Rack Your Brains and Help/92

Rack Your Brains and Help/92
Message de here4u posté le 12-04-2021 à 22:29:48 (S | E | F)
Hello dear Friends!

Malgré les vacances, le confinement, le couvre-feu, je persévère ! Dur de se battre contre tous ces motifs (légitimes) d'oisiveté ...
Je n'ai pas envie de laisser cet exercice de côté parce que je souhaite continuer à vous donner à réfléchir sur de l'anglais "non classique", des sujets modernes aussi ... mais souvent universels dans leur modernité. Et puis, mon "élève" terrible a encore besoin de vous ...

J'ai donc (encore) essayé d'alléger le travail ... Le texte n'est pas long et il est dans la continuité de celui sur " la flexibilité " sur laquelle nous avons travaillé récemment. Il aborde aussi un point important en ce moment où nos jeunes ont besoin d'être armés pour supporter et "rebondir" ...

RACK YOUR BRAINS AND HELP, please... there are 14 mistakes in this extract...

For years science is looking at what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends of inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the soonest it's taught, the best. By practising skills together during stable times, the child is better able to navigate stressors when they arouse.
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of "reactively". ///END of PART ONE /// To teach a child resilience, we must honor the context where that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds have been developed into healthy global citizens that will be able to find success, thrive and contribute in an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. As far as now, preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the oxygen around them thus even if it's later on that they're ready to use the skills, they have them.///END of Part TWO ///
One of the main challenges will be how to engage those who need resilience training the more. If we turn our focus to parents, we can give them tools to help teaching kids these skills at home. Parents can focus on teaching kids skills to cope with big feelings in the moment, like the deep breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's time mental health and well-being is prioritized before it turns into the psychological equivalent of late-stage cancer. These means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that stay with them across adulthood and ultimately influence their wealth./// END of TEXT.///

J'espère vraiment que vous vous jetterez dans cette recherche de fautes (il y en a 14 !) MAY THE FORCE be with You!
a lot for your effort!

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Réponse : Rack Your Brains and Help/92 de magie8, postée le 14-04-2021 à 19:04:29 (S | E)
hello bonjour ready to correct
...

For years science is looking at what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends ON inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the SOONER it's taught, the BETTER . By practising skills together during stable times, the child is better able to navigate stressors when they AROSE .
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of "reactively". ///END of PART ONE

To teach a child resilience, we must HONOUR the context where that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds have been developed into healthy global citizens that will be able to find success, thrive and contribute TO an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. As far as now, preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the SURROUNDING OXYGEN thus even if it's later on that they're ready to use the skills, they have them.///END of Part TWO ///

One of the main challenges will be how to engage those who need resilience training() more. If we turn our focus to parents, we can give them tools to help TEACH kids these skills at home. Parents can focus on teaching kids skills to cope with big feelings AT the moment, like ()deep breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's THE time mental health and well-being is PRIORITISED before it turns into the psychological equivalent of late-stage cancer. THIS means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that stay with them across adulthood and ultimately influence their wealth./// END of TEXT.///

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Réponse : Rack Your Brains and Help/92 de taiji43, postée le 15-04-2021 à 17:23:48 (S | E)
Dear Here4u
finally, here I am on the forum with my correction...
Half an hour to correct what was obvious, and an extra day to do it all again. and I still wonder… !

READY TO BE CORRECTED

For years science is looking at what makes someone resilient and able to adapt positively in the face of adversity OR WHEN FACED WITH adversity. While early studies suggested that resilience depends ON inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part O K OR MOSTLY can be taught, practised and strengthened -- kind of like OR A BIT LIKE (un peu comme) building an internal toolbox to help you manage external stress. And THE SOONER IT'S TAUGHT, THE BETTER IT IS (phase : le plus tôt il sera enseigné le mieux ce sera) By practising skills together during stable times, the child is better able to navigate stressors when they arouse.
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, OR EDUCATORS’ASSISTANCE parents and local organizations, we can teach resilience proactively and with intention instead of "reactively". ///END of PART ONE ///

To teach a child resilience, we must honor the context IN WHICH that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds have been developed into healthy global citizens who will be able to find success, thrive and contribute TO an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. As far as now OK (pour le moment), preliminary results THROUGH the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the oxygen FRECH AIR (oxygen =uniquement pour le terme chimique) around them , thus, even if, it's later on (c’est plus tard) that they're ready to use the skills, they have them.///END of Part TWO ///

One of the main challenges will be how to engage those who need resilience training the MOST. If we turn our focus to parents, we can give them tools to help TEACH kids these skills at home. Parents can focus on teaching kids skills to cope with big feelings in the moment (OK :sur le moment) , like (the) ( pas de the) DEEP breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities
like music or exercise. It's time mental health and well-being is prioritized before it turns into the psychological equivalent of late-stage cancer. IT means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.or WHEN FACED WITH stress
These are the skills that stay with them through adulthood and ultimately influence their HEALTH/// END of TEXT.///

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Réponse : Rack Your Brains and Help/92 de maxwell, postée le 17-04-2021 à 09:26:45 (S | E)
READY TO BE CORRECTED

Hello Here4U
Here's my try for this exercise. Fortunately, it was not too long. I didn't find it too short either! ... I hope I didn't add mistakes... Thanks a lot again!

Help my student:

For years science HAS BEEN looking FOR what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends ON inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the SOONER it's taught, the BETTER. By practising skills together during stable times, the child is better able to navigate stressors when they arouse.
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of "reactively". ///END of PART ONE ///

To teach a child resilience, we must CONSIDER the context IN WHICH that child exists in the world. That context will look different TO everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community IN WHICH young minds ARE BEING developed into healthy global citizens that will be able to find success, thrive and contribute TO an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. THUS FAR, preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is [] part of the oxygen around them, thus even if it's later on that they're ready to use the skills, they have them.///END of Part TWO ///

One of the main challenges will be how to engage those who need resilience training MOST. If we turn our focus to parents, we can give them tools to help TEACH kids these skills at home. Parents can focus on teaching kids skills to cope with big feelings in the moment, like [] deep breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's time mental health and well-being WAS prioritized before it turns into the psychological equivalent of late-stage cancer. THIS means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that WILL stay with them across adulthood and ultimately influence their wealth./// END of TEXT.///

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Réponse : Rack Your Brains and Help/92 de joe39, postée le 23-04-2021 à 18:33:11 (S | E)
Hello dear here4u,
Please receive my try,
Ready to be corrected

14 mistakes.

For years science is looking at what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends of inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the SOONER - 1 it's taught, THE BETTER IT IS -2. By practising skills together during stable times, the child is better able to navigate stressors when they AROSE- 3.
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of "reactively". ///END of PART ONE /// To teach a child resilience, we must honor the context where that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and PRIVILEGES - 4 don't even have to think about those things.
The ultimate goal is to create a community where young minds IS BEING -5 developed into healthy global citizens WHICH -6 will be able to find success, thrive and contribute TO -7 an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. As far as now, preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the oxygen around them thus even if IT WILL BE - 8 later that they WILL BE - 9 ready to use the skills, they have them.///END of Part TWO ///
One of the main challenges will be how to engage MORE - 10 those who need resilience training . If we turn our focus to parents, we can give them tools to help TEACH - 11 kids these skills at home. Parents can focus on teaching kids skills to cope with big feelings in the moment, like the deep breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's time mental health and well-being ARE - 12 prioritized before it turns into the psychological equivalent of late-stage cancer. THIS - 13 means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that stay with them across adulthood and ultimately influence their HEALTH. -14// END of TEXT


Thanking a lot, I wish you a pleasant ecening.
So long
Joe39

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Réponse : Rack Your Brains and Help/92 de swan85, postée le 23-04-2021 à 21:43:16 (S | E)
Hello HERE4U.

Here is my try. READY TO BE CORRECTED

For years science HAS LOOKED at what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends ON inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the SOONER it’s taught, the BETTER. By practising skills together during stable times, the child is better able to navigate stressors when they ARISE . There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of "reactively". ///END of PART ONE ///
To teach RESILIENCE to a child, we must honor the context where that child exists in the world. That context will look different for everyone.
When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds ARE BEING developed into healthy global citizens that will be able to find success, thrive and contribute in an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. As far as now, preliminary results across the college, school and community programs have been positive. People have IMPLEMENTED the strategies. Many are really using the tools. It is a part of the oxygen around them thus even if it's later on that they're ready to use the skills, they have them.///END of Part TWO ///
One of the main challenges will be how to engage those who WILL need MORE resilience training the more. If we turn our focus to parents, we can give them tools to help THEM teaching these skills TO KIDS at home. Parents can focus on teaching kids skills to cope with big feelings in the moment, like the deep breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's time mental health and well-being is ARE prioritized before it turns into the psychological equivalent of late-stage cancer. These means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that stay with them across adulthood and ultimately influence their WEALTH. /// END of TEXT.///

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Réponse : Rack Your Brains and Help/92 de here4u, postée le 23-04-2021 à 22:22:32 (S | E)
Hello!

Je viens de me rendre compte que j'ai oublié de vous donner la date de correction de cet exercice .
Ce devrait être le lundi 26 avril ... (mais si vous hurlez trop fort ça pourrait être mardi 27 avril. )

Je commence à vous envoyer vos corrections dès demain ! Allez ! Postez vite ! et désolée ! (N'oubliez pas de "hurler" si nécessaire pour vous - en sachant que je corrige toujours les devoirs qui arrivent, même après correction ...- )

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Réponse : Rack Your Brains and Help/92 de here4u, postée le 24-04-2021 à 09:42:04 (S | E)
Hello!

Corrections postées ! I'm ready for other tries!

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Réponse : Rack Your Brains and Help/92 de magie8, postée le 24-04-2021 à 12:56:39 (S | E)
hello
je ferais la traduction de la 1ere partie à bientôt

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Réponse : Rack Your Brains and Help/92 de maxwell, postée le 24-04-2021 à 18:14:02 (S | E)
hello
Je prendrai la 2e partie si elle n'est pas déjà prise

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Réponse : Rack Your Brains and Help/92 de taiji43, postée le 26-04-2021 à 11:52:09 (S | E)
hello, je prendrai la troisième partie

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Réponse : Rack Your Brains and Help/92 de alpiem, postée le 26-04-2021 à 14:48:04 (S | E)
Rack Your Brains and Help/92

Hello here 4u, glad to have this text

For years science is looking at what makes someone resilient and able to adapt positively in the face of adversity.

While early studies suggested that resilience depends ON inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress.
And the SOONER it's taught, the BETTER. By practising skills together during stable times, the child is better able to navigate stressors when they arouse.
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics.
By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of "reactively". ///END of PART ONE /// To teach a child resilience, we must KNOW the context where that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds have been developed into healthy global citizens that will be able to find success, thrive and contribute in an ever-changing world, especially as THIS 'ever-changing world' is now being redefined in unfathomable ways. As far as now, preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the oxygen around them thus even if it's later on WHEN they're ready to use the skills, they have them.///END of Part TWO ///
One of the main challenges will be how to engage those who need resilience training the more. If we turn our focus to parents, we can give them tools to help teaching kids these skills at home. Parents can focus on teaching kids skills to cope with big feelings in the moment, like the deep breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's time mental health and well-being is prioritized before it turns into the psychological equivalent of late-stage cancer. These means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that stay with them across adulthood and ultimately influence their wealth./// END of TEXT.///

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Réponse : Rack Your Brains and Help/92 de here4u, postée le 26-04-2021 à 23:16:21 (S | E)
Hello Dears,

Voici votre correction ! Bravo et de votre travail à tous ... Attention ! Les erreurs de "my poor Student" peuvent être assez énormes ... Ne soyez pas choqués ou étonnés par ces fautes faites par de nombreux élèves et surtout attachez-vous bien à les corriger sans complaisance ... Voici le texte corrigé. merci aux volontaires qui se sont déjà déclarés. Je vous rappelle que tout le monde a la possibilité de traduire la partie qu'il ou elle désire !

For years,science has looked (1) at what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends on (2) inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that * in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the sooner it's taught, the better (3). By practising skills together during stable times, the child is better able to navigate stressors when they arise (4).
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of reactively.///END of PART ONE /// To teach a child resilience, we must honor the context in which (5) that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds are being developed (6) into healthy global citizens that will be able to find success, thrive and contribute in an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. So far (7), preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the oxygen around them so that (8) even if it's later on that they're ready to use the skills, they have them.///END of Part TWO /// One of the main challenges will be how to engage those who need resilience training the most (9). If we turn our focus to parents, we can give them tools to help teach kids (10) these skills at home. Parents can focus on teaching kids skills to cope with big feelings in the moment, like deep breathing (11) to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's time for mental health and well-being to be prioritized before it turns into the psychological equivalent of late-stage cancer. This means (12) implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that stay with them through (13) adulthood and ultimately influence their health (14)./// END of TEXT.///

(1)"For years science is looking" Là, beaucoup d’entre vous m’ont fait de la peine … le piège était ÉNORME !
Le «For years» initial impliquait, bien sûr, un present perfect, puisque l’action était commencée dans le passé et se poursuivait dans le présent. C'était le bilan de l'action.
(2) To depend ON something or somebody.
* En grand partie : Lien internet

(3) «The sooner it's taught, the better»: «the sooner, the better»= le plus tôt sera le mieux. Ne pas répéter l’auxiliaire "être" dans la 2è partie de phrase.
(4) To arise, arose, arisen. Lien internet
// to arouse: sauf pour le doute (to arouse doubt/ suspicion) "arouse" a souvent un sens sexuel … Lien internet

(5) the context in which : le contexte dans lequel …
(6) young minds are being developed : forme passive (to BE developed) à la forme en –ing qui indique que l’action est en déroulement.
(7) So far: jusqu’à présent. L’expression que j’avais donnée n’existe pas … C’était une pure invention !
(8) so that: comment exprimer la conséquence … Lien internet

(9) who need the most: un superlatif était nécessaire ( pas un comparatif qui n’indiquerait qu’une comparaison entre deux éléments.)
(10) to help teach kids: «to help teach» OR «to help to teach»! Jamais suivi de la forme en –ing.
(11) like deep breathing: pas de détermination ici (donc pas de «the»). L’expression est prise en général.
(12) This means: this : ceci signifie (ce qui vient d’être dit !).
(13) through adulthood: revoir la différence entre «through» et «across». Lien internet

(14) Un « piège » tellement énorme encore que j’ai été bien déçue que beaucoup tombent dedans … confusion entre «health» (la santé) et «wealth» (la richesse).

Encore et aux volontaires pour le Follow up Work! You're GREAT!

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Réponse : Rack Your Brains and Help/92 de maxwell, postée le 27-04-2021 à 07:53:52 (S | E)
FINISHED
Hello!
Part II:
To teach a child resilience, we must honor the context in which that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds are being developed into healthy global citizens that will be able to find success, thrive and contribute in an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. So far, preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the oxygen around them so that even if it's later on that they're ready to use the skills, they have them.

Pour enseigner à un enfant la résilience, nous devons prendre en considération le contexte dans lequel cet enfant vit. Ce contexte sera différent pour chacun. Quand vos conditions de vie vous accablent constamment, il est plus difficile de développer la résilience. Quand vous ne vous sentez pas en sécurité ou que vous n'avez pas la sécurité alimentaire, vous mettez sans cesse votre système d'alerte à l'épreuve. Les gens puissants et privilégiés n'ont même pas à se soucier de ce genre de choses.
Le but ultime est de créer une communauté où de jeunes esprits se transforment en de sains citoyens du monde qui seront capables de rencontrer le succès, de s'épanouir et contribuer à un monde toujours changeant, d'autant que ce "monde toujours changeant" est redéfini de façon mystérieuse. Jusqu'ici, les résultats préliminaires des programmes des collèges, des écoles et les programmes communautaires ont été positifs. Les gens ont mis en oeuvre les stratégies. Beaucoup se servent réellement des outils. Cela fait partie de l'oxygène qui les entoure si bien que même si c'est tardivement qu'ils sont prêts à utiliser les compétences, ils les ont.

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Réponse : Rack Your Brains and Help/92 de magie8, postée le 27-04-2021 à 16:06:31 (S | E)
bonjour très chers traduction 1ere partie


For years,science has looked (1) at what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends on (2) inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that * in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the sooner it's taught, the better (3). By practising skills together during stable times, the child is better able to navigate stressors when they arise (4).
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of reactively.///

Depuis des années,la science s'intéresse à ce qui rend une personne résiliente* et capable de s'adapter positivement face à l'adversité.Alors que les premières études suggéraient que la résilience dépendait de caractéristiques inhérentes à chaque individu,des études plus récentes suggèrent que la résilience est un processus dynamique qui,en grande partie,peut être enseigné,pratiqué et renforcé-un peu comme la construction d'une boîte à outils interne pour vous aider à gérer le stress externe.Et plus on l'enseigne tôt,mieux c'est.En pratiquant les compétences ensemble pendant les périodes stables,l'enfant est mieux à même de gérer les facteurs de stress lorsqu'ils surviennent .
Il existe un mouvement croissant visant à enseigner les compétences de résilience aux enfants à plus grande échelle, par exemple dans les classes,les camps d'été et les cliniques.En recrutant l'aide d'éducateurs,de parents et d'organisations locales,nous pouvons enseigner la résilience de manière proactive et intentionnelle plutôt que de manière "réactive".

résilient= apte à résister
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Modifié par magie8 le 27-04-2021 16:11

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Réponse : Rack Your Brains and Help/92 de taiji43, postée le 27-04-2021 à 17:18:12 (S | E)
hello Here4U et tous les autres

Et voici la troisième partie qui arrive!

L’un des principaux défis sera de savoir comment impliquer ceux qui ont le plus besoin d'une formation à la résilience. Si nous nous portons notre attention sur les parents, nous pouvons leur donner des outils pour les aider à enseigner aux enfants ces compétences à la maison. Les parents peuvent s'attacher à enseigner aux enfants des techniques permettant de faire face aux émotions fortes du moment, comme la respiration profonde pour calmer les nerfs, les moyens de se distraire des émotions comme l'écriture, le dessin ou la lecture, ou encore les activités qui font du bien et chassent le stress comme la musique ou l'exercice. Il est temps de donner la priorité à la santé mentale et au bien-être avant qu'ils ne deviennent l'équivalent psychologique d'un cancer au stade avancé. Cela signifie qu'il faut mettre en œuvre des mesures préventives, comme apprendre à tous les enfants comment ils peuvent rebondir plus facilement face au stress.
Ce sont ces compétences qui les accompagneront tout au long de leur vie d'adulte et qui finiront par influer sur leur santé

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Réponse : Rack Your Brains and Help/92 de here4u, postée le 28-04-2021 à 14:50:13 (S | E)
Hello Dear Friends,

CORRECTION DU FOLLOW UP WORK...Merci aux volontaires.

For years, science has looked at what makes someone resilient and able to adapt positively in the face of adversity. While early studies suggested that resilience depends on inherent traits that we have as individuals, newer studies suggest that resilience is a dynamic process that in large part can be taught, practised and strengthened -- kind of like building an internal toolbox to help you manage external stress. And the sooner it's taught, the better. By practising skills together during stable times, the child is better able to navigate stressors when they arise.
There's a growing movement to teach resilience skills to children on a larger scale, like in classrooms, summer camps and clinics. By recruiting the help of educators, parents and local organizations, we can teach resilience proactively and with intention instead of reactively.

Depuis des années, la science s'intéresse à ce qui rend une personne résiliente et capable de s'adapter positivement face à l'adversité. Alors que les premières études suggéraient que la résilience dépendait de caractéristiques inhérentes à chaque individu, des études plus récentes suggèrent que la résilience est un processus dynamique qui, en grande partie, peut être enseigné, pratiqué et renforcé-un peu comme la construction d'une boîte à outils interne pour vous aider à gérer le stress externe. Et plus tôt on l'enseigne,mieux c'est. En pratiquant les compétences ensemble pendant les périodes stables, l'enfant est mieux à même de gérer les facteurs de stress lorsqu'ils surviennent.
Il existe un mouvement croissant visant à enseigner les compétences de résilience aux enfants à plus grande échelle, par exemple dans les classes, les camps d'été et les cliniques. En recrutant l'aide d'éducateurs, de parents et d'organisations locales, nous pouvons enseigner la résilience de manière proactive et intentionnelle plutôt que de manière "réactive". (résilient= apte à résister)
Bravo, Magie et . Un très bon travail.


To teach a child resilience, we must honor the context in which that child exists in the world. That context will look different for everyone. When your life circumstances are chronically overwhelming, it's harder to build resilience. When you don't have safety or food security, you're taxing your stress system over and over. People who have power and privilege don't even have to think about those things.
The ultimate goal is to create a community where young minds are being developed into healthy global citizens that will be able to find success, thrive and contribute in an ever-changing world, especially as 'ever-changing world' is now being redefined in unfathomable ways. So far, preliminary results across the college, school and community programs have been positive. People have been implementing the strategies. Many are really using the tools. It is a part of the oxygen around them so that even if it's later on that they're ready to use the skills, they have them.

Pour enseigner la résilience à un enfant, nous devons prendre en considération le contexte dans lequel cet enfant vit. Ce contexte sera différent pour chacun. Quand vos conditions de vie vous accablent constamment, il est plus difficile de développer de la résilience. Quand vous ne vous sentez pas en sécurité ou que vous n'avez pas la sécurité alimentaire, vous mettez sans cesse votre système d'alerte à l'épreuve. Les gens puissants et privilégiés n'ont même pas à se soucier de ce genre de choses.
Le but ultime est de créer une communauté où de jeunes esprits se transforment en de sains citoyens du monde qui seront capables de rencontrer le succès, de s'épanouir et contribuer à un monde toujours changeant, d'autant que ce "monde toujours changeant" est redéfini de façon mystérieuse. Jusqu'à présent, les résultats préliminaires des programmes des collèges, des écoles et les programmes communautaires ont été positifs. Les gens ont mis en oeuvre les stratégies. Beaucoup se servent réellement des outils. Cela fait partie de l'oxygène qui les entoure si bien que même si c'est tardivement qu'ils sont prêts à utiliser les compétences, ils les ont.
Bravo, Maxwell! Texte parfaitement compris.

One of the main challenges will be how to engage those who need resilience training the most. If we turn our focus to parents, we can give them tools to help teach kids these skills at home. Parents can focus on teaching kids skills to cope with big feelings in the moment, like deep breathing to calm nerves, distractions from emotions like writing, drawing or reading, or feel-good, stress-busting activities like music or exercise. It's time for mental health and well-being to be prioritized before it turns into the psychological equivalent of late-stage cancer. This means implementing preventative measures, like teaching all kids how they can bounce back more easily in the face of stress.
These are the skills that stay with them through adulthood and ultimately influence their health.

L’un des principaux défis sera de savoir comment impliquer ceux qui ont le plus besoin d'une formation à la résilience. Si nous nous portons notre attention sur les parents, nous pouvons leur donner des outils pour les aider à enseigner aux enfants ces compétences à la maison. Les parents peuvent s'attacher à enseigner aux enfants des techniques permettant de faire face aux émotions fortes du moment, comme la respiration profonde pour calmer les nerfs, les moyens de se distraire des émotions comme l'écriture, le dessin ou la lecture, ou encore les activités qui font du bien et chassent le stress comme la musique ou l'exercice physique. Il est temps de donner la priorité à la santé mentale et au bien-être avant qu'ils ne deviennent l'équivalent psychologique d'un cancer en phase terminale. Cela signifie qu'il faut mettre en œuvre des mesures préventives, comme apprendre à tous les enfants comment ils peuvent rebondir plus facilement face au stress.
Ce sont ces compétences qui les accompagneront tout au long de leur vie d'adulte et qui finiront par influer sur leur santé
C'est très bien, Taiji! Très bonne compréhension.

Un grand à nos travailleurs et encore plus aux volontaires pour la participation à la correction !

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