Research Topics: Health Psychology

Paranoid Personality Disorder and Treatment :A Case Study Report

I.              Introduction The workplace, more often than not, tends to be the place most adults spend a bulk of their time. With the presence of deadlines, tough workloads, and stress, the workplace may well be the source of psychological disorders. This took place in the case of Brian. The depression and anger that he experienced after he was bypassed for promotion triggered his paranoid personality disorder. The following discussion shall analyse the case of Brian and provide a mode of treatment. II.            Assessment process To begin with, the personality of Brian has been questioned by the company. He has questionable interpersonal skills. That is the very reason that he was bypassed. Consequently, this triggered the full blown paranoia on the part of Brian which similarly the reason that he assaulted one of his co-workers. The diagnosis on Brian fits the bill perfectly. The poor interpersonal skills are symptoms of paranoia along with the stubborn and belligerent nature of the client. Moreover, after some observation, the client appears to be rather overly attentive. He possesses some degree of delusions that he is being persecuted. In the same sense, these delusions are compounded by the fact that he holds grudges straightforwardly with animosity towards others. The assault on the colleague is based on the delusions of Brian. It appears that he thought that the co-worker is a potential threat to himself. He may have thought that the co-worker is bound to exploit him or take advantage of him if he gives him a chance. The problem in this regard is that the accusations of Brian are apparently baseless. Despite this fact, the reaction of Brian should essentially trigger an immediate response from the management as the safety of the co-workers is at stake. Apparently, Brian is unstable because of the depression, anger, and paranoia.     III.           Counselling theory The appropriate counselling theory is cognitive-behavioural therapy. It focuses on the thinking patterns of the client. The maladaptive cognitive processes are espoused to recognise beliefs and their implications and to participate in tests to analyse their viewpoints. The said therapy centres on thought patterns that bring about misery and similarly on creating more adaptive and practical construal of events. These illusions are cared for by creating an appreciation of the type of evidence the individual employs to sustain the viewpoint and encouraging the client to realise the substantiation that may have been ignored that does not sustain the said point of view. IV.          Action planned The cognitive behavioural therapy to be implemented in the case of Brian involves three major stages: cognitive restructuring and behavioural activation. Cognitive Restructuring In this stage, the identification and correction of mistaken thoughts that are related with the feelings of paranoia and depression are established. In this part of the therapy, the collaboration between the client and the therapist is imperative. This is to establish the usual erroneous ideas and beliefs and consequently change them into appropriate ones. It is important to realise that individuals suffering from paranoia displays misrepresented thoughts with themselves, their immediate environment and possibly what lies ahead in the future. What Brian thinks of these elements would be helpful in going against the said misrepresented thoughts. Similarly, individuals with paranoia are often constricted with reference to their movement. Their motion tends to be limited because of their doubts and fears regarding their environment. This then may trigger a cycle where, like in the case of Brian, depression came in first and consequent paranoia. Behavioural Activation This part of the therapy points to the rectifying the descent on which paranoia is implicating in the individual. This is done simply by providing positive reinforcement to the client. Such reinforcement may come in the form of rewarding activities and other encouraging words that would rectify the feelings of paranoia. It has been stated that in instances where the patients are paranoid, such as in the case of Brian, the daily tolls of living is increased exponentially. It is at this point that the therapist has to step up and pinpoint the specific strategies that should be taken in solving the predicament of the client. V.           Legal and ethical issues In this case, the therapist is bound by the standards of law and ethics. He must guarantee that all the activities in the treatment are authorised. It is also imperative that the client is disclosed of the information regarding the treatment. Like any relationship involving medical care, the therapist should inform the patient whether or not the treatment would be risky. The duty of care should always be espoused and should be the basis of the actual treatment. He should not take advantage of his position to unjustly enrich himself in the expense of the client. Confidentiality should also be taken into utmost consideration as the therapy will involve actual divulging of information that could be detrimental or unfavourable to the reputation of the client.   VI.          Affective, cognitive and behavioural responses One must recognise that in the case of Brian, the main trigger that made the paranoid disorder to materialise is the depression caused by the bypass of promotion. One of the affective responses of this paranoia due to depression is to protect the individual from the aggression of others. This is the cause of anger on the part of the client. In the same time, he increases his guard against others because of this paranoia. Another effect of the paranoia is the social anxiety which Brian have experienced. This is the very reason why he was bypassed for promotion because he displays social retardation. The effect would be underachievement and the manifestation of idiosyncratic intentions of self-preservation. In addition to this response, the client also displayed significant difficulty in managing stress. This triggered the conflict with co-workers which culminated to the assault against a colleague. Upon observation, other characteristics that have materialised on the part of the client are the reluctance to strike a settlement. He is belligerent and argumentative which is also compounded by deceit and frequent disloyalty. In any case, the level of maliciousness has aggravated on the part of the client. This is because he treats other individuals as possible adversaries.   VII.         Wider systems of support and referral As presented in the previous parts of this paper, the treatment for paranoia is behaviour therapy. Specifically, this therapy is aimed towards the lessening of the sensitivity of the client on minor criticisms and developing some level of social skills. To this end, it is anticipated that the progress would be rather slow as implied by the characteristics of the client indicated above. Those stated characteristics are basically not collaborative in nature. It is the intention of the therapy to sever any more possibility of such doubt and seclusion though certain activities like recreation and management of the individual’s anxiety. In doing so, the end is to change the behaviour of the client. However, this would increase in effectiveness if the immediate relatives or the friends of the client chip in the process. The family members of the client must always be sympathetic and accommodating. The treatment of paranoia is rather protracted and requires loads of patience. Having the loved ones of the clients cooperate would do the trick. However, it is imperative that the relatives and loved ones should be informed of certain checkpoints in the process. They should refrain from feeding the paranoia of the client by carefully measuring their actions and spoken words. VIII.       Conclusion The minor injustice that Brian experienced created a ripple effect that constituted essentially to paranoia. The discussions above have manifested the causes of paranoia and its effect in the individual. It is a breakdown of the important mental and emotional functions. These consequently affect the reasoning of the individual as well as the assigned meanings to his immediate environment. As a whole, the reasons for the manifestation of paranoia in an individual are diverse and shrouded with doubt. In any case the effects of such an illness are damaging. It causes delusions which may be harmful to the client and to the people in the immediate environment. This is what happened to Brian. The assault to the co-worker is the culmination of the pent up depression and anger compounded by the delusions of antagonism against the client. Thus, treating paranoia is not merely a means to help the individual but to make the environment and the persons interacting with the client free from harms way.   IX.          References Davidson, R., Pizzagalli, D., Nitschke, J., Putnam, K. (2002) “Depression: Perspectives from Affective Neuroscience.” Annual Review of Psychology. Page Number 545. Dia, D. (2001) “Cognitive-Behavioral Therapy with a Six-Year-Old Boy with Separation Anxiety Disorder: A Case Study.” Health and Social Work. 26(2), 125. Kantor, M. (2004) Understanding Paranoia: A Guide for Professionals, Families, and Sufferers. Westport, CT: Praeger. Marcote, D. (1997) “Treating Depression in Adolescence: A Review of the Effectiveness of Cognitive-Behavioral Treatments.” Journal of Youth and Adolescence. 26(3), 237. Margolese, S., Markiewicz, D., and Doyle, A. (2005) “Attachment to Parents, Best Friend, and Romantic Partner: Predicting Different Pathways to Depression in Adolescence.” Journal of Youth and Adolescence. 34(6), 637. McCarthy, J., Downes, E., and Sherman, C. (2008) “Looking Back at Adolescent Depression: A Qualitative Study.” Journal of Mental Health Counseling. 30(1), 49. Patten, C., Martin, J., Myers, M., Calfas, K., Williams, C. (1998) “Effectiveness of Cognitive-Behavioral Therapy for Smokers with Histories of Alcohol Dependence and Depression.” Journal of Studies on Alcohol. 59(3), 327. Whalen, J., and McKinney, R. (2007) “Panic Disorder: Characteristics, Etiology, Psychosocial Factors, and Treatment Considerations.” Annals of the American Psychotherapy Association. 10(1), 12. Credit:ivythesis.typepad.com

Paranoid Personality Disorder and Treatment :A Case Study Report

I. Introduction The workplace, more often than not, tends to be the place most adults spend a bulk of their tim...

Aspects of Treatment

Question #1  Propose a method for improved compliance for a patient at risk for heart disease. Identify potential lifestyle changes needed by such a patient and the reasons why such lifestyle changes may be hard to comply with, along with a proposed intervention to improve compliance.               Compliance serves as an approach to maintaining or improving health as well as managingsymptoms and signs of the disease allowing complex behavior process to fit in as strongly influenced by actual environmentsin which patients live, healthcare providers practice, the healthcare systems delivering care.The purpose for the compliance is based on the premisethat the patient will get well or stay well if the physician and healthcare organization will make appropriate recommendations, providing that the patienthas the necessary knowledge and resourcesto follow it (Burke, Dunbar-Jacob and Hill, 1997). For patient care especially for patients at risk of heart disease, improved compliance is needed such as for the treatment or heart disease prevention as there serves as a crucial factor for achieving positive lifestyle changes and amiably avoid further complications of the disease. The improved method of compliance will be dealing with long-term compliance to health centered promoting behaviors for instance, some patients having coronary heartdisease. The need to have health related compliancedealing to cardiac rehabilitation is essential for the situation of the at risk patient aside, using of certain weight and exercise conditioning programs. Thus, the need to execute as well as apply long term exercisetraining compliance in cardiac rehabilitation program, even though there might be presence of several life threatening disease process which can matter a lot. The lifestyle change is important to avoid the disease for example, the patient should stop and quit cigarette smoking and alcohol drinking that are done too much in a daily basis and the patient should undergo self assessment and rehabilitation, sort of meditation to completely terminate his bad vices and one indication of that change is ample following of the compliance, engaging oneself into physical activities to keep the mind and body well coordinated and through engaging also in a rigorous exercise and not to spoil the reality and pain there is when becoming a victim of a heart disease. Furthermore, the realizing of useful strategies to improve better health compliance, of such rationale for combining certain strategies from within modification of heart disease risk factors (Ades, 2001 pp. 895-897).               Thus, some of the lifestyle change may be hard to comply because of behavior and attitude where there is social effects in the society, and that stress strikes an option for the patient not to comply with change because for them smoking as well as alcohol drinking for example, does serve an outlet for them not to get hit by the pressures of work and pressing obligations of family life and personal life as well. The presence of problematic situation is also a factor why an individual can’t change his lifestyle in order for him to spare from some dreadful disease, heart disease in particular. There is the need to acquire some points of efficacy of cardiac rehabilitation programs needed to be put in actual shape but, there can be extent to which compliance towards heart disease intervention is effectively dependent on its underlying adherence. Non-compliance might occur along with such health care regimens and does vary across the process of disease prevention and treatment domains. There can be several existing compliance problems as it can be clinically significant, ideal mediator of clinical outcome of the cardiac rehabilitation compliance points. The patient should also be engaging into self related behavior therapy, physical exercise, nutrition modification and smoking and drinking cessation and the reporting of effective measuring of the compliance behavior (Ades, 2001 pp. 895-897).             Indeed, compliance intervention will employ various combinations of educational and behavioral strategies to improve heart disease prevention, such improved compliance in the array of medical, health care set up. The lifestyle change if being manifested will be demonstrating successful cardiac rehabilitation compliance (Ades, 2001 pp. 895-897) as there includes behavior training, self-monitoring as well as value based enhancement, the compliance measure and further application of health related approach deemed towards positive and effective promotion of heart disease risk and its reduction means. Aside, the need to integrate some of the observational methods for evaluating cardiac rehabilitation, the compliance effectiveness, and improvement in patients may enhance the quality of observation research and the assessing of effectiveness of the intervention into compliance of several health outcomes as well as subjective report as cardiac rehabilitation compliance were evident for improved patient health and healthy lifestyle reality as there assumes desirable benefits from the intervention.       Question # 2   (a) Describe the subjective experiences of hospitalized patients placing emphasis on perceived and actual loss control.           Subjective experiences of hospitalized patients does gain a deeper understanding of how they experience and evaluate the care and treatment process as there placed emphasis on perceived and actual loss control as there implies subjective experience from the patient into such perceived outcome, for instance how their needs were being met in the medical care. The patients perceived their needs and the care based on their previous experience of the care area, their perceived trajectory of illness as well as the patient character, attitude which represented the patient’s definition of himself and the situation. The patient expectation of illness and character must be taken into consideration thus, having Iimprovement in the satisfaction level, the compliance within thinking and alertness. For example, some patients have experience loss control of urinary activity along with stress and gaining or losing weight. Subjectivity can be a usefulcomponent of outcome measures of heart disease compliance measures. The patient’s understanding of the experience will help them accept the importance of hospitalization, also such possible discrepancy between the patients’ and the hospital’s perspectives on treatment goals.   (b) What is the role of the clinical health psychologist in hospital settings? Provide examples             Pike (1996, p. 106), indicated that, “health psychologists form vital part of health-care teams in the general hospital. Basing their interventions on scientific theory, standardized assessment and clinical skills, they are able to help patients through emotional adjustment, information and the establishment of health-inducing behavior” (Pike, 1996, p. 106). Indeed, the role of the clinical health psychologist in hospital setting is deemed towards actual and ideal understanding of research assimilation to identify behaviors and experiences that promote health, give rise to illness, and influence the effectiveness of health care. Thus, recommending  ways to improve health care as well as policy, also ways to reduce smoking and the improvement of nutrition so as to promote health and prevent illness. Furthermore, they aim to change health behaviors for the dual purpose of helping people stay healthy and helping patients adhere to disease treatment regimens. For example, some practitioners emphasize education and effective communication as a part of illness prevention because many people do not recognize, or minimize, the risk of illness present in their lives. Moreover, many individuals are often unable to apply their knowledge of health practices owing to everyday pressures and stresses. When there is little hope of recovery, health psychologist therapists can improve the quality of life of the patient by helping the patient recover, identifying the best ways for providing therapeutic services for the bereaved. (c) Analyze the relationship between physician and patient in the hospital setting, and the outpatient setting. What potential problems can develop in the physician-patient relationship? How can physicians improve their relationship with patients?             There can be the preserving of physician-patient relationship from the time of managed care as there may be problems into effective development of physician-patient relationship for instance, some patients may feel that they are wasting physician’s valuable time and does not include details of history which deemed unimportant and are embarrassed to mention things they think will place them in an unfavorable light and the physician might not have the information needed to make good treatment decisions.  Thus, the physicians should attend to patient comfort, show attention with nonverbal cues, such as nodding  as well as acknowledge and legitimize feelings and ask for further health concerns. There may be occasions when no agreeable compromise can be reached between the physician and the patient. Indeed, the physician is obliged to provide the patient with resources to locate ongoing medical care, the effective teaching of physicians will improve physician behavior, medical outcomes as well as patient satisfaction. “Furthermore, with an increasing emphasis on value and efficiency in health care delivery, quality time between physician and patient is an increasingly valuable resource. Physicians spend time in face to face contact with patients gathering information, and developing relationship, doing administrative work related to visits and maintaining their knowledge base. Aside, physician time should be considered a resource just like other components of the health care system. For nonprocedural providers, it is the predominant source of income. Health systems should make efforts to understand how to allocate time according to patients’ needs rather than on a fixed visit schedule and to include patients’ input in these decisions”(Dugdale, Epstein and Pantilat, 1999 pp. 34-36)   Ades, P. (2001), Cardiac Rehabilitation and Secondary Prevention of Coronary Heart Disease. The New England Journal of Medicine Vol. 345, No. 12 September 20, 2001   Burke, L. Dunbar-Jacob, J. and Hill, M. (1997), Compliance with Cardiovascular Disease A Review of the Research. Annals of Behavioral Medicine   Dugdale, D. Epstein, R. and Pantilat, S. (1999), Time and the Patient–Physician Relationship. Society of General Internal Medicine. General Internal Medicine. 1999 January; 14(S1): S34–S40.   Pike, D. (1996), The role of the health psychologist in a general hospital setting. International Journal of Therapy and Rehabilitation, Vol. 3, Iss. 2, 01 Feb 1996, pp 106 – 109   Credit:ivythesis.typepad.com

Aspects of Treatment

Question #1 Propose a method for improved compliance for a patient at risk for heart disease. Identify potential lifestyle changes neede...

Why do Parents Drive their Teenage Children to School?

Why do Parents Drive their Teenage Children to School? Research has long proven that the parenting styles adopted by parents often have a great impact on the development of the child, in the context of the topic, discussion on parenting styles and its profound effects on teenage children, especially on parents that drives their teenage children at school. Basic parenting styles are authoritative, authoritarian and permissive styles. But later on, another parenting style was developed. It was named “uninvolved”. Basically, authoritarian parents tend to control their children. Also, they are very demanding and have high expectations for their children. But also, they tend to be less responsive to their children’s needs. They rely very heavily on punishment. Authoritative parents, on the other hand, though also very demanding, gain the favor of their children by being highly responsive as well. They have clear definitions on the limitations and freedom of their children. They are also very supportive and give out punishment but explain the reasons for the action. Permissive parents are the opposite of authoritarian parents. They require les of their children but still is very responsive to them, they are often very lenient and don’t, if possible give out punishments. The uninvolved parents are also opposite of authoritative parents. As the name suggests, they are really uninvolved with their children. Often, they are very apathetic to the happenings in their children’s lives. They put a very high risk on their children since they do not put a defined line on what they expect of their children. In accordance to parenting styles, parents that that drives their teenage children at school are possibly authoritative, authoritarian and permissive – an involved parenting style.  Involved parenting styles actually shows care and love to their children.  Actually, parents actively choose to drive their children to school because they perceive the journey by car to offer a number of benefits above those associated with other options.  The primary benefits associated with traveling by car are safety and convenience. Beyond this there are a wide range of other supporting or related benefits, some arising from the use of the car itself and others which accrue more indirectly through avoiding a disadvantage associated with walking, cycling or bus travel.  In addition, parents drove their teenage children to school has also the following advantages: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	Emotional benefits, both to parent and child include :</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	improved quality time together and better opportunities for bonding between 	parents and children;</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	helping to create children who are more independent and confident as they 	get older; giving parents back their independence;</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	health benefits to parent and child both in terms of getting physical 	exercise, confidence, social skills and being less stressed by other road 	users.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	improved levels of safety for children (both in terms of being more 	streetwise and traffic wise);</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	reductions in pollution levels which will benefit children in the longer 	term.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	Parents identify a number of communication channels for messages aimed at a 	reduction in driving and overall these emphasize the importance of the 	school in adopting a co-ordinating role.  There is also a need for schools 	to positively endorse initiatives in order to bring about parental 	confidence.</li> </ul>   Basically, there are limitations on the number of parents who will be persuaded to reduce use of the car for journeys to and from school. Implementation of these recommendations is not likely, on its own, to bring about a significant reduction in the numbers of drivers using the road for the school journey. However, if the right mixture of initiatives is introduced at each school, some parents may be persuaded to stop using their cars for some journeys entirely (perhaps in the afternoon), others may be persuaded to reduce the distances traveled by car or the frequency of driving. It seems likely that there are certain parents on whom this may have no impact and this tends to be those who use their car to drive children to school as part of the routine start of their day and to travel on to other locations.  As such, those who then travel onto work or who have children to deliver to other schools, appear likely to continue to use their car.  As such, messages and initiatives will need to focus on those offering greatest opportunities for conversion.  Actually, a number of different groups of driving-parent and suggested a range of messages that might be used for the different groups. Parents should very well know how to raise their children. Psychologists and researchers often recommend the use of authoritative parenting since it is well-rounded in all parenting aspects. Since authoritative parents have high expectations of their children, one can expect that a child will be pushed to do the best, and that authoritative parents also reciprocate love and warmth, the child can have feelings of security. Another is that a child can also have the freedom to express his own thoughts and beliefs. Credit:ivythesis.typepad.com

Why do Parents Drive their Teenage Children to School?

Why do Parents Drive their Teenage Children to School? Research has long proven that the parenting styles adopted by parents often have ...

The Importance of Mental Health

The Importance of Mental Health Understanding the vital role of mental health to one’s life is very crucial in determining the quality of life he is living for.  Mental health is generally the fundamental attitude and strategies to life of one person.  This is a stable mental state wherein a person is psychologically conscious of himself, other people and his surroundings.   This is a  mental condition of human being that is related to how he manage   himself well, how he  interrelate and communicate  to other people, how he manage to accept things as the way they are.  Additionally, this is very important for a person in dealing with all aspects of his life.  (http://www.articleclick.com/Article/The-Importance-of-Mental-Health/941113) Having a good mental health means a lot to anyone because it is a leading factor of understanding and realizing one’s achievement and accepting one’s failures in this life.  It is very obvious that there are people who are mentally healthier than others.  And, there are some manifestations that show if a person has a mental problem such as usually feels useless, hopeless, disgusted which often times lead to serious depression and psycho-social disorders.  When it comes to education, it is easy to detect if one student has a mental problem if he isolates himself from others; similarly, focus on the problems and anxieties.  While a mentally healthy student has the ability to develop a social talent that enhances his social, co-curricular and academic skills that help him gain full trust and confidence of himself; and most of all it gives him the reward of getting better grades in school.  When it comes to relationship, mental problem can be a big hindrance to any good relationship with others. He can not even manage to establish basic interactions with family, friends, and colleagues.  It is more often hard for him to nurture any relationship.  At the same, frequently experiencing personal problems and do not have the ability to handle commitment and intimate relationships with opposite sex or having issues on sexually related matters.  One thing more, the inability to handle problem and stress often leads to insomnia.  A person who does not even manage to fall asleep because of the deep thoughts of his problems might develop a severe sleeping disorder that even caused additional health problems on his part. Moreover, there are some people with mental problems who indulge in overeating that possibly lead to obesity that may cause heart disease, hypertension and diabetes.  So, it is very evident that a mental health straightly affects one’s body and health.  It also interconnects to the understanding that the body needs essential nurturing to be able it to function effectively. Thus, maintaining a good mental health is very essential for the body to be able to function it in a more healthy way. (http://mentalhealth.about.com/cs/stressmanagement/a/whatismental.htm) In this connection, there are some healthy guidelines that a person should follow in order to have and maintain a good mental health.  First, the ability to enjoy life – a person must learn to appreciate and enjoy the beauty of life that God given to him.  According to James Taylor, the secret of enjoying life is appreciating what it in store for a person at the present time.  Second is Resiliency – a person should learn to bounce back from hard times.  Learning to become flexible and resilient is the best way to cope with the problems and stress that come along the way.  Always think positively, and never lose hope even in the middle of struggle.  Because that high spirit of yours will help to pull you up and you certainly be able bounce back into life.  Third, a person must learn how to balance life; everybody needs to balance the time spent in socializing with other people and the time spent in being alone.  A person must also balance the other areas such as work and personal life.  What else? The time spent between indoors and outdoors activities.  The time spent in sleep and wakefulness.  These aspects must be always be given a full balance to be able to achieve a good mental state.  And last is the ability of a person to recognize his strengths and weaknesses; there are several people who know their areas of improvements , they even work harder   for its improvement and often times able to surpass the expectations of others.  While there are some people who focus more in the areas where they good at, and also achieve even better results.  But never focus on the failures and the lost time, it will never bring anything good to you.  Instead, out of those mistakes, get the things that can be great help to you, study it carefully so that you can avoid those things to happen again; and become good or even better next time.  (http://harticles.co.cc/2011/04/understanding-the-importance-of-mental-health-first-aid/) A mentally healthy person has the ability to feel secure for what he does for himself, for and what he does for the other people.  Above all, he has the ability to feel inner happiness, contentment and peace.    References:  http://www.articleclick.com/Article/The-Importance-of-Mental-Health/941113 http://mentalhealth.about.com/cs/stressmanagement/a/whatismental.htm http://harticles.co.cc/2011/04/understanding-the-importance-of-mental-health-first-aid/     Credit:ivythesis.typepad.com

The Importance of Mental Health

The Importance of Mental Health Understanding the vital role of mental health to one’s life is very crucial in determining the quality...

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS               Intergenerational programs now form an integral part in any social welfare services catering to people from different stages in their lifespan and representing different sectors in society with the goal that these programs break down negative stereotypes and attitudes. A program which started in the 1970’s, intergenerational liaisons are now conducted in different venues such as schools, social service facilities, mental health institutions, community centers, residential communities and higher education institutions. (Anon, 2010).             The elderly, who are at the peak of the developmental process, sometimes suffer from discrimination by the younger population who holds prejudicial attitudes and negative stereotypes against the elderly, against old age, and the aging process. In addition to the three sources of ageism are the institutional policies that perpetuate discrimination against the elderly. (Wikipedia, 2011). The important event in this stage is reflection on life – a looking back stage that gives them a sense of fulfillment and feelings of wisdom. Thus this stage is also called the psychosocial stage of ego integrity versus role confusion. (Cherry, 2005).             Adolescence on the other hand is an awkward stage wherein which the adolescent masters the psychosocial crisis of identity versus role confusion. This is the stage where social relationships are the important events that facilitate the development of a personal identity and failure of which leads to role confusion(Cherry, 2005).   The intergenerational programs with elderly may have a positive bearing on the developing adolescent especially in the formation of his or her identity through the wisdom of the elderly. Dr Beverly Block is optimistic on intergenerational liaison with the elderly and I quote, “Besides a wealth of wisdom that only the elderly can impart, relationships with a past generation can give us a deeper understanding and even make us more comfortable with our own aging and eventually with our own mortality.” (Block, n.d.)             Chapman and Neal (1990) evaluated the effects of intergenerational experiences between adolescents and older adults. They found out that between the two generations, the adolescents attitude and perception towards the elderly positively changed. Adolescents who showed altruistic motives reduced their social distance they have had against the elderly before the program and enjoyed the company of elderly more. A similar study by Meshel and Mc Glynn (2004) revealed the same results. Generally both generations have positive attitudes about each other. Adolescents were more positive towards the elderly following contact. Likewise, the elderly’s attitude towards the adolescent was generally positive. They also score higher on the test on life satisfaction.             The impact of intergenerational programs on black adolescents with the elderly was studied by Aday (1993). The results revealed that compared to the control group, the participating black adolescents attitude toward aging and the elderly significantly change. Similarly the elderly also developed a positive attitude towards youth. A distinct study on the facilitative effect of the interaction between the elderly and adolescents by Kessler and Staudinger (2007) revealed that a more prosocial behavior among adolescents is observed in a positive setting of generativity (elderly) and identity formation (adolescent). Interestingly, the elderly gained a more positive outcome from the intergenerational liaison as they perform well in tests of speed and language fluency. More importantly complex emotions felt by the elderly were regulated as a result of the interaction.             Since intergenerational programs have proliferated over the past few years, the issue on methodology arises. Ward (1999) suggests that an ethnographic approach in the study of intergenerational programs provides a more holistic perspective and may address the challenges of the issue. School-based inter and intra generation activities as well as case studies and participatory research approaches are suggested by Smith and Yeager (1999). Four basic types of intergenerational models are identified (Anon, 2010). These are the following: Older adults serve children, youth, and families; Children/youth serve older adults; Children/youth/older adults serve others; Children/youth/older adults share sites. These models have specific structures to include partnerships between systems serving adolescents and the elderly, formal goals, planned program of implementation, commitment from staff, support from other groups and an evaluation plan. These structures are created to allow replication of the program. (Anon, 2010)             In conclusion, while the impact of intergenerational liaison between the elderly and adolescents is positive care must be taken in terms of the methodology of the process – the models used and the structures that are followed as suggested above. REFERENCES Aday, R., (1993). Impact of an Intergenerational Program on Black Adolescents’ Attitudes toward the Elderly. Abstract only. Also published in The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. Educational Gerontology, v19 n7 p663-73 Oct-Nov 1993. [online] Available at: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ472064&ERICExtSearch_SearchType_0=no&accno=EJ472064 [Accessed 26 April 2011]. Anony, 2010. Intergenerational Programming – Program Models. [online] Available at: < http://family.jrank.org/pages/903/Intergenerational-Programming-Program-Models.html> [Accessed 26 April 2011] Block, B., n.d. Understanding the Elderly. [online] Available at: <http://www.asktheinternettherapist.com/articles/understanding-the-elderly/> [Accessed 26 April 2011]. Chapman NJ and Neal MB. (1990). The effects of intergenerational experiences on adolescents and older adults. Abstract only. Also published in Gerontologist. 1990 Dec;30(6):825-32. [online] Available at: http://www.ncbi.nlm.nih.gov/pubmed/2286342 > [Accessed 26 April 2011] Cherry, Kendra, 2005. Erikson’s Psychosocial Stages Summary Chart. [online] Available at: < http://psychology.about.com/library/bl_psychosocial_summary.htm> [Accessed 24 April 2011]. Kessler, EM and Staudinger, UM., 2007. Intergenerational potential: Effects of social interaction between older adults and adolescents. Abstract only. Also published in Psychology and Aging, Vol 22(4), Dec 2007, 690-704. [online] Available at: http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2007-18670-004 [Accessed 26 April 2011]   Meshel, DS, McGlynn, RP, (2004). INTERGENERATIONAL CONTACT, ATTITUDES, AND STEREOTYPES OF ADOLESCENTS AND OLDER PEOPLE. Abstract only. Also published in Educational Gerontology Volume 30, Issue 6, 2004, Pages 457 – 479. [online] Available at: <http://www.informaworld.com/smpp/content~db=all~content=a713770146>  [Accessed 26 April 2011]. Smith, BJ., Yeager, A., 1999. Intergenerational Communities: Where Learning and Interaction Go Hand in Hand. In Kuehne VS ed, 1999. Intergenerational Programs: Understanding What We have Created. [online] Available at: <http://books.google.com.ph/books?id=u3AxBXTTw0kC&printsec=frontcover&dq=intergeneration+programs+for+adolescents&source=bl&ots=tRkX77mLbw&sig=FRapbo3q0HG8974hS9haeKWqPwI&hl=tl&ei=KtO2TZG5M4vovQOZnt2iAw&sa=X&oi=book_result&ct=result&resnum=10&ved=0CHAQ6AEwCQ#v=onepage&q&f=false>  [Accessed 26 April 2011]. Ward, C (1999). The Intergenerational Field Need More Ethnographic Research. In Kuehne VS ed, 1999. Intergenerational Programs: Understanding What We have Created. [online] Available at: <http://books.google.com.ph/books?id=u3AxBXTTw0kC&printsec=frontcover&dq=intergeneration+programs+for+adolescents&source=bl&ots=tRkX77mLbw&sig=FRapbo3q0HG8974hS9haeKWqPwI&hl=tl&ei=KtO2TZG5M4vovQOZnt2iAw&sa=X&oi=book_result&ct=result&resnum=10&ved=0CHAQ6AEwCQ#v=onepage&q&f=false>  [Accessed 26 April 2011]. Wikepedia, 2011. Ageism. [online] Last Updated 11 April 2011. Available at: <http://en.wikipedia.org/wiki/Ageism> [Accessed 26 April 2011].           Credit:ivythesis.typepad.com

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS Intergenerational programs now form an integral part in any socia...

The Influence of Cartoons to Young Children

THE INFLUENCE OF CARTOONS TO YOUNG CHILDREN         A Child Psychology gathered groups of parents and teachers in a certain school and ask them what influence a child five years old below to commit violence? A. Fighting of their parents, B. Peer pressure C. Cartoons, most parents answered letter A while most teachers answers B while only few answered letter C but the psychologist had shown a video interaction about children that proves 8 out 10 children would imitate the cartoons that they seen on television. Parents and teachers may be aware about the effects of cartoons for such very young children but they may not understand its severity.       Children may have fear in fighting parents and distressed them, they may have fought with their classmates several times in school but subconsciously they pretend to be what they see in cartoons that are often manifested through their actions and their words. Subconsciously children are susceptible to what they seen and heard on television especially cartoons that is in their imagination. If children sees fighting and outrages, revenges and desire to fight it may fulfill their tender mind to do things without tolerance they may use their toys or their brothers and sisters or they may even exercise their newly acquired knowledge to their parents by beating them although parents may not understand their behavior that children includes the fighting in their play until they learn to perform violence as a habit as they grow.       A very young boy may see the heroic act of the character in the movies and may pretend to believe that it is right to use force to achieve things and they may perform it intentionally that he can put his shoes in the hero that he likes they may even use various tools as mask, gadgets, toy-guns or broomstick as a weapons to get what they want. For very young girls they may like the story of fairy that has the power to use a rod or stick to beat a dragon or slaying monsters. Actually not just cartoons but any other shows and media including games from various media, books and gadgets that appeals to children may affect their behavior and may form their character to imitate it.        Parents and teachers may use various chosen forms of media that are selected to enrich their minds to knowledge and academic inclusion with play, songs and dances that is enjoyable and nurturing. Parents and teachers should cooperate for the benefits of the child through reviews of materials that they often use, schools may have the necessary materials to recommend them to the parents so they can also use the materials at home as a form of creative learning and bonding for the family. There are many available media on the internet sometimes it is free; sometimes you need a little payment. It is easy to check and review such media, there are parental guidance signs and review of what age bracket should watch the show in the form of board review. Look for the labels of toys and videos that says 3 years old and up is safe, general patronage and grade A is also safe.           Parents may need to check the television shows and cartoons that that their children watch they may also need to show the children about the benefits of the stories about what they view, set the time to criticize and review the impact of the cartoons so that children may understand the real benefit of the show on their life. Parents and teachers may give advice to show the students about what may happen if they tend to imitate such actions for example the fighting of two characters may look good but what is the reason why they are fighting or is it good for people to fight? Until children may need to understand and discover what they need to imitate at what it is not.       With the guidance of parents and teachers they will learn tolerance and proper exercises of what they watch, which is important. They should not allow children to watch television the whole day especially during weekend in order to do this they must be exposed with extra- curricular activities in school and at home that is more nurturing and helpful to children. Activities like piano lessons, ballet, music lessons or kite flying, gardening, sports engagement or baking is definitely a good ways to teach them so they learn and enjoy new things.       To further increase their knowledge parents and teachers should work hand in hand to join their children in their activities for moral support. In the mind of a child it is a new discovery that will enhance their talents and skills about their strengths and weaknesses, they can also discover confidence and involvement in a healthy atmosphere, and this can shape their future behavior and attitude towards growth. This is not to delimit or prevent their time in watching their favorite cartoon shows but to create a life balance and a healthy atmosphere that will further expose them to reality rather than fantasy and violence brought about by cartoons and other media that they often used. (http://www.parents-choice.org/default.cfm) Credit:ivythesis.typepad.com

The Influence of Cartoons to Young Children

THE INFLUENCE OF CARTOONS TO YOUNG CHILDREN A Child Psychology gathered groups of parents and teachers in a certain school and a...

Psychological Effects of Child Maltreatment

The Psychological Effects of Child Abuse The effects of child abuse and neglect are noted to be sensitive and provocative. These attribute to their nature embedding multifaceted and perpetual characteristics that cause pervasive and chronic setbacks in children in terms of psychological, social, cognitive and indirect economic effects. While not in all cases of neglect and abuse result to a uniform degree, the scale of these effects depend on how families and societies remain unaware or able to cope into positive transition amid the inherent causes and effects, and seem to remain unrealized in ways without knowledge to social and economic implications and impairment that cost governments to subsidize them.  From varying degrees and forms associated to common household, marital or parental conflicts and disintegration, to the actual and severe forms of emotional or sexual abuse in children, constitute an equitable degree of adversity on social and economic impacts that potentially lead to social and economic disintegration in the national levels while the difficulty to measure in these respects are scant. To stress these effects should invite to effectuate perpetual guidance for parents and guardians and focus on preventive measures which are the most common sources for such potential abuses. Child formation by a parent is a monumental task which requires the proper implementation of a great deal of discipline, patience and tolerance in time and tone sensitive manners even parents show an adverse act  for a good cause contrary to the eyes of the public or within social normal bounds. Yet deviations from these factors and mannerisms may result to the psychological, mental, physical and neurological effects in a child from abuse bouncing back to them as parents a reflective, negative impression pervading into escalating scales if not properly resolved or detected with due diligence within the formative stages of child development. For the long term, should these effects persist without proper due care, the problems persist into social problems with undue cost on the part of the child’s entire life or his or her disposition as a valuable citizen toward society is held at stake dealing with the intricacies of social and economic development. The following factors describe in manifest into account these effects: Physical and Mental Health Consequences: The shaken baby syndrome is a form of abuse inflicted upon infants resulting to physiological side effects but is not discountable to the long term and the degree of effects in terms of the psychological or physiological impairment they risk to experience, as follows: vomiting, concussions, respiration distress, seizures and death. Long term effects perpetuate to an extent by which result to blindness, learning disability, mental retardation, cerebral palsy and even death. Neglect, on the other hand, results to salient and periodical recurrences of mental or physical problems that result to a chronic term in some instances. Impaired brain development onsets as created by these abuses befall some important regions of the brain resulting to constricted emotional, physical and mental development, Hyper arousal factors occur in severe cases of abuse resulting to undue brain hyperactivity disorders or any forms impressing hyperactivity modes, sleep disturbances and posttraumatic stress disorders, attention deficit disorders and learning and memory difficulties (NAIC, 2005, pp. 2-3). Behavioral Consequences: The behavioral aspect as a result of child abuse exhibits manifestations in form of avoidance in accommodating close relationships among family members as a result of parental abuse. This, in turn, ends intimacy as a perceived threat instead of a binding characteristic. Children display this type of behavior through withdrawal, refusing eye contact, hyperactivity and aggression towards other people not necessarily the abusive parent but who exhibit good natured thoughts, expressions or actions that in return are taken negatively. Psychological theory points out the critical aspect compounding social and emotional development in a child’s stage through nurturing or fostering a parent-child relationship in the early stages of child development that success in it ensures the child’s ability to nurture long lasting relationships with others, in particular to peers their age group. Therefore, their disability in return reflects a clear implication that bears on a parents’ responsibility of establishing emotional skills undue on the child’s end (Lowenthal, n.d., p.3). Affect Deregulation: Repetitive modes of repugnant and upsetting attitudes associated to the maltreatment surfaces to deny or control a child’s true feelings with conceit. Out of this, to detect their inhibitions within this context only entail through indirect responses or body language or through physiological manifestations as negative reactions to those feelings exhibited. Affect deregulation can also affect the attachment process in a child’s life stage when the role of parents in shaping a child’s social behavior is undefined and acts as an indicator for a child’s ability in their test to cope up life adversity factors such as stress, regulating emotions, the ability to benefit from social groups and to nurture long term relationships (Lowenthal, n.d., p. 3). As an added effect to this aspect, the potential to empower dissociation which hover their painful experiences distinct over proactive social awareness. This incapability may result isolation from peers and surfaces that impair self-identity leading to sexual identity imbalances. Effects on Cognition and Learning: Accounted dysfunctional parent-child or guardian-child relationships end up with poor performance in school activities. Inversely, parents or guardians who foster positive relationships show positive school achievement. This attributes to the aspect that positive feedbacks and encouragement received from parents under negative circumstances like performance distress in school activities which do not happen to bear on parent-child relationships tend to pursue towards proactive academic achievement by parental motivation. Therefore the lack of constant motivation entrusted to parents and throughout the guidance process during a child’s academic tenure is critical to enable their capability to adjust effectively in changing environments and challenges and continually strive towards greater heights of achievement and life success (Lowenthal, n.d., p.4).                 Credit:ivythesis.typepad.com

Psychological Effects of Child Maltreatment

The Psychological Effects of Child Abuse The effects of child abuse and neglect are noted to be sensitive and provocat...

THE EFFECTS OF ALCOHOLISM TO SOCIETY

THE EFFECTS OF ALCOHOLISM TO SOCIETY          Alcoholism or dependency of alcohol is a chronic disease of a person who has realized the needs for cravings and finding satisfaction in drinking too much alcohol. A person who suffered from this kind of illness is called alcoholic that becomes the underlying cause of many complicated symptoms including physical disturbance, medical disorders, marital problems, job lost even car accidents etc. All this and more has been the effect of alcoholism and still people who are dependent of this alcoholism still find satisfaction in drinking too much even if they suffered much. Some say that alcoholism is entirely psychological others says it is genetic and most says that is it developed through by and mostly they say it is the influence of commercialism and the society itself. But medical professionals has yet to discover the real manifestation of alcoholism to the society but they say that all factors have largely contributed to the development of this disease in once personality and still it is our decision to be addicted in such manner.       All can be alcoholics whether you are a businessman a student a housewife, male or female young and old can be influenced entirely with this kind of obsession even children inside school and college students after class have found satisfaction to release tension in drinking. It all started in tasting a small glass until it becomes a habit, people tend to drink once in a while and drink again by weekend and it becomes a natural pattern that people would deny the fact that they are dependent on alcohol until such problems arise. This compulsive behavior when noticed by other people, they tend to drink more, sometimes smoke more and use of drugs that are interrelated vices that cannot be prevented by common words and reminders of their loved ones.       So why do people drink? In United States alone during 2007 research conducted by medical professionals shows that there are more or less 12.5 million men and women has become alcoholic and this comes from a combination of all age bracket, they drink because of pleasure, they drink because of pressure. They say that it is a culture and a form of diversion to sometimes escape from reality or from hard days of work and a form of release of tension. But basically there are no acceptable sets of rules and reason for drinking.       Alcoholism has brought about uncontrollable emotion and related problem they tend to be out of control under the influence of alcohol and it can be easily identified if a person is drunk they tend to be too much happy or too much depressed, they can be brutal and forceful sometimes they may even be engage in any forms of crimes such as killings, rape, robbery and in most cases devastation of their own life or personality which is worst that they themselves has been the victim of their own alcoholism.         Dual personality or personality difference, when people is highly influenced they tend to be a different human being and when they return from their inner self after a while they may say that they no longer remembered what they have done.       Physical and Psychological manifestation dilemma, A person who suffered from alcoholism may look physically the same but inside their body is like a rotten woods filled with insects that slowly eats up their internal organ and they will suffer sooner or later until the body can no longer resist the pain and eventually give in. Heart disease, Liver problems, Lung problems, Hepatitis and other symptoms may arise. More so the psychological capacity or worse case scenario if they tend to stop their drinking habit they may even experience vomiting, nauseas, headache, shaking and hallucination and mild amnesia.       Family struggle and sufferings may be encountered when one has been engage in alcoholism they may tend to fight and quarrel about behaviors and changes. Some even manifest hatred and denouncing of family members rather than love and support. The money that should be dedicated to paying of bills and household expenses has been replaced by buying alcohol and beers. They even tell all kinds of lies to get the money that should be a part of household budget.       There are many treatments that can actually overcome this kind of disease, peer groups and family support and their tender loving care to reach the person they love, rehabilitation and other programs can be an effective cure but the best treatment is when a person admits that he has been an alcoholic and his willingness to change solved almost fifty percent of a problem.                                  Credit:ivythesis.typepad.com

THE EFFECTS OF ALCOHOLISM TO SOCIETY

THE EFFECTS OF ALCOHOLISM TO SOCIETY Alcoholism or dependency of alcohol is a chronic disease of a person who has realized the ne...

Essay on Bullying

Bullying   Bullying refers to abusive treatment inflicted by individuals to others that may involve verbal harassment, coercion or physical assault, especially when it is habitual and involving an imbalance of physical or social power. The behavior may be regularly directed towards particular individuals by reasons of race, religion, sex or ability. Bullying may be emotional, verbal or physical and commonly involves subtle coercive actions such as intimidation. It ranges from one-on-one situations to group action in which the primary bully is assisted by others in his activities. Bullying can happen in any setting where there is human interaction including home, family, school, church,  the workplace and neighborhoods. It can exist between social groups or classes and even amongst countries, where power imbalances between nations are often cited as causes of conflicts, such as in the cases of both World Wars.[1]   Bullying can also be done indirectly by actions that exclude the victim from activities and social situations. Social isolation of the victim is achieved through techniques like spreading gossip and lies, refusing to socialize with the victim and bullying others who wish to do so and criticizing the victim’s dress, race, religion and other qualities. Bullying can have serious or even fatal consequences, including the victims’ being at risk of stress related illnesses which can lead to suicide, or the victims’ sudden eruption into violence. Victims can also suffer from long-term emotional problems including low self-esteem, anxiety and depression. Bullies have a strong need to control or dominate others, a prejudicial view of subordinates, may be motivated by envy and resentment or use their behavior to conceal shame or to boost self-esteem. They may themselves be the victims of bullying and have a much higher likelihood of running afoul with the law. The continuance of the bullying cycle is also viewed as due to an inadequate response on the part of the bullying target that is seen by both the bully and target as not enough to not repeat the bullying. Individuals who are capable of reacting to initial bullying in ways that sufficiently discourage bullies from further attempts are less likely to be drawn into the bullying cycle.[2]   School bullying by way of physical, verbal or emotional abuse repeated over a period of time occurs inside or outside of the campus. Targets of bullying are often students who are regarded as strange or different by other students and that most of the latter do not see their actions as being negative or unacceptable as much as adults generally do and may even find enjoyment in them. The school system and teachers can also perpetrate bullying because of their power in the system, even while being committed to anti- bullying policies.[3]   Bullying can also occur in the workplace where such tactics as verbal, nonverbal, psychological, physical abuse and humiliation are used within the rules and policies of the organization and society. Majority of such cases are reported to have been perpetrated overtly or covertly by supervisors or management on employees, with women appearing to be at a greater risk in becoming a target. Bullying behaviors pose a threat to the professional status and personal standing of individuals and includes physical and social isolation, malicious overwork and undermining of the duties and responsibilities of employees. Common tactics used by workplace bullies include making false accusations, exhibiting hostile behavior, disregarding of people’s thoughts or feelings in meetings and using the silent treatment on targets.[4]   Cyber-bullying refers to the deliberate, repeated and hostile behavior  by an individual or group towards others through the use of information and communication technologies like cell phones and the Internet. Awareness and legislative measures have arisen to fight this emerging problem in society, especially among young people. Cyber-bullying includes sending or posting text or images that will hurt or embarrass another person, persistent sending of unwanted e-mail, making threats, sexual remarks and statements intended to ridicule a target. Cyber-bullying in the workplace includes malicious product reviews, using forums to present a victim in a false light and vandalizing a search engine to undermine a victim’s earnings, employment or safety.[5] 	   		 		 		 		[1] “Bullying”, Wikipedia, 		28 June 2011, <http://en.wikipedia.org/wiki/Bullying>  		[accessed 29 June 2011] 		 		 		 		[2] ibid 		 		 		 		[3] “School Bullying”, 		Wikipedia, 22 June 2011, <http://en.wikipedia.org/wiki/School_bullying> 		[accessed 30 June 2011] 		 		 		 		[4] “Workplace Bullying”, 		Wikipedia, 23 June 2011, <http://en.wikipedia.org/wiki/Workplace_bullying> 		[accessed 30 June 2011] 		 		 		 		[5] “Cyber-Bullying”, Wikipedia, 		24 June 2011, <http://en.wikipedia.org/wiki/Cyber-bullying> 		[accessed 30 June 2011] Credit:ivythesis.typepad.com

Essay on Bullying

Bullying Bullying refers to abusive treatment inflicted by individuals to others that may involve verbal harassment, coercion or phy...