Child Developmental Theorists Essay

Introduction Over many years, development theories have been made about the development of children and the stages they move through in order to grow and mature. There are five stages of childhood development; cognitive, physical, social & emotional and moral & spiritual. In this report, there will be a focus on three types of development theories. The three development theories that will be researched in this report are Jean Piaget (1896-1980), Erik Erikson (1902-1994) and Abraham Maslow (1908-1970). Developmental Theory One- Jean Piaget 4.1Jean Piaget was born on the 9th August 1896 in Neuchatel which is in the Francophone region of Switzerland. As a young boy he was always interested in biology and the natural world. He attended the University of Neuchatel and also briefly attended the University of Zurich. He didn’t study biology however. His interests changed as he became older and he graduated from university with two published papers on his thinking at that time. After he graduated he moved from Switzerland to Paris, France where he taught at a boy’s school. It was here at this school, where he was helping to mark the Binet intelligence test, that he noticed that the younger children were consistently answering the same questions wrong, which the older children were getting right. From these results he produced the theory that young children’s cognitive processes are naturally different to adults thinking. In 1923, Piaget married and had three children, which he studied through infancy. Through the next couple of decades he became Directors and chiefs of a couple of different organizations and universities. Piaget sadly passed away on the 16th September 1980. 4.2Piaget’s theories are focused around two areas, which are language and cognitive. His theory was split into four parts which were the sensorimotor stage, preoperational stage, concrete operational stage and the formal operational stage. These will be expanded on later on in the report. 4.3Some significant ideas in Piaget’s cognitive theory include the following: cognitive development is mainly a result of the child’s active and independent interaction and exploration of their environment, that the role of the adult is as a provider and facilitator for the child, that children have differently distinct thinking processes from, that new knowledge is compounded on from previous knowledge and lastly that intellectual functioning is a very important factor in determining the behaviour of the child. 4.4In Piaget’s theory, it is split into four parts which are the sensorimotor stage, preoperational stage, concrete operational stage and the formal operation stage. The sensorimotor stage for a child is between the ages of birth to approximately two years of age. For children in this stage, they have minimal competence in representing their environment using a different range of images, language and/or symbols. Infants also have no awareness of objects or people. Piaget called this a lack of â€Å"object permanence†. When people develop object permanence it means that they can understand that people and objects continue to exist even when they aren’t in that present environment. The preoperational stage is from the ages of approximately two to seven years. These years can differ or change for any stage depending on the developmental of the child. This stage focuses around the language area of development. In this stage, children develop an internal representation of the world which helps them describe events, people and feelings which may be their own and/or others. During this stage they also use symbols as a way of playing and explaining themselves. Although the child’s thinking has developed from the sensorimotor stage it is still extremely lower than the thinking of adults. Children in this stage are very egocentric. This means that the child only thinks from their perspective and has no concept of thinking for others. In the concrete operational, children have some difficulty with abstract thought and often think in very â€Å"concrete† terms- hence the name. Their thinking is very black and white and they are attentive to the values of fairness and rules. The concrete operational stage is focused around children from the ages for seven to twelve years old. In this stage, children also have a better understanding of time and space, but still have limits to their thinking. They also tend to think in a more logical manner and begin to overcome the egocentric manner and characteristics of the previous stage. In the last stage, the formal operational stage, it usually focuses around children aged twelve years old and continues into adulthood. In this stage they finally begin to develop the ability to think formally, logically and abstractly. At this stage they can think hypothetically and problem solve using their logic. Developmental Theory Two- Erik Erikson 5.1.Erik Erikson was born in Frankfurt, on the 15th May, 1902 to Danish parents and died on the 12th May 1994 in America. Erikson was the result of an extramarital affair by his mother. The circumstances surrounding his birth were concealed throughout his entire childhood. Erikson had a major issue with identity which is shown through his theories and through his life. 5.2.Erikson’s theory is based around psychosocial development. His theory was organized into eight stages which extended from birth to death. These stages are hope, will, purpose, competence, fidelity, love and care. These eight stages are expanded and explained later on in the report. 5.3.Erikson’s theory was based around the psychosocial beliefs that: a.People tend to have the same basic needs b.Personality develops and changes in response to the basic needs c.Development occurs in stages that reflect physical life span changes d.That in each stage of development, the individual us confronted by a â€Å"crisis† or developmental task which is critical to that particular stage of development e.Lastly, that the motivation of each person to meet these challenges will vary from stage to stage as their needs vary. 5.4.Stage One in the theory of Erikson is Hope: Trust vs. Mistrust and is from birth to one years of age. The psychosocial crisis is trust v. mistrust and the virtue is hope. This stage focuses around if the infant’s needs are being met by the parents as infants depend entirely on their parents, especially their mother who provides food, sustenance and comfort. What the parent provides their child is what the child will learn to accept. For example, if the parents expose the child to warmth, a sense of regularity and dependable affection then the infant will view the world with trust. If the parents fail to provide these things and instead provide an insecure, cold, abusive and unloving environment then mistrust of the world will be developed. The second stage is Will: Autonomy vs. Shame and Doubt which is from the ages of two to four years of age. This stage is focused around the question of â€Å"can I do things by myself or must I always rely on others?† As the child begins to gain motor skills and enough knowledge, they begin to explore their surroundings. In this stage caregivers are encouraged to support self sufficient behaviour which enables the child to become capable of fulfilling their own needs such as dressing and feeding themselves. Stage three is Purpose: initiative vs. guilt and focused around the ages of four to six years of age. The main question in this stage is â€Å"Am I good or bad?† In this stage, children learn how to control and understand the world around them. The fourth stage is from age seven to twelve. This stage is called Competence: Industry vs. Inferiority. The main question asked in this stage is â€Å"How can I be good?† Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. They also find it easier to share and co-operate with others. When the children are encouraged by parents, teachers and peers they begin to believe in their skills. Those children who receive little encouragement from anyone will doubt their own abilities and doubt their ability to becoming more successful. Stage five is Fidelity: Identity vs. Role confusion and is from the ages of 13 to 19 years of age. The main question asked in this stage is â€Å"Who am I and where am I going?† In this stage the adolescents are developing and exploring their independence and sense of self. Like the other stages, those who receive encouragement will emerge from this stage with a strong sense of self and a feeling of not only independence but control of themselves and sometimes others as well. The sixth stage is Love: Intimacy and Isolation. This stage includes the ages from 20 to 40 years old. The main question in this stage is â€Å"Am I loved and wanted?† and â€Å"Shall I share my life with someone or live alone?† During this stage there is the exploration of personal relationships. Erikson believed that people developed a close and committed relationship with other people. Those who are successful will then develop relationships which become safe, committed and secure and are able to incorporate a level of intimacy. If they are unable to develop these relationships they may develop a sense of isolation. The seventh and second last stage of Erikson’s theory is Care: Generativity vs. Stagnation and is from the ages of 45 to 64 years of age. â€Å"Will I produce something of real value?† is the main question asked in this stage. During this stage, they have already developed and build on their lives, with a main focus on family and career. Those who are unsuccessful during this stage and fail to obtain this skill may feel unproductive and uninvolved in their world. The last and eighth stage is Wisdom: Ego Integrity vs. Despair which is from the age of 65 onwards. The main question is â€Å"Have I lived a full life?† This phase is mainly focused on looking back over life and assessing their achievements. Those who are unable to complete this stage will experience a large amount of regrets and despair; however those who are successful look back on their life with few regrets and a feeling of satisfaction. Developmental Theory Three- Abraham Maslow 6.1Abraham Harold Maslow was born on the April 1st 1908, in Brooklyn, New York. Maslow had six siblings and was the eldest child. Maslow recalls his childhood as rather lonely and unhappy. This was because his parents were un-educated Jews, and he was brought up in a non Jewish neighbourhood. This resulted in Maslow spending most of his time in libraries and with books. Maslow wanted to pursue law, but ended up graduating at the University of Wisconsin with a psychology degree. While studying at the University, he married his first cousin Bertha in December 1928. While at numerous other universities, including Columbia and Brooklyn he researched and found mentors which he began to take notes on, resulting in the basis of his research. Maslow sadly died on June 8th 1970 of a heart attack while being a resident fellow of the Laughlin Institute in California. 6.2Maslow’s theory has a couple of areas of development it focuses on. Due to the number of levels, there are a large number of areas which are developed such as emotional development, cognitive development and social development. Using these areas of development, Maslow developed his Hierarchy of Needs, which was a layer of needs. Each layer has to be completed before you are able to move up to the next level. Some people never manage to reach the top layer, but some people manage to reach that level very early on in adulthood. 6.3The principle idea of Maslow’s Hierarchy of Needs is self actualization. In the Hierarchy of Needs, above air, water, food and sex he laid out five broader layers of basic needs. Above these basic needs, higher levels of needs exist. These five broader layers of basic needs, which can be classified as other principle ideas are physiological needs, the need for safety and security, need for love and belonging, need for esteem and the need to self actualize. 6.4In this report, the focus will be on an interpretation of the Hierarchy of Needs which is shown in the diagram below and only shows the basic needs. These basic needs are human instinct. These basic needs are expanded: a)Physiological Needs: This need is a biological need. This layer consists of the need for oxygen, food, shelter, water, health, sex and a constant body temperature. These are in the first layer because if a person was deprived of these needs, they would not be able to survive and would come first in a person’s search for satisfaction. b)The second tier in the Hierarchy of Needs is Safety. This layer consists of the need for security of body, employment, resources, morality, family, health and property. This layer can only be achieved when the first layer has been achieved to its full extent. This goes for every tier/layer in the Hierarchy of Needs. c)The third tier in the Hierarchy of Needs is Love and Belonging, which focuses on building friendships, family and sexual intimacy. Once the second layer has been completed, the need for friends, family and sexual intimacy and affectionate relationships in general becomes larger. This stage also means giving and receiving love, affection and the sense of belonging. If this level doesn’t get reached, the person can often be susceptible to loneliness and experience social anxieties. d)Esteem is the second last tier in Maslow’s theory which focuses on self-esteem, confidence, achievement, respect of others and respect by others. Maslow split this level into two types of esteem- high and low. The lower type of esteem is the need for the respect of others and the need for status, fame, glory, attention, reputation, dignity and in some cases dominance. The higher form of esteem is the need for self respect and the need for feelings such as confidence, achievement, independence and freedom. Once self respect has been accomplished, it is a lot harder to lose than the lower form of esteem. If this level isn’t reached, a person can feel inferior, weak, helpless and worthless. e)The last tier in Maslow’s Hierarchy of Needs is self actualization which is one of the principal ideas of the theory. This last layer has the needs of morality, creativity, spontaneity, problem solving, lack of prejudice and the acceptance of facts. Maslow describes this level as a person’s need to be and do what that person â€Å"was born to do. All these stages can be seen in this diagram below. Conclusion Through Jean Piaget’s, Erik Erikson and Abraham Maslow’s theories we can see how each man has developed how they think children develop whether it be through language, cognitive, emotionally, socially or a mixture of all or some. Each theory gives an in depth explanation on how they think children and in some cases, adolescents develop. Some people only believe one theory but there are also others who believe in many different theories on the development of children. Whatever theory/theories people believe is not right or wrong as there are many different views on the subject.

Promote learning Essay

In this area of play I believe it should be stressed that children should be praised as they have put a lot of work into something even if it is totally non-recognisable as anything, considering some of the most famous artists drew/painted in abstract and their work is widely appreciated. At this age creative activities will be greatly influenced by key stage one requirements. They will have creativity incorporated into the learning of other topics. They will be beginning to learn some creative skills and follow instructions to carry them out. Also children will be developing a wider concentration span and more advanced fine manipulative skills. Tassoni and Beith (2002 p375) state that between the age of four and six ‘Children are more interested in creating things e. g. making a cake, drawing cards and planting seeds. They enjoy being with other children although they may play in pairs. Children are beginning to express themselves through painting and drawing as well as through play. They are enjoying using their physical skills in games and are confident when running and climbing. Materials that can be used in creative play and that will also promote learning: sand and alternate materials, water, painting and drawing materials, malleable materials, adhesive materials, construction and scrap materials. At the beginning of the Foundation Stage children use their bodies to explore texture and space, this will develop towards the end of the Foundation Stage to children exploring colour, texture, shape, form and space in two or three dimensions. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for exploring materials p121). At the beginning of the Foundation Stage children show an interest in what they see, hear, smell, touch and feel and towards the end of the Foundation Stage this develops to the children responding in a variety of ways to what they see, hear, smell, touch and feel. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for responding to experiences and expressing and communicating ideas p127). 2. Imaginative play- imaginative play is a lot to do with role-play, it can be carried out for enjoyment purposes in everyday play and it can be incorporated by practitioners so the children can explore different situations and fantasy worlds and acting. At the beginning of the Foundation Stage children use isolated words and phrases and/or gestures to communicate with those well known to them and towards the end of the Foundation Stage children develop to speak clearly and audibly with confidence and control and show awareness of the listener. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for language for communication p 55). 3. Physical play- ‘The term ‘physical play’ is a term that can be used to describe the type of play in which children use their large muscles and exercise their whole body. They learn to control large and small muscles and develop co-ordination and surplus energy is expended’ (Tassoni and Beith 2002 p 382). Physical play is where children are using their muscles (large and small)) for enjoyment purposes. There is a less called P.E (physical education) in which children can develop and refine their skills and muscles in different e. g. dancing, athletics, and climbing apparatus. During self-directed play, children can be physical in the following ways, rolling, balancing, skipping, sliding, hanging, running, kicking, jumping, hopping, pushing, pulling etc. there are ten areas of co-ordination in which children develop in: At the beginning of the Foundation Stage children should be able to negotiate an appropriate pathway both indoors and outdoors this will develop to the children showing respect for other children’s personal space when playing among them. This will eventually at the end of the Foundation Stage develop into the children showing awareness of space, of them and of others. Stage curriculum early learning goal for sense of space p109). Example of the three types of play and how they promote the desired learning 1. For an example of creative play, I am going to describe a play opportunity for this age group. Gloop is a mixture made simply from mixing corn flour and water in a bowl. A few additional resources that could be used are, smaller bowls, cups, plastic utensils (all of different shapes and sizes). It is a strange substance that can be made to different consistencies. When made with a lot of water it will be in liquid form when left dormant and will run through fingers when scooped up but when rolled between hands it will become solid and return to liquid when stopped. When made thicker it will be able to be sliced and it will slowly return to the original form. It can be picked up in a lump and will slowly drip/run. This activity I think is suitable for all ages that are a school, I have tried it with the following age groups, five, seven, ten and thirteen and was also enjoyed by adults. Children will begin to understand liquids and solids, shapes and sizes (through cups, bowls etc) and texture. The play opportunity ‘Gloop’ will help to encourage creative skills because it takes many forms, the children can experiment and explore the texture, the consistency and the properties of it. It uses a lot of fine motor skills, using the fingers and hands to pick up and roll, squeeze through and transfer to other containers. This will promote in the way of experience, the children will learn by doing. 2. An example of imaginative play. Creating a home corner would encourage child-led imaginative play. A home corner can be adapted to suit a subject that is being taught. In the home corner or separately there could also be dressing up clothes to assist in role-play. For this type of play this is an example of an imaginative play opportunity. The subject being taught is animals; the home corner is rearranged and decorated to resemble either a jungle or a zoo. This could also be linked with asking children questions about animals and what they’re characteristics are, they could also take turns in groups acting in general about the subject. A home corner would improve imaginative skills in children by encouraging them to participate in role-play activities. The children can make up their own games and enforce their own rules for the game. The children can work in groups or alone and can also dress up and use props to assist their game. Imaginative play can be linked with social skills as the children will be working in groups and pairs in child led activities and in structured activities led by an adult in the setting. These skills will be helpful in later life for the children to make healthy relationships. 3. One play opportunity for physical play is swimming some schools have pools on the property and use them for regular lessons, however for schools that do not have this facility can organise to go on weekly trips to the local pool or just as a one off. Swimming is a great way of exercising as well as good physical fun. Swimming uses all of the muscles in the body and can be developed and refined. Swimming can link with all of the ten areas of co-ordination. It is suitable for all ages particularly because there can be different classes for different abilities and there is always room to progress. Children with any sort of impairment can also join in as there should be helpers available and equipment that would aid them getting in and out of the pool. Swimming would improve physical skills in children by working all of the muscles at the same time and progressing at this. It will strengthen muscle including the heart; maintaining and developing bone density. It allows the children to exercise their whole bodies inside and out! There is also opportunity for fine motor development in the form of bricks and bands, which are thrown to the bottom of the pool at different depths, which the children have to collect. It is important to encourage children but not pressure hem as it may have adverse affects later in life. The role of the adult in all of the play opportunities is to supervise the children; it is also to provide any materials or equipment that will be needed. The adult will have to think about health and safety for the activity to make sure that no harm comes to the children. The adult will be there to explain what to do initially and be there to answer any questions the children may have. The adult will also ask questions to encourage the children to think about the subject more deeply; these questions will normally be open ended so the children’s answers will not be one-worded. The adult will also encourage the children to stick at the activity for a decent amount of time and to help the children to think up new ways of playing the game and to plan different rules.

Compare and contrast two different type of suras in the Qur'an Research Paper

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Contract Administration Coursework Example | Topics and Well Written Essays - 2500 words

Contract Administration - Coursework Example University Name: East London Department: Architecture, Computing & Engineering Student’s Name: Unit/Unit Number/Title: CE 2218 Contract Administration Title of the piece of Work: Tort: Trespass/Nuisance. Date: Index Title page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..1 Index†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.†¦2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.†¦3 Rationale†¦...3 Case study 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.4 Question 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦4 Question 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Question 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Question 4†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Question 5†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Question 6†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Question 7†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Question 8†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Case study 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...9 Case study a†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Case study b†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Introduction This paper deals with a case study of a tort on trespass and nuisance pitting Cornick (plaintiff) vs Le Gac (defendant). The plaintiff claims that the defendant trespassed on her airspace due to the hanging ladder beams. She further complains of nuisance from the site of construction bearing in mind she is sick and spends most of the time in the house. This paper will try to establish facts related to the tort. It will outline the claims which the plaintiff can seek from the defendant, in line with the law of trespass and nuisance. The analysis will draw examples from other related cases. The second case study is on health and safety at the work place. It evaluates a case of negligence by the employer and comes up with ways of avoiding deaths and injuries in the work place. Rationale In th e tort case, Cornick-v-Le Gac 2003 JLR, trespass is deemed to have happened as the defendant did not alert the claimant of the construction. This contravenes the requirements of Access to Neighboring Land Act 1992, sec I, where notification is necessary (National Archives, 2011). The ladders from the scaffold hang on the plaintiff’

What Are the Challenges That Face a Psychotherapist Working with Self-Harm or Eating Disorders Essay Example for Free

What Are the Challenges That Face a Psychotherapist Working with Self-Harm or Eating Disorders Essay I begin this study by assessment of the presenting problem and significant issues pertaining to his mental health state at this point in time. Mr G is at present suffering from depression. Due to the depression he will have a lack of motivation, self neglect, low self esteem, and at times hopelessness, and helplessness. He will possibly have anxiety, which, due to his fatigue with his illness, will be exacerbated because of the stress reaction and increase in adrenalin. This will cause him to be exhausted and possibly in need of sleep most of the time. His self esteem issues will have an impact on his relationship with his wife due to the fact that he will become more reliant on her. This will make him feel disempowered. Mr G will have to get used to the idea that his wife has to care for him more, and this will have an impact on his own personal values and beliefs. Within their relationship there may be frustration from both parties, but there might not be opportunity to discuss such issues because of the embarrassment or depression that Mr G has at present, or it may be that doesn’t happen in their relationship whereby they discuss their feelings and emotions. Due to the stress surrounding these issues, Mr G finds the impact of this affects the sexual part of their relationship and now has a dysfunction causing him more distress and making him feel a failure. He doesn’t feel he can become intimate with his wife because of this factor and feels there is a large part of their relationship missing at present. All these factors become heightened at times, making the depression more intense, leaving him feeling vulnerable and worthless. Before looking at a care plan for Mr G, I need to assess the importance of all these issues and how they impact on him as a person. Then using my theoretical knowledge put those in order of preference to enable Mr G begin to take control of his life and increase his self worth. As a therapist I would begin to explore the relationship Mr G has with his wife and how he sees the relationship. Mr G will have his own thoughts and pre conceptions as to how she sees the relationship but he may not have explored that with his wife. The therapist at this point has to remain neutral as it would be easy to collude with the client with their presenting issues. The therapist is there to support the client and help the client explore and evaluate the relationship for themselves. We may begin by looking at the balance of the relationship. I would use the `set of scales? theory to explore this. Mr G would have to identify where the relationship was on a set of scales. Would the balance be even or would one side be higher than the other? Who is putting most energy into the relationship? Was one person more committed than the other? Is there equity in the relationship? By using this method I would gain insight as to the issues concerning Mr G and if they were negative statements because of his depression or self defeating in context, or if Mr G has communication problems with his wife or other issues. This would help with his explorations with his perceptions of the presenting issues or self awareness of how he alone sees the problem and the evidence he has to back up the thought s he is having. The therapist can also talk through with the client their perceptions of their own contributory factor to the present problem with the relationship which is very important to regain empowerment. As a therapist working with only one person in the relationship may not bring about great change but explorations with the one party can make that person look at the relationship and challenge or discuss with their partner the changes that need to come into play to enable the couple to function together, making their relationship more whole, each being aware of how the other one thinks, behaves, and knows each other’s likes and dislikes, their needs and beliefs, and in harmony with each other. My parents have this wholeness between them and are in a situation like that of Mr G. My father is disabled and relies on the use of a wheelchair and relies on mum to care for him. Their wholeness allows them to have a relationship which is special and one which most people comment on because the contentment and dedication to each other becomes very apparent when around them. In some relationships this wholeness can never be, due to the fact that trust is missing from the relationship, and trust is paramount to any relationship. Statistics say that 80% of marriages suffer due to one party or the other having an affair. There is still widespread belief that monogamy is natural and expected in marriages and in committed relationships, however, that doesn’t stop some from engaging in affairs. But why do they? One of the main reasons is they are not getting their needs met in their relationship. People become bored within the relationship, they may have a need to feel attractive to others, or they may not feel attractive to their partner. In some parts of society men feel they are not real men if they turn down the advances of a female. Some people find it hard, if not impossible committing to one person. Some people are thrill seekers and have affairs because they cannot pass up an opportunity for a thrill. A person may not be in love with their partner but fall in love with someone else. For some people with low self esteem when they meet someone who appears to care about them it’s a way of increasing their self esteem. As well as these factors there may be other issues that drive people to having affairs. The affairs can cause scandal and excitement in the media, as we are all enthralled by the affairs of the famous and powerful. This could encourage people to enter into affairs of their own. As we grow and reach puberty we are often not in receipt of suitable education around sex and relationship issues which can lead to some people not being able to talk openly about sex with their partners. In order to avoid affairs the couple need to be honest with each other, not slip into complacency in the relationship, and keep the relationship alive by communicating with each other about all aspects of the relationship in order to build a close emotional and sexual foundation within the relationship. In the case of Mr G, once we know how he sees the relationship with his wife, we would have a good understanding of how the equality is within the relationship from his perspective. As I have said previously his awareness of the relationship and his contributions within it will be a place to begin work and exploration. If the relationship has equality and wholeness there will be no evidence for Mr G that he is not contributing in a good way to the relationship. His negative thoughts towards the relationship will be unfounded in this case. Mr G will have great self esteem issues due to his sexual dysfunction and his age will play a big part in that too. As we get older we have to accept that some parts of our bodies begin to show signs of weakness and wear and tear, and in relationships, harmony, support, understanding, companionship and love of an unconditional nature all play a big part. If these are in place there may be very little need for sexual desires to take over and become as important as it may have done in teenage years. The sexual desires can be explored with the couple and referral to sex therapy may be the answer depending on the couple and their perspective on the problems. It may e that just cuddling, heavy petting and general physical contact within the relationship is what may be lacking. Once a physical disability is diagnosed that person may begin to feel helpless and not worthy of anything. Their negativity may escalate to the point that they don’t see or feel that life is worth living, as what is described in the case of Mr. G. A therapist has to try and get the client focused on what they can do with slight changes within their lifestyle rather than what they can’t do. When looking at this the first hurdle is acceptance of their disability. During this process the therapist will work on self esteem issues and acceptance of them as a person from within. The acceptance of the way their life may have changed since the disability plays a big part in their attitude and mental state towards their immediate future. A person who feels negative and unable to function may want to withdraw from society, will have low mood if not addressed, leading to clinical depression, will procrastinate and neglect themselves, all of which a therapist will address within the counselling sessions. In addressing these issues the client will begin to see a future and look towards it with a more positive attitude. The relationship between Mr. G and his wife and her attitude towards him and his disability will have great impact during this process, and it may need to be suggested that she seeks counselling in her own right to address issues she may have, to enable the couple to eventually work together. It may be they need couple counselling but to enable this to work successfully addressing their own personal issues beforehand will be a way forward with this. Looking at a ? time map` can help with both parties. The client can map out their emotional stressors and look into their partners stressors throughout life and it allows exploration of these stressors and the effects offlife events. When we look at sexual relationships and intimacy within the couple there are many factors to consider. The communication between each other about their individual sexual needs may be something they find difficult to discuss. It may be their upbringing is different causing problems later in life. When I look at my relationship with my husband communication plays a big part in our marriage but something which causes most problems. My husband carries core beliefs that we keep things between ourselves and problems encountered are kept within close family not discussed with extended family. I hold core beliefs that families go through things together and support each other without being judgemental. My family have always been open about their problems and share them together. These discrepancies can cause problems. Looking back at the case study Mr G may have core beliefs different to Mrs G causing problems and preventing them from discussing their sexual difficulties due to their upbringing and beliefs interjected by their parents and maybe similar problems, around not discussing certain issues including sexual relationships within a couple. Intimate problems should be discussed without prejudice or judgement and the couple should aim to discuss this in an adult manner without taking things out of context or as a personal criticism. Mr G could be blaming himself for his body not reacting to stimuli when Mrs G is not doing anything to make the stimulus happen. One partner may not want sexual intimacy but more kissing and cuddles. All these things have to be discussed between the couple in order to make the relationship work. Factors and life changes like operations, changes in medication, mental health difficulties grief and loss, stress and general fatigue can all affect the sexual drive and if not discussed between the couple can cause misinterpretation with regards to how one person feels towards the other creating disharmony. Couple therapy can help with these issues if the couple find it hard to converse with each other for whatever reason but the onus is on the counsellor to explore and make sure it’s what both parties want or else it may cause friction and the counselling becomes non productive. When couples go to a counsellor with sensitive or intimate problems the counsellor has to be both mindful and broadminded. As long as the couple both agree to the act and give each other consent to the specific behaviours then it will be part of their intimate and physical relationship. Any dysfunction then may need exploration and possible referral to qualified sex therapist who is experienced in such matters. Psychotherapy may help initially. With the exploration during this process the therapist has to check with the client that they have discussed the problem with their G. P and that there is no medical problem preventing sexual function. Also the client needs to be aware that an expectant success rate for erectile dysfunction is generally around 85%. During the counselling process the therapist will discuss what the client perceives as a fully functional sexual encounter. For some people they may need to adjust their perceptions on this. It is not essential for a women to have orgasm at each sexual encounter but their partner may well feel they have not concluded a satisfying encounter without an orgasm being present for a women. An important step in therapy is often to take the pressure away from the need for conclusive penetrative sex and concentrate on other forms of stimulation and pleasure with the consent of both parties. Men may want to go down the medication route to address their erectile dysfunction but this doesn’t allow exploration of other psychological issues which may be preventing resolution of the problem. Research has indicated that the best quality sex is experienced in married couples even though it is considered by society to represent a routine and boring way to indulge in sexual gratification. Men are thought to be at their sexual peak between the ages of 16-22yrs. As men age this youthful sexual functioning begins to change into a mature way of being. It becomes pleasure not performance orientated. Sex now comes with emotional intimacy, eroticism and spiritual union that were absent before. The sexual part of the relationship brings pleasure and there becomes a greater bond between couples as they become more committed to each other. When reading this I began to think of my parents and how committed they are to each other. They have such a strong bond and concrete relationship. They share everything, their thoughts and feelings, and are so open and honest in their relationship with each other. They have no barriers with each other. They joke about their sexual incapability’s due to both of them having physical problems but the harmony between them is such that they have no embarrassments, and are free to discuss exactly what is on their mind with no one taking offence. They sort every problem they may have had in their relationship by talking and being open and honest with each other and resolving it before going to bed that evening. A core belief of my parents is they never ever go to sleep on an argument, and they never do. Maybe if more couples spoke to each other about their problems in relationships and had this special bond with each other whereby they could trust and not be worried about offending their partner there wouldn’t be the need for so much couple counselling or people having affairs to give them what is missing from their current relationship. In the case of Mr G maybe the key to the way he may be feeling at present is communicate more with his wife. He may need to look at his own negativity and how that manifests itself within the relationship and look at reframing his thoughts about his sexual unctioning. i. e. `I am afraid to have sexual contact with my wife in case I let her down by not having the ability to have an erection? to `I know my wife will understand if I don’t have the ability to gain an erection and we can use other methods to gain sexual fulfilment and be close to each other?. After work on his self esteem this will become easier. The client needs to decide whether to inform his partner of the changes they want to make in order to address their mental health at this present time or the things their partner can do to help. Small achievable goals have to be put in place to enable the client to make changes at an appropriate level. Mr G would probably have a plan looking a little like this to work through. If I was the therapist working with Mr G I would present this to Mr G as a pie chart giving Mr G the chance to choose which he felt he needed to work through first giving him autonomy and empowerment to take charge of his life giving him self worth and a focus in his life. Identification of presenting problems, Acceptance of lifestyle changes needed to accommodate recent physical health problems Being aware of contributing factors that can affect mood and cause depressive symptoms, and to explore these factors including suicidal ideation and risk factors. Understanding anxiety and how to be mindful of his anxiety levels Addressing procrastination and setting small goals Looking into relationship difficulties and sexual problems Looking towards future goals and support networks for both him and his wife. Explore options for future aspirations as a couple including holidays and things they can do together given deterioration in Mr G, s physical wellbeing. This Plan would hopefully give Mr G insight into his presenting problem, and, depending on the work I would be completing, and which piece of pie I would be working through, would determine my approach in therapy. At the beginning of counselling a person centred approach is important, and allowing the client a safe space to discuss their problems is paramount. With the core conditions set down, the client has the safe space and this approach will develop naturally. When looking at the history of a client, and how their past events may influence the present, working in a psychodynamic way would help the client explore their core beliefs and thinking patterns. A c. b. t. model may be helpful when challenging negative thoughts, reframing, and assessing anxiety levels. This model will also be very useful when looking and working with future goals. I feel there is a lot of support we can offer Mr G with his problems. What initially is presented as a big problem, can be explored and broken down into segments, each segment can then be used to work towards a more manageable and successful resolution.

Animal Cruelty Essay Example for Free

Animal Cruelty Essay Coexist is one of the most important concepts in this world. However, we often forget that animals are part of our moral community as well. Animals must be treated as we like to be treated, and there is no reason to intentionally hurt them. Many people are unaware of how many animals are being abused and killed on a daily basis. There are people who raise roosters to fight each other to the death. Dogs are forced to fight other dogs and are rewarded for their victories but beaten brutally. Matadors taunt bulls and slowly kill them by stabbing. People watch as dogs attack and murder wild pigs. These are just some of the issues that we are currently not taking care of. There are currently laws in place to protect animals and prevent such blood sports, but they are not enforced as they should be, and this needs to change. The animals who are victims in these blood sports are treated far worse than many people realize. For example, in bullfighting bulls are weakened prior to fights by many things, such as being drugged, having their horns shaved down and made dull, getting sandbags thrown on their backs, or petroleum jelly rubbed in their eyes to blur their vision. Then, during the fight, a matador is able to stab them repeatedly, slowly killing the defenseless bull. Another inhumane sport is cockfighting. Breeders raise roosters training them on â€Å"game farms.† If a bird shows that they are not willing to fight, then their lives would not be spared. In cockfighting, two roosters are sent to beat and claw each other until the opponent is dead, or nearly dead. When a match is over and the losing bird is only close to death, he is often disposed of in a garbage can. There is also dogfighting, in which dogs, usually pit bulls, fights each other with the objective of killing the other. Usually the losing dog is fatally wounded. Preceding a match, they are starved in order to trigger extreme survival instincts and encourage aggression. They are physically trained by hanging on with their jaws while dangling from a chain baited with meat, being motivated to run on treadmills by the terrified cat dangling in front of them, being forced to tread pools  of water, or having their teeth sharpened. Some people are cruel enough to inject the dog with steroids, thinking nothing of it. Breeders will strap a female pit bull to a â€Å"rape stand† to prevent her from defending herself as a male dog impregnates her. All of these events are held solely for entertainment and gambling. There are many things that people can do to become proactive in preventing animal cruelty. A good place to start is becoming familiar with the various websites set up for this purpose and with their resources. A simple google search brings up many such sites, such as PETA’s (People for the Ethical Treatment of Animals) site, www.peta.org/, ASPCA’s (American Society of Prevention of Cruelty to Animals) site, www.aspca.org/, and The Anti-Cruelty Society’s site, www.anticruelty.org. The website makingadifferencerescue.com will tell you that if dogfighting, hog-dog rodeos, cockfighting, or anything of this nature are suspected in your residential area, then you can write your state legislators urging them to make these things a felony. There are many other ways that a person can get involved, including the very important aspect of raising public awareness about this issue. Often local charity events are held to get more people in the community involved and to raise money as well as help legislative efforts. Many websites and organizations are full of information about ways to get involved in their charity events. Another way to help directly as well as to raise public awareness is to foster animals in need, or to take care of them on a temporary basis while helping to secure a home for them. This automatically involves talking with lots of people, either directly or via social media, informing them about the animals, their previous situation, and what their needs are – all great ways to raise public awareness. Some people may even choose to become involved and take action by purchasing posters and print ads that publicize the animals’ needs. Many people say that there are already laws in place to prevent these things from happening. Forty-one states and the District of Columbia have laws making a few forms of animal cruelty a felony. (Each state does make its  own laws on these subjects, so it is important to check on the laws in your state.) Also The Animal Welfare Act is in place, which is a federal law that has to do with animal research, how shelters and pounds are run, stolen animals, and how animals are transported. The problem with the argument about these laws preventing animal cruelty, is that in many cases the laws are not being enforced. Websites agree that local authorities are often alarmingly tolerant of these heartless events. Now that we are aware of how horrifically animals are often treated, it is our responsibility to coexist and cohabit this earth with them by taking action. Everyone who knows about these things should feel a desire to do more research on their own and to write to state legislators demanding change. Foster an animal, get involved in charity events and things happening within your community. Raising public awareness is very crucial. We all need to do our part to ensure that this does not continue.

Self Other And Social Context Management Essay

Self Other And Social Context Management Essay To help build Departmental capability over the medium and long term the identification of needs should be directly linked to the achievement of the Organisational goals as well as on the broader career development needs of individual employees. Numerous studies have shown that individuals process information differently. In todays educational environment the traditional educational delivery method of a professor standing in front of a classroom of students has been augmented, and in some cases supplanted, by various on-line, distance learning delivery methodologies. Studies have also shown that not all individuals learn at the same level when participating in courses which utilize different approaches. GLOBAL REVOLUTION A global revolution is taking place in the field of workplace learning. It is driven by the requirements of information explosion, increased globalisation, the changing nature of work and business as well as changing learner needs and aspirations. In the modern business environment, companies are forced to approach the way they conduct business activities with a more external focus. Not only the business partnerships extending across regional, national and continental borders, but international standards are also becoming the norm. Preparing workers to compete in the knowledge economy requires a new model of education and training, a model of lifelong learning. A lifelong learning framework encompasses learning throughout the life cycle, from early childhood to retirement. It includes formal, non-formal, and informal education and training. à ¢Ã¢â€š ¬Ã‚ ¢ Formal education and training includes structured programs that are recognized by the formal education system and lead to approved certificates. à ¢Ã¢â€š ¬Ã‚ ¢ Non-formal education and training includes structured programs that are not formally recognized by the national system. Examples include apprenticeship training programs and structured on-the-job training. à ¢Ã¢â€š ¬Ã‚ ¢ Informal education and training includes unstructured learning, which can take place almost anywhere, including the home, community, or workplace. It includes unstructured on-the-job training, the most common form of workplace learning. Recent knowledge and the accumulated stock of human capital are inputs in the production of new knowledge and wealth. The speed of change in the knowledge economy means that skills depreciate much more rapidly than they once did. To compete effectively in this constantly changing environment and globally, workers need to be able to upgrade their skills on a continuing basis. Change in the knowledge economy is so rapid that companies can no longer rely solely on new graduates or new labour market entrants as the primary source of new skills and knowledge. Schools and other training institutions thus need to prepare workers for lifelong learning. Educational systems can no longer emphasize task-specific skills but must focus instead on developing learners decision making and problem-solving skills and teaching them how to learn on their own and with others. Lifelong learning is crucial in enabling workers to compete in the global economy. Education helps reduce poverty; if developing economies do not promote lifelong learning opportunities, the skills and technology gap between them and industrial countries will continue to grow. By improving peoples ability to function as members of their communities, education and training also increase social capital (broadly defined as social cohesion or social ties), thereby helping to build human capital, increase economic growth, and stimulate development. Social capital also improves education and health outcomes and child welfare, increases tolerance for gender and racial equity, enhances civil liberty and economic and civic equity, and decreases crime and tax evasion (Putnam, 2001). Education must thus be viewed as fundamental to development, not just because it enhances human capital but because it increases social capital as well. ORGANISATIONAL REALITIES This article examines the organisational realities. The perspectives appearing in the literature, the structural, the perceptual and interactive are identified and examined. Additionally, a perspective termed the organisational culture, the change leader approach and organisational reframing will also be discussed. 2.1 ORGANISATIONAL CULTURE Realigning processes and roles to fit a new organizational reality is daily work for leaders. Planning and implementing changes is a fundamental set of skills at which all leaders must excel to ensure their teams and functions are set up to do great work. Improving an organizations success through aligning its culture became a popular focus of work in the 1980s. During this time, many behavioural science researchers acknowledged the power and importance of organizational culture. In the last twenty-five years, organization culture has become a frequent topic of discussion among a broad audience of leaders including operational managers and organization development, human resources, and training professionals. Culture is now a regular consideration or it ought to be during strategic planning sessions and throughout change management initiatives. Changes that go against a work culture or that are initiated without regard to the culture are likely to fail whereas culture-consistent changes ensure better results while reinforcing the most important workplace values and beliefs. Sometimes it is the culture that needs to change to support a new reality. Determining how to change a culture without wrecking intrinsic motivation or losing top talent is a delicate matter, indeed. To begin examining this challenge, lets first establish a common definition of organizational culture. What is an Organizations Culture? Many definitions of organization culture can be found in behavioural sciences literature. A frequently cited definition comes from organization development pioneer Edgar Schein. In his book, Organization Culture and Leadership, Schein described culture as being deeper than behaviours and artefacts. I will argue that the term culture should be reserved for the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously, and that define in a basic taken for granted fashion an organizations view of itself and its environment. Schein emphasized assumptions and beliefs while others see culture as a product of values. In Cultures Consequences, Geert Hofstede wrote, I treat culture as the collective programming of the mind which distinguishes the members of one human group from another. à ¢Ã¢â€š ¬Ã‚ ¦ Culture, in this sense, includes systems of values; and values are among the building blocks of culture. Culture is to a human collectively what personality is to an individual. Beliefs and values are linked. What about understanding? In the article, Organizations as Culture-Bearing Milieux, Meryl Reis Louis wrote that, any social group, to the extent that it is a distinctive unit, will have some degree of culture differing from that of other groups, a somewhat different set of common understandings around which action is organized, and these differences will find expression in a language whose nuances are peculiar to that group. These three descriptions of organization culture find root in collectively held individual thinking processes. In their piece titled, The Role of Symbolic Management, Caren Siehl and Joanne Martin argued that culture consists of three components: context, forms, and strategies. This description suggests a more systemic description of culture with both internal and external components. In Riding the Waves of Culture, Fons Trompenaars offers another systemic model and described three levels of culture: 1) the explicit layer made up of artefacts and products and other observable signs, 2) the middle layer of norms and values and, 3) the implicit layer, which is comprised of basic assumptions and beliefs. In Corporate Culture and Performance, John Kotter and James Heskett acknowledge internal and external components of culture, too. They see organization culture as having two levels, which differ in their visibility and resistance to change. The invisible level is made up of shared values that tend to persist over time and are harder to change. The visible level of culture includes group behaviors and actions, which are easier to change. Is it important, or even possible, to sort out these definitions and decide which is most accurate? Schein, for example, argued that artefacts and products reflect the organizations culture, but none of them is the essence of culture. The differences and Inter-connectedness of assumptions, beliefs, understandings, and values could be studied further to determine which are more elemental to culture, but would that be time well spent? Which is most important, that a definition be right or that it be helpful? Although we cannot determine the right definition, each of these descriptions adds value to our approach to strengthening organization culture. Based on the work of these and other researchers, we could make the following conclusions about organization culture: à ¢Ã¢â€š ¬Ã‚ ¢ Each company has a unique culture built and changed over time. à ¢Ã¢â€š ¬Ã‚ ¢ Beliefs, assumptions, values and understandings and the actions and norms they produce are important components of culture. à ¢Ã¢â€š ¬Ã‚ ¢ We recognize culture by observing actions and artefacts (explicit factors). à ¢Ã¢â€š ¬Ã‚ ¢ While some call it a sub-culture and others a climate within the larger culture, there may be cultural differences within subgroups of an organization. à ¢Ã¢â€š ¬Ã‚ ¢ Observable behaviours and actions are easier to change than are beliefs and values. à ¢Ã¢â€š ¬Ã‚ ¢ The observable elements of culture affect the invisible elements and visa versa. Change in one cultural element will impact other elements. Although not apparent in the above offered definitions, it is also important to consider how cultures external to the organization impact and affect the organizations culture. Employees sense their organizations culture soon after they join the company. They might have a hard time describing the culture, but they know it when they feel and see it. There may be similarities in particular industries but each company will have unique cultural attributes. Improving the Organisations Culture A workplace culture can enable or hinder success. Leaders can impact the alignment of the culture with the companys mission and strategies. How? Culture is socially constructed and leaders need to initiate great conversations that tie cultural norms to the organizations goals. If the current culture is not in alignment with the new reality, leaders need to be the catalysts, or bridges, who create a new understanding and help individuals select new behaviours and, eventually, beliefs. Leaders must also define, clarify and reinforce understanding of the actions and beliefs that build the desired culture. The organizational culture is particularly important when implementing organization-wide change. Many organizations are struggling to keep up they layer new initiatives onto the work processes before previous initiatives have taken hold. A culture can either enable or be a barrier to nonstop changes. If the culture is nimble (in the habit of being re-aligned), change will be more fluid and effective. Most large-scale changes need to be supported by complementary changes in the organizations culture. Change plans, then, should address current and desired cultural elements. Leaders can play a key role in facilitating change by aligning projects and development efforts to reinforce the desired culture. A culture of Continuous Learning- Key to improving Organisational Culture Many organizations say they want to build a learning culture. What does this mean? Generally, what they are saying is that they want people to grow and be receptive to changes and willing to take on new tasks. A culture of continuous learning goes deeper than this, although these behaviours are certainly important. Employees value continuous self-development and choose to make learning a priority in the face of competing demands. Leaders, also, match their intention to seek coaching and development with the attention they give learning each day and week. A culture of continuous learning develops when there is a collective understanding of the importance of personal and team growth backed up by actions a resolve to inject learning into everyday work practices. Cultures of continuous learning tend to be more nimble, which means that they are easier to align and realign when new goals or new realities change how an organization must conduct its work. Resistance to changes on an organizational level is more common when team members are unaccustomed to learning and relearning new tasks, projects, and processes. Here are several important indicators of a culture of continuous learning: People are curious and adventurous. They value mental exploration. Most people are naturally curious. To what degree does the work environment encourage people to be curious and adventurous at work? à ¢Ã¢â€š ¬Ã‚ ¢ Team members are allowed and encouraged to experiment. It is safe to venture outside of established practices and explore (within limits). Can employees try new ways and approaches? à ¢Ã¢â€š ¬Ã‚ ¢ The work environment is stimulating it is sensual. The sights, sounds, smells, and textures are interesting and engaging. à ¢Ã¢â€š ¬Ã‚ ¢ Employees at all levels seek and embrace learning in a variety of forms. This is the most telling clue. What level of participation is there in development opportunities? Are executives active learners? à ¢Ã¢â€š ¬Ã‚ ¢ There is a healthy view of failure and mistakes. Employees are held accountable, but productive recovery is also rewarded and mistakes are looked at as learning experiences. à ¢Ã¢â€š ¬Ã‚ ¢ .The workplace is intrinsically rewarding. When employees are self-motivated, they seek learning and development. à ¢Ã¢â€š ¬Ã‚ ¢ The organization is proactive about succession. Talent is developed and promoted. à ¢Ã¢â€š ¬Ã‚ ¢ The organization has a focus on innovation in all functions and at all levels. à ¢Ã¢â€š ¬Ã‚ ¢ The organization embraces Omni modal learning and communication in-person, over the web, virtual, formal, informal, one-on-one, group, as part of regular meetings, separate courses, on site, off site, etcà ¢Ã¢â€š ¬Ã‚ ¦ Managers and leaders can help build these conditions by engaging team members in a diverse set of learning opportunities. Being a role model for lifelong learning is important, too. Leaders need to practice what they preach and ways to fit professional growth into their busy schedules. The organizations culture is like a rudder under a large ship. To turn the ship, the rudder must move in the right direction. A nimble culture can help organizations explore and be successful while moving to meet new goals and seize new opportunities. Like an inoperable rudder, if the culture does not move, or moves in the wrong direction, it is hard for the organization to progress. Mahatma Gandhi once said, You must be the change you wish to see in the world. Every leader and manager should model the desired culture and his or her actions should reinforce excellence. 2.2 Change Leader To achieve their purposes, organizations must constantly learn, adapt, and grow, a process referred to as change. Research shows, however, that only a relatively few structured change efforts achieve great success-most just get by while the majority fail to reach predefined performance goals and objectives (Mansfield, 2010); ( Salem, 2008); (Schneier, Shaw, Beatty, 1992). At issue is what underlies this phenomenon of underperformance. Studies of complex social systems suggest that the major reason for failure lies in the way decision makers think about and execute the change process (Smith, 1999). If one looks at the typical change process, it is apparent most decision makers view organizations from an objective perspective-as an assemblage of parts that can be arranged and re-arranged to produce predictable outcomes; however, the magnitude of the failure of planned changes led us to ask the following questions: Research Question 1: What factors facilitate or inhibit the change process? Research Question 2: How do these facilitators and inhibitors evolve within an organization? Research Question 3: What are the implications of understanding this evolutionary process relative to achieving a more sustainable level of performance? The answers to these questions led us to propose an alternative approach to understanding and changing organizational performance, one that supposes that organizational learning and change involves understanding the organization from the objective and the subjective perspectives simultaneously. We call this the Full Dimensional Systems Model (FDSM), a perspective which draws heavily on the concepts associated with Complex Adaptive System (CAS). The FDSM perspective assumes there are multiple, interrelated domains of influence that impact change and that these domains must each be appreciated and addressed simultaneously to achieve sustainable performance improvements. The FDSM provides a valid and powerful rationale for determining how to implement meaningful change within organizations as well as identifying probable outcomes and consequences from those changes. Flaws in Traditional Approaches to Thinking About Change The fact that organizational change frequently fails underscores the flaws inhering in traditional approaches to change. These approaches to change are flawed in four ways. First, the need for change is framed in almost exclusively objective terms, thus overlooking important subjective issues. Secondly, the change problem is viewed as a puzzle to be solved (Mansfield, 2010), and the challenge is collecting and analyzing enough data until all the pieces form the right solution. Thirdly, using this approach means that decisions are often based on flawed and/or incomplete information. Fourth, decision makers tend to develop detailed change strategies (often based on the data collected around the need for change), assuming that, if they follow the plan, the puzzle will be solved and the organization will come through the process better structured to meet the needs of their clients. This typical mental model leads to a misalignment of how decision makers perceive and respond to the hard r eality of reality itself (Wolfberg, 2006). Myths and Other Dangerous Half-Truths About Change Adherence to traditional approaches to thinking has produced a number of myths, or dangerous half-truths, about how to make change happen (Kelly, Hoopes, Conner, 2005); (Pfeffer Sutton, 2006). Myth 1-Change starts at the top Organizational change starts with a goal and a plan created by senior management. This approach is usually met by what is referred to as resistance and typically does not work in the fast changing systems of today because the change strategy reflects the same paradigm that created the problem in the first place. The truth seems to be that change depends on the participation of many system members (agents) in an essentially self-organizing process. It may also depend on change agents who consciously influence self-organization toward new and more adaptable patterns of relationship. Myth 2-Efficiency comes from control Change is possible only when every detail is mapped out in precise terms. This prejudice ignores the fact that every process improvement adds new and/or changes existing subsystems, which adds even more complexity to subsystems/systems that already have problems. The result is that many efforts to solve problems actually lead to more serious ones. Myth 3-Prediction is possible It is assumed by many managers that an action in one place will have a replicable effect in another. This, it turns out, is usually false, in part because a complex system consists of many agents, with different ideas, biases, prejudices, and expectations, and each of these concepts interact with many subsystems to determine outcome. Even small variations in the patterns of interaction can produce enormous variation in outcomes. In other words, complex systems are usually very sensitive to inconsistencies in mind-sets and processes. Myth 4-Change is manageable Assuming the course of change is predictable, many managers make a related assumption-that you can manage the change process by developing and then implementing complex plans. The fallacy of this myth was very clearly illustrated by the recent Gulf of Mexico oil tragedy that cost 11 lives and did untold damage to the Gulfs ecosystem. The assumption was made that through design and control alone, the company could achieve the aim of hazard elimination-This turned out not to be the case. The validity of these myths is not supported by the facts. Decisions made in the manner described above often produce unanticipated and unintended consequences. A typical occurrence is illustrated in one of the organizations we studied (Owen Mundy, 2005) where a shared services human resources model was created to improve the efficiency and effectiveness of human resource delivery. Although the delivery model seemed very efficient, it produced the unexpected and unintended consequences of bringing about a loss of direct contact with customers and direct accountability at the local level. The result was that the quality of service delivery actually declined significantly as did the level of customer satisfaction and, instead of saving money, costs soared as a quiet revolt of internal customers ensued. An important effect of these flaws is the creation of what might be thought of as ripples of dissonance in an organization. These ripples, which represent the diverse patterns of self-interest (significant differences) that exist relative to the change, behave like attractors and exhibit all the properties associated with attractors, that is, the emergence of self-organized, adaptable networks, and so on. The psychological mathematics of how this region of dissonance is resolved, then, is at the root of much of the wasted energy observed when an organization tries to implement a large-scale (organization-wide) change or intervention. Any change that involves new patterns of relationships among members, new ways of behaving, and new processes requires a different mental model than the one that is typically used to understand and execute change. A NEW WAY OF THINKING IS NEEDED The contention is that decision makers must shift from a puzzle-solving perspective (a typical fact-based approach) toward a mystery-solving perspective (a value-based approach). The puzzle-solving perspective rests on the assumption there is one right answer; as soon as it is discovered, events can be expected to flow in a predictable manner (Mansfield, 2010). The mystery-solving perspective rests on the assumption there is no one right answer or even a right way to get to an answer; rather, there is an array of possible outcomes, none of which is predictable. Because there are many possible outcomes and consequences associated with any organizational change decision, decision makers need to be able to anticipate and understand the implications of their decisions, and how to respond should the improbable outcome become a reality (Wolfberg, 2006). The only way to do this is for decision makers to create a fully transparent environment in which the many differences of potential releva nce to a change are put in the open for analysis. Although there are many organizational change methods available, few are based on such a mystery perspective. The result is that change efforts are generally disconnected from a significant pool of knowledge. The bottom line is that the way a change agent views the causes of change determines how she or he sees the world and, therefore, determines how she or he intervenes on behalf of the organization. If change agents see the organization as a machine, then they use interventions consistent with this view; if they see it as a complex, multidimensional system, then they use methods appropriate to that paradigm to change (Kim Mauborgne, 1999). Modern organizations are complex. Simply moving from the organizational chart to examining how work gets done in most organizations easily demonstrates this. Work is a complex process involving multiple interactions between the members of an organization and their teams, teams and other teams, teams and other organizations, and so on. Changes in one part of an organization will invariably have an effect on other parts of the organization-some obvious and others less so. As organizations grow and change through time, their complexity grows and changes as well. (Anderson, 1999) proposed integrating four attributes of CASs into our thinking of modern organizations: agents, feedback loops, self-organization, and coevolution. All human systems comprised numerous semi-independent agents, each of which is capable of autonomous action; such action follows that agents schema of the organization. A schema is a mental model of how the world works and how to interpret events in that world. These schema act like self-fulfilling prophecies and thus can have powerful and sometimes disruptive effects on a change. A second concept is that agents are connected to one another by feedback loops. One agents behavior can affect the behavior of numerous other agents in self-reinforcing cycles of influence. These feedback loops underscore the importance of coevolution. Third, agents coevolve with one another. A given agents adaptations impact the efforts of agents to adapt, and these co-adaptations lead to patterns or waves of self-organization that flow throughout the organization. Finally, CASs evolve over time through the entry, exit, and transformation of existing agents, and new agents can be formed by recombining elements of previously successful agents. Furthermore, the linkages between agents also evolve or coevolve over time, shifting the pattern of interconnections and their strength. CHANGE IN CASs: A METAPHOR How can organizations hope to adapt to the ever increasing level of complexity and in the process remain vibrant, responsive, and healthy? The answer to this question lies in the principles of CASs. (Dooley, 2002) offers the following three principles about the nature of the CAS: (a) order is emergent as opposed to hierarchical, (b) the systems history is irreversible, and (c) the systems future is often unpredictable. The basic building blocks of the CAS are agents. Agents are semiautonomous units that seek to maximize some measure of goodness of fit by evolving over time in response to the environment. Rather than focusing on macro strategic-level changes, complexity theory suggests that the most powerful processes of change occur at the micro level (e.g., the individual and groups) where relationships, interactions, experiments, and simple rules shape emerging patterns. As everything in an organization is interconnected, large-scale change occurs through the integration of changes that affect the smallest parts. Organization change occurs through the evolution of individuals and small groups. Like biological changes, these changes are sometimes not incremental but dramatic. From a complexity perspective, everyone can be a change agent if they are aware of options to help the organization adapt to its environment. A metaphor will serve to clarify these points. A jazz ensemble is a CAS. Each musician is autonomous. They interact as they play. They bring their own intents, biases, levels of interest, experience, and aesthetics to the performance. A minimum number of rules are put in place regarding set, place, time, and so on. Usually, the players know one another very well, and they are all very competent in the theory and practice of jazz music. The music is a balance of control and improvisation (in the moment changes or adaptations in the melodic and/or harmonic line). They listen to each other and adapt themselves to fashion their music. Their enthusiasm influences the other members of the band and the receptivity of the audience. The audience influences the band. In the end, the quality and creativity of the performance is the result of the interaction of all these elements. These emerging patterns influence not only the current selection but also the next piece as well as successive pieces. This metaphor illustrates how creativity and efficiency emerge naturally in human organizations. Some basic rules, positive contacts, and relationships among members allow solutions to emerge from the bottom up. In this CAS, the musicians and the audience all act as autonomous system agents; the setting, roles, rules, and duration of the concert constitute the container/context; the contribution of each instrument and the continuous change of melodies and harmonies are significant differences, whereas the influencing processes between musicians and their audience are transformative exchanges; the continuous successions of music are the self-organizing patterns. Each of these concepts is highly interdependent REFRAMING THE ORGANISATIONAL CONTEXT Reframing is about changing perception by understanding something in another way. (Bandler Grinder, 1982) explained reframing in the following manner: What reframing does is to say, Look, this external thing occurs and it elicits this response in you, so you assume that you know what the meaning is. But if you thought about it this other way, then you would have a different response. Being able to think about things in a variety of ways builds a spectrum of understanding. None of these ways are really true, though. They are simply statements about a persons understanding. BASIC TYPES OF REFRAMING There are two basic kinds of reframes: context reframing and content reframing. Both can alter our internal representations of events or situations, which permits us to experience the events in other, hopefully, more resourceful ways. Context reframing Bandler and Grinder noted that every experience in the world and every behavior is appropriate, given some context, some frame (1982,p.9) Context reframing offers an understanding of how we make meaning through the environment physical, intellectual, cultural, historical, and emotional in which a situation occurs. It can also provide a pattern of thinking that helps us see the value in every situation regardless of any perceived downside. Context reframing is taking an experience that seems to be negative, not useful, and distressing and showing how the same behaviour or experience can be useful in another context. Childrens stories are full of reframes designed to show children how what might seem a liability can be useful in another context. For example, the other reindeer made fun of Rudolphs bright, red nose; but that funny nose made Rudolph the hero on a dark night. Context reframing can be used as a perceptual filter, taught and practiced until it becomes an integral and habitual way of organizational thinking. It is a very useful tool in business as it is the way of thinking that gives one the ability to make lemonade from those unexpected

The Importance of Traffic Lights :: Exploratory Research Papers

The Importance of Traffic Lights The topic I picked for our community project was traffic lights. In a community, people need stop signs and traffic lights to slow down drivers from going to fast. If there were no traffic lights or stop signs, people’s lives would be in danger from divers going too fast. When having stop signs and traffic lights, people have a tendency to drive slower and look out for people walking in the middle of streets. To put a traffic light or a stop sign in a community, it takes a lot of work and planning from the community and the city to put one in. It is not cheap to do it either. The community first needs to take a petition around to everyone in the community and have them sign so they can take it to the board when the next city council meeting is. A couple residents will present it to the board, and they will decide weather or not to put it in or not. If not put in a lot of residents might be mad and bad things could happened to that part of the city. When the planning of putting traffic lights and stop signs, you should look at the subdivision plan and figure out where all the buildings and schools are for the protection of students walking and riding home from school. In our plan that we have made, we will need traffic lights next to the school, so people will look out for the students going home. We will need a stop sign next to the park incase kids run out in the street. This will help the protection of the kids having fun. Will need a traffic light separating the mall and the store. This will be the busiest part of the town with people going to the mall and the store. And finally there will need to be a stop sign at the end of the streets so people don’t drive to fast and get in a big accident. If this is down everyone will be safe driving, walking, or riding their bikes. In putting in a traffic light, it takes a lot of planning and money to complete it. A traffic light cost around $40,000 to $125,000 and sometimes more depending on the location.