Behavior problems in children and adolescents

Studies regarding substance abuse (alcohol included) yielded results that clearly associate self esteem closely to it. Those who are engaged in alcohol use in later or older age do so because they have learned the use of it in their early and moldable years (11 years old or 5th & 6th grade). Consequently, attempts have been made to deal with the area of self-esteem in hopes that when this psychological problem among teens is addressed properly, substance abuse might somehow be curbed.There are programs that cater to this need and they are actually placed side by side with the traditional curriculums of some schools. Experts and researchers believe that this quandary of alcohol abuse among teens may be helped by treating it in a stage where it is less obvious – that is, when the youngster is not yet manifesting or is obviously using alcohol, but on the brink of experimenting on it (Donnelly, 2007). The line of attack of this particular method is directed towards factors that ar e crucial to the make up of adolescents’ life experiences.Understanding the transitions that teenagers most likely will go through is the underlying principle that facilitated the study that eventually led to the formation of this program. Hence, the high hopes that the proponents of this program maintain. In this paper, the author tries to explore and explain the rubric of the particular synopsis mentioned above and to finally (in the process) convince its readers of its viability in decreasing the problem of alcoholism among teens and young adults in the coming years.It explains the rationale behind the effectiveness of the curriculum since the whole program is aimed at the core level of the perpetual potential problem of alcohol addiction. ~What you learned. The National Association for Self-Esteem (NASE), as the very name of the association clearly implies, believe that the self-esteem of the individual plays a major role why or why not that particular person is using/abu sing or not using/abusing alcohol. The observation is that teenagers with low self esteem have higher likelihood to experiment not only with alcohol but with other harmful psychoactive substances than those with high self-esteem.Furthermore, their studies yield evidences that point to the fact that individuals with positive self-esteem show not only little serious involvement with addictive substances but lesser tendency to risk trying the pleasures of these drugs. Convinced of this observation, self-esteem proponents constantly research and write articles that speak to the issue. They support a prevention program which has within it as crucial part â€Å"self-esteem enhancement. † Not any prevention program or traditional approach to the problem will achieve a longer-lasting effect.Overwhelming data available have proven that traditional school programs are not sufficient to address the issue; in order to be really effective in curbing alcoholism among teenagers, it is very important that as researches yield additional information, new strategies should be incorporated and employed as well. Important factors along with self-esteem that must be tackled include: personal efficacy, ability to decide wisely for oneself, and communication skills, etc. These areas must be developed since they influence and affect the behavior of an individual.It is believed that when these basic skills are taught and cultivated, rather than concentrating on the harmful effects of alcohol, tobacco, and illicit drugs, the benefits will be much more than the reduction of the likelihood of teenagers and young adults to use and abuse drugs. Involvement with other behavioral correlates like unsafe sexual encounters, and teenage pregnancy, will also diminish. The timing of the implementation of this kind of preventive program in schools for it to really achieve its goal among teenagers is also emphasized. It has to be implemented early, or else, its efficacy will lessen.Dr. Joseph Donnelly (self-esteem proponent) said: â€Å"It is much easier to prevent adolescents from ever engaging in the use of substances than it is to deter that use once it has begun. † ~One question you have. Self-esteem is indeed all important aspect that influences other facets of an adolescent’s life. Question remains especially to one who had had enormous experiences in psychotherapy and in dealing with myriad problems and situations/scenarios besetting the youth experimenting with alcohol: cynics question the simplistic apprehension and approach.What about the role of modeling by parents hardly making breakthroughs in these adolescents who make alcohol their refuge but also as a way of life like their parents did? Reference: Donnelly, Joseph. Self-Esteem and it's Relationship to Alcohol and Substance Abuse Prevention in Adolescents. Dept. of Health Professions/PERLS National Association for Self-esteem. Accessed January 2008.

Nora in a doll’s house: behind gendered lines

In classic Victorian marriages, the prevailing norm stereotypes roles in marriages that typify the male-dominated society classic of the era- women serving as decorations or as we know it today, trophy wives, to successful men.This prevailing status quo is what the society in Europe particularly Norway where A Doll’s House by Henrik Ibsen was set, sees as the order it needs to be free from confusion and disarray that could threaten the very foundation of the society.Nora is the personification of an emancipated female in that era- at first, the picture of an obedient wife whose very existence revolves around her husband but in the end, showing that women are not dolls who can be bribed to be the kind of persons their husbands want them to be. Nora therefore represents the modern-day empowered woman- strong, perceptive and willful to find her own happiness.II. ThesisThis paper argues that human rights entail a dynamic reorganization of society and its norms fuelled by both men and women alike. First, women like men are subjected to stereotyping of roles that defines their roles that they may not like.Nora and Torvald are both trapped in their roles. Second, it is the degree to which women and men embrace the deception and forgery that signifies their willingness to be emancipated. By the latter part of the discussion, it is evident that Nora had recognized her need to find herself and be educated in order to educate others and live happily free from deception. Third, women’s rights are human rights because in the process of liberating women, men are also liberated.III. IntroductionIn Victorian times, the very concept of women’s rights is revolutionary and appalling. A Doll’s House represented what most women in Victorian era in Europe experienced- though they were not subjected to harsh working conditions or sexual abuses, they are nonetheless abused (Coomaraswamy 16). However, to confine that it is only the women who are imprisoned i n a world of lies and deception would be a gross misunderstanding of Ibsen’s play.This essay evaluates the classic play that disentangles the organization of European society (and most countries as well) to bring it into order. A Doll’s House by Ibsen is critically analyzed on its perception of women’s right vis a vis human rights and how it had been fuelled by disguise and forgery. Moreover, an evaluation on Act III particularly the virtues of idealism and cynicism will be examined in lieu with the central theme of women liberation.IV. Nora in Ibsen’s PlayFirst, let us start with the role of Nora and Torvald Helmer. In Act I, Nora comes home with Christmas shopping while her husband emerges from the study. Note that Torvald had called Nora a â€Å"little lark twittering† (Ibsen, pp.2) and â€Å"little squirrel bustling† (p.2) as a metaphor on how he had treated her in the whole play- a display and a doll that he can manipulate to whatever h e wants to. Torvald by calling Nora such names establishes his authority within the family. Nora as his wife is his pet to whom he shelters.

Drop Out of High School Essay Example | Topics and Well Written Essays - 2500 words - 1

Drop Out of High School - Essay Example These charts all appear to be from this reference: Bridgeland, J. M., Dilulio, J. J. and Morison, K. B. (2006). The silent epidemic perspectives of high school dropouts. Washington, D.C.: Bill & Melinda Gates Foundation. 56 Obtaining a high school diploma is extremely important to an American’s chances of having a solid foundation for achieving professional success. This is because an Americans’ financial stability and professional achievement have always been dependent on the education they have received (Shore, 2003). â€Å"High school graduation captures both the cognitive and the noncognitive attributes that are important for success in adulthood, and it is usually a minimum requirement for engaging in further training and higher education† (Levin, 2009, p. 8). Furthermore, a high school diploma is the least one can show future employees that shows one’s capabilities, especially if one is not able to complete a degree in higher education. Not being able to show a high school diploma to a future employer may insinuate that that person lacks the drive to succeed. The fact that a high school diploma is the most basic of requirements for employment is augmented by the increasingly competitive market and the ongoing recession that has made securing employmentconsiderably more difficult. This is evidenced in the report compiled by the U.S. Bureau of Labor Statistics (2010a), which states that in January of this year, â€Å"thirty states and the District of Columbia recorded over-the-month unemployment rate increases, 9 states registered rate decreases, and 11 states had no rate change.† A report released in July 2010 shows how the unemployment rate has remained unchanged across all states at 9.50%, despite the current federal administration’s campaign to control the onslaught of an economic depression (U.S. Bureau of Labor Statistics, 2010b).  

New Testament Literature Research Paper Example | Topics and Well Written Essays - 1250 words

New Testament Literature - Research Paper Example The third major chapter covers chapters 5 and 7 which present about Sermon on the Mount. The fourth major chapter is about Public Ministry and Teaching which covers specifically chapter 8 until chapter 16 verse 12. The fifth major chapter talks about Recognition and confession which starts specifically from chapter 16 verse 13 until verse 23 of the same chapter. The sixth major chapter involves the writings about Cost of Discipleship and Road to Jerusalem starting from the verse 24 of chapter 16 until chapter 20 verse 34. The seventh major chapter is about Jesus in Jerusalem which specifically consists chapter 21 until chapter 25. Finally, the eight major chapter is about Passion Narrative starting from chapter 26 to chapter 28. As can be observed, the book of Matthew introduces the preaching of John the baptizer, Jesus’ public ministry and the account of Jesus’ life and his works signifying his importance as the main subject in the book (Efird 1980, 50). The major theme of the book therefore is about the fulfillment of prophecy about the Messiah. Its justification is based on the account of John the baptizer and the actual teaching and works of Jesus. In Matthew 3: 11, John the baptizer prophesized about the coming of Jesus. In Matthew 11: 2-4, Jesus boldly informed John the baptizer about the signs made such as the blind receiving sight, the lame were able to walk, those who have leprosy were cured, the deaf were able to hear, the dead were raised and the good news were preached to the poor. John the baptizer is significantly cited in the book of Matthew as the one preparing the way for Jesus. In this way, message can be given to the people that Jesus is coming. However, John the baptizer can only be certain of the coming of the Messiah through the signs God gave him. Thus, Jesus was actually doing those signs allowing John the baptizer to hear them. This fulfillment of the prophecy is the main message that the book of Matthew is trying to

Sociology of Health and Healthcare Essay Example | Topics and Well Written Essays - 1500 words

Sociology of Health and Healthcare - Essay Example Sociology maintains a belief that the way individuals act, the challenges they face, the opportunities open to them, and the path they choose to tread are not just dependent on their personal or individual efforts, but are likewise greatly determined by society. Aside from being distinct individuals, each person is a social being and an integral part of the society. Each person is influenced by culture and the norms of the members of the society. The immediate family has the greatest influence because of proximity and exposure. Other significant influences include the peer group, ethnic group, the social or economic class grouping, and gender affiliation. This is not however to discount the fact that individuals have the ultimate control of their lives, but this control is a reflection of who and how the person is within a societal context. Society generally shapes human behavior like the way people react and respond to events and circumstances, the way people deal with crisis, the way people perceive and understand the attitudes and actions of other people within and outside of their community. The doors of opportunity are opened or closed depending on the dictates of society based on age, gender, race or economic status. Sociology explores how individuals and groups build, sustain and change social organization in a variety of ways. It studies the sources and outcomes of change in social processes and institutions, and it examines the fulfillment and difficulties of planning, achieving and adapting to the change. Sociology looks at how people interact with each other in relation to the different aspects of society and the different societal institutions. It aims to analyze the degree to which individuals attain optimum growth and development through the policies and programs of the different institutions and the constraints in the attainment of this development like social inequality, which are present in society. It also aims to determine how the aspects of society like gender, age, economic capability, health condition, race, and religion bring forth advantages or disadvantages to certain individuals or groups. The study of social dynamics include topics in values, culture, socialization, cooperation, conflict, exchange, power, inequality, social control, order, deviance, social change, and violence (Whati is Sociology, 2003). Sociology encompasses the study of all human relationships, groups, societies and institutions. The scope covered by the field of sociology include class, gender, age, ethnicity, sexuality, social inequality, the family, work, the mass media, religion, the environment, organizations, the body, health and illness, and the national and global economy (What aspects of society and social life do sociologists study). II. A Focus on the Health and Ageing Area of Study in Sociology Sociology has several areas of study all dealing with social interactions in different areas of society and everyday living, and the basis and consequences of these interactions. One area of study is Health and Ageing. The Health and Agei

Increasing or restricting Andragogy Essay Example | Topics and Well Written Essays - 3000 words

Increasing or restricting Andragogy - Essay Example First, there is the problem within the nomenclature itself, problematized by both the terms 'adult' and 'education' that constitute it. Secondly, there is the problem of dissociating the term from within a matrix of related, but at more fundamental level, different terms like 'continuous education' and 'andragogy'. What really adds to our problem in this respect is the fact that we have to approach this problem at a time when an unprecedented complexity within the social formation itself has rendered educational institutes and education, both in definition and practice, complex. Therefore, we have to take into account both the objective semantics of the term as well as try and locate it within a specific twentieth century educational context.The term 'adult education' is a comparatively new one, coined much after it was actually in practice. It is a result of many years of evolutions, and its meaning, even now is far from simple and monolithic. Even as early as in 1927, Hall-Quest co nceded the difficulties in defining the term. One of the biggest problems related to the definition of 'adult education' is, whether it refers to a set of methodologies by which 'adults' can be taught, or is it a holistic term that includes the general endeavor of educating adults in a specific way as well as a detailed study of government adaptation and subsequent implementation of policies that target the adults specifically as the subject of educational instruction. Theorists like Alan Rogers have defined adult education as a process 'whereby anyone over 16 (or whatever) are treated as adults - capable, experienced, responsible and balanced people'. Such a definition has two major problems; first 'adult education' becomes synonymous with 'andragogy' thus affecting the semantic rigor of the term. Secondly, values like capability, experience and responsibility are more often than not terms defined by culture and there is no platform or parameter that is universally agreed upon, whi ch makes the term can lacking in ethnographic rigor. It is therefore, important that we first clear the ethnographic tangle and then go on to arrive at a working definition of the term. Who is an 'adult' It is probably the first major question we have to answer before we get into any further exposition of the term. An adult can be defined in respect to age: affixing a cut-off age as in legal and administrative procedures. However, in all streams of study and human discipline this parameter is the least applied. There are various methods of measuring adulthood, which are not concrete and yet central to an understanding of the phenomena, across the world which can often differ, and at times even oppose one another. Adulthood, in the West, is often associated with the ideas of independence, to have one's own principles and perceptions on life and the ability to live up to it. It is integrally connected to question of self-sufficiency and living on one's own term - which by corollary, means an ability to satisfy one's own desires. In a num ber of Oriental cultures, Japan for example, this itself can be a mark of juvenile world-view and immaturity, because in that culture it is the ability to submerge one's own desires and to sacrifice them is what is counted as a true adult behavior. These dichotomies immediately place any ethnographic approach towards defining the term on slippery and problematic ground. Similarly there is little agreement

There is no such thing as a neutral question. Evaluate this statement Essay - 3

There is no such thing as a neutral question. Evaluate this statement with reference to two areas of knowledge - Essay Example For instance, â€Å"Why do you think he is leaving the company?† This is apparently a neutral question since the best answer is obviously known to the person who is leaving the company. The questioner’s interest is superficial or mere curiosity or else the question would have been placed with the person concerned. In the most elementary form, neutral questions are those which are asked by innocent children who express their curiosity over anything they see or hear. Questions like â€Å"From where does babies come?† are common neutral questions since the children who frame these questions do not have any pre-conceived notions and can be satisfied by any random answer. In such cases, the questioner, i.e. the children have no inherent interest in the questions other than curiosity. Since, as already explained, in a case of a neutral question there is no apparent interest in the mind of the questioner therefore such questions are generally unemotional and open. However, this paper is concerned with the statement that there is no such thing as a neutral question. In the sociological perspective, the weight of a question is determined by the social context, i.e. answers can vary depending on whom the question is targeted. Therefore, â€Å"a sociologist who does not subject his own questioning to sociological questioning will be incapable of making a truly neutral sociological analysis of the answer it receives† (Bourdieu, 41). In the realm of science, knowledge is based on real questions with concrete and experimentally proven answers. A question cannot be neutral since the questioner expects a pre-conceived answer, i.e. a hypothesis based on which his future work will be constructed. The most critical aspect of scientific knowledge is that a scientist can ask a question of whys and hows for the reason that he will be seeking an explanation for his question. Now, the question remains whether in science it is