Henry Ii And Eleanor free essay sample

# 8217 ; srelation Essay, Research Paper The relationship between Henry, Geoffrey, and John with their parents, Henry II and Eleanor Henry II s household was a household that was considered anything but dysfunctional. During this epoch of the mediaeval period, there was no such thing as sequence to the throne ; therefore, the current male monarch had the option of taking any of his boies to be the following swayer of the kingdom. During this clip, Henry had 3 boies, Richard, Geoffrey, and John. All were alone in their ain manner but in some instances that uniqueness each had resulted in unwonted effects. Richard was a warrior to the bosom, hence his moniker, # 8220 ; Lion-Hart. # 8221 ; Geoffrey was commented as being nil but a machine a political machine that ever knew where to strike, who to kill, and what confederations were deserving maintaining. John was non a smart adult male to state the least. Toward the beginning of the movie, he was the replacement to the throne so Henry said but by the terminal, we saw otherwise. We will write a custom essay sample on Henry Ii And Eleanor or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Richard # 8220 ; Lion Heart # 8221 ; was the knight of the royal household. He was the 1 who would in about any instance consequence to force alternatively of peaceable negotiating. Albeit his warrior-like inherent aptitude, he took on a function that involved much less duologue compared to that of his two brothers. . To see how he related to his parents was at times obscure due to the fact of his reserve, but it was obvious toward the terminal of the movie that his abomination of his male parent reigned supreme over that for his female parent, Eleanor. It was obvious that Eleanor loved Richard much more than his male parent did merely due to the fact that from the start of the film and history that she wanted Richard on the throne after Henry passed on. Richard didn T needfully loathe his male parent until he was locked up in the keep with his two brothers because of # 8220 ; treason # 8221 ; , nevertheless after that, his hatred toward Henry was stronger than the hardy bricks o f Chillingham Castle. Geoffrey, being the center kid, was another of the likely campaigners for the throne of greater Great Britain. Geoffrey was the net-weaver of the royal kids. He was one who delighted in working behind the drape and drawing the strings of his political marionettes ( which would hold been Richard or John ) . He was the 1 who at times would look as your best friend, but in existent world would be seeking to utilize you for his intent. Geoffrey arranged a trade with Richard that if Richard became the following male monarch, he would do Geoffrey his Chancellor of the Exchequer. Therefore, Geoffrey would exert his power and ultimate use controls on Richard and would hold a clandestine touch that would act upon the greatest imperium of Europe since the Holy Roman Empire. Geoffrey s attitude toward his parents was really cloudy and at times really hard to follow particularly due to the fact of his owns manipulative and ever-changing personality. We saw Geoffrey as a smooth-shaven adult male who alternatively of contending in an ground forces like Richard would ; he would command the ground forces from as far off as possible. Geoffrey was upset that non one of his parents mentioned Geoffrey and the throne in the same sentence. Toward the beginning of # 8220 ; Lion in the Winter # 8221 ; , Henry wanted John to go the following male monarch but it was obvious that John was non suited for the throne. In our yearss, John would hold been considered one who had a mental disability such as dyslexia and would besides hold been a likely campaigner for induration due to his hunched back. Both his parents loved John, but it was ever uneven to see him as the likely replacement to the throne in the early portion of the film due to the fact that he was really simple-minded. He was bossed around by both his brothers and was tricked into the whole Geoffrey-Phillip debacle. In the keep scene toward the terminal of the movie, we saw John with his two other brothers try to assail Henry, but John was rapidly cornered out and within seconds had the blade of Henry lined up with the tegument of his pharynx. John was angry with his male parent around the clip of the keep scene, but who wasn t so? Eleanor got her kids to detest their male parent and she was blissful because of that. Henry s kids were ever a quibbling a batch, but before Succession, that was how most royal kids were. They all wanted to govern because they all thirsted for power. Henry s kids were really predictable in their traits and personalities though. For illustration, we ever saw Richard have oning studded leather ; therefore we can calculate out that he was a adult male who enjoyed force and war. We saw Geoffrey in the dark purple garb, which suited his reserved, but extremely manipulative attitude toward people, and in conclusion we saw John in his # 8220 ; provincial # 8221 ; attire. All in all, the relationship between Henry and Eleanor and their kids non really stable. With Eleanor about to be annulled and Henry traveling to try to get married Alice, his three boies would neer hold a opportunity to acquire to the throne and would wholly be considered the bogus kids of Henry, the 2nd. Each kid of Henry had a great hate of him toward the clip of the keep scene, nevertheless, after that and at the terminal of the movie, the strong spat between Henry and Eleanor seemed to hold subsided, which brought about a clip of peace, nevertheless short. Finally, Henry would decease and Richard would derive the throne, and the yearss of the sibling competition would come to a stopping point and the bequest of Henry and Eleanor would populate in vocal and narrative.

Nature †Nurture in human developmental psychology Essay Example

Nature – Nurture in human developmental psychology Essay Example Nature – Nurture in human developmental psychology Essay Nature – Nurture in human developmental psychology Essay Nature – Nurture in Human Developmental Psychology Name: Instructor: Nature – Nurture in Human Developmental Psychology The nature versus nurture controversy is concerned with the comparative significance of an individual’s instinctive features (innatism) against individual experiences (nurture) in establishing or triggering individual dissimilarities in behavioral and physical attributes. The argument as to whether human beings obtain their behavioral characteristics from an inborn source or they are developed from the effects of the environment in which humans live, is not a simple matter. Both of these factors interactively contribute towards shaping the behavior of an individual. A key element in understanding this issue is first understanding the definitions of the terms nature and nurture. The nature aspect of this argument stresses on the extent to which an individual portrays biological predispositions. Conversely, nurture stresses on how much of an individual shows signs of being affected by environmental factors. In reality, a combination of the environment and the genes affects a person’s development. A good illustration is a person inherits genes for being tall but because of poor nurturing, end up short or average height. Several considerations are present when considering the impasse that exists between nature and nurture such as moral considerations, personality misinterpretations and other complications. The analysis of these considerations will form the next section. There are consequences when taking either side in the debate on nature versus nurture. In arguing when inclined toward nature, most of the arguments are inclined towards scientific explanations. Scientists have placed a great amount of emphasis on racism as a major factor in the analysis of nature. They argue that the race of an individual, which is inherited, plays a crucial role in determining the nature of an individual (Stiles, 2008). Using this argument, scientists propose that the heredity of an individual is the only influencing factor in their nature. Arguing from this point of view is flawed because while heredity is a natural phenomenon, it cannot be said to be the only factor influencing an individual’s behavior. This is because while an individual will inherit certain behaviors from their biological parents, the environment in which they live or grow up will either accentuate or repress their inherent behavior. Scientists acknowledge this contribution by environmen tal factors but downplay it as being insignificant in a person’s life. In other words, despite the environment and experiences that an individual may encounter, their innate nature ultimately determines their behavior. This line of argument that is inclined towards nature is also flawed in that it crosses the gap between what is fact and what is ideal. By doing so, proponents of nature over nurture wrongly employ values to facts. The continuous subscription to this line of thinking ultimately convinces people that biological stereotypes and behaviors are part of human nature making for flawed reasoning. One of the methods of proving this phenomenon is through the IATs tests that illustrated that, despite the broad significance of stereotypes, they influence the decisions and conduct of al people equally (Stiles, 2008). Most scientists reach their conclusions on the nature and nurture issue by assessing the behavior of identical twins. These studies sets have provided a wealth of information on nature versus nurture. Scientists can assess how these subjects behave in different settings, behavior that was strikingly similar and any other elements that can assist in providing knowledge. The Springer a nd Lewis twins are the best examples of twins that have contributed tremendously in showing the influences of nurture and nature. The argument between nurture and nature could affect the human race in several ways. One of the contributions includes its influence on the health sector. Using conclusions from such studies on nature versus nurture, scientists can discover new methods of treating critical diseases such as cancer. Solutions to such issues can be discovered using explanations on nature and nurture. From the information currently known by scientists, it can be said that these critical diseases are because of imbalanced nature and nurture and that by closely controlling the nurturing aspect while, at the infant stages, the occurrences of these diseases can be significantly reduced. Such studies could hold an extremely valuable potential for health and man’s lifespan (Lerner, 2002). Nurture over Nature Nurture is equally important in influencing human behavior by influencing the hormones, actions and condition of human beings. Numerous positive and negative environmental inputs influence how an individual will eventually turn out in the future. These factors include nutrition, health, education and other elements that are central in most people’s lives. Several studies on the effect of nurturing on intelligence and health have revealed that it is highly significant in determining how the amounts of these two in different individuals (Clarsk Grunstein, 2010). While not discrediting that natural tendencies are highly significant factors, proponents of the nurture theory assume that these natural factors are non-influential. Conversely, they argue that the behavioral aspects among human beings come from the environmental factors during life experiences. Psychologists such as John Watson have conducted numerous investigations on children that yielded conclusions supporting the supremacy of nurture over nature. He is credited with the famous statement that proposed to bring up children in whatever way he wanted by influencing their environment and upbringing. Nurture theorists propose that an individual’s society is influenced largely by the manner in which they were reared and the environment they were exposed (Lerner, 2002). Nurture as understood by John B. Watson’s in his theory of behaviorism argued that human behavior was learned as opposed to being inborn. Humans teach themselves new things by observing and copying other people in their environment. Through these social relations, people construct their diverse characters and behavioral trends. Without social relations, characters usually fail to develop, and distinctive behavior is negligible. Social experiences and interactions build up over several periods and shape the behavior of people to act in certain ways. For instance, studies demonstrate that children who have guardians that take drugs also end up taking the same drugs themselves. Such children picked up and replicated the act of taking drugs from their guardians and through their peers and other means, learnt to accept that it was socially acceptable to take drugs (Witkowski, Inglis Davenport, 2008). A study done by North Carolina State University revealed that environmental factors, for example, lifestyle and locations play a large function when specific genes are assumed non-influential. The study analyzed a fixed population of Moroccans who provided results that proved that their environment influenced their behavior. Urban dwellers were found to have increasingly developed respiratory genes because of the congested, polluted air in the cities when compared to rural dwellers. Urban dwellers were also more conscious of polluting the air and engaged in several activities to reduce pollution. This was a classical example of how life in the city changed the behavior of city dwellers even though naturally they were born in a different way. The nurture theory asserts that hereditary influence over conceptual features may be present; however, the ecological factors are the real genesis of individual’s conduct. This includes using conditioning tactics in order to encourage diff erent behaviors in human beings, or change an improbable behavior being displayed by the individual (Witkowski et al, 2008). Conclusion In my opinion, neither nature nor nurture holds supremacy in determining the behavior of an individual. Nature is significant in an individual’s life because all human beings are born with certain traits within their genes. These traits are inborn and cannot be altered through any man made techniques. Conversely, nurturing introduces artificial behaviors and choices to people by exposing them to different environments. This exposure under different parentage, locations and conditions, teach people behave differently than they would otherwise have behaved. Nurturing in human beings affects many factors such as the intelligence levels and can sometimes override the inborn (natural) traits in an individual. However, despite compelling arguments from both parties, it is evident that neither nature nor nurture alone can satisfactorily influence an individuals’ behavior. Both nature and nurture combine to influence how an individual behaves (Lippa, 2005). The motive for taking such a stand is derived from the evidence provided by several behavioral scientists, and other scholars who have done research on the role of nurture and nature on an individual. Scholars such as John Watson who came up with behavioral theories have proved that even though nature or nurture may offer compelling evidence of its superiority, both of them play equally significant roles in shaping the lives of an individual. References Clark, W. R., Grunstein, M. (2010). Are we hardwired? The role of genes in human behavior. Oxford: Oxford University Press. Lerner, R. M. (2002). Concepts and theories of human development. Mahwah, N.J: Lawrence Erlbaum. Lippa, R. A. (2005). Gender, nature, and nurture. New York: Lawrence Erlbaum Associates. Stiles, J. (2008). The fundamentals of brain development: Integrating nature and nurture. Cambridge, Mass: Harvard University Press. Witkowski, J. A., Inglis, J. R., Davenport, C. B. (2008). Davenport‘s dream: 21st century reflections on heredity and eugenics. Cold Spring Harbor, N.Y: Cold Spring Harbor Laboratory Press.

Personal Selling and Customer Focus Statement Example | Topics and Well Written Essays - 750 words

Selling and Customer Focus - Personal Statement Example In order for Studio Productions to improve the company’s well-being, it, therefore, needs to implement a customer service system that is first and foremost, customer focused. The goal of customer service is to â€Å"attract and keep customers who are satisfied, loyal and speak well of the company, but perhaps most importantly, to keep profitable customers† (Gustafsson, Ekdahl and Edvardsson 344). Hence, a customer service system must always ensure client satisfaction, and if possible, exceed client needs. Second, it must also be effective in achieving the company’s goals. While a satisfied client-base is in itself an advantageous end, for Studio Productions to benefit from service developments, the system it adopts must go beyond the minimums of customer satisfaction and reap additional benefits for the company. From a service perspective, these should include improved cross-sell and up-sell rates, higher problem resolution, and higher customer satisfaction and r e-purchase (Carlson Marketing Group 8). It should also improve sales through higher lead-to-close ratios, increased margins, and repeat business (8). Third, given the drastic changes occurring in today’s business environment, a customer service system must also be flexible in its ability to embrace change and adapt accordingly. And finally, a good customer service system must also be cost-effective, such that it must provide saving efficiencies and revenue enhancements for the company, improving the bottom-line.  In order for Studio Productions to improve the company’s well-being, it, therefore, needs to implement a customer service system that is first and foremost, customer focused. The goal of customer service is to â€Å"attract and keep customers who are satisfied, loyal and speak well of the company, but perhaps most importantly, to keep profitable customers† (Gustafsson, Ekdahl and Edvardsson 344). Hence, a customer service system must always ensure cli ent satisfaction, and if possible, exceed client needs. Second, it must also be effective in achieving the company’s goals. While a satisfied client-base is in itself an advantageous end, for Studio Productions to benefit from service developments, the system it adopts must go beyond the minimums of customer satisfaction and reap additional benefits for the company. From a service perspective, these should include improved cross-sell and up-sell rates, higher problem resolution, and higher customer satisfaction and re-purchase (Carlson Marketing Group 8). It should also improve sales through higher lead-to-close ratios, increased margins, and repeat business (8). Third, given the drastic changes occurring in today’s business environment, a customer service system must also be flexible in its ability to embrace change and adapt accordingly. And finally, a good customer service system must also be cost-effective, such that it must provide saving efficiencies and revenue enhancements for the company, improving the bottom-line.   For a customer service system to work, however, Studio Productions must conduct improvements in both internal and external customer service structures to improve client satisfaction and loyalty. Internally, this requires developing a â€Å"service culture† among all employees with a well-defined set of corporate values, a strong commitment to quality improvement, the ability to accept change, a strong sense of teamwork, and a clear understanding of their roles in improving customer relationships.

John B. Watson and Behaviorism Essay Example | Topics and Well Written Essays - 1000 words

John B. Watson and Behaviorism - Essay Example This essay explains how Watson's work and ideas are different from those of who came before and after him, his contributions to psychology and the relevance of his work. It also looks at the applications of his psychological theory and the treatment methods that have been created from behaviorism. Watson used animal subjects to study behavior before later turning to the study of human behaviors and emotions. Most notably was his "Little Albert" study where he modified the boy's behavior through conditioning (Hothersall, 1995). He used the little boy Albert to test his behaviorist theory. He determined that white, furry objects, such as cotton, did not produce any negative reaction in the baby. But by pairing together a neutral stimulus such as white, furry objects with an unconditioned stimulus such as a very loud noise that elicited an unconditioned response such as fear, he was able to create a new stimulus-response link after several repetitions. Thus when Albert saw white, furry objects, he responded by becoming terrified. This conditioned fear was then shown to generalize to other white furry objects, including feathers and white hair or beards (Hothersall, 1995). Those psychologists who came before Watson such as Thorndike and Sigmund Freud held a totally different view. Sigmund Freud for instance often received harsh criticism from Watson due to his Freudian psychoanalysis theory (Hothersall, 1995). His work on the other hand influenced the modern behaviorists who "believe that all learning is simply conditioning, and that the conditioned response is the true unit of learned behavior." In fact, Watson was an important contributor to classical behaviorism, who paved the way for B. F. Skinner's radical or operant behaviorism, which is pivotal on modern educational systems (Hothersall, 1995). Even Ian Pavlov borrowed very much from Watson in conditioning his dogs. His contributions to psychology Many of the concepts and principles are still widely used today borrows heavily from behaviorism which dominates psychology. In fact, conditioning and behavior modification are still widely used in therapy and behavioral training to help clients change problematic behaviors and develop new skills (Hothersall, 1995). Obviously anyone who wants to manipulate others and compel them to do their bidding particularly governments and intelligence organizations uses the behaviorist theory. In fact, these two groups have spent the most money and the most time experimenting with the subject of behavioral psychology (Hothersall, 1995). Whether or not his work is still used in the field Watson's work is very evident even today. Modern behaviorists believe that their behavioral psychology have greatly influenced the field of educational psychology throughout the twentieth century. Accordingly, the process of education has been perceived in terms of such behavioral concepts as conditioning, reward and punishment as well as behavioral outcomes (Hothersall, 1995). Also, teaching methods have been devised with a view to rewarding desirable learning behavior with most educational aims being formulated in terms of conditioning human beings for desired purposes and behavioral outcome

Examining The Theories For Effective Practice

Examining The Theories For Effective Practice My choice to apply these two theories to the case scenario of Ms Joanna is based on the structure of these methods. Payne (2005, p 97) cites that Both crisis intervention and task-centred practice reflect a contemporary trend towards brief, focused and structured theories that deal with immediate, practical problems. Because of the recent diagnosis of breast cancer, Joanna is faced with some difficult decisions concerning her sons future. She wants to be sure that she would make the best decision available. Therefore task-centred approach would be the best way for her to achieving this and any other problems that might arise during the exploration process. Task-centred approach tends to be very structured and person-centred and it can be oriented to ease the most pressing problems. Task-centred practice has been developed within SW itself and tested in a wide variety of circumstances. The procedural aspect of task-centred practice has clearly been shaped by community care policy and care management. Time-limits, plan and contract based are key features of care management practice (Ford and Postle, 2000). The method is informed by a theoretical framework, which includes elements of systems theory, ego psychology, behaviourism, and empowerment theory. Hence the precise form it may take will be influenced by one or more of these theoretical traditions. Task-centred practice draws heavily from other problem solving methodology such as positive reframing from family therapy (Payne, 1997) and is in direct contrast to the more paternalistic professional practice traditionally employed. The values of self-determination and empowerment are central, as the service user, in this case Joanna, is seen as the best authority on her problems. Task-centred work fits closely with concepts of partnership and participation, in that Joanna should be fully informed and as fully involved as possible through out this process. Its principle stance on open, collaborative and accountable practice is clearly compatible with the values of AOP (Doel and Marsh, 1992). Ford and Postle (2000, p 53) the approach is focused on problem-solving, and is short-term and time-limited. The principle aim of task-centred work is to resolve problems presented by the service user. Hence the starting point of this practice is the problem. Task-centred practice is characterised by mutual clarity and therefore should only be carried out under the following three conditions. The service user must acknowledge the problem and be willing to work on it, they should be in a position to take action to reduce the problem and the problem must be specific and limited in nature. In this scenario Joanna has presented herself to the social worker, she has asked for help in decision making. Firstly the SW has to identify the main components and problems. For the SW this would be a task which would need careful consideration, planning and analysis. The recent diagnosis of an advanced breast cancer requires Joanna to explore different options for planning her sons future. Therefore the initial phase of task-centred practice is problem exploration. During this phrase key problems are identified, and then prioritised. There should be a maximum of three problems where the SW would be working on with Joanna. Too many selected problems will probably lead to confusion and dissipated effort Doel and Marsh (1992, p 31). Having identified the problem(s) the SW would then find out what Joanna wants are. Once the basis for work is established, the SW and Joanna precede in a series of incremental steps towards the goal(s). According to Doel and Marsh (1992) the journey from agreeing the objective to achieving it is measured in small steps called tasks. These are put into place by Joanna and the SW. As a result this would help Joanna in achieving her objective and the alleviation of the problem. Methods or techniques for achieving the task(s) should be negotiated with Joanna. Task-centred practice is designed to enhance the problem solving skills of participants. Therefore it is important that tasks undertaken by clients involve elements of decision making and self-direction. The task-centred approach would enable fast and effective support to Joanna. The time-limit is a brief statement about the likely length of time needed to reach the goal Doel Marsh (1992, p 51). A time limit is important for a number of reasons. It guards against drift, allows time for a review and encourages accountability. It also acts as an indicator of progress (Adams, Dominelli and Payne, 2002). The task stage is made up of a series of developments and reviews. The execution of reviews is important as it allows for an assessment of the success of the steps taken. The ending of the process of task-centred work will have been anticipated at the initial phrase. The concluding session should include a review of the work that has been accomplished by Joanna in order to alleviate the target problem. The main advantage of the task-centred practice are that it does not mean simply assigning tasks but it is a very well researched, feasible, and cost-effective method of working. The source of the problem is not presumed to reside in only the service-user. Attention is paid to external factors such as welfare rights and housing, and where there is scope to supply power it is taken in the form of information and knowledge giving. It also addresses the strengths of people and their networks. Task-centred attempts to put worker and client on the same level Coulshed Orme (1998, p 123). Althought the advantages to task-centred practice can be easily identified, the disadvantages and drawbacks are not as easy, as they are based on research. Therefore, it is not only looking at the approach widely and hypothesising disadvantages, but putting the approach into practice and gathering relevant information to analyse any negative conclusions. Some of these disadvantages would be that underlying problems requiring longer term approaches may go unnoticed, it requires sustained efforts from service user who may sometimes be unable to do this due to physical or emotional strengths. Clients may be overwhelmed by problems and unable to deal with them in a structured way. However the SW would still have a positive gain by improving their capacity for clearer thinking and forward planning, which in turn brings on successful intervention Coulshed Orme (1998, p 119). Moving on to Crisis intervention, which can be quite diverse with the models that uses. Payne (199, p 101) states that crisis intervention uses elements of ego-psychology from psychodynamic perspective. It focuses on the service-users emotional responses or reactions to external events and how to control them. Strategies of crisis intervention are based on psychological theory However, these are adapted and modified to fit the demands of the crisis situation. Crisis is a universal concept which affects people from all cultures. James and Gilliland define a crisis as a perception or experiencing of an event or situation as an intolerable difficulty that exceeds the persons current resources and coping mechanisms (2001, p 3). People in crisis situations may overlook or ignore important details and distinctions that occur in their environment and might have trouble relating ideas, events, and actions in a logical way. Crisis intervention, therefore, is an action plan to help people cope with immediate acute stressful demands. Hence, as crisis intervention focuses on resolving immediate problems and emotional conflicts through a minimum number of contacts. The first stage would be to enable the service-user to make sense of what has happened to them and to begin to feel in control. Drawing on Joannas situation, one can easily see that this type of approach would benefit her in many ways. Joannas cancer is advanced and the life-time left may not be very long. She is aware of her health situation and would need help with her emotional situation as well as Jacobs. Joanna sees herself in a state of emotional disequilibrium and is struggling to adjust and find a new sense of balance of all her problems, her emotional situation might seem insuperable at the time. Joana does not feel in control of her life anymore but still is trying to manage. Crisis intervention, intervenes when people have reached a situation in their lives they can no longer cope with. Thompson (2005, p 69) describes it as a turning point in peoples lives which creates a lot of energy that can be used positively to tackle problems, resolve difficulties and move beyond previous barriers to progress. This would empower and help Joanna to identify her major problems and find better coping mechanisms. By providing support such as home visits this would help with the breakdown of care for her son and family as well as offer Joanna time for herself to come to terms with her illness. The methods I would use are the Roberts (1995, p 18) seven stage model. The first stage would be by assessing lethality. Although Joanna presented herself to the SW she might not be the only person most at risk: it might be that Jacob is facing emotional reaction that can even lead to self harm. Therefore the SW should plan and conduct a crisis assessment as well as lethality measures. James and Gilliland emphasise that assessment should be a constant part of crisis intervention, because of rapidly changing emotions Payne (2005, p 105). The second stage of this model would be establishing a rapport and effective communication skills. This can be easily achieved by genuinely respecting and accepting Joanna and her family and sometimes reassuring that behaviour is not unreasonable or unexpected, this may help to achieve the rapport building. In the third stage the SW has to Identify what Joanna sees as her major problems. Myers (2001) distinction between affective, cognitive and behavioural aspects of the reaction to the crisis are also relevant here (Payne, 2005: 107). In the fourth stage the social worker would be actively working on Joannas feelings and emotions, as when dealing with an immediate problem, it can be easy to miss out or avoid to focus on feelings. The fifth stage involves looking at the past coping mechanisms. In Joanas situation, the death of her partner can be seen as a success. Success should be highlighted and reinforced Payne (2005, p 108). In stage six Joana would be working with her SW to understand why the crisis situation was so distressing. Finding a way to manage the situation and formulating an action plan that works for her, so that she can reach her goals and would feel empowered. In the final stage the SW has to make sure that Joanna would feel able to return if further problems arise and establish an action plan for Joanna and family, to help them indentify likely stressful points in the future. During this process, the SW should remain self aware of own biases and vulnerabilities and recognize how these could have an impact on her own judgment and actions. Payne, (1996, p 43) quotes that the term intervention is oppressive. It indicates the moral and political authority of the social worker to invade the social territories of service users. Even though Joanna presented herself for help, she could still see this intervention as being intrusive; this may oppress her and make her feel powerless. She has had the main role of the parent and house keeper in the family and may feel that these have been taken away from her. Joanna may feel detached from her family and internalize the problem, and may not focus on the situation; instead she may focus on the intrusion. So the SW may not get a true picture of her feelings and may interpret things wrongly and make assumptions. Crisis intervention can be seen as oppressive at times as it demands quick answers in a short time frame. Therefore not taking into consideration different culture background which may see this as questioning and make them feel discriminated against. In conclusion both try to improve peoples capacity to deal with life problems. Crisis intervention uses practical tasks to help people readjust; they place great importance in the emotional response to the crises and the chances of peoples capacity to manage their everyday problems in the future. Task-centred work focuses on performances in practical tasks which will resolve particular problems. Success in achieving tasks helps emotional problems. Crisis intervention has a theory of origin of life difficulties. Task-centred work takes problems as given, to be resolved pragmatically. Payne (2005) In summary, I have discussed task-centred and crisis intervention approaches and identified that despite their different origins and differing emphasis, both these approaches have a role to play in promoting the anti-oppressive approach in SW practice by restoring as much control as possible and validating and celebrating strengths. They both reject the long term intervention of psychodynamic work which makes the service-user more dependent on the worker. Both theories promote the time limited and more focused way of working with service-users. Although the approaches have limitations, they provide frameworks for SW to engage with the service-users in the most effective way.

math graph story :: essays research papers

Between study group, debate, and chess tournaments there wasn’t much of a social scene around Winchester University in Omaha, Nebraska. The school year at this college was year round, but the students were given a 30 day summer vacation in July. The majority of the students went back home to visit their families during this time. But as juniors at the University Charles, Fredrick, and Stanley, all childhood buddies, decided it was time for a change and that they needed a little more spice in their life. Realizing that they were almost twenty-one and had never breached their comfort zone, they knew a road trip was in store.   Ã‚  Ã‚  Ã‚  Ã‚  As June came to an end the nearly grown men finished exams and planned to leave for their escapade the first day of July, also being the 1st day of break. They made a pact to keep the trip a secret until their return, for the main reason that their parents wouldn’t approve. If their families had any question as to why hey weren’t coming home to visit, they would simply say they were staying at the University to get ahead on the following year. This would be a reasonable lie, because no one would expect them to do any different.   Ã‚  Ã‚  Ã‚  Ã‚  The morning of their departure they loaded all the luggage and food that they could into Fredrick’s forest green Ford focus. Before they pulled out of the parking lot they had to lay some ground rules:   Ã‚  Ã‚  Ã‚  Ã‚  ~ No school attire   Ã‚  Ã‚  Ã‚  Ã‚  ~ No proper English   Ã‚  Ã‚  Ã‚  Ã‚  ~ No acting like themselves, only the new â€Å"cool† young adults that they were. Freddy, as they called him, established one last rule. They were to stop at four places and the rest of the time they were driving. This gave them a reasonable amount of time to live and get back to the University to start the New Year. And now†¦they were off†¦ As Freddy peeled out of the parking lot Charles, sitting in the passenger seat, turned on 93.3 KTNP modern rock.. The first 3 days of their trip were mainly getting out of the places they had seen time and time again. They didn’t experience much except for driving and eating as they reminisced on the past. Stopping frequently for Stanley’s immensely small bladder they reached about 50 miles the first few days. As they approached the evening on July 3rd they drove by a college, and decided to see if anyone would let them crash for the night.

Assess How Well Own Knowledge Skills And Understanding Meet Standards

SHC 22 Personal Development v1. 4 Title Level Credit value Learning outcomes The learner will 1 Understand what is required for competence in own work role Introduction to personal development in health, social care or children’s and young people’s settings TWO 3 Assessment criteria The learner can: 1. 1 Describe the duties and responsibilities of own role 1. 2 Identify standards that influence the way the role is carried out 1. 3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work 2 Be able to reflect on own work activities 2. Explain why reflecting on practice is an important way to develop knowledge, skills and practice 2. 2 Assess how well own knowledge, skills and understanding meet standards 2. 3 Demonstrate the ability to reflect on work activities 3. 1 Identify sources of support for own learning and development 3. 2 Describe the process for agreeing a personal development plan and who should be involved 3. 3 Contribute to drawing up own personal development plan 4. 1 Show how a learning activity has improved own knowledge, skills and understanding 4. 2 Show how reflecting on a situation has improved own knowledge, skills and understanding 4. Show how feedback from others has developed own knowledge, skills and understanding 4. 4 Show how to record progress in relation to personal development 3 Be able to agree a personal development plan 4 Be able to develop knowledge, skills and understanding Additional information about the unit NOS ref CCLD 204 GEN 12 HSC 23 Themes recur as knowledge requirements, performance criteria and core values throughout HSC and CCLD NOS Unit purpose and aims This unit is aimed at those who work in health or social care settings or with children or young eople in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and GEN 13 SHC 22 Personal Development v1. 4 ways to implement the se. Assessment requirements Additional information This unit must be assessed in accordance with the assessment strategy for health and social care.Standards may include: Codes of practice Regulations Minimum standards National occupational standards A personal development plan may have a different name but will record information such as agreed objectives for development, proposed activities to meet objectives, timescales for review, etc. Sources of support may include: Formal support Informal support Supervision Appraisal Within the organisation Beyond the organisation Who should be involved may include: The individual Carers Advocates Supervisor, line manager or employer Other professionals