Boys And Girls Essays (1050 words) - Boys And Girls,

Boys And Girls In her story, Boys and Girls, Alice Munro depicts the hardships and successes of the rite of passage into adulthood through her portrayal of a young narrator and her brother. Through the narrator, the subject of the profound unfairness of sex-role stereotyping, and the effect this has on the rites of passage into adulthood is presented. The protagonist in Munro's story, unidentified by a name, goes through an extreme and radical initiation into adulthood, similar to that of her younger brother. Munro proposes that gender stereotyping, relationships, and a loss of innocence play an extreme, and often-controversial role in the growing and passing into adulthood for many young children. Initiation, or the rite of passage into adulthood, is, according to the theme of Munro's story, both a mandatory and necessary experience. Alice Munro's creation of an unnamed and therefore undignified, female protagonist proposes that the narrator is without identity or the prospect of power. Unlike the narrator, the young brother Laird is named ? a name that means lord ? and implies that he, by virtue of his gender alone, is invested with identity and is to become a master. This stereotyping in names alone seems to suggest that gender does play an important role in the initiation of young children into adults. Growing up, the narrator loves to help her father outside with the foxes, rather than to aid her mother with dreary and peculiarly depressing work done in the kitchen (425). In this escape from her predestined duties, the narrator looks upon her mother's assigned tasks to be endless, while she views the work of her father as ritualistically important (425). This view illustrates her happy childhood, filled with dreams and fantasy. Her contrast between the work of her father and the chores of her mother, illustrate an arising struggle between what the narrator is expected to do and what she wants to do. Work done by her father is viewed as being real, while that done by her mother was considered boring. Conflicting views of what was fun and what was expected lead the narrator to her initiation into adulthood. Unrealistically, the narrator believes that she would be of use to her father more and more as she got older. However, as she grows older, the difference between boys and girls becomes more clear and conflicting to her. Her first experience with this was when a salesman stopped by one day. In the midst of working for her father, she was introduced as her father's new hired hand, but the salesman, instead of smiling benevolently, remarks I thought it was only a girl (425). Being at the 'tomboy' stage, and implying, by the use of 'stage' that the condition is a temporary one that all right-thinking, demurring girls will outgrow, the narrator is once again confronted with the conflict of gender stereotypes. She shows no intention of putting away childish androgyny, but rather, shows an increased desire and ability to do a man's job ? a tendency that disturbs her mother. It is at this time, that the mother, good intentionally shackles her daughter to her correct place in the world to prepare her for stereotypes later on in life. However, after talking with her mother, the narrator realises that she has to become a girl; A girl was not, as I had supposed, simply what I was; it was what I had to become (427). Here, the narrator realises that there is no escape from the pre-determined duties that go along with the passage of a child into being a girl and a girl into a woman. Knowing that she is expected to become a girl and conform to society's beliefs and norms, she expresses her desire to rebel against what is expected. As with initiation, it is unknown what is lying ahead, but it is known that one must conform to the expected nomenclature, or face societal ridicule. As for example, when the narrator's grandmother is visiting, she explains the do's and don'ts of being a girl, Girls keep their knees together when they sit down (427). However, the narrator expresses her resistance by continue to do things against the norm, thinking that by such measures [she] kept [herself] free (427). Now exposed to what she must become, the narrator's freedom is killed. In many ways, this loss of innocence and freedom can be compared to the horse that her father raised. In making an effort to aid in the escape of Flora,

Lawrence M. Lambe - Profile of the Famous Paleontologist

Lawrence M. Lambe - Profile of the Famous Paleontologist Name: Lawrence M. Lambe Born/Died: 1849-1934 Nationality: Canadian Dinosaurs Named: Chasmosaurus, Edmontosaurus, Euoplocephalus, Styracosaurus About Lawrence M. Lambe The 1880s and 1890s, when Lawrence M. Lambe made his major discoveries, were the dinosaur equivalent of the Gold Rush. The existence of dinosaurs had only recently been proposed (though their fossils had been known from time immemorial), and researchers all over the world rushed to dig up whatever they could. Working for the Geological Survey of Canada, Lambe was responsible for unearthing the famous fossil beds of Alberta, which yielded a huge number of previously unknown genera (many of which were hadrosaurs and ceratopsians). As a mark of the esteem in which he is held by other paleontologists, the hadrosaur Lambeosaurus was named after Lambe. As befitting their size, dinosaurs tend to overshadow Lambes other achievements in paleontology, which arent nearly as well known. For example, he was a noted specialist in the prehistoric fishes of the Devonian period, and had a keen interest in extinct insects as well; he also named the common Canadian fossil crocodile Leidysuchus after another famous American paleontologist, Joseph Leidy.

INDUSRIAL RADIOGRAPHY Research Paper Example | Topics and Well Written Essays - 750 words

INDUSRIAL RADIOGRAPHY - Research Paper Example Non destructive testing is a special technique for observing products or materials for any internal defect. Since X Rays and Gamma rays have huge capability to penetrate into the material with a non destructive effect therefore the above two radiations are used for the reason of non destructive testing. The inception of industrial radiography is tracked back to 1895 when X-rays were discovered from a discharge tube by the collision of cathode rays on anti-cathode material. This was the first hallmark when type of electromagnetic radiations was discovered, then after the phenomenon of radioactivity was too comprehended. Then both X-rays (by product of action of cathode rays on anticathode material) and Gamma rays (exhibited from radio active material) are used for industrial applications. In the early stages radium was used for gamma rays in industries however with the discovery of new isotopes of Cs (Cesium-137) and Co (Cobalt-60), the usage of radium was decreased and replaced with new discovered isotopes. However industrial radiography should not be confused with nuclear physics (i.e. bombarding radiations to split an atom into daughter components). Industrial Radiography specifically deals with the analysis on industrial products and materials. 1. Important Applications Of Industrial Radiography Industrial radiography is used for different testing purposes in industries. The applications vary from analyzing defects in products, analyzing the strength of materials after a post assembly operation, air port security, cargo scanning etc. Usually welds on pressurized pipes, vessels, structures and containers are tested on vast scale in industries through industrial radiography. Moreover metal surfaces, machined parts and metal walls are usually tested from radiography. In addition to the above usages ceramics that are utilized in aerospace and aviation industries are tested on regular basis through industrial radiography. Through industrial Radiography anything c an be graphed easily whether it’s a solid flat, curved or any other formed material. For pipes’ weld testing, a radiographer placed the radiographic emitting source inside the pipe while on outer side of the pipe the weld area is covered with a film so that radiographic patterns can be recorded. The penetrated radiations will pass through the weld and it will identify about any defect that might be left in the weld through the traces left on film. However it should be highly considered that the direction of the beam must be normal to that of the surface that is targeted for radiography. The use of industrial radiography is growing; all non-intrusive products in Cargo are also checked by a special X-ray machine. Further studies are in progress to devise any new advancement such as dual energy X-ray radiography in order to optimize this technology in more productive manner. 2. Medical Radiography Medical radiography is a medical diagnosis tool that uses the radiographic radiation to radiograph the patient’s physical and internal skeleton structure. Medical radiography uses both ionizing radiation and non ionizing radiation. There are few hazards that are associated with ionizing radiation to the human body. There are different ways of reducing these dangerous hazards. The level of exposure of these radiations is actually the main concern; level of exposure can be kept down by decreasing time in radiographic exposure to human

Heroin addiction Vs cancer support groups Term Paper

Heroin addiction Vs cancer support groups - Term Paper Example Their curiosity has given rise to a culture where people strive to help one another in any way they can. Social dealing and networking is one of the most fundamental ways in which people gain knowledge and awareness about common issues and learn how to deal with them. One such form of social networking is a support group. Support groups are such organizations or agencies that help people suffering from a common condition (usually disease) deal with their condition (Hunter, 2011). Support groups offer help to the needy both personally through appointments, and generally on-line. Preference of forum: There is considerable difference between the preference of forum for the support group between the Cancer patients and the Heroin addicts. Cancer is a disease that may be acquired because of any reason without the personal involvement or fault of the patient in his/her condition. There is generally, a lot of respect for Cancer patients in the society and they are looked at with sympathy an d affection. The case is not alike for Heroin addicts. Heroin addicts are visualized as useless members of society and are looked at with hatred. They are known as the cause of frustration and various social upsets in the society. People tend to keep their children away from the company of Heroine addicts. Many Heroin addicts are socially excluded. The society does not accept them.

Urban Legends Essay Example | Topics and Well Written Essays - 2250 words

Urban Legends - Essay Example It also evaluates how our lives change throughout adulthood when these legends disappear. †¦Modern folklore believed to be true by the people who preach about them†¦ [An urban legend is] an incredible story that may be true or false but gets exaggerated by the people who tell the story. As the story grows older, the more unbelievable the story becomes...Urban legends are a way for people to try and explain the unexplainable. Every culture has their own urban legends that people create. The stories carry their own traditions as they are passed down to later generations (Smith, Smith and Bobbitt, 2008, p. 93). Urban legends originate for a number of reasons. They may have been propagated as an explanation for unexplainable phenomena, as a fun addition to festivities, as a consolation for tragic events, as a way of inculcating certain morals and values, or merely as a creative release. Whatever the reason be, the fact is that these are lies. In most cases, those who propagate these stories know them for false. The questions that emerge here are – is it ethical to spread stories that we ourselves know are false? Is it right to lie to small children about the existence of characters such as Santa Claus and the Tooth Fairy? Is it valid to justify those lies by believing that they serve a fun or moral purpose? These questions continue to be a matter of debate. In early childhood, we live a magical time. We grow up listening to fairy tales, tales of dragons and brave princes. Our festivities, especially Christmas time, are immersed with hoards of expectations from Santa Claus and fun with the Easter Bunny. We grow up idolizing the characters we hear stories of. As children, we do good and avoid bad because we know Santa Claus will get us what we want. Gifts appearing miraculously under the Christmas tree, stockings left overnight filled with candy from Santa,

Dufays Nuper Rosarum Flores Analysis

Dufays Nuper Rosarum Flores Analysis Guillaum Dufay [Dufay] is described in Guillaume Dufay and the early Renaissance-Howard Mayer Brown as the greatest of the early 15th-century Burgundian composers and one of the great figures in the history of western European music. He is credited as being mainly responsible for initiating the Renaissance [meaning rebirth] in music. Nuper rosarum flores is among the most spectacular musical creations of the period. Giannozzo Manetti, who was a politician, described the first performance of Du Fays Nuper rosarum flores as follows- ...it seemed as though the symphonies and songs of the angels and of divine paradise had been sent forth from Heaven to whisper in our ears an unbelievable celestial sweetness [The Renaissance Idea of Wisdom. by Eugene F. Rice, Jr.] In this essay I will discuss the musical background, function and characteristics of Dufays Nuper rosarum flores. Background In order to understand the musical background of Nuper rosarum flores it is necessary to examine the composer and his music. Dufay was born in 1397 and raised by his mother. It is not certain whether he actually ever knew his father but it would seem that his father was not involved in his life. Dufay spent his early life in Cambrai living with a relative who was a canon of the Cambrai Cathedral, which is situated in Northern France. He became a choir boy at aged 12 and his musical talents quickly impressed. By 1418 he was already a priest and a sub-deacon. In 1428 he joined a papal choir, which was considered a great honour and was one of the highest positions for a musician during the fifteenth century. It is right to recognise that most 15th Century composers were trained as choir boys and many Cathedrals and chapels taught not only singing but also music theory, grammar, mathematics and other subjects. This was only the privilege of men as women did not have such an opportunity. Whilst some Nuns and Novices in convents did receive some musical instruction only a very few were ever regarded as distinguished composers. [ Music in the Renaissance -The History of Modern Music] Dufay quickly became a well-known and much respected composer. He travelled frequently across Europe spending a great deal of time in Italy introducing him to perhaps the most advanced musical thinking of his time which influenced much of his writing. He was Chapel master between 1433-35 and again 1437-39 at the Court of Amadeus VIII, King Duke of Savoy. In 1439 a Church council deposed the then Pope and elected Amadeus as Pope. Dufay escaped from the conflict this created and returned to his principal home in Cambrai where he was ultimately appointed Canon of the Cathedral. [ England and Burgundy in the 15th Century, a History of western Music-J Peter Burnholder, Donald Jay Grout Claude Palisca] Dufays musical background enabled him to write a lot of relatively short sacred pieces, in Latin, the function of which was to accompany the liturgical service of the Mass as well as a number of longer and more detailed motets especially dedicated to the Virgin Mary resembling chant. Many musicians and historians suggest that his most impressive and most complex compositions were his isorhythmic motets which were written for a particular historical occasion or a grand occasion like the wedding of a prince; the signing of a peace treaty; or as was the case with Nuper rosarum flores [The Rose Blossoms] the dedication of a Church. Nuper rosarum flores is seen by many musicologists and historians as a truly brilliant isorhythmic motet. Simply explained the definition of an Isorhythm [Greek for the same rhythm] is a musical technique that arranges a fixed pattern of pitches with a repeating rhythmic pattern and a Motet is an unaccompanied choral work. The isorhythmic motet was intended to be sung as part of the church service. According to McComb, Todd M.- Guillaume Dufay (1397-1474) A discography. During his lifetime Dufay completed seven masses, 28 individual Mass movements, 27 hymns, 22 motets (13 isorhythmic), in addition to a variety of additional pieces from plainchant to secular pieces, all of which were spectacular. Before he died Dufay wrote a Requiem mass [now said to be lost] to be sung at his funeral and asked for the best singers from the cathedral sing his motet Ave regina caelorum [Hail, Queen of Heaven] to him on his deathbed. By the time of his death in 1474 Dufay was an extremely wealthy man. He was buried in the chapel of St. Etienne in the cathedral of Cambrai. His portrait was carved onto his tombstone which is now in a museum in Lille. His music survives because nearly 100 manuscripts were copied in Europe between 15th and 16 the Century to preserve them. Had that not have happened his works would have been lost as existing only in his mind. Thankfully in the late 19th and early 20th Century Dufays music was revived and many of the works were edited and transcribed into modern notation and published again for future generations to enjoy. [Guillaume Dufay and the early Renaissance-Howard Mayer Brown] Function The particular function for which Nuper rosarum flores was commissioned was the consecration of the Cathedral della Santa Maria del Fiore in Florence. The piece was written by Dufay especially for this grand occasion and it was probably the first piece of music that greeted Pope Eugene IV as he entered the Cathedral as the piece forms part of the Introit (Latin for entrance) for the commencement of the Mass and used as the clergy process into the church and up to the High alter. In fact, the two tenor voices support the whole structure of the piece which is based on a Gregorian cantus firmus melody which was historically used for the consecration of most Christian churches. The piece, Nuper rosarum flores is a plea to St. Mary of Flowers [as the Virgin Mary was known by the population of Florence], by offering the church to her and asking for her perpetual intercession for her Florentine people. It is widely thought that the dimensions and musical structure of the motet was composed by Dufay with direct reference to the precise measurements and proportions of the cathedral dome, which was designed by Filippo Brunelleschi, one of the most famous architects and engineers of the Italian Renaissance. These proportions have been described in this named web based reference as sacred geometry. (AmaranthPublishing.com/dufay) In order to ensure that the piece would meet the high expectation for the function for which it was commissioned, Dufay had to carry out a lot of historical research so that it would work in a modern setting. It would appear that he did this by joining the musical ideas of the Middle Ages with those of the Renaissance and ancient Greece to produce a totally unique piece of music, rather like Brunelleschi had achieved with his dome design, namely to design the dome in a traditional but modern way for that time period. Characteristics The characteristics of Nuper rosarum floreis that of an isorhythmic motet. As stated above an isorhythm composition is one in which a musical technique has a musical arrangement that has a fixed pattern of pitches with a repeating rhythmic pattern. In Nuper rosarum floreis the repeats are in different meters. As Dufay had decided to mix the traditions of the Middles Ages with the ideas of the Renaissance and Ancient Greece this style produced a piece that is seen as more progressive rather than structured. The voices become more and more independent as the piece progresses, unlike in earlier periods where the pieces were heavily structured and had to keep to a certain time signature. It was deliberately notated so that the music increased in volume and therefore did not rely on the structure for this increase. As there are no dynamics on the score the singers had to put in the dynamics themselves. The two tenor parts both still use the original notation of the Gregorian Neumes whilst the Triplum and Motetus use the new notation of crotchets and minims. It is easy to see why there is continued reference to the architecture of the dome when one examines the characteristics of Nuper rosarum floreis because Dufays way of writing re fers back to the old and incorporates the new just like the design for the building the dome on the Cathedral. Nuper rosarum flores is a mensuration canon which means that the main melody is accompanied by one or more imitations of that melody in other voices at different speeds. Accompanying voices may enter simultaneously or successively, as in Le Ray Au Soleyl by Johannes Ciconia,circa late 14c [Harvard anthology of music-Harvard University press 1949]. A very good example can be found in Josquins Agnus Dei [fig 1] each voice sings the same music but at different speeds. This is achieved as follows; the slowest voice is that found in the middle, the lowest voice sings the same music but at twice the speed of the slowest and the highest voice sings the same music at three times the speed of the slowest. This allows the upper voices to move more freely and in a way that can easily be heard. [fig 1 Josquins Agnus Dei] The name for the rhythmic patterns found in Nuper rosarum flores is taleas. A taleas is a freely invented rhythmic pattern which repeats each time in a different meter. The meter is probably better known as the time signature. The rhythm repeats four times and is twenty eight primary measures long. While many might say that the isorhythm was common in the fifteenth century, especially for large occasional pieces, it is also correct to say that music styles were changing rapidly in the 15th century. Another characteristic of this piece is that there are two tenor lines. Each has different rhythmic patterns which retain their own rhythms each time they are repeated. Tenor 1 has 14.5 measures of rest while Tenor 2 has 14 measures of rest. The tenors do not sing at the same time as the upper voices. Here Dufay is displaying the use of contrasting textures. The upper voices are fast moving while the tenors are slow moving. There is an exact balance of the two sections. The duets last 14 primary measures as do the full voices. These contrasting textures became an essential development of the Renaissance and Baroque periods. These full voiced sections were described as tutti [Howard M Brown Music in the Renaissance (1986) ] reflecting the progressive quality of the music of the seventeenth century and later. Another characteristic is that the piece involves the technique referred to as isomelic. Isomelic is a general term identifying reappearances of the same or similar melodic material in the upper voices at corresponding locations with respect to the divisions of the tenor. [Samuel E Brown, Jr New Evidence of Isomelic Design in Dufays Isorythmic Motets (Journal of the American Musicological Society  © 1957] Dufays musical style was without doubt unique and the composition of Nuper rosarum flores was complex and it is here where it was believed that the proportions in which the repeats were written represented the structure of the cathedral. This is where once again music and architecture meet. Having said that not all historians share the view of the association between Nuper rosarum flores with the cathedral dome. The musical piece acquired renewed interest as recently as 1973 as the result of the discovery by Charles Warren of a strong connection between its musical structure and the dimensions and proportions of the new Cathedral arguing that the unique set of ratios of the piece corresponded to the large-scale architectural dimensions of the Cathedral i.e the nave, crossing, apse, and dome. However, this view was not widely accepted and in an article in 1993 by Craig Wright he suggests that the piece more accurately reflects the mystical numbers of Solomons Temple whose overall length, length of nave and sanctuary, and height were 60:40:20:30 cubits [ the durational ratio is 6:4:2:3 in the piece] Another article written in an attempt to restore Warrens theory was written by M. Trachtenberg and found in, Architecture and Music Reunited: A New Reading of Dufays Nuper Ros arum Flores and the Cathedral of Florence, Renaissance Quarterly 54 (2001), 740-775. Thus the mystery continues. Conclusion Dufays music defined the central style of the music of the 15th century. He changed the overall sound by the use of four voice textures, a defining moment being the performance of Nuper rosarum flores at the consecration of Florence Cathedral. He lived in a period of great musical change in Europe. Dufay, in many respects, paved the way for future composers to use greater imagination and ingenuity in musical composition. (Ogan, 2001) Charlotte Lynch 26th October 2010.

Philosophy of Music Education Essay -- Music Instrumental Essays

Philosophy of Music Education Music is a basic part of everyday life. What makes music unique is its ability to create an emotional response in a person. A music education program should develop the aesthetic experience of every student to its highest potential. Aesthetics is the study of the relationship of art to the human senses. Intelligence exists in several areas, which includes music. The concept of aesthetics allows us to see into ourselves, which in turn helps the development of the intelligences. Not only are these intelligences brought up greatly in music education, but they can be transferred to other areas as well, allowing students to grow more through their other subjects. My philosophy of music education is committed to offering a comprehensive program of Music Education to all students, at all levels who want to participate in musical study. The emphasis will be upon daily music education as it is developed in the classroom, through performance, and in the belief that students best learn to understand and appreciate music by active involvement in music. The job of a music educator is to foster an environment where everyone can succeed in music. Students have the ability to grow and to be a part of a team through their participation in group activities. We must encourage the growth of students within our music education program, not just as musicians but also as individuals.Instrumental Music For Special Learners This article ...

Psyc 305 Exam #1 Study Guide

PSYC 305 Exam #1 Study Guide Defense Mechanisms: help ego deal with anxiety (Ego cannot handle the conflicts between ID and superego. ) * Rationalism: plausible, but false reason for action * â€Å"I needed to break up with my boyfriend for his own good. † * Sublimation: socially productive displacement * â€Å"I’ll just go to the gym. † * Projection: ascribing own impulses to others * â€Å"He hates me. † * Denial: refusal to acknowledge the impulse * â€Å"I don’t hate my ex. † * Intellectualization: clear, undistorted recognition of impulse over explained and with emotion removed * â€Å"I always have trouble with relationships† Repression: impulses or experiences kept unconscious * â€Å"I feel nothing towards him. † * Isolation: cutting off thoughts related to occurrence * â€Å"I never think about him. † * Identification: merging ones identity with someone else * â€Å"I want to be just like that bully. † * R eaction Formation: transform impulse to the opposite * â€Å"I love my father so much. † (LOVE/HATE) * Displacement: impulses toward another activity * â€Å"What a bad day, I hate my boss and my job, punch hole in wall. † Freud’s Psychosexual Stages (oral – anal – phallic – latency – Genital) * Oral * Birth to age 1 Focus on mouth and feeding * All ID, all the time * From passive > active * Oral fixation * Passive, overly optimistic, dependent * â€Å"Experiencing through the mouth† * Traits: passive dependent, oral aggressive, oral erotic * Anal * Sphincter muscle * Age 1 – 3 * Experiencing through elimination and retention * Excreting – toilet training, ego development * Anal fixation – orderliness, parsimony and simplicity, obstinacy and stubbornness * Traits: passive aggressive, paranoid, compulsive, messy/disorganized, stubborn/stingy * Phallic * Age 3 – 5 * Focus on genitals and masturbation S uccessful passage leads to development of the superego * Solid understanding of the opposite sex * Fixation – immature super ego, pore sex-role typing, sexuality issues * Genitals * Seen in noticing genitals and sex differences, special attention to opposite sex-parent * Narcissistic, arrogant, vane * Oedipus conflict * Boys develop sexual feelings for their mothers and want to replace their dad * Castration anxiety: fear that dad will cut off son’s penis as revenge * Resolved when boy decides to follow in dads footsteps * Electra Conflict * Penis envy: girls feel inferior when they realize they do not have a enis, blame mom * Decides to seduce dad for revenge * Seduction hypothesis: real incest between father-daughter. Revised: fantasy only * Conflict resolved when girl learns to indentify with mother * Latency * Age 5 – puberty * Nothing much going on –ID, ego, superego already developed * Genital * Starts at puberty * Sexual satisfaction from opposite sex * Development of adult sexuality * Proper resolution if no past fixations Freud’s Topographic Model (iceberg) 3 components 1. Conscious mind: aware, accept, identify 2. Unconscious mind: can be brought to awareness readily 3. Preconscious mind: repressed. * ID Unconscious * Preverbal * Source of our instincts and passions * Infant * Driven by pleasure principle * â€Å"Innocent child that doesn’t know any better† * Primary process * First to develop * Libido: sexual energy * Eros: life instinct * Thanatos: death instinct * Balances sex and aggression * Satisfy urges, reduces tension * Seeks pleasure * Ego * The mostly conscious part of the mind * Balances or goes between id, superego and reality * Grows out of the id (ego is shown first even though id exists first) * Face the real world * Understands reality * Decision maker between id and superego * Secondary process/future Second to develop * Brings unity to personality * Reality principle * Superego * Int ernalization of parental images and rules * Includes â€Å"thou shalts† (ego ideal) and â€Å"thou shalt nots† (conscience) * Rules and restrictions of parents/society * Third to develop * Rules and morals of society * Guilty * Phrenology: theory that personality characteristics could be determined by reading the bumps on the skull. (Franz gall) * Localized thinking, feeling and personality in the brain * Attempted to be scientific in explaining characteristic behavior * Fostered scientific debate about the nature and causes of personality Person Metaphors (as a†¦) * Animal: * Respond to reward, punishment * Can be prisoner of its biology * Scientist: * Seek the truth * Try to understand the world by making/testing theories * Actor: * Idea of life as drama (roles) * Writing/acting out scripts * Backstage/onstage * Pathology as role confusion * Computer: * Hardware & software * Data * Programs needing to be debugged * Input > output * Machine: * Causes & effects * Snake biting then developing a fear of snakes * System (ecosystem) * Interconnecting living parts * Self-regulation toward homeostasis * Little changes can have big effects Homeostatic level * Avoid anxiety/fear * Pilot * The self * Being in the drivers seat, steering towards goals * Personality: 1. The stylistic aspects of how we think, feel and act and motives implied by these that make us agreeable or to live with (Dollinger). 2. The underlying causes within the person of individual behavior and experience (Cloninger). * 3 D’s 1. Description: how do we describe people? a. Traits > measures characteristics on continuous scales factors > measures an individuals characteristics based on a group of related traits types > putting people into categories 2.Dynamics: How do our personalities influence our behaviors and motivation? 3. Development: what determines our personality? * Idiographic: looks at the characteristics of a single individual * Individual, one person, different traits * Nomothetic: comparing one person to another * Group of people, one trait in different people * Assessment 1. Interviews (value interactive and subjective approach) a. Unstructured i. Clinical Judgment b. Structured ii. Training, reliability/consistency c. Both should involve empathy, warmth and concern 2. Questionnaires (large sample, need good norms, value efficiency and objectivity) d.General or specific e. Obvious or subtly f. Logically keyed (theory) g. Empirically keyed (what items correlate with) 3. Objectivity: Keeps things standardized and eliminate interviewer bias 4. Subjectivity: Assess your â€Å"feel† for who the person is and the informers reliability in answering. * Reliability: the consistency of response to a psychological assessment (standardization) * Consistency/stability * Questionnaire producing consistent results from time one to time two * Validity: the extent to which an assessment device measures what it is intended to measure * Really measu res what it claims to measure Predictive Validity: how well a test score predicts future behavior * Does a test predict a behavior that the researcher accept as a criterion for the construct being measured * Content Validity: How well the individual items relate to measured construct (face validity) * Test – retest reliability, alternate forms * Correlation * An observational method * Looks for associations between two psychological constructs * Social support and depression * Yields a number representing the degree that two constructs are associated with each other * Coefficient Pearson’s r statistic * Range -1 to +1 * -1 = perfect inverse relationship * 0 = no mathematical relationship * +1 = perfect positive relationship * Limitations * Can’t determine cause and effect relationships * Can only conclude that one or more variable are associated with each other * Good enough if goal is prediction only * Independent Variables: the variables that are manipulated. * Dependent Variable: not manipulated but measured for possible change effects.

The Importance of Personal Therapy on Psychotherapy Students

The Importance of Personal Therapy on Psychotherapy Students Abstract This pilot study investigate the attitudes of trainee therapists towards the current fifty hours of mandatory personal counselling needed for completion of their studies at diploma level. It determines whether it should be more or less, and what else would be beneficial in becoming a counsellor or psychotherapist. In this study, ten students of psychotherapy completed a questionnaire. This questionnaire comprised of eight quantitative Likert questions, and two qualitative questions.Advertising We will write a custom research paper sample on The Importance of Personal Therapy on Psychotherapy Students specifically for you for only $16.05 $11/page Learn More Introduction The field of psychotherapy is known for solving many ailments and mental problems whose cause was mental and emotional sicknesses. The psychotherapy came as a means to assist the clinical therapist to unravel the emotional and the mental dispositions that threatened health of the pati ents. Psychotherapy is therefore a robust field, which is gaining acceptance all over the world. As a part of study to qualify as a practicing psychotherapist one is required to undergo fifty hours of personal therapy. Personal therapy is where one is supposed to go to a therapist as a patient although in mind, one may not be sick or in dire need of clinical psychotherapy. This research report will delve into what other scholars have studied on this subject. It will look into how students of psychotherapy feel about this practice whether it is beneficial to them or not. The other aspect that this research will delve into is that of whether the mandatory fifty hours of personal therapy are enough or not. The report will include the findings of the report and the discussion. The final part of this report will deal with the recommendation or the way forward because of this study. Literature review There is a lot of study assessing the role of personal therapy that students of psychothe rapy have to undergo in the fulfilment of their course work. There have been various arguments, some that are supportive to this practice while others are negate and see it as a futile procedure that is not necessary. Norcross (2010) indicates that, it did not assist her in getting the much-needed internship, which she was looking for. Irrespective of such feelings, there are a number of reasons, which make this personal therapy important to the scholars. Freud, the founder of psychotherapy and psychoanalysis was the first advocate of students undertaking this practice. He also went for psychotherapy, which he felt, was a relief and that it helped him to recuperate and deal with his personal issues. Personal therapy for the psychotherapy students is as important as for the therapist himself as it ensures that personal problems and issues do not influence the therapist when offering therapy to a patient. There is likelihood that the psychotherapists’ personal values and experi ences in life may affect the manner in which they treat the patients. To ensure that this does not happen, early training of psychotherapy by taking the clients seat and feeling how the clients feel is a way of becoming a good psychotherapists (Barley Lambert 2001).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This training is imperative as it ensures that the students develop listening skills. When the students attend the therapy as clients, they see the importance of an empathetic therapist who is able to get into their shoes and identify with their feelings without prejudice. Without ever having to attend this therapy, the student would not learn how to be empathetic. This is an important quality required for anyone to be an effective psychotherapist. Psychotherapy demands courage from the patient as it involves getting to a stranger and unloading one’s frustrations, fears, uncertainties and success. This is not easy and at times clients are not cooperative and unless the beginner psychotherapist appreciates this fact by sitting at the clients sit one would not ask the patients the necessary questions in fear that it affects the patients’ privacy or feelings (Herman 1993). Various studies show that students who attended personal therapy also believed that they became more patient and tolerant to other people. During the clinical therapy, it is likely for the patient to pause and think or make unclear statements, which they will elaborate later (Lafferty 1989). Without having gone for such a therapy and without knowing the difficulty of putting ones experiences in words one may fail to understand some of the clients expressions which is not good for clinical therapy. Students who attended these trainings acknowledged that they stopped putting words in patients mouth and offering unnecessary advice without listening to them. It enables the learners not to avoid the difficult periods of the psychotherapy that are imperative to the patient’s progress. This is an important skill in psychotherapy to enable the clients discover their problems (Lambert 1996). The other benefit to students who undergo personal psychotherapy is that they gain knowledge of self. This knowledge is critical to any practising psychotherapist as survey done by Association of Psychiatrist indicates that it makes them aware of their personal biases and perceptions and how they react to different situations. This self-knowledge makes it easier for the practitioner to gain a deeper understanding of the client’s needs and personality without indulging ones biases and personal values. This is imperative in ensuring success as a psychotherapist (Lambert 1996). Personal therapy classes and gaining self-knowledge help the students to protect the clients from harm. This is because it becomes easier to know how client is likely to respond to c ertain information based on their personality because they can identify personality types from listening to the client’s words. Knowledge coupled with the increased listening and empathy skills help the student to prevent the client from harm by formulating the relevant therapy and solutions to the patients’ problems and challenges (Barley Lambert 2001).Advertising We will write a custom research paper sample on The Importance of Personal Therapy on Psychotherapy Students specifically for you for only $16.05 $11/page Learn More The other importance of the personal therapy undergone by students of psychotherapy is that it reduces the stigma associated with psychotherapy. Psychotherapy is challenging and most people do not seek for therapy unless they have problems such as depression. Going for therapy when one is healthy needs acceptance in the society and there is no better way of making this happen other than ensuring that the students of ps ychotherapy accept its role in their lives. A psychotherapist who stigmatises or fears taking therapy would be like preaching water and taking wine (Sperry 2003). Concerning the quantity of time, there is recommendation of fifty hours of therapy. Various studies indicate that the fifty hours are moderately enough. However, there is no conclusive opinion on the number of hours. Some scholars feel that these hours are too many and likely to create boredom and dislike for psychotherapy while others argue that after the psychotherapy they feel excited and look forward to the next session (Macran 1999). Concerning the necessity of this personal therapy there is a general feeling among different scholars that it enabled them to develop critical skills that are useful in the execution of their duties. Research methodology The research focused on ten students of psychotherapy in an attempt to ensure that, the work is successful and the research identified the correct responses and feeling o f psychotherapy students in Ireland. Although the sample appears to be small, it is a representative as psychotherapy students are not as many as compared with students in other disciplines such as business, arts or science. Sampling was random by picking the students from the psychotherapy diploma register and no criterion was adopted as a means of sampling. There was adoption of the two research methodologies as one methodology could not collect the data satisfactorily. This is because there was need for both qualitative and quantitative data to make the study successful. The number of students who agreed on whether the practice was relevant needed quantitative data collection. However, the reasons and feelings behind their responses required qualitative data collection method (Martin 2000). Ten students attending XXX College, Dublin, Ireland, participated in this study. They were counselling and psychotherapy students who volunteered their time during a research module to fill qu estionnaires. The module tutor monitored all work to ensure that it was done according to the instructions provided.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The questionnaire assessed the participant’s views on personal therapy during training, should it be mandatory? Has it been beneficial? Is it necessary to continue after the mandatory fifty hours? The questionnaire used eight Likert questions that were quantitative and two open qualitative questions. Analysis The following are the findings from the survey. The results indicated that most of the students felt that the personal therapy was necessary. Fifty per cent of the students strongly agreed that the research was necessary; twenty percent agreed that it was necessary and twenty percent were undecided. None of the student disagreed about the necessity of personal therapy as an important part of their study. (n=8) is the number of students who agreed that personal therapy is important. On whether the student would have completed their studies even without personal therapy forty per cent of the students agreed that they would not have been able to complete their coursework if they had not experienced personal therapy. Forty percent were undecided or unaware of the importance of personal therapy in their studies. Two per cent disagreed that personal therapy affected their ability to complete their studies and to become therapists. However, the opinion of those supporting personal therapy outnumbered those who disagreed concerning its contribution to ones success in the coursework. Concerning the importance of personal therapy in continuing personal development, (n=7) seventy percent of the student agreed that it was important. The other thirty percent of the students were undecided. None of the student felt that the personal therapy was not important in their personal development. On whether the students felt that their personal therapist was fully congruent and understanding most of the responses were positive with fifty percent strongly agreeing that they felt their personal therapist was understanding and aware of their feelings. Thirty percent agreed while twenty percent were undecided. This indicates that there was a strong feeling that the personal therapists were understanding and congruent with the students. About the relationship between being a client and being a good therapist, (n=7) agreed that one cannot make a good therapist if they cannot let themselves sit at the patient’s seat and experience how it feels. Thirty percent of the students were undecided on this matter. There was no student who disagreed that there was a relationship between having gone through personal therapy and becoming a good therapist. Concerning whether the personal therapy that the students had in any way influenced their style of therapy, ninety percent agreed. This time there was nobody who was undecided about this matter. However, ten percent of the students disagreed that personal therapy had influenced their style of therapy. This percentage of disagreement is quite high and reasons of their disagreement need to be unearthed. The im portance of continuing with the personal therapy even after the mandatory fifty hours received strong agreement for it to be continued even after the fifty hours of personal therapy. Twenty percent were undecided on whether this should go on or not, however it is imperative to note that there was no student who disagreed that the mandatory fifty hours of personal therapy need an increment. The last area of study was on how the student felt on being clients and whether it made it easy for them to be counsellors. N=10 agreed that playing the role of client assisted them in their development as counsellors. This only varied where eighty percent strongly agreed while twenty percent mildly agreed. However, this was unanimous show that the students felt personal therapy enabled them to play their role as counsellors very effectively. The other part of the responses was qualitative and it differed with the students giving detailed reasons as to why they felt that personal therapy was neces sary to them. Interpretation The necessity of personal therapy to the student therapists is not questionable with most of the students agreeing that it is necessary to them for their future practice as psychotherapist. The strength was shown by the fact that eighty percent agreed with these and there was no disagreement. On whether the personal therapy enables the student to complete their studies in a successful way the answer is positive as seventy percent of the students agreed about this with a minority of the students adopting a different opinion. On the relevance of personal therapy and its influence on the students’ personal development, there was a widespread agreement that it was important. However, the percentage of undecided students is worth noting. Thirty percent, who are undecided on such issue shows that they have not felt any impact of the personal therapy on the development of their personal lives. It indicates that the therapy may not have assisted the stude nt to develop the skills needed in personal therapy such as listening skills and empathy. Specialized research on the undecided students is required to establish why these students are undecided. The percentage of students who agreed that their personal therapist was understanding and congruent with their needs was seventy percent. This shows that the capability of the therapist who is dealing with the students is important in making them understand and feel the importance of personal therapy. However, there were those who were undecided. These figures of indecision are worrying because they show that some of the students are unaware of the importance of personal therapy and their inability to judge situations that are very important for a therapist is lacking. However, it is imperative to note that there were no students who disagreed on this. The students were of the opinion that there was a relationship between being a good therapist and going for personal therapy. Their feeling concur with those of the previous studies conducted by other scholars that personal therapy is important for any therapist. The style of therapy directly relates to the style of their personal therapist. This is because ninety per cent of the students agreed that they adopted their style from their personal therapist. This affirms the earlier statement that there is need for the students to have personal therapist who are highly qualified as they have a lot of influence on how the students will practice psychotherapy on their patients. However, one student disagreed and it is important to identify whom he felt this style of therapy modelled after. This is because it indicates that ten percent of the students’ style of their therapy was different from that of their personal therapist. There is need to increase the mandatory number of hours for student’s personal therapy. This is because the number of students who lived in the institution felt that it was necessary for s uch measures to take place. Eighty percent of the students agreed to support this. This strong feeling about personal therapy indicates the role, which it plays on the practice of the students. Increasing the number of hours would certainly be necessary. The personal therapies that students undergo ensure that they become good counsellors. This is because of the skills they develop from their experience as clinical patients of psychotherapy. In fact, all the students agreed that personal therapy helped them to become good counsellors. Limitations of the study This study was however limited in a number of ways. The scope although representation is small may not represent a diverse feeling of all psychotherapy students in Ireland. The study also failed to classify the students in terms of their demographics such as age and gender as this may affect their perception on psychotherapy. People would be interested to know how many male students felt that the improved therapy made them good counsellors and how many female students felt likewise. In addition, the study did not look into the specific capabilities that the students developed because of this personal therapy. It is imperative to know whether their empathy and listening skills improved from the fifty hours, which they spent with their personal psychotherapist. Discussion Personal psychotherapy on the students is indeed important to those who intend to become psychotherapists or counsellors. The skills and experiences received from that practice prove that personal therapy in the field of psychotherapy is not an outdated practice. This is a major area of influence on the students of psychotherapy. Its role in framing the students’ style of therapy is effective. In addition, it is important for the personal progress of the students in all aspects of their lives as proved in this study. Other than that, it is imperative to increase the mandatory hours of students’ personal psychotherapy. This wi ll make the students more competent as counsellors as well as psychotherapists. References Barley, D Lambert, M 2001, Research summary on the therapeutic relationship and psychotherapy outcome, Psychotherapy, vol. 38, no. 4, pp. 357-361. Herman, K 1993, Reassessing predictors of therapist competence, Journal of Counselling Development, vol. 72, pp. 29-32. Lafferty, P 1989, Differences between more and less effective psychotherapists: A study of select therapist variables. Journal of Consulting and Clinical Psychology, vol. 57, no. 1, pp. 76-80. Lambert, M 1996, Current findings regarding the effectiveness of counselling: Implications for practice, Journal of Counselling Development, vol. 74, pp. 601-608. Macran, S 1999, How does personal therapy affect therapists’ practice? Journal of Counselling Psychology, vol. 46, no. 4, pp. 419-431 Martin, D 2000, Relation of therapeutic alliance with outcome and other variables: A meta-analytic review, Journal of Consulting and Clinica l Psychology, vol. 68, pp. 438-450 Norcross, R 2010, Handbook of psychotherapy integration, Basic Books, New York. Sperry, L 2003, Becoming an effective therapist, Alyn Bacon, Boston.

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