Saturday, October 5, 2019
Prenatal and Post-Partum Scenario Essay Example | Topics and Well Written Essays - 500 words
Prenatal and Post-Partum Scenario - Essay Example Anxiety, fear and other intense emotions which are a part of stress cause exaggerated production of adrenaline which causes restriction of blood flow to the uterine area causing deprivation of adequate oxygen to the fetus. Thus stress can lead to premature delivery and its consequences. Stress in pregnancy also have long-term consequences like behavioural problems in childhood (Santrock, 2004). 3. The pregnant woman must undergo ultrasound examination for fetal anomalies between 18- 20 weeks of gestation. At this point of time, all organs are developed and it becomes easier to detect any obvious congenital anomalies through ultrasound at this stage. According to ecological theory, several biological and environmental factors affect the growth of the fetus and the child (Santrock, 2004). Thus a normal nutrition and a stress-free environment is essential for normal development of the fetus. 1. The child must be breast fed as much as possible. According to Freuds theory of development, infants are in the oral stage of development and derive gratification from sucking (Santrock, 2004). Derivation of such pleasure at this stage allows them to have satisfaction and facilitates growth and development. 2. The mother should shower affection on the child and not do any thing to harm the child. According to Eriksons first psychosocial stage, trust is developed at this stage and the infant sets stage for expectation that the world is a pleasant and goof place to live. the expectation which begins at this stage lasts life long. 3. The mother should allow the child to touch, feel and explore various things on his/her own. According to Pigets cognitive developmental theory, the first stage is the stage of sensorimotor stage during which time the infant develops and understanding of the world through coordination of various sensory experiences through various physical actions (Santrock,
Friday, October 4, 2019
Holy Orders Research Paper Example | Topics and Well Written Essays - 3250 words
Holy Orders - Research Paper Example According to the Catholic Church, Christ instituted some of the Seven Sacraments during his ministry. The evidence of these seven sacraments is written and oral both in the tradition, to which the Catholics refer to as the deposits of faith. In addition, the use and presence of all the seven sacraments in the early years of the church are both, documented and present in writings of the Church fathers and as well as the Christian historians. Christ believed that these sacraments were instituted so that the human beings could see a sign of the spiritual effect that they often wish to receive. It was Christ’s way of showing that the spiritual reality is transpired1. Episcopates or bishops are those individuals that are chosen in the Catholic Churches from among the priests. As in the Eastern Catholic Churches married priests are permitted, bishops should be the ones who are widowers, unmarried or those who agree to have no sexual contact with their wives. At times a common miscon ception is seen in all the bishops that they come from the religious orders. This cannot be taken as the absolute reality while it is partially true. The bishops in the Catholic churches should usually be the leaders of the territorial units that are called dioceses. The bishops alone hold the validity to administer the Sacrament of Holy Orders in the churches. Moreover, only bishops are lawfully allowed to administer the sacrament of confirmation in the Catholic churches. In case an ordinary priest administers the sacrament illegally, it is considered to be valid in the condition so that the person who is confirmed may not be confirmed again either by a bishop or by any other. Special permission can be given to the Latin rite priests who have special permission to lawfully administer confirmation. In fact every Catholic priest must administer confirmation with or without confirmation to the children who are in danger of death. In the Eastern Catholic Churches, the confirmation is a dministered by priests who have the rite and this is usually administered to both babies and adults immediately after their baptism2. The ordained priesthood in the Roman Catholic Church and the common priesthood are different and operate in different functions and essence. The Catholic priesthood is the ministerial priesthood of the Catholic priests and bishops. This ministerial priesthood is however, servicing at the priesthood of all believers. This involves the direct consecration of a man towards Christ with the sacrament of orders. This is so that the person can act as the person of Christ to be for the sake of the Christian faithful in being able to dispense the sacraments. In the long history, it was understood that this begun at the Last Supper when Jesus Christ was seen instituting the Eucharist in the mighty presence of all the Twelve Apostles. Christ had commanded them to do it in his memory. However, the Catholic priesthood is considered to be a share of the priesthood of Christ and it traces its origins seen in the history to the historic appointment of the Twelve Apostles by Jesus Christ. What makes someone a priest is that he should already be a deacon and a minister of the Holy Orders being an ordained bishop? This is the Rite of Ordination. The duties of the Catholic priests would be divided into three main parts; these include the
Thursday, October 3, 2019
Perception of Depression amongst North American and African Cultures Essay Example for Free
Perception of Depression amongst North American and African Cultures Essay Depression or â€Å"Unipolar depression is another name for Major Depressive disorder. It is a mood disorder characterized by depressed mood, it often manifests in lack of interest in family, school and social life, changes in eating and sleeping habits, emotional and medical disregard for the self, difficulty in concentrating, and loss of interest in life†(Rush, 2007). Just like any other pathological disease, it has risk factors, signs and symptoms, and a natural course. Like any other disease it can be treated with proper medical and psychological therapy. Yet it is not perceived as such by the community.            There is remarkable lack of awareness about depression in the communities, in spite of the staggering statistics about the disorder. Unipolar depression affects 7-18% of the American population at least once before the age of 40 (Kassler, McGonagle Zhao, 1994). In the United States alone, the number of females are reported to be suffering from clinical depression (Murray, 1997). It has also been observed that 2.5 percent of children and 8.3 percent of adolescents are depressed at any given time. These rates are considerably higher than the figure of the past decades (Depression Statistics Information, Internet). Yet, it has been found that only 20 percent of depressed people undergo medical treatment (Depression Statistics Information). This is caused by numerous reasons with ignorance or lack of concern and awareness about the disorder considered as the biggest suspect. In fact, a United States surgeon general report in the Hispanic community states that less than 10 percent of the mentally ill people will ever approach a mental clinic (U.S. Department of Health, 2000). This is possibly the result of lack of concern on their part, or due to the fact that in the Hispanic communitys, non-medical methods of treatment for the depressed. It is imperative that we find out whether other communities also show a similar of lack of awareness and concern about depression.            Social Science medicine attempts to find cultural differences in the conceptual models of depression by an interviewed with North American immigrants and African Americans (Karasz, 2005) . His study demonstrated that Americans were more of the view that depression was a pathological disease of the body just like any other disease and required medical therapy. According to the author, the people from the African community were more likely to explain depression in terms of a social and moral problems and conformed to the belief that self management was the right way to deal with the issue of depression.            Different communities have different perceptions about the disease, people of certain cultures prefer going to spiritual healers rather than seek medical attention (Nayem, 2005). Some cultures prefer to treat this ailment with alternative therapies to allopathic ones. Depression, though a serious and debilitating disease, does not command the same attention as other medical disorders like heart disease, Parkinson’s disease, or even obesity. According to Pasacreta (2008) there has been little attention given to depression and its consequences when we compare it with other diseases. For example obesity has been associated with diabetes many times. Even though depression also has a similar association with type II diabetes, not many people are aware of this fact. Since public concern is lacking in communities, many depressed people fail to come forward, and receive proper treatment. If this trend continues prevalence of depression will continue to rise.            Though the attitudes of different cultures may vary toward the disease, it does not change the fact that â€Å"depression poses enormous costs for individual, family, and the society†(Nayem F, 2005). Depression is a severe disease with far reaching effects, starting from the patient, who may inflict self harm, leading to a family life, which cannot function in the same way as before (Scott, 2003). There has been research demonstrating depression as a burrden to people, communities, and health services as the treatment is long term and the patient has little or no productivity to society (Nayem, 2005). This research further highlights the need to conduct a survey to assess the perception of depression across various cultures.            People are unaware of the magnitude of the problem and its economic implications. In certain cultures, inability to diagnose the disease or disregard of its seriousness lead to delayed medical opinion and treatment. Through this study, we will try to substantiate the various levels of awareness that different cultures have about the disease. The severity of depression usually gets aggravated if it is not treated promptly after diagnosis. This leads to a greater burden on the country. Scott (2003) echoed this sentiment when he stated â€Å"In the National Health Service the cost of treating depression ( £887 million) exceeds the cost of treating both hypertension ( £439 million) and diabetes ( £300 million). However, here, the direct health care costs are dwarfed by the indirect costs (i.e. days lost from work owing to depression exceed all other disorders and the economic burden on family members and society is considerable).                                                                                          North American and African cultures both differ in there perceptions about depression as a disease. Different cultures may feel that depression is a problem but western cultures are more likely to view it as a disease which needs medical therapy just like any other, whereas the people from the non western culture will perceive depression as more of a social and moral problem which requires self-management. There will generally be a lack of knowledge about depression as a disease in the non western community. The false beliefs and stigmas will be more present in non western cultures as compared to their western counterparts.            How widespread is serious depression? According to Dr. Nathan S. Kline of the New York State Department of Mental Hygiene, â€Å"it has been estimated that 15 per cent of the adult population of the United States has some degree of depression which is serious enough to be in need of treatment. This amounts to about 20 million people, which makes it not only the most frequent psychological disorder but also one of the most common of all serious medical conditions.†Depression is so widespread that it has been called â€Å"the common cold of mental disturbances.†           Studies report that women outstrip men in suffering from depression by a ratio of about 2 to 1, though some claim that this is because women are more willing to admit that they are depressed. Depression afflicts all races and every social and economic level. While the malady is most common between the ages of sixty and seventy, it strikes all age groups and has been rising among persons in their twenties. Why do so many millions of persons suffer from depression?            Much study has gone into uncovering the root causes of mental depression. Flaws in human society constitute one main source of the problem. Illustrating an aspect of this are comments by Dr. John Schwab, of the University of Florida College of Medicine: â€Å"We’re in an era of change right now. Old values such as the old work ethic are being rejected and people are caught in an ideological vacuum. Kids see that the fruits of four hundred years of scientific progress may be more bitter than sweetâ€â€but they don’t know what to put in its place, and consequently there is a sense of futility.†Because of this, many disillusioned youngsters seek â€Å"escape†through drugs and other means. â€Å"The search for highs among the young,†observes Dr. Schwab, â€Å"is often only a flight from the lows.†           Also contributing to the rise in depression is â€Å"supermobility.†Families that keep changing their places of residence, hopping about from house to house and city to city, do not stay in one place long enough to build solid relationships with other people. A psychiatrist at the Massachusetts Mental Health Center wrote: â€Å"Psychiatrists around Boston have been aware for some time of what is called ‘the Route 128 syndrome’ or in Florida ‘the Cape Kennedy syndrome.’ It is found in young families who have moved too much, and its components are a husband too centered in his career, a depressed wife and troubled children.†           Sometimes depression results when a person reaches a â€Å"plateau†in his life after many years of painstaking labor. A hard-driving business executive may finally achieve the top position in his company, only to realize that he no longer has a goal in life. Housewives in their forties and fifties often suffer from what psychiatrists call â€Å"empty nest syndrome.†By this time their children usually have grown up, their husbands are at work for most of each day and they must face lonely hours in houses devoid of people.            What about the feelings of inferiority that often accompany depression? Here too the responsibility may rest with human society. How so? Because it is often at a tender age that children are made to feel unattractive. Their peers may ridicule them if they are unable to do what the majority consider the â€Å"in†thing. If a youngster tends to be clumsy and uncoordinated, schoolmates and playmates can influence the child to believe that he â€Å"can’t do anything right.†Children of this type often combine the generalization: â€Å"I am weak,†with the value judgment: â€Å"It’s disgusting to be weak.†Such youths are likely candidates for depression. Method  Participants        Approximately 40 students (20 western, 20 international) students from a Midwest liberal arts college will participate in this study. All of them would be selected using randomized sampling. Participants will be offered candy for the completion of the survey. Materials  The survey questionnaire will consist of questions related to assessment of knowledge and attitudes towards depression and a demographic data form. The survey forms will contain closed ended questions only. It will consist of 3 parts. The first section will consist of demographic questions to gather information about the participants: How long have they lived here. Have they adopted the western culture of living or not. The second part will consist of closed questions. The participants will have to choose from the given options in the questionnaires. There will be questions that ask whether they consider depression to be a serious disease. Whether they believe it is a disease of the mind, body, or mind and body. Questions related to stigma would also be included for example do they believe mentally ill people are more aggressive than others? Do they believe mental illnesses are not as severe as physical ones? Do they believe depressed people can be cured with drugs only, or do they require social and community help? Moreover, to support the validation of the results of the survey, the review of literature to be utilized within the research shall show a specific scale of measure that is used by psychologists to identify the behavior of humans with regards to depression from different cultures all over the world. Procedure            It is imperative to find out exactly how different cultures perceive depression as a disease. The researcher plans on conducting this research. This research will deal with the perception of depression as a disease amongst western and non western cultures. The research will also look into the level of awareness in different cultures about the prevalence of disease in their societies. This research will try to substantiate if the perception of depression varies with different cultures. To complete the said aim, the research will be conducted on campus. Participants will be debriefed on the study being researched. The researcher would then have the participants sign a consent form before they participate in the study. After which, a survey kit would then be handed out to them and they would be given three days to return them back. Data analysis A one way ANOVA would be conducted to analyze the data. Since we have two independent sample populations and more than two variables. This will allow for the comparison of attitudes about depression for members of Western and non-Western cultures. Using the ANOVA we can calculate whether the stated answers have associations with either the western or non western societies.                                                  References Depression Information and Fact Statistics (2008), Depression statistics and information, retrieved on February 13, 2008, from http://www.add-adhd-help-center.com/Depression/statistics.htm Haasen C, Levit O, Gelbert A, Foroutan N, Norovjav A, Sinaa M, et.al, (2007), Relationship between mental distress and acculturation among migrants, psychrische praxis,  retrieved on February 13, 2008, from the NCBI database on    http://www.ncbi.nlm.nih.gov/sites/entrez Karasz, A. (2005), Cultural differences in conceptual models of depression, Social Science medicine, 60, 1625-35, retrieved on February 13, 2008, from http://www.ncbi.nlm.nih.gov/pubmed/15652693?dopt=Abstractholding=f1000,f1000m,isrctn Kessler, R., McGonagle K,, Zhao S, et al. (1994) Lifetime and 12-month prevalence of DSM-III-R psychiatric disorders in the United States: results from the National Comorbidity Survey. Arch Gen Psychiatry;51:8-19. Murray, C., Lopez, A.D. (1997). Alternative projections of mortality and disability by cause 1990-2020: Global Burden of Disease Study. Lancet 349 Neem F, Ayub M., Izhar N, Javed Z, et al (2005). Stigma and knowledge of depression, Pakistan journal of medical sciences, 21(2) 155-158. Pasacreta. J, (2008), Depression: Is society taking the wrong approach? , retrieved on February 13, 2008, from http://www.helium.com/tm/646939/novel-approach-managing-depression Scott, J. (2003), Global burden of depression: the intersection of culture and medicine, The British Journal of Psychiatry, 183: 92-94, retrieved on February 13, 2008, from http://bjp.rcpsych.org/cgi/content/full/183/2/92 U.S. Department of Health Human Services, Office of the Surgeon General. Mental Health: Culture, Race, Ethnicity Supplement, A Report of the Surgeon General 1999.from: http://mentalhealth.samhsa.gov/cre/default.asp.
Internalization And Social Learning Theory Young People Essay
Internalization And Social Learning Theory Young People Essay According to research, the effects of inter-partner violence witnessed by the child or young person can cause significant internalized behaviours, whereby the emotional and psychological effects of the violence have caused common problems including anxiety, [1] social withdrawal [2] and depression [3] for children and young people. It is of our own ignorance that some people choose to presume that a child is just being quiet rather than experiencing significant stress and emotional problems (Calder 2004:57). It is this ignorance that increases the childs felt isolation alongside their psychological and emotional disturbances. It is arguable that the lack of mature coping strategies a child has, alongside the failure of others to recognise when a child needs help, is what puts them at greater risk of experiencing such traumatic and indeed clinical behaviours. For example, Davis and Carlson (1987) [4] found in their study regarding children of battered women that 68% of preschool children and 53% of school age children in their sample had depression that was of a clinical concern. [5] The internalised behaviours of depression, anxiety and social withdrawal are interestingly typical of what the abused mother (victim) often goes through (WHO 2000; Hester et al 2007; McCue 2008). According to the Home Office, 75% of domestic violence cases result in mental health consequences to women (Home Office, 2001). These behaviours are not surprising in relation the physical and emotional harm that domestic violence may cause. The victim may be fearful of when the man may next strike causing anxiety. Depression may come from thoughts and feelings that they cant get themselves and their children out of the abusive home. Furthermore, the stress, anxiety and depression caused by their situation may lead them to avoid social environments, withdrawing themselves from anything which may lead them to be noticed, questioned, embarrassed or shamed. One may question however, how do these behaviours in the child occur? When analysing the environment the child is subjected to, the reasons for why they may have symptoms of depression, anxiety and social withdrawal become apparent: Anxiety Constant reminders around their home may keep them anxious and fearful of when the violence may next occur; there may be broken furniture, blood stained carpets/walls as well as other reminders around the home, even cuts and bruises physically apparent on their parent, signifying the childs lack of control. [6] Withdrawal The child is silent and withdrawn. They will have learnt that silence and not being outspoken is the best way to behave if they dont want to get beaten or they do not want to see or hear their mothers beaten. This can be taught verbally and/or visually through associative learning means. [7] (Lieberman 2000:41-55). For example if they witness their father repeatedly violating their mother there are two responses; the mother stays quiet and does not respond-the consequence maybe that the father does not continue to be violent, the atmosphere may calm. The second response may consist of a volatile reaction from the mother, screams, shouts and/or crying-the consequence is that their father will continue to violate. Therefore the child learns and associates that being loud, outspoken and overtly emotional will increase the violence, so the child may become quiet and withdrawn with the hope that the violence will reduce. Depression The depression may stem from their insignificance, their silence, their feeling of powerlessness and the feelings of guilt for not protecting their mother. Feelings of powerlessness and guilt may increase the childs emotional and psychological trauma, particularly if there are no significant internal or external supports. [8] We can apply these behaviours to social learning theory, which is based on the principle that behaviours observed as a young person will become learned and modelled as if the behaviour they have observed is the norm. [9] For example if the normal social behaviours of an abused mother in the home involve depression, anxiety, quietness, such behaviours are likely to be modelled by the child, because of their attachment (psychological, emotional and biological) but also because they havent had the opportunity to learn any other behaviours. Social learning can also be applied by observing an actual activity and seeing what it achieves which is sometimes referred to as associative learning. [10] For example, children and young people who internalise their behaviours may do so because they have learnt from their parents relationship that when the mother is quiet and withdrawn the abuse is less likely to occur. A case study which demonstrates this kind of social learning behaviour has been highlighted by a case brought forward to the Domestic Violence Integrated Response Project (DVIRP), a support network based in the East Midlands (UK) which offers supports including the Break-Thru programme for children aged 7-16 years who have witnessed and or experienced domestic violence. An 8 year old boy was referred to the Break-Thru programme for therapeutic sessions after he had witnessed domestic violence. He saw his father hit his mother on a weekly basis. If he attempted to intervene his father would hit him too. Due to this the boy learned to stay upstairs where he would hear the abuse instead. This learning process is one which demonstrates the influence in staying quiet, withdrawing from difficult situations, as arguably this boy learnt that these internalized behaviours were the best way to act in order to reduce trouble. But what about those children who model and socially learn from the perpetrators behaviour? There has been significant research carried out surrounding the cycle of violence thesis and the social learning theory of aggressive behaviour [11] (Walker 1979; Straus 1990; Grusec 1992; Bandura 1997) because there is concern that children may learn from their parent, who is the perpetrator, that using such modes of behaviour is the only means of achieving what they want (Calder 2004:23). Effects on behaviour: Externalization and social learning theory A significant impact on children and young people who have witnessed domestic violence considers how the childs experience influences their externalized behaviours. [12] highlight how all but one study examining impacts of domestic violence found that children who were exposed to domestic violence on a regular basis externalised significant behavioural problems, most commonly: aggressive, hostile, disruptive and anti- social behaviours compared to children from non-violent homes, similar to that of the perpetrator (in this case the father). However one must consider that the significance of such externalised behavioural problems demonstrated in these cases will vary according to support mechanisms in place during and post domestic violence and other situational circumstances at the time of the study. For example some children and mothers were placed in refuges at the time of the studies [13] where a sudden change of home, school, friendships and adjustment to refuge livin g were most probable and likely to affect their behaviours differently to those who still live with the perpetrator. Historically scientists have questioned the motivation behind aggressive behaviour. Albert Bandura (1997) [14] , in particular, proposed a social learning theory that focuses on externalised aggressive behaviour and how it can be implanted by roots of observational learning. This theory considers that when children witness adults committing violent acts this will influence children to imitate or model this violent behaviour too. [15] Similar outcomes of observational learning have been found in other studies and research surrounding the effects of domestic violence upon behaviour. The case study regarding the 8year old boy brought forward by DVIRP, as discussed previously, highlighted that the boy displayed externalised behaviours including anger for which he had no outlet; this resulted in him copying his fathers behaviour and being aggressive by hitting his mum and breaking household possessions (Appendix 1). This case, along with other such cases which are demonstrated through research by the likes of McGee (2000) [16] and Abrahams (1994) [17] , highlight that childrens role models (parents) do heavily influence behaviours; if the child had not witnessed his fathers violent behaviour he may not have externalised aggression, he may have been able to diffuse his anger through alternative methods. Not only do such learnt externalised behaviours affect familial relationships, it has been suggested that children living in homes with heightened hostility are likely to resolve their own interpersonal difficulties, for example with peers, by imitating and utilizing the modes of aggression and hostility they have picked up from the home (Straus 1990) [18] , thus potentially leading them into drug and alcohol abuse, running away and juvenile delinquency. [19] Delinquency was shown in its extreme form by the media attention that surrounded the Sheffield Crown Court case on the Edlington attack where grievous bodily harm with intent was committed by two brothers aged 10 and 11. The barrister on the case implied that the two boys may have learnt such extreme violence and criminal behaviour from their parents. The barrister highlighted that the two boys had been subject to a toxic home life as they witnessed extreme domestic violence in the home; for example they saw their father threaten to slice their mothers face to bits with a knife (BBC News 21/1/2010). [20] On the contrary one must recognise that this case is an extreme form of externalization behaviour that has influenced a criminogenic life path, but there is no clear evidence to suggest the criminal acts carried out by the two boys were the sole consequences of learnt behaviour and such behaviours are not representative of all children who have been affected by witnessing domestic violence. However those who do exhibit hostile behaviours, whether it be on a low scale level or an extreme level are likely to affect important stages of their life, including the school learning process and involvement in peer socialisation; arguably two key aspects of developing the self during childhood. [21] Alongside the effects of externalised behaviours as a young person, researchers have also paid close attention to the impact of domestic violence on children and young people as they make transitions into adulthood. Many studies have found evidence for the intergenerational cycle of violence theory which argues that adults who externalize violent and abusive behaviour have most likely witnessed violent and abusive behaviour as children [22] 23 Physical Symptoms Although children present in homes where domestic violence occurs are likely to suffer physical abuse as well, the physical effects of being the witness to domestic violence are quite different than symptoms of abuse, itself. The physical effects of domestic violence on children can start while the fetus is present in the mothers womb. Studies have shown that low infant birth weights are associated with both the direct physical trauma inflicted on the fetus mother, as well as the emotional stress that is placed on the victim of the domestic abuse. Direct physical abuse on the female victim can lead to multiple physical injuries associated with the infant child, ranging from premature birth, excessive bleeding, and even fetal death. Increased maternal stress during the times of abuse, especially when combined with smoking and drug abuse, can also lead to premature deliveries and low weight babies.[3] Infant children who are present in the home where domestic violence occurs often fall victim to being caught in the crossfire. They may suffer physical injuries from unintentional trauma as their parent is battered. Infants may be inconsolable and irritable, have a lack of responsiveness secondary to lacking t he emotional and physical attachment to their mother, suffer from developmental delays, and have excessive diarrhea from both trauma and stress. Physical effects of witnessing domestic violence in older children are less evident than behavioral and emotional effects. The trauma that children experience when they witness domestic violence in the home, plays a major role in their development and physical well being. The children, however, will exhibit physical symptoms associated with their behavioral or emotional problems, such as being withdrawn from those around them, becoming non-verbal, and exhibiting regressed behaviors such as being clingy and whiney. Anxiety like behavior is also a common physical symptom in children who witness domestic violence in the home. These children harbor feelings of guilt, blame, and are constantly o n edge. They may startle at the smallest things, such as a car door slamming or a glass cup accidentally falling to the floor. If their anxiety progresses to more physical symptoms, they may show signs of tiredness from lack of sleep and weight and nutritional changes from poor eating habits.[4] Children who witness domestic violence in the home can suffer a tremendous amount of physical symptoms along with their emotional and behavioral state of despair. These children may complain of general aches and pain, such as headaches and stomach aches. They may also have irritable and irregular bowel habits, cold sores, and they may have problems with bedwetting. These complaints have been associated with depressive disorders in children, a common emotional effect of domestic violence. Along with these general complaints of not feeling well, children who witness domestic violence may also appear nervous, as previously mentioned, and have short attention spans. These children display some of the same symptoms as children who have been diagnosed with attention deficit hyperactivity disorder. On the reverse, these children may show symptoms of fatigue and constant tiredness. They may fall asleep in school due to the lack of sleep at home. Much of their night may be spent listening to or witnessing violence within the home. Children of domestic violence victims are frequently ill, and suffer from poor personal hygiene. Children who witness domestic violence also have a tendency to partake in high risk play activities, self abuse, and death by suicide.[5] Children who witness domestic may show many physical symptoms of trauma, emotional stress, and possibly, physical abuse. Children who witness domestic violence in the home should be assessed for the physical effects of the violence by everyone around them. It is easy to see the physical injuries if the domestic violence turns into child abuse, however, the other physical findings may be difficult to evaluate. Any child who has changes in their eating habits, sleep patterns, or bowel patterns should be further examined or questioned by someone whom they trust. Behavioral Symptoms Domestic violence in the home affects children in different ways and the children exposed to this type of violence are likely to develop behavioral problems. Domestic violence can cause children to have regression with out of control behavior.[6] When a child is a witness of domestic violence, they often imitate behaviors. Children think that violence is an acceptable behavior of intimate relationships. They may develop a sense of social acceptance to this behavior and become the abused or the abuser. Some warning signs of domestic violence in children may be bed-wetting or having nightmares. Some children may become distrusting of adults. The child may try to act tough and have problems letting other people into their life and there are some children that may even isolate themselves from their close friends and family. Another behavioral response to domestic violence may be that the child may lie in order to avoid confrontation and excessive attention getting. Adolescents are in jeopardy of academic failure, school drop-out, and substance abuse. Their behavior is guarded and they are secretive about their family members. They get embarrassed ajbout the home situation. Adolescents dont like to invite friends over and they spend their free time away from home. Denial and aggression are their major forms of problem solving. Teens cope with domestic violence by blaming others, encountering violence in a relationship, or by running away from home.[7] An estimated 1/5 to 1/3 of teenagers who are involved in dating relationships are regularly abusing or being abused by their partners verbally, mentally, emotionally, sexually and/or physically. 30 to 50 percent of dating relationships can exhibit the same cycle of escalating violence in marital relationships.[8] Emotional Symptoms About 3.3 million children are exposed to domestic violence in their homes every year.[9] Not only are these children at risk for developing physical, behavioral, and social problems, but they are prone to develop emotional problems as well. These children often have conflicting feelings towards their parents. Feelings of distrust and affection often coexist for the abuser. The child becomes overprotective of the victim and feels sorry for them.[10] Children exposed to domestic violence often develop anxiety. They fear that they may be injured during an altercation between their parents, or even fear that their parents will abandon them. Children also worry about the safety of the parent that is being abused. Many times children fear that they are to blame for the violence that is occurring in their homes. Grief, shame, and low self esteem are common emotions that children exposed to domestic violence experience. Depression is a common problem in these children. The child often feels helpless and powerless. More girls internalize their emotions and show signs of depression than boys. Boys are more apt to act out with aggression and hostility.[11] Witnessing violence in the home can give the child the idea that nothing is safe in the world and that they are not worth being kept safe which contributes to their feelings of low self worth and depression.[12] Some children act out through anger and are more aggressive than other children. Even in situations that do not call for it, children will respond with anger.[13] Post Traumatic Stress Disorder can result in children from exposure to domestic violence. Symptoms of this are nightmares, insomnia, anxiety, increased alertness to the environment, having problems concentrating, and can lead to physical symptoms.[14] These children are not allowed a normal childhood. There is a role reversal between the child and the parent and the responsibilities of the victim who is emotionally and psychologically dysfunctional are transferred to the child. (see parentification.ua.edu)This is also known as parentification. 20,21 In this situation, the parents treat their child as a therapist or confidant, and not as their child. They are forced to mature faster than t he average child. They take on household responsibilities such as cooking, cleaning, and caring for younger children.[15] The responsibilities that they take on are beyond normal assigned chores, and are not age appropriate. The child becomes socially isolated and is not able to participate in activities that are normal for a child their age. The parentified child is at risk for becoming involved in rocky relationships because they have been isolated and are not experienced at forming successful relationships. Also they tend to become perfectionists because they are forced to live up to such high expectations for their parents.[16] Social Symptoms Children exposed to domestic violence frequently do not have the foundation of safety and security that is normally provided by the family. The children experience a desensitization to aggressive behavior, poor anger management and problem solving skills, and learn to engage in exploitative relationships.[17] The symptoms of children living with violence present differently at various ages of development. School age children exposed to domestic violence present with an excessive worry of possible danger and feelings of resentment towards the perpetrating party.[10] Symptoms include isolation from friends and relatives in an effort to stay close to siblings and victimized parent.[17] Adolescent children present with a difficulty in trusting adults and engage in excessive social involvement to avoid volatile situations at home. The adolescent may display these symptoms by joining a gang or becoming involved in dating relationships that mimic the learned behavior.[17] Children exposed to domestic violence require a safe nurturing environment and the space and respect to progress at their own pace. The caretaker should provide reassurance and an increase sense of security by providing explanations and comfort for the things that worry the children, i.e. loud noises.[10] The children should develop and maintain positive contact with significant others such as distant family members.[10] All family members are encouraged to become involved in community organizations designed to assist families in domestic violence situations. The behavioural effects of domestic violence on education and the school response 4.1 Overview Education is widely accepted as to boost economic and social capital as in to maintain ones life. It is widely understood accepted by the society that compulsory education is a must for children and young people. This is due to the system which emphasises on social skills (interacting with peers, tutors, involving in discussions), moral and cultural knowledge (through learning History, Music), organisation skills (cues in accordance, deadlines and school uniforms) and academic skills (through Maths and Science) which will be a leading path for them for a successful life path. The children who are not able to cope up with the education norms by truanting and excluding themselves will be a great concern for parents and teachers. [24] Domestic violence does not impose direct impact on children as per researches done, though the impacts are rather limited yet of great significance. However it has been proved relevantly that domestic violence does give negative impacts on children and young people in social settings which include school. [25] Pro social behaviour is seen in children and young people when the family setting is of positive [26] and negative result is seen in those of poor family attachment and negative family relationship between child and parents. [27] It is agreed that children and young people of domestic violence background are more likely to be involved in negative behaviours outside home which increase the probability of school difficulties. It is easy to say that the domestic violence impact affects the children and young people diversely when they do not conform with the education system and unable to achieve proper academic qualification. Those impacts include increased risk of later employment issues, [28] involvement in crime [29] and mental health problems. [30] It is not to discuss the current impacts of domestic violence After analysing the possible effects of witnessing domestic violence on the childs behaviour in the previous chapter, this chapter shall focus on analysing the effects that these negative internalised and externalised behaviours have on the childs education Internalised and externalised behaviours: Impact on schooling Learning As seen earlier those children who have been affected psychologically and emotionally by domestic violence have internalised behaviours of anxiety, social withdrawal and depression, and externalised behaviours of a disruptive and aggressive nature compared to normal life leading groups. [31] Mostly these type of affected children and young people are not able to control their behaviour from social settings outside their home where they will have problems in adult relationship, aggressive or poor communication with peers, low rate of concentration in school and overall poor achievements in school. [32] The aggressiveness which shown by these group of people is the outcome of the process of domestic violence at home. Ones these children are placed outside of their home frame, they are restless of what might b happening to their abused parent while they are not present at home. This situation increases the severity where they will ill treat those people around them in schools. [33] And if [Dad] beat Mum up I would be at school thinking.What if I go home and Mum isnt there? What if somethings happened? (Hannah aged 15 in McGee 2000:80). Internalised behaviours of fear and anxiety caused by home circumstances have been found to affect rate of concentration and involvement in school practices (Abrahams 1994). Children who have been traumatised and suffer from internalised behaviours are more likely to become totally withdrawn from their class; their state of mind becomes dissociated whereby they become completely disconnected from the environment they are in (the classroom), which results in them missing out on large amounts of information (Cole et al 2005:37). This withdrawal may significantly hinder their academic development and success, particularly because there is potential that educational support by some parents in an abusive relationship is likely to be weaker than in comparable relationships affecting home study. Externalised behaviours may also cause damage to the child or young persons learning process. According to Cole et al (2005:34) a traumatised child may exert aggressive or disruptive behaviours in the classroom to their teachers and peers. While other children in the class (and some teachers) may perceive this behaviour as troublesome and irrational, these externalised, aggressive behaviours maybe a result of Post-Traumatic Stress Disorder (Hester et al 2007) which can often be triggered by the actions, comments or tone of peers and teachers themselves. whenever I hear the teacher shouting, I just used to cover my ears cause I dont want to hear no one shoutingit was like bells ringing in my head (Karina aged 16 in McGee 2000:81). Some children who illicit aggressive behaviour towards a peer or teacher maybe doing so in frustration or defence because a particular tone, comment or action was expressed by them in the manner that the perpetrator did in the process of abuse they witnessed in the home. This illustrates how domestic violence can be detrimental to the communicative skills of children and young people because they gain distorted perceptions of the intentions, feelings, and behaviours of others (Rogosch and Cicchetti 1994 in Cole et al 2005:34) within the school environment. Social Exclusion and Impact on Attendance Not only are children likely to suffer academically because of their behavioural symptoms, their relationships with peers and other adults are also likely to be affected. Internalised behaviours such as depression, anxiety and withdrawal are symptoms which can exclude the www.internetjournalofcriminology.com Internet Journal of Criminology  © 2010 child or young person from their peers; their post-traumatic symptoms or behaviour may acutely disturb a developing close relationship with a best friend, create a sense of isolation from peers, or lead to social ostracism (Pynoos et al 1996:134). This social ostracism is further increased when children have to move schools because they need to be re-housed or take shelter in a womens refuge away from their violent home. This disconnection from both the academic and social life at school may lead children and young people who have been <
Wednesday, October 2, 2019
Speech: Take Risks and Live Life to its Fullest -- essays research pap
Speech: Take Risks and Live Life to its Fullest Good morning ladies and gentlemen, today I am here to talk to you about a quote that Punch Imlach once said, he said that â€Å"a ship in harbour is safe, but that is not what ships are built for.†I think he is trying to say that one should not live their life in fear and that humans in general need to take more risks. Fear comes in many forms, there is fear of embarrassment, failure, and injury. These are the three main fears that keep people from achieving their dreams. I say go for it, if you want to do something don’t let fear get in your way. Follow your dreams, make them come true. If you spend your life living in fear, you won’t accomplish anything, because to achieve your highest goals you must take risks. For example there are some ... Speech: Take Risks and Live Life to its Fullest -- essays research pap Speech: Take Risks and Live Life to its Fullest Good morning ladies and gentlemen, today I am here to talk to you about a quote that Punch Imlach once said, he said that â€Å"a ship in harbour is safe, but that is not what ships are built for.†I think he is trying to say that one should not live their life in fear and that humans in general need to take more risks. Fear comes in many forms, there is fear of embarrassment, failure, and injury. These are the three main fears that keep people from achieving their dreams. I say go for it, if you want to do something don’t let fear get in your way. Follow your dreams, make them come true. If you spend your life living in fear, you won’t accomplish anything, because to achieve your highest goals you must take risks. For example there are some ...
Tuesday, October 1, 2019
To Kill a Mockingbird by Harper Lee :: essays research papers
Scout Finch lives with her brother, Jem, and their widowed father, Atticus, in the sleepy Alabama town of Maycomb. Maycomb is suffering through the Great Depression, but Atticus is a prominent lawyer and the Finch family is reasonably well off in comparison to the rest of society. One summer, Jem and Scout befriend a boy named Dill, who has come to live in their neighborhood for the summer, and the trio acts out stories together. Eventually, Dill becomes fascinated with the spooky house on their street called the Radley Place. The house is owned by Mr. Nathan Radley, whose brother, Arthur (nicknamed Boo), has lived there for years without venturing outside. Scout goes to school for the first time that fall and detests it. She and Jem find gifts apparently left for them in a knothole of a tree on the Radley property. Dill returns the following summer, and he, Scout, and Jem begin to act out the story of Boo Radley. Atticus puts a stop to their antics, urging the children to try to see life from another person's perspective before making judgments. But, on the last day of summer, the three sneak onto the Radley property, where Nathan Radley shoots at them. Jem loses his pants in the ensuing escape. When he returns for them, he finds them mended and hung over the fence. The next winter, Jem and Scout find more presents in the tree, presumably left by the mysterious Boo. Nathan Radley eventually plugs the knothole with cement. Shortly thereafter, a fire breaks out in another neighbor's house, and during the fire someone slips a blanket on Scout's shoulders as she watches the blaze. Convinced that Boo did it, Jem tells Atticus about the mend ed pants and the presents. To the consternation of Maycomb's racist white community, Atticus agrees to defend a black man named Tom Robinson, who has been accused of raping a white woman. Because of Atticus's decision, Jem and Scout are subjected to abuse from other children, even when they celebrate Christmas at the family compound on Finch's Landing. Calpurnia, the Finches' black cook, takes them to the local black church, where the warm and close-knit community largely embraces the children. Atticus's sister, Alexandra, comes to live with the Finches the next summer. Dill, who is supposed to live with his new stepfather in another town, runs away and comes to Maycomb. Tom Robinson's trial begins, and when the accused man is placed in the local jail, a mob gathers to lynch him.
Langston Hughes’ Salvation
In the accepted design of things, a child’s mind is beautifully fuelled by the balance of both remarkable simplicity and seemingly undamaging curiosity to discover life, in spite of all its questions, contradictions, and intricacies. The mind of a child naturally takes every and any thought, idea, and principle, no matter how plain or complex, and dissects them quite amazingly into its most literal meaning, despite any and every traditional and substantial belief, credibility, and association it holds. More often than not, the concept of fathoming any idea and form of spiritual and existential conviction for a child is unsurprisingly basic and basically unsurprising. However, as poet, playwright, short story writer, and novelist Langston Hughes chronicles, once when he was twelve, a particular visit to church shattered all sensibilities of devout spiritual naivety and caused him to cross over into a state of realization beyond his years then which he would carry thereafterâ€â€realization of faith of concept of God of possibly not being true at all. As philosopher and poet George Santayana (2008) puts, â€Å"Wisdom comes by disillusionment,†which summarizes that certain childhood experience of a young Langston Hughesâ€â€wisdom, in many variety, which exponentially posed endless queries for a young mind (n. p. ). The experience brought forth many forms of disenchantment from the idea of a church and belief system, the credibility of the revival process, personal salvation from sin, and even the concept of the Messiah, Jesus Christ. A young Langston, in his unassuming state, has been well-oriented by his Aunt Reed about what to expect during a revival ceremony before his inadvertent enlightenment. He was told that he was to see a light as an indication that Jesus had come into his life which equivocally translates to personal salvation. As a young Langston (2003) recalls and stresses, â€Å"She said you could see and hear and feel Jesus in your soul. I believed her†¦ So I sat there calmly in the hot, crowded church, waiting for Jesus to come to me†(n. . ). In every way, it was safe to assume that both parties and everyone else in attending the service-revival were expecting everything would go as a normal eventuality, but unfortunately, it did not. Evidently, during that fateful night, the young Langston waited for an empirical manifestation of Jesus Christ. Within him, the anticipation was built to its highest. Yet, only frustration, confusion, and even embarrassment led to his disillusionment and thus wisdom. The young Langston may have considered the possibility of the animated demonstration of all faith, prayer, and song to having lost all its divine potency. He may also have considered later on that everything might have been staged, especially when all of the children, but him and another boy, have not been saved. Also, from the other boy, Westley, expressing a solution and rather reacting discreetly and violently at the same time seemed nonsense to him. The young Langston’s personal definition of salvation then was sincerely expecting an appearance to be saved, not to be standing from the mourner’s bench and automatically being hailed as saved by those in attendance. In comparison to what he was expecting, the actual process just did not qualify as deliverance. He was expecting something more divine, miraculous even. As the young Langston was lost in translation and clouded by even more confusion, though in derailed hopes, he still simply wanted to wait for Jesus’ arrival. As the long wait allowed only a stalemate outcome and time to stand still, the concern of salvation for a young Langston shifted to saving face in public. When he decided to be once and for all saved, those who were in attendance erupted in sheer praise and glee. All of which, he did not seem to simply appreciate the value, if any, because he was still tight holding to his personal understanding of what should have happenâ€â€a physical materialization of Christ. In every sense imaginable, for a child, a letdown of such proportions can only bring frustration and disappointment. In all of this, the evidence of being ultimately disenchanted was the night after the revival-service, when a young Langston concluded that Jesus did not appear, neither to save nor help him. Thus, in all its simplicity, he bears wisdom to question, to wonder, and to consider the untraditional, the other side of things. In an early age, he was brought into a realm of possibilities all of which he can compare, contrast, choose to believe in or not, and all else in between. Works Cited Hughes, Langston. â€Å"Salvation.†Spiritwatch Ministries.1 September 2003. 27 January 2009. http://www.spiritwatch.org/firelangsave.htm. Santayana, George. â€Å"George Santayana Quotes.†Famous-Proverbs.com. 2008. 28 January 2009 http://www.famous-proverbs.com/Santayana_Quotes.htm.
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