Anticipatory Grief Essays -- Psychology

Grief is a universal reaction experienced by all of us at some time in our lives. The capacity that makes each of us capable of warm, satisfying relationships also leaves us vulnerable to sadness, despair, and grief when such relationships are disrupted (Carr, 1969). Regardless of the actual relationship that might have existed prior to the death, we have the tendency to idealize the relationship once death has occurred and we expect expressions of normal grief. Unfortunately, "normal grief' is what society expects, but the needs of the individual prerequisites putting a label on grief. Because society influences our behavior through the secondary reinforcement of social approval during this time, we are not looking at the primary reinforcer of survival. The needs of each individual can only be understood in the light of knowledge of his/her own developmental background and the particular conflicts being mobilized, and what defenses are being used against these (Maddison & Raphael, 1 972). This same developmental background is important in another aspect of death called anticipatory grief. The term anticipatory grief was first used by Lindemann in 1944 to " ... denote a reaction to separation and the possibility of death rather than the inevitability of death" (Bourke, 1984). Over the years there has been much discussion and research has been done on anticipatory grief. But to this point research evidence is inconsistent. All research points to the fact that anticipated losses that face the individual are very real. "Their emotional investment in the individual's presence, the satisfactions and warmth that they have received through their attachment to her or him, are soon to be ended"(Kalish, 1977). Since Lindemann (... ... management of acute grief. American Journal of Psychiatry, 101, 141-148. Maddison, D. C. & Raphael, B. (1972). The family of the dying patient. In B. Schoenberg, A. Carr, A. Kutscher, D. Peretz, & I. Goldberg, (Eds.), Psychosocial aspects of terminal care (pp. 185-200). New York: Columbia Univ. Press. Marples, M. (1986). Helping family members cope with a senile relative. Social Casework: The Journal of Contemporary Social Work, 67, 490-498. Osterweis, M., Solomon, F., & Green, M. (1984). Bereavement: Reactions, consequences, and care. Washington, D.C.: National Academy Press. Rando, T. A. (1988). Anticipatory grief: The term is a misnomer but the phenomenon exits. Journal of Palliative Care, 4, 70-73. Rando, T. A. (1989). Anticipatory grief. In R. Kastenbaum & B. K. Kastenbaum (Eds.), Encyclopedia of death (12-15). Phoenix: The Oryx Press.

Carl Rogers Essay

Carl Rogers Carl Rogers Carl Ransom Rogers (January 8, 1902 – February 4, 1987) was an influential American psychologist and among the founders of the humanistic approach to psychology. Rogers is widely considered to be one of the founding fathers of psychotherapy research and was honored for his pioneering research with the Award for Distinguished Scientific Contributions by the American Psychological Association in 1956. The person-centered approach, his own unique approach to understanding personality and human relationships, found wide application in various domains such as psychotherapy and counseling (client-centered therapy), education (student-centered learning), organizations, and other group settings. For his professional work he was bestowed the Award for Distinguished Professional Contributions to Psychology by the APA in 1972. Towards the end of his life Carl Rogers was nominated for the Nobel Peace Prize for his work with national intergroup conflict in South Africa and Northern Ireland. In an empirical study by Haggbloom et al. (2002) using six criteria such as citations and recognition, Rogers was found to be the sixth most eminent psychologist of the 20th century and second, among clinicians, only to Sigmund Freud. The fully functioning person Optimal development, referred to below in proposition 14, results in a certain process rather than static state. Rogers describes this as the good life, where the organism continually aims to fulfill its full potential. He listed the characteristics of a fully functioning person (Rogers 1961): 1. A growing openness to experience – they move away from defensiveness and have no need for subception (a perceptual defense that involves unconsciously applying strategies to prevent a troubling stimulus from entering consciousness). 2. An increasingly existential lifestyle – living each moment fully – not distorting the moment to fit personality or self concept but allowing personality and self concept to emanate from the experience. This results in excitement, daring, adaptability, tolerance, spontaneity, nd a lack of rigidity and suggests a foundation of trust. â€Å"To open one’s spirit to what is going on now, and discover in that present process whatever structure it appears to have† (Rogers 1961) 3. Increasing organismic trust – they trust their own judgment and their ability to choose behavior that is appropriate for each moment. They do not rely on existing codes and social norms but trust that as they are open to experiences they wil l be able to trust their own sense of right and wrong. 4. Freedom of choice – not being shackled by the restrictions that influence an incongruent individual, they are able to make a wider range of choices more fluently. They believe that they play a role in determining their own behavior and so feel responsible for their own behavior. 5. Creativity – it follows that they will feel more free to be creative. They will also be more creative in the way they adapt to their own circumstances without feeling a need to conform. 6. Reliability and constructiveness – they can be trusted to act constructively. An individual who is open to all their needs will be able to maintain a balance between them. Even aggressive needs will be matched and balanced by intrinsic goodness in congruent individuals. www. bapca. org. uk/about-2/carl-rogers. html? tmpl=component&print=1&page= 1/4 3/22/13 Carl Rogers 7. A rich full life – he describes the life of the fully functioning individual as rich, full and exciting and suggests that they experience joy and pain, love and heartbreak, fear and courage more intensely. Rogers’ description of the good life: This process of the good life is not, I am convinced, a life for the faint-hearted. It involves the stretching and growing of becoming more and more of one’s potentialities. It involves the courage to be. It means launching oneself fully into the stream of life. (Rogers 1961) Nineteen propositions Rogers theory (as of 1951) was based on 19 propositions: 1. All individuals (organisms) exist in a continually changing world of experience (phenomenal field) of which they are the center. 2. The organism reacts to the field as it is experienced and perceived. This perceptual field is â€Å"reality† for the individual. 3. The organism reacts as an organized whole to this phenomenal field. 4. A portion of the total perceptual field gradually becomes differentiated as the self. 5. As a result of interaction with the environment, and particularly as a result of evaluational interaction with others, the structure of the self is formed – an organized, fluid but consistent conceptual pattern of perceptions of characteristics and relationships of the â€Å"I† or the â€Å"me†, together with values attached to these concepts. . The organism has one basic tendency and striving – to actualize, maintain and enhance the experiencing organism. 7. The best vantage point for understanding behavior is from the internal frame of reference of the individual. 8. Behavior is basically the goal-directed attempt of the organism to satisfy its needs as experienced, in the field as perceived. 9. Emotion accompanies, and in general facilitates, such goal directed behavior, the kind of emotion being related to the perceived significance of the behavior for the maintenance and enhancement of the organism. 10. The values attached to experiences, and the values that are a part of the self-structure, in some instances, are values experienced directly by the organism, and in some instances are values introjected or taken over from others, but perceived in distorted fashion, as if they had been experienced directly. 1. As experiences occur in the life of the individual, they are either, a) symbolized, perceived and organized into some relation to the self, b) ignored because there is no perceived relationship to the self structure, c) denied symbolization or given distorted symbolization because the experience is inconsistent with the structure of the self. 12. Most of the ways of behaving that are adopted by the organism are those that are consistent with the concept of self. 13. In some instances, behavior may be brought about by organic experiences and needs which have not been symbolized. Such behavior may be inconsistent with the structure of the self but in such instances the behavior is not â€Å"owned† by the individual. 14. Psychological adjustment exists when the concept of the self is such that all the sensory and visceral experiences of the organism are, or may be, assimilated on a symbolic level into a consistent relationship with the concept of self. 15. Psychological maladjustment exists when the organism denies awareness of significant sensory and visceral experiences, which consequently are not symbolized and organized into the gestalt of the self structure. When this situation exists, there is a basic or potential psychological tension. 16. Any experience which is inconsistent with the organization of the structure of the self may be www. bapca. org. uk/about-2/carl-rogers. html? tmpl=component&print=1&page= 2/4 3/22/13 Carl Rogers perceived as a threat, and the more of these perceptions there are, the more rigidly the self structure is organized to maintain itself. 7. Under certain conditions, involving primarily complete absence of threat to the self structure, experiences which are inconsistent with it may be perceived and examined, and the structure of self revised to assimilate and include such experiences. 18. When the individual perceives and accepts into one consistent and integrated system all his sensory and visceral ex periences, then he is necessarily more understanding of others and is more accepting of others as separate individuals. 9. As the individual perceives and accepts into his self structure more of his organic experiences, he finds that he is replacing his present value system – based extensively on introjections which have been distortedly symbolized – with a continuing organismic valuing process. Additionally, Rogers is known for practicing â€Å"unconditional positive regard,† which is defined as accepting a person â€Å"without negative judgment of †¦. [a person’s] basic worth. † Learner-centred education Carl Rogers applied his experiences with adult therapy to the education process and developed the concept of learner-centered teaching. He had the following five hypotheses regarding learner-centered education: -â€Å"A person cannot teach another person directly; a person can only facilitate another’s learning† (Rogers, 1951). This is a result of his personality theory, which states that everyone exists in a constantly changing world of experience in which he or she is the center. Each person reacts and responds based on perception and experience. The belief is that what the student does is more important than what the teacher does. The focus is on the student (Rogers, 1951). Therefore, the background and experiences of the learner are essential to how and what is learned. Each student will process what he or she learns differently depending on what he or she brings to the classroom. -â€Å"A person learns significantly only those things that are perceived as being involved in the maintenance of or enhancement of the structure of self† (Rogers, 1951). Therefore, relevancy to the student is essential for learning. The students’ experiences become the core of the course. -â€Å"Experience which, if assimilated, would involve a change in the organization of self, tends to be resisted through denial or distortion of symbolism† (Rogers, 1951). If the content or presentation of a course is inconsistent with preconceived information, the student will learn if he or she is open to varying concepts. Being open to consider concepts that vary from one’s own is vital to learning. Therefore, gently encouraging open-mindedness is helpful in engaging the student in learning. Also, it is important, for this reason, that new information is relevant and related to existing experience. -â€Å"The structure and organization of self appears to become more rigid under threats and to relax its boundaries when completely free from threat† (Rogers, 1951). If students believe that concepts are being forced upon them, they might become uncomfortable and fearful. A barrier is created by a tone of threat in the classroom. Therefore, an open, friendly environment in which trust is developed is essential in the online classroom. Fear of retribution for not agreeing with a concept should be eliminated. A classroom tone of support helps to alleviate fears and encourages students to have the courage to explore concepts and beliefs that vary from those they bring to the classroom. Also, new information might threaten the student’s concept of him- or herself; therefore, the less vulnerable the student feels, the more likely he or she will be able to open up to the learning process. -â€Å"The educational situation which most effectively promotes significant learning is one in which (a) threat to the self of the learner is reduced to a minimum and (b) differentiated perception of the field is www. bapca. org. k/about-2/carl-rogers. html? tmpl=component;print=1;page= 3/4 3/22/13 Carl Rogers facilitated† (Rogers, 1951). The instructor should be open to learning from the students and also working to connect the students to the subject matter. Frequent interaction with the students will help achieve this goal. The instructor’s acceptance of being a mentor who guides rat her than the expert who tells is instrumental to student-centered, nonthreatening, and unforced learning. This article is taken from the Wikipedia entry for Carl Rogers. www. bapca. org. uk/about-2/carl-rogers. html? tmpl=component&print=1&page= 4/4

Lld Cover Letter

To Whom It May Concern: During this semester our class had to write three major essays, which are: Rhetorical Analysis (RA), Discipline Investigation (DI), and Critical Reading Reflection (CRR). The Rhetorical Analysis paper is based on how â€Å"to develop your understanding of rhetoric by investigating how a writer constructed a professional document or text in your major field. † It is also â€Å"to practice analytical thinking and clear writing. Basically, I had to research a professional document that is in the field that I want to succeed in my future career.I had to analysis what the rhetorical strategies and appeals are and explain it. The Discipline Investigation paper is based on â€Å"to investigate a discourse community you hope to join and to learn about the kinds of text that community uses. † Before I started this paper, I researched about the job position I would be interested in the future and set up interviews with general managers from hotels. I aske d questions to get more outside knowledge and get to know how the job works personally.The Critical Reading Reflection is based on the book we read which is, The Mind at Work and personal experiences with work. My first best essay is the Discipline Investigation, then the second best is Rhetorical Analysis, then the third best is Critical Reading Reflection. My best essay out of the three is the Discipline Investigation. I started out researching for my career choice and then I interviewed a professional to get the inside scoop of the job and daily routines. As I was developing my paper, I thought the hardest part was not being so technical my ideas but to explain and describe the details.For example, writing about the daily routine part I had started writing periodically what he did each day instead of writing explanation of the skills and knowledge he used in his job. The resources I used to write this paper are book, Internet, and personal interview. I find it helpful to research in all the areas, so you can see the different kinds of information you get from each types of source. There were different ways how I improved on my Discipline Investigation essay from the Rhetorical Analysis essay.First, I would read my paper out loud to see if I have any grammatical errors. Second, I would have friends and classmates peer-edit my paper to see if it is grammatically correct, clear and simple organizations, and make sure all my ideas and requirements are there. Third, I definitely paid more attention writing my paper more concisely since I had the idea of how my instructor was going to grade my essay. Fourth, before even starting on the paper I check to make sure I will address the prompt correctly in my essay.Fifth, I realized that free writing and jotting ideas down and creating an outline for brainstorming helps a lot in order to get the flow of writing consistently. In conclusion, I believe there are some improvements as a writer after taking LLD100A course. I learned to be more precise and focus more while I write my papers. My best paper was Discipline Investigation. Writing my best paper, I feel that I have benefited a lot from the methods of my writing improvements. As I take everything step-by-step I believe that I will process as a writer. Sincerely, xxxx

Asian Theatre essays

Asian Theatre essays Asian theatre is comprised of more than one geographic area. It consists of India, China and Japan. Each brought their own uniqueness to Asian theatre. Asian theatre as it pertains to China will be discussed in this chapter. Ancient Chinese chronicles mention other theatrical activities such as skits, pantomimes, juggling, singing and dancing. This serves as an indication that there were early Chinese versions of popular entertainment. During the Yuan Dynasty, China was ruled not by a Chinese emperor but rather by a Mongol. There was an outbreak of drama in the Yuan Dynasty. Yuan drama was usually written in four acts. Usually the leading character sang all of the music in any given act. The poetic content in these plays was considered the central factor in their success. One of the most famous plays that have survived from this period is The Romance of the Western Chamber, by Wang Shifu. Also, by this point both males and females alike were performing on stage. Chinese theatre in the Ming Dynasty, which came when the Mongols were overthrown after the Yuan Dynasty, brought back traditional social behavior. A Chinese emperor was restored to the throne during this time. Dramatists reverted to writing only for the elite, and theaters lost contact with the broad public. Lute Song by Gao Ming was a best known play of this time. It dealt with questions of family loyalty. In particular it dealt with a husband leaving his wife abandoned. Beijing Opera was formed from elements of folk theater and other genres popular among ordinary people. It was originally called Peking Opera because for many years it was known westerners as Peking. It is not like the grand opera of the west. It combines music and theater, but is also based on dance and even acrobatics. The theater arrangement for these operas are like a modern dinner theater. The audience has dinner and drinks as the performance goes on. The costumes and ...

How to Say All 50 Us States in French (And Why We Should Care)

How to Say All 50 Us States in French (And Why We Should Care) Why should we care how to say the names of all 50 states in French? Well, history, for one thing. Aside from knowing French equivalents of geographic terms that could come in handy, theres a long-standing American soft spot for all things French. Many of the French share a fascination with all things  Ãƒâ€°tats-Unis (United States). We need to know their words; they, ours. The Franco-American Alliance The United States and France have had a deep and complex friendship since before the American Revolution, when  Louis XVI’s regime came to America’s aid by providing money, arms, and military advisers, essential assistance best symbolized by the Marquis de Lafayette. The subsequent French Revolution and Napoleon Bonaparte’s rise to power also benefited the U.S. in 1803, when Napoleon’s woes in Europe and the Caribbean forced him to sell the entire Louisiana territory to the United States, in the words of  Oxford Research Encyclopedias. Says Oxford contributor  Kathryn C. Statler, a University of San Diego historian  : Franco-American economic and cultural contacts increased throughout the 19th century, as trade between the two countries prospered and as Americans flocked to France to study art, architecture, music, and medicine. The French gift of the Statue of Liberty in the late 19th century solidified Franco-American bonds, which became even more secure during World War I. Indeed, during the war, the United States provided France with trade, loans, military assistance, and millions of soldiers, viewing such aid as repayment for French help during the American Revolution. World War II once again saw the United States fighting in France to liberate the country from Nazi control....The Franco-American alliance has been primarily amicable in nature, and when it has not, leaders and citizens on both sides of the Atlantic have moved quickly to remedy the situation. A long line of official, semi-official, and unofficial diplomats, beginning with the Marquis de Lafayette’s staunch support of the American Revolution, has ensured the lasting success of the Franco-American alliance. Today, Americans are still flocking to France for tourism and cultural enrichment, and millions of French have been coming to the US, a product of the great French love affair with la vie Amà ©ricaine and its  freedom, financial opportunity, blend of cultures, and ability to pick up and move whenever and wherever. French and French Canadians Living in the United States As of the 2010 census, there are about 10.4 million U.S. residents of French or French Canadian descent: 8,228,623 French and 2,100,842 French Canadian. Some 2 million speak  French at home  and 750,000 more U.S. residents speak a  French-based creole language. In North America, French-based language groups, mainly in New England, Louisiana, and to a lesser extent, New York, Michigan, Mississippi, Missouri, Florida, and North Carolina, include Quà ©bà ©cois, other French Canadian, Acadian, Cajun, and Louisiana Creole. So, for all that and more, we have a vested interest in knowing what the French call all 50 states. 50 State Names in French The list below details all 50 state names in English and French. Most states are masculine; only nine are feminine and they are indicated by (f.). Knowing the gender will help you choose the correct  definite article  and geographic  prepositions to use with each state. Most names are identical in both English and French, but when they do not share the same spelling, English names are provided in parentheses after the French names. Les États-Unis dAmà ©rique the United States of America Abbreviations: É-U  (US) and  Ãƒâ€°-UA  (USA) AlabamaAlaskaArizonaArkansasCalifornie (f.)  (California)Caroline du Nord  (f.) (North Carolina)Caroline du Sud  (f.)  (South Carolina)ColoradoConnecticutDakota du Nord  (North Dakota)Dakota du Sud (South Dakota)DelawareFloride  (f.)  (Florida)Gà ©orgie (f.)  (Georgia)Hawaà ¯Ã‚  (Hawaii)IdahoIllinoisIndianaIowaKansasKentuckyLouisiane  (f.)  (Louisiana)MaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew Jerseylà ©tat de New York*  (New York State)Nouveau-Mexique  (New Mexico)OhioOklahomaOregonPennsylvanie  (f.)  (Pennsylvania)Rhode IslandTennesseeTexasUtahVermontVirginie  (f.)  (Virginia)Virginie-Occidentale  (f.)  (West Virginia)là ©tat de Washington*  (Washington State)WisconsinWyoming Plus, Washington, D.C. (formerly the District of Columbia), a compact federal district under the jurisdiction of the US Congress. As such, the capital district is not part of any state. It is spelled the same in English and in French. *These are said this way to distinguish between cities and states with the same name.

The 4 pillars of SMS Assignment Example | Topics and Well Written Essays - 500 words

The 4 pillars of SMS - Assignment Example In this regard, the 4 common pillars of SMS are safety policy, risk management, assurance and promotion. This component establishes the top management’s dedication to constantly improve safety. This is because it entails the organizational policies and structure that define the responsibilities of the management to ensure safety precautions (Waring, 2006). Organizations cannot effectively operate without the observation of safety policies, which help in reducing confusion and errors. The safety policy component is efficient for creating a proactive and predictive program because it offers new regulations that can help in improving equipment and system designs (Ludwig, 2007). For instance, the management can decide to employ new safety programs that will reduce the occurrence of risks. This SMS component determines the requirement for improved risk controls based on the appraisal of suitable risk. The pillar also offers a formal system of hazard recognition, risk evaluation, resource distribution and system monitoring. The component is suitable for creating a proactive and predictive safety program because it helps engineers develop, determine and administer a safety culture that decreases injuries (Waring, 2006). As a result, the safety risk management pillar provides a proactive response before the occurrence of risks. This is because it predicts and tries to prevent accidents through the appropriate response mechanisms. This SMS pillar comprises of coaching, communication and other activities to establish a favorable safety culture within all workforce levels. It is prudent that constant communication of safety values and performances help to support a sound safety culture. Its value in the predictive safety program is that the communication and training initiatives are essential for equipping workers with the required skills to tackle emerging threats (Ludwig, 2007). The workforce needs to acquire modern training facilities in order to prepare for

Abolitionist Women in 1790-1850 Research Paper Example | Topics and Well Written Essays - 1250 words

Abolitionist Women in 1790-1850 - Research Paper Example As the Victorian cultural age began to seep into the previous colonies, the rights that women previously enjoyed began to be stripped away. The history of the abolitionist movement among white women was an attempt to better than position in the newly formed United States of America. Not only did these women want to gain more political clout but also to recapture the rights that were taken away. The women who took a stand prior to 1790 became the forerunners in the women’s abolitionist movement. Immigrants came to North America to get away from persecution in Europe in hopes of being able to have the ability to live their lives how they say fit. In the new country there was the ability to make the laws they want, in the manner that benefited the community the most. Because of this the laws and regulations regarding voting and land owning were different that of Europe. Initially women held many of the same rights as their male counterparts. This was due to both a lack of populat ion as well as many of these women held positions of power in their home countries and that attitude carried over to when they immigrated to the United States. Most of the colonies before 1776 and the creation of the United States allowed women to vote in elections. When the states gained the power to rewrite their constitutions, many retracted the right and refused to allow women the freedom to vote. It was only New Jersey who maintained the right to vote for women in the 19th century when the men who held power stripped the right as well. Although women were not allowed to publically voice their opinion, many were still maintained as the head of household, and their husbands listened to what the women were saying. Women have always held a position of power inside the home, while men tended to be powerful outside the home. Because of this, many women began to meet while husband worked to talk about the political and social issues of the time. When their husbands returned home, thes e homemakers related what they learned and how they felt to their husbands who in turn responded by voting a specific way. These small groups of women also began to vocally demand change with a lot of the societal issues of the time. What began as small home based groups quickly turned into large groups of women meeting to discuss suffrage and other issues occurring in their respective areas. Due to the Victorian era of cultural ideals, women were expected to be at home, managing the home and not dealing with political or social issues.1 So when women started to come out of the houses to fight for suffrage and abolishing slavery it was considered scandalous. Due to the causes that women were fighting for, it commonly believed that there should be more black women than white women. Many of the issues these women fought against directly impacted the black populations. However during the abolitionist movements of the late 1790s and early 1800s the majority of women who were vocal were white.2 This is not to say that there were not highly vocal black women, but the majority of the abolitionist movements were white women. Soon after the United States became a country, individual states began to take away many of the rights that women held prior to 1776. This caused many women to stand up for their rights. In the beginning they were viewed as a group of women who had too much time on their hands, and could cause no real waves in both the social or political realms. In 1780 however laws started to be passed that allowed a method for slaves to become free. This led to the Northwest Ordinance of 1878 that stated all slaves northwest of the Ohio River were free, and prohibited the act of slavery.