Causes of vulnerability to abuse and harm Assignment

Causes of vulnerability to abuse

Causes of vulnerability to abuse

Order Instructions:
If is possible please to do for sunday.

1. Explain why particular individuals and groups may be more vulnerable to abuse and harm self and others . — (900 words )
2. Review risk factors which may lead you to incidents of abuse and harm self and others. (900 words)

SAMPLE ANSWER

Causes of vulnerability to abuse and harm

Self harm is a complex issue not only in its definition but also in relation to the insufficiency of data available with regards to the patterns and frequency of this subject across the globe. It is important to not that there is no “universal definition” of self harm. Moreover, diverse views have been raised concerning the causes and risk factors among individuals that harm themselves or others.

According to the study conducted by Hawton et al, it was determined that some people may harm themselves or others as a means of communicating their distress to the general public (Hawton et al, 2012). This disorder can also be an act of rebellion and the attempt to individualize oneself, a manner of relieving intense anxiety temporarily, a way to regulate pain, an effort to manage emotional numbness, or more still an effort to manipulate other people. Individuals who harm themselves or/and others may develop an immediate sense of relief by partaking in it. However, it is worth noting that this feeling is a temporary solution the feelings that were distressing them initially will end up recurring once more. This paper seeks to find out why some individuals are more vulnerable to abuse and harm self and others as well as the associated risk factors to this type of behavior.

Just like all other mental disorders, there is no single factor that predisposes a person to engage in self harm. In general, self harm results due to inability of a person to properly manage psychological pain in a manner that is healthy. Often, individuals who engage in this form of unhealthy conduct find it difficult to regulate, express, or understand their emotions. The factors that make individuals to be prone to abuse and harm self or others can be classified as follows;

Social factors

These are ranked as the commonest cause of abuse and harm due to the emotional distress that they arouse in people. Social factors that have been pointed predispose individuals to harm include;

Having difficult relationships especially with friends and partners
Difficulties at work such as demotions, unfair treatment by senior workers and layoffs can also make people to be prone to harm and abuse.
Bullying: This can be at home by older siblings, relatives, or neighbors. It can also be exercised in school or at work. An example of harm to others that was due to bullying is the recent case that was all over the news whereby an American student went to school with a gun and started shooting fellow students randomly (Fisher et al, 2012).
Poverty, whereby a person has several responsibilities such as paying house rent, paying for children school fees, and providing the basic needs for his/her family. This is common among adults who end up being depressed and may subject their depression on their children by beating them up over petty reasons or even without any reason at all.
Drug and substance abuse: Individuals prone to alcohol and substance abuse disorders tend to be aggressive and are more likely to make claims of having suicidal thoughts or even previous suicidal attempts. In a recent study by Daine et al (2013) of about 6500 adults who enrolled in addiction treatments it was proven that individuals who had engaged in serious acts of violence such as murder, rape, and assault leading to serious injury were more than twice likely to report several suicidal attempts.
Sexuality- Persons who come to terms with their sexual orientation such as being bisexual or gay may be a danger to themselves.
Cultural expectations can promote vulnerability of harm to self. A good example is that of arranged marriages whereby ladies are often forced into marriages against their will or worse even at a tender age.
Trauma can also enhance vulnerability of this disorder. Some causes of trauma include; physical or emotional, sexual abuse such as rape or domestic abuse. The death of a close family member or a close friend and having a miscarriage are also common predisposing factors.

Emotional Distress

Emotions have also been linked abuse and harm vulnerability. An unhappy situation or the distress from a traumatic experience can result in feelings of self hatred or low self esteem. These emotions gradually build up and it becomes difficult for people to seek help. Therefore, self harm or harming others may be a means of releasing these pent-up feelings. They also indulge in this behavior as a way of coping with their problems.

People that are more prone to harm themselves and others may be having difficulties in regulating or managing their emotions (Figley et al, 2013). Therefore, they use self harm as a means of managing the anger and tension. Further research also reported that such individuals are poorer in solving problems.

Psychological Causes

These also increase the tendency of people to take part in abuse and harm. For example;

People may be having repeated thoughts about harming themselves and they feel like doing it,
Self harm can also be linked to borderline personality disorder- a disorder that causes instability in a manner that one thinks, behaves, or feels,
Dissociation or loss of touch with oneself- self harm occurs without realizing it,

Organic reasons have also been associated with aggressive outbursts. Take an example whereby a person has damage to his/her frontal lobe or certain forms of epilepsy. In such circumstances, it is difficult to pin-point comprehensible argument for the expression of aggressive episodes.

Risk Factors for Harming Self and Others

The risk factors of self harm and others are not static. Their value of prediction keeps changing depending on period they occur in a person’s development, social contexts, and the circumstances that one faces. They can be found in an individual, the surroundings, or the individual’s ability to react to the requirements or demands of the environment. Some factors start manifesting as early as childhood while others do not appear at all until adolescence period or adulthood. Some risk factors entail the family, the school, the neighborhood, or the peer group. Risk factors will be classified as follows for clarity.

Depression and mental illness

This is one of the most obvious risk factors for indulging in harm to self and others. According to the research conducted by Andover et al, it was proven that mental and addictive disorders result in almost 90% of the suicidal cases reported (Andover et al, 2012). At least one in every twenty youths suffers from mental disorders that are severe enough to impair judgment. However, the sad news is that less than 20% of these individuals receive treatment. Most of those who harm themselves suffer from depression.

School risk Factors

Individuals who view their instructors as not understanding or caring or do not coexist peacefully with their peers have vulnerability of harming others or themselves. They may be associated with the following features;

Past suspension or expulsion for violent behavior
Social isolation, aggressiveness in grade K-3 or hyperactivity
Misbehaving in class, truancy, or being involved frequently in fights
Severe disciplinary issues
Anger or frustration when handling school artwork or essays
A student that has previously brought a weapon at school
Academic failure when joining school
Academic pressure from parents and guardians.

Community risk factors

Persons that are highly exposed to community violence are at severe risk of engaging in self-destructive behavior. This usually arises when one shapes his/her conduct after what they have learned and experienced in the community. Moreover, some youth who grow up without having meaningful connections with responsible adults lack the necessary guidance that they should acquire so that they may cope with their daily lives (Moran, et al, 2012). Other community risk factors include;

Severe economic deprivation
Easy accessibility to guns, weapons, and other dangerous equipments
Poor community organization and low attachment in the neighborhood
Few recreational activities for people in the community especially the youth
Individuals who have engaged previously in vandalism and destruction of property

Personal Risk Factors

Persons who have been involved in violent behavior previously
History of being bullied by friends, classmates, or relatives
History of uncontrolled angry outbursts and tantrums
Individuals who have previously bullied their peers and younger youths
Aggression to animals
Alcohol and substance abuse
Previous attempts of suicide
Fire- setting
Persons that result in calling of names and cursing when they are mad
Recent experience of loss, humiliation, or rejection
Cult or gangs involvement
Unstructured time
Preoccupation with explosives and other weapons
Does not own up and blames others for problems they are responsible for
Often having mood swings and significant depression

Family Risk Factors

History of possession of a weapon and use by a family member
History of being punished frequently
Previous family violence
Inconsistent or severe punishment
Lack of support or proper supervision from parents and guardians
Youth has a past history of abuse by a family member
Individuals who grew up without clear expectations or standards of behavior being imposed on them by their care givers.

Cultural Risk Factors

Conformity issues and assimilation, variations in expectations and gender roles feelings of victimization and isolation can all increase the levels of stress and vulnerability of people. In addition, some cultures especially the Pacific and Asian cultures view self harm particularly suicide as a rational reaction to shame.

Situational Crises

Daine et al argues that about 30% of individuals’ cases of abuse and harm to self and others are linked to an identifiable precipitating occurrence such as loss of a valued relationship, divorce of parents, the passing away of loved one, or sexual abuse. Normally, all these events coincide with other risk factors (Daine et al, 2013).

Conclusion

Some individuals view self injury engagement as a means of coping with their emotions. However, the troubles they are running away from will still be present even after their self-mutilation. Moreover, the relief that these individuals feel after involving themselves in self harm or abuse of others is usually short term.

Some of the interventions that can be used include interpersonal treatments, therapies of problem-solving, and use of “emergency card” mode of interventions (Rossouw and Fonagy, 2012). Other treatment forms that have proved to be essential include dialectical conduct therapy which is administered often among individuals who self-harm themselves and/or others from time to time.

The burden associated with injury to self and others is often a heavy one, especially because people who engage in this behavior do it in private where they hide their secret from their loved ones and friends. They create a burden that is extremely hard to carry. This may result in more severe self injury to escape the feelings. Therefore, proper platforms should be established whereby such people can be access easily for counseling and support.

References

Andover, M. S., Morris, B. W., Wren, A., & Bruzzese, M. E. (2012). The co-occurrence of non-suicidal self-injury and attempted suicide among adolescents: distinguishing risk factors and psychosocial correlates. Child and Adolescent Psychiatry and Mental Health, 6(11), 1-7.

Daine, K., Hawton, K., Singaravelu, V., Stewart, A., Simkin, S., & Montgomery, P. (2013). The power of the web: a systematic review of studies of the influence of the internet on self-harm and suicide in young people. PloS one, 8(10), e77555.

Figley, C., Huggard, P., & Rees, C. (2013). First do no self harm: understanding and promoting physician stress resilience. Oxford University Press.

Fisher, H. L., Moffitt, T. E., Houts, R. M., Belsky, D. W., Arseneault, L., & Caspi, A. (2012). Bullying victimisation and risk of self harm in early adolescence: longitudinal cohort study. bmj, 344, e2683.

Hawton, K., Saunders, K. E., & O’Connor, R. C. (2012). Self-harm and suicide in adolescents. The Lancet, 379(9834), 2373-2382.

Moran, P., Coffey, C., Romaniuk, H., Olsson, C., Borschmann, R., Carlin, J. B., & Patton, G. C. (2012). The natural history of self-harm from adolescence to young adulthood: a population-based cohort study. The Lancet, 379(9812), 236-243.

Rossouw, T. I., & Fonagy, P. (2012). Mentalization-based treatment for self-harm in adolescents: a randomized controlledtrial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(12), 1304-1313.

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Comments and constructive criticism Paper

Comments and constructive criticism

Order Instructions:

The writer will have to read each of this articles and react to them by commenting, analyzing and supporting with relevant articles. The writer will have to read carefully before giving constructive comments on the article. The writer should write a one paragraph of at least 150 words. APA and in text citation must be use as each respond to the two articles must have in text citations. The writer will have to use an article to supports his comments in each of the article. Address the content of each article below in a one paragraph each, analysis and evaluation of the topic, as well as the integration of relevant resources.

the details will be sent via email

SAMPLE ANSWER

Comments and constructive criticism

Article 1

In this article, the student is spot on by stating that in the management of a company’s strategic initiatives, the project manager should link the objectives of the project to the company’s overall vision, mission and goals by initiating a strategy as this would help the organization attain its goals and objectives. Schmidt (2010) pointed out that each project has to support the strategic plan of the organization. To ensure this linkage – that is, to ensure that every project in a company actually contributes to the company’s strategic plan –, projects should be integrated within the organization’s strategic plan and this integration necessitates a process that can be used to prioritize projects based on their contribution to the strategic plan. In the discussion post, the student is also right by revealing that the project strategy translates into the strategic plan of the organization. An organization’s effectiveness and efficiency is very likely to improve when the project manager properly aligns the project objectives with the organization’s overall goals, vision and mission (Gale, 2013). This is something which the student has rightly articulated in the post.

Article 2

In this discussion post, the student eloquently and accurately stated that the mission of a company is a potent driving force that steers the company forward and that a key role of the project manager is to ensure that every project actually aligns to the organization’s mission and key strategic initiatives. To add on this point, projects are the tools that are used to implement an organization’s strategy. Effective project management should start with choosing and prioritizing those projects which actually support the strategy and mission of the organization (Purushottam & Rwelamila, 2011). The priority system has to focus attention on the organization’s major goals and mission and foster consensus to which projects are of the greatest priority. In essence, it gives rise to a portfolio of projects which balance opportunities and threats and provide a better resource usage (Morris & Jamieson, 2012). In addition, the student has rightly pointed out that if the project is not aligned with the organization’s mission and key initiatives, then the projects are likely to fail. Moreover, the company’s mission and key initiatives may not be attained without the alignment.

References

Gale, S. F. (2013). Four Steps to a Stronger PMO. PM Network, 27(12), 30-35.

Morris, P. G., & Jamieson, A. (2012). Moving from corporate strategy to project strategy. Project Management Journal, 36(4), 5-18.

Purushottam, N., & Rwelamila, P. D. (2011). Strategies in a multi-polar world: opportunity for application of project management approaches. Business Studies Journal, 3109-117.

Schmidt, T. (2010). Strategic Project Management Made Simple : Practical Tools for Leaders and Teams. Hoboken, N.J.: Wiley.

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Child and Adolescent Development Research Paper

Child and Adolescent Development

Order Instructions:

Your community is opening a brand new community center. Now that you are an expert in the field, you have been chosen to lead a development team that will create a proposal for interactive, fun, and educational programming activities that will be provided for children and adolescents in this center. Utilize problem-solving techniques in exploring developmental issues, grounded in child development, in order to assess what activities and items should be included in each program. Once you have chosen these features, you will present your ideas to a mock city council board (i.e. your instructor) with both a written proposal describing the programming, as well as an interactive presentation that will illustrate your ideas for promoting continued learning throughout childhood and adolescence.

You have been asked to propose programming for five different age groups in the community center:

Infant (0-1 year)
Toddler (1-3 years)
Early Childhood (3-6 years)
Middle/Late Childhood (7-12 years)
Adolescence (13-18 years)

There are two parts to your final project; a written proposal (Part A) and a visual presentation (Part B). In Part A, you will be creating a written proposal in which you identify and describe at least two weekly activities for each age group (for a total of 10 activities) that address their developmental pathways: physical, cognitive, and psychosocial. All three domains of development must be addressed within your classes or activities. For example, you may have one activity which enhances cognitive and psychosocial development and a second activity which enhances physical development. In addition to identifying these activities, you will demonstrate a foundational knowledge of the age group’s developmental continuum by explaining your reasoning for choosing each activity, based on your analysis of theory and current child development research.

Additionally, you will go “shopping” for at least one age-appropriate game, toy, picture, or other “play” item to enhance the chosen activities within each age group. Keep in mind that this may include things like art, music, technology, or safety gear as you deem fit. For each item that you recommend, your written proposal will provide a link to a website from which the item can be purchased by the city, as well as an explanation for why the city should purchase the item informed by research and theory.

The overall goal of the written proposal and visual presentation is much like that of a grant proposal, in which a developer must convince the city council that their new business or activity is both cost-effective and beneficial to the community. You are encouraged to be creative and persuasive in your proposal, but remember that everything must be supported by the theories and research covered in our class. Included in Part A is a Written Proposal Template, demonstrating what information should be included in your written portion of the project. While you are expected to cite facts and include a reference page in your proposal, these do not need to be read out loud in your final visual presentation.

Part A: Written Proposal
You will utilize the PSY104 Written Proposal template to create your script. Enter the requested information on the title page where indicated. Where you find the text “This is where you will…” within the proposal, please remove that and enter your own content. The headings in bold and the outline formatting with numbers and letters should not be altered.

In your Written Proposal, you must include the following:

Complete each section of the template including the information requested.
Within section “iv” for each room, you will be asked to justify your activities and items by analyzing interactions of the major themes: Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the developmental physical, cognitive and psychosocial pathways. Your written proposal must address how you have accounted for each of these themes in its associated room as they relate to physical, cognitive, and psychosocial development. Each theme must be included in at least one room, and each room must address one or more themes. (Please see these samples for ways to explain how you have accounted for this.)

Cite your sources according to APA style as outlined in the Ashford Writing Center. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar in your online course. The EBSCOHost and PSYCinfo databases in the Ashford Online Library are helpful sources of information, as are the required and recommended resources found in your course materials. To locate EBSCOHost and PSYCinfo, visit the Ashford Online Library through the tab on the left navigation toolbar in your online course and select “Databases by Subject” and then “Psychology.” (For further assistance in researching scholarly sources, please access the tutorials page on the Ashford University Library website.)

SAMPLE ANSWER

Kelly Van Aken

PSY 104 Child and Adolescent Development

Valerie Jackson

July 6, 2015

Introductory Paragraph:

Kelly Van Aken is community center proposed to be constructed in our community. The community center mission is to help children become self confident and independent. The facility will provide a platform where children will connect, interact, share, and learn. The center goal is to establish atmosphere where child active curiosity, appreciation for nature and large motor skills are developed. We are requesting your (City Council) support the establishment of this community center, which will cater the following activities specific to each age group.

Age Group #1 – Infants

This age group covers zero to 12months. The activity identified for this group is the nesting toys. The goal for this activity is to enhance general knowledge and to improve cognitive development, physical development, and cognitive skills. The material required for this activity includes the nesting cups and stacking materials. The nested cups will be stuck together, and given to the toddler to play with it, to discover what they can do with these objects. Where the toddler cannot pull the nested cups out of the position, the toddler should be guided on how to do so. The toddler should be shown on how to build tower, knock it down, filling the cups with cornmeal or sand and other activities that can be used with the nested cup. This way, the physical, cognitive, and other socio emotional activities will be enhanced. This improves parent-child relationship, and improves effective communication (O’Connor, Monk, & Fitelson, 2013).

The second activity in this age group is the rolling balls. This is activity is geared towards physical development as well as the development of motor skills. This involves interactive activity where the parent sits on the floor and rolls the ball towards the toddler. This will enable the toddler to crawl towards the ball. Different toys of different weight can be used. This cognitive development of the child is in accordance to Jean Piaget theory that defines that child growth occurs because of processes round them. This way, the child can learn to talk, and interact with other children (Sengsavang & Krettenauer, 2015).

Research indicates that the rolling balls are important tools because help the child develop watchfulness, even thinking, emotions, and concentration. The child is fascinated by the turning of the ball and other spherical objects child may become surprised, happy, or surprised that the ball runs away from him. The rolling ball also motivates the child to move (O’Connor, Monk, & Fitelson, 2013).

The center will require over 100 rolling balls, which can be bought from Amazon. Com http://www.amazon.com/toys/b?node=165793011

Age Group #2 – Toddlers

This group covers 12 months to 36 months. The first activity to be considered is the “Print it” activity. This activity was chosen because it improves toddler’s physical as well as motor skills. The activity involves use of finger paint, finger paint paper, and washable table. The toddlers fingers are put directly in finger paint (many colors can be used), and printing them on the paper. Toddlers should be encouraged to be creative. This activity is messy activity and will require the toddlers to wear apron. Finger paint is expensive. Despite the fact that it is fun and creative activity, research indicates that this activity improves emotional development because the child enjoys the feel of the paint and watching the designs created. When they make new designs, the toddler’s self-esteem is enhanced. It also increases the development of manipulative skills and co-ordination as a toddler uses his or her skill to balance muscle control and spatial awareness (Yoon, 2012).

The second activity for this group is stamps and stickers activity. This is an indoor activity, which involves uses markers, stickers, stamps, ink, and paper. The toddler is shown how to stick the stickers on the paper, and where sticker has a theme, the child should be explained about it. The child should paint different things in the environment such as trees, cars, mum, and other members of the family. This activity is important because it improves communication development, motor skills as well physical development. This improves the relationship between a child and the caregivers as illustrated by the attachment theory by John Bolby. This theory indicates the relationship between child and parent/ caregiver influences child development and their social relationships in their later stage of life (Sengsavang & Krettenauer, 2015).

The child also communicates through art. This is in accordance Jean Piaget Lev Vygotsky on socio cultural theory where children are believed to learn activities through hand on experiences (O’Connor, Monk, & Fitelson, 2013). The city council is requested to purchase the finger paint to help the children develop and grow socio-culturally. This is obtained in ToyRus from http://www.toysrus.com/family/index.jsp?categoryId=3255200

Age Group #3 – Early Childhood

This group includes children of about 3 to 6 years. The first activity chosen is the gather and sort activity. The activity is geared to boosting the child intellectual knowledge. The activity involves visiting parks, or community center surrounding and encouraging the children to collect and look closely to objects that catch their attention. This could include rocks, flowers, and insects. The younger children learn about the different things and their differences in terms of texture, size, state (liquid, solid, or gaseous) and their benefits. This way, the children express themselves as they interact with the natural environment. In fact, some children can learn to interact, lead, and communicate with others. This builds child’s self-esteem, as they feel acknowledged and important. This is in accordance to behavioral child development theories by Ivan Pavlov , which stipulates that development is shaped by children experiences (Sengsavang & Krettenauer, 2015).

The second activity is sack race. What is required is a sack or large pillowcases for every child, and plenty of space. The children are divided into teams, and a turning point is designated. The first member of team is handed a sack and race begins. The children should race to the marker and turn back to the next individual in the team. This continues until the last person, and the wining team is the team to have all members jump and sit. This game is classic for children development of motor skills and physical activeness. The children also learn to work cooperatively in groups and understand that communication as well as interaction is very important in life (Yoon, 2012).

The importance of this activity is that it improves child social interaction during activities. This will enable identifying the child character i.e. is a child an onlooker, solitary independent, associative or eve cooperative. This is in accordance with the social learning theory by A. Bandura in that, children learn by watching other people that they interact. Through these activities, it is important it improve the cognitive, social, and motor skills development. In these activities, the items required are the sack, because they can be used as collection bags, and during sack race (O’Connor, Monk, & Fitelson, 2013). These can be obtained from Amazon.com because they have the best quality products and in all sizes. They can be reached through http://www.amazon.com/LA-Linen-Burlap-Potato-Sacks/dp/B00D6MRD4U

Age Group #4 – Middle/Late Childhood

The activities chosen will include constructive use leisure time for 7 to 12 years children. Middle school children will be given opportunity to take music classes by having lecture on music technique. The children will be provided with instruments of their choice to learn. This form of art is important because it enables the children develop discipline and high sense of responsibility. This activity improves child self esteem and builds up their confidence as the form recitals in front of their peers, parents, and friends. This activity also provides the most effective environment for socialization, and gives the child a platform to explore their talents (O’Connor, Monk, & Fitelson, 2013).

The second activity is swimming activity. Statistics indicates that 37% of Americans do not know how to swim. The total deaths attributable to drowning have been 137 children. This is the main reason as to why the swimming program will be included. Additionally, swimming will improve the child physical development as well as motor skills. Research indicates that swimming improves muscoskeleton activities as well as cardiovascular activities. This activity enables the child to explore their potentials, and simultaneously learn that the peers have different capacities as they have. The activity teaches the child to compromise so that they can work as a team, and become disciplined on ways to handle the difficulties when addressing the challenges as they mature from pre-adolescence to adolescence (Sengsavang & Krettenauer, 2015).

According to sociologist, children development is not guided by vacuum but is highly influenced by the environment they live and the challenges they undergo. These activities are chosen to keep children away from negative influences by the social media and make them more responsible with their lives. This is important because children in this age are expressive, very egocentric, and spontaneous. Music and sports activity will enable them express their emotions and simultaneously develop high discipline levels as they learn to play by the institution rules. The city council can help in buying music tools, especially violin to help the children learn (Yoon, 2012). This can be obtained from a music stores including Guitarcenter http://www.guitarcenter.com/ .

Age Group #5 – Adolescence

The center aims at establishing youth groups, which will help the adolescence, identify whom they are. These groups will be used to discuss issues they face during their transition into adulthood. This includes issues such as trust and leadership roles in their lives. Establishing a youth radio station could improve lives of most adolescence in this community, who can volunteer in various activities such as organizing group discussion, becoming radio presenter, and writing informative articles. This is important as it will improve the socioemotional development, and improve cognitive function and educative as they acquire new skills (Sengsavang & Krettenauer, 2015).

The second activities identified are youth activities used to train youth on building trust and leadership. In this activity, the youth is blindfolded as the members direct them on how to find the right path to reach the designated area. The roles are switched until all members of the team participate. Building blocks are also important activity as the participants pool their efforts together to build an object, which is verbally described to them by the leader. This improves cognitive function; physical development and socioemotional development as the participants learn to work as a team, listen, and communicate effectively (Yoon, 2012).

These activities are important as they help child development as identified by the social learning theory. In this theory, children behavior is influenced by extrinsic and intrinsic influences, and they determine child satisfaction, self-confidence, and accomplishment (O’Connor, Monk, & Fitelson, 2013). In this case, city council can help purchase computers, which will help with setting up radio station activities. This can be bought from Best buy http://www.bestbuy.com/site/electronics/computers-pcs/abcat0500000.c?id=abcat0500000.

Conclusion

For a long time, child developments in this community have been largely overlooked. Parent’s perspective on children is that they are smaller versions of adults; and parents pay little attention to advance the cognitive abilities of the children, communication development, and physical growth. The community center aims at transforming lives of people and children living in this community. We are grateful for the immense support and advice during the establishment of this beneficial activity.

REFERENCES

O’Connor, T., Monk, C., & Fitelson, E. (2013). Practitioner Review: Maternal mood in pregnancy and child development – implications for child psychology and psychiatry. Journal Of Child Psychology And Psychiatry, 55(2), 99-111. doi:10.1111/jcpp.12153

Sengsavang, S., & Krettenauer, T. (2015). Children’s Moral Self-Concept: The Role of Aggression and Parentâ€“Child Relationships. Merrill-Palmer Quarterly, 61(2), 213-235. doi:10.13110/merrpalmquar1982.61.2.0213

Yoon, Soo Jung,. (2012). The Mediating effects of teacher-child relationships on childrenâ€™s self-control and aggression. Korean journal of early childhood education, 32(5), 145-161. doi:10.18023/kjece.2012.32.5.007

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Self-Perception, Mental Health and Positive Behavior

Self-Perception, Mental Health and Positive Behavior in School-Age Children

Order Instructions:

Write a brief explanation of one common self-perception, one behavior, and one mental health issue for school-aged children. Then, explain strategies for mitigating each issue that promote good self-perception, positive behavior, and mental wellness for school-aged children. Explain how you might educate parents on implementing these strategies with their children. Finally, suggest resources that you might recommend to parents for additional education and/or support.

Please refer to the following cites as resources for writing. Use these in citation, using APA format.

American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health and Task Force on Mental Health. (2009). The future of pediatrics: Mental health competencies for pediatric primary care. Pediatrics, 124(1), 410–421.

Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.

Hagan, J. F., Jr., Shaw, J. S., Duncan, P. M. (Eds.). (2008). Bright futures: Guidelines for health supervision of infants, children, and adolescents (3rd ed.). Elk Grove Village, IL: American Academy of Pediatrics.

SAMPLE ANSWER

Self-Perception, Mental Health and Positive Behavior in School-Age Children

Mental wellness in people entails behavioral, psychological, neurological, as well as psychiatric developments (American Academy of Pediatrics, 2009, Pg. 411). A variety of situations places school-age children at raised risks of developing mental unwellness. Among factors that could lead to mental insufficiencies in children is exposure to toxic environmental pollutants. Violence and neglect of children’s caretakers also contribute significantly to the development of mental illnesses (Burns, Dunn, Brady, Starr, and Blosser, 2012, Pg. 9). It is the role of healthcare practitioners to promote mental health among the young (Hagan, Shaw, & Duncan, 2008, Pg. 355).

It is commonly perceived that mentally ill children are dangerous, and it is bad to associate with them. In most cases, such children are socially unwelcome. In terms of behavior, mentally ill school-age children express combativeness, withdrawal from other persons, they could easily initiate trouble. Their relationships with the society are severe and impaired. Common illnesses that school-age minors express include anxiety and schizophrenia (WebMD, 2015, pg. 1).

Strategies that promote the development of desirable perception on mentally ill school-age juniors include educating the society. To enhance appropriate behavioral conduct, caregivers should counsel the sick minors on positive manners. Addressing the treatment of mental illnesses such as schizophrenia would require intensive research. In addition to establishing treatment strategies, research could also enhance the understanding of practitioners on mental illnesses. When practitioners are knowledgeable, they can identify endangered children early enough, and intervene to prevent the occurrence of mental insufficiencies.

Parents need education on enhancing desirable manners in their children. Their education should incorporate efficient strategies of imparting beneficial conduct in children. In terms of managing psychological illnesses, parents need an education that could allow them to recognize mental abnormalities early enough.

It is recommendable that parents offer early development services to their children. Using the tool could facilitate their handling of mentally sick minors.

References

America Academy of Pediatrics. (2009). The future of pediatrics: Mental health competencies for pediatric primary care. Pediatrics, 124(1), 410–421.

Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2012). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.

Hagan, J. F., Jr., Shaw, J. S., Duncan, P. M. (Eds.). (2008). Bright futures: Guidelines for health supervision of infants, children, and adolescents (3rd ed.). Elk Grove Village, IL: American Academy of Pediatrics.

WebMD. (2015). Mental illnesses in children. Retrieved from http://www.webmd.com/anxiety-panic/mental-health-illness-in-children

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Physiological Learning and Psychology Article Critique

Physiological Learning and Psychology Article Critique Order Instructions:

Must be 900-1100 words
follow the assignment sheet and especially the marking guidelines attached the two articles are also attached, only choose one to write on(answer the questions on the assignment sheet)

*Questions are to be written under sub-headings, 12pt Times New Roman font, double-spaced lines, 2cm margins all around, APA referencing etc. The reference list is not included in the word limit.

Physiological Learning and Psychology Article Critique Sample Answer

Learning & Physiological Psychology article critique

The general problem

Many assume that the process of consolidation transforms any stable memory into a permanent one. However, further study findings indicate that this is not the case, as memory can get in a fragile state hence would require reactivation. Reactivation is also known as reconsolidation and is usually altered by stress. This means that it is important to investigate the effects of stress on the reconsolidation of autobiographical memories.

The aim of the study

This study major aim was to investigate the impact of stress or how stress impairs the reactivation of the memories. The study further aimed at determining whether indeed reconsolidation and consolidation are independent processes or not.

Design of the Study

An experimental research design was used in the study (Solomon Four-Group design). The researchers in their reactivating of autobiographical memories used the autobiographical cueing test in the experiment that involved four groups (Williams & Broadbent, 1986). Participants were expected to remember their past experiences before they could be subjected to SEPCPT – Socially Evaluated Cold Pressor as the major source of stress and non-stressful conditions. A group of participants that were neither stressed nor reactivated from their experiences was used as a control experiment.

Physiological Learning and Psychology Article Critique Sample

The sample consisted of 64 students from Ruhr-University Bochum. They include both healthy and those that do not smoke. The men were 32 same as women aged 23 years. They were placed into four groups to take part in this experiment. One of the groups in the experiment was expressed to stressors also (React+ Stress group) and the other to non-stressful condition after recalling their past episodes (React+ control group). The third group was on the other hand exposed to stressor before memory reactivation also the stress only group. The fourth group, which was also the last, was not exposed to these stressors or even was their autobiographical memories reactivated. The researcher was a critical test after seven days from the first day and to ensure consistency the experiments were done in the afternoon from 1 to 6 pm.

The researcher used a modified version of the autobiographical memory curing test known as the reactivation of autobiographical memory to help in reactivation of the memory (Williams and Broadbent, 19896). Some of the groups in the experiments such as those that were exposed to react and control groups and react and stress were exposed to neutrals- busy and concentrated, positive- interesting and happy, and neutral adjectives– angry and sad. The researchers ensured that they controlled the reactivated memory age through recalling of events that were 24 hours to the three weeks old.

Stress protocol-React + stress and react + control groups were exposed to SECPT (Schwabe, Haddad, &Schachinger, 2008) ten minutes after autobiographical memories reactivation and their stress success was measured using subjective feeling, blood pressure, and salivary cortisol.

Memory Test-Autobiographical memory cueing test was administered to the groups after seven days in order to test what they could recall.

The researcher presented to some groups (React and control groups, and react and stress groups) with titles of events that they managed to recall while the other groups (stress only and control groups) only completed the memory test similar to the other groups. Mood assessments-In order to control memories that could be interfered by moods, the researcher employed Multidimensional German Mood scale where all the groups completed in the first and second day of the experiment. (Lewis & Critchley, 2003; MDBF; Steyer, et al, 1994). This model was appropriate in helping to measure three dimensions of subjective feelings; wakefulness vs. sleepiness, elevated vs. depressed mode, and calmness vs. restlessness.

Physiological Learning and Psychology Article Critique Whether methods and results support the conclusion

With regards to the findings in the experiment, stress had no effect on the reconsolidation of emotionally positive and negative autobiographical memories but could disrupt the reconsolidation of neutral autobiographical memories. Results indicated that human memories in the experiment were found to be in tandem with the previous rodents’ findings that showed impairment effects of stress on the rats and mice (Wang et al., 2008; Maroun &Akirav, 2008; Cai et al., 2006)

In the research design and methodology, the group differed with respect to the experimental manipulation, which aided to produce some high level of precision in the results. In addition, the procedures and control groups used were detrimental in the success of the experiment. This is supported by similar experiment (Schwabe& Wolf, 2009) that used same research design and methodology to find out that participants that managed to memorize a story after they remembered emotional and neutral experiences from past had impairment in neutral experiences 1 week later and not on the emotional experiences.

The findings of the study on the impairing role of stress on autobiographical memory reconsolidation (Azimi & Bakhshipour, 2012) which indicated that stress impairs autobiographical memory reconsolidation thus proving the fact that reconsolidation and consolidation are not alike hence supporting the study.

The study, however, had limitation to the sample size hence generalization of the outcome on the entire population would be subject to biases. The emotional nature of humans seems to change with regard to the environment or the information they receive hence the outcome is prone to decreased levels of precision.

Ethical concerns in the research and Physiological Learning and Psychology Article Critique

In the selection of participants for the study, discrimination was evident. The researcher had to select only the non-smoking and healthy individuals. The researcher did not highlight the parameters used in identifying the healthy and non-smoking individuals. The method to be used in the selection of the participants had to be in discriminatory.

The selected participants who were selected were also advised to avoid eating meals, drinking caffeine or alcohol and engaging in physical activity two hours to the commencement of the experiment. To achieve this, only those that could meet this threshold were requested to take part in the experiment and sign the consent form.

Physiological Learning and Psychology Article Critique and The implication of the study

The paper has built a good foundation for future studies such as evaluating the effects of pharmacological glucocorticoid elevations on the autobiographical memories. The impairing effect of stress among some individuals adaptive updating mechanism could help in the treatment of various psychological disorders such as PTSD- Post-traumatic stress disorder that happens through reconsolidation process helps us combine new information to the already existing one.

The other implication of becoming aware of the emotional effect on autobiographical memories in clinical practice is its application in early therapy as it helps to facilitate the emotional engagement of clients with their painful memories. This could be of great importance in the procedure.

The studies could also have very useful implications for understanding the proportion of memory change that is resulting from reconsolidation, in the event being of detrimental importance in clinical practice and educational purpose.

Physiological Learning and Psychology Article Critique References

Azimi, Z., & Bakhshipour-Roudsari, A. (2012). The Impairing Role of Stress on Autobiographical Memory Reconsolidation. Zahedan Journal of Research in Medical Sciences, 14(10), 51-55.

Hupbach, A., & Dorskind, J. M. (2014). Stress selectively affects the reactivated components of declarative memory. Behavioral Neuroscience, 128(5), 614.

Schwabe, L., & Wolf, O. T. (2009). New episodic learning interferes with the reconsolidation of autobiographical memories. PLoS One, 4(10), e7519.

History of madness culture and history

Please look at the attachment, don’t start the work with out contacting me, because the portfolio is divided into two parts, the first is book review which
include 700 words, the second part is primary resource analysis which also include 700 words.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

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Clinical Criteria for Determining Danger to Self

Order Instructions:

It is critical that the writer use case laws hear to supports his respond as that is one of the recommendations for this paper.

Clinical Criteria for Determining Danger to Self.

A 45-year-old wife of one of the staff physicians was admitted to the emergency room. She is intoxicated and loud. Her husband wants her admitted to the psychiatric unit. He has asked to have two other physicians that are his friends to sign the paper work to admit her. In New York State where the hospital is located two physicians can admit a patient against their will if they are a danger to themselves or others. You happen to be a neighbor and know that the couple is going through a divorce and the husband wants custody of the two children. You also know he is dating a nurse on another unit.
Differentiate between the ethical and legal implications of her admission. What actions will you take? Support your decisions with legal reasoning and case law.

Resources

Textbook Reading:

Essentials of Nursing Law and Ethics

Chapters
• Chapter 20: “Abusive Situations”
• Chapter 21: “Reproductive Services”
• Chapter 22: “Restraints”
• Chapter 23: “Emergency Psychiatric Admissions”
• Chapter 24: “Organ and Tissue Donation and Transplantation”
• Chapter 25: “Discharge Against Medical Advice”

SAMPLE ANSWER

Clinical Criteria for Determining Danger to Self

A divorce is defined as a court’s ruling to end a marital contractual agreement between marriage partners which exempts them from performing their marital obligations. In the United States, divorces are categorized in two forms: absolute divorce, which is also referred to as divorce a vinculo matrimonii, while the other is a limited divorce also known as divorce a menso et thoro (Kjervik & Brous, 2010). These forms of divorces are determined by various circumstances, for example, absolute divorce occurs when there is evidence showing misconduct or wrongdoing of either marriage partners. In this case, the facts show that the wife of the physician had taken some toxic substances harmful to her personal health and in addition, she was loud. Westrick and Dempski, (2008) argues that stressful situations such as divorces could make people depressed or suicidal. The woman in question must have developed depression and this is an equivalent of a psychiatric case. This means that the patient is dangerous and is at risk of harming herself as a result, she could have posed a serious danger to the other patients in the emergency room. Based on this argument, it becomes legal for the staff physician to convince two other physicians to sign the medical papers. The action is justifiable and of utmost good faith, hence ethical and legal ‘per se’.

Patients suffering from depression after a painful divorce are bound to abuse drugs in a suicidal attempt thus making them violent and at times loud but this again does not justify the reason for taking the patient to a psychiatric unit (Johnston & Roseby, 2007). Apparently, the husband to the patient wants to use the documents as prove that the wife has mental retardations so that he gains a leverage during the court proceeding. This will definitely be in his favor as he will be given the custody of their two children on the ground of the other party being mentally unfit. Such a case is reported in Laznosky v Lasnosky, where the Maryland Court of Appeal ruled in favor of the husband since the wife had been declared mentally unfit to retain the custody of their children (Kjervik & Brous, 2010). Even though the intentions of the husband might be malicious and heavily inclined towards his position as a staff physician, the wife can still put up a strong case protesting against her medical condition and she can still be considered to take custody of their two children. But again, assuming that the actions of the husband were in good faith, then it is legal, moral and ethical to take precautions when handling a patient who is intoxicated and loud.

Ackerman, (2006) elaborates that the directives for handling such patients require medical practitioner to take a clinical assessment of the patient after which the physicians can sign a form stating which unit to put the patient, either in accordance or as opposed to their will. Such an action is completely legal. On the other hand, it is unethical to infringe the rights of the patient as they have the privilege of deciding what is suitable for them. In fact the law states that it is unlawful to forcefully admit or detain a patient. The same case scenarios apply to contracts formed without the consent of the contractual parties. According to the rule of law, mental illness is not proof enough to be denied custody of the children during divorce because the children too have the legal obligation and a right to select a custodian parent (Schoenly & Knox, 2012). As a good neighbor, I second the physicians’ decision to take his wife to a hospital facility to get medical attention. However, the decision to confine her in the psychiatric unit is malicious. Based on this arguments balancing between ethics and legality of the admission process, I would advise that the patient be taken to an emergency unit so that the husband does not get a chance to use the medical documents to his advantage in the court proceedings.

References

Ackerman, M. (2006). Clinician’s Guide to Child Custody Evaluations. New York: John Wiley & Sons.

Johnston, J.R., & Roseby, V. (2007). In the name of the child. A developmental approach to understanding and helping children of conflict and violent divorce. New York: Free Press.

Kjervik, D. & Brous, A. (2010). Law and Ethics in Advanced Practice Nursing. London: Springer Publishing Company.

Schoenly, L. & Knox, C. (2012). Essentials of Correctional Nursing. Springer Series. London: Springer Publishing Company.

Westrick, S. & Dempski, K. (2008). Essentials of Nursing Law and Ethics. New York: Jones & Bartlett Learning.

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Sports Psychology: Violence in Sports

Order Instructions:

SPORTS PSYCHOLOGY ESSAY ASSIGNMENT

** Im also attaching an Essay Q&A(Question and answer) document. If you have any questions please feel free to ask me. My email is rohin360@hotmail.com**

You are to complete a ten page, typed, double-spaced essay on one of the following topics:

Violence in Sports

Fans and Sports Obsessions

The paper should include relevant research on your topic. You are to compare and contrast research and ideas that support your opinions with the research you have found. You are free to complete this paper using the style of your choice provided the following details are addressed:

Use a minimum of three references

The paper is a minimum length of ten pages, not including cover page and reference page (total 12 pages). You are welcome to go well beyond the 10 pages of written information keeping it within reasonable limits, not beyond 20 pages.

Papers are completed using APA style references and in-paper citations. Also, Wikis are acceptable as sources, but you can only use one for your essay.

Papers are to be submitted by the due dates outlined in the course schedule.

Submitted using the digital drop box.

Mark Breakdown
Essay is worth 40% of your final grade
70% of grade is content
20% (2 pages of opinion/validation)
10% correct referencing/APA style

When writing your essays, when I refer to compare and contrast, I am referring to comparing and contrasting the research/sources which is a part of writing an essay APA style. If the information you are using is all the same, then you will only be comparing. Also, when writing this essay, I do not require you to include an abstract.

Photos, graphs or charts are not allowed as they are not APA style! If anything other than 10 pages of solid writing content appears in the paper (charts, graphs, pictures, etc.,) this will result in an automatic 30% deduction from your overall grade!

NO BLUE FONTS ALLOWED! I need to warn students that when you copy and paste information directly from websites into the body of your essay or into the reference section, that is plagiarism and can be an automatic zero on the assignment. I should not see blue font in your essays or reference sections. If I do this could result in a major penalty or zero, be forewarned! I have seen this too much lately and do not want to see this in my course. Other instructors will not only fail you on the assignment but entire course for this! All of your writing content must be in black, 12 point font and some version of Times Roman, Century or Courier, no exceptions! Blue coloured fonts appearing in the essay is an automatic 20% deduction penalty.

Two pages of the essay are devoted to your opinion. I would like to see this at the end of the paper, and since it is in your own words, it is your ‘critique’ and this part of essay therefore does not have to include APA citations.

For more on APA style, please check out the following link: http://psychology.about.com/od/apastyle/a/apa-format-essay.htm

Penalty for late submissions is 10% per day! Essays must be due by 6 pm ET on specified dates, no exceptions.

SAMPLE ANSWER

Sports Psychology: Violence in Sports

Introduction

Sports encompass different genres of games such as football, athletics, and indoor games among many others. On several occasions, many games report violence across the world for various reasons. Violence entails use of excessive force that causes or has potential of causing harm or destruction to others. In sports, violence manifests differently or indirectly in various games. Some games are violent in nature and this is expected or is the norms. It also occurs in the field among players. There is on the field and off-the-field violence among players and violence among spectators that attend sports events and watch these games through media coverage. Solutions of violence in sports require understanding its history and various situations under which such violence occurs.

Sports Violence

Different people hold contrary views about violence in sports. Some argue that violence is part of many games and, therefore, is indispensable. Others hold view that it is wrong because it destroys or interferes with the dynamics of the games. Other still feel that it is a reflection of natural tendencies among male people in society whereas some argue that it promotes the idea that strength and physical size is a legitimate way of maintaining power (Guilbert, 2006). Studies assert that violence in sports has changed compared to the past years. In-depth research and survey is however, the only way to ascertain these assumptions and people’s feelings.

Different types of games require participants to engage in violence. Some games have rules that bar people from intentionally hurting others even if they come into contact like football. Games or sports such as wrestling have rules but the participants can physically assault others. This makes people to perceive violence as normal occurrence in such games.

According to Coakley, Hallinan & McDonald (2011), violence that involves deviant actions face severe sanctioning, hence, classified as illegal. However, violence is allowed when it happens with the intention of enforcing social norm or conforms to the norms. Emotions and psychological instincts among players and fans trigger violence. Sportsmen are human beings and they experience stress in their lives that affect their minds. Many instances, violence on the field results from inability to restrain or control one’s emotions or anger. It is important to understand the history of violence in sports to have a clear picture of the entire scenario to adopt appropriate measures to solve this menace.

Historical background of violence in sports

According to Coakley, Hallinan & McDonald (2011), violence in sports is not a new phenomenon as it continues to happen as it did in the past. In ancient Greeks and Roman Empire, blood sports were very popular. The sport was violent and participants nursed injuries. Similarly, among the Mayas and Aztecs, people lost their lives in ritual games (Coakley, Hallinan & McDonald, 2011). In medieval and early modern Europe, tournaments aimed to train people for wars and had warlike consequences. Some of the folk games had fewer rules hence; people nursed injuries and many succumbed to death. Games such as dog fighting, cockfighting, bearbaiting and other sports activities during the periods were brutal and violent.

However, as the Northern Americans and Europeans embraced civilization, modern sports emerged. These sports had more organized rules as opposed to the physical games that had limited rules. As the sports industry continued to develop, more games became organized and rules became formalized, certain form of violence became prohibitive (Coakley, Hallinan & McDonald, 2011). Players were required to have self-control to restrict physical combat/contact and any expression of aggressive impulses as they competed.

Some social historians argue that violence in sports does not automatically decrease over time. However, emotional expression and actions have become more regulated and controlled in modern society hence it is something exciting and entertaining for the spectators (Guilbert, 2006). Furthermore, processes of globalization, commercialization and professionalization have led to new forms of instrumental and dramatic violence in various sports. This has contributed to increase in entertainment and goal oriented violence.

Regardless of these developments, violence is still a social issue in these modern days as the major goal is tension creation as opposed to relieving or discharging the tension. In some societies, patriarchal aggression and violence reproduce ideology that makes the power of men above that of women (Coakley, Hallinan & McDonald, 2011). Sports are, therefore, given different meaning by place and time and understanding sports violence can only occur through analysis in relation to social, historical and cultural context that it to occur. Solutions to this problem emanates from clear understanding of these analysis and understanding of the circumstances that triggers such violence.

Violence on the field

Violence comes in many forms grounded on cultural and social factors related to commercialization, sport ethic, ideas about masculinity and gender ideology, and the dynamics of race, social class and strategies in sports (Coakley, Hallinan & McDonald, 2011). Violence on the field typology is attributed to Mike Smith a Canadian sociologists. According to these sociologists, four common types of violence occur on the field. One of the types is brutal body contact, which includes physical practices in various games such as athletics and football. Examples of this kind of violence include hits, collisions, blocks, tackles, and many other forms of physical contacts that cause injuries to the participants (Guilbert, 2006). Such attacks fall under category of extreme and are not illegal or criminal or do not attract punishment. The rule of the games provides allowance to such attacks provided they are not committed intentionally (Coakley, Hallinan & McDonald, 2011).

The second type of violence experienced on the field is borderline that includes practices that go contrary to the rules of the game, however, accepted by most coaches and players as consistent with the norms of the game (Coakley, Hallinan & McDonald, 2011). Examples of these acts of violence include forcefully placed elbow in football and basketball, brush back pitch in baseball, strategic bump used by the distance runners to put their competitors of stride among many others. Even though these attacks are expected, they invoke retaliations from the competitors most of them attracting fines and sanctions that are not severe. Public pressure to increase punishment severity has increased and continues as in the recent past. The third category of violence witnessed in the field is the quasi-criminal that includes actions that violate the formal rules of the sports/game, public law and even the formal norms among the players. Good examples of such actions include late hits, cheap shots, sucker punches, and flagrant fouls that put players to danger of body injuries (Coakley, Hallinan & McDonald, 2011). These kinds of violence attract sanctions and fines. The last category is the criminal violence that encompasses actions that are outside the law and even the competitors question and condemn them without law enforcement officials (Coakley, Hallinan & McDonald, 2011). Such crimes require persecution and may include assaults during a game such as hitting an opponent with a hockey stick.

Commercialization and violence in sports

Some of the athletes in competitive games or sports receive good benefits to engage in violence. This, however, does not come out directly because many do not cite money to be a sole cause of violence. Commercialization has widened opportunities for people to play certain contact sports and media coverage makes the sports more visible (Guilbert, 2006). Media contributes in making these sports appear more violent than they are. Some of sports such as wrestling and boxing attract higher benefits and therefore, participants as they aspire to get the crown they are involved in serious physical combat that may injure them. Children that watch these violent sports may become violent by emulation what the sportsmen do. However, this does not justify the conclusion that commercialization causes violence in sports.

Masculinity is another reason why many sportsmen and sportswomen engage in violence in the field. Men, for instance, are socialized to be strong and not failures, hence, will use all means possible to remain victors in their sports. This euphoria of masculinity propels them to take drastic measures such as kicking others just to win over them. Violence is also sometimes institutionalized in essence that it is used as strategy to win over competitors. This kind of violence is accepted in some of the games but the aim should not be to cause injuries.

This kind of violence such as brutality may be difficult to manage but it requires that people or sportsmen and women use violence strategy. They must change their ideology and cultural paradigm when playing any sports. Furthermore, it is important that stringent measures be put in place such as severe sanctions and fines as way of discouraging such kinds of violence.

Violence off the field

Research indicates that there is tendency for many of sportsmen to be violent off the field (Coakley, Hallinan & McDonald, 2011). These violent behaviors among these sportsmen manifest because of many factors. Most of people playing violent sports may have used violence to achieve their success and status (Teitel, 2014). People comfortable with violence sports are mostly likely to participate in violent behaviors. Unique situational factors that athletes encounter on the field encourage them to engage in violence acts off the field. They want to demonstrate their toughness on the field to the members of the public.

This psychological problem will require cognitive directed measures to overcome. People will have to change their perception about violence. Programs to create awareness on need to respect one another and sort out differences in a civilized manner need to be encouraged.

Violence at sports event

Rarely does violence happen at the sports events. Spectators, most of the time attend games to get fulfillment and to support their teams. They may be emotionally expressive verbally but they may not direct their violent behaviors to their fellow colleagues, coaches, players and referees and even police officers (Teitel, 2014). However, this does not mean that violent incident does not happen. Various incidences of violence have happened in many sports events leading to injuries. Over-charged emotions among fans and spectators may result to physical combat and even verbal violence between the fans and the referees and police officers. In 1993 for example, a tennis player Monica Seles sustained injuries after violence erupted in the event (Coakley, Hallinan & McDonald, 2011). This is just one of the cases where violence occurred. Many of the violence cases have arisen because of poor referencing, losing of an important match on perception of unfair referencing and various misunderstanding between the fans and the match officiators.

Police have also been involved in this violence. They faced a hard time trying to restore order especially when the fans attack each other during an event. During such events, many people are hurt as they are hit by tear gas ganisters while others are hit with blunt objects and stones scrambling for an escape route.

Research indicates that crowd violence is a complex social phenomenon relating to three general factors including the action in that particular sport event (Coakley, Hallinan & McDonald, 2011). Sports that have a lot of physical combat are likely to trigger crowd violence. Another factor is the dynamics of the crowd and the situation in which the fan watch the match (Teitel, 2014). For instance, if the crowd is made up of young and violent energetic people, the chances of violence erupting is higher. Likewise, when the match or game is perceived to be of great importance in deciding the winning side, tension is higher and this is likely to trigger violence among the crowd. The size of the crowd and the standing or pattern of sitting of the spectators is also very critical contributor to violence. Other factors include; race, social class, ethnicity of the crowd, importance of the event, crowd control strategies available such as surveillance cameras, dogs, police, and security measures. Others are alcohol consumption among the fans, location of the event, reasons for attending the event, importance of the team such as source of identity and history of relationship between the teams and the fans (Coakley, Hallinan & McDonald, 2011). The last factor is the social, historical, economic and political contexts that the event is planned and played. For instance, if the event is played at a time when political undertones are high, the level of animosity and tension increases and this is likely to trigger tension among the crowd.

Managing or controlling crowd violent behaviors

One of the ways to maintain social control is by establishing meaningful and visible connections between the teams and the members of the community. This will help to diffuse dangerous feelings among the fans and communities. Team players must establish positive relationship with the members of the community to ensure cohesion and unity.

The authority should also be aware of the social, historical, economic, and political issues that underlie crowd violence (Stafford, Alexander & Fry, 2013). There should be restrictive laws and order to ensure that crowd or spectator does not engage in these violent episodes during an event. Understanding some of the things such as unemployment and racial discrimination may help to provide an early mitigation of violence by planning on the appropriate strategies to counter such incidences.

Awareness of crowd dynamics and conditions that lead to violence is critical in ensuring that such incidences are prevented (Stafford, Alexander & Fry, 2013). History of violence among the spectators is required to know whether they are capable of causing distraction to provide appropriate measures to deal with the same.

There needs to be supporting procedures for managing any instances of violence that happen during an event. Such procedures should begin with the way officials manage or handle the game. Players require briefing on how they should contact themselves (Coakley, Hallinan & McDonald, 2011). Community sporting organizations should as well have procedures to manage and to prevent violence on the field and off the field by promoting these procedures to the members on how they need to conduct themselves during such events.

Conclusion

Sports violence is an occurrence that dates back from ancient period in Greek and other nations. Research studies have provided various types of violence in different games. Many of these violence incidences in sports occur in various situations such as on-the field, off the field, among the fans and through commercialization. The magnitude of this violence may vary from various situations. This is a problem that has seen various bodies and entities come up with rules and regulations governing sports as one of the strategies of alleviating this problem. It has become very important to understand these situations or circumstances in which violence occurs to tailor solutions. Apart from the rules and regulations on governing the games, there has been need to come up with policies that will as well control off and on the field and violence among the fans. A number of solutions to prevent sports violence include, stiffer disciplinary measures, creation of awareness among the fans and players, fines and sanctions control of emotions, establishing meaningful connection between players and community, understanding procedures of managing crowds among many others. I do believe that violence in sports is something that requires more interrogations with the concerned parties. Sports should promote brotherhood as well as fair challenge where the competitors compete on fair basis without violence. Peace in any sports is the responsibility of all of us.

Personal Opinion

Sport remains one of the major fabrics of society that unite people and allows them to display their talents. Millions of people across the globe cherish and embrace games such as athletics and footballs, baseball, basketball and yet violence manifests in some of these games in many forms such as verbal and physical forms that cause psychological as well as physical injuries, and even death.

Even though some sports allow violence, stakeholders have an obligation to abide by the rules. Sports such as wrestling and boxing even though are violent, the players or the competitors are psychologically prepared to encounter violence. Therefore, it may not have greater impact on their psychology as opposed to those that are not psychologically prepared. Some forms of violence such as biting a fellow player or kicking an opponent in a football match may attract sanctions and fines. A good example is the case where Suarez bit his fellow player during a world cup match in Brazil. The payer received a sanction for a number of months. Therefore, when violence goes overboard and fails to factor in the official rules of the game, it is punishable.

In a sporting event, as a mechanism of restricting any violence from either the players or spectators, it requires putting in place appropriate strategies. The players must be aware of the consequences involved when they get involved in any acts of violence. They should be aware of the heavy penalties, fines, bans and sanctions that they will face. There is also need to put stringent laws that curtail any form of hooliganism from either the players or the fans. Laws should take their course when certain individuals fail to respect the law in any games or sports.

In most instances, violence starts with verbal abuses of players, administrators, players, officials, and spectators. This boils emotions that overflow into physical abuse. Fans must be able to restrain from verbal insults and any one found preparing such immediate cause of actions is required.

The way parents raise up their children as well contributes to violence experienced in the field. Families, therefore, must raise their children in a good manner by instilling into them good societal values. For instance, parents who engage in violent behaviors in front of their children will definitely teach their children the same behaviors and such children may continue with the behaviors even when in competitions.

In my opinion, violence in sports is something that can end if the concerned parties would work together to implement various strategies. It is important to encourage promotions of fair play by coaches, players, officials, administrators, and spectators. Sports need to entertain and provide fulfillment not to trigger emotions that lead to physical violence. Respect among players, fans, referees, and other stakeholders is critical.

Stiff penalties should be provided to violence perpetrators as a deterrent. Any person spotted promoting violent behaviors in a sports event should face dire consequences. Protocol development to manage behavior associated with sport is important in fighting the violence menace in sports. There should also be accreditation and training for officials, coaches and key volunteers such as first aid personnel and administrators on management of games to avoid incidences of violence.

Violence, even though has a long history, I believe that it is the responsibility for each one of us to help overcome the menace. It is something created through our mental processes. Learning how to control our mental processes and emotions is very important towards eliminating violence. Players, officials, spectators and fans must understand that any sports event aims to find a winner and loser. To be a winner, it depends with one’s determination, tactics, and every team has a decision to choose whether they want to be a winner or a loser. Therefore, people must be mature enough when competing as this will mark the end of violence in sports.

References

Guilbert, S. (2006). Violence in sports and among sportsmen: a single or two-track issue?, Aggressive Behavior, 32(3): 231-240.

Coakley, J., Hallinan, C., & McDonald, B. (2011). Sports in Society: Issues and controversies, Australia; McGraw-Hill. Retrieved from: file:///C:/DOCUME~1/ADMINI~1/LOCALS~1/Temp/Coakley10e_ch07.pdf

Stafford, A., Alexander, K., & Fry, D. (2013). Playing through Pain: Children and Young People’s Experiences of Physical Aggression and Violence in Sport. Child Abuse Review, 22(4): 287-299.

Teitel, E. (2014). Blame the man, not the nature of the sport. Maclean’s, 127(40): 13-13

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Breaking or Reinforcing Psychological Contract

Breaking or Reinforcing Psychological Contract Order Instructions: How Managers May Reinforce or Break the Psychological Contract in their Interactions with their Subordinates I am studying Management Fundamentals as part of the MBA programme at Melbourne.

This assignment is a group assignment. I am tasked with the following specific named above as the topic within the broader group task relating to the psychological contract. It is essential that the writer is aware of the core textbooks for the subject and relates the assignment to the work of Robert Owen at New Lanark together with several of the other theorists studied. The Subject learning guide and the group task is attached. Any queries please ask as soon as possible

Breaking or Reinforcing Psychological Contract Sample Answer

How Managers May Reinforce or Break the Psychological Contract in their Interactions with their Subordinates

Introduction

In the workplace, psychological contracts refer to a set or series of expectations that are held by workers concerning what they will contribute to organizations, and what these organizations will provide to them in return. Psychological contract happens to be an increasingly relevant element of wider human behavior and workplace relationships. In the last decade, psychological contracts have undergone significant changes. Employers provide limited security but more benefits, while workers provide less loyalty but are always willing to perform their tasks for longer hours alongside assuming more responsibilities (Dejours, 2014). Methods that managers employ in their interactions with their subordinates play a vital role in determining whether the psychological contract in the workplace can be reinforced or broken. When psychological contracts are broken employees’ motivation is often lowered leading to high cases of grievances, turnover, and absenteeism. On the other hand, the reinforcement of a psychological contract often leads to low levels of absenteeism, grievances, and turnover in workplaces. In relation to this, managers can employ several mechanisms in reinforcing or breaking the psychological contract as they interact with their subordinates as seen in cases of theorists such as Owen, Taylor, Weber, and Kautilya. These methods include focusing on the welfare of workers, leading by example, improving incentives and breaking down tasks.

Breaking or Reinforcing Psychological Contract Focusing on the Well-being of Employees

As managers interact with their employees, they should ensure that they focus on the well-being of workers who report to them, and draft action plans for improving such needs. This approach is significant in ensuring that managers are placed in a suitable position in relation to determining variables that affect the social, economic, and political lives of their employees. Different employees often have different expectations, interests, and needs. Karutilya managed to demonstrate this aspect by focusing on the wellbeing of people as his view was based on the industrialization origins of psychological contract and trust (Wren & Bedeian, 2011). Trust acts a suitable mechanism of reinforcing the psychological contract between managers and subordinates. When leaders focus on the well-being of their juniors they can manage to establish high levels of trust between them and their juniors. As such, addressing the issues affecting employees’ lives is significant in granting leaders a competitive advantage in terms of reinforcing psychological contracts. Moreover, this strategy is vital in the identification of the goals that each subordinate has. On the other hand, managers who do not pay attention to the welfare of their subordinates can contribute significantly to the breaking of psychological contract in their workplaces. Such managers often face problems identifying suitable methods of responding effectively to various needs and expectations of employees, thereby eroding the trust that workers have in them. As a result, the psychological contract between such leaders and their juniors is always broken.

Outstanding leaders are often associated with a high potential to establish effective interpersonal communication techniques, which adapt to the diverse working style, needs, and culture of subordinates. Leadership and management happen to be two distinct functions. However, for one to become a good manager, his or her leadership technique needs to take into consideration the strengths involved in various skills and personalities within the workforce. This leadership style helps in ensuring that managers reinforce psychological contracts in a successful way during their interaction with their subordinates. Effective managers always work towards the adoption of leadership techniques that prioritize the needs and expectations of all employees. Attending to the needs and interests of subordinates acts a significant step towards the realization of the psychological contract between managers and employees (Sayer et al, 2011). According to the Maslow’s Hierarchy of needs framework, individuals have various needs that they often try to satisfy or address in their work. Lower needs should be addressed prior to satisfying higher level needs. As such, managers should focus on satisfying the lower needs of their subordinates before they embark on addressing higher level needs of these workers, which is significant in demonstrating their concern for workers. Moreover, the argument of the two-factor theory is that when basic hygiene needs or wants are not satisfied, employees usually become dissatisfied (Sayer et al, 2011). As such, managers should aim at satisfying such needs as ignoring them always lead to the breaking of psychological contracts in the workplace.

Breaking or Reinforcing Psychological Contract Leading by Example

According to the behavior theory, individuals should play a role in the realization of motivation. Subordinates always perform their tasks better when they have the feeling that their management is concerned with them. As such, the reinforcement of psychological contracts in workplaces can be enhanced when leaders demonstrate appropriate behaviors that indicate their concern for their juniors. Managers are often expected to act as role models to their juniors. Therefore, managers should ensure that the portray actions and behaviors as subordinate often tend to emulate their leaders’ actions. In relation to this, managers should ensure that they demonstrate positive attitudes towards work, honesty, and empathy among other traits (Wren & Bedeian, 2011). Employees’ expectations, trust, and loyalty are realized in working environments in which leaders empathize with their workers’ feelings and situations, express concern and love for their work and act in an honest manner. Such actions help in building the confidence of subordinates in their leaders, which in turn encourage such employees to work hard towards the realization of a firm’s overall goal. In this manner, the psychological contract between leaders and subordinates is often established in a successful manner (Sayer et al, 2011). On the contrary, who do not lead their juniors by example often lead to the breakdown of psychological contract as was in the case of Owen. Despite Owen caring for the concern of his workers he failed to lead by example, which led to him breaking down the psychological contract. Leaders who express little concern for their subordinates alongside lacking the aspect of transparency usually leads to the breaking of the aspect of psychological contract in their workplaces. Lack of transparency and concern for the needs and interests of workers usually lead to the erosion of the confidence that employees have in their leaders. Employees in such working environments always develop the tendency to mistrust their leaders or management in relation to the ability of such management to fulfill their needs or meet their expectations. As a result, the motivation of employee is often lowered, thereby leading to issues such as absenteeism, lack of commitment to work and low productivity on the part of workers.

When workplace professionalism transforms into a standard procedure, the performance of employees often improves as the workforce is proud of the way which they execute their duties and interact with external and internal consumers. Subordinates are usually placed at a suitable position of exceeding their job expectations when they have a high sense of pride and satisfaction in their work. This aspect can be accomplished when managers demonstrate the behaviors and actions that instill confidence, trust, and pride in their employees (Sayer et al, 2011). Managers should also ensure that they praise their juniors for the jobs well done and efforts such employees put in accomplishing their tasks. In addition, managers should ensure that they are involved in the provision of constant feedback to their subordinates as such an undertaking it significant in the realization of effective leadership, which is essential for the establishment of psychological contract in workplaces.

Breaking or Reinforcing Psychological Contract Rewards or Improved Incentives

Managers need to ensure that they reward subordinates whose performances exceed expectations. Besides, leaders should establish performance improvement programs or plans for subordinates whose performances are below expectations. Integration of efficient reward systems in the workplaces acts an appropriate mechanism of reinforcing psychological contract. Taylor played a vital role in revealing the significance of improved incentives in enhancing the motivation of workers and reinforcing the psychological contract between managers and employees. When workers are rewarded for their efforts in work, such workers often strive to increase their productivity as they feel appreciated. According to the expectancy theory, individuals often work hard when they expect to the rewarded for their efforts in an effective manner (Jaclyn et al, 2010). In contrast, employees who do not expect to be rewarded adequately for their efforts in work cannot demonstrate hard work, which contributes t the disintegration of psychological contract in workplaces. Managers can reinforce psychological contracts by engaging their subordinates in the establishment of plans or programs that will enhance their worker’s skill sets. Investing the energy and time in establishing the workforce is associated with significant returns. This leadership activity also demonstrates to subordinates that the manager has a vested interest in them, which translates into the robust psychological contract. As a result, the employees can experience high levels of job satisfaction, thereby raising the standards of job satisfaction among workers (Ng & Fieldman, 2009). On the contrary, job satisfaction, which is a suitable indicator of a robust psychological contract, cannot be accomplished when managers do not express or demonstrate to subordinates that they have vested interests in such employees by employing mechanisms such as rewards. This aspect was evident in the case of Max Weber whose theory of hunter and gather disabled him from reinforcing the psychological contract as it was not founded on merit. As such, workers had no source of motivation despite their efforts in work, thereby making most of these employees to lack commitment to work.

Breaking or Reinforcing Psychological Contract Communication and task management

Taylor embraced the aspect of effective communication, which advocates for leaders to be consultants as well. Effective communication has been noted to be a significant contributor to the realization of psychological contracts in workplaces. As such, managers should ensure that they are involved in constant communication with their subordinates. Leaders should always ensure that their juniors are aware of issues such as organizational change, job expectations, and work policies. When subordinates have the feeling of being valued by the management, they often tend to register high levels of performance (Wren & Bedeian, 2011). Besides, such workers always work well in a cohesive and collegial way. In the absence of leadership communication, workers can feel devalued and unimportant even when the absence of communication is unintentional. This aspect can lead to the disintegration of psychological contract in workplaces. As such, managers should ensure that they share all the relevant information about their organizations with their subordinates. This undertaking is also vital in enhancing workers’ understanding of their role or duty in the overall objectives of the business. Taylor demonstrated that the elements of effective communication can be employed in obtaining views of workers, which contributed significantly to his assigning of different tasks to various employees based on the workers’ levels of skills. When tasks are broken down into various portions, the efficiency of work is often improved. As a result, workers always feel empowered, thereby leading to increased productivity. In addition, this approach is significant in ensuring that there is a fluid exchange of opinions between the manager and subordinates. Effective communication ensures that managers are involved in managing their subordinates by focusing on objectives, employee participation, and empowerment (Wren & Bedeian, 2011). These approaches are vital in ensuring that the manager reinforces psychological contract in their workplaces as they increase the level of employee involvement and commitment in the organizational workforce.

Breaking or Reinforcing Psychological Contract Conclusion

Psychological contract acts as a significant element in organizations as it has a direct effect on the performance of employees. Reinforcement of psychological contract in organizations leads to high motivation on the part of workers, which increases the productivity of the company. On the other side, breaking the psychological contract leads to low motivation on the part of workers, thereby decreasing a firm’s productivity. Managers can reinforce psychological contract during their interaction with their subordinates by leading by example, rewarding hardworking employees, focusing on the well-being of workers, breaking down tasks and communicating with their subordinates in an effective manner. When managers do not focus on the welfare of employees, reward hardworking ones, communicate with their juniors in an effective manner, and lead by example, they can lead to the breaking of psychological contracts in their workplaces.

Breaking or Reinforcing Psychological Contract References

Dejours, C. (2014). “Work and Self-Development,” Critical Horizons, 15(2), pp. 115-130.

Sayer, et al. (2011). “When Employees Engage in Workplace Incivility: The Interactive Effect of Psychological Contract Violation and Organizational Justice,” Employee Responsibilities & Rights Journal, 23(4), pp. 269-283.

Jaclyn, et al. (2010). “Psychological Contracts and Counterproductive Work Behaviors: Employee Responses to Transactional and Relational Breach,” Journal of Business & Psychology, 25(4), pp. 555-568.

Ng, H & Fieldman, C. (2009). “Age, Work, Experience, and the Psychological Contract,” Journal of Organizational Behavior, 30(8), pp. 1053-1075.

Wren, D & Bedeian, A. (2011). “The Evolution of Management Thought.” Hoboken, New Jersey: Wiley

Romantic love involves a kind of illusion

Schopenhauer and Atkinson both hold that romantic love involves a kind of illusion. Explain each theorist’s account of this illusion and its role in romantic love(Schopenhauer and Rapaport).

Write in your own words using your own ideas. Refer to philosophers by their surnames, not first names. Base your paper on readings in the textbook. Secondary sources are not recommended or required. If you use them, must provide APA format. The title of the textbook is Philosophical Perspectives on Sex and Love Edited by Robert M.Stewart. The 2 reading passages in this textbook recommended for the essay is Arthur Schopenhauer’s The Metaphysics of the Love of the Sexes and Elizabeth Rapaport’s On the Future of Love: Rousseau and the Radical Feminists.

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