Film Analysis of Eternal Sunshine of the Spotless Mind Essays

Film Analysis of Eternal Sunshine of the Spotless Mind Essays Film Analysis of Eternal Sunshine of the Spotless Mind Paper Film Analysis of Eternal Sunshine of the Spotless Mind Paper In Michael Gondry’s Eternal Sunshine of the Spotless Mind (2004), the associations among individuals and recollections become the point of convergence of a remarkable sentiment. Using new innovation, the chance of deleting recollections causes excruciating connections to vanish like they never occurred. The story of Joel and Clementine permits the crowd to reexamine and scrutinize the procedure they experience as helpful or ruinous. Despite the fact that the procedure may be useful in dispensing with the torment caused from someone else, four key scenes show how the exercises learned through relationship encounters are significant. Toward the beginning of the film, Joel Barish (Jim Carey) ends up getting up in the first part of the day from what seems to have been a profound rest. With an unexpected desire to jettison the train to work, he gets another train to Montauk on this chilly, blanketed Valentine’s Day. Both the climate and his own appearance utilize solid imagery for wretchedness and forlornness. In spite of his sentiments, his consideration is immediately caught by a splendidly dressed lady that out of nowhere shows up on the sea shore. To have appeared suddenly is â€Å"meant to recommend, inconspicuously, that she isn't absolutely a more abnormal, that in some style she may as of now be known to him† (Toles 114). : Despite the fact that Joel is modest and too terrified to even consider approaching her, the active Clementine Kruczynski (Kate Winslet) gets inspired by the modest and calm man on the train ride once again from Montauk. As the two start talking, the crowd figures out how altogether different the pair, as Joel puts on a show of being dull and exhausting while Clementine is active and fun. When they start getting to know one another, fascination sets in and forms into a relationship of genuine contrary energies. At the point when their relationship of a year turns sour after a battle between them, Clementine decides to have Joel deleted from her psyche by a strategy. Joel, shattered in the wake of finding what Clementine had done, decides to have a similar system done to soothe himself of the torment. One of the primary scenes in the film is the principal excursion of Joel and Clementine. The two make a late night outing to visit the solidified Charles River. In spite of the fact that Joel is extremely anxious and uncertain about exiting onto the solidified waterway, Clementine runs and slides past him. In the wake of falling and getting up, she at that point constrains Joel to step out of his customary range of familiarity and to exit onto the ice. Now, the excursion turns out to be something beyond a piece of a sentimental date, yet in addition another experience for Joel. While Joel is typically calm and to himself about everything, this excursion caused him to escape his usual range of familiarity and accomplish something he in any case wouldn’t even think to do. With this being another experience for him to slacken up and have a fabulous time, such an exercise could give him a difference in pace from the dull and exhausting everyday practice of his ordinary life. Another scene in the film is the battle among Clementine and Joel. Joel is sitting at home stressed late one night when Clementine appears at three in the first part of the day plastered. She discloses to Joel that she destroyed his vehicle, which upsets Joel. He starts letting his feelings outwit him and shoots by disclosing to her how she was being flippant and could have truly harmed somebody. Reacting to the analysis, Clementine reveals to Joel he seems like an old woman. The little contention becomes bigger as the two start tossing low blows focusing on each other’s frailties. Now, Clementine rapidly snatches her things and leaves. Having a contest with somebody is a piece of life. Being seeing someone closeness with that other individual and permits each to know the other’s weaknesses and how to get under their skin to make them upset. At the point when circumstances break out and things are said that weren’t implied, that experience furnishes a person with feelings that are awkward and extraordinary. Managing these sentiments is an encounter to gain from and one to maintain a strategic distance from. In spite of the fact that the result isn’t consistently the equivalent, it gives information to deal with future circumstances and improve circumstances and debates when they turn sour. While experiencing the memory eradicating methodology, Joel starts needing to safeguard his recollections of Clementine after he gradually begins acknowledging how glad he was with her. In doing as such, he endeavors to shroud recollections of her where they don’t have a place, for example, in his youth, in order to save her memory. In one of Joel’s cherished recollections, his mom is washing him in the kitchen sink close by Clementine. While being washed, Joel remarks on how secure he feels as he is demonstrated being extremely loose and cheerful. Presently thereafter, his memory is eradicated which causes a lot of trouble. The impact of having his cherished recollections deleted could effectsly affect him sometime later. A connection between a small kid and his mom is critical in the improvement of the kid. This relationship is among the first and gives social improvement of how the youngster will grow up and act. With the positive cherished memory deleted, he isn't just losing an uncommon second imparted to his mom, however a portion of the encounters he had that help shape him the manner in which he is. â€Å"It’s as though the passing of a strong cherished memory has brought about the departure of a youth itself and rendered silly the world the memory helped sustain† (Reeve 18). One of the most friendly love scenes Joel encounters before it becomes deleted is a room scene. Clementine and Joel are snuggled up in a bed while an intrigued Clementine talks pleasantly to a sluggish Joel. She demands becoming more acquainted with him and wishes he would share things about himself. Portraying herself as resembling an open book, Clementine discloses to Joel everything about herself. She at that point reveals to Joel that he can open up to her and disclose to her things too in light of the fact that that’s what closeness is about. Joel reacts saying he doesn’t have anything on the grounds that he’s not fascinating. Clementine was directly about sharing data as it is the reason for a relationship. Knowing an individual all around is indispensable in having a steady and solid relationship. Knowing next to no or nothing about an individual won’t make for an exceptionally enduring relationship as there won’t be any premise of a science other than physical appearance. Having the option to open up to others is significant in cozy relations, however with any relations inside society that require correspondence. While watching the film Eternal Sunshine of the Spotless Mind, most watchers decipher the film as a regular sentimental dramatization. Burrowing further past the possibility of memory deleting, one sees a message as taken from the film. That message is to take our past encounters, regardless of whether positive or negative and gain from them. We as individuals gain from our slip-ups, and in that procedure we can get more intelligent and skill to deal with circumstances. In the event that our recollections were deleted, exercises educated would get overlooked and encounters that help shape us as people wouldn’t exist. Regardless of whether it is facing a challenge, dealing with a debate, having positive encounters as a kid or learning interchanges aptitudes, they are critical snippets of data that are required. Regardless of how agonizing a memory may be, the cost paid in shrewdness picked up from an unsavory encounter exceeds information lost from an eradicated memory. ? Everlasting Sunshine of the Spotless Mind. Dir. Michael Gondry. Perf. Jim Carey and Kate Winslet. Widespread, 2004. DVD. Reeve, C. D. C. Two Blue Ruins: Love and Memory in Eternal Sunshine of the Spotless Mind. Print. Rpt. in Eternal Sunshine of the Spotless Mind. By Christopher Grau. New York: Routledge, 2009. 18. Print. Toles, George. Attempting to Remember Clementine. Print. Rpt. in Eternal Sunshine of the Spotless Mind. By Cristopher Grau. New York: Routledge, 2009. 114. Print.

3 Cases of Too Many Commas

3 Cases of Too Many Commas 3 Cases of Too Many Commas 3 Cases of Too Many Commas By Mark Nichol This post outlines a few sorts of sentences that consolidate exorbitant accentuation. Every model is trailed by a conversation and an amendment. 1. A lot of what occurred between the second Jones sat on a seat to appreciate the view and police started shooting and killed him, has been the subject of disagreeable discussion. An action word is gone before by a comma just when that comma is one of a couple that outlines an incidental expression: â€Å"Much of what occurred between the second Jones sat on a seat to appreciate the view and police started shooting and killed him has been the subject of antagonistic debate.† (A case of the kind of exemption noted is â€Å"Much of what occurred between the second Jones sat on a seat to appreciate the view and police started shooting and kill him, and why the police responded the manner in which they did, has been the subject of argumentative debate.†) 2. A lot is on the line on the grounds that, without powerful administration of administrative dangers, associations are responsive, best case scenario, and rebellious, even from a pessimistic standpoint, with the entirety of the specialist results. The accentuation organizing the expressions â€Å"at best† and â€Å"at worst† is discretionary, but since they, in mix with the necessary commas that set off the sentence’s incidental expression and its subordinate statement, make a jumbled impact, it’s best to preclude the optional ones: â€Å"The a lot is on the line on the grounds that, without compelling administration of administrative dangers, associations are receptive, best case scenario and resistant best case scenario, with the entirety of the orderly consequences.† (Note that on account of â€Å"at worst,† just the previous comma can be erased, in light of the fact that the one that tails it serves twofold obligation, setting off the subordinate provision also.) 3. He would supplant traditionalist, Justice Antonin Scalia, who kicked the bucket a month ago, deserting an unpleasant political race year battle about the fate of the court. This sentence is punctuated as though â€Å"Justice Antonin Scalia† is an appositive of traditionalist that is, as though the expression and the word are proportionate to one another implying that the incidental expression could be overlooked without influencing the legitimacy of the sentence’s syntactic structure. In any case, the outcome would be the defective proclamation â€Å"He would supplant moderate, who passed on a month ago, deserting a harsh political race year battle about the eventual fate of the court.† Moderate is essentially part of a descriptor giving extra data about the individual named; in this way, no interceding accentuation is fundamental: â€Å"He would supplant traditionalist equity Antonin Scalia, who kicked the bucket a month ago, deserting an unpleasant political decision year battle about the eventual fate of the court.† (Note that on the grounds that the descriptor is â€Å"conservative justice,† not just preservationist, equity isn't a vocation title and is hence not promoted.) A modification of the sentence that fuses an appositive and in this manner approves the incidental accentuation, is â€Å"He would supplant a traditionalist equity, Antonin Scalia, who kicked the bucket a month ago, abandoning a harsh political decision year battle about the eventual fate of the court.† (Here, â€Å"Antonin Scalia† - and the encircling accentuation could be discarded without harm to the sentence.) Need to improve your English quickly a day? Get a membership and begin accepting our composing tips and activities every day! Continue learning! Peruse the Punctuation class, check our famous posts, or pick a related post below:30 Synonyms for â€Å"Meeting†11 Writing Exercises to Inspire You and Strengthen Your WritingAffect versus Impact

ADHD-Friendly Ways to Organize a Home

ADHD-Friendly Ways to Organize a Home An ADHD-friendly home is set up to make it easy for family members with ADHD to manage daily stress and avoid emotional meltdowns. By following these strategies, youll not only simplify your familys life, but youll lower stress levels for everyone. Optimum Organization For Your Home Kids and adults with ADHD are coping with a lot of chaos inside their brains and bodies. So surrounding them with a calm, orderly, predictable environment on the outside is essential. Designate Areas for Specific Items You have likely heard the saying A place for everything, and everything in its place. Take this to heart. It helps keep your home organized and allows everyone to find what they need when they need it. Each child should have a designated area for backpacks, shoes, coats, or toys. If the child plays sports, provide a defined place for equipment. If they are involved in ballet, the ballet bag has a home and the clean leotard, tights, and ballet slippers all stay in the bag. For parents, provide a drop zone for keys, purse or wallet, and glasses. This strategy helps eliminate the “rush out the door” anxiety and stress that happens when family members can’t find essential items. Create an ADHD-Friendly Classroom Reduce Clutter and Simplify It is hard for a child to keep their room clean when they are overwhelmed with stuff. Together, clean out unnecessary toys and clothes. Make sure what remains is stored in a simple, visible way so kids can maintain the system. The same goes for adults. It becomes an overwhelming task to clean when there is too much stuff. Decluttering your home can also help cut down on distractions that can derail you or your child. Minimize Problem Situations Anticipate problems and structure your home to avoid them. For example, if your child is extremely active and prone to flinging their arms and body around, don’t fill the family room with breakables and valuable antiques. Don’t have swivel chairs in the house. Don’t get your child an ATV (all-terrain vehicle) or BB guns. These items can set your child up for trouble. Instead, provide safer alternatives to allow your child to exert energy. Set Up Rules and Routines Routines make life more predictable. From morning to after school to dinner routines to bedtime, schedules help provide consistency (important for every child, not just those with ADHD). Try to keep the time that your child wakes up in the morning, eats, and goes to bed each night fairly consistent from day to day. This is helpful advice for adults, too. Use a Family Calendar A family calendar organizes all the information for the household in one centralized location where everyone can see and use it. Social engagements, doctor appointments, school events, birthdays: Write these important dates on the calendar and remind everyone to refer to it often. Have Clear House Rules Make rules and expectations simple, concise and clear. Your children can also help develop the list of house rules. Make sure the rules are understood. Together, come up with specific consequences and be consistent in following through with consequences. Try to approach situations calmly. Take a deep breath if you need to, or give yourself a brief time-out if you have to compose yourself and get control of your emotions. A calm approach is more effective and won’t over-stimulate your child or escalate the situation. Reward Positive Behavior Reward positive behavior and praise your child’s efforts. Positive reinforcement can be powerful because it teaches children the behaviors that you want to see. This helps shape your child’s behavior in a positive way. Plus, it feels good when others notice the good things. Have a Sense of Humor Encourage joyfulness and humor in your home. Don’t sweat the small stuff. A sense of humor can diffuse the most stressful of situations. Plus, laughter just feels goodâ€"much better than yelling. A Word From Verywell Your childs life with ADHD can be difficult. Approach them with empathy and make your home a safe, calming refuge. Along with your organization techniques and rules (which are both important and helpful), spend positive one-on-one time with your child. When your child is really struggling, sometimes a compassionate hug is the most effective intervention.

Unconsciously, We Have All Been Affected Or Can Relate

Unconsciously, we have all been affected or can relate to the effects of gender role stereotyping. From the day we were born, we are labeled as either boy or girl. Although, society has changed its norm in gender roles, many of our traditions have not. In the gender stereotype, we commonly relate a boy with the color blue, and a girl with the color pink. Gender roles have been instilled in us from past generations, due to the way that society was. Gender labeling is still influenced today through children’s toys, where toys are designed differently according to each gender. Through media, society persuades into the ideology of how gender role should be considered acceptable or not. â€Å"Gender† and â€Å"Sex† are closely related but do not have†¦show more content†¦It is expected for boys to go outside, be loud, and play rough in the dirt. As for a girl, it is expected that she remains calm, quiet, and clean at all times. Femininity in girls is related to the father s masculinity, and his approval of the mother as a role model, and his participation in feminine activities (Gender Roles and Gender Differences). As a result, predicted by cognitive social learning theory, parental characteristics influence as gender role models for their child to imitate (Bussey Bandura, 1999). In this process parents model directly and indirectly towards their children. In a study, to see how a child’s parents’ job would influence the child’s interest in gender stereotyped activities, it concluded that a mother with a traditionally feminine job would most likely influence her child to have more stereotypical views. Whereas, with the father, his job made no drastic influence on his child (Feldman, 1991). Although, in research it has been suggested that traditional fathers are most likely to enforce gender-stereotyped behavior for their sons than for their daughters (Fagot Hagan, 1991). 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The Most Critical Area Of Learning Needs For Students With...

The most critical area of learning needs for students with autism are communication, self-care and daily living skills, social skills, basic academic skills (literacy and numeracy), self regulation and self direction, independent functioning in the community and employability. (Westwood 2007, p. 25) Contemporary literacy learning for students with autism therefore needs to reflect the seven areas, however, students will not be motivated to learn if their point of entry is not coupled with student interests and delivered with an inclusive and positive, strength based approach. The educator will need to conduct research and possibly undertake a field trip to the student’s home so that the student’s family culture becomes known to the educator as all children have virtual schoolbags that are full but only some children get the opportunity to make use of what’s inside during their school lives (Comber and Kamler 2004). 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Final Exam Prep Questions Free Essays

1) The term channel in communication means A. the volume at which a message is received B. the context of the communication C. We will write a custom essay sample on Final Exam Prep Questions or any similar topic only for you Order Now the process of changing thoughts into symbols D. the medium through which a message travels from sender to receiver 2) In which of the following communication activities do people spend the greatest percent of their day? A. Listening B. Writing C. Reading D. Speaking 3) A receiver’s response to a sender’s message is called A. encoding B. decoding C. feedback D. channel 4) With this type of response, you analyze or teach the sender about the cause of his or her concern. A. Evaluating B. Interpreting C. Paraphrasing D. Questioning 5) This happens when you receive, construct meaning from, and respond to the sender’s message. A. Hearing B. Attending C. Listening D. Responding 6) When the receiver uses this response style, he clarifies or seeks more information. A. Evaluating B. Supporting C. Paraphrasing D. Questioning 7) Which of the following are the most common types of doubts people may have about a source? A. Status and academic degree B. Occupation and employer C. Prominence in the field of study and experience D. Expertise and accuracy ) Which of the following is the most reliable source of information? A. Wikipedia ® B. A blog C. A book recommended by your instructor D. Britannica Online ® BCOM 275 Final Exam 9) Consider the following exchange: â€Å"How do I know God exists? How do you know he doesn’t? † Which fallacy does the second statement illustrate? A. Perfectionist fallacy B. Slippery slope C. Misplacing the bur den of proof D. Inconsistency ad hominem 10) Stating someone has negative features and his claim is invalid is an example of which fallacy? A. Ad hominem B. Genetic fallacy C. Straw man D. False dilemma Feature Article Fin 486 Final Exam 11) Consider the following statement: â€Å"So what if the Senator accepted a little kickback money—most politicians are corrupt after all. † This is an example of which fallacy? A. Argument from envy B. Argument from tradition C. Argument from common practice D. Straw man BCOM275 Final Exam 12) Consider the following statement: â€Å"Studies confirm what everyone already knows: Smaller class sizes make better learners. † This is an example of which fallacy? A. Argument from common practice B. Begging the question C. Misplacing the burden of proof D. Slippery slope 13) Audience analysis should occur at what point in the creation of a message? A. Once feedback is received B. Before the message is sent C. Before the message is created D. After selecting the channel 14) Behavior descriptions should meet which of the following criteria? A. Present inferences about another’s motives. B. Describe only observable behaviors. C. Include terms such as â€Å"never, always, or constantly. † D. Focus on more than one behavior. 15) An effective message should be A. topic-based B. audience-centered C. time-centered D. channel-focused 6) Which informal communication channel involves its own abbreviations to accommodate the limited number of characters available in any given message? A. E-mail B. Text message C. Voicemail message D. Handwritten letters 17) Sound and light waves are an example of which part of the communication model? A. Encoding B. Channel C. Noise D. Decoding 18) In this channel of communication, messages are carri ed by sound and light waves. A. Teleconference B. Voicemail C. Hard copy memos D. Face-to-face 19) A framework for putting all of your information together in a logical sequence is called A. an introduction B. a thesis C. central idea D. an outline 20) Which verbal support breaks down complex processes or concepts into their component parts to ensure understanding? A. Comparisons B. Analyses C. Descriptions D. Definitions 21) What type of language is used when communicating with classmates, coworkers, family, and friends? A. Official B. Informal C. Formal D. Ceremonial 22) The connotation of words such as skinny or thin focuses on the A. actual meaning B. denotative meaning C. emotional meaning D. contextual meaning 23) If you try to persuade your classmates to donate canned goods for the hungry in your community, your topic is one of A. olicy B. fact C. value D. pathos 24) Persuasive topics that attempt to show an audience that something is good, bad, right, or wrong are topics of A. cause-effect B. fact C. value D. policy 25) If you use only a few examples to represent the whole of the conclusion, you are committing this logical fallacy. A. Either/or thinking B. Slippery slope C. Faulty causation D. Hasty generalization 26) What logical fallacy can occur when a speaker focuses on similarities and ignores significant differences? A. Either/or thinking B. Hasty generalization C. Faulty comparison D. Slippery slope 7) When you display ethos in your persuasive presentation, you have A. credibility B. emotion C. evidence D. logic 28) Developing cross-cultural competence includes which of the following? A. Overcoming personal biases B. Walking on eggs C. Separating culture from communication D. Using hot button words 29) An attempt to characterize causes of events to either personalities or external situations is called A. projection B. selective attention C. attribution error D. halo effect 30) Groups that value higher power distance believe relationships are A. individualist B. informal C. hierarchical D. elationship oriented 31) What is the belief that laws are justified if they prevent a person from harming him- or herself known as? A. Offense principle B. Legal moralism C. Harm principle D. Legal paternalism 32) What is the belief that correct moral principles are those accepted by the correct religion known as? A. Religious absolutism B. Virtue ethics C. Religious relativism D. Moral relativism 33) The practice of using a case that has already been decided as a guide when deciding new cases is referred to as A. legal morality B. legal paternalism C. causation principle D. appeal to precedent How to cite Final Exam Prep Questions, Essay examples

Postive influence by a person on my life free essay sample

I got a 90 on this essay it doesnt need any changes unless you want to add more. It is about positive influence by a person on my life By Diamondback For the past eighteen years that I have walked this earth, the most influential person in my life has been my mother. Although the passing of my father deeply affected her, she was still able to persevere and raise me and my siblings to think and act like responsible young men and women. She motivated me to make something more of myself than to sit and become waste on a street corner.My mother played an important role in my life and has always been a positive factor in me growing up. My mother Is my mentor and my friend; these two qualities make her more than a mother. She Is like my guardian angel, always watching every move and keeping me on the right track. We will write a custom essay sample on Postive influence by a person on my life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My mother Is a strong woman and she holds well for a single mother. But, the days that she has to struggle are the days have to stand up and help her by Lifting some of the burdens off her shoulders.My mother has taught me how to not only overcome the death of my father, but also owe to overcome some of the hardships that will affect my life in the future. Being the eldest male in my home, she helps me realize that my brothers look to me for guidance. By emulating her leadership, I often take on some of her roles, such as helping my younger siblings in their schoolwork and leading them away from negatives in their surrounding environment. She sees many great things in me that, at times, are not so obvious to me.She constantly tells me to become something great In life to make her and my dads spirit proud. This encourages me to strive for the best of my abilities. I reflect back to the day of my high school graduation when my mother approached me and told me, Its time. It was weird because it was like a time bomb went off inside of me. I got up and I knew what I had to do. It was time to use the skills she equipped me with and finally become a young man. I wanted to get into college and I wanted to eliminate all my weaknesses and turn them into my strengths, and all of my threats into opportunities.In the future, I see myself taking the reins as patriarch of my family. I believe with my mothers guidance I have the necessary tools to stand against almost anything; she has trained me well. I have overcome deaths, and many more personal struggles. I believe I have what It takes to make It through college because of my angel. My mother has prepared me mentally and spiritually to withstand the trials and tribulations that await me In the future.

Ethical and Professional Issues in Psychology Essay Example

Ethical and Professional Issues in Psychology Essay Example Ethical and Professional Issues in Psychology Essay Ethical and Professional Issues in Psychology Essay Taking a critical view of the qualifications required for administering psychotherapy: shedding light on why the yoga practice and Eastern philosophies are not considered therapies whereas humanism and positive psychology are accredited. Ethical and Professional Issues in Psychology 2/1 1/2014 Clatter-Suzanne sore (561993 (M)) Selene vela (390593 (M)) Emilie coupled (68225 (A)) Introduction Academically, an individual becomes a psychologist after completing a first degree in psychology, a masters program in a specific psychological field, and a further program set to acquire a work warranty as a professional. Furthermore, to be a psychologist, one must encompass 5 cardinal values (PAP, 2010). These values are beneficence and malefaction, fidelity and responsibility, integrity, Justice, respect for peoples rights and dignity (PAP, 2010). Once a psychologist adheres to the aforementioned academic achievements and ethical codes, they are authorized to engage in psychotherapeutic practice. The main focus of this paper will be to analyses the principle of humanism and positive psychology In relation to unaccredited Eastern philosophies and the yoga practice that have synonymous benefits to psychotherapy, but are delivered by different professionals/non-professionals. Initially the focus will be on humanistic psychology and positive psychology, followed by specific values of the humanistic theory in relation to the practice of psychotherapy. This will be followed by an analytic view point of mindfulness based therapies. In addition we will attempt to delve into aspects of how one can quantify the emotional benefit derived from the aforementioned practices, the scientific benefits of the yoga practice, and finally, consider the use of intuition in clinical practice and Eastern philosophy. Humanistic Psychology and Positive Psychology The main objective of humanistic psychology is to aid individuals in achieving the potential within the individual that is present at birth. This highlights and alms to develop dignity and self-worth of each individual, and thus promotes their authenticity (Ragman, 2008). In therapy It Is the clients perception that Is emphasized so that the therapist can fully conceptualize the clients subjective experience of their current Internal state (Corey, 2013). Furthermore, the psychologist that allows self-exploration even after the required therapy sessions have been employed (Corey, 2013). In the same way, positive psychology is a model which highlights the value of being hopeful, spiritual, wise, responsible and resilient in everyday life (Cone Teen, 2010). Positive psychology focuses on the adaptive, creative and intrinsic motivation in the lives of individuals. It is specified to address the optimal functioning of ordinary people and their everyday lives, highlighting their positive attributes not only within themselves but also within the community (Sheldon King, 2001). One of the main shortcomings of such an approach is that the psychologist is required to possess a certain degree of maturity along with life experience, extensive training and comprehensive knowledge of existentialism (Corey, 2013). Thus, one might argue whether the academic achievements achieved through the psychologists previous training are enough to validate the psychotherapeutic methods they offer. In Mascots self-actualization theory he produces a schema that the humanistic biology that makes up an individual is good or neutral. In Mascots hierarchy of needs, this humanistic biology is seen to derive its energy from deficiency needs and growth needs (Rickrack, 2008). The hierarchy starts with a base level of physiological needs, moving on to safety needs, belongingness and love needs, esteem needs and finally self-actualization and growth needs. According to Mascots humanistic approach people who are self- actualities are problem-centered, are interested in taking on projects that benefit others and tend to feel a greater sense of personal accomplishment. The character of self-actualities people is generally non-critical, detached from the dominant culture but they adhere to societys rules. Self-actualities people are able to understand heir own shortcomings and are willing to seek assistance or guidance when their personal inventory of knowledge is limited (Rickrack, 2008). If humanistic psychologists view the essentially most developed aspect of an individual to be based on a foundation of six steps that need to be achieved before reaching their full potential, one would argue on how it is possible to have nothing and really have everything. Examples of such a postulation are characters such as Mother Theresa. Thus, adopting a critical perspective, one can argue whether it is actually possible to measure self-actualization. If it not possible to measure self-actualization, then how is humanistic psychology different to eastern philosophy in terms of statistical validity? In the spectrum of therapies used in humanism, mindfulness based therapy is one of the accredited psychotherapeutic domains for psychological intervention. Mindfulness is the concept of being aware of your own cognitive and affective state of mind. Mindfulness allows one to be totally in the present moment, without passing judgment, and maintaining an earnest attitude to their current state and mental processes (Burks Kabobs,2012). When considering mindfulness based psychotherapy, and eastern meditation, the main difference is that mindfulness based psychotherapy can be quantified using MASS and other scales. The MASS measures the amount of instances in which individuals enter a mindful state (Brown Ryan,2003). After mindfulness based psychotherapy, the MASS : Mindful Attention Awareness Scale reveals that this intervention is associated with lower expression of neurotics, anxious and depressive feelings as well as negative affectively. In fulfillment, dignity and self-actualization. Furthermore, it also corresponded to higher autonomy, competency and relatedness; all of which constitute the basic tenets underlying self-determination theory (Brown Ryan, 2003). In addition, mindfulness also corresponds to Openness to experience as explained in the Big Five. However, since openness to experience is in itself indefinable, the validity of mindfulness being a part of the spectrum is open to interpretation (Costa McCrae, 1992; as cited in Brown Ryan, 2003). This means that the essential difference between a psychotherapist initiating mindfulness based psychotherapy and a practitioner of Eastern philosophy initiating meditation is that a psychotherapist has the tools for identifying and interpreting the resulting outcomes of the therapy. Mindfulness- based cognitive therapy (AMBIT) is an intervention derived from Kebab-Zions (1990) 8 week group treatment program aimed at reducing stress, and involves components of cognitive behavioral therapy. The objective of this therapy is for the treatment of depression and to increase awareness of personal and negative thoughts. The therapist assigns specific tasks which enable the client to apply skills learned in the hereby room into the external environment (Corey, 2013). Another mindfulness based approach emphasizes acceptance and commitment therapy (ACT) which focuses on increasing non-judgmental awareness and acceptance rather than attempting to alter the individuals cognitive state (Corey, 2013). Consequently, mindfulness highlights the importance of being in the present moment rather than formulating an ideology of self-judgment and criticism (Carson Longer, 2006). In light of this information, one may ask: how can we say that mindfulness based psychotherapy is better or different to meditation? Potential describes meditation as a mental saddens (practice) which leads one to a ashamed paranoia which means a transformation towards tranquility. Meditation is said to lead a person to a balanced state of mind, and to provide spiritual attainment through observation and reflection of oneself (lounger, 2002). An evident distinction in mindfulness based therapies and Buddhist meditation is that the cognitive states when entering the intervention are different and distinct, however the resulting post-meditative state results in the same cognitive mindful awareness (Carson Longer (1989); as cited in Carson Longer, 2006)). This means that both types of intervention are technically different but are essentially leading to the same, focused, therapeutic result. This raises questions as to why psychologists need to be accredited to initiate mindfulness based therapeutic interventions, whereas practitioners of Eastern philosophy are using similar interventions without being regulated. Scientific Evidence of the Benefits of Yoga Derived from Eastern philosophy, Yoga was perceived by Westerns as a path to self- realization. According to Potential, yoga is made up of action, self-discipline, self- duty, and surrender to the divine. The physical (practice) asana focuses on taps; the desire to remove impurities from the body, spirit, and mind. This practice over many years will bring intelligence, and a full, vibrant life (lounger, 2002). The maintenance of the yoga practice provides benefits such as changes in perspective, increased self-awareness, and a general sense of energize motivation to live a positive, fulfilling life (Woodward, 2011). More recently and with the basis of scientific inquiry, Yoga is believed to provide physical and mental health benefits. It has Kandahar Verbally, 2012). The yoga practices combats the physiological fight or flight response in the autonomic nervous system, and thus provides the individual with the tools for dealing effectively with stresses, in order to continue to explore a more balanced state of cognition (Woodward, 2011). The yoga practice has been found to improve psychophysiology in individuals, as well as improve memory, cognition, and general well-being in any individuals life (Albuquerque et al. 2012). It is interesting to note that the scientific evidence provides us with a new perspective on owe we can lead individuals to a state of overall well-being in their life. Thus, if yoga is a practice that can be practiced by anyone, in order to benefit their well-being, and psychology benefits the general well-being of individuals life, then one would ask how ethical it is that psychology is not readily offered to all people, and yet yoga studios and meditation centers are largely available and at only a fraction of the cost of psychotherapy. This being said, among the values of psychology and yoga, one notable distinction is that one who attends a psychotherapeutic session is protected y the law, and their confidentiality and anonymity is preserved throughout treatment. Other techniques derived from particular aspects of the yoga practice are loving-kindness meditation and compassion meditation. Loving-kindness meditation (ELK) is a clinical technique used to instill a sense of profound loving compassion in the client for all those that surround him/her throughout their life (Grossman, Hint Hofmann, 2011). Another technique used in line with ELK is compassion meditation (CM) which is meditation that centers on empathic feelings towards others who have been subject to misfortune in their lives. The result of the therapies together do not necessarily create a compassionate psyche, however, they present the individual with the tools to be curious of their own personal feelings, and cultivate compassion in moments of anger, thus preserving the individuals current state of peace, and not allowing external disturbances to affect the individuals state (Grossman, Hint Hofmann, 2011). This therapy, directly derived from Buddhist tradition allows an individual to cultivate feeling of gratitude and kindness towards oneself, and eventually understanding that these feelings are universal in all human nines, and thus the kindness and compassion is shared with others (Grossman, Hint Hofmann, 2011). Scientific evidence proves that the techniques of ELK and CM are effective interventions when clients are exposed to interpersonal issues, depression, anxiety, problems in their marriage, problems with anger management, and issues relating to the stresses of carving (Grossman, Hint Hofmann, 2011). Considering he physical and emotional benefits of the yoga practice in mind, a grey area arises within the construct of the ethical code for psychologists due to the act that not all psychologists may be informed of the benefits of this practice, and thus may not use these therapies to intervene when these therapies could be the most effective in the situation. This raises issues to whether a clinical practitioner can really be 100% ethical in their practice and choice of treatment. Intuition In clinics, professional psychologists are known to make use of intuitive processing of clinician uses this approach to direct therapeutic intervention and to form cognitions on the clients current situation. Intuition itself can be described as a process of ensign or attaining information from the external environment in order to make an informed decision or postulation about the internal current or future states that will develop within the client. Predisposing factors in the personality of the clinician will lead to a definite bias in the perception of pattern of observed behavior or cognition in clients, which leads to an intuitive Judgment (Welling, 2005). The four main phases of intuitive processing are detection phase (inception of a feeling) (Erik, 1948; as cited in Welling, 2005), dichotomy awareness phase (awareness of feeling), related object hash (cognitive postulation with an unclear emotional state) and metaphorical solution phase (concrete evaluation of emotional processing). When one analyses the intuitive processing that occurs within psychologists one can conclude that the manner in which an intuitive Judgment is formed cannot be quantified and thus cannot be scientifically proven. This lack of empirical evidence raises ethical concerns about whether a clinical psychologist is any better to a practitioner of Eastern philosophy who uses intuition based techniques throughout their practice. This Ewing said, clinicians need to be aware of any ethical dilemmas that may occur within client interactions in order to protect the well-being of their clients. A main issue of concern is that wrong intuitive Judgment can lead to unnecessary treatment processes. Conclusion When one looks at the many different psychological therapies that are based on derivatives of eastern philosophy, one is subject to question how we can devastate eastern philosophy as something that is not scientific and does not feature in a psychotherapeutic setting. It is interesting to note that from such an analytic view mint, it becomes increasingly aware of the possibility of viewing both psychology and eastern philosophy from scientific and unscientific, unaccredited stand points. This postulating raises significant dilemmas in the practice of psychology, as the practitioner needs to always keep informed and analyses their actions carefully in order to conform to ethical codes of conduct and not range into the unscientific aspects of psychology. Essentially, we can conclude that the use of psychotherapeutic methods and their benefits can be perceived and adapted to different cultures, and ore importantly, to individual needs. Thus, it is the prerogative of a qualified psychologist to integrate their academic knowledge, comply with ethical codes, and apply the most effective therapies for the context and always keep the clients best interest as the foundation for the therapeutic process.

Definition of Collective Noun

Definition of Collective Noun Definition: A singular noun that stands for a group of things or beings. In both English and Spanish, collective nouns are commonly used when referring to groups of animals, such as a flock of sheep (un rebaà ±o de ovejas) and a school of fish (un banco de peces). But they are also used in many other contexts as well. It is common to follow a collective noun with the preposition of (de in Spanish) and a plural noun, as in the two examples above, but it is not necessary, especially when the meaning is clear from the context. In standard English, collective nouns, when the subject of a sentence, are typically used with a singular verb: The class of students studies hard. In Spanish, a verb that immediately follows a collective noun is singular: La gente tiene mucho dinero. (The people have a lot of money. Note that this is an example of a Spanish singular noun that normally requires a plural translation in English.) But when there is a plural noun between the collective noun and verb, either a singular or plural verb can be used in everyday speech and writing, with the plural verb probably being more common. Thus you might hear both La bandada de pjaros se acercà ³ (The flock of birds approached, singular verb) and La bandada de pjaros se acercarà ³n (The flock of birds approached, plural verb), with no appreciable difference in meaning. Also known as: Nombre colectivo in Spanish. Examples: group of people (grupo de personas), team (equipo), a score of years (una veintena de aà ±os), den of lions (guarida de leones)

Chosen career Personal Statement Example | Topics and Well Written Essays - 500 words

Chosen career - Personal Statement Example Tax advisors are supposed to provide their expert advice to clients who operate in different sectors of the economy. I have an experience as an auditor and I have an experience of working with clients which makes it easier to understand the economy and the corporate world. Taxation can be a complicated career as it requires understanding and interpreting the complex taxation laws and legislations. Taxation advisors stay up-to-date with the changing tax laws and explain their implications in simple terms to their clients. As a tax advisor, I would serve as a corporate tax advisor where I have to ensure that the clients are not paying extra taxes or more than what is necessary. The other type of tax advising is for individuals who have large assets and are subjected to taxes. I chose this career because I believe I have the potential to understand this field and take interest in it to serve the clients. It is very important for tax advisors to have an interest in the field so that they can understand the laws and explain them in simpler terms to the clients. This requires a good understanding and knowledge of the terms and techniques. These clients can be businesses, individuals, partnerships, small or large companies, and estates. They rely on tax advisors to pay their taxes and ensure their security. The firm I currently work in is a large company which has specialization in tax advising. This would allow me to specialize in one field and polish my skills to the best. I would have specialized clients and my concern will be with specialized tax laws on which I can provide a detailed study. I wish to pursue my career as a tax advisor and then operate my own practice as a professional tax advisor. There are several small business owners and low income individuals who get caught with the complexities of tax laws and practices. As a tax advisor, I would be able to help them with their taxes and ensure that they are giving what they should and nothing

Cyber Crime Literature review Example | Topics and Well Written Essays - 6500 words

Cyber Crime - Literature review Example However, these technologies represent significant costs for communication companies, and ultimately, the general public. With more businesses coming to depend on computers and internet-based systems, attacks on these systems have increased. Such attacks have been considered crimes which covers the application of computer networks, alongside financial scams, hacking, virus attacks, phishing, cyber stalking, and pornography (Li, et al. 2012). In 2000 for instance, the ILOVEYOU virus caused billions of dollars in damage to different computers and companies all over the world (Mishra and Pajrapati, 2013). It was later discovered that two Filipinos were responsible for the creation of the virus. However, since the Philippines, at that time, did not have any cybercrime laws which would have held the perpetrators accountable, the perpetrators were later released (Mishra and Pajrapati, 2013). Regardless of the presence or absence of cybercrime laws however, the apprehension and prosecution o f perpetrators have been made difficult by the nature of the offence, including the complications related to the cyber security awareness and cyber incident reporting (McGuire and Dowling, 2013; KPMG, 2011). This paper shall carry out a literature review of cybercrimes, cyber security awareness, including cyber incident reporting. Related details shall refer to the usual cybercrimes which have gained notoriety and in general, government actions related to cybercrimes, and the challenges presented by cybercrimes and cyber security. According to Gercke (2012) cybercrimes are also considered in relation to computer crimes. Different perspectives have been considered to develop a more encompassing definition and understanding of cybercrimes and computer crimes (Gercke, 2012). Cybercrimes nevertheless have a more specific focus than computer-related crimes, especially as computer-crimes only involve

What Ideas Would You Bring To Classroom?

What Ideas Would You Bring To Classroom? To make the learning of vocabulary more interesting, a variety of activities can be conducted. Students can have a board race in class, to practice the language use. The class is divided into two groups. The board is divided into two parts. One student from each group goes to the board. The teacher gives them a sentence to write. For example: write the word in the middle of the board, and the prefix and suffix at the right and left hand side of the root word. Students are to race to the board to indicate whether the word has a prefix or suffix. All students are allowed to help the person at the board but they are not allowed to refer to any books or reference materials. No points will be awarded if any one of the teams uses a book or any reference materials. This enables the students to review a lot of material and identifies common problem areas. Furthermore, it fosters cooperation and unifies the students as a group. The next activity is the dictagloss. The dictagloss has originally been devised as a technique for learning vocabulary in a foreign language. It is also a useful technique to encourage students to work together to extract meaning from complex text. The dictagloss is a very useful activity that helps students to use language in order to learn. Students will have to listen to a text being read and reconstruct it. As students can also construct written summaries, a dictagloss also requires the students to consciously focus on their knowledge of the content and the relationship between ideas and words. Another activity is the use of a short text. A selected short text is read to the class at normal pace. The students listen for meaning. The text is read again and as it is being read, students are to jot down key words and phrases. Working in small groups the students pool their words and phrases and attempt to reconstruct the text from their shared resources. Their version should contain the main ideas of the text and approximate the language choices of the passage. Each group of students produces their own reconstructed version, aiming at grammatical accuracy and textual cohesion but not at replicating the original text. Each group presents their finished version to the class and each text is analysed and compared and the students should then refine their own texts in the light of the shared scrutiny and discussion. Next, a library can be set up within the classroom. The library can be graded. This encourage the student to read as they can have access to library books easily. Through reading, students pick up new words and thus widen their vocabulary. The student who read the most number of books will be rewarded. To make learning of vocabulary more enjoyable, students can also act out or have a pantomime where they are given cards with instructions like Open the parcel noiselessly, or Walk across the room cautiously, and perform the actions without speaking. The other students will try to guess the word or expression that the student is pantomiming. Each time, a student guess correctly, points will be awarded. To teach synonyms and antonyms, the teacher hands out a list of words to each student. There should be two columns next to each word, label the heading of each column, synonym and antonym. The teacher then read out the synonyms and antonyms of those words. The students have to write these words next to the word they are the same or the opposite of. It can be presented as such:- At the end of the lesson, the teacher goes through the lists with the class using a board. When reading a passage, students can be taught different meanings of familiar vocabulary so long as the words are not out of context, recognizing definitions, guessing cause and effect, opposite or contrasting words or phrases, focus on Subject-Verb-Order, where students guess what the general sense of the word it is. If it is a noun, specify whether it is a person, place, thing, abstract idea. If it is a verb, state whether it is an action, or a feeling or emotion.. If it is an adjective, state what the adjective is describing- Good or bad, Size, Colour, Shape or Emotion? To enable students to learn vocabulary in a fun way, a game called Password can be introduced. In this game, the class is divided into two teams. One person from each team sits in a chair in front of the class. Those two people receive a card with a vocabulary card. The first person gives a one-word clue to his/her team. If no one from the team can guess, the second person gives a clue to his/her team. This alternates back and forth until someone from one of the team guesses the word, or until a specified number of clues has been given. Points will be given to each team with the correct answer. The winning team will be awarded. Bibliography: http://eca.state.gov/forum/vols/vol42/no2/p16.htm http://www.collaborativelearning.org/howearthwasformed.pdf http://www.learnenglish.de/Teachers/synonymantonym.html The TESOL textbook Using what you have read in this introduction to TESOL and your own knowledge, what do you consider to be the blocks which may prevent language learning? One block of language learning is language learning style, as students learn differently from others. Getting to know the students learning style will help to match the kind of activities carried out in class to ensure effective learning. Teachers can also be more versatile and adopt a variety of teaching styles to suit the different learnings styles of the students. Fossilization and false learners can hinder the student from learning the new language. Fossilization often means that certain aspects of the language were learned incompletely or incorrectly, such as grammatical features like conjugating verbs in the wrong fashion or using the wrong vocabulary, in such a manner that they cannot be unlearned and replaced with correct usage. Fossilization may also consist of a sort of subconscious clinging to aspects of the learners mother tongue, for instance, with syntax and phonology. This may reflect an inability to similarly unlearn characteristics of a mother language for the purpose of learning another; the native language so deeply hardwired into the brain that its paradigms cannot be replaced when attempting to learn a new and foreign language. Another block to language learning is language prejudice. Stereotypes and cultural bias, the teachers accent are factors that may affect the learning of the language. For example, foreign accents are everywhere and are here to stay; nevertheless, accented English, for example, is looked down upon, generally quite sternly. In addition, within what is refer to as a language, certain ways of speaking that language (AAE, for example) meet with great prejudice, social and racial in nature. Thus, all language teachers must work to overcome language prejudice, as it generally serves as a mask over class and racial prejudice should be tolerated too. One of the biggest challenge ESL teachers face is that one ESL class may consist of students from many nations, even if, for example, they are all Spanish-speaking countries. The cultures of Ecuador, Peru, Argentina, Columbia, and Mexico , for instance, are very much different, so teachers should not assume that students who share a common native language will share similar cultural backgrounds. Even students from different regions of the same country will have different cultural beliefs and traditions that should be honored and preserved. Being more conscious of the different cultures will help to make a better teacher. Extensive research has already been done in the area of native language interference on the target language. Dulay et al (1982) define interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language. Lott (1983: 256) defines interference as errors in the learners use of the foreign language that can be traced back to the mother tongue. Ellis (1997: 51) refers to interference as transfer, which he says is the influence that the learners L1 exerts over the acquisition of an L2. He argues that transfer is governed by learners perceptions about what is transferable and by their stage of development in L2 learning. In learning a target language, learners construct their own interim rules (Selinker, 1971, Seligar, 1988 and Ellis, 1997) with the use of their L1 knowledge, but only when they believe it will help them in the learning task or when they have become sufficiently proficient in the L2 for transfer to be possible. Other factors that may prevent language learning is being overly self-conscious about their use of language, and a fear of being misunderstood. Not having enough exposure within the class and outside will also prevent language learning, as students will not have enough opportunities to use the language. Generally, the difficulties adults face include the following: 1. Self conscious 2. no respect for teacher 3. fossilized errors 4. personal issues / politics 5. intrusions 6. different levels / abilities However, the difficulties teachers face include 1. lack of interest 2. time management 3. body language 4. Teacher Talk Time 5. ensuring participation Bibliography http://hufs.davidboesch.com/GSE_YLDownloads/Reid.Joy.LearningStylePreferenesESLLearners.pdf http://www.brighthub.com/education/languages/articles/63102.aspx http://www.asian-efl-journal.com/interviews_W-ONeil.php http://www.yourdictionary.com/esl/ESL_Classroom-and-Cultural_Sensitivity.html http://www.experiencefestival.com/a/English_as_an_additional_language_-_Difficulties_for_learners/id/5023415 It seems reasonable to suggest that the motivation that students bring to class is the biggest single factor affecting their success. Comment (500-750 words) Students of all ages, all around the world, are learning to speak English. Some students want to learn English because it is on the curriculum in school, but for others, it reflects a kind of choice. Like an instrument, students may learn it for a practical purpose. They may have moved into a target-language community and they need to operate successfully within the community. Students could also learn English for a Specific Purpose, where they may need to learn the language for legal purposes, business, tourism, banking or nursing. For those who are studying at an English speaking University, they may need to take English for Academic Purposes. Some learn English as it will be useful for travel. A variety of factors can create a desire to learn. Perhaps the learners love the subject, some are motivated for a practical reason, like being able to acquire a skill or knowledge. The desire to achieve some goal is the bedrock of motivation and if it is strong enough, provokes a decision to act. For an adult, it may involve enrolling in an English class. This kind of motivation which comes from outside the classroom and may be influenced by a number of external factors such as the attitude of society, family and peers, to the subject in question, is referred to as extrinsic motivation, that is, the motivation that is generated outside the classroom. Intrinsic motivation, on the other hand, is the kind of motivation that is generated by what happens inside the classroom; this could be the teachers methods, the activities that students can take part in, or their perception of success or failure. Students may be both extrinsically and intrinsically motivated. However, the danger of being extrinsically motivated is that it is harder to sustain than intrinsic. As the subject gets harder, students may give up or get bored with it. As adult learners, they may have a wider range of life experiences to draw on, both as individuals and as learners, than younger students do. They are more discipline, and have a clear understanding of why they are learning things, and can sustain their motivation. However, they come with a lot of previous learning experience which can hamper their progress. Students who had negative learning experiences in the past may be nervous of new learning. Students used to failure may be consciously or subconsciously prepared for failure. The task of the teacher would be to sustain their motivation. This could be done through the activities the teachers ask the students to take part in, will, excite their curiosity or provoke their participation help them to stay interested in the subject. The teacher needs to select an appropriate level of challenge so that things are neither too difficult nor too easy. Appropriate teacher qualities need to be displayed so that students can have confidence in their abilities. Students feedback is important as it shows how students feel about the learning process. Students need to feel that the teacher really cares about them; if students feel supported and valued, they are more likely to be motivated to learn. Encourage the students to make decisions in class over the choice of activities. This make the students feel they have some influence over what is happening, rather than always being told exactly what to do. In this way, they are often more motivated to take part in the lesso n. Nevertheless, however much the teacher does to foster the motivation of the student, we can only offer our support and assistance by word and deed. Real motivation comes from within each student themselves. Without motivation, the students are unlikely to succeed. Bibliography: How to Teach English by Jeremy Harmer. Knowing a language is not just a matter of having grammatical competenceà ¢Ã¢â€š ¬Ã‚ ¦ We have seen that we also need to add to communicative competence that is the understanding of what language is appropriate within certain situations The Practice of Language Teaching Harmer. Is there any place for teaching grammar in a formal manner? Give reasons for you answer and include a formal discussion of what you mean by a formal manner. One of the main reasons that people need to pick up a language is for the purpose of communication. Lessons hence ought to facilitate language use where it is not just bits and pieces of vocabulary slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting and so on which students need to learn using a variety of language components. As teachers of communication, we have to facilitate the communication built in by personalized and imaginative exercises where the student can use the structure for himself. (Harmer). Teaching grammar in the formal manner refers to teaching grammar by translating grammar, where students would look at the word, dictionary and change it into their own language; in other words, using meta-language. Another method of teaching grammar is the direct approach forming sentences around new words. For example, students are given 10 sentences in aà ¢Ã¢â€š ¬Ã‚ ¦ (achieving grammatical competence?). Grammar translation still has relevance today, though it is not practiced in the same way. Nevertheless, most language learners translate in their heads in very much the same way by comparing it to their mother tongue. However, a total concentration on grammar translation stops students from getting the kind of natural language input that will help them acquire language and it fails to give them opportunities to activate their own language knowledge. Translation and mindless repetition of grammatical structure that is taught in formal grammar will be avoided as students need to k now not only the correct grammar, but also where and how to use it. Audiolingualism capitalized on the suggestion that if we describe the grammatical patterns of English, we have students repeat and learn them. Grammatical structures were presented in simple situations which exemplified their usage. Crucially too, the structures were hence graded so that students learnt the easy ones first before moving onto things that were more complex. Audiolingualism argued that learning is the result of habit formation, where performing the correct response to a stimulus means that a reward is given; constant repetition of this reward makes the automatic response.Audio-linguak classes hence made extensive use of drilling in which students produced the same grammatical pattern, but were prompted to use the different words within the grammatical pattern, in the hope that they would acquire good language habits. Nevertheless, audiolingualism does not expose students to real or realistic language, and were therefore unlike to produce natural sounding language themse lves. Language is not just patterns of grammar with vocabulary items slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting which students should learn how to perform using a variety of language components. Students also need to know about the appropriacy of the when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical). Hence communicative competence is not just about the language but also about language use. The second principle of Communicative Language Teaching in gaining communicative competence is that so long as the students get enough exposure to language and opportunities for language use the language learning will take care of itself. As a result, has been teaching students to communicate real messages, and not just grammatically controlled language. Giving students different kinds of language, pointing them towards aspects of style and appropriacy, and above all giving th em opportunities to try out real language within the classroom humanized what had sometimes been rigidly controlled. Another approach to teaching English, which Berlitz adopts is the Lexical approach, which teaches learners to be fluent in the language in a short 6 months. The last method used today in teaching grammar is characterized as postmodern; where there is a return to grammar and blended learning. Learning to communicate alone might not be sufficient in effectively conveying themselves, as spoken grammar differs from written grammar, and some phrases appear in spoken English that we would not necessarily write; spoken grammar moreover is more informal than written grammar. Nevertheless, classroom technique is important to good effective communication, and for the right application of grammar for students to convey themselves meaningfully.

Issues in Art Therapy with Children Essay

Art therapy is the therapeutic use of making art within a professional relationship, and the process involved in making art is healing and life-enhancing. In the early 1980s, the American Art Therapy Association (Levick, 1983, as cited in Newcomer, 1993) regarded art therapy as an opportunity for nonverbal expression and communication with the belief that the creative process of art is a means of reconciling emotional conflicts and of fostering self-awareness. The association later expanded their definition to read: â€Å"Art Therapy is a human service profession that utilizes art media, images, the creative art process and patient/client responses to the created products as reflections of an individual’s development, abilities, personality, interests, concerns and conflicts. Art experiences can provide an alternative to verbal forms of assessment and treatment† (American Art Therapy Association Newsletter, 1998). Kaplan (2000) reviewed the findings of other neuroscientists who noted that graphic representation is a complex activity, involving areas of the brain associated with language. For example, Restak (1994) reported that more brain neurons are devoted to vision than the other senses. Kaplan suggests that studio art can facilitate problem-solving abilities, stimulate pleasure and self-esteem, and provide opportunities for successful functioning in children and adults with cognitive impairments. Malchiodi (2003) cites studies by scientists who found that drawing involves complex interactions between many parts of the brain, and notes that science will be central to understanding how art therapy works and why it is a powerful therapeutic modality. Riley (2003) observed that offering opportunities to create art to depressed adolescents as a means of communication that can be enjoyed and controlled provides a lens for viewing their perceptions through their own images, as well as a vehicle for treatment and a way to address resistance. In addition, she finds drawingless confrontational, less familiar, and less judgmental than talk, and that adolescent depression is often masked. Teenagers may also be angry or aggressive, as opposed to the lassitude characteristic of depressed adults, and art-making can serve to relieve painful self-deprecation. Wadeson (1980) noted that drawings by patients experiencing depression showed less color, less affect, and less effort than the drawings of nondepressed individuals. In addition, they showed more empty space and more depressive affect, such as drawing about harming others. Silver & Ellison (1995) described the behavior and history of a 16-year-old who had been arrested and incarcerated for stabbing another youth with a pencil. His history included a volatile temper and it was feared that he might harm others. His father had disappeared and his mother had been killed in a gang-related incident. During his stay in the facility, he was placed on suicide watch, and then was disciplined for angry acting-out. Three weeks after his release, he committed suicide. Advantages of Art Therapy vs. Traditional Verbal Therapy for Children Many studies performed by therapist-researchers have been chosen to focus on art therapy in particular because of the expressive arts benefit of allowing children a nonverbal outlet for their feelings. However, because art therapy is a relatively new modality, there is a minimal amount of research that has been conducted to support its efficacy or usefulness. Therefore, traditionally there has been less acceptance of it as a viable treatment option. Due to this belief, it is important to point out the many advantages of conducting art therapy to treat a wide spectrum of mental illnesses, from severe disorders such as schizophrenia to mild behavioral disorders. There are many therapeutic advantages to this particular type of therapy. Pre-adolescent children often have difficulty expressing their thoughts and feelings verbally. Children’s linguistic and cognitive skills are not fully developed, which limits their verbal expression. Because art therapy involves nonverbal communication, it is useful with this age population whose developmental limitations prevent the level of participation often required in verbal therapy (Newcomer, 1993). Instead of words, the image created by the child is the symbolic representation of a feeling, event, wish, etc. This form of preverbal expression and preverbal thinking does not require translation because it is depicted in image form. For children who are not able to make the translation, art is used as a vehicle for expression rather than words (Newcomer, 1993). Another advantage of art therapy is that the image produced can serve as a catalyst for verbal expression. This image then provides the child with structure and a foundation in an attempt to explain or describe the production (Newcomer, 1993). Many children suffer from low self-esteem and low self-confidence. When a child participates in art therapy activities and can master the materials and projects, it provides an opportunity for the child to increase self-esteem and self-confidence. Many of the participants in the present study suffer from a poor self-image and low self-esteem and confidence. Children, particularly in violent neighborhoods, often feel a lack of control over the unpredictable and unstable environment in which they are living. Therefore, it is important to gain mastery of a task, which helps build a feeling of control. Art projects can serve to do this. Art therapy is advantageous to traditional talk therapy in that it helps to provide a socially acceptable opportunity for expression and is relatively nonthreatening, whereas verbal therapy can carry a stigma. Many individuals, both children and adults, suffer from the stigma of being in therapy. Reducing or eliminating this negative stigma can serve to enhance the therapy (Newcomer, 1993). Art therapy provides a forum where children are able to freely express emotion when discussing their artwork without fear of violating social norms. Another benefit of art therapy is the social component that can be worked into the session if providing group art therapy. By working on group projects and sharing materials, it helps develop interpersonal relationships and fosters cooperation (Newcomer, 1993). At the Lake School’s Insight Through Art Program, all children in the groups share materials and at times engage in group projects. Another advantage of art therapy that has been noted is the decrease in energy level that occurs during the creative process (Newcomer, 1993). Individuals in art therapy are still stimulated as in talk therapy, but in a different way that provides greater relaxation. Many of the children at the Lake School are hyperactive, anxious, and overly excited. Working on an art project provides structure, containment, and limit setting that helps to calm children down. Art can also have the reverse effect on depressed, introverted children. Art and art-making can help stimulate these individuals and increase participation in therapy and decrease inhibition. A disadvantage of verbal therapy is that when working verbally, individuals can stop and filter thoughts and feelings (Wadeson, 1980). It is easier to control and tame your words then your art. This editing can slow down the therapeutic process. Harriet Wadeson lists objectification as another advantage. This term is based on the premise that art expression can form a bridge. Objectification is the notion that â€Å"feelings or ideas are at first externalized in an object (picture or sculpture). The art object allows the individual, while separating from the feelings, to recognize their existence† (Wadeson, 1980, p. 10). Hopefully, the individual can then come to own his or her feelings and integrate them into the self. When in art therapy, the individual is left with a tangible object that can be taken with him or her after the therapy has ended (Wadeson, 1980). In verbal therapy, there are no tangible products. The object(s) is symbolic of the work done in treatment and can also serve as a reminder of skills learned. The person then has a reminder of work done, which is especially beneficial for children. The picture or sculpture is not subject to distortions of memory. An additional advantage of having a tangible product is that it is easier to recall and notice emerging patterns. A therapist and the client can derive a sense of ongoing development that occurs in the therapeutic process. The art object provides documentation that is a direct statement by the patient, not filtered by the therapist (Wadeson, 1980). A final noted advantage is that art taps into primary process thinking and allows the child to process the event without the censorship or inhibitions of secondary process thinking. Literature Review of Art Therapy Research Art therapy programs, unlike traditional doctoral programs in psychology, have not emphasized empirical research. Students studying art therapy enter the field because they tend to be more interested in the clinical work rather than in conducting research. Many programs, though this began changing in the 1980s, do not offer the foundational courses in research design. Given this focus, the field of art therapy lacks the research studies that utilize quantifiable data. Therefore, much of the research regarding the efficacy of art therapy has been case studies. Many prolific writers in the field have written about the lack of art therapy research (McNiff, 1998a, Rosal, 1998; Malchiodi, 1995). â€Å"As a relatively new discipline we have yet to ‘advance’ to the stage where professional researchers separate the process of investigation from the ‘the practice of the craft† (McNiff, 1998a, p. 86). Many art therapists struggle with the more traditionally acceptable research procedures. Creative research methods seem to lend themselves better to studying this unique field because in enables the researcher a better opportunity to provide evidence regarding the process of therapeutic change. To show the changes that occur after the course of art therapy, many practitioner-researchers try to let the artistic products speak for themselves, coupled with a description of how the client moved through the process and experience of art therapy. â€Å"The practice of art therapy generates a desire to ‘show’ data on the part of both participants and therapists. The presentation of imagery is a natural extension of the therapeutic process and a primary feature of artistic activity† (McNiff, 1998b, p. 93). To date, it was difficult to find studies that investigated behavioral changes occurring after the introduction of a school-based group art-therapy program. However, there is research that addresses other changes art therapy can bring about. Rosal, McCulloch-Vislisel, and Neece (1997) conducted an art therapy pilot study in an urban high school with ninth-grade students. The program goal was to improve attitudes about school, relationships, and life; decrease the number of failing grades; and keep students from dropping out of school. Results of this study indicated that the art therapy, in conjunction with the English curriculum, had a positive effect on the subjects. The investigators found that the participants stayed in school, failed a very small number of courses, and improved their attitude about school, family, and self. Another study, conducted by Jasenke Roje (1995), utilized art therapy with latency age children who were victims of the 1994 Los Angeles earthquake. Roje found art therapy to be an effective and successful treatment modality in the recovery of earthquake trauma. â€Å"It enabled children to express internal processes which they had no verbal awareness of and it facilitated working through the defenses in order to identify underlying conflicts which hindered recovery† (Roje, 1995, p. 243). Rosal (1993) investigated the use of art therapy to modify the locus of control and adaptive classroom behavior of children with behavior disorders. Subjects were fourth, fifth, and sixth grade students living in a poor urban area in a large city. Most of the children came from unstable families. All subjects were identified as having behavioral difficulties at school and poor peer relationships. Results of this study were not statistically significant, however, Rosal noted change in the subjects. One of the measures Rosal utilized was The Children’s Nowicki-Strickland Internal-External Locus of Control (CNS-D3) measure. She found that although there were no statistically significant results, both experimental groups made greater moves toward the norm of the CNS-IE than the control groups. A second measure used in this study was the Conners Teacher Rating Scale (TRS). Results indicated that the two art therapy treatment conditions showed significant differences in changes of diagnosis on the TRS. Both art therapy treatment conditions were more effective than the control group in helping the behavior disordered students improve. Seventy-five percent of the subjects in one of the treatment conditions showed an improved diagnosis on the TRS and 67% showed improved diagnosis in the other treatment condition. The third and final measure that Rosal used in this study was a personal construct drawing interview (PCDI) that was developed specifically for this study to measure changes in self-perception. The students in both art therapy treatment conditions showed an increase in positive attitudes, whereas no major change was noted in the control group. In conclusion, Rosal’s study suggests that art therapy may be an effective modality in helping children with behavior disorders increase levels of control. Pleasant-Metcalf and Rosal (1997) utilized a single-case study research design in a school setting to study the effectiveness of individual art therapy with a 12-year-old girl whose academic performance declined following the divorce of her parents. Evidence in this pilot study suggests that school-based art therapy was effective in helping increase academic performance. This study adds to the growing body of literature supporting the notion that art therapy is an important school-based service and can positively impact academic performance. Avidar (1995) explored through two case studies how art therapy can address treatment needs of children who experience pervasive trauma. The subjects in Avidar’s study, much like the ones in the current study, reside in a violent inner-city housing project in a major metropolitan city. Avidar found that art therapy proves to address the psychological needs of individuals who experience chronic trauma. â€Å"[Art therapy] provides distance, expression, mastery, control, and above all, safety and trust† (Avidar, 1995, p. 16). Omizo and Omizo (1989) used art activities with minority children aged 8 to 11 to help improve self-esteem. It is well documented that poor self-esteem, feelings of incompetence, worthlessness, hopelessness, powerlessness, and feelings of inadequacy contribute to delinquency, substance abuse, unemployment, unrealized potential, poor achievement, and involvement with crime (Roundtree, 1979 and Shaplen, 1982, as cited in Omizo & Omizo, 1989). As in Omizo and Omizo’s study, the children in the current study face the aforementioned feelings and problems. Children in the Omizo study were assigned to an experimental group or a control group and were pre- and post-tested using The Culture-Free Self-Esteem Inventory for Children (SEI) to measure self-esteem. Results on the post-test indicated a significant difference between the experimental and control group. The minority children who participated in group counseling that utilized art activities had significantly higher social peer-related and academics/school-related self-esteem. Application of Art Therapy in Counseling Children Historically, therapy has been provided in private offices, hospitals, and community clinics. Traditionally, schools have been viewed narrowly as places to educate. Now that we have entered the 21st century, an expanded notion of the function of the school needs to be considered. Schools are not just the place where students learn academic material; schools also shape students’ psychological well-being, especially in poor urban neighborhoods where there are few resources available to families. Schools are the primary institutions where children gather, and as such, they provide an excellent setting in which to deliver effective services to children in need. Individuals and families may not be able to obtain services if they are required to go to an office-based treatment setting. School-based services can provide a solution to the problem of children not being independently mobile and having to rely on a family member, guardian, or some other adult to take them to therapy. Schools are â€Å"where the children are. We have to take the service to them, rather than expect them to come to us† (McNiff, 1997). This is especially the case when working with disadvantaged, at-risk children. There are a multitude of factors that may lead to a lack of participation in treatment. It is often not a lack of desire or motivation for treatment, but rather a confounding situation. Disadvantaged families usually do not have a reliable source of transportation. Therefore, it makes it very difficult to make a scheduled session that possibly is miles away, outside of their community. Another problem with children receiving services outside of the school is that they have to rely on an adult to get them there. Parents in poor urban settings are often disenfranchised by the system and may lack the motivation to get their child to treatment. In addition, there may be crises that arise and other children whose parents or guardians are caring for that make it difficult to get to scheduled appointments. However, with school-based interventions, if the child attends class, he or she is able to receive treatment without relying on an adult to provide transportation. The school is therefore a more effective place to reach children more consistently. The earlier the intervention, the more likely it is that one can eradicate and reshape unhealthy behaviors among children. The longer the behavior continues, the more difficult it is to extinguish. By meeting the needs of children in a school setting, there is a greater chance of targeting and changing negative behaviors at an early stage. There are numerous advantages to school-based treatments when compared to more traditional settings. There is a push for briefer treatments in which the patient takes a more active role in the therapeutic process. In addition, there is no longer the belief that one type of treatment is appropriate for all presenting problems. Art therapy in the public schools is an alternative approach to a variety of problems, one that is both active and brief. The therapy takes place when school is in session; therefore, the school calendar dictates treatment to only be a certain length of time. Another advantage is that the therapist, by being in the school, is part of the school system and climate and has an opportunity to â€Å"gauge the general social climate that is impinging on the child† (Nicol, 1979, p. 83). The therapist can witness the child interacting with peers and teachers and identify problematic social relationships and social skills that are causing difficulties for the child. Providing treatment in a familiar environment is linked to clients remaining in treatment. The school is a very familiar environment for children, thus increasing the chances that the child will remain in treatment. A final advantage of the school-based setting is the collaboration that can occur amongst professionals (Nicol, 1979). Teachers do not receive the necessary training on how to handle children with behavioral problems. The school-based therapist can serve as a resource for the teachers and school staff, providing consultations and in-school workshops. Given the central role that schools play in the lives of children, we need to expand upon this by not only educating children on subjects of reading, writing, and arithmetic, but also help to foster positive self-esteem and emotional and cognitive growth. In addition, schools also should help children build interpersonal relationship skills and help students to develop positive behaviors. By broadening the definition and role the school plays beyond academic success, children will have a greater chance of success and a larger set of skills necessary to make it in the outside world. Most of the literature on art therapy in schools represents work that is taking place in specialized settings, not urban public schools. â€Å"The severity of problems that children bring into school settings is rising dramatically. Violence, sexual abuse, suicide, substance abuse, poverty, and the decay of family and community structures are just some of the numerous issues affecting children today† (Essex, Frostig, & Hertz, 1996, p. 182). Children bring these problems into the classroom and schools are left with the responsibility to handle these grave situations. When a child is in distress, it interferes with the child’s ability to learn. In 1990, a decision by the Supreme Court of New Jersey emphasized the critical need for public school support of these issues. There have been several other legislative initiatives that focus on the benefits of creative art therapies to help individuals who do not respond to more traditional therapies. â€Å"The Senate and House Report (No. 96-712, May 18, 1980) on the Mental Health Systems Act of 1980 gave special attention to the creative arts therapies in the treatment of persons who required mental health services but who did not respond to traditional therapeutic modalities† (Bush, 1997b, p. 10). Janet Bush (1997a) introduced the first comprehensive art therapy program in a public school in Dade County, Florida during the 1979-1980 school year which still exists today. Other art therapy programs have been started in the United States, but they are not as extensive as Dade County and have developed differently. Initially, the goal of the pilot program in Dade County was to provide art therapy for students with physical, emotional, educational, and psychological problems â€Å"to ameliorate a variety of unacceptable behaviors and to help the students learn by improving students’ insights, attitudes, and skills† (Bush, 1997a, p. 9). Eventually, the program narrowed its focus to only include students with emotional problems. While obtaining her graduate degree in art therapy, Bush recognized how students’ problems were directly and indirectly affecting their educational goals. By introducing art therapy in the school, she hoped to assist the children in problem resolution by providing tools to foster self-expression and emotional and cognitive growth. In 1999, the Bade County school district employed 20 Mi-time art therapists to work in 28 public schools. (Minato, 1999, p. 59). As the art therapy program grew and developed, other professionals (psychologists, social workers, family therapists, and teachers) joined the treatment team. At first, the program combined art education along with art therapy. This was due to the fact that the original funding for the program came from the art education department. In 1995, the program shifted away from art education and started focusing entirely on clinical art therapy objectives with severely emotionally disturbed children (Bush, 1997a). The activities the school art therapists provided were very comprehensive. They included: consultation, assessment, intervention, professional training and development, research, program planning, and evaluation (Bush, 1997b). Although the Dade County school-based art therapy program has been a success, its success has been measured by observation and experiences of the therapists. This program, along with most school-based art therapy programs, lacks the documentation to support empirical research. The Dade County program has continued to prosper since its commencement in 1979, but empirical research supporting it is minimal (Bush, 1997b). Art therapy in schools, however, has not taken root. It is time for controlled research and documentation on the application of art therapy in schools. Relevant outcome criteria on the effectiveness of art therapy in treating students and the effects of participation on a school’s team should be reported. (Bush, 1997a, p. 13) The Dade County art therapy program is a model program, which can serve to inspire future development of similar school-based art therapy programs. Art therapy in a school-based setting can provide at-risk children with an outlet to work through obstacles that are hindering their educational, emotional, and social growth. Conclusion Behavioral science research has focused on the psychological, emotional, behavioral, and cognitive problems that children exposed to chronic stress and violence face. Research in this area has become increasingly prolific as the rates of violence and risk of exposure increases. This is especially true in large urban cities where the prevalence rate of urban youth exposed to violence and chronic stress is rapidly increasing. There are many factors in the lives of impoverished African-American children that lead to chronic stress. Rutter (1978) identified six significant familial stressors that increased the probability of behavioral disorders among children. They are: (a) the father having an unskilled/semiskilled job, (b) overcrowding in the home or a large family size, (c) the mother suffering from depression or a neurotic disorder, (d) the child having ever been â€Å"in care,† (e) the father having been convicted of any offense against the law, and (f) marital discord (Rutter, 1978). Other researchers examined multiple stressors on school-aged children’s psychological functioning: parental conflict, maternal depression, overcrowding, and family income. Shaw and Emery found that â€Å"cumulative family stressors predicted clinically-elevated child behavior problems and below-average ratings of children’s IQ and perceived social competence† (1988, p. 204). The research suggests there is a significant relationship between exposure to chronic stress, crime, and violence and behavioral, psychological, and academic problems. It is necessary to then take the next step and focus on ways in which to ameliorate these negative effects. Traditionally, psychological services of art therapy have been provided in hospitals, community mental health centers, and private offices. There are, however, numerous factors that impede the ability of at-risk children from getting these needed services that are often provided outside their community. School-based interventions in art therapy can provide one solution to this problem. School-based therapeutic interventions have been effective in helping children to deal with the emotional repercussions of living with multiple stressors. By addressing common problems in a novel way, school-based art therapy therapy opens the doors to many children who otherwise would not receive the needed therapeutic help. The children are in their schools everyday, so why not bring the service to them. Outcome literature supports the notion that school-based intervention programs in art therapy can yield to positive outcomes in the lives of children. References Art therapy: Definition of profession. (1998, Summer). American Art Therapy Association Newsletter, 31, 3. Avidar, A. (1995). Art therapy and pervasive trauma: Working with children in violent communities. Pratt Institute Creative Arts Therapy Review, 16, 10-16. Bush, J. (1997a). The development of school art therapy in Dade County public schools: Implications for future change. Art Therapy: Journal of the American Art Therapy Association, 14(l 9-14. Bush, J. (1997b). The handbook of school art therapy. Springfield, IL: Charles C Thomas. Essex, M. , Frostig, K. , & Hertz, J. (1996). In the service of children: Art and expressive therapies in public schools. Art Therapy: Journal of the American Art Therapy Association, 73(2), 181-190. Malchiodi, C. A. (1995). Does a lack of art therapy research hold us back? Art Therapy: Journal of the American Art Therapy Association, 12(4), 218-219. Malchiodi, C. A. (2003). Art therapy and the brain. In C. A. Malchiodi (Ed. ), Handbook of art therapy. New York: Guilford Press. pp. 16-24 McNiff, S. (1997). Art therapy: A spectrum of partnerships. The Arts in Psychotherapy, 24, 37-44. McNiff, S. (1998a). Enlarging the vision of art therapy research. Art Therapy: Journal of the American Art Therapy Association, 15(2), 86-92. McNiff, S. (1998b). Art-based research. London: Jessica Kingsley Publishers Ltd. Kaplan, F. F. (2000). Art, science, and art therapy. London: Jessica Kingsley. Minato, Laura. (1999). Book Review. The Arts in Psychotherapy, 26(1), 59-60. Nader, K. , & Pynoos, R. S. (1991). Play and drawing techniques as tools for interviewing traumatized children. In C. E. Schaefer, K. Gitlin, & A. Sandgrund (Eds. ), Play diagnosis and assessment (pp. 375-389). New York: Wiley. Newcomer, P. (1993). Art, Music, and Dance Therapy. In P. Newcomer (Ed. ), Understanding and teaching emotionally disturbed adolescents (pp. 515-553). Austin, TX: Pro-ed. Nicol, AR. (1979). Psychotherapy and the school. Journal of Child Psychology and Psychiatry, 20, 81-86. Omizo, M. M. , & Omizo, S. A. (1989). Art Activities to improve self-esteem among native Hawaiian children. Journal of Humanistic Education and Development, 27(3), 167- 176. Pleasant-Metcalf, A. M. , & Rosal. M. L. (1997). The use of art therapy to improve academic performance. Art Therapy: Journal of the American Art Therapy Association, 14(1), 23-29. Restak, R. M. (1994). The modular brain. New York: Scribner. Riley, S. (2003). Using art therapy to address adolescent depression. In C. Malchiodi (Ed.), Handbook of art therapy. New York: Guilford Press. Roje, J. (1995). LA ’94 earthquake in the eyes of children: Art therapy with elementary school children who were victims of disaster. Art Therapy: Journal of the American Art Therapy Association, 12(4), 237-243. Rosal, M. L. (1998). Research thoughts: Learning from the literature and from experience. Art Therapy: Journal of the American Art Therapy Association, 15(1), 47-50. Rosal, M. L. , McCulloch-Vislisel, S. , & Neece, S. (1997). Keeping students in school: An art therapy program to benefit ninth-grade students. Art Therapy: Journal of the American Art Therapy Association, 14(1), 30-36. Rutter, M. (1978). Family, area, and school influences in the genesis of conduct disorder. In L. A. Hersov & D. Schaffer (Eds. ), Aggression and anti-social behavior in childhood and adolescence (pp. 95-114) Oxford: Pergamon Press. Silver, R. , and Ellison, J. (1995). Identifying and assessing self-images in drawings by delinquent adolescents. The Arts in Psychotherapy, 22, 339-352. Wadeson, H. (1980). Art psychotherapy. New York: John Wiley & Sons.