain research studies, it is being ascertained that people of Gaza have long been affected by political violence and displacement. Hence, from the discussion, it is clear that emotional support and quality care is required for overcoming the situations of armed conflicts and political conflicts. Although the subsequent situation leads to mental disorder but then also some children get ready to change living standards by emphasizing on several aspects of society such as education and resilient activities (Zaidman-Zait, 2008).


From the above research study, it is articulated that at the time of social and political conflicts, children losses their ability which further impedes opportunities of growth and success in personal and professional aspects. It would be premature to conclude that these slow and daily stress are more influential than are the acute and prolonged effects of the attacks and other traumatic experiences. From the research, it is articulated that the presence of national armies or paramilitaries may also pose significant risk factor particularly in contexts where these highly impacts human health.


  • Bodenmann, G., Ledermann, T., Blattner, D., and Galluzzo, C., 2006. Associations among everyday stress, critical life events, and sexual problems. The Journal of nervous and mental disease.
  • Garrett, D. D., Grady, C. L., & Hasher, L., 2010. Everyday memory compensation: the impact of cognitive reserve, subjective memory, and stress. Psychology and aging.
  • Howard, P. J., 2000. The owner's manual for the brain: Everyday applications from mind-brain research. Bard Press.
  • Kashdan, T. B., Breen, W. E. and Julian, T., 2010. Everyday strivings in war veterans with posttraumatic stress disorder: Suffering from a hyper-focus on avoidance and emotion regulation. Behavior therapy.
  • Kübler, C., Ehrke, H., Huber, R. and Haglund Jr, R. F., 2007. Coherent structural dynamics and electronic correlations during an ultrafast insulator-to-metal phase transition. Physical Review Letters.
  • Macht, M. and Simons, G., 2000. Emotions and eating in everyday life. Appetite.
  • Maholmes, V., Rosalind, K. B., 2012. The Oxford Handbook of Poverty and Child Development. Oxford University Press.
  • Pincus, D. B. and Friedman, A. G., 2004. Improving children’s coping with everyday stress: Transporting treatment interventions to the school setting. Clinical Child and Family Psychology Review.
  • Potter, G. G., Hartman, M. and Ward, T., 2009. Perceived stress and everyday memory complaints among older adult women. Anxiety, Stress, & Coping.
  • Repetti, R., Wang, S. W. and Saxbe, D., 2009. Bringing It All Back Home How Outside Stressors Shape Families' Everyday Lives. Current Directions in Psychological Science.
  • Seiffge-Krenke, I. and Stemmler, M., 2003. Coping with everyday stress and links to medical and psychosocial adaptation in diabetic adolescents. Journal of Adolescent Health.
  • Starcke, K., Polzer, C., Wolf, O. T., & Brand, M., 2011. Does stress alter everyday moral decision-making?. Psychoneuroendocrinology.
  • Zaidman-Zait, A., 2008. Everyday problems and stress faced by parents of children with cochlear implants. Rehabilitation Psychology.
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