Learning Disabilities Why Self esteem Essay Example for Free

Learning Disabilities Why Self esteem Essay As a child goes through teenage life, he or she is exposed to many different challenges, stressors, and prospects. An imperative factor in handling these challenges is a positive self-concept and high self-esteem. Through teenage life, schools should be preparing students to become a comfy part of the general population, quickly bending to their environs (Saghatoleslami, 2010). A population of students that necessitate closer attention are Learners who have been diagnosed with a learning disability. Learners with learning disabilities are likely to represent 2% to 10% of the student population (Reese, Bird, Tripp, 2007). Learners with learning disabilities tussle with self-concept and self-esteem, which in tum can lead to amendment difficulties, substance abuse, depression, and suicide ideation. It is, therefore, essential to monitor the self-worth of students and help mend and advance their self-concept and self-esteem. When bearing in mind students with learning disabilities, it is important to weigh their self-concept and self-esteem in a different way, understanding different social factors that come into play (Moller Pohlmann, 2009). There are many facets to self-concept and self-esteem, and coping with a learning disability has an influence on a students quality of life. For both students with LD and students who have not been diagnosed with LD, active parental involvement can directly influence a students self-concept and self-esteem (Saghatoleslami, 2010). The Individuals with Disabilities Education Act, Public Law, splits 12 types of categorizations of learning disabilities, in which children may be fit for special education and interrelated services. These types are; (a) autism, (b)deafness, (c)deaf-blindness, (d)hearing impairment, (e) mental retardation, (f) multiple disabilities, (g) orthopedic impairment, (h) severe emotional disturbance, (i) visual impairment, (j) speech or language impairment, (k) traumatic brain injury, (l) and specific learning disability (Moller Pohlmann, 2009). Autism is an age-linked disability significantly affecting verbal and non-verbal communication and social relations, typically evident before age three. Deafness is an earshot impairment that is so austere that the child is lessened in processing linguistic info, with or without augmentation; deaf-blindness is a synchronized visual and hearing impairments. Hearing impairment is of the audible range, whether perpetual or mutable. Mental hindrance rel ates to suggestively below usual general cerebral functioning, which prevail concurrently with shortfalls in adaptive performance. Multiple disabilities: the exhibition of 2 or more disabilities such as mental retardation-blindness, an amalgamation that involves special accommodation for ultimate learning (Moller Pohlmann, 2009). Additionally, there are corporal impairments; orthopedic impairment is physical disabilities, which include congenital impairments, caused by illness, and impairments from further causes (Berdine, 2010). Grave emotional disorder is a disability where a child of typical intellect, has strain over time and to a patent degree, building pleasing interpersonal relationships; (a) retorts inappropriately psychologically or emotionally under ordinary circumstances; (b) exhibits a pervasive mood of unhappiness; (c) or has a propensity to develop physical signs or fears. Detailed learning disability is a malady in one or more of the basic psychosomatic processes convoluted in understanding or in expending language, written or spoken, which may patent itself in an imperfect knack to speak, read spell, think, write, or do mathematical calculations; dialogue or language impairment: a communication (Moller Pohlmann, 2009). Disorder such as stuttering, impaired articulation, a type of linguistic i mpairment, or the voice impairment can be considered a detailed learning disability. Traumatic brain injury is an assimilated injury to the brain caused by a marginal physical force, resulting in partial or total functional disability or psychosocial impairment or possibly both (Berdine, 2010). Visual impairment is a pictorial struggle (including blindness) that, even with correction, unfavorably affects a child educational performance. Learning disabilities can disturb students in diverse manners. As studies designate, self-concept and self-esteem are two vital elements during a students foundational years. Throughout this time, students begin to express and realize who they will turn into as grownups. The self-concept that is established during this time canines over into maturity (Elbaum Vaughn, 2010). For this purpose, it is vital to consider the adverse effects of LD, especially during a teenager life. Dyson points out that children who have proficient denial, disgrace, and disappointment have outlooks of low self-worth and defenselessness (2008). Both students with LD and students without LD exhibit varying levels of self-concept and self-esteem. These self-concepts adapt and grow as a student develops from childhood, through adolescence, and into adulthood. Students with LD reported that they felt worse about their general intellectual ability than students without LD (Moller Pohlmann, 2009). This can result in negative self-concept and low self-esteem. By implementing evidence-based interventions, students with LD can develop a positive self-concept and improve their self-esteem. One such response includes positive parental involvement. When parents are involved in the lives of their children in a positive way, the self-concept and self-esteem of their child improves. A challenge of active parental involvement pertains to the difficulties of communicating with a child who has LD (Dyson, 2008). Utilizing parental programs to overcome such adversities positively affects the parent/child relationship. Through this active inte raction, adolescents with LD improved academically and emotionally. A lot of children with LD get these emotions more often than students with no LD. This can have a philosophical effect on their educational self-concept as well as their general self-esteem. The importance of this topic is substantial, as the American Psychiatric Association (2007) establish that between 3% and 8% of the learners’ population, especially children are affected by LD. Utilizing the Self-Perception Profile for teenagers, Moller and (2009) established that high school learners with LD conveyed they felt worse about their general mental ability than did students not diagnosed with LD. Furthermore, using the Piers-Harris Childrens Self-Concept Scale, it has been shown that students with LD scored significantly lower on the subscale of Intellectual and School Status. This is significant because these students were in separate classes with other students in special education (SPED), including students with emotional disturbances or cognitive impairments. When students are deliberately taken out of the general classroom, it becomes apparent to them that they are different from typically developing students. By separating students, it can have an adverse effect on their self-concept. This can have an adverse consequence on their self-esteem and academic achievement (Ochoa Emler, 2007). The response to this unruly is not as easy as moving towards an inclusive system where students with LD learn with typically developing students. In a study shepherded by Barrera, it was revealed that the self-concepts of students with learning disabilities attending comprehensive schools were inferior to those of their classmates devoid of learning disabilities (2009). The discoveries are all too shared, since a meta-analysis prepared by Barrera established the same incongruity (2009). Due to these common judgments, many schools have relocated away from an integrative class. In other situations, the self-concepts of students with learning disabilities may be improved through adapting instruction to the wants of each student (Elbaum Vaughn, 2010). Constructing the best erudition environment for each student wishes to be a precedence within the overall school system. Once students with LD associated themselves with others with LD, they conveyed that they felt improved about their recital than children with LD, who likened themselves to their aristocracies without LD (Ochoa Emler, 2007). This largesse contradictory information. When unraveling students with LD from archetypal students, it can have an undesirable consequence on their self-concept and self-esteem. On the affirmative side, nevertheless, when students with LD are studying with other students with LD, they may incline to compare themselves to their partners with LD. This outcome in a more optimistic self-concept and advanced self-esteem in students with LD. Every school is exclusive in its tactic to students with LD, and it is significant to consider these educations when determining whether or not students with LD should be encompassed in the general classroom or placed in a distinct studying setting. Age is an imperative factor in appreciating what the best intervention is for a stu dent with LD. While academic interventions were most consistently effective for elementary students, counseling interventions were the most reliably effective for middle and high school students (Elbaum Vaughn, 2010). These results have an effect on the academic self-concept for the student and do not necessarily hold true for other dimensions of self-concept. Elbaum and Vaughn also pointed out that, overall, counseling and mediated interventions were the only interventions that had a significant effect on general self-concept (2010). These findings complement previous statements regarding the importance of creating an intervention strategy that is malleable, as well as unique to each student who passes through the intervention plan (Reese, Bird, Tripp, 2007). To create a single intervention strategy, it may be useful for a school to use the interpersonal competence profile. By using the ICS-T and the ICS-S and comparing the two, a unique strategy can be created for each student that best serves his or her learning style. This tool can be useful to determine if an inclusive or separated intervention strategy would best help each student with LD. The insight provided by Berdine; because self-knowledge emerges from, and is sustained by, our experiences with others, negative self-views have interpersonal as well as personal components (2010). This means that for people to enjoy improvements in their â€Å"self-views†, changes must occur not only in the way they think about themselves, but also in the environments that sustain their own self-views (Berdine, 2010). The value of this quote is substantial. Not only is this positive self-concept paramount for students with LD, it is also significant for everyone. Our experiences in life and our perception of who we are define what we eventually become. In Positive Teacher and Parental Involvement, it is important for teachers and parents to affect the self-concept and self-esteem of students with LD by remaining positive and encouraging them to succeed. This is evident, as it was exhibited that there was an incongruity between self-assessments of students with LD and their ed ucators verdicts. They discovered that students alleged themselves to be more proficient than their teachers rule on them. Furthermore, Moller and Pohlmann (2009) indicated that teachers were commonly unaware of students perceptions of abilities. For better communication between teachers and students, it may be beneficial for tutors to devote time to students to converse their perceived strongholds and weaknesses. When parents were positively involved in the lives of their children, the self-concept of their children was affected in a positive way (Ochoa Emler, 2007). The students paternities can also petition or appeal to the learning institution, or to the director of distinctive education and complain of their child being gaged. They may sense that the child is not developing as he, or she ought to be, or identify or detect certain glitches in how the child does. If the school believes that the child, undeniably have a disability, then the school must perform a valuation. If conservatory staff do not sustain that the learner has a disability, they may well decline to consider the child, but should apprise the parents in lettering as to their whys and wherefores for rebuffing. If parents believe intensely that their child does, certainly, have a disability that needs special edification, they may entreaty a due process earshot, where they will have the chance to spectate why they believe their juvenile should be appraised. To be assessed, there are numerous of probable assessments that are acknowledged in the IDEA, that is, Individuals with Disa bilities Education Act (Elbaum Vaughn, 2010). When parents interacted and maintained, a positive attitude with their children, a more positive self-concept was developed and self-esteem was raised (Berdine, 2010). Conversely, when the interaction between parent and child was minimal, or family communication was poor, negative self-concept and low self-esteem resulted. Dyson (2008) found that children with LD themselves can contribute to a lack of communication between child and parent. In line, child and parental cognitive-behavioral factors reciprocally amplify one another over time. For parents of high school students with LD, communication was often directly related to the nature of the learning disability (Berdine, 2010). When a parent and child were unable to communicate wholly due to the childs disability, it adversely affected the relationship. This alone is reason enough for parents of children with LD to explore various options for the betterment of communication with their children. When this lack of communication comp ounds over time, stress can be built up for the child as well as the parent. If the guardian of a child with LD exhibits stress surrounding their childs disability, that child tends to have problems with social competence as well as display more behavior problems (Dyson,2008). This presents a direct correlation between parental stress regarding a childs disability and the self-concept and behavior of that child. When parents show a positive environment for their child with LD, it helps to reinforce a sense of positive self-concept and high self-esteem. Children with LD have a strong academic self-concept and high self-esteem when they receive positive feedback from teachers and parents (Dyson, 2008). When children have a healthy self-concept, they are less likely to have a low self-esteem (Reese, Bird, Tripp, 2007). To determine if a child is adequate for classification in one of these regions of exceptionality, an individualized appraisal or valuation, of the child must be carried out. This is accomplished through IDEA. The IDEA stipulates a number of requirements regarding estimates of children alleged of having a disability. While a more comprehensive description of these requirements is presented in the Persons with Disabilities Education Act, these rations are briefly summarized as follows: In advance a child is evaluated for the first time, the school district must acquaint parents in writing (Berdine, 2010). Parent’s commitment gives written consent for the school system to carry out this first evaluation also identified as a pre-placement appraisal. Evaluations must be accompanied by a multidisciplinary team such as speech and dialectal pathologist, occupational or physical therapist, medical specialists, and school psychologist. They must include at least one teacher or sentinel who is knowledgeable about the area of the childs alleged disability. The assessment must carefully investigate all areas related to the childs suspected impairment (Dyson, 2008). Indeed not a sole technique may be used as the sole norm for determining a childs eligibility for special services or for deciding his or her suitable educational placement. Moderately, the evaluation method must utilize a variety of valid evaluation instruments and observational data. All testing must be done independently. Trials and other evaluation materials must be delivered in the childs primary language or manner of communication, unless it is evidently non-realistic genuine to implement. All tests and other evaluation resources must be authenticated for the particular drive for which they are used. This tells that a test may not be used to evaluate a student in an exact area unless the test has been premeditated and validated through examination as measuring that definite area. Valuations must be conducted in a fair way. This means that the trials and evaluation resources and procedures that are the castoff may not be ethnically or culturally prejudiced against the child (Mon tgomery, 2011). The assessment team must guarantee that any test used is administered correctly by a person fitted to do so, that the test is being used for the objectives for which it was meant, and that the childs disability does not conflict with the childs ability to take any test measuring specific abilities, the childs visual impairment changes his or her ability to read and rightly answer the questions on an test. Suitable, comprehensively, and accurately assessing a child with an alleged disability clearly presents a substantial challenge to the assessment team (Dyson, 2008). Valuation in educational locales serves five main purposes: (a) screening and proof of identity: (b) to screen children and recognize those who may be experiencing delays or learning problems; (c) eligibility and diagnosis: to govern whether a child has a disability and is entitled to special education amenities, and to analyze the specific nature of the students glitches or disability;(d) IEP growth and placement: to p rovide comprehensive evidence so that an Individualized Education Program (IEP) can be enhanced and proper decisions may be implemented of the childs educational placement; (e) instructional scheduling: to develop and plan instruction apt to the childs individual needs; and evaluation: to assess student development. (Berdine, 2010). One program that was used to influence parental/child interaction positively was Systematic Training for Effective Parenting (STEP). (Barrera, 2009) Used STEP to deliver parents with training on how to answer more positively to their children. The outcomes displayed that parents had a very strong influence on their childrens self-concept. Additionally, Barrere suggested that classroom interventions to augment self-concept might be enhanced by involving parents in a synergistically designed parent program (2009). As previously mentioned, students with LD are more likely to struggle with social competence (Dyson, 2008). Having active parental involvement in the life of a student with LD helps facilitate improvement in this realm, thus positively influencing a students self-concept (Dyson, 2008). Intervention strategies for students with LD within the school setting resulted in underwhelming outcomes at times. To better the chances of success, schools may see benefits by involving paren ts in their intervention strategies. When parents interacted with their children frequently, positive outcomes generally occurred. As Reese, Bird, and Tripp (2007) found parent-child conversations regarding positive past events contained the highest amount of emotional talk regarding the child. Additionally, during conflict discussions, a moderate amount of positive talk was found. This positive talk can have a profound effect on the self-concept of a child. The link between conversations regarding past positive events and childrens self-esteem was substantial (Brown Hooper, 2009). In Critical Analysis, there were three main research questions addressed in this studies: (1) what is the dissimilarity stuck between self-esteem and self-concept? As the constructs of self-concept and self-esteem share similarities, it is important to delineate the two constructs in order to depict their differences clearly. Self-concept is defined as peoples overall composite or collective view of themselves through multidimensional sets of domain-specific perceptions. These judgments are based on self-knowledge and evaluation of value or worth of ones competences formed through involvements with and understandings of the environment. A persons self-concept not only comes from internal individual perceptions, but can also be influenced by different experiences and external information from others. Peoples self-concept addresses a more factual side of their life, such as knowing what they enjoy or what they tend to think about themselves. Self-esteem, as defined by Ochoa and Emler, is the sense an individual has about himself or herself that affects the way he/she views himself or herself (2007). These opinions include self-observations, perceived feelings of him/herself, and self-knowledge. How the individual feels is addressed within self-esteem, whereas self-concept addresses what the person thinks or sees about himself or herself. Self-concept is a construct that stays relatively constant over time, while self-esteem can vary throughout a persons lifetime (Berdine, 2010). (2) How do students with learning disabilities and scholars who have not been established with a learning disability compared in regards to self-concept and self-esteem? Present study endorses that there is an alteration in the levels of self-concept and self-esteem between students who have been detected as having learning disabilities and students who have not been analyzed as having a learning disability. Barrera, (2009) established that high school students with LD reported that they felt worse about their general Intellectual ability than did students who have not been diagnosed with LD. Students with Learning disabilities who were in separate classes with other students in SPED, such as students with emotional disturbances or cognitive impairments, were found to have a lower self-concept on the Intellectual and School Status subscale. This finding suggests that the separation of the individual with a learning disability from the general education classroom can have an adverse e ffect on the students self-concept. Comparatively, Brown and Hooper (2009) showed that students with learning disabilities attending inclusive schools had a lower self-concept than classmates without a learning disability. Whether students are included in the general education classroom or separated and placed with other students with disabilities, their self-concept was consistently lower than that of students without disabilities (Montgomery, 2011). It is important to note the research that the self-concepts of students with disabilities can be heightened through tailoring instruction to the needs of the individual student. According to Saghatoleslami when students with LD compared themselves to other peers with LD, they felt better about their performance than did children with LD, who associated themselves with their peers without LD (Saghatoleslami, 2010). These findings suggested that pairing students within the general classroom on the basis of instructional level and individual needs positively influenced the self-concept and self-esteem of pupils with learning disabilities. (3) Does the level of active parental and teacher involvement have an effect on a students self-concept and self-esteem? According to the existing research, active parental and teacher involvement has a positive impact on students self-concept and self-esteem. Dyson (2008) found that children with LD have a positive academic self-concept and high self-esteem when they receive positive feedback from teachers and parents. The environment the parent provides, as well as the dialog between the guardian and the youth, are both factors that play a role in the students development of self-concept and self-esteem. For instance, Dyson (2008) found that if a parent of a child with LD exhibits stress surrounding their learners disability, that child tended to have problems with social competence as well as display more behavior problems. When parents presented a positive environment for their child with LD, it helped to reinforce a positive self-concept and a sense of high self-esteem. Addition ally, communication was often related to the nature of the learning disability, especially when the parent and the child were not able to communicate due to the childs disability. This, in turn, adversely affected the relationship between a parent and child (Ochoa Emler, 2007). It was supported that with positive interaction and a parents positive attitude toward their children, a more positive self-concept was developed and self-esteem was raised from the child (Montgomery, 2011). The emphasis is a positive interaction and support from the parent to positively influence self-concept and self-esteem. Along with a positive stress, there is also a weight on alliance between the home and school to upkeep consistency between the two settings. Saghatoleslami (2010) found that active parental involvement in a wellness-based prevention program in schools was helpful in building positive self-concepts in children and college students. Additionally, Montgomery, (2011) suggested that classroom interventions used to increase self-concept might be enhanced by involving parents. The involvement of parents or other supportive figures, bettered the chances of success across settings, as there were collaboration and communication occurring between parents and teachers. A limitation of the analysis is the broadness of the subjects. While there is an assortment of LD types, there was no sub-typing of LD in this study. Furthermore, self-concept and self-esteem were measured on a broad scale, with minor sub-typing of self-concept. Socioeconomic status, ethnicity, gender, and physical attractiveness were not taken into consideration when measuring a students self-concept or self-esteem(Dyson, 2008). Finally, this studies are not applicable across cultures. The vast majority of research reviewed was conducted in the United States. Based on the analysis, it is clear that the most complex measure of self-concept and self-esteem is necessary. In future research, obtaining more data regarding self-concept and self-esteem will make additional subtypes available, both for these two domains, as well as subtypes of LD (Reese, Bird, Tripp, 2007). Further implementations need to be aimed at supporting students with LD. The focus of future support for students with LD should be not only academic, but have emotional and psychological support as well. Many interventions are aimed at improving the grades of students with LD. In addition to this, specific attention should be placed on the betterment of their self-concept, as well as the improvement of their self-esteem. Both teachers and paternities should be included in future studies to promote positive self-concepts and increase self-esteem. Through in future studies, effective evidence-based solutions will be found. References American Psychiatric Association. (2007). Diagnostic and statistics: manual of Mental Disorders. Washington, DC: Author. Barrera, M. (2009). Roles of definitional and assessment representations in the identification of new or second language learners of English for special education. Journal of Learning Disabilities. Berdine, W. H., (2010). Assessment in Special Education (5th Ed.) Boston: Little Brown. Brown, F J. Hooper, S. (2009). Journal of Intellectual Disabilities. 13 (3), 195-201 DOI: `10.1177/1744629509346173 Dyson, L.L. (2008). Children with Learning Disabilities within the Family Context: An assessment with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research Practice, 18, 1-9. Elbaum Vaughn, (2010), Parent- teacher- and self-rated motivational styles in ADHD. Journal of Learning Disabilities. Moller, Pohlmann, B. (2009). Achievement and self-concept of students with Learning Disabilities. Social Psychology of Education, 12(1), 113-122. Montgomery, M. (2011). Self-concept and children with learning disabilities. Journal of Learning Disabilities, 27(4), 254-262. Ochoa, G.M., Emler, N.P, (2007). Adjustment problems in the family and school contexts. Attitude towards authority and violent behavior in school in adolescence. Adolescence, 32, 779-794. Reese, E., Bird, A., Tripp, G. (2007). Childrens self-esteem and moral self: Links to parent-child conversations regarding emotion. Social Development, 16, 460-478. Saghatoleslami, M. (2010). Adjustment to college: College students with learning disabilities. Dissertation Abstracts International, 66, 2315. Source document

Carl Gustav Jung Essay -- Biographies Research Psychology Essays

Carl Gustav Jung Carl Gustav Jung (1875-1961) was born on July 26, in the small village of Kesswil on Lake Constance. He was named after his grandfather, a professor of medicine at the University of Basel. He was the oldest child and only surviving son of a Swiss Reform pastor. Carl attended the University of Basel and decided to go into the field of psychiatry after reading a book that caught his interest. Jung became an assistant at the Burgholzli Mental hospital, a famous medical hospital in Zurich. He studied under, and was influenced by Eugen Bleuler, a famous psychiatrist who defined schizophrenia. Jung was also influenced by Freud, with whom he later became good friends. Their relationship ended when Jung wrote a book called "Symbols of Transformation." Jung disagreed with Freud's fundamental idea that a symbol is a disguised representation of a repressed wish (Heaney, 1994). After splitting up with Freud, Jung had a 2 year period of non-productivity, but then he came out with his "Psychological Types," a famous work. He went on several trips to learn about primitive societies and archetypes. His explorations included trips to Africa, New Mexico to study Pueblo Indians, and to India and Ceylon to study eastern philosophy. He studied religious and occult beliefs like I Ching, a Chinese method of fortune telling. Alchemy became one of his interests during his journeys. His book, "P sychology and Alchemy," published in 1944, is among his most important writings. In this study, he told about the human mind. One of his methods was word association. This is when a person is given a series of words and asked to respond to them. Abnormal response or hesitation can mean that the person has a complex about that word. His basic belief was in complex or analytical psychology. The goal is psychosynthesis, or the unification and differentiation of the psyche (mind). He believed that the mind started out as a whole and should stay that way. That answered structural, dynamic, developmental questions. Jung is best known for his theory of "The three levels of the mind" (Aurelio, 1995). Discussion The three levels of the mind theory includes the ego (conscious), personal unconscious, and collective unconscious. The conscious level serves four functions. It is the part of the personality that carries out normal daily activities: thinking, feeling, sensing, an... ...a shattering of a personality (Heaney, 1994). I decided to do my research on Carl Jung because he is not discussed much in the textbook. I find his theory of conscious and unconscious very interesting. I believe the thoughts of persona and ego without a doubt. When one's ego is shot down, a person can tend to develop a complex about it. I also agree that people tend to have a different persona based on where they are at and how they are expected to act around certain people. Works Cited: Aurelio, Jeanne M. (1995). Using Jungian archetypes to explore deeper levels of organizational  Ã‚  Ã‚  Ã‚  Ã‚  culture. Journal of Management Inquiry, 4, 347-369. Heaney, Liam F. (1994). Freud, Jung and Joyce: Conscious connections. Contemporary Review,  Ã‚  Ã‚  Ã‚  Ã‚  265, 28-32. Jurkevich, Gayana. (1991). Unamuno's intrahistoria and Jung's collective unconscious: parallels,  Ã‚  Ã‚  Ã‚  Ã‚  convergences, and common. Comparative Literature, 43, 43-60. Kremer, Jurgen W. (1999). Facing the collective shadow. Revision, 22, 2-5. Mannis, Robert F. (1997). Jung and his shadow. Utne Reader, 84, 91-94. Neher, Andrew. (1996). Jung's theory of archetypes: a critiques. Journal of Humanistic  Ã‚  Ã‚  Ã‚  Ã‚  Psychology, 36, 61-92. Carl Gustav Jung Essay -- Biographies Research Psychology Essays Carl Gustav Jung Carl Gustav Jung (1875-1961) was born on July 26, in the small village of Kesswil on Lake Constance. He was named after his grandfather, a professor of medicine at the University of Basel. He was the oldest child and only surviving son of a Swiss Reform pastor. Carl attended the University of Basel and decided to go into the field of psychiatry after reading a book that caught his interest. Jung became an assistant at the Burgholzli Mental hospital, a famous medical hospital in Zurich. He studied under, and was influenced by Eugen Bleuler, a famous psychiatrist who defined schizophrenia. Jung was also influenced by Freud, with whom he later became good friends. Their relationship ended when Jung wrote a book called "Symbols of Transformation." Jung disagreed with Freud's fundamental idea that a symbol is a disguised representation of a repressed wish (Heaney, 1994). After splitting up with Freud, Jung had a 2 year period of non-productivity, but then he came out with his "Psychological Types," a famous work. He went on several trips to learn about primitive societies and archetypes. His explorations included trips to Africa, New Mexico to study Pueblo Indians, and to India and Ceylon to study eastern philosophy. He studied religious and occult beliefs like I Ching, a Chinese method of fortune telling. Alchemy became one of his interests during his journeys. His book, "P sychology and Alchemy," published in 1944, is among his most important writings. In this study, he told about the human mind. One of his methods was word association. This is when a person is given a series of words and asked to respond to them. Abnormal response or hesitation can mean that the person has a complex about that word. His basic belief was in complex or analytical psychology. The goal is psychosynthesis, or the unification and differentiation of the psyche (mind). He believed that the mind started out as a whole and should stay that way. That answered structural, dynamic, developmental questions. Jung is best known for his theory of "The three levels of the mind" (Aurelio, 1995). Discussion The three levels of the mind theory includes the ego (conscious), personal unconscious, and collective unconscious. The conscious level serves four functions. It is the part of the personality that carries out normal daily activities: thinking, feeling, sensing, an... ...a shattering of a personality (Heaney, 1994). I decided to do my research on Carl Jung because he is not discussed much in the textbook. I find his theory of conscious and unconscious very interesting. I believe the thoughts of persona and ego without a doubt. When one's ego is shot down, a person can tend to develop a complex about it. I also agree that people tend to have a different persona based on where they are at and how they are expected to act around certain people. Works Cited: Aurelio, Jeanne M. (1995). Using Jungian archetypes to explore deeper levels of organizational  Ã‚  Ã‚  Ã‚  Ã‚  culture. Journal of Management Inquiry, 4, 347-369. Heaney, Liam F. (1994). Freud, Jung and Joyce: Conscious connections. Contemporary Review,  Ã‚  Ã‚  Ã‚  Ã‚  265, 28-32. Jurkevich, Gayana. (1991). Unamuno's intrahistoria and Jung's collective unconscious: parallels,  Ã‚  Ã‚  Ã‚  Ã‚  convergences, and common. Comparative Literature, 43, 43-60. Kremer, Jurgen W. (1999). Facing the collective shadow. Revision, 22, 2-5. Mannis, Robert F. (1997). Jung and his shadow. Utne Reader, 84, 91-94. Neher, Andrew. (1996). Jung's theory of archetypes: a critiques. Journal of Humanistic  Ã‚  Ã‚  Ã‚  Ã‚  Psychology, 36, 61-92.

Ap European History Reading Questions-Chapter 15

1. The upmost important reason for economic and social problems that troubled Europe from 1560 to 1650 was an incredible inflation among other things. The Spanish empire brought tons of gold back to Europe and caused the value of gold to plummet. Since this was a situation that Europe had never experienced, they didn't understand it. More gold was supposed to be good, right? Suddenly prices started to rise for no reason. Also in Spain, unlike gold, there was very little silver being produced at the time and therefore pirate attacks began to take place.Other problems facing Europe during this time include, population decline, plague, economic warfare, and famine. As a result of all these problems, social tension was greatly increased, all involved with a â€Å"crisis† at hand. 2. Although initially caused by religious issues, by the mid 1630s the Thirty Years War had become a dynastic conflict between two Catholic powers; France and the Hapsburgs. As the Battle of the Boyne and the Jacobite risings the '15 and the '45 in Scotland were directly linked to religious ideas that the TYW was the last religious war in Europe are therefore mistaken.Really, a more accurate name for the Thirty Years’ War would be, ‘The first modern war' would be more accurate. New tactics, deployments, equipment and methods were introduced in European armies which were widely adopted within a decade by almost all armies and all further developed over the next few decades. 3. The Military Revolution refers to a radical change in military strategy and tactics with resulting major changes in government. The concept was introduced by Michael Roberts in the 1950s as he focused on Sweden 1560–1660 searching for major changes in the European way of war caused by introduction of portable firearms.Roberts linked military technology with larger historical consequences, arguing that innovations in tactics, drill and doctrine by the Dutch and Swedes 1560–1660, which maximized the utility of firearms, led to a need for more trained troops and thus for permanent forces. These changes in turn had major political consequences in the level of administrative support and the supply of money, men and provisions, producing new financial demands and the creation of new governmental institutions. Thus, argued Roberts, the modern art of war made possible — and necessary — the creation of the modern state. † 4. Women were viewed as being spiritually weaker than men, and more susceptible to demonic influence, and this meant that women tended to be suspected of being witches much more often than men. However, this was not a consistent pattern found throughout Europe. In some regions, there were more men convicted of witchcraft than women, in the Lorraine region of France for example, and in Iceland, where the overwhelming majority of convictions were of men.Overall though, about 75% of those executed for witchcraft were women. So ultimatel y what this suggests about women in the 16th and 17th centuries is that women were not nearly as important as men in society during this time. 5. Absolutism pertains to an absolutist state, where all power, or sovereignty is made in the ruler. These rulers claimed to have divine right, meaning they ruled by the grace of God and were responsible only to God. However, these absolute monarchs respected the basic laws of the land.They controlled interest groups within their territories and created bureaucracies as well, in which the offices held public/state positions, directing the economy to the benefit of the king. Absolute monarchs also kept permanent standing armies and created new methods of compulsion. Louis XIV of France was an aggressive expansionist. He followed in the footsteps of Cardinal Richelieu in that aspect. His foreign policies were mainly against the Habsburg dynasty's power and the ownership of French-speaking territories by nations other than France.Hence, his fore ign policies included many wars. He took over the Spanish Netherlands and some of the United Provinces of Holland, and Franche-Comte. However, his aggressive advances caused alliances to be formed against him which included the Habsburg domains of Spain and the Holy Roman Empire, England, and Holland in all of their incarnations. Eventually, Louis XIV could not defeat the alliances, and some acquired territories were lost again in treaties, even French colonies. 6.The reign of Peter the Great marked the emergence of a decisive Russian influence in European affairs, an influence that would last into the twenty-first century. It was Peter who inaugurated modern Russia's vigorous and aggressive foreign policy against its three neighboring states, Sweden, Poland, and the Ottoman Empire. Through the Great Northern War (1700-1721), he decisively broke Sweden's supremacy in the Baltic, while his wars against the Ottoman Turks and his interference in the internal affairs of Poland set prece dents that later Russian rulers would follow in subsequent decades.These great strides made by Russia in Eastern Europe were to a considerable extent the result of Peter's extensive program of reforms, which touched all facets of Russian life. 7. Although it may sound strange, it was Napoleon who was majorly responsible for the transformation of Brandenburg-Prussia. Napoleon invaded half of Europe and also the most German states. Only East Prussia remained free and became the leader in the â€Å"Befreiungskrieg† (Freedom war) against France. It was this war against Napoleon 1812-1815 that created a common German national feeling.This transformation is still evident in modern society of Germany today. 8. In the later fifteenth century- the period of the ‘refoundation of the Crown’, in Sir John’s Fortescue’s phrase- there was a marked change in the structure of politics and hence in the nature and role of faction also; a politics of many centres becam e a politics of one. To begin with, in the feebly strange grasp of Henry IV the monarchy had descended into being one noble faction among many- and not necessarily the strongest.The fact became manifest from 1456 when the King abandoned the government of the kingdom: the court withdrew from London to Coventry in the heart of the Lancastrian lands, and the national revenues were diverted from the Exchequer and used directly- like the income of any other lord- to pay for the royal household and the royal retainers. Henry was now only effectively Duke of Lancaster and he was soon to loose that. 9. The main issue was a disagreement between the king and Parliament about who had ultimate political power.King Charles believed in Divine Right, the idea that he was king because God wanted him to be. Further, as the king's power was God given, no earthly power or person could justly remove it from him. Parliament saw themselves as the elected representatives of the People and therefore believ ed they should have ultimate political authority, even over the king. Thus, when Charles needed money, Parliament would refuse to cooperate unless Charles addressed alleged abuses of his power first. This always led to political deadlock, and eventually to civil war.Puritans took control of Parliament's war effort during the First English Civil War, and by 1646 and the end of the war extreme Puritans known as Independents had taken control of the military, The NMA. Using the NMA as his power base, Oliver Cromwell was able to intimidate Parliament into the execution of Charles I, The abolition of the Monarchy, and the establishment of the Commonwealth. The main change was that, on the Restoration of the Monarchy in 1660, Parliament ensured that the King had a guaranteed annual income that was enough both to live off his own, and pay for the ordinary expenses of state and expenses. 10.The Dutch Republic, officially known as the Republic of the Seven United Netherlands, the Republic of the United Netherlands, or the Republic of the Seven United Provinces, was a republic in Europe existing from 1581 to 1795, preceding the Batavian Republic, the United Kingdom of the Netherlands and ultimately the modern Kingdom of the Netherlands. Alternative names include the United Provinces Federated Dutch Provinces and Dutch Federation. 11. Art reflected the political and social life of the second half of the seventeenth century primarily through mannerism, which reflected environment attempt to break down renaissance principles.Baroque however, reflected search for power and just the will to control all people during that time. Then, literature reflected political and social life during this time through writing research on a new type of stage, known as the â€Å"golden stage of literature. † Literature was a major component of this time period also in that in was an era of many great dramas and playwrights such as the still-praised today, William Shakespeare. 12. Form s of monarchy differ widely based on the level of legal autonomy the monarch holds in governance, the method of selection of the monarch, and any predetermined limits on the length of their tenure.When the monarch has no or few legal restraints in state and political matters, it is called an absolute monarchy and is a form of autocracy. Cases in which the monarch's discretion is formally limited (most common today) are called constitutional monarchies. In hereditary monarchies, the office is passed through inheritance within a family group, whereas elective monarchies are selected by some system of voting. Historically these systems are most commonly combined, either formally or informally, in some manner. For instance, in some elected monarchies only those of certain pedigrees are considered eligible, whereas many hereditary monarchies have legal requirements regarding the religion, age, gender, mental capacity, and other factors that act both as de facto elections and to create si tuations of rival claimants whose legitimacy is subject to effective election. ) Finally, there are situations in which the expiration of a monarch’s reign is set based either on the calendar or on the achievement of certain goals (repulse of invasion, for instance. )

The Effects Of Poverty On Child Development - 1724 Words

Poverty causes most stress within households and has an impact on the healthy development of a child. If a family struggles financially they may not have money for food to be put on the table and the child will be hungry, which has a knock of effect to a child’s learning. A child will struggle to focus and learn if they are hungry as food is needed in order for the brain to function well. A child’s physical development is likely to be affected as they will not grow and thrive at the appropriate rate, becoming under developed as well as under nourished. If a child does not a healthy diet they will become deficient in nutrients and minerals which help a child grow which means they will have problems with hair, nails, teeth growth and skin†¦show more content†¦They are also likely to suffer with attachment problems, either being very clingy and not wanting any contact or the opposite and clinging on to anyone that shows them any sign of positivity and affection. Family environment and background has a huge effect on a child’s development. If a child lives within a happy, healthy and stimulating environment where good relationships are formed then it is unlikely that there will be any developmental issues and children will go on to thrive. A lot depends on how many are in the family, the housing and area in which they live, what facilities there are locally, whether parents work or are workless. If the environment they are living in is negative, lots of conflict within the family home then this is likely to have an adverse effect on the child’s development. Research shows that a negative home environment can have a huge impact on a child’s development in the first 3 years of life, including poor language development, possible behavioural difficulties, aggression and anxiety along with their cognition skills being affected, being behind their peers in such things as fine and gross motor skills and not being ready to learn. The longer term affects could mean that they are less likely to progress through education to University or become teenage parents, which will then have a knock on effect to their abilityShow MoreRelatedThe Effects of Child Poverty on Their Cognitive and Social Development1706 Words   |  7 PagesThe Effects of Poverty on Children’s Cognitive and Social Development PSYC318 Sheehan Gilbert-Burne 6136739 Word Count: 1650 Question 2: Discuss the effects of poverty on children’s cognitive and social development and the extent to which effects might extend into adulthood Poverty is a global issue that has been at the forefront of economic debate for over a century. Left wing politicians and anti-poverty organisations around the world still adamantly fight for aRead MoreEffects Of Poverty On Children1553 Words   |  7 PagesHow Poverty Effects Children Makayla Ray University of Alabama in Birmingham Abstract This literature review of twelve previously published research articles has focused on summarizing some of the effects of poverty on children. The selected articles all focused on the major effect of poverty on children, and were sorted into four sub-categories or themes based upon a specific focus areas of this complex and not yet fully understood issue. These themes included developmental, educationalRead MoreEffects of Poverty on Children: Literature Review Essay1352 Words   |  6 Pagesarticles has focused on summarizing some of the effects of poverty on children. 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These themes included developmental, educationalRead MoreState of America’s Children: Child Poverty Essay1332 Words   |  6 Pagesï » ¿ State of America’s Children: Child Poverty Argosy University Online November 20, 2013 Abstract America is one of the riches countries in the world it is home to approximately 406 billionaires and many millionaires, babies are being born into poverty about every 32 seconds everyday (Children’s Defense Fund, 2010). The Children’s Defense Fund (CDF) reports one is every five children are born in to poverty and children constitute for the poorest age group in America (Children’sRead MoreEffects Of Poverty On Middle Childhood Development1403 Words   |  6 PagesPoverty can have a strong influence on various kinds of development throughout middle childhood. It can alter socioemotional development, cognitive development, and physical health. (Evans, 2013). Parenting practices, neighborhoods, and overall environment play a significant role regarding to the emotional and physical health during development in middle childhood. Disruption with physical and emotional health could potentially cause harm to the child. In this essay, I will explain how poverty affects Read MoreThe Effects Of Poverty On Childhood Development924 Words   |  4 Pagesbetween poverty, lower socioeconomic status (SES), and childhood development. While poverty can be directly linked to negative developments in terms of health status it is also indirectly linked to other important factors such as; mental health, physiological wellbeing and education, all of which have major impacts on childhood development which can also be transferred into adulthood. This essay aims to evaluate the literature available on the effects of poverty on childhood development and theRead MoreThe Effects of Poverty on Children Essay1217 Words   |  5 Pages When analyzing children growing up in poverty a lot of factors come into play such as their physical, psychological and emotional development. To grow up in poverty can have long term effect on a child. What should be emphasized in analyzing the effects of poverty on children is how it has caused many children around the world to suffer from physical disorders, malnutrition, and even diminishes their capacities to function in society. Poverty has played a major role in the functioning of familiesRead MoreNeighborhood Poverty, Social Capital, and the Cognitive Development of African American Preschoolers1482 Words   |  6 PagesChildren in families with lower incomes at or below the poverty line have been connected with poor cognitive and social development in early childhood. The studies that I chose to use evaluate the cognitive and social development during early childhood using various surveys, evaluations, and observations completed by or with the children, parents, and teacher s. Development of any kind is dependent on the interplay of nature and nurture, or genetics and environment. These studies draw from a child’sRead MoreEssay on Social Policy Development 1431 Words   |  6 Pagescould have on their development. Later, Erikson and Piaget furthered the study of human development and expanded the thought processes that Freud had pioneered. While all consider Freud the father of psychoanalytic thinking, few turn to many of his first theories about human development. Freud created the doorway by which all future developmental researchers were able to walk through to advance the study. While, experts have clearly not agreed on every measure by which development of an individual’s