Education & Identity Essay Example | Topics and Well Written Essays - 750 words

Education & Identity - Essay Example Douglass’ account Frederick Douglass is a prime example of this theory. He was born into slavery and lived through his early life serving his Master. His story revolves around the hunt for freedom and is engulfed in the concept of education affecting his perception of his own life. Since he started life as a slave, living to serve another was a norm for him and while his Mistress treated him with utter care in the beginning, she soon became wary of his thirst for knowledge. It is perhaps this thirst for knowledge that is equally influential in altering a person’s perception as without it, one may not pursue education and knowledge in the first place. Thus, Douglass was taught the beginnings of education by his new mistress Mrs. Auld. She later became extremely cautious of teaching him anything else or him learning anything else himself; â€Å"Mistress, in teaching me the alphabet, had given me the ~inch,~ and no precaution could prevent me from taking the ~ell.~† (Douglass). What this implies is that the educated elite were also wary of the power of education and it was not such a peculiar phenomenon. Ever since he learnt the alphabet, and realized that any further progress in education was scorned upon, he became all the more wary of acquiring knowledge and went to extreme lengths to learn to read and write. His efforts show his inclination and dedication to the task. His shrewdness gave way to several ingenious ways in the pursuit of education. He would employ several friends in the street and run his errands quicker than expected in order to save time for gaining knowledge through them. He started pondering over things he did not ponder over before, questioning his right to be free and why it was so difficult to attain: "You will be free as soon as you are twenty-one, ~but I am a slave for life!~ Have not I as good a right to be free as you have?" (Douglass). At times this newfound thinking became a measure of pain as well, and would dou se him in anguish whenever the question of slavery would arise in discussion. As his ability to read improved, so did his taste for newer books. He eventually read a book entitled The Columbian Orator which became the epitome of his changing perception. The story was very similar to his own wherein a slave who wished to be free from his master ran away thrice only to be returned to him. Eventually, after an intellectual discussion between him and the master, the slave is discharged of all duties at the master’s discretion. Of course, this sparked a growing urge within Douglass to be free himself. Notice how it incited a new drive inside of him to be free from anyone else’s possession rather than simply nurturing his old desire to read and write. While the old desire still persisted, the new feelings and emotions as a result of perceived education transpired within him superficially to overtake his old inclinations to read and write. Thus, it had a dual effect. This can be judged from the fact that he describes himself as a chattel earlier but later grows in feelings and emotions as a direct result of the knowledge he acquires, completely opposite to the description of a chattel. His perception was no longer the same regarding slavery. It did not just stop there. Once the perception changed, so did his desires in life. This revelation came as soon as he understood the meaning of abolition which,

Appeals Compare and Contrast Essay Essay Example for Free

Appeals Compare and Contrast Essay Essay In William Shakespeare’s Rendition of Julius Caesar death, the character Brutus must persuade the audience into believing his murder of Caesar was justified. To be sure that he is imprinted as a â€Å"heroine† for saving the roman empire he makes Mark Anthony go, knowing that the audience will believe him for he was Caesars best friend. Brutus makes sure that he implies him as a good guy by giving him restrictions on what he could and could not say, but ultimately Brutus fails with his plan for he did not listen to Anthony’s speech which was one of his most grave mistakes, and Anthony wins over the audience while Brutus is forced to flee from the roman empire. In Brutus’s speech he enlightened the audience through his use of logos by demonstrating the true sense of capability they would have faced if Caesar would have continued as a tyrannical ruler as he says â€Å"would u had Caesar were living, and die slaves†. Brutus stressed the oppressing future and eventual demise of the roman empire as long as Caesar had remained in power, hence his reasoning behind his actions. As Brutus using pathos to persuade the audience as he says â€Å"who here is so vile that will not love his country† Brutus expresses his feelings for the empire and how he cares trying to make the audience feel the dreadful for thinking that his killing of Caesar was a betrayal to the empire. The Biggest flaw was that his speech was too short he never really explained the crimes or tyranny that Caesar had committed and that would eventually be his downfall. As mark Anthony approaches the audience he had to find a way to oblige to Brutus’s rules of not saying anything negative of him. He announces to the audience using logos by expressing his sadness for Caesars death, as he speaks he quotes the conspirators as â€Å"honorable men† as he repeated the quote over and over the audience began to rally up and shout, the more he said it the more the audience realized how Brutus lied to them. Anthony had shown the audience of the Brutus’s betrayal without saying he wasn’t a honorable man. As Anthony says â€Å"He [Caesar] hath brought many captives home to Rome whose ransoms did the general coffers fill† showing that Caesar had cared for the city trying to bring wealth to the empire, but then Anthony says â€Å"but Caesar is ambitious† making the audience praise more for Caesar for he had brought wealth to the empire. Anthony shows the audience of Brutus’s act of violence which ultimately gave Anthony the audience and the upper hand. Anthony showed Brutus as a â€Å"hero† as brutus wanted, but brutus did not expect Brutus fails of his plans to make the audience belive caesars death was justified, Anthony shows the audience in anthonys words, that he was telling the truth from his sadness and tone, while Brutus was failed as he only said a few words and left Anthony all by himself. Ultimately making the audience team up with Anthony, as Brutus flees the empire.

Small Pox :: essays research papers

Smallpox has been one of the most dangerous and deadly curses’ ever placed on humankind. Even illnesses as terrible as the plague, cholera, and yellow fever have not had such a universal effect. Smallpox is a parasitic virus (a virus destructive to the host) called variola. It’s considered to be a â€Å"crowd disease†, spreading only through people and requiring a large densely populated area to survive. If the virus is cut off from new host bodies it dies out. Smallpox is spread by what is called â€Å"droplet infection.† â€Å"Droplets† refers to body fluid that escapes into the open air such as moisture does when you sneeze. The smallpox virus also remains active on a human corpse for up to three weeks and can be passed through the dead host to the living host that way and also through items such as blankets and clothing, which remain infected for up to one year. Patients affected with smallpox will generally begin to show symptoms 9-12 days after exposure. These symptoms begin with depression, fever, rigors, vomiting, headache, and backache. In several cases patients have become disoriented and/or delirious. In other cases a distinct rash will begin to form on face, hands and legs in this phase. All others with begin to notice the rash within a few days. Following the outbreak of the rash on the face, it begins to spread to the chest. Cuts that have formed on face and body begin to turn into blisters and eventually into scabs during the healing process. The virus may attack the eyes, lungs, throat, heart and/or liver and lead to death. The first recorded smallpox outbreak occurred in 1350 BC during the Egyptian-Hittite war. The illness was passed from Egyptian prisoners to the Hittite population affecting both soldiers and civilians. Although it wasn’t until the late 1600’s that people in Europe and Asia accidentally discovered that those infected with smallpox through a scratch on the skin, suffered from a less severe form of the disease than those who contracted it through the respiratory tract. In the early 1700’s doctors began to store samples of smallpox pus and scabs in jars. If an outbreak occurred the doctor would make a small cut in a person’s arm and smeared the pus into the wound. This process of intentionally infecting a person with the smallpox virus in order to make them immune to the disease in the future was called inoculation. Small Pox :: essays research papers Smallpox has been one of the most dangerous and deadly curses’ ever placed on humankind. Even illnesses as terrible as the plague, cholera, and yellow fever have not had such a universal effect. Smallpox is a parasitic virus (a virus destructive to the host) called variola. It’s considered to be a â€Å"crowd disease†, spreading only through people and requiring a large densely populated area to survive. If the virus is cut off from new host bodies it dies out. Smallpox is spread by what is called â€Å"droplet infection.† â€Å"Droplets† refers to body fluid that escapes into the open air such as moisture does when you sneeze. The smallpox virus also remains active on a human corpse for up to three weeks and can be passed through the dead host to the living host that way and also through items such as blankets and clothing, which remain infected for up to one year. Patients affected with smallpox will generally begin to show symptoms 9-12 days after exposure. These symptoms begin with depression, fever, rigors, vomiting, headache, and backache. In several cases patients have become disoriented and/or delirious. In other cases a distinct rash will begin to form on face, hands and legs in this phase. All others with begin to notice the rash within a few days. Following the outbreak of the rash on the face, it begins to spread to the chest. Cuts that have formed on face and body begin to turn into blisters and eventually into scabs during the healing process. The virus may attack the eyes, lungs, throat, heart and/or liver and lead to death. The first recorded smallpox outbreak occurred in 1350 BC during the Egyptian-Hittite war. The illness was passed from Egyptian prisoners to the Hittite population affecting both soldiers and civilians. Although it wasn’t until the late 1600’s that people in Europe and Asia accidentally discovered that those infected with smallpox through a scratch on the skin, suffered from a less severe form of the disease than those who contracted it through the respiratory tract. In the early 1700’s doctors began to store samples of smallpox pus and scabs in jars. If an outbreak occurred the doctor would make a small cut in a person’s arm and smeared the pus into the wound. This process of intentionally infecting a person with the smallpox virus in order to make them immune to the disease in the future was called inoculation.

Kimberly Clark Proctor Gamble Diaper Wars Essay

Competition in the diaper industry raged on as Kimberly-Clark (KC) strived to stay ahead of its main competitor, Proctor and Gamble (P&G). By the end of 1989, KC’s Huggies controlled 32% of the market share—the highest of any single product competing in the diaper market. Now facing significant financial constraints, the leader in personal care products endeavored to create product improvements that would hold market share and outperform Proctor and Gamble’s Pampers. External Analysis One political force affecting KC and the diaper industry is Congress and eleven states introducing legislation taxing, regulating or banning the sale of disposable diapers. Because disposable diapers were not biodegradable, environmentalists were concerned about millions of diapers saturating landfills and possibly contaminating groundwater. Environmentalists lobbied for diapers to be taxed or banned to prevent further environmental degradation. If laws were passed taxing or banning disposable diapers, consumers would stop buying Huggies and resort back to cloth. Possible legal restrictions severely threatened the future of the disposable diaper. A second political factor affecting Kimberly-Clark and the diaper industry is ease of entry to European and Japanese markets. Neither Japan nor European countries imposed political sanctions and foreign regulations preventing KC from entering their markets. A final example of political/legal forces affecting the diaper industry and KC is P&G unlawfully monopolizing the diaper market and violating anti-trust laws. In 1989, Pampers (Proctor and Gamble’s premium diaper line) and Luv’s (Proctor and Gamble’s mid-price diapers) together controlled 49% of the diaper market. P&G’s violation of anti-trust laws could prevent KC from having an equal opportunity to gain market share and every percentage of market share lost would cost KC $6-10 million in profit. Because diapers accounted for 37% of Kimberly-Clark’s net income, P&G’s monopolization could significantly impact KC’s future. An economic factor affecting Kimberly-Clark and the diaper industry is the increase in disposable income by women working outside their homes. The increase in disposable income allows KC and its competitors to successfully sell disposable diapers at premium prices. There are several social/cultural forces affecting KC and the diaper industry, as previously mentioned, there was an increase in consumer activism. Environmentalists and environmentally concerned customers expressed concerns over disposable diapers’ potential health risks for sanitation workers and groundwater pollutants. Also, disposable diapers received harsh criticism for not being biodegradable. Landfills contained approximately 4-5.5 billion pounds of discarded diapers—nearly five percent of total volume. Environmentalists were determined to stop further pollution, which seemed inevitably detrimental to KC and other diaper manufacturers. Another social/cultural force was an aging population. Fortunately for KC, there is a positive relationship between the number of elderly persons and the need for incontinence products. According to statisticians, 31 million North Americans were over age 65 and 10% had incontinence issues. Because Kimberly-Clark has extensive knowledge in producing diapers, feminine products, toilet paper and other paper products, they could easily create diapers for adults. A third social/cultural force is the extended amount of time children spent in diapers. The diaper extension led KC to introduce Pull-Ups, which targeted toddlers being potty-trained. Other social/cultural forces include a decrease in family size and more mothers working outside the home (mentioned above). A technological force affecting Kimberly-Clark and the diaper industry was the introduction of super-thin technology. Super-thin technology was created by using polyacrylate, a powder crystal that absorbs 50 times its weight in liquid. The introduction of super-thin technology created more shelf space for Huggies and reduced shipping costs (more diapers fit in a truck). A second technological factor is industry spending on R&D. P&G and KC spent approximately $110 million annually on Research and Development. As previously mentioned, every percent of market share gained equals $6-10 million in profit. Kimberly-Clark and its competitors worked to create breakthrough inventions that would steal customers away from Proctor and Gamble. A third technological force affecting KC and the diaper industry is patent protection. Due to heightened competiveness in the industry, P&G and KC took strenuous efforts to protect their technology from competitors. KC and P&G were extremely suspicious of one another and frequently sued over use of proprietary technologies (gains from lawsuits were negligible). Some of the political/legal, economic, social/cultural and technological forces are similar in other parts of the world. For example, a social/cultural force in Japan and Western European countries is the changing role of women. Like North America, the number of Japanese and Western European women working outside the home increased. Unlike Western and Japanese women, Southern Europe had few mothers working outside the home. A social/cultural trend in Japan that is frequent diaper changes. Japanese parents change their children twice as often as North Americans. Also, Japanese avoided the use of non-biodegradable plastics. Forces that drive industry competition are threat of new entrants, rivalry among existing firms, threat of substitute products or services, bargaining power of buyers and bargaining power of suppliers. The most important forces are rivalry among existing firms and threat of new entrants. The five forces are discussed separately below. Some factors that affect the threat of new entrants are product differentiation, capital requirements, access to distribution channels and economies of scale. Kimberly-Clark sought to differentiate itself from competitors through extensive advertising. It used coupons, commercials and product placement to convince customers that Huggies are the best diapers. It used product placement by showing customers that even baby Elizabeth in â€Å"Baby Boom† wears Huggies diapers. Successful advertising campaigns created a high barrier of entry to new firms hoping to enter the market. Another factor that prevented new competition from entering the market is high capital requirement. The machines used to produce diapers cost between $2-4 million and were several feet long. New firms that lacked capital to purchase machines would automatically be barred from competition. Access to distribution channels also affected the threat of new entrants. Retailers created their own mid-priced/lower market diapers and were often reluctant to give shelf space to competing firms (in the mid/low price segment). Retailers’ ability to earn profit margins on their own products outweighed revenue from firms purchasing shelf space. A final factor that prevented new entrants is economies of scale. Large companies, such as KC and P&G, created similar products and could take advantage of existing distribution channels, resources and facilities. Overall, threat of new entrants in favorable. Factors affecting rivalry among existing firms include the number of competitors, rate of industry growth, capacity, fixed costs, product or service characteristics and height of exit barriers. The number of firms competing in the diaper industry is relatively low. P&G and KC are the only firms competing in the premium diaper market and control 81% of market share. Other firms and retailers compete in the lower price segment; however, they target a different audience than premium diaper manufacturers. A second factor contributing to rivalry among existing firms is rate of industry growth. Because birthrate is declining, there is little market share to be gained. Therefore, market share cannot be gained unless taken away from competitors. Rivalry among competition is unfavorable. A third factor affecting rivalry is capacity. Kimberly-Clark and its competitors must operate their plants at full capacity to lower unit costs. They also have regional plants in multiple locations to reduce transportation costs. Another factor affecting rivalry is the amount of fixed costs. Diapers are expensive to produce, market and sell, as previously mentioned, machines cost between $2-4 million. Height of exit barriers also influences rivalry. Exit barriers are low. Throughout Huggies’s existence, many firms have entered and left the diaper market. For example, Johnson & Johnson, Borden, Scott and International Paper all unsuccessfully created diapers. Some factors that contribute to threat of substitute products or services are cloth diapers and two piece diaper systems. Increased environmental concerns led some customers to choose to dress their babies in cloth diapers as opposed to disposable. Initially, cloth diapers were seen as more environmentally friendly do to their reusable nature. Cloth diapers posed a serious threat to disposable diapers until KC and P&G convinced customers that cloth was more detrimental to the environment (laundering cloth diapers created ten times more water pollution). Another substitute for disposable diapers is the two-piece diapers created by Fischer-Price and Gerber. Threat of substitute products or services is somewhat unfavorable for firms in the diaper industry. Bargaining power of buyers was influenced by the buyers’ ability to integrate backwards, margins from diaper sales and brand-names. Many of the retailers that sold Kimberly-Clark’s diapers also created their own lines sold at lower prices. Another factor contributing to the bargaining power of buyers is the low profit-margins retailers made off diaper sales. Over one-third of KC’s revenue came from diaper sales. Brand loyalty decreased the bargaining power of buyers. Parents with young children may only shop at places that sell the kind of diapers their baby wears. If the retailer chooses not to sell diapers, it could lose business. Bargaining power of buyers is unfavorable for the diaper industry. Bargaining power of suppliers is affected by inability to integrate forward and technology. As previously mentioned, super-thin technology was achieved by using polyacrylate. Unfortunately for KC and P&G, only one firm, Cellanese, had a license to make polyacrylate in the United States. Substitutes for polyacrylate were not readily available, so Kimberly-Clark and its competitors were dependent upon a single firm for super-thin technology. Cellanese had significant supplier power over its buyers. It could control price increases and business deals. Although Cellanese could make polyacrylate, they did not have the ability to integrate forward. Cellanese was a chemical firm and diaper production was not one of its competencies. Inability for supplier to integrate forward is favorable for KC. The bargaining power of suppliers is unfavorable for firms in the diaper industry. When evaluating the external environment, it is important for firms to recognize opportunities and threats. Some opportunities are a large un-served mid-price market, changing demographics and priorities of North American women, Japanese markets, expansion into Southern Europe, aging population and new technology. Threats include Japanese companies consider global expansion, rising environmental concerns, saturated disposable diaper market and declining birthrate. Each opportunity and threat’s application to Kimberly-Clark is described below. Seventy-five percent of new mothers in the 1980 are working outside the home. Families began to value time over money and were more willing to pay premium prices for quality diapers. Also, the decrease in family size increased the amount of money that could be spent on diapers. This is an opportunity because it allowed KC to successfully sell Huggies at premium prices. A third opportunity for Kimberly-Clark is Japanese markets. Selling Huggies in Japanese markets is an opportunity because they had not reached the same level of maturity as North American markets. Also, as previously mentioned, Japanese babies use twice as many diapers than Americans. The Japanese market was comparable in size to the North American market. Expansion into Southern Europe is an opportunity for growth due to the low penetration levels and unsophisticated competitors. In 1989, there was no large European industry leader. KC has the potential to become the leading diaper distributer in Europe if they execut e successful marketing campaigns. An aging population is an opportunity for KC to increase its incontinence product sales. Sales for 1990 were estimated to exceed $1 billion due to the increase in people over age 65. In the future, the incontinence market is projected to become more profitable than diapers. A final opportunity for Kimberly-Clark is new technology. Utilizing and taking advantage of new technology is an opportunity because it allows KC to outperform P&G and regain market share. A threat that affects Kimberly-Clark is Japanese companies consider global expansion. Japanese expanding globally would hurt KC because Japanese diaper technology is years ahead of North American. Japanese companies, specifically KAO and Unicharm, create biodegradable diapers. Due to recent environmental concerns, KC would lose market share to Japanese companies if they penetrate the North American market. Rising environmental concerns are a threat to Kimberly-Clark because environmentalists feared potential health risks for sanitation workers and ground water contamination. They were lobbying to ban disposable diapers and pushing for consumers to use cloth diapers instead. Kimberly-Clark could lose customers to environmentally-friendly diapers if they do not create a biodegradable diaper. Another threat to KC is a saturated disposable diaper market. A saturated disposable diaper market is a threat to KC due to little growth in the diaper industry. The only market share to be gained must be taken away from competitors. A final threat to KC and the diaper industry is the declining birthrate. A declining birthrate and decrease in family size is positively related to a decrease in diaper sales.

The Critique of Dr. Larry Crabb and Dr. Ron Hawkins

Two theorists, Dr. Crabb and Dr. Hawkins have different theories but the same goal in mind when discussing integrating spirituality and psychology. The ultimate goal for all theorists should be to reach the needs of the client. Dr. Crabb discusses the difference between the process of a secular counselor and those of a Christian counselor. He explains that even though their ultimate goal is the same the avenue they take is different due to a different set of rules. Dr Crabb‘s theory relies heavily on the Bible and Abraham Maslow’s classical needs hierarchy. Dr Crabb describes the difference in how people perceive their problems, some take ownership, and other may blame the environment. According to Dr. Crabb, our reactions to our difficult life experiences take one of three forms: guilt, resentment or anxiety (Crabb, 1977). In Dr. Crabb’s book, Effective Biblical Counseling, he summarizes a three-level counseling program which can be performed by members of the church, using the concept that every Christian can minister the word of God. Also read this  Critique of Stuff Is Not Salvation The first level is about educating the members of the church members on the basic practices and principles of biblical scripture, strategies of counseling and the tools to use to accomplish the counseling. The second level the uses scripture to persuade the client to perceive the situation and solution christianly. By using scripture to explain the situation and solution the client make the comparison to their situation. The third level is establishing a character which displays godly behavior that conforms to the standards of the church. The counselor should represent Christian values and principles in their everyday life. Dr. Crabb also discusses his four approaches to integration of Christianity and psychology. The first approach and the most balance of Dr. Crabb’s four approaches are â€Å"Spoiling the Egyptians† (Crabb, 1977). In the teachings of this approach Dr. Crabb changes the direction of teaching away from the traditional teaching that man has three parts. Dr. Crabb suggests that man has only â€Å"two parts; physical and personal, or material and non-material† (p. 88). The physical side belonging to the material side and the spirit and soul belonging to the immaterial side (p. 88). This approach also teaches that psychology is under God’s perfect, incapable of mistakes, brilliant revelations. According to Dr. Crabb scripture is to have precedence over non-biblical opinion in a purposeful capacity. The second approach is â€Å"Separate but equal†. This viewpoint establishes that psychology and spirituality does not mix anymore than if a person needs a serious operation they do not go to the bible for direction, they go to the hospital. Scripture is used to help a person deal with their troubling emotions or teaching of lessons. For example inProverbs 4:23 states, â€Å"above all else, guard your heart, for it is the wellspring of life. † The â€Å"heart† includes the mind and all that proceeds from it. Next we have the â€Å"Tossed Salad† approach which blends theology and psychology. It can be confusing because it does not blend in with secular concepts when suggesting Biblical truth. Last approach is the â€Å"Nothing Buttery† approach which disregards psychology all together. This approach says that all that is needed is Christ. â€Å"This is clearly seen in Paul’s commendation to Timothy: â€Å"†¦ from infancy you have known the Holy Scriptures, which are able to make you wise for salvation through faith in Christ Jesus. All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work† 2 Timothy 3:15-17 (King James Version). He suggests that most patients are self centered because they seek counseling in their desire to be happy. He navigates away from the teachings that man is a tri-part creature and suggests that man has a two part division: The material side and immaterial side (p. 88). He explains that the path to true happiness is to be like Christ. He believes the goal of counseling is spiritual and psychological maturity and concern in helping people enter into greater worship and affective life of service. Dr. Crabb explains in his book that â€Å"Maturity involves two elements: long range character growth and immediate obedience† (p. 3). He feels that by using the seven stage model a counselor will be able to identify where wrong belief was learned, encourage expression of emotions surround beliefs, support the client as they change their beliefs, helping the client decipher the true meaning of the word, securing a commitment from the client to act on these beliefs, build a plan with the client on what action needs to be taken with their new beliefs and help them identify their lack of sin rel ated feels and the presence of â€Å"spiritual feelings†. Dr. Hawkins (2010) utilizes a set of concentric circles to demonstrate the factors that make up an individual. He starts with the innermost self, which is the core self. He explains that a healthy psychological person has a Holy Spirit at the core, He adds more circles to show how the individual’s personality in influenced. This is similar to Bronfenbrenner’s Ecological System Theory, which describes an individual’s development within the context of the individual’s environment. Unlike Dr Crabb, Dr. Hawkins emphasizes more on working with the client to build an intervention where the client will take ownership of the strategy and process of personal change. Dr Hawkins describes the first phase of a four phase model to understand the real problem. The client talks the counselor listens. Phase two, is paraphrasing and tracking what the client is really saying. Phase three is setting up a plan of action involving the client so the client is engaged in ownersh ip for this plan of action and responsibility for its outcome. In the final phase the counselor supports and guides the client to take accountability in the process of change. Evaluation of Strengths and Weaknesses Both these theories are similar and the outcome will be the same but the execution is different. In both theories the strength outweigh the negative because they are letting the client learn about themselves and how to breakdown their own problems. Both men rely on God’s guidance to lead in changing hurting humanity. Each model is well put together and easy to use. Dr. Crabb’s theory is more detailed whereas Dr. Hawkins’ presented his model in a more condensed form. Dr. Crabb proposes the counselor guides the client to be godly like and use the scriptures from the Bible to help the client understand the situation in comparison of a parable in the Bible, the compare the solution to what can be done to fix the problem. Dr. Hawkins theory starts out with the core self and explains that a psychologically healthy perso n has the Holy Spirit at the core. As he adds circles to tailor the influences to the client’s individual environment and life events explain the client’s personality. The Counselor listens to the client and then paraphrase to make certain of the problem. The client is involved in the plans and goals of overcoming the situation. By doing this the client can take accountability and responsibility of the outcome. Personal Reflection and Application In reflection of both these theories, I agree that the client should be guided in understanding the problem and in using the biblical parables to build a comparison to the underline problem and the best solution. As Christian children we are taught from the bible and use biblical verses to understand what’s and why’s of life. In using Dr. Crabb’s theory we can break down what is going on in the conscious mind and what is hidden in the unconscious mind. As counselors, we can breakdown the how the problem developed and what we can do to change the situation. We can guide the client into making these changes to better their lives. Dr Hawkins’ theory makes the client be responsible for the outcome by using the demonstrating the concentric circles to demonstrate how the problem gave birth to using the client’s environment and personality to change the situation and have a better outcome. I, personally was very interested in Dr, Crabb’s four approaches of integrating Christianity and psychology, especially the â€Å"Spoiling the Egyptians† (Crabb, 1977). As he explained that in this approach Dr. Crabb that man has only â€Å"two parts; physical and personal, or material and non-material† (p. 88). The physical side belonging to the material side and the spirit and soul belonging to the immaterial side (p. 88). When working with clients in a Christian Counseling scenario scripture is to have precedence over non-biblical opinion in a purposeful capacity.

How to Write a Personal Statement for Graduate School

How to Write a Personal Statement for Graduate School A personal statement for graduate school is an opportunity to showcase  what you will bring to the graduate program and to explain how the program  fits into your larger career goals. Some programs will ask you to write a single essay covering both your personal background and what you wish to study in graduate school. Others, however, will require both a personal statement and a statement of purpose.  The  personal statement should focus on you and your background, while the  statement of purpose should focus on your research or what you plan to study in graduate school. Follow these strategies to craft a stellar personal statement that will stand out in admissions offices.   Key Takeaways The personal statement provides an opportunity for you to share information about yourself and your academic interests to graduate admissions committees.The personal statement should discuss your academic background as well as relevant work and research experiences.When talking about your previous experience, be sure to highlight the skills that you learned and how your past experiences have led you to be interested in graduate study.Your first draft of your personal statement doesn’t need to be perfect. Give yourself time to revise and proofread your essay, and be sure to seek feedback on your draft from others. Structuring a Personal Statement Your personal statement should include an introduction and a summary of your previous experience (including your coursework, research experience, and relevant work experience). Additionally, if you’re not covering these topics in a separate statement of purpose, you should also discuss why you want to go to graduate school, what you wish to study as a graduate student, and why this particular graduate program is right for you. Starting Your Essay Personal statements can begin in a few different ways. Some students start their essay by discussing their personal background or sharing a compelling anecdote that explains why they are interested in graduate school. Other students simply begin their essay by talking plainly about their academic experiences and interest in graduate school. There’s no â€Å"one size fits all† answer here, so feel free to choose the introduction that works best for your essay. Sometimes, the introduction of a personal statement is the toughest part to write. If you’re experiencing writer’s block, remember that you  don’t  have to start with the introduction.  By the time you’ve finished writing the rest of the essay, you may have a much better idea of the type of introduction your essay needs. Summarizing Your Previous Experience In your personal statement, you’ll want to talk about your previous academic experience and how it has prepared you for graduate school. You can talk about courses you’ve enjoyed (especially any advanced coursework), research projects you may have worked on, or internships and work experience that are relevant for graduate school. When describing  your previous experience, be sure to not just write about what you did but also what you learned and how the experience contributed to your interest in graduate school. For example, if you gained research experience by assisting a graduate student with their research project, don’t just describe what the project was about. Instead, be as specific as possible about skills you picked up (for example, gaining experience using lab techniques or a particular academic database). Additionally, write about how your past experiences sparked your curiosity and helped you decide that graduate school is the right choice for you. Remember that you can also talk about non-academic experiences such as volunteer work or part-time jobs. When you mention these experiences, highlight how they show transferable skills (i.e. skills that will also be valuable in your graduate program, such as communication skills or interpersonal skills). For example, if you supervised a group of students as a camp counselor, you might talk about how this experience helped you develop leadership skills. If you had a part-time job while in college, you might talk about challenges you resolved at work and how they demonstrate your problem-solving ability. If you faced significant obstacles  while in college, your personal statement can also be a place to discuss the experience (if you feel comfortable doing so) and its influence on you. Writing About Why You Want to Attend Graduate School In your personal statement, you should also talk about your future goals: what you want to study in graduate school, and how this ties into your larger goals for your future career. Graduate school is a big commitment, so professors will want to see that you have thought through your decision carefully and that graduate education is truly necessary for the career you want to pursue. When talking about why you want to go to graduate school, it’s good to be as specific as possible about why the school you’re applying to would be a good match for your career goals. 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While sharing a personal anecdote can help to  illustrate your interest in graduate school, disclosing information that is too personal can backfire. In a survey of psychology graduate admissions committee chairs, some professors pointed out that sharing overly personal information can make applicants look unprofessional. And as Harvard’s Office of Career Services points out, interviewers  may ask you follow-up questions about your personal statement in interviews. So if it’s not something you’d feel comfortable sharing in a face-to-face setting, it’s best left out of your personal statement.Writing too much. Keep your essay brief : if the essay prompt doesn’t give a specific word/page limit, 1-2 pages is generally a good length. (However, if the program you’re applying to specifies a different length, be sure to follow their instructions.) Vague language.  Be  as specific as possible about why you want to pursue graduate school and which topics you want to study. As UC Berkeley’s Career Center explains, you should avoid using words like â€Å"interesting† or â€Å"enjoyable† unless you elaborate on them further. For example, don’t just say that you find a topic interesting- share a compelling research finding you learned about or explain why you’d like to contribute to knowledge in this area as a graduate student.Not asking for help. You don’t need to write a perfect essay on the first draft. Seek out trusted mentors, such as professors and graduate students, and ask for feedback on your essay draft. You can also seek out on-campus resource centers at your college for additional personal statement feedback and support. What A Successful Personal Statement Looks Like Some of the most compelling admissions essays are ones in which students are able to draw a clear connection between their past experiences (coursework, jobs, or life experiences) and their motivation for attending graduate school. If you can show readers that youre both well-qualified and passionate about your proposed course of study, you’re far more likely to capture the attention of admissions committees. If you’re looking for inspiration, read  sample graduate admissions essays. In one  sample essay, the writer talks about the shift in her academic interests- while she initially studied chemistry, she is now planning to go to law school. This essay is successful because the writer clearly explains why she is interested in switching fields and demonstrates her passion for studying law. In addition, the writer highlights transferable skills that will be relevant to the legal profession (such as explaining how working as a resident assistant in her college dorm helped her to develop interpersonal skills and gain experience resolving conflicts). This provides an important take-home lesson for writing a personal statement: you can talk about past experience that isn’t directly related to academics, as long as you explain how this experience has helped to prepare you for graduate study. Writing a personal statement for graduate school can seem like a daunting task, but it doesn’t have to be. By demonstrating your qualifications and enthusiasm and seeking feedback on drafts from professors and other on-campus resources, you can write a strong personal statement that shows who you are and why you’re a good candidate for graduate school. Sources and Further Reading â€Å"4 Sample Graduate School Essays.† CSU Channel Islands: Career Leadership Development. https://www.csuci.edu/careerdevelopment/services/sample-graduate-school-admissions-essays.pdfAppleby, Drew C., and Karen M. Appleby. â€Å"Kisses of Death in the Graduate School Application Process.† Teaching of Psychology 33.1 (2006): 19-24 https://www.researchgate.net/publication/246609798_Kisses_of_Death_in_the_Graduate_School_Application_Processâ€Å"Applying to Graduate School.† Undergraduate Resource Series, Harvard University: Office of Career Services (2017). https://ocs.fas.harvard.edu/files/ocs/files/applying_to_grad_school_0.pdfBrown, Joseph L. â€Å"‘Tell Them Who You Are and Why You’ve Applied’: Personal Statements.† Stanford University: Office of Multicultural Affairs. https://oma.stanford.edu/sites/default/files/Personal_Statements.v6_0.pdfâ€Å"Graduate School – Statement.† UC Berkeley: Career Center. https://career .berkeley.edu/Grad/GradStatementâ€Å"Personal Statement.† Harvard University: Office of Career Services. https://ocs.fas.harvard.edu/personal-statement â€Å"What’s a Good Statement of Purpose?† Stanford University: Graduate School of Education. https://ed.stanford.edu/sites/default/files/Statement-of-Purpose.pdfâ€Å"Writing the Personal Statement.† UC Berkeley: Graduate Division. http://grad.berkeley.edu/admissions/apply/personal-statement/â€Å"Writing Your Graduate School Application Essay.† Carnegie Mellon University: Global Communication Center. https://www.cmu.edu/gcc/handouts-and-resources/grad-app-sop

Essay about Week 4 Individual S

Essay about Week 4 Individual S Essay about Week 4 Individual S Shamika Bottom HCS/341 September 26, 2011 Sharon Matthews Training and Development Training and development in health care is an essential part of quality, performance, growth, and just simply getting the job done. Training should be considered an investment in the organization. When training is viewed as an investment, those involved will more than likely take greater care in determining the best programs for the organization, ensure cost effectiveness, and attempt to make the program work toward the benefit of the entire organization. There are various ways to conduct training. In today’s society, organizations are expanding their operations globally. As a result, it is difficult and extremely costly to provide training at physical locations. Training employees using teleconferences and videos is an integral part of today’s training programs. Considering there are diverse methods used for training, it is logical to say training is important. Just teaching employees is not enough and not the most important part of training. What is done after training is complete is the most important. When developing training programs, it is important to identify the competencies. Once the competencies are identified, establishing a method to determine if they are being met is crucial. Before going further, one must know what competencies are. According to the Merriam – Webster Dictionary (2011), competence is defined as; 1. A sufficiency of means for the necessities and conveniences of life; 2. The quality or state of being competent; 3. Having a requisite or adequate ability or qualities; 4. Legally qualified or adequate; 5. Having the capacity to function or develop in a particular way; or 6. The knowledge that enables a person to speak and understand a language. As it pertains to health care, competencies are the skills, knowledge, and abilities a person must have in order to complete their job. The preference is for the job to be completed proficiently, efficiently, and to the highest quality standards. In order to know if those expectations are being met, it is important to measure the competencies. Measuring competencies is an essential part of determining if the health care workers have the ability to and are providing quality services. Measuring competencies also helps identifies where improvements or modifications are needed to improve the level of quality being provided. It also helps identify if the employee is using the competencies as they complete their daily responsibilities. When looking at it from a performance standpoint, measuring competencies are used to determine the percentage of financial increase an employee may expect to receive, if any. The performance appraisal process and quality assurance programs are the primary methods used by many organizations to determine if the training received has been beneficial to the staff. Typically, after a predetermined length of time, employees are evaluated to see if they are meeting the desired expectations. In other words, are they

How to become a substitute teacher

How to become a substitute teacher Substitute teachers are the pinch hitters of the education world: they step in when needed and help keep the game running smoothly. These educators are key to making sure that the school day continues on even when the regular classroom teacher can’t be there- whether that’s for a sick day or a longer-term absence. What does a substitute teacher do?Substitute teachers are educators who are employed by a school or school district as a kind of floater. When a full-time teacher is unavailable for any reason, the substitute teacher can take his or her place in the classroom for a period of time, continuing the lessons and plans set by the full-time teacher. They’re fully trained educators and are typically experienced in the subject for which they’re filling in.A substitute teacher’s duties may include:Teaching lessons as outlined by the full-time teacherDeveloping lesson plans for longer-term assignmentsManaging classroom behaviorMonitoring other school activities like the lunch, recess, or bus activityThe workday for a substitute teacher is typically a six- or seven-hour standard school day, though fulfilling the full-time teacher’s duties may call for the substitute to handle after-school or extracurricular activities as well. Substitutes may work during the regular school year or during special sessions like summer school or night school. Like full-time teachers, substitutes might choose to specialize in particular subject areas, particularly at the middle school or high school level.What skills do substitute teachers need?Substitute teachers need to be able to step in for full-time teachers with minimal interruption to the classroom, so they need to have essentially the same set of skills- with a bit more flexibility thrown in.Teaching Skills:Â  Whether they’re working with lesson plans set by the full-time teacher or their own plans, substitutes need to be able to teach concepts and skills to students.Organizat ional Skills:Â  Substitute teachers are responsible for keeping the classroom organized and running efficiently in the full-time teacher’s absence, so it’s crucial to be able to step into a potentially unknown situation, understand what the full-time teacher was working on, and pick up that ball and run with it. Classroom management is essential to the job.Patience:Â  Like with every educator, the substitute teacher will be faced with students of varying abilities, behavior, personality, etc. A strong sense of patience goes a long way in this career path, especially when there are students who have trouble dealing with interruptions in the classroom.Flexibility:Â  By its nature, this job calls for flexibility. Your classroom today might not be your classroom tomorrow- or it might be your classroom for the next six months. If you need a consistent routine and consistent details from day to day, this might not be the best teaching path for you. But if you love the ide a of working with different people on different projects from day to day, this flexible attitude can be a major asset.What do you need to become a substitute teacher?Each school or district has its own policies about substitute teachers. Some require substitute teachers to be fully certified by the state. Others require a four-year degree, while some require a minimum of a high school degree. It’s important to check with your target school district to see what they require and what you’ll need to have.How much do substitute teachers get paid?According to the U.S. Bureau of Labor Statistics, the median annual salary for substitute teachers is $30,900, or $14.86 per hour. This can vary depending on the teacher’s experience, as well as the type of school.What’s the outlook for substitute teachers?The education field is continually growing as local populations grow and create more students. The U.S. Bureau of Labor Statistics expects that the demand for subst itute teachers will grow about as fast as average for all jobs through 2024.

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Leasing Case Study Example | Topics and Well Written Essays - 500 words

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Exploration of Regional Variations in Attitude towards Guanxi Dissertation

Exploration of Regional Variations in Attitude towards Guanxi - Dissertation Example Political forces and economic policies also influence the thinking and conduct of Chinese people. A subsection talks about the developments of people’s behavior under the Chinese Communist Party and Socialism. As China opens its doors towards the world economy, the country as well as its people adapts to a new state of affairs. New practices and new ways of thinking are introduced to the people. A subsection takes note of the developments in regional economic reforms that greatly affect regional values. The effect of regional variation in management is explored through different literatures in a separate section. Cities of Shanghai, Dongguan and Chongqing represent the eastern, southern and southwestern regions of China, respectively. The three cities are the focus of the research since they are close representatives of regional diversity in China. Subsections on relevant information about the cities are written in order to give background data and facts. The second section will unpeel the meso factors specific to China on a national and regional level analysis. Values and beliefs are elements of a person’s behavior towards guanxi management. A subsection discusses Confucianism as the source of Chinese traditional values. Under the open economy, Western practices influenced the traditional style of Chinese manager’s behaviors and attitudes. A subsection is focused on western influences. The inner core of Chinese managers’ attitudes lies in the regional and ethnic diversity of the country. Each region has different business styles and characteristics. Separate subsections describe the varying subcultures dominant in cities of Shanghai, Dongguan and Chongqing. The next section of the chapter skins the different micro layers wrapping an individual Chinese manager. It is in this section that contemporary theories about guanxi and its relevance in the business environment are introduced and reviewed. The components that constitute guanxi are identified and defined using different contemporary literatures. As behavior is directed by social standards, a subsection appraises the sources of social expectations of managers. Another

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Counseling Models Essay Example for Free

Counseling Models Essay Most counseling models make use of the core conditions; empathy, unconditional positive regard and congruence. A. Psychoanalytic Model Sigmund Freud’s psychoanalytic system is a model of personality development and approach to psychotherapy. Psychoanalytic: The original so called talking therapy involves analyzing the root causes of behavior and feelings by exploring the unconscious mind and the conscious minds relation to it. Many theories and therapies have evolved from the original Freudian psychoanalysis which utilizes free-association, dreams, and transference, as well other strategies to help the client know the function of their own minds. Traditional analysts have their clients lie on a couch as the therapist takes notes and interprets the clients thoughts, etc. Many theories and therapies have evolved from the original psychoanalysis, including Hypnotherapy, object-relations, Progoffs Intensive Journal Therapy, Jungian, and many others. One thing they all have in common is that they deal with unconscious motivation. Usually the duration of therapy is lengthy; however, many modern therapists use psychoanalytic techniques for short term therapies. Psychoanalytic counseling or Freudian psychology prompts patients to imagine lying on a couch and divulging personal information. This type of counseling relies on patients history and an analysis of their thoughts, behavior and feelings. NYU Medical Schools Psychoanalytic Institute holds that psychoanalysis is based on observations of patient behavior and recognition of symptoms and explores how unconscious factors play a role in relationships and behavior patterns. Psychoanalysts provide help to clients through the diagnosis of disorders and the utilization of talk therapy. Clients work through issues with the assistance of a trained counselor. Psychodynamic (psychoanalytic): Sees childhood as cause of present problems and focuses on exploring past in some depth. Explores transference – displaced feelings from early childhood experienced in adult situations. Uses ‘free association’. Long term. Psychoanalytic therapy is the model where clients lay down with no eye contact or relationship with the therapist. (Less common these days) Counseling Implications Some counselors find combined psychosexual and psychosocial perspective a helpful conceptual framework for understanding developmental issues as they appear in therapy. The key needs and developmental tasks, along with the challenges inherent at each stage of life, provide a model for understanding some of the core conflicts clients explore in their therapy sessions. The Therapeutic Process Therapeutic Goals Ultimate Goal: To increase adaptive functioning which involves the reduction of symptoms and the resolution of conflicts. The two goals of Freudian Psychoanalytic Therapy are as follows, (1) to make the unconscious conscious and (2) to strengthen the ego so that behavior is based more on reality and less on instinctual cravings or irrational guilt. Successful analysis is believed to result in significant modification of the individual’s personality and character structure. Therapeutic methods are used to bring out the unconscious material. Then childhood experiences are reconstructed, discussed, interpreted and analyzed. It is clear that the process is not limited to solving problems and learning new behaviors. There is also deeper probing into the past to develop the level of self understanding that is assumed to be necessary for a change in character. Therapist’s Function and Role In classical psychoanalysis, analysts typically assume an anonymous stance, which is sometimes called the â€Å"blank screen approach†. They engage in very little self disclosure and maintain a sense of neutrality to foster a transference relationship in which their clients will make projections onto them. Central functions of analysis is to help clients acquire the freedom to love, work and play. Other functions include assisting clients in achieving self awareness, honesty and more effective personal relationships; in dealing with anxiety in a realistic way; and in gaining control over impulsive and irrational behavior. Roles Establish a working relationship with the client and then do a great deal of listening and interpreting. Empathic attunement to the client facilitates the analysts apprehension and appreciation of the of the client’s intra psychic world. Particular attention is given to the client’s resistances. The analyst listens, learns and decides when to make appropriate interpretations. A major function of interpretation is to accelerate the process of uncovering unconscious material. The analyst listens for gaps and inconsistencies in the client’s story, infers the meaning of reported dreams and free associations, and remains sensitive to clues concerning the client’s feelings towards the analyst. Client’s Experience in the Therapy Clients interested in traditional (or classical) psychoanalysis must be willing to commit themselves to an intensive and long term therapy process. After some face-to-face sessions with the analyst, clients lie on a couch and engage in free association. *Free association allows the client to say whatever comes to mind without self-censorship. This is known as the ‘fundamental rule’. Clients report their feelings, experiences, associations, memories and fantasies. Lying on the couch encourages deep, uncensored reflections and reduces the stimuli that might interfere with getting in touch with internal conflicts and productions. It reduces clients’ ability to read their analyst’s face for reactions and hence, fosters the projections characteristics of transference. At the same time, the analyst is freed from having to carefully monitor facial cues. Therapeutic Techniques and Procedures The therapy is geared more to limited objectives than to restructuring one’s personality The therapist is less likely to use the couch There are fewer sessions each week There is more frequent use of supportive interventions such as reassurance, expressions of empathy and support and suggestions There is more emphasis on the here-and-how relationship between therapist and client There is more latitude for therapist self-disclosure without ‘polluting the transference’ Less emphasis is give n to the therapist’s neutrality There is focus on mutual transference and counter transference enactments The focus is more on pressing practical concerns than on working with fantasy material Six (6) Basic Techniques of Psychoanalytic Therapy (1) Maintaining of the Analytic Framework This refers to a whole range of procedural and stylistic factors such as the analyst’s relative anonymity, maintaining neutrality and objectivity, the regularity and consistency of meeting starting and ending the sessions on time, clarity on fees, and basic boundary issues such as the avoidance of advice giving or imposition of the therapist’s values. (2) Free Association It is the central technique in psychoanalytic therapy. In free association, clients are encouraged to say whatever comes to mind, regardless of how painful, silly, trivial, illogical, irrelevant it may seem. (3) Interpretation The analyst points out, explains and teaches the client the meanings of behaviors that are manifested in dreams, free association, resistances and the therapeutic relationship itself. (4) Dream Analysis This is an important procedure for uncovering unconscious material and giving the client insight into some areas of unresolved problems. During sleep, defenses are lowered and repressed feelings surface. Freud sees dreams as the â€Å"royal road to the unconscious†. 2 Levels of Dream Content Latent Content Manifest Content (5) Analysis and Interpretation of Resistance This is anything that works against the progress of therapy and prevents the  client from producing previously unconscious material. Resistance helps the client to see that cancelling appointments, fleeing from therapy prematurely are ways of defending against anxiety. (6) Analysis and Interpretation of Transference The client reacts to the therapist as he did to an earlier significant other. This allows the client to experience feelings that would otherwise be inaccessible. Its analysis allows the client to achieve insight into the influence of the past. *Counter transference – is the reaction of the therapist toward the client that may interfere with objectivity. Limitations of Classical Analysis This approach may not be appropriate for all cultures or socioeconomic groups Deterministic focus does not emphasize current maladaptive behaviors Minimizes role of the environment Requires subjective interpretation Relies heavily on client fantasy Lengthy treatment may not be practical or affordable for many clients B. Client-centered Model Person-centered therapy (PCT) is also known as person-centered psychotherapy, person-centered counseling, client-centered therapy and Rogerian psychotherapy. PCT is a form of talk-psychotherapy developed by psychologist Carl Rogers in the 1940s and 1950s. The ultimate goal of PCT is to provide clients with an opportunity to develop a sense of self wherein they can realize how their attitudes, feelings and behavior are being negatively affected and make an effort to find their true positive potential. The aim is directed towards achieving a greater degree of independence and integration. Two primary goals of person-centered therapy are increased self-esteem and greater openness to experience. Some of the related changes that this form of therapy seeks to foster in clients include closer agreement between the clients idealized and actual selves; better self-understanding; lower levels of defensiveness, guilt, and  insecurity; more positive and comfortable relationships with others; and an increased capacity to experience and express feelings at the moment they occur. Rogers wanted to assist the clients in their growth process so clients can better cope with problems as they identify them. In this technique, therapists create a comfortable, non-judgmental environment by demonstrating congruence (genuineness), empathy, and unconditional positive regard toward their clients while using a non-directive approach. This aids clients in finding their own solutions to their problems. It places much of the responsibility for the treatment process on the client, with the therapist taking a nondirective role. Basic Characteristics In the Person Centered approach the focus is on helping the client discover more appropriate behavior by developing self-awareness ways to fully encounter reality. Through this encounter the client gains insight of themselves the world. Core Conditions Rogers (1957; 1959) stated that there are six necessary and sufficient conditions required for therapeutic change: 1. Therapist-Client Psychological Contact: a relationship between client and therapist must exist, and it must be a relationship in which each persons perception of the other is important. 2. Client in-congruence: that in-congruence exists between the clients experience and awareness. 3. Therapist Congruence or Genuineness: the therapist is congruent within the therapeutic relationship. The therapist is deeply involved him or herself they are not acting and they can draw on their own experiences (self-disclosure) to facilitate the relationship. 4. Therapist Unconditional Positive Regard (UPR): the therapist accepts the client unconditionally, without judgment, disapproval or approval. This facilitates increased self-regard in the client, as they can begin to become aware of experiences in which their view of self-worth was distorted by others. 5. Therapist Empathic understanding: the therapist experiences an empathic understanding of the clients internal frame of reference. Accurate empathy on the part of the therapist helps the client believe the therapists unconditional love for them. 6. Client Perception: that the client perceives, to at least a minimal degree, the therapists UPR and empathic understanding. Processes Rogers asserted that the most important factor in successful therapy is the relational climate created by the therapist’s attitude to their client. He specified three interrelated core conditions: 1. Congruence The willingness to transparently relate to clients without hiding behind a professional or personal facade. genuineness or realness  The helper does not deny his or her own feelings: the opposite of hiding behind a professional mask. â€Å"I find that I am closest to my inner, intuitive self,when I am somehow in touch with the unknown in me, when perhaps I am in a slightly altered state of consciousness†¦Then simply my presence is releasing and helpful.† (Rogers) 2. Unconditional Positive Regard The therapist offers an acceptance and prizing for their client for who he or she is without conveying disapproving feelings, actions or characteristics and demonstrating a willingness to attentively listen without interruption, judgment or giving advice. Unconditional positive regard acceptance and caring, but not Approval of all behavior Related Terms: Acceptance of the other’s reality with kindness Non-possessive caring Prizing Non-judgmental attitude 3. Empathy The therapist communicates their desire to understand and appreciate their client’s perspective. Accurate empathic understanding – an ability to deeply grasp the client’s subjective world Helper attitudes are more important than knowledge Empathy is a consistent, unflagging appreciation of the experience of the other. It is active attention to the feelings of the client It involves warmth and genuineness The Therapist Rogers believed that a therapist who embodies these three critical attitudes will help liberate their client to more confidently express their true feelings without fear of judgment. To achieve this, the client-centered therapist carefully avoids directly challenging their clients way of communicating themselves in the session in order to enable a deeper exploration of the issues most intimate to them and free from external referencing. Rogers was not prescriptive in telling his clients what to do, but believed that the answers to the patients questions were within the patient and not the therapist. Accordingly the therapists role was to create a facilitative, empathic environment wherein the patient could discover for him or herself the answers. Therapists are used as instruments of change but are not to direct the change in client Therapist helps develop an environment in which the client can grow Through attitudes of genuine caring, respect, and understanding the client is able to let their defenses down become more self aware Therapist reflects client’s view of the world (Phenomenological approach) The Therapist must be: Congruent  able to approach client with unconditional positive regard  demonstrate accurate understanding and empathy Focuses on the quality of the therapeutic relationship Serves as a model of a human being struggling toward greater realness is genuine integrated, and authentic, without a false front Can openly express feelings attitudes that are present in the relationship with the client Therapeutic Process Main focus is on the person not on the persons problems This allows the client to reconnect with him/her.  Client is assisted in therapy so that they can deal with current problems as well as problems that develop in the future Focuses on helping a person  become aware of their true self develop congruency Client’s Experience Through therapy client is able to let down his/her defenses become more true to him/her selves They gain perception into themselves, which allows them to better understand accept others Application: Therapeutic Techniques and Procedures One of the major contributions of Rogers in the counseling field is the notion that the quality of the therapeutic relationship, as opposed administering techniques, is the primary agent of growth in the client. The therapist’s ability to establish a strong connection with the clients is the critical factor determining successful counseling outcomes. The person-centered philosophy is based on the assumption that clients have the resourcefulness for positive movement without the counselor assuming an active, directive or problem-solving role. What is essential for clients’ progress is the therapist’s presence, being completely attentive to, and immersed in the client as well as in the client’s expressed concerns. In a study conducted in the 1990s, it was revealed that the effectiveness of person-centered therapy with a wide range of client problems including anxiety disorders, alcoholism, psychosomatic problems, agoraphobia, interpersonal difficulties, depr ession, cancer and personality disorders. Moreover, an effective therapy is based on the client-therapist relationship in combination with the inner and external resources of the client. Learning to listen with acceptance to oneself is a valuable life skill that enables individuals to be their own therapists. The basic concepts are straight forward and easy to comprehend, and they encourage locating power in the person rather than fostering an authoritarian structure in which control and power are denied to the person. The person-centered approach is especially applicable in crisis intervention such as an unwanted pregnancy, an illness, a disastrous event, or the loss of a loved one. When people are in crisis, one of the first steps is to give them an opportunity to fully express themselves. Communicating a deep sense of understanding should always precede other more problem-solving interventions. C. Rational Emotive Model Albert Ellis founded rational therapy in the mid-1950s and was one of the first therapists to emphasize the influential role of cognition in behavior. In 1960s, he changed the name to Rational Emotive Behavior Therapy (REBT), because of his contention that the model had always stressed the reciprocal interactions among cognition, emotion and behavior. Rational emotive behavior therapy (REBT), previously called rational therapy and rational emotive therapy, is a comprehensive, active-directive, philosophically and empirically based psychotherapy which focuses on resolving emotional and behavioral problems and disturbances and enabling people to lead happier and more fulfilling lives. REBT is based on the assumption that we are not disturbed solely by out early or later environments but we have strong inclinations to disturb ourselves consciously and unconsciously. We do this largely by taking our goals and values, which we mainly learn from our families and culture, and changing them into absolute â€Å"shoulds†, â€Å"oughts† and â€Å"musts†. REBT therapists employ active/directive techniques such as teaching, suggestion, persuasion, and homework assignments and they challenge clients to substitute a rational belief system for an irrational one. It emphasizes the therapist’s ability and willingness to challenge, confront, and convince the members to practice activities that will lead to constructive changes in thinking and behaving. The approach stresses action – doing something about the insights one gains in the therapy. ORIGINS OF EMOTIONAL DISTURBANCE A central concept of REBT is the role that absolutist â€Å"shoulds,† â€Å"oughts,† and â€Å"musts† play when people become and remain emotionally disturbed. We forcefully, rigidly, and emotionally subscribe to many grandiose â€Å"musts† that result in our needlessly disturbing ourselves. According to Ellis (2001a, 2001b), feelings of anxiety, depression, hurt, shame, rage, and guilt are largely initiated and perpetuated by a belief system based on irrational ideas that were uncritically embraced, often during early childhood. In addition to taking on dysfunctional beliefs from others, Ellis stresses that we also invent â€Å"musts† on our own. Ellis (1994, 1997; Ellis Dryden, 2007; Ellis Harper, 1997) contends that most of our dysfunctional beliefs can be reduced to three main forms of â€Å"musturbation†: 1. â€Å"I absolutely must do well and be approved of by signiï ¬ cant others. I must win  their approval or else I am an inadequate, worthless person.† 2. â€Å"You must under all conditions and at all times treat me considerately, kindly, lovingly, and fairly. If you don’t, you are no damned good and are a rotten person.† 3. â€Å"Conditions under which I live absolutely must be comfortable so that I can get what I want without too much effort. If not, it is awful; I can’t stand it and life is no good.† Rational emotive behavior therapy is grounded on existential principles in many respects. Although parents and society play a signiï ¬ cant role in contributing to our emotional disturbance, we do not need to be victims of this indoctrination that takes place in our early years. We may not have had the resources during childhood to challenge parental and societal messages. As psychological adults now, however, we can become aware of how adhering to negative and destructive beliefs actually hampers our efforts to live fully , and we are also in a position to modify these beliefs. THE A-B-C THEORY The A-B-C theory of personality and emotional disturbance is central to REBT theory and practice. The A-B-C theory maintains that when we have an emotional reaction at point C (the emotional Consequence), after some Activating event that occurred at point A, it is not the event itself (A) that causes the emotional state (C), although it may contribute to it. It is the Belief system (B), or the beliefs that we have about the event, that mainly creates C. For example, if you feel depressed (C) over not getting a promotion at work (A), it is not the fact that you weren’t promoted that causes your depression; it is your belief (B) about the event. By believing that you absolutely should have been promoted and that not receiving it means that you are a failure, you â€Å"construct† the emotional consequence of feeling depressed. Thus, we are largely responsible for creating our own emotional disturbances through the beliefs we associate with the events of our lives Ellis (2011) maintains that we have the capacity to signiï ¬ cantly change our cognitions, emotions, and behaviors. We can best accomplish this goal by avoiding preoccupying ourselves with the activating events at A and by acknowledging the futility of dwelling endlessly on the emotional consequences at C. We can choose to examine, challenge, modify, and uproot B—the irrational beliefs we hold about the activating events at A. GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group members with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. CONFRONTING IRRATIONAL BELIEFS REBT group leaders begin by teaching group members the A-B-C theory. When they have come to see how their irrational beliefs are contributing to their emotional and behavioral disturbances, they are ready to Dispute (D) these beliefs. D represents the application of scientiï ¬ c principles to challenge  self-defeating philosophies and to dispose of unrealistic and unveriï ¬ able hypotheses. Cognitive restructuring, a central technique of cognitive therapy, teaches people how to make themselves less disturbed (Ellis, 2003). One of the most effective methods of helping people reduce their emotional disturbances is to show them how to actively and forcefully dispute these irrational beliefs until they surrender them. This process of disputation involves three other Ds: (1) Detecting irrational beliefs and seeing that they are illogical and unrealistic, (2) Debating these irrational beliefs and showing oneself how they are unsupported by evidence, and (3) discriminating between irrational thinking and rational thinking (Ellis, 1994, 1996). After D comes E, or the Effect of disputing—the relinquishing of self destructive ideologies, the acquisition of effective new beliefs, and a greater acceptance of oneself, of others, and of the inevitable frustrations of everyday life. This new philosophy of life has, of course, a practical side—a concrete E, if you wish. In the previous example, E would translate into a rational statement such as this: â€Å"I’d like to have gotten the job, but there is no reason I have to get what I want. It is unfortunate that I did not get the job, but it is not terrible.† According to REBT theory, the ultimate desired result is that the person experiences a healthy negative emotion, in this case, disappointment and sadness, rather than depression.Group members learn to separate their rational (or functional) beliefs from their irrational (or dysfunctional) beliefs and to understand the origins of their emotional disturbances as well as those of other members. Participants are taught the many ways in which they can (1) free themselves of their irrational life philosophy so that they can function more effectively as an individual and as a relational being and (2) learn more appropriate ways of responding so that they won’t needlessly feel disturbed about the realities of living. The group members help and support one another in these learning endeavors. The Therapeutic Process GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see  how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group membe rs with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. Role and Functions of the Counselor The therapeutic activities of an REBT group are carried out with a central purpose: to help participants internalize a rational philosophy of life, just as they internalized a set of dogmatic and extreme beliefs derived from their sociocultural environment and from their own invention. In working toward this ultimate aim, the group leader has several speciï ¬ c functions and tasks. The ï ¬ rst task is to show group members how they have largely created their own emotional and behavioral disturbances. The leader helps group members to identify and challenge the irrational beliefs they originally unquestioningly accepted, demonstrates how they are continuing to  indoctrinate themselves with these beliefs, and teaches them how to modify their thinking by developing rational alternative beliefs. It is the group leader’s task to teach members how to stop the vicious circle of the self-blaming and other-blaming process. REBT assumes that people’s irrational beliefs are so deeply ingrained that they will not change easily. Thus, to bring about a signiï ¬ cant cognitive change, leaders employ a variety of active cognitive and emotive techniques (Ellis, 1996, 2001b; Ellis Dryden, 2007). REBT group practitioners favor interventions such as questioning, confronting, negotiating homework assignments, and helping members experiment with new ways of thinking, feeling, and doing. REBT group leaders are active in teaching the theoretical model, proposing methods of coping, and teaching members strategies for testing hypotheses and solutions. REBT group leaders assume the role of a psychological educator, and they tend to avoid relating too closely to their members and thus avoid having them increase their dependency tendencies. They provide unconditional acceptance rather than warmth and approval (Dryden, 2009b). However, REBT group practitioners demonstrate respect for the members of their groups and also tend to be collaborative, encouraging, supportive, and mentoring. REBT practitioners employ a directive role in encouraging members to commit themselves to practicing in everyday situations what they are learning in the group sessions. They view what goes on during the group as important, but they realize that the hard work between sessions and after therapy is terminated is even more crucial. The group context provides members with tools they can use to become self-reliant and to accept themselves unconditionally as they encounter new problems in daily living. Application: Therapeutic Techniques and Procedures Ellis originally developed REBT to try to make psychotherapy shorter and more efï ¬ cient than most other systems of therapy; hence, it is intrinsically a brief therapy. As applied to groups, REBT mainly employs interventions that teach group members how to tackle practical problems of living in a brief and efï ¬ cient way (Ellis, 2001b). From the origin of the approach, REBT has utilized a wide range of cognitive, emotive, and behavioral methods with most clients. Like other cognitive behavioral therapies, REBT blends techniques to change clients’ patterns of thinking, feeling, and acting. It  is an integrative therapy, selectively adapting various methods that are also used in existential, humanistic, phenomenologically oriented therapeutic approaches, but the emphasis is on the cognitive and behavioral dimensions (Ellis, 2001b). REBT focuses on speciï ¬  c techniques for changing a client’s self-defeating thoughts in concrete situations. In addition to modifying beliefs, this approach helps group members see how their beliefs inï ¬â€šuence what they feel and what they do; thus, there is also a concern for changing feelings and behaviors that ï ¬â€šow from rigid and extreme beliefs. This model aims to minimize symptoms by bringing about a profound change in philosophy. REBT practitioners are ï ¬â€šexible and creative in their use of methods and tailor their techniques to the unique needs of group members (Dryden, 2007) References A. Internet-Based http://www.allaboutcounseling.com/counseling_approaches.htm http://www.ehow.com/list_7162754_psychological-counseling-techniques.html#ixzz2cmnFA0bd http://www.ukessays.com/essays/psychology/psychoanalytic-theory-theories-of-counseling-and psychotherapy-psychology-essay.php#ixzz2cmqlANAb http://www.minddisorders.com/Ob-Ps/Person-centered-therapy.html#b#ixzz2dzABrENS B. Books Corey, G. (2012). Counseling and Psychotherapy: Theory and Practice Second Edition. Cengage Learning, Philippines.