He Named Me Malala Research Paper

Unequal educational rights affect individuals, along with families, by hindering their abilities to enhance their development or opportunities, which can negatively affect the functioning of a family system. With unequal opportunities or an imbalance between genders, women may lack the ability to provide financially for their families, which could be detrimental to their confidence and overall well-being. The documentary, He Named Me Malala, explores a Pakistani family living in Swat Valley, the Yousafzai family, that experience the effects of unequal educational rights in their daughter, Malala, who advocates for an equal opportunity. Although advocating for equal opportunities is extremely detrimental for families, especially those in communities
This paper uses the ABC-X model to evaluate the impact of the stressor event, unequal educational rights, in an individual, Malala, and her family, along with the resilience resources, from the documentary, He Named Me Malala. This family reveals that families experiencing unequal educational opportunities are capable of managing this stress through individual, family, and community resources. According to the ABC-X model, the “A” or main stressor represents Malala’s non-normative stressor of unequal educational rights, which appears to be chronic, pervasive, and solvable. This stressor was chronic as Malala began fighting for this issue in adolescence or as an eleven-year-old and still continues advocating into her early twenties. Although Malala has advocated for these rights all around the world, there are still some countries, such as Pakistan, that still do not allow education for girls by killing them and bombing multiple schools. Additionally, this stressor was pervasive as it affected all members of the family. Since Malala advocated for girls, the Taliban targeted her and her entire family by shooting her in the head leaving them all in extreme danger, which convinced them to move to a different part of the country for safety. Lastly,
As for Malala, her positive resources include knowledge/education, interpersonal skills, psychological resources, and a negative vulnerability in psychological health. Malala is knowledgeable on the scope of the issue of unequal educational rights and aspects of her religion. For example, due to her knowledge of this inequality, she was able to effectively advocate for girls through speaking and writing, which led to her achievement in earning a Nobel Peace Prize award. As for her interpersonal skills, she demonstrated warmth, along with forgiveness, towards others by never feeling angry with the Taliban and effectively communicating with leaders about this inequality all around the world. Within her psychological resources, she had an optimistic or confident mindset, along with mastery skills. She was optimistic as she felt capable of producing a change in educational rights by confidently speaking to leaders, such as the president of Pakistan, to inform them on the significance of listening to their people. Additionally, when the Taliban banned schooling for girls in Pakistan, she demonstrated mastery as she continued secretly attending school with other girls and fighting for equal educational rights, which lowered her stress by allowing her to still impact the lives of others. Aside from her resources, one vulnerability in her