Introduction a network of effective and positive

 

Introduction

Rationale

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This study aims to create an understanding of how undergraduate student’s
capacity to access resilience and reinforcing materials can be affected by
their socioeconomic status (SES) and their geographical background. A recent
Survey found that 27% of students reported having a mental health issue, of these
depression and anxiety are the most common at 77% and 74% respectively. 63% say
that the stress they feel at University interferes with their day-to-day lives (Aronin, 2016). This shows that mental health in
university education is a real issued in modern society for students. The
aforementioned study also revealed that only 18% of those students have
accessed their universities mental health services. By studying student’s
resilience in relation to their SES can help to conclude the most effective way
to support students to create a network of effective and positive influences
which will help to develop a stronger resilience to adversity throughout their
life and education. This study should also be used to develop support that
identifies the individuals needs created by their own socioeconomic background.

 

Lit review – definitions

Resilience has been discussed greatly in terms of its own definition this is
partly due to it being an ambiguous term. To define resilience, it must first
be contextualised. Resilience has been defined as a trait that helps
individuals to resist stressors and the negative affects that adversity may
bring. Fletcher and Sarkar (2013) note that although there are many definitions
of resilience depending on the subject matter and the context, within
psychology and the context of discussing individuals lives and stresses the
definition is ever-changing and should be adapted accordingly. McEwen (2016)
notes that commonly, the use of resilience is related to “experiences that
cause feelings of anxiety and frustration because they threaten one’s
security.” This leaves the term open to interpretation but it must be noted
that for the purpose of this study, resilience is in relation to individuals
and how they adapt or react to stressors that cause a change or a disruption to
the individual’s daily life.

 

The term socioeconomic status (SES) has been widely
and vastly studied within the last two centuries. Beginning with the
discussions put forward by Karl Marx, in the 19th Century,
introducing the concept of the social phenomenon of a class stratification
between the proletariat and the bourgeoisie (Allan, 2012). Since this,
discussions have vastly revolved around how to stratify society and whether it
is acceptable to stratify at all. These views can be seen as ‘outdated’
as society has transformed greatly over recent years. The middle class is
becoming larger and the working class is becoming smaller. This is evident in
the BBC’s 2011 Great British Class Survey, created by Mark Savage and Fiona
Devine. (2013). This survey provided insight into the new restructured class
system within the UK and reclassifies the system into seven separate classes.
This allows for a more detailed and modern outlook into stratification as only
39% of participants would fit into the traditional three tiered systems most
commonly used. The class survey also allowed for cultural activities and social
access as well as income and occupation.

 

Theories of resilience

Theories of poverty and education

 

Resilience and education

 

Resilience and poverty and education.

 

 

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