Types Of Probation And Parole Essay Example for Free

Types Of Probation And Parole Essay Probation and parole are two different types of community amendment originally developed to tone down severe punishment for those who committed crimes or disobeyed the state’s rules and norms, though not visible in some countries or states. Probation is a procedure wherein the offender remains under the court’s supervision for certain period of time with a set of guidelines to avoid jail or prison, while parole is a time period after a person is released from jail or prison while under supervision. [1] The practice of the two community correction was the result of opposing beliefs of philosophers, classicalists, and positivists. Classicalists believe that when a person committed crime, he is responsible for his actions and therefore must be punished. On the other hand, positivists believe that the offenders have reasons that forced him to do such acts and deserve a chance to make himself better. Between 1841 and 1859, John Augustus insisted the practice of giving a temporary release for prisoners while serving the community as a lift in their sentence. The guiding philosophy of probation is rehabilitation. Augustus undoubtedly stated, It became pretty generally known that my labors were upon the ground of reform, that I confined my efforts mainly to those who were indicted for their first offence, and whose hearts were not wholly depraved, but gave promise of better things . . .[2]Augustus’ efforts were favored. A French word â€Å"parol† literally means â€Å"word of honor† as used by the prisoners of war when they take an oath of never to engage again in the warfare if released. In some states during 1938, parole, as a conditional pardon, was already practiced. The first recorded official practice of an early release of a convict was during the time of Samuel Howe. It was favored because of the problem in overcrowding in prison increased.[3] In Tennessee, a board of probation and parole, an independent State Commission composed of seven members appointed by the governor, decides whether the offender will be granted the privilege of a conditional release or if he will remain in prison[4]. The factors that parole board considers in granting parole are public safety, age, mental stability, marital status, educational background, repentance, time served, criminal records, level of severity of the offense, actions, rehabilitative efforts, and conduct while incarcerated.[5] A parole is a privilege and not a right, the possibility of denying a parole will happen when the parole board finds that: One, there is a great risk for the defendant to defy the conditions of the release program; secondly, if granting of the release will cause decrease in practicing of the crime that the offender is guilty of or it will promote disrespect for the law; next is if it will have an unpleasant effect on institutional discipline; and lastly, if the release will effective for the enhancement of the convict’s capacity to live a law-abiding life.[6] A prosecutor and a judge decide for probation requests. When under probation or parole the requirements include obey all laws of the society, report change of employment or address to probation officers, refrain from using drugs or alcohol, undergo random several drug tests, and limit traveling unless permitted by a probation officer.[7] States differ in the time span of probation and parole depending on the offense and behavior of the offender. Probation has a maximum of sixty months or five years while parole can be lifetime supervision if a person is paroled because of a murder case or given a penalty of a life sentence.[8] In California, there are two types of probation, the formal probation and the informal probation. In formal probation, the defendant is scheduled, usually once a month, to meet with the assigned probation officer for a regular report. In informal probation, scheduled meetings are not necessary but the defendant must complete the terms of sentence and should not be engaged in trouble. The defendant’s sentence may take account of different sanctions such as community service like cleaning public places, medical and educational mission programs of the government; counseling or rehabilitation, several unannounced drug testing, paying of required fines and penalties based on financial status of the offender and the intensity of the crime committed, reimbursement to the victim, and even house confinement under monitor or imprisonment. [9] Intensive supervised probation is a form of release wherein the offender undergoes a close monitoring and strict conditions. Individuals on ISP are those who have committed serious crimes like for an example murder. They are given excessive restrictions including regular meeting with the officers for reports because of the belief that these will discourage, or at least meddle, any possible criminal acts that is ongoing. Shock probation is another form in which the offender is initially sentenced with imprisonment.   After being brought before a judge after thirty, sixty or ninety days, his sentence is lifted into probation. In split sentence, the sentence of the offender includes imprisonment and probation. Appearing before a judge is also not required. The person will be jailed first, and then will undergo probation. Split sentence and shock probation are often used interchangeably.[10] If the convicted person violated his probation or parole, the possible sanctions are: increase in the level of supervision or imposing more strict regulations, house arrest with close monitoring, revocation of probation or parole, or jail confinement.[11] How can probation be violated? The most common violation includes the following situations: a person under probation or parole is required to pay fines and restitution as reimbursement to the victim, if he failed to do so a violation is committed; failure to complete required programs such as rehabilitation and community service; he is required to attend required court appearance for a progress report and not appearing is also a form of violation; defying of rules like when he is limited to visit some persons or travel into places but then he still insists; failure to attend on scheduled reports to a probation officer; changing his identity, employment, or other status conditions without reporting it to the officers; possession of illegal substances for instance drugs, alcohols or weapons; and lastly engaging in new crimes for he is required to stay out of trouble to avoid new offenses that may lead to revocation of the privilege. The judge and the prosecutor reflect on many factors in considering a probation violation. These includes: the nature and seriousness of the probation violation; the records of the offender in committing violations; the unlawful activity close to the probation violation; justifying conditions of violating the probation; the officer’s view of the violation whether he sees the violation as a big deal or something that can be dealt with; and the time when the violation is committed whether it happened in the beginning, middle or the end of the probation term or period.[12] In case of a serious violation, a parole violation hearing is required. It will be composed of the parolee, the probation officer and a board of selected individuals. Lawyers are excluded in the hearing. In a probation violation hearing, the defendant is allowed to seek help from his lawyer to represent him in the court. In case of a minor violation, sometimes, it can be dealt with the probation officer and no need to take the case in the court, which will just include some verbal warnings.[13] Probation and parole are just temporary release and if technical violations, like failure to follow the parole or probation conditions, or new offense, like performing another criminal act, are committed during the period of supervision, then the privilege can be revoked. Probation revocation is initiated by the probation officer. The defendant will be sent with a notification letter of the alleged violation, and then will undergo a preliminary hearing at which a legal authority will decide whether the evidence and claims are acceptable to pursue the hearing, if warranted; the revocation process will take place. During revocation trials, probationers are permitted to state under oath in their own behalf and have witnesses and lawyers at hand. The proofs that are presented in the revocation hearing are not as standard as of the usual criminal hearings, usually, simple evidence are enough. The possible decisions of the hearing, if found guilty, may include return to supervision, notice with re-establishment to supervision, or jail time. The revocation of parole is almost similar to probation; the difference is that probation is administrated by judicial decisions while the other is through administrative measures.   When arrest warrants are issued, the officers are empowered to take custody of the parolee with the maximum time of forty-eight hours. This happens when the offender is found to be a great threat to the community like when he is committing more severe crimes such as murder, rape, burglary and many others. However, when alleged of violation, a parolee has the right to receive a written notice before the revocation proceeding. He is also allowed to verify accusations of violating parole as well as the right to explain himself whether the evidences presented are correct and reliable that will prove that the violation actually happened. He may confront and interrogate petitioners. He should also receive a written explanation for the decisions concerning the revocation of the parole and what evidence was presented and considered in the outcome of the case. [14] Here are some statistical reports in probation and parole cases according to United States of America’s Department of Justice: At the end of the year 2005, over 4.9 million adults were under Federal, State, or local probation or parole authority; more or less 4.2 million on probation and eight hundred thousand on parole. There was a 0.06% increase in the population of probationers and parolees –an increase of thirty thousand during the year which is greater than a fifth of the average annual increase of 2.8% since 1995. There are twenty-three percent and twelve percent women in the nation’s population of probationers and parolees, respectively. Adults on probation are composed of fifty-five percent white, thirty percent black and thirteen percent Hispanic while those on parole have forty-one percent white, forty percent black, and eighteen percent Hispanic. Convicts released from prison because of parole board decision dropped to thirty-one percent from fifty percent in 2005, while compulsory discharge based on a constitutional prerequisite turn into fifty-one from a previous record of forty-five percent. Since 1995 to 2005, forty-five percent of the parolees completed their terms and conditions while thirty-eight percent were returned to jail, and eleven percent of them escaped. As of 2001, fifteen US states and the federal government had abolished parole programs[15]. Even with probation and parole programs, the number of offenders is still increasing. Law-breakers are everywhere and the governments of different states and countries never stop in seeking for the resolution for this problem. Aside from probation and parole, petitions for pardons and a death penalty charge has been passed to the government and is being implemented to some states and countries. But then, overcrowding in jail or prison is still the greatest challenge to the correctional institution.[16] Probation and parole are both implemented so that an offender may still have the chance to live in the community, though under supervision but at least free from the cold bars of jail, while still paying for the crime that he committed proving he is capable of obeying the law and abiding the society’s norms. As Augustus said, every person has the right for second chances. Not because an individual made a mistake once, he should be punished for the rest of his life. The driving force that pushed him to do such criminal acts should be changed and rehabilitated to prevent more serious crimes in the future.   But before a privilege is granted, everything must first undergo the legal process. References: Law Library-American Law and Legal information::Crime and Justice Vol.3 retrieved July 2, 2007 from http://law.jrank.org/pages/1817/Probation-Parole-History-Goals-Decision-Making-Origins-probation-parole.html Encyclopedia of Everyday Law retrieved July 3, 2007 from http://law.enotes.com/everyday-law-encyclopedia/probation-and-parole http://www2.state.tn.us/bopp/bopp_faq.htm http://www.legalmatch.com/law-library/article/parole-and-probation.html http://www.hmichaelsteinberg.com/probationparole.htm http://www.michigan.gov/corrections/0,1607,7-119-1435,00.html Stephen Rodriguez and Associates. http://www.probationviolationattorney.com/ U.S. Department of Justice  Ã‚ ·Ã‚  Office of Justice Programs Bureau of Justice Statistics http://www.ojp.usdoj.gov/bjs/pandp.htm [1] http://www.legalmatch.com/law-library/article/parole-and-probation.html [2] http://law.jrank.org/pages/1817/Probation-Parole-History-Goals-Decision-Making-Origins-probation-parole.html [3] http://law.enotes.com/everyday-law-encyclopedia/probation-and-parole [4] http://www2.state.tn.us/bopp/bopp_faq.htm [5] http://www.legalmatch.com/law-library/article/parole-and-probation.html [6] http://www.hmichaelsteinberg.com/probationparole.htm [7] http://www.legalmatch.com/law-library/article/parole-and-probation.html [8] http://www.hmichaelsteinberg.com/probationparole.htm [9] Law Library-American Law and Legal information::Crime and Justice Vol.3 retrieved July 2, 2007 from http://law.jrank.org/pages/1817/Probation-Parole-History-Goals-Decision-Making-Origins-probation-parole.html [10] http://law.enotes.com/everyday-law-encyclopedia/probation-and-parole [11] Encyclopedia of Everyday Law retrieved July 3, 2007 from http://law.enotes.com/everyday-law-encyclopedia/probation-and-parole [12] http://www.probationviolationattorney.com [13] http://www.probationviolationattorney.com [14] http://law.enotes.com/everyday-law-encyclopedia/probation-and-parole [15] http://www.ojp.usdoj.gov/bjs/pandp.htm [16] Encyclopedia of Everyday Law retrieved July 3, 2007 from http://law.enotes.com/everyday-law-encyclopedia/probation-and-parole

Relationship between perfectionism and social anxiety

Relationship between perfectionism and social anxiety 1.1 Introduction Perfectionism is the attitude of an individual that strives to achieve perfection in everything they do. People with perfectionism tend to outdo themselves and make sure everything is in the best form. As perfectionism strives one to be perfect, it is also taxing on the individual for they are pressured to excel, or to meet standards either imposed by others or oneself. This strive is more a common among students as they tend to excel in academic prevalence in an increasing competitive environment. Though the advantages of having this strive, there too are drawbacks, in particular, the level of social anxiety experienced by one. There a number of theorists which have discussed the potential role of perfectionism in problems of social anxiety (e.g., Heimberg Becker, 2002; Schlenker Leary, 1982), but there has been little investigation done on how perfectionist personality characteristics relate to social anxiety and its consequences. (Laurenti, Bruch Haase, 2008). Social anxiety is a disorder where one experiences higher levels of anxiety when engaged in an interaction. As such one may feel fear of being inarticulate, boring, or appearing awkward when interacting with others. According to cognitive theories of social anxiety (e.g., Schlenker Leary, 1982), reviews on interpersonal situations typically involves two aspects: an estimate of ones own abilities (i.e., social self-efficacy) and an estimate of what is an acceptable performance in that particular situation (i.e., others standards) and, presumably, it is the discrepancy between these two appraisal responses that triggers social avoidance and negative effect (Laurenti et al., 2008). Thus, this study aims to examine the relationship between perfectionism and the level of social anxiety among university students in University Putra Malaysia. This study will identify the factors which are related to perfectionism and social anxiety. These factors are referred to ones personal characteristics which include gender, personality, education stream and emotional quotient. Researching the impact of this relationship between perfectionism and social anxiety may lead to the development of an overview about the role of perfectionism in influencing the level of social anxiety among university students therefore in a way, encouraging positive social engagement among them. 1.2 Statement of the problem Is social anxiety a bad thing? Perhaps no; social anxiety can help us to be more sensitive toward others people feeling and needs which is needed in building relationships. Social anxiety will only become a problem while it is excessive or outside the norm. So what are the anxiety symptoms? What causes them to experience social anxiety? To what extent will social anxiety impact ones relationship with others? This study aims to determine the relationship between perfectionism and social anxiety among UPM students. Specifically, this study identifies factors which are related to perfectionism and social anxiety, i.e. personal characteristics (gender, education stream, personality and emotional quotient).As such we will focus on these several research questions that would guide us for the research content. How personal characteristic will influence someone perfectionism behavior? Does personal characteristic cause someone to experience social anxiety? How perfectionism will influence social anxiety? 1.3 Significance of the study The purpose of carrying out this study is to mainly determine the relationship between perfectionism and social anxiety level among students studying in UPM. Perfectionism when over done would inevitably cause nervousness or anxiety among students which in the long run will lead to stress or other serious problems such as burnout, depression or many other physiological complications. By studying this symptom among individual especially students, it may help to reduce the negative side effect of perfectionism. The study may also help individuals to cope and handle with perfectionism without adding unwanted anxiety to them. As we know that perfectionism among general people will cause signs of anxiety and stress, we want to investigate if it affects UPM students and the significance of the effect. As being a perfectionist will make a person very demanding about the standards of work done, this study will measure the amount of anxiety levels experienced by a UPM student. By measuring the anxiety levels, we will be able to understand if it causes extra stress on a UPM student and causes their performance to be affected. This study will also benefit the other students at the university level in Malaysia as it may be an indicator of how university students react to anxiety when striving to be perfect. It will help to identify the common trend among students and determine if perfectionism leads to over nervousness among students in Malaysia; which in the long run cause their performance to be affected. When perfectionism is identified early or thought correct ways to cope with it, students may be able to avoid being stressed out due to anxiety. This may help to increase the performance of university students without adding unwanted anxiety levels. 1.4 RESEARCH OBJECTIVE: General objective: The present study aims to determine the relationship between perfectionism and social anxiety among UPM students. (Gender, program of student, personality and emotional quotient) Specific objectives: To describe personal characteristics (gender, program of student, personality and emotional quotient) of the students. To describe student perceived perfectionism. To describe the social anxiety level of the students. To determine the relationship between gender and perfectionism. To compare the difference of perfectionism across student personality. To determine the relationship between emotional quotient and perfectionism. To determine the relationship between courses of student and perfectionism. To determine the relationship between gender and social anxiety. To compare the difference of students personality across social anxiety. To determine the relationship between emotional quotient and social anxiety. To compare the difference of student courses across social anxiety. 1.5 Hypotheses: The purpose of the present study is to examine how perfectionism influences social anxiety level. Given the preceding theoretical and empirical outcomes that we had collected through the study, a number of hypotheses which reflects the association between perfectionism and social anxiety level are proposed: There is no significant relationship between gender and perfectionism level There is no significant difference in perfectionisms across students education streams There is no significant relationship between personality and perfectionism There is no significant relationship between emotional quotient and perfectionism There is no significant difference between gender and social anxiety level There is no significant difference between social anxiety levels across students education streams There is no significant difference between students personality and social anxiety level There is no significant relationship between emotional quotient and social anxiety level There is no significant relationship between perfectionism and social anxiety level Conceptual framework Antecedent Variable Personal characteristic Gender Education Stream Personality Emotional quotient Independent Variable Perfectionism Dependent Variable Social Anxiety To have a more clearly illustration of the relationship between perfectionism and social anxiety among university students in UPM, a conceptual framework is prepared above. There are three types of variables in this research which are referred to antecedent variable, independent variable and dependent variable. For the antecedent variable, it includes the personal characteristics whereby gender, education stream, personality and emotional quotient is taken into view. The independent variable refers to perfectionism while the dependent variable refers to the level of social anxiety. 1.6 Definition of terminology Perfectionism Conceptual definition: Someone who has perfectionism is a person who is not satisfied with anything unless it is completely perfect. Operational definition: For this study, we used the Multidimensional Perfectionism Scale (MPS) by Hewitt Flett (1991) to assess the levels of multidimensional perfectionism in students. Social anxiety Conceptual definition: It means the interaction between a human and the environment around them that causes the feeling of worrying about something. Operational definition: The social anxiety level is measured using the Social Interaction Anxiety Scale (SIAS) developed by Mattick Clarke (1998) which has been used to assess prevalence, severity, and treatment out-comes of social phobia and social anxiety disorders. Gender Conceptual definition: The sex of a person whether its a male or female. Operational definition: This part of information is obtained from the background questionnaire form which will be filled up by the respondent. Courses of student Conceptual definition: The stream of studies of university students whether its science or arts. Operational definition: The information will be obtained by the questionnaire which will be filled up by the respondent. Personality Conceptual definition: It refers to the university students character in how they behave towards other people. Operational definition: In this study the scale used to measure the personality is The Myers-Briggs Type Indicator by Briggs (1985). Emotional quotient Conceptual definition: This means the amount or degree of a feeling such as love, hate, or anger and how they control it. Operational definition: The emotional quotient in this study will be measured using the Emotional-Quotient Inventory which is widely used worldwide. 1.7 Limitation of the study: It is to be certain that there are some limitations with respect to the present studies that need to be acknowledged. As such the data collection might be possible that it would affect the accuracy of the results. The first limitation relates with the extent to which the findings would manage to generalize beyond the previous studies. The numbers of similar research that relates to our present study is limited. Thus, further empirical or duplication of the studies are needed to enhance the current topic and thus would further support future findings. Second limitation here would mainly relate to the small sample size and its location. The small sample size would create a possibility of the data collected to be either ending up with particularly good or particularly bad. Consequently, it is difficult to find an established significant relationship from the data collected, as the statistical method used usually requires a bigger sampling to justify that the result did not fully happen by chance alone. To note, the study will be implemented at UPM, Malaysia. The respondents focused only on university students. Participants may have differed in key ways from non-respondents. Hence, this study limits the ability to generalize the findings and does not represent the population at other places. The nature of respondents also poses a risk. It is to say that, respondents may tend to answer favorably as they perceived to want to be favorable and not be labeled as others or with having a disorder by having higher levels of social anxiety. This would hamper the significance of the result and a certain degree of discretion may be needed. Besides that, there might be other factors that influence the level of social anxiety besides perfectionism which have not been identified or taken into account in our study. To make it simple, there is the possibility that there are more relevant factors to be considered that would significantly influence the dependant variable which is the level of social anxiety. However, the studies and discussion of these other factors are beyond our scope for the present study. Therefore, it would be ideal that more factors can be encompassed within the research. Furthermore, the data collection mainly relies on survey-based information in which we believe contains a certain degree of bias. Undeniably, the response rates through this method are much more satisfactory and faster; but it is possible that other relevant methods would generate different outcomes than the survey-based candidates did. The research design also prevents us from achieving better result since the nature of the data being collect, it would be better to include even more time towards the research. Therefore, it would be best that future research be more convincing if the researchers can relate even more factors into the current study theme.

Birth of A Nation :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Birth of a Nation: 1607-1815   Ã‚  Ã‚  Ã‚  Ã‚  It has been said that the Declaration of Independence was more democratic and for equality and the Constitution was more for a republic that benefited only some people. The Declaration was idealistic the Constitution realistic. That 1776 gave us liberty and 1787 gave us order. Although as unfair as it may sound this seems to be true. After gaining liberty this country had to establish a system that would have order.   Ã‚  Ã‚  Ã‚  Ã‚  When declaring independence, the bulk of the people thought that would be â€Å"†¦to burn the last bridge, to become traders in the eyes of the mother country.† (Garraty 110). John Dickinson had stated, â€Å" ‘Torn from the body to which we are united by religion, liberty, laws, affections, relation, language and commerce, we must bleed at every vein.’ â€Å" (Garraty 110). The people were afraid to break away, they pondered â€Å" ‘Where shall we find another Britain.’ â€Å" (Garraty 110). Eventually independence was inevitable. There was a great mistrust towards both Parliament and George III when the colonists heard that the British were sending hired Hessian soldiers to fight against them in the revolution. The pamphlet written by Thomas Paine entitled Common Sense called boldly for complete independence. This reflected his opinions on George III, calling him a brute, and also attacking the idea of monarchy itself. à ¢â‚¬Å"Virtually everyone in the colonies must have read Common Sense or heard it explained and discussed.† (Garraty 110). John Adams dismissed it as something he had said time and time again. â€Å"The tone of the debate changed sharply as Paine’s slashing attack took effect.† (Garraty 110). A committee was appointed by Congress, consisting of Thomas Jefferson, Benjamin Franklin, and many more. â€Å"The committee had asked Jefferson to prepare a draft† that would soon become known as the Declaration of Independence. (Garraty 112). It consisted of two parts: an introduction which justified the abstract right of any people to revolt and described the theory on which the Americans based their creation of a new, republican government, and a second part that made George III, rather than Parliament, look like the ‘bad guy’. â€Å"†¦The king was the personification of the nation against which the nation was rebelling.† (Garraty 112). â⠂¬Å"The Declaration was intended to influence foreign opinion, but it had little immediate effect outside Great Britain, and there it only made people angry and determined to subdue the rebels.

Early Child Development Essay -- Child Development Psychology Sociolog

Early Child Development There are many key factors that play up to the role of early child development, starting from before the child is nonexistent, until the child is a full grown baby. Bodily Processes of Reproduction There are numerous hormones in the human body that play key factors in allowing a human being to reproduce successfully. Spermatogenesis Spermatogenesis is the 65 to 75 day process in which the human male anatomy produces sperm cells. In the male body, follicle-stimulating hormones, or FSH, and leutinizing hormones, or LH, are very important in the process of spermatogenesis. These hormones control sperm reproduction. The production of the hormones testosterone and androgens are stimulated by the leutinizing hormones. During this process, the follicle-stimulating hormones motivate the testes to produce sperm. The development of the sperm takes place in twisted tubules called seminiferous tubules. Mitosis occurs, in which the diploid cells multiply themselves constantly. Then, day by day, at least 3 million of these cells begin to undergo meiosis, where the number of doubled chromosomes is reduced in half by dividing the cell over and over again. In order for the first phase of Meiosis to begin, the cell must become a primary spermatocyte. After this has occurred, the diploid cell, which has 46 chromosomes, split into two haploid secondary spermatocytes, each containing only 23 chromosomes. In the next phase of Meiosis, Meiosis II, the two cells split, again, forming four cells also consisting of 23 chromosomes, and the cell undergoes the change in order to perform its more specialized function for reproduction. This production takes place in the male gonads, also known as the testes. Oogenesis Oogenesis, also called ovigenesis, is the process in which the female anatomy produces egg cells. The egg cell is made up of three layers: a jelly coat, the vitelline layer, and the egg cell’s plasma membrane. A hormone called gonadotropin releasing hormone, or GnRH, control the production of the follicle-stimulating hormones and the leutinizing hormones that, as stated above, are also found in the male body. The process of oogenesis is similar to spermatogenesis. Although produced by the leutinizing hormones, the androgen hormones control the levels of FSH, GnRH, as well as the LH. Oogenesis begins before bi... ..., M.D., F.A.A.P., Robert, (2001) Alcohol and Drugs During Pregnancy. Retrieved October 19, 2004 from http://www.drspock.com/article/0,1510,4547,00.html The Parent Report.Com. (2004). Newborn Vision. Retrieved October 28, 2004 from http://www.theparentreport.com/resourses/ages/newborn/health/58.html Piaget’s Cognitive Stages. (n.d.). Retrieved October 19, 2004 from: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm Saskatchewan Education. Perspectives on Human Development Across the Life Span: Influences on Prenatal Development. (n.d.) Retrieved October 19, 2004 from http://www.sasked.gov.sk.ca/curr_inst/social/AgesStagesUnit2.pdf Saskatchewan Education. Perspectives on Human Development Across the Life Span: Looking Through the Eyes of the Fetus†¦What Do You See?. (n.d.) Retrieved October 31, 2004 from page 4 to 10 at http://www.sasked.gov.sk.ca/curr_inst/social/AgesStagesUnit2.pdf University of Albany. The Organized Newborn-Reflexes, Perceptual Capabilities and Social Readiness. (n.d.) Retrieved October 20, 2004 from the University of Albany web site: http://blue.csbs.albany.edu:8000/infancy.htm

Music Therapy for Autistic Children :: Music, Music Therapy

When a child is diagnosed with autism, one thing that is noted is the lack of eye contact. Music therapy works to help this in numerous ways. When the therapist starts at the child’s level, according to the British Colombian Music therapy association, they can base what needs to be done and how to do it off of where the child is and after many sessions, where they are now (M-7). According to a report in the Journal of Autism and Developmental Disorders, â€Å"Eye contact – this refers to an event where child looks at therapist while playing, manipulating† (E-7). A way that in the Journal of Autism and Developmental Disorders is using music therapy instead of play therapy as it increases turn taking and eye contact more than when play therapy is used (E-4). Eye Contact was even proved to be held longer during this study when the child was participating in music therapy activities than when they were in regular play activities(E-1). When a mother was quoted on the British Columbian Music Therapy website, she stated that the â€Å"skills and abilities acquired in the music therapy setting generalize widely across situations. VII. Turn Taking The music therapist has to reach the child to be able to interact with them and help them. When the child feels free and unthreatened, the British Colombian Music Therapy association says that they get more out of the session. When they are not being told don’t this, don’t do that, and NO for everything they do to express themselves. Music therapy gives them that way to express themselves without being yelled at and told NO (M-8). The Tympo and Rhythm of the instruments is not just a way for the children express themselves, it even stops reminding them of when they were in the womb. The British Colombia MTA states that the tympo and Rhythm gets the child to progress from the rocking motion when they were in the womb and as a baby. It gives them a new independent feel (M-6). As music therapy is one of the cutting edge therapies according to Ken Siri and Tony Lyons, this helps develop motor skills for the child to interact with the instruments (A-2). According to an article in the Journal of Autism and Developmental Disorders, â€Å"Turn Taking – This refers to an event involving a sequence of turns to play alternating between the child and Therapist.

Interpersonal Needs, Firo

Fundamental Interpersonal Relationship Orientation Interpersonal, FIRO, are the relations between people. Each party takes account of the other; behavior is affected by the other or determined by expectations of another. Interpersonal Behavior, otherwise known as FIRO-B, refers to a person’s feelings and actions. People join groups to satisfy interpersonal needs. Interpersonal needs are based on self-image. Being a distinct person – having a particular identity, happens and shows early in the group formation process.Our needs to be included help drive how we communicate, three basic human needs are Inclusion, control and affection. Inclusion The need to matter so people will care about you. Refers to feeling of importance to the extent to which we include ourselves with others. Inclusion reveals itself in people that want to be attended to, wanting to attract attention and/or wanting interaction with others. People with low inclusion needs tend to be introverted and wit hdrawn.An example would be; â€Å"No one is interested in me, because I am worthless, I’m not going to risk being ignored, so I will stay away. † Control Refers to feelings of competence, being seen as able to cope with the world, to the extent of which we control other’s actions or desire for them to guide us. If inclusion is about belonging, then control is about winning. A person seeking inclusion wants to be part of the argument, win or lose. One seeing control wants to win, even if he’s not accepted by the group. Control also deals in areas of power, influence and authority.Someone in the extremes of control needs, desire the control over others – and over one’s future, or the desire to be controlled – to have responsibility lifted The person who will not take responsibility for anything, an example, â€Å"Whatever you say boss. † Affection Refers to the feeling of being lovable, definition in your text is simplistic. An a mount to which we express affection to others and desire that from them. Close emotional feelings between two people – only between two people. Inclusion needs and control needs can exit between dyads or etween one person and the group. Last phase to emerge in human relationship Conclusions Inclusion is about prominence, control is about winning and affection is about interpersonal relationships. In inclusion phase people encounter each-other and decide if they will continue the association. In control the confront each other and work out how they will be related. In order to continue the relationship, affection ties must form and people must embrace each other to form a lasting bond, and also say goodbye. Control deals with power while affection deals with emotional ties.Get down to business vs. get to know each other. References Class Book Joining Together: Group Theory and Group Skills Custom Tenth Edition David W. Johnson, Frank R. Johnson Websites * About Personality htt p://www. aboutpersonality. co. uk/about_firob. html * Cowsfrommywindow http://www. cowsfrommywindow. com/assessmentsfirob. php * Leadership Champions http://leadershipchamps. wordpress. com/2011/03/28/firo-b-an-excellent-instrument-to-assess-your-interpersonal-behavioral-needs/ * Wikipedia http://en. wikipedia. org/wiki/Fundamental_interpersonal_relations_orientation

Melba Essay

Throughout Mà ªlà ©e's journey to fight segregation, her grandmother and faith n God were her greatest weapons. In 1 957, Melba Poetical was extensionally and preparing for her integration I to Little Rock Central High School, an all white school. She was continuously tormenter d by teachers and students while attending but her grandmother's words and her faith in God I s what keeps her going. An instance in which her grandma's words were very influential, was w hen Melba reminded herself of her grandma's advice when faced with a barrage of nasty words. I squared my shoulders and tried to remember what Grandma had said: ‘God loves you, child; no matter what, he sees you as his precious idea. â€Å"‘ As a result of remembering those woo rd, Melba went rigorously to her next class and ignored the nasty words shouted at her by classmates. Melba writes in her journal, â€Å"There seems to be no space for me at Central Hi ugh. I don't want integration to be like the neuros urgeon. Please, God, make space for m e. Melba was becoming discouraged and was realizing that integration was far more difficult t than she originally thought, yet she still had a strong faith in the Lord and asked for his help, knowing that he will provide for her. Me Lie 2 Another time where her grandma helps her, was when Melba was in gym class s, where her classmates taunted and jeered her. She ignores them, but as it continued, SSH e struggled to ignore it and to escape the cruelty of the nature.Soon the gym teacher tells her to g et inside, so she ran away, she was soon chased by some angry students and was tripped by one o f them. From falling down, she ends up getting scraped up and, more and more students SST rated to taunt her, she gets up and runs inside the school hoping to find the office. After opening g many doors, having no luck in finding the office, she was in tears and ready to give up. But then her grandma's voice comes into her head, â€Å"God never loses one of his flock.