CSP2601 Assignment 5 2024 (638910)

CSP2601 Assignment 5 (COMPLETE ANSWERS) 2024 (638910) - DUE 26 September 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... QUESTION 1 [10 marks] Indicate whether the following statements are TRUE or FALSE. If the statement is FALSE, explain why this is the case. 1.1 Learners under the age of 15 who are still of compulsory school-going age, are prohibited from labour activities. (2) 1.2 The SIAS Act recognises the special needs which children with severe disabilities may have and their right to receive an education. (2) 1.3 Seligman’s PERMA model argues that a meaningful life comprises of five elements: positive emotions, love, relationships, accomplishments, meaning and purpose. (2) 1.4 Ecosystemic resilience, is the ability of an ecosystem to recover from stress, or to withstand continuous pressure. (2) 1.5 A mesosystem is a sub-system comprising of the family, the peer group, the school and the community. (2) QUESTION 2 [15 marks] 2.1 “Obesity is rapidly increasing in developing countries like South Africa.” Discuss key drivers to obesity (4) 2.2 Explain to parents how they can ensure their family has protective characteristics. (4) 2.3 List three techniques that help in facilitating competence in adversities. (3) 2.4 Apply the theory of positive psychology in the life skills classroom. (4) 14 QUESTION 3 [25 marks] Read the brief case study and answer the questions that follow: Title: "Building Resilience in the Face of Adversity: A Case Study of Emily" Emily is an 11-year-old girl living in an urban community. She faces various challenges within her family environment, including economic hardship and parental discord. Despite these adversities, Emily has displayed remarkable resilience, illustrating the power of protective factors and support systems in fostering a child's ability to overcome difficulties. Financial instability has led to frequent changes in residence and schools. Additionally, Emily has witnessed her parents engaging in heated arguments, creating a less-than-ideal home environment. Resilience Factors: Several factors contribute to Emily's resilience: Supportive School Environment: Emily's school has played a crucial role in her life. Teachers and counsellors have identified her struggles and provided additional support. Emily has formed positive relationships with her peers, contributing to her sense of belonging and emotional wellbeing. Close Relationships with Extended Family: Despite challenges at home, Emily maintains strong connections with her extended family. Grandparents, aunts, and uncles offer emotional support and stability. These relationships act as a buffer against the challenges she faces within her immediate family. Coping Mechanisms: Emily has developed effective coping mechanisms, such as engaging in creative activities like drawing and writing. These outlets provide her with a means of expressing her emotions and managing stress. Resilience Education: The school has implemented resilience-building programmes that focus on teaching children skills, such as problem-solving, emotional regulation, and effective communication. These programmes have empowered Emily to navigate challenges more effectively. Challenges and Setbacks: Despite her resilience, Emily still faces ongoing challenges. The economic strain on her family continues, and the parental discord persists. These challenges remind us that resilience is an ongoing process, rather than a one-time achievement. Conclusion Emily's case highlights the importance of recognising and fostering resilience in children facing adversity. Through a combination of supportive relationships, coping mechanisms, and access to resources, children like Emily can navigate challenges and develop into resilient individuals capable of overcoming life's difficulties. CSP2601/102/0/2023 15 Questions: 3.1 Identify and discuss four factors contributing to Emily's resilience. (4) 3.2 How has Emily’s school contributed to her well-being? (4) 3.3 Why is it important for schools to offer resilience- building programmes to children? (4) 3.4 Emily has developed effective coping mechanisms, such as engaging in creative activities like drawing and writing. List four other activities Emily could engage in to help her to cope. (4) 3.5 ‘Resilience is described as an ongoing process, rather than a one-time achievement.’ Discuss this statement. (4) 3.6 How can you, as a life skills teacher, cultivate resilience in your personal life? (5) [50 marks]