The relationship between theoretical perspectives and early years curriculum models Essay Example for Free

The relationship between theoretical perspectives and early years curriculum models Essay Piaget believed that children are mini scientists and that they create their own understanding in response to their experiences. He also believed that children can self-motivate themselves without the need for rewards. Children are also able to adapt their knowledge to their experiences. Piaget believed that if a child has a comfortable and safe environment that it will allow a child to explore and interact more efficiently. Encouraging recreational sessions will allow a child to recreate real life circumstances. Piaget assessed and monitored children independently and specified that education and free play would educate independent learning rather than being fed knowledge. Piaget believed that a child learns in different stages; Sensorimotor – 0-2 a child understands the world through senses and actions Preoperational – 2-7 a child understands through language and mental images Concrete operational – 7-12 a child understands the world through logical thinking and categories Formal operational – 12 years + a child understands the world through hypothetical thinking and scientific reasoning Each stage is broken down further and being able to assess which stage a child is at enables the educator to provide the suitable resources required. Children learn from first hand experiences and educators are only required to offer suitable resources. Although Piaget assessed and monitored children independently this would have had no benefit on teamwork assessments with peers and group activities. Montessori’s theories Montessori theories have supported work in schools for over 100 years. It is a child focused approach of teaching and learning. It is built on specific observations on children between 0-19 years. Independence is a major factor in this theory and environments that are sensibly planned assures that a child will develop physically, psychologically and will advance in independent learning successfully. While being treated equally and justly individuals are taught on their own personal needs which promotes curiosity and passion. As all children are different, Montessori’s main aims for this theory are; †¢ Respect the individual – personal hand-on approach – unforced knowledge †¢ Absorbent mind – exploring freely – ensuring independent learning experiences †¢ Sensitive periods – identify certain growth stages allowing full potential to be met †¢ A prepared environment – readily obtainable resources for specific needs and interests †¢ Auto education – independent learners progress and learn life skills necessary for their future B.F. Skinners theoretical perspective on learning Skinner believed that all behaviour is learnt meaning it can be unlearnt. By replacing the negative behaviour with positive behaviour and response gives a base for learning. By emphasising and modelling good behaviour imitates what is expected. Skinner believed that behaviours happen in school when a child doesn’t understand. Teaching a child to listen teaches them to change their behaviour and reflect. Skinner alleged that children are capable of learning in 2 different ways; 1. Children learn to avoid the negative in the attempt to receive the positive Receiving a reward for positive things increases the likelihood of the child receiving positive reactions 2. Giving a punishment for a negative behaviour also gives a child reason to avoid negative and concentrate on positive Skinner believed that making education enjoyable would be effective in controlling behaviours. He did not believe in punishments but positive reinforcement to adapt and influence students. It is believed that if you want to apply Skinner’s theories into your school you must have; †¢ Positive incentives for behaviour †¢ Reward positive before reprimanding negative †¢ Ensure immediate reward to allow an association †¢ Provide on task feedback †¢ Adapt instructional material and approaches suitably †¢ Children must understand preconditioned skills before moving on †¢ Reinforce positive behaviours J.H Pestalozzi’s theory The Swiss education reformer, influenced by Rousseau, born in Zurich, is known as the most dedicated philosopher to fight for inclusion in schools and reforming the education system. A whole child approach to his methods, Pestalozzi believed that all children should learn through playing and exploring and should be able to peruse their own fun from what interests them personally. Understanding the needs of a child and knowing their background will enhance their performance. 3 main important aspects of Pestalozzi’s methods are; †¢ Head – intelligence and knowledge †¢ Heart – emotions and understanding †¢ Hands – strength and dexterity Pestalozzi’s methods still have huge influences on the modern education system. It is claimed that, in Pestalozzi’s methods, a child learns independently, what happens to special educational needs pupils? These pupils need structure and routine, so arguably his methods were not intended for SEN children and the growing population. 1 in 7 children are recognised as having special needs or a disability, meaning 13.6% would not be educated effectively. Considering most of the national curriculum was formed in 2014, it is questionable, is it up to date enough to meet the demands of the ever-growing change in society? Skinner is the only main figure in history to advise on a combination of social and political interpretations on behaviourism. He formed a theory of what a model society would be like designed around behaviourism. He’s a great promoter of free will and believes that our behaviour is modelled around our setting. Hans Khon believed that Skinners theory of rewards was not a motivation for behaviour but merely a preventive measure for the natural and deliberate behaviours. He also believes that Children should have morals and make their own conscious decisions. Skinner argues the fact that all language is purely learnt but, philosopher Chomsky disagrees and believes that language is inborn and is developed over time. Evidence has recognized that rewards in fact are a great triumph in education. Epraise.com have many success stories and have helped pupils achieve their milestones. It is thought that Skinners discoveries were unreliable as his experiments were performed on animals and not humans. Although this may be the case, engagement on learning is successful through incentives and rewards as this is evident in modern classrooms and has been used in many studies including ‘incredible years’, which is practiced and taught at the school I am currently working in. Rewards are a great incentive, but It is argued that motivation is not found in the absence of rewards. So, is the reward system just disguising natural undesired behaviours? It is argued that if this theory wasn’t working why is it still used today? Do children conform through forced motivation or are they naturally motivated? Skinners theory is actively used in many up-to-date schools around the world and is used successfully. At Heronsbridge school, many of Skinner’s methods are used daily. There is a weekly ‘special mention’ assembly for achievements, a weekly ‘pupil of the week’ award, assemblies play a PowerPoint of great accomplishments caught on camera for the whole school to see, but also instant rewards such as merits and free time are given out for instant recognition of their successes. ‘Incredible years’ is a method of positive reinforcement used at Heronsbridge, where negative behaviour is not acknowledged and rewards for positive behaviours are given as an incentive to encourage and inspire pupils as in Skinner’s philosophy. As this theory works well in Heronsbridge school, it may not work as well in other settings. As Heronsbridge is a SEN school, careful attention is given to the specific requirements to pupil’s individual needs. With regards to Jean Piaget’s theories and Montessori’s, Heronsbridge also pays close attention to the specific need of the child, being educational or medical, and encourages total independence on the pupils who are able. It is argued that, if a child is left to learn independently, then what would happen to children with special educational needs? Being able to plan what is taught will have a huge impact on SEN children. Surely the curriculum should ‘fit’ the child not the child ‘fit’ the curriculum? Heronsbridge implements the Jean Piaget theory of individual assessments. Pupils are frequently monitored and assessed individually through instep testing, LNF testing and annual reviews to ensure pupils are placed in the correct setting the following year, and then targets are set accordingly. No two children have the same targets and as the students are all at different levels of education, Montessori’s theory of mixed aged classes is reinforced throughout the leavers department.

HIV AIDS Education in the Emergency Services

HIV AIDS Education in the Emergency Services HIV AIDS Education, counseling support services in the emergency medical service environment Introduction Our presentation is about historical ground and theories of origin of human immunodefiency virus (HIV) and acquired immunodeficiency syndrome (AIDS). We going to briefly discuss HIV/AIDS education counseling and testing, support service in emergency medical service environment. We also going to touch on the background presentation measures and management including transmittion from one person to another (mayoclinic, 2014). Origin of HIV AIDS The origin of HIV and AIDS pandemic has been traced to the 1950’s in the city of Kinshasa, the capital city of Democratic Republic of Congo. The hunter’s theory is the most common excepted theory, Simian Immunodeficiency Virus (SIV) virus was transferred to human as a result of chimpanzees being killed and eaten. It also said that their blood was getting into the hunters cuts or wounds. SIV virus adapted itself within the human body an became HIV (canadian, 2014) Out lining the relationship between CD4 count and HIV Cd4 count is a protein that is sometimes express on the surface of a class of immune system (T-cells). T-cell is the one who recognized when the cells have virus. If the cells are infected the CD4 will be positive, then the T- cell will start looking around to see if there is any pathogens. If there is any of pathogen the antibody response will tell cell called macrophages to destroy it (NHLBI, 2014). At this stage we can say that the HIV needs to bind of CD4 and one of its receptors to gain entry into white blood cells. Then over a certain period HIV infection will decline the number of CD4 cells because of decreasing of the CD4 count manuscript, 2014 NIH Public accessed, and 2014). Stigma and discrimination Stigma refers to the prejudice and discrimination directed at people living with HIV and AIDS. It can be an important barrier to EMS personnel if we can implement it by advising personnel to get tested because most of people they afraid to see doctors to know about their results so that if they have disease they can start with treatment. Other thing is when personnel know that they have HIV/ AIDS they have a fear to talk about it or taking easy available precautions. So the more they have fear the stigma is processing on immune system, which lead to a seriously damage AIDS or aids epidemic continues to spread around. The epidemic of fear, stigmatization and discrimination has undermined the ability of personnel to protect them and provide support to the others who affected due to fear. If the affected personnel can have the supports from their love one’s, they can be able to stay positive all the times and take their treatment regularly. Ethical implications on HIV/AIDS are that health care workers should not disclose status of people/patient who tested positive and confidentiality should be maintained. HIV virus HIV envelop HIV viral protein that serves to form envelops where the glycoprotein referred to as envelops proteins because they make up of outer coat of human (mayoclinic, 2014). HIV Capsid Is protein shell that protects the virus’s genetic material (mayoclinic, 2014). HIV Enzyme It have three enzyme required for HIV replication and reverse which is transcriptase, integrase, protease. Before this enzymes become functional they it need to be cut from the longer polypeptide chain. Viral protease cuts the long chain into its individual enzyme components which then facilitate the production of new viruses (mayo clinic, 2014). HIV RNA Genetic material of HIV composed of ribonucleic acid It can detect by nucleic acid test (NAT) NAT is not used for HIV infection, but it is used for measuring HIV concentration (viral load) level in a positive person (mayoclinic,discovery:2014) HIV Glycoprotein This originally buried within the viral envelope, but when Gp120 binds to CD4 count receptors,Gp120 changes its confirmation causing Gp41 to become expose where it can assist infusion with the lost cell (mayoclic,2014) Mayoclinic:2014 Education According to mayo clinic, â€Å"HIV/AIDS is the condition whereby the immune system of the body becomes weak in a state where it cannot defend itself against organisms that cause disease†. Although there are many education programmes in South Africa we cannot afford not to take action because there are already about 950 AIDS related death in South Africa every day. The silence and stigma surroundings HIV AIDS must be broken and replaced by openance, good communication and compassion. Educating everyone especial in emergency care to understand how HIV AIDS is spread and what we can do to protect ourselves. Encourage personnel to change sexual behavior and to practice safe sex at all times. Making condoms freely and easily available. Educating personnel on how to use them (Male Female) ( discovery, mayoclinic,2014). Wellness programme Personnel should assists with information regarding HIV/AIDS Personnel are offered pre test counseling before test to prepare them emotionally and psychologically for test. All tests should be done by the professionals. After the test, personnels receive post test counseling to assists him or her to deal with the positive result (mayoclinic,2014 Provide HIV testing through the occupation Health clinic or we can refer to the external providers such as new start. Treatment for STI infections, like TB and HIV and AIDS (ARV’S). Continuous counseling and support to personnel (canadian, 2014) Emergency care workers are advice to always adhere to safety measures personal protective equipment (PPE). When working with fluid, blood and also with sharps like needles, scissors, blades, etc; you must work carefully to prevent needle pricks during working operation (canadian, 2014). SUPPORT SERVICE In situation where by a personnel is living with a HIV virus, issues to be considered like getting Psychological Support Moral support from management and from fellow or core workers (Discovery, 2014). Encourage personnel to take medication properly to live normal life as possible. The most pressing concern for scientist today should not be how the AIDS epidemic originated, but how those it affects can be treated (avert, 2014). Further spread of HIV can be prevented by education ,counseling and testing(Canadian, 2014) (Canadian, 2014) CONSELLING TESTING Personnel should be encouraged to know their HIV status by testing using trinity biotech and making sure that there is proper counseling that goes with testing (pre-post test) If the results is negative the trinity will have 1 line shows, if positive 2 lines will shows (discovery,2014 Conclusion It is likely that we will never know who the first person was infected with HIV, or exactly how it spread from that initial person. HIV education, counseling and testing is imperative in reducing new infections and deaths by means of safety measures and anti retroviral. Educating personnel, who is already living with this pandemic, encourage them to talk freely and have influence on their work by advising people where necessary. HIV and AIDS is a regarded as a behavioral problem. Let us not die from ignorance and denial, Let us do something or stand up (J.Mol,Biol,2011) References Aver, 2014 [online] available @ www.avert.org/hiv/aids-stigma and discrimination.htm accessed @ 15/10/2014 Copy right @1997 Canadian centre for occupation health health safety, support and service [online] available @ www.canadian.com accessed @ 05/102014 manuscript, 2014 NIH Public accessed, 2014). Discovery, (2014) support service [online] available @ http://www.wisc.edu/media.com accessed @ 02/10/2014 and 03/10/2014. J.Mol, Biol, (2011) how HIV AIDS transmitted [online]available @www.nebi.nih,gov/pubmed.com accessed @20/10/2014 Manuscript, 2014 HIV and AIDS [online] available on http://ncib,nlm.nih.gov/pmc/articles.accessed @ 06/10/2014. Mayo clinic 2014 HIV and AIDS 0nline.available at http;//www.mayoclinic.org/diseases-condition/HIV/AIDS [emailprotected] 02/10/2014 NHLBI (2014), [online] available @ www.nhlbi.gov/health/health-topics/WELNESS.accessed @ 15/10/2014

Therapeutic Value of Art and History of Art Therapy

Therapeutic Value of Art and History of Art Therapy Therapy Emotions Artistic Becoming An Art Therapist â€Å"Art therapy is a type of psychotherapy that encourages the expression of emotions through artistic activities such as painting, drawing or sculpture; psychotherapy based on the belief that the creative process involved in the making of art is healing and life-enhancing† (Webster’s Dictionary). Art therapy opens a creative world for those who cannot express the way they feel by use of verbal communication. To some people, are not enough. Expression through painting, sculpting, and drawing assists one in overcoming the effects of traumatic or unpleasant happenings in his life. Art therapy is a field that is beneficial to people of all ages, gender, emotional status, or mental ability. It is necessary to examine the knowledge of products resulting from and various methods utilized in a variety of disciplines in order to fully understand the vast benefits of implementing art therapy (Repko, 2005). It is used for a wide variety of conditions such as: the terminally ill, mentally challenged, emotionally disturbed, those afflicted with eating disorders, the abused both physically and verbally, and many more. The goal of Art Therapy is free and open expression, emotional well-being, mental stability and well-balanced coping skills for the client. In the profession of Psychology, use of Art Therapy is considered a most crucial component in evaluating, diagnosing and treating patients. Analysis of a persons psyche and mental health is often difficult with the single use of verbal communication. The use of art in healing dates back to the ancient drawings on walls of caves, revealing that although the profession of Art Therapy appears very young in the family of mental health disciplines it is very old and personally natural in practice. There is even evidence that the creative act of art may have prevented or forestalled more serious mental disorders for painters such as Blake, Munch or Van Gogh (McNiff, 1980). Patients who are given the opportunity to free themselves of inhibitions stemming from inner hesitations of new experiences, parental influences, cultural or economic are able to express deep fears, even fantasies or wishes through the expression of art. It is the symbolic language of images that initiates the surfacing of feelings and emotions that one often cannot or dares not to express verbally (Meltzer, 1948). As people outgrow inhibitions their personalities are freed and they can express and project feelings as well as face events that once disturbed them. In therapy, the developmental stages of art expression go from quite restricted and simplistic stereotypic models to images with actual faces or events expressed. Frustrated or once disassociated personalities are released and reintegrated through the use of art expression (McNiff, 1948). Art is often neglected as a serious academic subject in educational institutions. However, with further investigation it can compliment even the most difficult educational programs. Art is important to every student, but especially in programs educating handicapped or exceptional children. J. Dewey expressed in his drive to develop humanness in exceptional children that â€Å"†¦artistic activity is the way in which one may gain in strength and stature, the belief in his own powers, and the self respect which makes artistic activity constructive in the growth of personality† (Dewey, 1970 as sited in Integration of Art Education into Special Education Programs, 1976, n.p.). Curiosity is emerging about the therapeutic values of art, where once there was an emphasis on cognition art is becoming recognized as beneficial in the development and growth of individuals. The goal of both art therapist and art teacher is for an individual to realize his full ego. Teachers and therapists strive to master techniques which affect and develop the inner psyche of students. Margaret Naumburg was the first educator who had a sophisticated understanding of the importance of art in education. She incorporated free art expression into her work and published writings about her experiences. Teachers joined clinicians and educators in institutions dealing with handicapped, the bereaved and the mentally ill (Rubin, 1980). Intense and long-term education with clinical practice is required for an Art Therapist to obtain certification. The very nature of altering one’s personality or well-being in therapy necessitates the seriousness in consideration of the academic and practical preparation of an art therapist. The American Art Therapy Association was formed to regulate and determine and delineate the degree of education and training of art therapists. Standards of registration include strict guidelines with requirements including a master’s program with a highly valued emphasis on graduate training under the supervision and tutelage of art therapists and psychotherapists within clinical settings (McNiff, 1980). A wide variety of disciplines could be examined to understand the value of Art Therapy. Some are: sociology, psychology, economics, artand education. The scope of this paper will focus onhow art therapy is used in analyzing the psychological health of patients and treatment of; the development of individuality through art incorporated into education; and the aesthetic value of expression through the creative act of art. The most critical disciplines to determine the benefits of Art Therapy incorporated into its goal are psychology, art, and education. Examining the perspective of psychology will allow understanding of how a person can be evaluated for emotional and mental health, and methods of treatment prescribed to achieve the ultimate of balanced well-being through the use of the creative act. Psychology is the science of the status of the mind and it processes. Many conditions and happenings in life affect an individual’s physical and mental health. It is imperative to evaluate and prescribe the most beneficial methods of treatment to achieve this balance of mental status. Examining the perspective of art will reveal how expression of emotion and experience within the freedom of verbal communication has a healing affect on an individual and can rid him of past traumas or harmful experiences that prevent ultimate health. Art is the production of what is appealing, considered beautiful or that which is of more than ordinary significance. The avenue of communication through this type of creative expression enhances all individuals who utilize it. Not only is aesthetic value received through artistic expression, rather the therapeutic value far outweighs the former benefits. Finally, in looking at the perspective of education may explain why there is a necessity of years of academic instruction and clinical practice to obtain the certification of art therapy. Education is considered the intellectual preparation for mature life through acquiring knowledge. Its goal is to develop the power to reason based on knowledge and instruction that is imparted to the student. The profession of Art Therapy requires many years of academic study as well as clinical study and internship to obtain certification. Intense focus is on the importance of proper study and training to perform art therapy with an individual. Research of articles, journals and literary information pertaining to each discipline will be conducted. Products of the three disciplines mentioned concerning art therapy will be discussed such as American Art Therapy Association standards and requirements, artistic work of individuals before and after treatment, and exhibits of artistic expression from a variety of painters. The effectiveness of art therapy will also be revealed through drawings and paintings exhibited by different artists and individuals. The purpose of this paper is to reveal the therapeutic value of free expression in drawing, sculpting and the use of images; how art expands the imagination and educational scope of children and adults; and how the development of personality and character is affected when allowed expression through non- verbal means. By looking at similarities in the end product of individuals through various disciplines, the benefits of implementing art therapy will be revealed. Background Art Therapy (All in bold will be defined in Appendix A) began its history in the 1930s in America because of the efforts of Margaret Naumburg. In thirty years it developed into seven courses taught in five institutions by four art therapists including Ms. Naumburg. By 1971 four programs offered master’s degrees in art therapy. These degrees were offered in universities, a medical college and a college known for its fine arts studies. Single courses in art therapy were offered across the country in academic institutions as supplemental education. The historical background of art therapy began very slowly with seemingly nothing happening and then it developed with great speed (Agell, 1980). In the early development of art therapy professionals used it as case work for treating children with behavioral problems in residencies and special schools, hospitalized patients and private clients. â€Å"Art therapists who, convinced of the special qualities inherent in art, persuaded others – artists, teachers, and clinicians – that art expression provided an enduring, moving, and sometimes exquisite message of human experience† (Agell, 1980, p. 9). During the pioneering days, many therapists had been doing art therapy but didn’t know what to call the process or results of something special that was happening in their work. Elinor Utman founded the American Journal of Art Therapy in 1961. This publication provided information regarding the therapeutic use of art in professions. It also enabled art therapists who had formerly been isolated to be unified. This ultimately led to the founding of the American Art Therapy Association (AATA) in 1969 that gave therapists a structure for promoting their field of work, and its ultimate priority was to support the training development of art therapists. Two documents, Guidelines for ArtTherapy Training and Guidelines were created to provide the fundamental standards for training and the educational level required for certification of art therapy. It was determined that professional certification should be with a Master’s degree with recommended didactic and practicum experience (Agell, 1980). Art therapy has developed into four categories: recreational, occupation, general therapeutic and actual art therapy. These types of therapy are typically used with a variety of patients; the most intensive application of the therapy was used on institutionalized tubercular patients. Handicrafts and major arts were used to aid in the depression caused by elongated institutionalization. Physically handicapped patients were trained how to use other limbs or a different set of learning functions. Neurologically impaired patients such as those with cerebral palsy, mongoloid or the blind experienced the benefit of release or development of a satisfactory degree of intellectual functioning through the creative act of art. Those with mental and psychologically deviant conditions experienced art therapy as a therapeutic process and sometimes as a curative process. Art therapy was used for the occupational benefit as well as for enjoyment. â€Å"With the retarded and pathological child we have begun to realize the great help that can be gained from art psychotherapy in the youngest age group (Harms, 1975, p. 242). Research in progress shows that we ought first to distinguish between intellectual and perceptive learning. An impaired child will comprehend a branch of green leaves or a flower much more readily if it is not only explained to him but if he also has drawn it with crayons. The creative method of comprehending is not only much simpler but also reaches deeper into the apperceptive nature of the young child† (Harms, 1975, p.242). Development of Art therapy is used for people with health issues. Anna, age twelve, is a patient who came to treatment after having suffered many traumatic experiences due to a heart defect. She endured five major cardiac surgeries and had many problems that compounded her condition other than the physical difficulties. Having been sexually abused by a family member she exhibited difficulty coping with her feelings about the issues in her life causing stomach aches and a lack in friendships. Anna’s treatment included art therapy and resulted in better management of her anxiety and depression. A part of her treatment was to create a collage to draw out the subconscious feelings she had reached regarding her life issues. The focus of treatment and healing was her serious medical condition along with abuses. Anna’s depiction of herself in the collage was a figure with a large head and small body shown in the center of the paper. She had cut out magazine and placed the â€Å"good† describing herself on the right of her head and to the left, the â€Å"bad†. It was determined that she could not see both sides as a part of the whole head indicating she viewed herself as divided. It was only through art instead of traditional verbal therapy that this depiction of self was revealed. Though she was initially unaware of the divided view of herself through art therapy she reached a measure of healing resulting in healthier coping skills. This was confirmed by the change of images in her art, proving the benefit of art in treatment as well as recovery (Lees, 2003-2005). Victims of violent physical abuse also benefit from art therapy in that they are able to express in images horrible experiences that are either no longer conscious or are too painful to verbalize. As a sexual abuse survivor Susan exhibited a common theme of confusion of feelings and devaluation of self that is often only revealed through art. Art therapy reveals through images the impact the violence of sexual abuse creates. The first drawing of Susan reflected her pain with a single tear on an expressionless face. Her torment was silent, but through continued use of art she was able to express her suppressed emotions and the feelings that overwhelmed her. Progressive pictures depicted images of her feelings of loneliness and helplessness. Art allowed Susan to step outside herself and view what her feelings look like. This was a step used for her to learn how to own her true feelings. Through art she was able to see herself as a grown woman with an inner child. The colors in her art turned from black and colorless to vibrant and vivid. Emotions of anger appeared after the fifth drawing and as art drawings continued through treatment deeper emotions were depicted in the images and color selection. Through art therapy Susan was able to work through the steps of healing which brought hope of a new life without the pain from past experiences (Lees, 2003-2005). A third use of art therapy is with people who have challenges living in the normal realm of life. Children with autism benefit from art therapy by the opportunity to express and communicate with the world through images since they often cannot verbally. Sung, a Korean five year old girl, was filmed with a 35 mm camera to determine the benefit of art in autistic children. In her first session she became familiarized with the supplies used in art – sketchbook and a box of bright wax craypas. Her first drawings were banana-like arcs with heavy lines or large solid dots also containing rectangular patches. Other forms come and go in her depictions. Eventually she became â€Å"mesmerized by activity which fills her entire visual field and is absorbed by the deepening color and her rapidly moving hand seen from scant inches away† (Kellman, 2004, p.13). Sung’s art developed into additional shapes and a common images of heads with big solid eye dots and facial features. As time went on her pictures became more detailed including bodies with clothes and thinner lines. Paints and origami were introduced which developed dexterity. She was able to develop keen vision with spatial capacities as well as the control of fine motor skills. Her art revealed that autistic children frequently â€Å"focus on the geometric structure of a visual scene and on the forms and structures of objects themselves in their drawings† (Kellman, 2004, p.16). Sung was developing her available skills through art. Art therapy has developed into an essential and beneficial form of treatment and therapy. The above three scenarios prove the variety of uses in the expressive language of art. People with physical, mental or emotional difficulties are able to heal or develop with the use of art expression. The extent of healing/development can be measured through the progression of detail in the images. The scope of treatment is determined by the extent or type of art medium necessary. From its beginning in the 1930s, art therapy has developed and become recognized as an authentic therapy to assist people through a variety of disciplines. The objective of this paper is to explain how to become a successful art therapist by showing examples of treatments and giving the guidelines of the educational process. Integrating several disciplines forms a holistic, comprehensive understanding of how to accomplish this profession by using the Comprehensive Perspectives Model (Repko, 2005). Psychology not only benefits the therapist but is also the core reason patients turn to art therapy. Having a background in psychology will give an understanding of the brain and gives insights of how to cope and treat the issue. Art consists of the therapeutic process of learning to show emotion by using drawing pencils, paints and clay for sculpturing. Any individual can benefit from art alone because it subconsciously uses all the senses. Education is what ties the two above disciplines together. Psychology and art alone are very different but with having the proper process in both, together they form a creative solution for those not only in need of therapy, but for all. References Psychology Evans, R., Tissot, C. (2003). Children with autistic spectrum disorders: Perspectives on current research. Early Childhood Development and Care173, 361-362. Kellman, J. (2004).Art of a child with autism: Drawing systems and proto mathematics. Journal of Aesthetic Education. 38, 12-22. Lusebrink, V.B., (2004). Art therapy and the brain: An attempt to understand the underlying process of art expression in therapy. Art Therapy: Journal of the American Art Therapy Association21, 125-135. Meltzer, H. (1948). Studies of the free art expression of behavior problem children and adolescents as a means of diagnosis and therapy. The Journal of Educational Psychology39(6), 382-384. Art Harms, E. (1975). The development of art therapy. Leonardo8, 214-244. Lees, L. A. (2003-2005). Lees psychological services, inc.. Retrieved March 8, 2008, from Examples of How Art Therapy Works Web site:http://heartandmindmatters.com/content/view/8/7/ Packard, S. (1980). The history of art therapy education. Art Education33, 10-13. Rubin, J.A. (1980). Art therapy today. Art Education33, 6-8. Education May, D.C. (1976). Integration of art education into special education programs. Art Education. 29, 16-20. McNiff, Shaun (1980). Art therapy registration and standards of practice. Art Education. 33, 29-30. Stoner, S.D., Drachnik, C., Jensch, K., Jungles, G., Levick, M., Minar, V. (1980). Employment, training program development, and legislative issues. 33, 25-28. Additional Sources Repko, A. (2005) Interdisciplinary practice: A student guide to research and writing. Boston: Pearson. Webster, N (1961). Websters new international dictionary. Cambridge, MA: Riverside Press. Figure Captions Figure 1: Untitled (Lees, 2003 2005) Figure 2: Letting Go (Lees, 2003 2005) Figure 3: Inner Child (Lees, 2003 005) Figure 4: Haling Hope (Lees, 2003 2005) Appendix A: Glossary (Preston, 2008) apperceptive able to relate new percepts to past experience art – â€Å"the means of widening the range of human experiences and creating equivalents for such experiences; an area where experience can be chosen, varied and repeated at will. In the creative act, conflict is re-experienced, resolved and integrated â€Å" (Kramer, 1958, p. 6) art therapy – therapy with the use of creative activities to express emotions enabling individuals to manage/overcome physical and mental problems. curative something that cures; a remedy. dexterity skill and grace in physical movement, especially in the use of the hands or mental skill or cleverness. didactic intended to instruct; inclined to teach or moralize excessively. craypas painting media such as watercolor, temper, acrylic, oils, wax crayons

Corruption in the Film Blue Chips :: Blue Chips Movie

Corruption: The act of corrupting or of impairing integrity, virtue, or moral principle; the state of being corrupted or debased; loss of purity or integrity; depravity; wickedness; impurity; bribery. In the film Blue Chips corruption overshadows true meaning of sports tournament. There are two challenging issues in the film dealing with money and morals. Bribery is used to save the athletic reputation of the university. A college basketball coach finds himself battling between his morals, integrity of the team and institution he works for.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Pete Bell a basketball coach at Western University. Coach Bell has an impeccable reputation at WU, coaching the number one basketball team in the nation. During his coaching career, WU has won two national championships; eight conference titles and has never had a losing season. His life passion is basketball and his greatest fear is losing a tournament. Making a six-figure salary and being responsible for a team that 15,000 people came to watch, one could say he was completely pleased. His work was honored especially the way he always played by the rules. He knew of many coaches that would bribe their recruits or players for fixed games. Bell despised coaches who played parts in such corruption.   Ã‚  Ã‚  Ã‚  Ã‚  During one season his greatest fear came reality. His team lost, this was a major failure to WU Corruption: The act of corrupting or of impairing integrity, virtue, or moral principle; the state of being corrupted or debased; loss of purity or integrity; depravity; wickedness; impurity; bribery. In the film Blue Chips corruption overshadows true meaning of sports tournament. There are two challenging issues in the film dealing with money and morals. Bribery is used to save the athletic reputation of the university. A college basketball coach finds himself battling between his morals, integrity of the team and institution he works for.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Pete Bell a basketball coach at Western University. Coach Bell has an impeccable reputation at WU, coaching the number one basketball team in the nation. During his coaching career, WU has won two national championships; eight conference titles and has never had a losing season. His life passion is basketball and his greatest fear is losing a tournament. Making a six-figure salary and being responsible for a team that 15,000 people came to watch, one could say he was completely pleased. His work was honored especially the way he always played by the rules. He knew of many coaches that would bribe their recruits or players for fixed games. Corruption in the Film Blue Chips :: Blue Chips Movie Corruption: The act of corrupting or of impairing integrity, virtue, or moral principle; the state of being corrupted or debased; loss of purity or integrity; depravity; wickedness; impurity; bribery. In the film Blue Chips corruption overshadows true meaning of sports tournament. There are two challenging issues in the film dealing with money and morals. Bribery is used to save the athletic reputation of the university. A college basketball coach finds himself battling between his morals, integrity of the team and institution he works for.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Pete Bell a basketball coach at Western University. Coach Bell has an impeccable reputation at WU, coaching the number one basketball team in the nation. During his coaching career, WU has won two national championships; eight conference titles and has never had a losing season. His life passion is basketball and his greatest fear is losing a tournament. Making a six-figure salary and being responsible for a team that 15,000 people came to watch, one could say he was completely pleased. His work was honored especially the way he always played by the rules. He knew of many coaches that would bribe their recruits or players for fixed games. Bell despised coaches who played parts in such corruption.   Ã‚  Ã‚  Ã‚  Ã‚  During one season his greatest fear came reality. His team lost, this was a major failure to WU Corruption: The act of corrupting or of impairing integrity, virtue, or moral principle; the state of being corrupted or debased; loss of purity or integrity; depravity; wickedness; impurity; bribery. In the film Blue Chips corruption overshadows true meaning of sports tournament. There are two challenging issues in the film dealing with money and morals. Bribery is used to save the athletic reputation of the university. A college basketball coach finds himself battling between his morals, integrity of the team and institution he works for.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Pete Bell a basketball coach at Western University. Coach Bell has an impeccable reputation at WU, coaching the number one basketball team in the nation. During his coaching career, WU has won two national championships; eight conference titles and has never had a losing season. His life passion is basketball and his greatest fear is losing a tournament. Making a six-figure salary and being responsible for a team that 15,000 people came to watch, one could say he was completely pleased. His work was honored especially the way he always played by the rules. He knew of many coaches that would bribe their recruits or players for fixed games.

High Divorce Rate Essay -- essays research papers

Do you know that our divorce rate in America is 50%? This means that 50% of all marriages in America end in divorce. This means that more than hundreds of people are getting divorced right at this moment. You may ask, what are the divorce rates in America for first marriage, vs. second or third marriage? 50% of first marriages, 67% of second and 74% of third marriages end in divorce, according to Jennifer Baker of the Forest Institute of Professional Psychology in Springfield, Missouri. This means that more people are getting divorced on their third marriage. Divorce is the failure of a couple's commitment to their marital and family roles. Parents may think about their children's well being in deciding whether or not to split, but it's very rare that parents will ask their children about it prior to making a decision. During and following a divorce, there a number of issues parents will usually face. Parents can't just avoid divorce because they will cause children to have emotional pain. When parents make a decision to divorce, children are expected to cope with the decision...

Feminist Theory

Feminism refers to political, cultural, and economic movements aimed at establishing greater rights, legal protection for women, and or women's liberation. It includes some of the sociological theories and philosophies concerned with issues of gender difference. Nancy Cott defines feminism as the belief in the importance of gender equality, invalidating the idea of gender hierarchy as a socially constructed concept. Feminism has earned itself a bad reputation, but it never undermined gender differences that exist between males and females. A man can never be as good a mother as a female can.Similarly, a woman can never be as good a father as a male can. While accepting these anatomical and physiological differences between the two genders, feminism seeks for both genders to be equally respected. They are both human and as a species, humans cannot progress without either one of them. Maggie Humm and Rebecca Walker divide the history of feminism into three waves. The first wave transpi red in the nineteenth and early twentieth century’s, the second occurred in the 1960s and 1970s, and the third extends from the 1990s to the present.In each wave of the movement, though men have taken part in significant responses to feminism, the relationship between men and feminism has been complex. Historically, a number of men have engaged with feminism. Philosopher Jeremy Bentham demanded equal rights for women in the eighteenth century. In 1866, philosopher John Stuart Mill presented a women's petition to the British Parliament and supported an amendment to the 1867 Reform Bill.An extension of feminism into theoretical or philosophical fields such as anthropology, sociology, economics, women's studies, literary criticism, art history, and psychoanalysis is called feminist theory. Feminist theory aims to understand gender inequality and focuses on gender politics, power relations, and sexuality. While providing a critique of these social and political relations, much of feminist theory focuses on the promotion of women's rights and interests. Themes explored in feminist theory include discrimination, stereotyping, objectification (especially sexual objectification), oppression, and patriarchy.Today, feminist theory has manifested in a variety of disciplines such as feminist geography, feminist history, feminist theology, and feminist literary criticism and has changed traditional perspectives on a wide range of areas in human life, from culture to law. Feminist activists have campaigned for women's legal rights such as rights of contract, property rights, and voting rights while also promoting women's rights to bodily integrity and autonomy, abortion rights, and reproductive rights.They have struggled to protect women and girls from domestic violence, sexual harassment, and rape. On economic matters, feminists have advocated for workplace rights, including maternity leave and equal pay, and against other forms of gender-specific discrimination aga inst women. During much of its history, feminist movements and theories were led predominantly by middle-class white women from Western Europe and North America. However, at least since Sojourner Truth's 1851 speech to American feminists, women of other races have proposed alternative feminisms.This trend accelerated in the 1960s with the civil rights movement in the United States and the collapse of European colonialism in Africa, the Caribbean, parts of Latin America, and Southeast Asia. Since that time, women in former European colonies and the Third World have proposed postcolonial and Third World feminisms. Postcolonial feminists argue that oppression relating to the colonial experience, particularly racial, class, and ethnic oppression, has marginalized women in postcolonial societies.They challenge the assumption that gender oppression is the primary force of patriarchy. They object to portrayals of women of non-Western societies as passive and voiceless victims and the portr ayal of Western women as modern, educated, and empowered. Today, they struggle to fight gender oppression within their own cultural models of society rather than through those imposed by the Western colonizers. They, thus, react against both universalizing tendencies in Western feminist thought and a lack of attention to gender issues in mainstream postcolonial thought.Some postcolonial feminists, such as Chandra Talpade Mohanty and Black feminists, such as Angela Davis and Alice Walker, are critical of Western feminism for being ethnocentric. Chandra Talpade Mohanty criticizes Western feminism on the ground that it does not take into account the unique experiences of women from third-world countries or the existence of feminisms indigenous to third-world countries. This discourse is strongly related to African feminism and is also associated with concepts such as black feminism, womanism, Africana womanism, motherism, Stiwanism, negofeminism, chicana feminism, and femalism.Pro-femi nism is the support of feminism without implying that the supporter is a member of the feminist movement. The term is most often used in reference to men who are actively supportive of feminism and of their efforts to bring about gender equality. The activities of pro- feminist men's groups include anti-violence work with boys and young men in schools, offering sexual harassment workshops in workplaces, running community education campaigns, and counseling male perpetrators of violence.Pro-feminist men also are involved in men's health, activism against pornography including anti-pornography legislation, men's studies, and the development of gender equity curricula in schools. This work is sometimes in collaboration with feminists and women's services, such as domestic violence and rape crisis centers. Some activists of both genders refer to all pro-feminist men as ‘pro-feminists' and not as ‘feminists'. There have been positive and negative reactions and responses to fe minism, depending on the individual man and the social context of the time.These responses have varied from pro-feminism to masculism to anti-feminism. In the twenty-first century, new reactions to feminist ideologies have emerged, including a generation of male scholars involved in gender studies and men's rights activists who promote male equality including equal treatment in family, divorce, and anti ­discrimination law. Today, academics like Michael Flood, Michael Messner, and Michael Kimmel are involved with men's studies and pro- feminism.The United Nations Human Development Report 2004 estimated that, when both paid employment and unpaid household tasks are accounted for, on average women work more than men. In rural areas of selected developing countries women performed an average of 20 per cent more work than men, or an additional 102 minutes per day. In the OECD countries surveyed, on average women performed 5 per cent more work than men, or 20 minutes per day. On 3 Sept ember 1981. The UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), described as an international bill of rights for women, came into force.While Iran, Sudan, Somalia, Qatar, Nauru, Palau, and Tonga have not ratified CEDAW, several countries have ratified the Convention subject to certain declarations, reservations, and objections. A number of feminist writers maintain that identifying as a feminist is the strongest stand men can take in the struggle against sexism. They have argued that men should be allowed, or even be encouraged, to participate in the feminist movement. Other female feminists counter- argue that men cannot be feminists simply because they are not women.They maintain that men are granted inherent privileges that prevent them from identifying with feminist struggles, thus making it impossible for them to identify with feminists. Irrespective of what the feminist writers maintain, the feminist movement has effected change in Wester n society, including women's suffrage, greater access to education, more nearly equitable pay with men, the right to initiate divorce proceedings and ‘no fault' divorce, and the right of women to make individual decisions regarding pregnancy (including access to contraceptives and abortion), as well as the right to own property.

What Impression Does Steinbeck Give of Life in the Bunkhouse?

What impression does Steinbeck give of life in the bunkhouse at the beginning of the novel? Steinbeck describes the bunk house as a plain, dark, hostile place with â€Å"small, square windows†, this creates the impression of a dark, lonely environment. The workers don’t have proper chairs to sit on, using â€Å"grouped boxes†, this shows that there is no comfort within the bunkhouse. The workers belongings are kept in an â€Å"apple box† which shows little luxury and comfort. This image is the opposite to the image of the brush; a tranquil, safe place.Using words like â€Å"he stepped out the door into the brilliant sunshine† creates the image of an oppressive room, somewhere you wouldn’t want to stay; a sense of danger nearby. Hierarchy in the ranch is important, some of the characters use body language and clothing to show their status about the ranch. Age has a lot to do with hierarchy in the ranch. We first see this in the image of Candyà ¢â‚¬â„¢s dog, the dog is old and lame, parallel to the image of Candy. The dog is shot later on in the novel because it is worthless in the ranch, because of age similar to Candy.The amount of work Candy can do is limited because of disability and when the boss thinks he cannot do anything else in the ranch, he will be fired and have nowhere to go. The natural authority shows when Candy talks about Crooks, â€Å"Ya see the stable buck’s a nigger. â€Å" this shows that race in the ranch is important in in the hierarchy of the ranch. Crooks is not allowed into the bunkhouse because of race, he sleeps elsewhere, he is lower in the hierarchy of the ranch.Some characters on the ranch have to show their authority by the way that they dress, the boss is an example â€Å"he wore high-heeled boots and spurs to prove he was not a labouring man† this tells us that the boss does not have natural authority within the workers on the ranch and has to prove that he is the boss. Ste inbeck does not give the boss a name because he is such a minimal character in the novel, this shows he is not involved with the workers very much throughout this novel.Curley is another example of this â€Å"like the boss, he wore high-heeled boots† Curley feels threatened by bigger men because he is quite small and feels as though he has to act tougher to be more respected. Curley feels that making up rumours about his wife, â€Å"Curley says he’s keepin’ that hand soft for his wife† will possibly gain him more respect, like he has something to prove, but instead the workers think its disgusting. Another example of natural hierarchy is Slim. Candy tells George and Lennie about Slim as if he is the boss, â€Å"Slim don’t need to wear no high-heeled boots on a grain team. this tells us that all of the workers respect him, he is a natural leader and it doesn’t matter what he wears, they’ll still respect him up to the point Curley apol ogises to him. In the bunkhouse George is suspicious of Candy, â€Å"George said sceptically† this tells us about the distrust between George and the other workers. From this quote we can see the itinerant workers lifestyle, and how isolated and lonely the lifestyle is. When Candy is speaking â€Å"George pretended a lack of interest† which tells us that he doesn’t want to get to involved with the stories Candy tells him.