Crisis situation Essay Example for Free

Crisis situation Essay Crisis situation happens in an unpredicted manner from which the instinctive response necessitates methodical actions to firstly prevent and secondly to recover from the magnitude of impact. But how come a crisis situation can be instantly managed at the spontaneity of incident and nick of time? This reverberating question could be the unspoken words of victims and survivors in the carnage of terrorist attack to the US soil on September 11th 2001 when the world was shocked of the great US tragedy. The crisis situation inevitably slipped beyond the US homeland security defense measures but to face the bleak reality and act for emergency management. This paper will discuss the momentous fate of the victims in the 9/11 tragedy, relating how fast, determined and methodical the emergency management have been engaged. Discussions Overview Based on the documentaries, it was about 8:46 am at the busy business district of New York City began the fateful day that doomed the twin towers of the World Trade Center as the great symbol of American power. The American Airlines Flight 11 was high jacked by unknown numbers of terrorists and purposely crashed to the North Tower of the World Trade Center. The gruesome landing instantaneously put ablaze the higher level floors and became an inferno as the airplane’s fuels exploded and oozed out throughout the building. As reported by the National Commission on Terrorist Attacks upon the United States (NCTAUS), the 911 Police Emergency Dial System was flooded with a lot of calls from eyewitness accounts. They were able to properly identify the target of the terrorist act. Response teams were mobilized within 5 seconds after the crash. The New York Police Department called for Mobilization Level 4. Immediately, 22 lieutenants, 100 sergeants and 800 police officers were dispatched to the scene of the crime. In a span of 17 minutes, what boils down as the largest search and rescue mission in the history of New York City, was dispatched (NCTAUS, 2004). The illustration below shows the flaming towers of WTC: Source: National Commission on Terrorist Attacks upon the United States (2001) According to the report, another American Airlines plane was rerouted to the World Trade Center’s South Tower as everyone thought that the attack was over. The crash intensified the woes of the rescuers, although the magnitude of the damage was not as great as that of the North Tower. As cited, â€Å"Stairwell A† was still passable from the 91st floor while a hundred of people were caught in the 78th floor of the building waiting for evacuation to begin. They tried to squeeze themselves into the already filled up express elevators but to no avail. As time passed by, the number of injuries and deaths continued to rise due to suffocation and psychological stress. Only those who were still conscious and alert were able to reach first the World Trade Center complex exits upon guidance of the evacuators (NCTAUS, 2004). Meanwhile, rescue operations went into full blast with the New York City Fire Department, the police department, and personnel from the ports authority who jointly managed the emergency response. Illustration below shows the aftermath of the â€Å"towering inferno†: Source: National Commission on Terrorist Attacks upon the United States (2001) The above illustration was also dubbed as the â€Å"ground zero† of the WTC wherein thousands have been killed including those firemen from the Fire Department of New York (FDNY) who rushed to the scene unprepared. The rubble has sustained numerous deaths when the burning debris collapsed to both rescuers and survivors who were supposed to be evacuated from the ground floors of WTC (NCTAUS, 2001). Placement of emergency management structure The placement of emergency management structure and leveling of preparedness was set since the first terrorist attack in 1993. As a brief background, Claire Rubin (2004) from the Washington University has cited in her study paper that the homeland security and emergency system of the government has established the strategic defense. This was in line with the emergency response to the 1993 terrorist attempt to bomb the World Trade Center when a 1,500-pound bomb was detonated killing 6 people and injuring a thousands. The illustration below shows the potential target of terrorist attacks:

Freud and Klein, Jung, and Rogers Theories Comparison

Freud and Klein, Jung, and Rogers Theories Comparison Introduction This essay reviews the main beliefs of four psychological thinkers, Freud and Klein, Jung, and Rogers, and one psychological approach, Transpersonal Psychology. In each case I outline the theory, also noting points of agreement and disagreement between them, sometimes drawing on my own experience. Each theory is reviewed under the following headings: Main ideas Work of and with the therapist Similarities and differences with other views Following the discussion of each theory, I offer some concluding remarks. Freud and Klein’s psychoanalysis Sigmund Freud was born in Moravia in 1856, and died in England in 1939. His primary training was medical and scientific, and he consistently maintained that his theory was to be understood as a scientific one. Among the most important scientific influences on his work came from the principle of the conservation of energy in physics. According to Helmholz the total quantity of energy in a system is constant – unless new energy is added, or energy is lost, the existing quantity can only change in form and distribution. Freud’s initial creative insight can be regarded as supposing that human psychology can be understood as an energy system. This enabled him to offer an explanatory account of the behaviour of neurotic people in terms of the causes of their behaviour, instead of supposing that this behaviour was mysterious, random or inexplicable (Brown 1961, p2-3; Thornton 2006). Melanie Klein was born in Vienna in 1882 (making her a generation younger than Freud) and died in London in 1960. Klein was a pioneer in applying psychoanalytic techniques to children, maintaining that play behaviour could provide the same sort of data as free association, and also argued (an idea that Freud came to accept) that people were also driven towards death, or the ending of life, as well as to the preservation of life (Brown 1961, p71f). Freud revised and modified his ideas repeatedly during his long career. It would take more space than this whole essay to review the changes, and I have other thinkers and approaches to discuss. In the following sub-section I outline some of the central commitments of Freud as they remain influential in practice today, making (for reasons of space) only limited reference to Klein. Main ideas Following Brown (1961) the following are the main components of Freud’s views: (1) Psychic determinism: Freud was inspired by the principle of conservation of energy in physics, and maintained that human psychology was an energy system. What this meant specifically was that behaviours that had previously been regarded as accidental or meaningless (including dreams, tics, yawning, paralyses and slips of the tongue) could be seen as possible symptoms: the psychoanalytic observer could seek to interpret them as symptoms on the hypothesis that they represented energy that might not have been ‘allowed’ to itself themselves directly. (2) The role of the unconscious: The symptomatic individual is typically unaware of the causes of her or his symptoms, and this is partly because they are not the sort of things that the subject wants to acknowledge. The thought of a desired outcome or action is ‘repressed’ because it is not acceptable, but the energy associated with it has to go somewhere (see (1) above) and so is substituted for something else with a non-obvious relationship. (If it was obvious, and so obvious to the patient, it wouldn’t successfully be repressed.) Work is required to make the processes apparent, and to determine what to do about them. (3) Goal-oriented nature of behaviour: All behaviour is for something, and repressed wishes cannot generally be released in ways irrelevant to the target desire. This is part of why symptoms can be informative. Freud describes a woman who had been disgusted by a person allowing a dog to drink from a glass, but refused to express the disgust because it would have been rude and had become unable to drink water from glasses herself. This refusal was, he claims, uncovered as a symptom by following up on her muttering about her â€Å"lady friend† during free-association under hypnosis, where the ‘forgotten’ episode was recalled, and after this the symptom disappeared (1962, p 36). (4) The developmental or historical approach: There is a characteristic cycle to human psychological development, closely associated with sexuality. ‘Sex’ here is understood widely, to include the full range of pleasurable sensation over various regions of the body. Freud maintained that ordinarily people went through a series of ‘stages’, the first three broadly associated with a region of the body: oral (first 18 months), then anal (18 months to 3 years), then phallic (ages 3 to 6 years), and a ‘latency’ period during which ‘pregenital desires were largely repressed’ (Prochaska and Norcross 2003, p35). Finally during adolescence a ‘genital’ stage begins. Each of these stages involves various kinds of conflict (over access to the breast, toilet training, etc.) and these formative conflicts are, according to Freud, often the basis of later neurosis. Also we face an ongoing conflict between our instincts (for pleasure an d life, but also for aggressive conflict and death) and the demands of social and institutional living, which begin in the family. This conflict between ‘libido’ and ‘reality’ is a major source of repression, but makes individuals unlikely to know why they are behaving as they are. The ‘normal’ or ‘healthy’ individual is not immune to the conflict (being so, for Freud, would require abandoning civilisation, or lacking the instincts) but is more flexible and fluent at handling the conflict, more aware of what she or he is doing when denying an instinctual urge, and better able to participate in determining how restrained urges can be substituted or managed without repression. Klein (Fordham 1995, p47f), as noted, pioneered the application of analytic techniques with small children, partly by observing their play behaviour, and partly through discussion.[1] Fordham describes one of her case studies, of a child called Richard, during the second world war. Richard was ten years old at the time. Klein interprets his conflicting responses to parents (e.g. a castration anxiety related to being lied to about a circumcision procedure – Fordham 1995, p51) and his construction of an account of the insides of people’s bodies, including his own, and that of his parents, especially that of his mother prior to his birth. Work of and with the therapist The Freudian analyst helps partly by listening, or simply by being there while the patient free-associates and works through the things she or he says during the process. In Freud’s view this process could enable the unconscious to be brought to consciousness, and patients come to understand how it is that they partly resist abandoning their symptoms (because they’re goal-oriented, even if non-optimal). The hope is that the unsymptomatic individual will be better able to satisfy her or his ‘drives’. The analyst does more than simply listen, of course, and her or his questioning and participation uses or facilitates a variety of procedures (Prochaska and Norcross 2003, p39), including ‘confrontation’, ‘clarification’, ‘interpretation’ and ‘working through’, which are intended to help uncover repression (manifest in resistance to free association), and to manage the common ‘transference’ where uncovered drives are directed at the analyst, who is a highly convenient and sympathetic target for them. The healthy individual, for Freud, is one who is flexibly able to navigate the inevitable conflict between ego and reality. As Adam Phillips puts it: â€Å"Freudians believe we are inevitably violated both from within and without: our egos are violated by our desires and what happens to us. So the Freudian cannot imagine a life without defences, but only a life spent trying to protect himself from this life in order to be able to go on living it, with sufficient pleasure† (2000, p161-2). Similarities and differences with other views Freud’s work exerted massive influence on later psychology, and he interacted directly with a number of the figures I’ll consider later. I’m going to use this ‘similarities and differences’ sub-section cumulatively, as I add detail about the different theories, and so have no more to say in this first round. I find one of Freud’s most basic ideas, the psychic determinism, interesting and exciting. If he’s correct, then a skilled observer can find meaning in patterns of behaviour that would otherwise be regarded as random noise. I’ve been given reason to observe patterns in my own behaviour more thoughtfully as a result of this – I’m not generally a tardy person, and now when I ‘forget’ something that I need for some unpleasant task (a piece of paper I need for some boring administrative matter at the bank) or am late more than once for a meeting a particular person, I at least wonder whether these episodes aren’t in some way motivated, and what I’m both remembering and forgetting while I do it. Jung’s analytical psychology Carl Jung was born in Switzerland in 1875, where he died in 1961. He initially collaborated intensely with Freud, but in 1910 resigned as Chairman of the International Psychoanalytical Association. His approach is called ‘analytical psychology’ partly in order to make clear that it involves a departure from Freud’s psycho-analysis. Main ideas Jung shared with Freud the notion that an important part of the psychology of an individual person was the unconscious, and that dreams and other behaviour provides clues about what was going on there. As Fordham (1995, p79f) notes, Jung was dissatisfied with what he took to be the mechanical nature of Freudian explanations, and preferred to think of the process of analysis as one of interpretation, leading to understanding of meaning rather than causal processes. He regarded symbols are much more important than Freud did. In addition he disagreed with Freud about the importance of the libido and sexual drives, maintaining that, especially in later life, people tended towards an additional stage of development, which involved realisation of the self in relation to the ‘collective unconscious’ which is an inherited part of the unconscious, shared with others. This process was, according to Jung, significantly spiritual and even religious. This notion of the collective unconscious was a clear departure from Freud. Jung claimed to find recurring and universal ‘archetypes’ (of key processes such as death and marriage – Brooke 1991, p16) in world mythologies, folklore and religion, and maintained that dreams should be interpreted in the context of this common inheritance, a process that he called ‘amplification’ (Fordham 1995, p87). For Jung, neurosis was often related to a failure to pursue ‘self-knowledge’ which in turn involved achieving a better level of connectedness with what he took to be human universals. Fordham quotes a passage from Jung illustrating his rejection of aspects of Freud’s view: â€Å"The symptoms of a neurosis are not simply the effects of long-past causes, whether ‘infantile sexuality’ or the infantile urge to power; they are also attempts at a new synthesis of life – unsuccessful attempts, let it be added in the same breath, but attempts nevertheless, with a core of value and meaning. They are seeds that fail to sprout owing to the inclement conditions of an inner and outer nature† (Quoted in Fordham 1995, p81). Work of and with the therapist Although some of the tools of the Jungian therapist (free association, dream analysis) are the same as those of the Freudian, there are important differences in the point and intended outcome of the process. Because the Jungian believes in the collective unconscious, dreams and associations are not understood merely as expressions of a constrained energy system, but also as indications of a relationship with universal sources of human meaning, including spiritual ones. Interpretation is partly a process of ‘amplification’ (Fordham 1995, p87) informed by the therapist’s understanding of the collective unconscious. As Fordham notes, Jung ‘did not enter into details of the analyst-patient relation’ and suggests that Jung may not have been especially ‘interested’ in this, relying ‘rather heavily on the analyst’s native intelligence’ (Fordham 1995, p127). Similarities and differences with other views The main differences I can see between Jung and Freud are the ones I’ve noted: Jung was less impressed by the role of the libido, and more inclined to take seriously the spiritual content of what his subjects said. The healthy subject after Jungian therapy is generically similar to the patient after psycho-analysis, except that for Jung such a person, if an adult, will be willingly involved in the spiritual. Fordham quotes Jung saying that the ‘fascination which psychic life exerts upon modern man’ holds ‘the promise of a far-reaching spiritual change in the Western world’ (Fordham 1995, p91). The dispute with Freud regarding whether analysis produced causal explanations or interpretations seems to me like it could be unnecessary. A symptom could at the same time have a cause (because of being the substituted expression of a desire) and a symbolic meaning (because associations between ideas help determine what gets substituted). It seems right to take somewhat more seriously the spiritual experience of people (I’ll say more about this under transpersonal therapy) but that doesn’t have to mean supposing that what subjects report is true. Freud’s patient (described above) was for a while disgusted by all glasses of water, but not because there was actually anything wrong with them. Rogers’ Person Centred Therapy Carl Rogers was born in the United States of America in 1902, where he also died in 1987. His work, which therefore came after the main contributions of Freud and Jung described above, emphasised the humanistic idea that therapist’s technical skills were less important than their humanity, which he understood to require bringing dispositions such as ‘unconditional positive regard’ and ‘genuineness’ to the therapeutic process. Main ideas According to Rogers people are driven by a single ‘tendency toward actualization’ (Prochaska and Norcross 2003, p142), which is a tendency to develop capacities so as to ‘maintain or enhance the organism’. This tendency needs to be able to tell what maintains or enhances, and accordingly Rogers postulated an ‘organismic valuing process’ that distinguishes between experiences that are good and bad for growth. This tendency leads us to distinguish ourselves from the world (this is roughly similar to some of Freud’s thinking about the formation of infant identity through recognising the independence of the world) and come to need ‘positive regard’ for ourselves. Our main source of regard, not only positive, to begin with is other people, especially parents. We learn that their approval depends to some extent on what we do, and there can be a mis-match between what is actualizing in general (in the sense of good for growth by the lights of the organismic valuation process) and what is actualizing in the sense of leading to positive regard from others. To put one of my own experiences in these terms, we might learn that we get positive regard by not taking the last cup-cake, even though we intensely want it and are bewildered by the fact that nobody else seems to want it at all. This tension creates ‘conditions of worth’ (Prochaska and Norcross 2003, p143) that distort the expression of the tendency to actualise. Work of and with the therapist The aim of therapy according to Rogers is to ‘provide a relationship which [the client/patient] may use for his own personal growth’ (Rogers 1961, p32), which is a matter of freeing up the tendency we all have to actualisation. According to Prochaska and Norcross (2003, p146f) that there are five conditions – besides being in the relationship itself – for ‘therapeutic personality changes’: Vulnerability, Genuineness, Unconditional Positive Regard, Accurate Empathy, Perception of Genuineness. Vulnerability concerns the client’s awareness of her or his own state of ‘incongruence’ and hence vulnerability to anxiety. Genuiness is the required state of the therapist, who should be ‘freely and deeply themselves’ (Prochaska and Norcross 2003, p147) while in the therapeutic process, to be ‘aware of [her or his] own feelings, in so far as possible, rather than presenting an outward faà §ade of one attitude, while actually holding another’ (Rogers 1961, p33). At the same time the therapist must express the ‘unconditional positive regard’ which is the corrective to the conditional positive regard from others that Rogerians take to be the cause of incongruence, a process in turn demanding accurate empathy of the ‘client’s inner world’ (Prochaska and Norcross 2003, p147) which involves not filtering empathy through personal reactions (and so is an additional demand over and above genuineness’. Finally the client must recognise the genuineness of the therapist. In this environment, it is up to the client what to talk about. In this ‘non-directive’ (as in, not directed by the therapist) environment, the client will, according to Rogers, realise a capacity that everyone has to ‘move forward toward maturity’ (Rogers 1961, p35). The result is supposed to be that the client becomes ‘more integrated, more effective’ and to show ‘fewer of the characteristics which are usually termed neurotic or psychotic, and more of the characteristics of the healthy, well-functioning person’ (Rogers 1961, p36). Part of this depends on the unconditional positive regard of the therapist, through which the client can come to reassess her or his incongruence. In a hypothetical monologue from a client in therapy, Rogers writes: â€Å"But now that I’ve shared some of this bad side of me, he despises me. I’m sure of it, but it’s strange I can find little evidence of it. Do you suppose that what I’ve told him isn’t so bad? Is it possible that I need not be ashamed of it as a part of me? I no longer feel that he despises me. It makes me feel that I want to go further, exploring me, perhaps expressing more of myself†¦Ã¢â‚¬  (Rogers 1961, p67). When the process works, the subject becomes a ‘fully functioning individual’ (Prochaska and Norcross 2003, p156) who trusts her or his own actual emotional responses to what they experience, and the courses of action that they spontaneously feel are best. Such a person lives fully in the present – not filtering the present through past hurts, or leaving any of the present out. Similarities and differences with other views A Freudian would likely object that the Rogerian approach involving unconditional positive regard provides ‘a transference relationship that has all the elements of an idealized maternal love’ (Prochaska and Norcross 2003, p164), and also think that Rogers’ style of therapy missed out on important tools (free association) that Freud had showed could be useful. That said, the subject at the end of successful Rogerian therapy is similar to that supposed by Freud – aware of his or her own actual emotions, authentically accepting of how they deal with them, not limited by distortions from previous experience. Some of the conflicts Freudians think are important (for example over access to the breast, or toilet training) can be described in terms of conditional positive regard. It also seems to me that Rogers has done a great deal of good by devoting so much attention to thinking about the relationship between client and therapist, and the demands on the therapis t. Freudians would probably also agree with the fact that Rogers apparently didn’t take religion very seriously. A Jungian, on the other hand, might complain that Rogers doesn’t take the spiritual anywhere nearly seriously enough, and that his approach neglects important information about human psychology that are to be found in mythology and folklore. (Earlier in a passage quoted above, Jung notes that ‘modern man’ has become ‘unhistorical’ (Fordham 1995, p91). Finally, Rogers’ concern with self ­actualisation, though, seems to me to make too much of what might be a specifically North American, or middle class, pre-occupation with the individual (Prochaska and Norcross make a similar point – 2003, p164). Transpersonal Psychology Transpersonal psychology is the name for a wide range of different approaches to therapy. Unlike the approaches discussed above, it is not primarily associated with a single influential figure. Lajoie and Shapiro (1992) reviewed some of the literature over the period 1969-1991, and report no less than forty different descriptions of what transpersonal psychology amounts to. Although in some ways the term is new, some argue that the ideas it stands for are not. Kasprow and Scotton, for example, trace the roots of transpersonal psychology at least to William James who had argued that the test of spiritual experience should be its effect on people, rather than pre-emptively supposing with Freud that it was a kind of regressive defence (Kasprow and Scotton 1999, p12, 13, 15). They claim that what distinguishes transpersonal psychology, and gives it its name, is concern with ‘difficulties associated with developmental stages beyond that of the adult ego’, and it is this movem ent beyond the ego that merits the label ‘transpersonal’. As we saw above, Jung too was concerned with psychological development beyond adulthood, and with mystical experience (Fordham 1995, p135). He is often noted as an influence on transpersonal psychology. Another key figure is Abraham Maslow, born in 1908 and who died in 1970, so with a productive life largely overlapping with that of Rogers. Main ideas Like Rogers, Maslow was a kind of humanist Rogers’ whose client centred therapy is a form of humanistic psychology, and he and Maslow agreed that people had innate potential and desire for self-actualisation. Maslow is especially famous for his periodically revised ‘hierarchy of needs’ describing a number of groupings of needs he took to be common to all people, some of which (e.g. for sleep) needed to be satisfied before others. In the original formulations (Maslow 1943, 1954) the top level of needs was for ‘self-actualization’ which included morality and creativity. Later in his life he proposed that the top level included a state that some self-actualised people might achieve, which he called ‘transcendence’ (Maslow 1971). ‘Transcendence’ here is self-transcendence, and so refers to the same phenomenon as the ‘transpersonal’ in transpersonal psychology. As Kasprow and Scotton (1999, p13) put it, â€Å"transpe rsonal approaches are concerned with accessing and integrating developmental stages beyond the adult ego and with fostering higher human development† and this involves dealing with â€Å"matters relating to human values and spiritual experience† including â€Å"altruism †¦ and profound feelings of connectedness†. Work of and with the therapist Because transpersonal psychology is a large collection of approaches, there is more variation in how practitioners work. This makes it very difficult to offer a short summary. In general practice is humanist – very simply put it’s Rogers with a spiritual aspect, or Rogers mixed with some elements of Jung, including focus on symbolic interpretation of imagery. But there are a number of distinctive tools used by some practitioners that are not generally used by proponents of the approaches described above, including use of ‘altered states of consciousness’ besides those of hypnosis and being on the therapist’s couch, including by means of some of the tools used traditionally and in shamanistic and religious practice to achieve altered states, including â€Å"fasting, dancing, prayer, relaxation, sex, ritual and drugs† (Kasprow and Scotton 1999, p18). Given the focus on transcendent experience, it isn’t surprising that a significant fraction of transpersonal practice relates to experiences like bereavement (Golsworthy and Coyle, 2001)[2] or that it has been found generally useful in pastoral counselling (Sutherland, 2001).[3] Similarities and differences with other views Now that all four approaches have been described, it is possible to say something more general about relationships between them. Freud and Rogers are both relatively secular in orientation. Jung and Transpersonal psychology both take spiritual and transcendent experience more seriously. Rogers and at least some transpersonal psychologists (including Maslow) are clearly humanist. Despite their differences, they have in some ways similar conceptions of the healthy human being, who is free from some forms of conflict, and able to cope flexibly with life. They differ on what the world is like, in particular over the status of transcendent experience, and over the degree of individualism to be aimed for (with Rogers seeming the most individualistic). References Brooke, R. 1991. Jung and Phenomenology, London: Routledge. Brown, J.A.C. 1961. Freud and the Post-Freudians, London: Pelican. Fordham, M. 1995. Freud, Jung, Klein: The fenceless field, London: Routledge. Freud, S. 1962. Two Short Accounts of Psychoanalysis (translated and edited by James Strachey), London: Penguin. Golsworthy, R. and Coyle, A. 2001. Practitioners’ accounts of religious and spiritual dimensions in bereavement therapy, Counselling Psychology Quarterly, 14(3), pp 183–202. Kasprow, M.C. and Scotton, B.W. 1999. A Review of Transpersonal Theory and Its application to the Practice of Psychotherapy. Journal ofPsychotherapy Practiceand Research, 8(1), pp 12-23. Lajoie, D. H. Shapiro, S. I. (1992).Definitions of transpersonal psychology: The first twenty-three years. Journal of Transpersonal Psychology, 24(1), pp 79-98.. Maslow, A.H. 1943. A Theory of Human Motivation, Psychological Review, 50 pp 370-96. Maslow, A.H 1954. Motivation and Personality. New York: Harper. Maslow, A.H. 1971. The farther reaches of human nature. New York: Penguin. Phillips, A. 2000. Promises, Promises. London: Faber and Faber. Prochaska, J.O. and Norcross, J.C. 2003. Systems of Psychotherapy: A Transtheoretical Analysis, Pacific Grove: Thomson. Rogers, C.R. 1961. On Becoming a Person: A therapist’s view of psychotherapy, London: Constable. Sutherland, M. 2001. Developing a transpersonal approach to pastoral counselling, British Journal of Guidance Counselling, 29(4), pp 381-390. Thornton, S.P. 2006. Sigmund Freud [Internet Enclycopedia of Philosophy], URL: http://www.iep.utm.edu/f/freud.htm (Accessed 8 September 2008). 1 Footnotes [1] Fordham notes that the earliest application of analysis to a child of which he is aware was to a child aged 13 months, a process that was ‘hardly at all verbal’ (Fordham 1995, p145). [2] This paper also reports a common frustration that much mainstream therapy ignores or underplays religious experience, which is likely part of the appeal of transpersonal psychology. [3] This paper reports the same frustration as described in the previous footnote, from the specific perspective of clerics who may have received training in secular forms of psychological counselling.

Allan Shivers Essay -- essays research papers fc

Throughout Texas history, there have been a number of men and women to serve in their government that have stood out from the rest. Allan Shivers has been one of those men who have stuck out not only as a sore thumb, but even more as one of Texas greatest politicians. Even though his come down from politics was a rough road, his accomplishments more than equal out a bad reputation. From rags to riches, he is a landmark in the lone star state.   Ã‚  Ã‚  Ã‚  Ã‚  Allan Shivers was born Robert Allan Shivers on October 7, 1907 in Lufkin, Texas. He grew up in an area known as the Magnolia Hills near a little town called Woodville where he attended primary school. The Woodville school system only went up to the eighth grade. When Shivers finished school in Woodville, he started working at the local sawmill. Shortly thereafter, his family relocated to Port Arthur where he attended high school and graduated in 1924. Eager to learn, Shivers was accepted to the University of Texas and went to school there for one year. Expenses for college had become too much for the Shivers family to afford. He was forced to drop out of school and returned to Port Arthur. He worked in an oil refinery to make some money and eventually made enough to be able to return to school. He actively participated in extracurricular activities such as his fraternity Delta Theta Phi, a law frat. His senior year, he was elected president of the Students Associa tion, thus marking the beginning of his poli...

Nostradamus Essay -- essays research papers fc

Nostradamus   Ã‚  Ã‚  Ã‚  Ã‚  In the 16th century, a French doctor and prophet, Michel de Nostradame, was born. He gained his fame when his predictions of the death of King Henry II of France came true. Nostradamus, as he is also known, wrote a ten volume book, The Centuries, filled with prophecies. He became a man that people from all over the world came to see to seek his counsel. Nostradamus had a life filled with many twists and turns and has made many prophecies that have come true during the twentieth century.   Ã‚  Ã‚  Ã‚  Ã‚  His grandfathers were the first people to notice his display of talent for prophecy when Nostradamus was very young. His grandfathers taught him a wide range of subjects: classical literature, history, medicine, astrology, and herbal folk medicine. At the age of fourteen, he went to study in the city of Avignon. In 1522, at the age of nineteen, he enrolled in the University of Montpellier as a medical student. After only three years, he passed the oral and written examinations for his degree (Hogue 12-5).   Ã‚  Ã‚  Ã‚  Ã‚  With his medicine license in his hand, Nostradamus went to practice in the countryside, far away from his professors. During the 1500’s, Southern France suffered from a chronic form of the bubonic plague. Nostradamus started going to plague-stricken households to try to help the sick. He followed the plague through Southern France and he never left a town until everyone sick was well (Hogue 15).   Ã‚  Ã‚  Ã‚  Ã‚  Nostradamus was also a master astrologer who studied the movements of the stars and planets in relation to each other. He believed his gift of sight had â€Å"divine intervention.† He was sought out by wealthy citizens to tell them their horoscopes â€Å"and by their wives for his advice on cosmetics.† (Hogue 15). He wrote a book on the doctors and pharmacists he met throughout his travels in Southern Europe. He would stay with some of them during the day helping them heal the sick. By night, he became their pupil.   Ã‚  Ã‚  Ã‚  Ã‚  In 1529, Nostradamus returned to Montpellier for his doctorate degree. After this he decided to set up a more permanent practice in 1534 in Toulouse. He then decided to move to the town of Agen. He soon became the town of Agen’s most eligible bachelor. In Agen, he married and had two children, a boy and a girl. It was ... ...re money without having any gold and silver to back it up. Some feel that this has been fulfilled and possibly will be fulfilled again in the future. (Hogue 149.)   Ã‚  Ã‚  Ã‚  Ã‚  November 22, 1963. The assassination of John Fitzgerald Kennedy (JFK) in Dallas, Texas. Nostradamus not only saw the death of a man who could have been America’s greatest leader, but he also saw events and people that no one today is certain of, the killers. He gives hints that JFK was to be a great president. One quatrain describes Kennedy as a two term president.   Ã‚  Ã‚  Ã‚  Ã‚  Nostradamus led a very interesting life. I personally believe that he was a wonderful man and could really see into the future. Read his quatrains and you too will be convinced that this man predicted even some of the events that have occurred in mine and your lifetimes, during the 20th century. 6 Works Cited Hogue, John. Nostradamus and the Millennium. New York: Doubleday and Company,   Ã‚  Ã‚  Ã‚  Ã‚  Inc., 1987. Roberts, Henry C. The Complete Prophecies of Nostradamus. New York: Nostradamus,   Ã‚  Ã‚  Ã‚  Ã‚  Inc., 1979.   Ã‚  Ã‚  Ã‚  Ã‚  

Racist Mind :: essays research papers

The Racist Mind In looking at the idea of being racist we must look at why people are like that. I would hope that most people would not be racist, but that would be in a perfect world and we don’t live there. Conflict theorists would say people are attracted to the message of hate because the way the power elite keeps us at odds. They keep us believing that the other race is trying to take what little there is left. If the power elite can keep us at one another’s throats then we won’t rise up and fight against the power elite. We won’t realize that we really don’t have anything. There are examples of this all over. We take peoples jobs away and give them to minorities or another minority. This produces hatred toward that minority. If we do this then they won’t take to changing their life around them The same is within education and making sure that some people are given a right to enter a college not based on scores, but on color of skin. This gives us hate. We think some group is trying to take our stuff. The Ku Klux Klan believes that blacks are taking all their jobs or because they are there they are running the companies out of town. The power elite enforces this rhetoric and only causes the people to continue the cycle of hate. The leaders and followers of the Ku Klux Klan and neo-nazi groups believe that they are the only superior people and everyone is taking what is rightfully theirs. They are taking their stuff. Their jobs, their homes, their land. â€Å"They believe life is war. The world is made of distinct racial groups and life is about the war between those groups.† They only believe what they want to believe. These people live in their own world and you can never talk them out of it. Mr. Ezekiel stated this â€Å"[There is a] ready pool of whites who will respond to the racist signal†¦.This population is always hungry for activity -or for the talk of activity- that promises dignity and meaning to lives that are working poorly in a highly competitive world.† This is so true. Most of these people that belong to these groups are poor, down and out. They feel now like they have power. If they have power ten they can change the world.

Personal development in health Essay

1. How can you evaluate your own knowledge, performance and understanding against relevant standards? So, how do you ensure you are working within up to date standards for health and social care? How do you check this? This is where you improve your performance with training and supervisions and I can check with the CQC to make sure I am doing things right if I was unsure or with my employer. 2. Can you identify your sources of support for planning and reviewing your own development? For examples, sources of support can include formal support, informal support, and supervision, appraisal, within the organisation or beyond the organisation. The code of practice would be my main support and guide lines for planning and reviewing my development or my employer would also help me plan my own development with keeping my training up to date. Also working by the company policy and procedures would keep me within the guide lines. 3. Can you evaluate how any learning activities you have accessed have affected your practice? I completed a fire awareness course and returned to work that evening when one of the clients set a pan on fire on the cooker, by doing the training I learnt to soak a t towel and pay it down from front to back of fire to suffocate it to put it out so was very useful and it worked as before I would have just wet a tea towel and just tried laying it on it no particularly way. So this is just one example of where the training helped with my job in caring for people. I also learnt the best way to deal with a burn is to keep it under cold water to take away the burning sensation, or to keep a cold wet dressing on it till we get to the hospital for treatment. These are just two examples from a first aid course and a fire awareness course. Unit 4222-306- promote and impement health and safety in health and social care 4. Describe the different types of accidents and sudden illness that may occur in your work own work setting. In my work place the most likely accidents is ware clients burn their self when cooking or when then fall over. Another is the self harming which we can in counter quiet regular when our clients are upset about things out of our control. The most often illness is coldsflu or sickness. Quiet often we have clients with breathing problems as well i.e. asthma 5. Explain the procedures to be followed if an accident or sudden illness should occur. If a client had a fall I would check how they was but not move them, just try make comfortable then call a ambulance, I would then notify my employer and they would then notify anyone that needed to no. I would then document everything that happened in the accident book as well as the clients file and on my contact sheets as well. If a client had a problem with their breathing I would get them their inhaler to try and help it but if that didn’t work I would then call an ambulance to assist with a nebuliser or to take them to hospital. I would again notify my employer who would then contact the people who need to no. I would again make sure everything was documented. 6. Explain the main points of legalisation that relates to moving and handling The manual handling operations regulations 1992, which implement the manual handling of loads directive, came into effect on 1 January 1993 and apply to all manual handling activity with a risk of injury. The regulations impose duties on the employers self employed people and employees. Employers must avoid all hazardous manual handling activity where it is reasonably practicable to do so. if it is not they must assess the risk in relation to  the nature of the task, the load, the working environment and the capabilities of the handler and take appropriate action to reduce the risk to the lowest level reasonably The employer’s duties; Avoid the need for hazardous manual handling as far as is reasonably practible. Assess the risk of injury from any hazardous manual handling that can’t be avoided Reduce the risk of injury from hazardous manual handling, as far as reasonably practicable The employee’s duties Follow appropriate systems of work laid down for their safety Make proper use of equipment provided to minimise the risk of injury Co-operate with the employer on health and safety matters. If a care assistant fails to use a hoist that has been provided, they are putting themselves at risk of injury. The employer is unlikely to be liable. Apply the duties of employers, as appropriate, to their own manual handling activities. Taking care to ensure that their activities do not put others at risk 7. Explain principles for safe moving and handling There are some basic principles that everyone should observe prior to carrying out a manual handling operation: Ensure that the object is light enough to lift, is stable and unlikely to shift or move Heavy or awkward loads should be moved using a handling aid Make sure the route is clear from obstructions Make sure there is somewhere to put the load down wherever it is to be moved to Stand as close to the load as possible and spread your feet to shoulder width Bend your knees and try to keep your backs natural, upright posture Grasp the load firmly as close to the body as you can Use the legs to lift in a smooth motion as this offers more leverage reducing the strain on your back Carry the load close to the body with the elbows tucked in to the body Avoid twisting the body as much as possible by turning your feet to position yourself with the load. 8. Describe types of hazardous substances that may be found in the work  setting Bleach can be a hazardous substance if not used right and or enough ventilation is possible or many cleaning products. 9. Describe practices that prevent fires from- a) Starting Keeping things away from flames like tea towels and cloths when cooking. Being very aware and watch you’re cooking so it doesn’t burn dry and catch light. b) Spreading Keep all fire doors shut to try preventing from it spreading and contain the fire. Try to turn off the cause of the fire to try and kill the fire. c) Explain emergency procedures to be followed in the event of a fire in the work setting. To sound the alarm, to call 999, to evacuate the building with a register of who was in and who is out so you can inform the fire service when they arrive. Inform my employer and then when every is safe and fire is out, document it. Unit 4222-374-promote active support 11. Compare the characteristics associated with active support and hotel model in relation to an individual’s support. For guidance here, the ‘hotel model’ refers to institutional style settings organised mainly around staffing needs. They are not person centred and offer a poor quality of life for individuals. An example could be staff undertaking all the domestic tasks and not providing individuals with the opportunity to participate in construction activities. Active support is when you let a client do the things they need to do i.e. cooking, cleaning and self care but are there to assist them when needed. Hotel model is when you going in and do everything as it quicker and easier than waiting for them to do their self and by making them wait to curtain times or days to do some tasks i.e. every has times when they get help to use bathrooms or everyone has the same dinner time to eat or everyone has to go to bed at same time early as easier for staff to cope with if they all in bed. 12. Identify practical changes that could be made within a service setting- A) Promote an individual’s independence To help an individual to have independency could be a simple thing like making a flannel wet and handing it to them to wash their own face instead of you just washing their face, or cutting their food up so they can feed their self as they cannot cut their food up as cant use a knife and fork but could feed their self with a spoon. B) Support informed choices This could be when we go shopping and I suggest different foods for them to choose from or it could be not taking a library book back on time I would just make them aware they would receive a late payment fee that would mean they would then have less money to live on so they would then think about whether it was worth taking it back late or going back and getting it stamped so they can have it again instead of being charged for it. C) Improve quality of life. I could do a risk assessment on them and find they would benefit from some aids to give them a better life for example if they can’t read or see things properly I could arrange for them to see a optician and get glasses so they could see to read and would help with their balance and could lessen the amount of falls that they have had, or it could be someone is not hearing properly and is being a danger to their selves for example when crossing the road they are not hearing the traffic and what’s going on around them. A doctor could arrange a hearing test and a hearing aid which would be better for the client and he would be less dangerous. Unit 4222-325-support individuals during a period of change 13. Describe the types of changes that may occur in the course of an individual’s life. Types of change can include changes that are positive, negative, chosen ,unchosen, temporary or permanent A person could receive news of a death of a family member which they would then grieve. A person could have some good news like winning the lottery or could be their parent wants contact with them after she had put them in care or they got a job or they are clear of any health issues etc They could decide to make a change in their courses they are attending or choose to not have contact with curtain people or could simply be they have chosen to be a vegetarian ect You might have to move house when you don’t want to or move  area when you don’t want to but a family brake down is making you, it could be temporary until your house becomes available or it could be permanent because it wasn’t your house in the first place and you was living with someone. 14. Analyse factors that may make change a positive or negative experience. If someone was being abused but was then moved out it would be a positive move as client would not be being abused any more but the negative side would be the client would have been moved out of the family setting and might not like the idea of being away from family and rebel against it as much as they know it was the right decision they might be confused as to why the person did what they did and why have they been moved and look at it as a punishment as they had not done anything wrong. 15. Can you describe approaches that are likely to enhance an individual’s capacity to manage change and experience change positively? When our clients become 18 they are registered on to the council list for housing so leading up to their 18th birthday we will teach them to cook and clean and look after their selves and to budget and pay bills and how to ask for help when needed and where to go to access what help they need. This all prepares them for change when they have to do things on their own. Unit 4222-342- support positive risk taking for individuals 16. Explain ways in which risk is an integral part of life. Every day life is a risk, crossing the road, cooking, falling over Become ill; making decisions is a risk to weather you makes the right one. 17. Explain why individuals may have been discouraged or prevented from taking risks We may discourage some people of taking risks when they have no fear, like when they might just walk out across the road without looking to see if there any traffic coming, or they turn the cooker on and put a pan on and get distracted and walk away and forget about it until they smell burning, or it could be someone going to the cash point and draws a lot of money out and waves it around for everyone to see and then looses it. 18. Can you describe the links between risk-taking and responsibility, empowerment and social inclusion? The link is offering individuals the opportunity to achieve their goals and dreams of their own choice which empowers the individuals. The person in the support role is responsible for identifying the risks and hazards that come with the chosen activity and decide how the risks could be reduced or the activity adapted to make it less hazardous.

Different Ideas of Beauty

Exploring the different ideas of Beauty. Within a span of four months, we have explored the idea of beauty and the various definitions of it. We have learned that beauty can be interpreted in various way and found in anything. Like the saying goes â€Å"beauty is the eye of the beholder,† the notion of what is beautiful can be very subjective depending on the ones personal preferences at the same time we can have a collective evaluation and agree on something that every one considers to have some sense of artistic feel to it.In Edmund Burke’s book the philosophical enquiry, he share his ideas on â€Å"what is beautiful,† when explaining the traits of the sublime. In his philosophical work on the sublime and the beautiful, he tries to explain the distinctive qualities of the two categories, thus giving a new idea of beauty to explore apart from the conventional kind. He explores the sense of beauty one finds in the vastness of things. Beauty in the fear of the unk nown and greatness.Burke’s philosophy shakes the conventional aesthetic attitudes of the people. For example, normally when we think of beauty, we associate it with things that provide us pleasure, however, burke forces us to get in touch with our other senses. He claims that the â€Å"Awe† moments created by things with great magnitudes and power, enforcing fear and excitement, the sense of an overwhelming feeling of astonishment can also be considered to be beautiful.Additionally, studying the shock of the new, I personally have learned to appreciate and for a aesthetic attitude towards the visual art. Art is a means of communication for the artist to their audience. I learned that the notion of beauty can id different within this field as well, that not all art works are pleasing in to the eye.Apart from the collaboration of the colors, brush strokes, and frames, it is also the messages and the context the painting was created in that draws the people to it, regardl ess of if the painting is something anything that has a grotesque attribute. This leads to the poems of Mary Oliver, we read. Here she talks about beauty in nature, even in death, which is very peculiar. From this course, and the reading materials, I have learned that finding beauty in things, associating the term with anything is a difficult task.