Analyzing Atheism Essays -- Religion, Spirituality

Religion is one of the touchiest subjects in America. It is something that is rarely on the forefront of many people’s minds but as soon as someone brings it up, everyone has an opinion. Similarly, the idea of no religion, of atheism, is equally opinionated. While Americans of â€Å"faith† often have conflicting opinions with each other, they often stand united on the stance of atheism. For them, atheism is bad and atheists are bad. However, what really is an atheist? At its most basic, an atheist is merely an individual who rejects the idea of god and religion. It is nothing more, nothing less. Nevertheless, many people of faith attach secondary implications to this definition. They unify atheists under a series of assumptions concerning morality, belief, organization, and just plain illogical misconception. As an atheist of eight years myself, I find such assumptions to be insulting and prejudiced. I am an individual. My lack of belief does not entail other beliefs. T he same is true for all atheists. The first misconception I bring up is the most radical and illogical. Very few hold this sort of belief, but those that do I am unlikely to sway with simple logic and common sense. They are the type of people who only see what they want to see and hold onto their preconceived prejudices like a life preserver in a dark sea. Thus, I will address it first and be as quick and succinct as possible. As an atheist, I do not believe in the devil and so I cannot be a Satanist. That is a logical impossibility. The next misconception is a little more subtle, but by far the more widespread. Many people believe that morals are a religious construction and that without religion there is no morality. Thus, they conclude that atheists are amoral ... ...e science of the universe and the science of life are beautiful and help give meaning to existence to me in ways that religion never could. At the end of it all according to science, we are all made up of the same stuff as stars. Within us all are the building blocks of creation, of everything. The last and overarching point I am trying to illustrate is the atheism in not a standardized system of beliefs like religion is. Being an atheist does not entail anything other than a disbelief in deities and religion. While it is likely that atheists will share other beliefs it is not because they are atheists. To say otherwise is to make a baseless and prejudiced assumption. Atheism is not a religion or a belief system; one is not a follower of atheism. We are individuals with differing thoughts and opinions on the many myriad of issues that we often are lumped under.

Biodiversity :: essays research papers

Biodiversity is described by Ruth Patrick as, â€Å"the presence of a large number of species of animals and plants†¦Ã¢â‚¬ (Patrick 15). In other words, biodiversity is the term for the measure of the variety of different species that do exist still on our plant. These species can range from the simplest bacteria to the very complex primates. Biodiversity can relate locally or globally. For example the Southern New England forest contains 20 or 30 tree species while in the rainforest of Peru there are hundreds of species of trees (Patrick 15). There are also further ways to view biodiversity and that is in levels. These levels can be the â€Å"diversity of higher plants, number of species, or expressed as sheer weight (biomass)† (Patrick 15). Biodiversity is different is each part of the world. Not every part of the world contains the same amount of creatures yet there are parts of the world that might contain similar amounts. These regions of the world have similar we ather patterns and therefore similar species will develop there but they are not necessarily the same. One of the more important regions of the world that contain a large amount of biodiversity is the tropical rainforest region. â€Å"The forests comprise roughly 7% of the dry land surface of Earth and may hold more than 50% of all species† (Patrick 15). Yet us as humans do not know all of the creatures and organisms that live on this planet at all. We only have discovered, in one way or another, about 1.4 million species yet the number that is estimated is about 10-100 million (Patrick 15). The unknown species that do exist on this world can have many and countless benefits to the human race. A good example can be the rosy periwinkle, which is a plant found on the island of Madagascar, helped cure the Hodgkin’s disease and lymphocytic leukemia. (E.O. Wilson 3). Another can be the cyclosporin that was found in an obscure Norwegian fungus that is the foundation for the organ transplant business (Wilson 3). There also exist countless other potential uses and numerous other benefits that can be found in nature. The only problem is that we do not know even half of the amount of life that exists on this planet and many of them are disappearing faster than we can discover. With the advancement of technology and the growing population go mankind, nature seems as if it is in the way.

Ready :: essays research papers

The Good King of Bechuanaland 1819 to 1923 Khama distinguished his reign by being highly regarded as a peace-loving ruler with the desire and ability to extract technological innovations from Europeans while resisting their attempts to colonize his country. Such advancements included the building of schools, scientific cattle feeding, and the introduction of a mounted police corps which practically eliminated all forms of crime. Respect for Khama was exemplified during a visit with Queen Victoria of England to protest English settlement in Bechuanaland in 1875. The English honored Khama and confirmed his appeal for continued freedom for Bechuanaland. Khama distinguished his reign by being highly regarded as a peace-loving ruler with the desire and ability to extract technological innovations from Europeans while resisting their attempts to colonize his country. Such advancements included the building of schools, scientific cattle feeding, and the introduction of a mounted police corps, which practically eliminated all forms of crime. Respect for Khama was exemplified during a visit with Queen Victoria of England to protest English settlement in Bechuanaland in 1875. The English honored Khama and confirmed his appeal for continued freedom for Bechuanaland. A brief biography of Sir Seretse Khama, Botswana's first president: Seretse Khama (1921-80), founding President of Botswana, 1966-80. He inherited an impoverished and internationally obscure state from British rule, and left an increasingly democratic and prosperous country with a significant role in Southern Africa. Seretse Khama was born on 1 July 1921 at Serowe in the British protectorate of Bechuanaland. He was was the son of Sekgoma Khama, and the grandson of the internationally famous Kgosi Khama III (c.1835-1923), ruler of the Bangwato people of central Botswana. He was named Seretse-the clay that binds together-because of the recent reconciliation between his father and grandfather. Seretse's mother, Tebogo Kebailele, had been chosen by Khama to be the new wife of the ageing Sekgoma. When Sekgoma died in 1925, four-year old Seretse was proclaimed Kgosi. His uncle Tshekedi Khama became regent and later sole guardian for him. The lonely and often sickly child was sent to boarding schools in South Africa, but developed into a healthy and gregarious adolescent sportsman. He attended Fort Hare University College and graduated with a general BA degree in 1944. In August 1945 he was sent to England for a legal education. After a year at Balliol College, Oxford, he enrolled for barrister studies at the Inner Temple, London. In 1947 Seretse Khama met an English woman of his age, Ruth Williams, daughter of a retired army officer. Ready :: essays research papers The Good King of Bechuanaland 1819 to 1923 Khama distinguished his reign by being highly regarded as a peace-loving ruler with the desire and ability to extract technological innovations from Europeans while resisting their attempts to colonize his country. Such advancements included the building of schools, scientific cattle feeding, and the introduction of a mounted police corps which practically eliminated all forms of crime. Respect for Khama was exemplified during a visit with Queen Victoria of England to protest English settlement in Bechuanaland in 1875. The English honored Khama and confirmed his appeal for continued freedom for Bechuanaland. Khama distinguished his reign by being highly regarded as a peace-loving ruler with the desire and ability to extract technological innovations from Europeans while resisting their attempts to colonize his country. Such advancements included the building of schools, scientific cattle feeding, and the introduction of a mounted police corps, which practically eliminated all forms of crime. Respect for Khama was exemplified during a visit with Queen Victoria of England to protest English settlement in Bechuanaland in 1875. The English honored Khama and confirmed his appeal for continued freedom for Bechuanaland. A brief biography of Sir Seretse Khama, Botswana's first president: Seretse Khama (1921-80), founding President of Botswana, 1966-80. He inherited an impoverished and internationally obscure state from British rule, and left an increasingly democratic and prosperous country with a significant role in Southern Africa. Seretse Khama was born on 1 July 1921 at Serowe in the British protectorate of Bechuanaland. He was was the son of Sekgoma Khama, and the grandson of the internationally famous Kgosi Khama III (c.1835-1923), ruler of the Bangwato people of central Botswana. He was named Seretse-the clay that binds together-because of the recent reconciliation between his father and grandfather. Seretse's mother, Tebogo Kebailele, had been chosen by Khama to be the new wife of the ageing Sekgoma. When Sekgoma died in 1925, four-year old Seretse was proclaimed Kgosi. His uncle Tshekedi Khama became regent and later sole guardian for him. The lonely and often sickly child was sent to boarding schools in South Africa, but developed into a healthy and gregarious adolescent sportsman. He attended Fort Hare University College and graduated with a general BA degree in 1944. In August 1945 he was sent to England for a legal education. After a year at Balliol College, Oxford, he enrolled for barrister studies at the Inner Temple, London. In 1947 Seretse Khama met an English woman of his age, Ruth Williams, daughter of a retired army officer.

Death, Tragedy and Community at Wartime Essay

Dying in War: Implications for the family, the community and the social worker Death is a phenomenon that evokes mixed reactions and views from a community. For some, it a blessed release from the trials and problems of life. To others, it may very well be the end of the world when they lose a loved one. What remains constant however is the grief, bereavement and loneliness experienced by those left behind. Even more so when death was sudden and unexpected as like what happens in times of war, disaster, and terrorist attacks. Grief goes through many stages, each stage more difficult that the last. While most people generally manage to cope with time, some experience more difficulties and tend to develop psychological and emotional problems. During the First and Second World Wars, the knock of the postman was a thing of dread. They either brought telegrams summoning the sons and fathers of families for the draft or telegrams announcing the death or loss of loved one. An estimated 8 million military personnel in 14 European countries were killed in World War I, and 14. 4 million military personnel in 17 European countries were killed in World War II (Aiken, 2001, p. 111). Parents who suddenly lose their children such as what happened to most wartime mothers with adult sons usually have a harder time coming to terms with the death of their child (Gilbert, 2005, p. 6). The loss and feelings of helplessness and anger can be intense. There is a common belief that something is wrong when a parent buries his/her child. Most parents who have experienced this report that they feel dissociation with life and everything just felt so unreal (p. 6). That it is not right that parents should survive their children is often the thought that haunts bereaved parents. What role do social workers play in times of war and terror? Social problems are defined as the challenges that face and exist in communities (Hardcastle, Powers & Wenocur, 2004, p. 62). It is the social worker’s job to help the community and its members formulate and implement solutions to these problems. Social workers usually work with problems related to economic disadvantages, illness and disability, crime and delinquency, abuse and maltreatment, service provision to special parts of the population and mental illness. All these problems call for leadership attention and trained intervention (p. 62). No situation can put all these things together more than times of war. What may be the biggest challenge to a social worker though is the task of helping a family and community deal with the sudden losses of loved ones in combat. In addition to this, they should also be prepared to cope with the rehabilitation of those who have been able to come back home but exist with scars that are not only physical but also mental and emotional. The events of September 11, 2001, though technically not a part of any formal war except the one on terror, had an impact that was not dissimilar to armed conflicts. There was confusion, anger, anxiety and above all, people who in an instant lost their loved ones. As with wartime, sudden death can only be viewed as unfair and untimely (Clements, Deranieri, Vigil & Benasutti, 2004) For example, the September 11, 2001 terror attacks left behind families and children who have lost moms and dads in that instant. Even adults and children who were indirectly affected by the attacks have grown to suffer feelings of anxiety and shattered security in their personal and familial safety (Smith & Reynolds, 2002). Besides the inevitable feelings of grief, children especially were left behind and often had to contend with nightmares and morbid pictures of the traumatic deaths their loved ones experienced as well as the stress and difficulty of trying to picture lives without mom or dad. It is also important to remember that the effects of trauma are not limited to those who suffer it directly (Sims, Hayden, Palmer & Hutchins, 2000, p. 41) The ubiquity of television also afforded children at home not only news of the attacks but also vivid pictures and descriptions of the tragedy and all its violence. This made it even more problematic for children and people who have lost loved ones in the Twin Towers and the plane crashes as coverage of each horrific scene gave them fodder for the imagination and subsequent nightmares. The case of a 7-year old boy named Johnny is cited in the study (2002) by Smith and Reynolds. : Following the 9/11 attacks, Johnny developed a constant fear of his parents leaving home and getting killed by â€Å"bad men. † He also developed a phobia of elevators and would throw tantrums whenever his parents tried to make him use one. Johnny admitted to his therapist that his fear of elevator stemmed from a story he heard of how â€Å"people in the Twin Towers were trapped and killed while riding in the elevators. † (Smith & Reynolds, 2002) Neither Johnny nor his family were directly involved or affected in the terror attack. The mental and emotional strain suffered by survivors and those affected by this very high profile event led to the American Psychiatric Association’s setting up of counseling services â€Å"focusing on grief, acute stress and Post Traumatic Stress Disorder (PTSD) (Smith & Reynolds, 2002). The difficulty that most surviving relatives meet is in the un-timeliness of death. While conventional wisdom holds that sons and fathers who go to war may not come back again, more often than not, there is a strong hope that they will be able to come home. Despite the knowledge of all the possibilities, the sudden and traumatic nature of death often creates problems among surviving relatives. They become victims in their own right. Muller and Thompson believe that the manner of death plays a vital role in determining the reaction of the survivors (Muller & Thompson, 2003). If its bad enough for people to suddenly lose their loved ones, how much more would it be for children to live and go through an environment of war and death? In his article in the Journal of Multi-cultural Counseling and Development in 2004, Clinical psychologist and Fellow of the American Psychological Association (APA) Gargi Roysircar relates the case of 20-year old Yugoslavian emigre Stephen, who at the age of 10 witnessed the height of the civil war between Christians and Muslims in Kosovo in 1990. In interviews with his counselor, Stephen recalls witnessing about 80% of his classmates get killed by bombs, sniper shots and gunfire as they walked to and from school. At age 14, Stephen was taken by his father to the frontlines for training in combat to fight with the Serbian army. The next two years wold take Stephen all over the Balkans and would expose him to all kinds of death, privation and war atrocities. Eventually migrating as political refugees in the United States, in 1999, Stephen demonstrated difficulty in acculturation and adjustment. The constant displacement he experienced in war along with the mistrust bred by his past and cultural paranoia fostered by the Croatian community they lived with made it difficult for Stephen to acclimatize to peacetime setting. Roysircar describes Stephen as having â€Å"recurrent thoughts and images of his violent experience in the Balkans. He experienced nightmares, hostility and a profound sense of a lack of belonging. Stephen also often recounted the difficulties he experienced including â€Å"hiding in a basement and eating rats† especially when angry. He also displays a deep-seated hatred for the Muslims and believes â€Å"the Middle East should be wiped off the face of the Earth† (Roysircar, 2004). While there may be models detailing stages of grief and recovery, social workers must be prepared for instances that do not adhere to such models. In Stephen’s case while he did not directly lose any of his close family members, he was exposed at an early age to violence and death. He has also experienced being the cause of another human being’s death as he and his father fought on the Serbian army. This is no different from the Post-Traumatic Stress Disorder exhibited by American soldiers returning from Vietnam or any other area where they fought in combat. A person does not have to lose anyone in order to feel grief, bereavement and suffer any disorder that may result from it as evidenced by the little boy Johnnie and Stephen. Death in wartime is not limited to just the loss of a loved one. In a community where all able bodied men are called to arms, anybody can lose husbands, brothers, fathers and sons at any day. Families left behind are left to their own devices and imaginings of what horrors their loved ones are facing. Those who do lose family members are haunted by the manner by which their loved one died. There is also the unfortunate circumstance in war where death is an ambiguous issue. In the Vietnam War, many people were reported missing in action. The families of such people were left at an awkward and horrible position of not knowing whether they should be mourning or holding out hope for their loved one’s return (Worden, 2003, p. 40). In some cases, some families do accept the reality that their loved one may be dead and go through the entire process of mourning and recovery only to be told later that their husbands and sons were simply prisoners of war and has since been released. While ordinarily this may sound like a fairy tale ending, there may come unbridgeable gaps and tension that can only ruin relationships and lives (p. 85). On the other hand, some families may keep clinging to the hope that their loved ones are alive and therefore refuse to give way to grief and acceptance. Stacy Bannerman (2007) is one of the many army wives whose marriage was broken up by war. In her article that appeared in â€Å"The Progressive,† she relates how her once happy marriage with one of the military’s mortar platoon commanders started heading downhill with every death he caused and witnessed during his stint in Iraq. She decries the insensitivity and lack of support for military families from the National Guard. She further cites how there was an absolute lack of prompt attention to the mental and emotional needs of returning military men who more often than not suffered from PTSD like her husband, Lorin did. Because of this, there have been military men who have survived their tour of duty only to succumb to mental and emotional anguish and end up committing suicide on American soil (Bannerman, 2007). It is the soldiers, their families, and the people of Iraq that pay the human costs. The tab so far: more than 3,000 dead U. S. troops, tens of thousands of wounded, over half a million Iraqi casualties, roughly 250,000 American servicemen and women struggling with PTSD, and almost 60,000 military marriages that have been broken by this war (Bannerman, 2007). The problem here is that most of those left behind are left to cope with their own fears without the support of anybody else except family and members who are also wrapped up in their own concerns. In this case, social workers must be able to take the lead in establishing outreach and community groups so people do not have to cope and suffer in isolation. Carpenter (2002) states that the psychological well-being of the members of a community is one of the jobs of a social worker. While it is true that the trauma brought on by exposure to violence and death may be an individual process, healing and recovery needs societal support and strong relationships (Carpenter, 2002). This may become a challenge to families and communities who are dealing with their anxiety and grief. However, Carpenter reminds social workers that one of the primary goals of social work is to help empower the oppressed. Oppression in itself can take on many definitions and forms. In this particular case, it is the trauma and grief that is debilitating and oppressing the individual and the community. Social workers must also be prepared to look for signs of repressed grief. Some individuals choose to withhold and fail to express grief and therefore develop problems later in life often developing manias, paranoia and demonstrate abuse towards other people. At times, the feelings of grief or multiple losses of loved ones may lead to a â€Å"grief overload† that would cause an individual to delay grief (Worden, 2003, p. 91) The community as a social system can provide a network of support. Given the right leadership, empathy and sensitivity, it can also become a â€Å"safe† place where people can come to terms with their grief and slowly move on toward recovery. In the cases of Johnnie and Stephen, it took time before they were able to face and admit their anger, anxiety and grief at the bad things that they experienced and fear. Sometimes, self-reflection and a ready ear is all that’s necessary. As clinically trained counselors and diagnosticians, social workers are tasked with the duty of helping people recognize and understand what problems they may have. Community-wise, social workers should have enough knowledge of the community’s demographics in order to unify and create a solid network of safety and interaction that may assist troubled and grieving individuals particularly in conflict filled times such as war. Death at wartime comes in many forms. It could be the actual death of a loved one, anxiety at the possible death, loss at whether somebody is dead or not, or even those who continue to physically live but have broken spirits and permanent disabilities as a result of war wounds. Much as death is a big thing that affects not only the family but also the community as a whole, war brings with it so much more problems and issues that will undoubtedly challenge most social workers. Undertaking social work means one must be in sync with the community. By in sync, it covers everything from issues, key people, and resources that may be mobilized in times of need. War is a time of immense crisis and tragedy that the social worker must be prepared to face head on and ably lead and facilitate the processes by which the community may be transformed into a supportive societal system that each member may be able to depend on. This does not mean however that social workers cannot be affected or lose their sense of self in dealing with all these tragedies. Tsui and Cheung (2003) recommend a self-reflection on the part of the social worker in order to understand and come to terms with their own reactions and feelings to tragedies they both witness and hear about from their clients before attempting to deal further with the grief of others. They also stress that once social workers attend to their duties, they should do so intellectually yet with empathy and focus on assessing and addressing the needs of the community rather than one’s own (Tsui & Cheung, 2003) References Aiken, L. R. (2001). Dying, Death, and Bereavement (4th ed. ). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=22091057 Bannerman, S. (2007, March). Broken by This War. The Progressive, 71, 26+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5021139792 Carpenter, J. (2002). Mental Health Recovery Paradigm: Implications for Social Work. Health and Social Work, 27(2), 86+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5000778618 Gilbert, K. R. (2005). 1 When a Couple Loses a Child. In Family Stressors: Interventions for Stress and Trauma, Catherall, D. R. (Ed. ) (pp. 5-30). New York: Brunner Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=109184971 Catherall, D. R. (Ed. ). (2005). Family Stressors: Interventions for Stress and Trauma. New York: Brunner Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=109184958 Clements, P. T. , Deranieri, J. T. , Vigil, G. J. , & Benasutti, K. M. (2004). Life after Death: Grief Therapy after the Sudden Traumatic Death of a Family Member. Perspectives in Psychiatric Care, 40(4), 149+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5008586582 Hardcastle, D. A. , Powers, P. R. , & Wenocur, S. (2004). Community Practice: Theories and Skills for Social Workers. New York: Oxford University Press. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=104722138 Roysircar, G. (2004). Child Survivor of War: A Case Study. Journal of Multicultural Counseling and Development, 32(3), 168+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5012181947 Sims, M. , Hayden, J. , Palmer, G. , & Hutchins, T. (2000). Working in Early Childhood Settings with Children Who Have Experienced Refugee or War-Related Trauma. Australian Journal of Early Childhood, 25(4), 41. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5001127890 Smith, S. , & Reynolds, C. (2002). Innocent Lost: The Impact of 9-11 on the Development of Children. Annals of the American Psychotherapy Association, 5(5), 12+. Retrieved November 21, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5002560442 Tsui, M. , & Cheung, F. C. (2003). Dealing with Terrorism: What Social Workers Should and Can Do. Social Work, 48(4), 556+. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=5002045024 Worden, J. W. (2003). Grief Counselling and Grief Therapy: A Handbook for the Mental Health Practitioner. Hove, England: Brunner-Routledge. Retrieved November 28, 2007, from Questia database: http://www. questia. com/PM. qst? a=o&d=108479290

Identify Tranisitions Experienced by Most Children and Young People Essay

A Transition is a movement, passage or change from one position, state, stage, subject or concept to another. The change can be gradual or sudden and last for differing time periods, meaning some transitions are short term while others are long term. Children make transitions without prior experience so it may feel daunting such as their first day at school, first exam or first sexual expression. Most children will experience many transitions within their life; the most common transitions that most children experience are detailed below. One common transition that children experience is moving home whether it is within the same town the already live in or to a new city. Moving from the street they know and the house they have grown up in surrounded by their friends can be a very daunting experience for children as it’s the unknown. It may cause them to become frustrated as they are been torn away from favourite places and old friends. They will also feel anxious about moving to a new town and neighbourhood and worry about making new friends. Friends may also move away either from their neighbourhood or they could move schools. This may leave the child feeling like they have lost a friend, they may feel nervous about making new friends leading them to feel anxious and shy. They will also experience upset if their friend is moving far away and they are not likely to see them again i.e. if they emigrate. Puberty is a transition that all children will experience but they will all experience puberty at a different ages while some girls start puberty around the age of 11 others don’t start till they are 15, this is also the case with boys. Puberty can be a scary thing to go through as a child it may leave them feeling confused about the changes going on in their bodies, they may also begin to feel self-conscious for example if they are maturing slower or faster than friends as they will be constantly comparing their bodies with friends bodies. Children will also feel like they have no control over the changes taking place. During this stage children might become dismissive and argumentative as a way to take out their frustration of the changes taking place within their body. Starting a new school is another transition that all children will experience i.e. when they first start nursery, primary school or secondary school. It can be a daunting experience for a child especially if none of their existing friends are going, they will feel anxious as they won’t know what to expect. They may also be nervous about the fact they have to make new friends and settle into new surroundings. Children may become shy, dismissive and anxious until they have settled in and feel comfortable within the surroundings. Another transition that children will experience is sitting their first exam, they will fell anxious and nervous about what to expect they may also be worried about the result and concerned that they haven’t done well enough to get onto the course they may want for their future career. This can cause a child a great deal of stress and anxiety so it is important that they are supported by teachers and parents. When a child experiences there first sexual experience it can be very stressful they will feel anxious about what is about to happen as they have never experienced it before they may also feel nervous about what to do and might feel shy. These are the main transitions that most children will experience as they are growing up. The situations can cause negative feelings for a child including; anxiety, nervous, embarrassed, upset, jealous, confused and frustrated. Transitions also cause positive feelings for the child including; content, excited, boost of self-esteem and proud of themselves. It is important that children experience transitions as it helps them to learn and develop and also helps them learn how to cope in different situations that may be stressful and uncomfortable. It is important that children are supported by parents, peers, teachers and other adults around them when experiencing transitions to help them cope with the situation and also to give them advice and emotional support, the support and help that is required will differ depending on the child’s age, situation, ability to cope and other individual circumstances.

Counselling Skills Essay

The term of Humanistic theory is an umbrella term. In fact it covers several approaches that embrace the idea of individuals being inherently good and a positive attitude towards humanity in essence. The most famous would be the person centered approach by Carl Rogers. Rogers studied Psychodynamic theory but his personality drove to focus more on feelings and less on the unconscious. He developed a form of therapy that was non-directive by the therapist, allowing the client to lead the session. Rogers considered the client to be the expert of himself, with the ability to heal himself if the conditions were right. He thought that interior growth in people would happened when we were experienced by someone else with no judgements, complete respect, acceptance and honesty. Rogers would call these the core conditions. To create these right conditions would be the task of the therapist. Rogers defined these core conditions as : Empathy, Genuineness and Acceptance. Empathy can be defined as understanding a situation from the other person’s perspective. This understanding would then have to be communicated back to the client. Instead of taking a solving problem approach towards the issues the client might be presenting, the therapist would try to understand them from the point of view of the client, from the place the person is at that time. When this happens, the client feels that their view is valid, that there is value in their thoughts and that they are therefore accepted. Genuineness can be defined as being open and real towards the client, admitting our imperfections if needed be. Rogers didn’t believe in the therapist as an aloof, impersonal expert but as someone that was â€Å"transparently real† to his clients. Genuineness can be communicated in different ways. It could be through our body language, by maintaining an open posture, not sitting behind a desk and not taking notes. It could also be by disclosing personal details about  yourself so the client can see your humanness too or sharing how you’ve felt about something the client might have shared. Acceptance, also know as unconditional positive regard or warmth is about not judging people and instead accepting them unconditionally and believing they are worthy on their own right. By doing this, the client feels free to explore and to express himself without having to behave in a particular way or trying to gain the therapist’s approval. He is accepted and allowed as a whole person, whether the therapist approves of their actions or not. This approach to therapy believes these conditions are â€Å"necessary and sufficient† for therapeutic change to occur, that growth will inevitably follow and the client will develop their own way or â€Å"self-actualise† and become true to himself, independent of external pressures. This is the goal in Humanistic Theory. Cognitive-Behavioural Theory Albert Ellis and Aaron Beck developed this model after training in the Psychodynamic approach. They both separately realised that focus should be on conscious thoughts and that painful, repetitive and unrealistic thought were the cause of issues. Over time their ideas have been put together and blended with some of Rogers’. The core idea underlying CBT is that is not events that create unhappiness or ill-being but our thoughts and emotions about those events. To learn to think correctly and realistically is the goal of CBT. In a CBT approach, the relationship between client and therapist is collaborative. The therapist’s aim is to teach the client how to think realistically and the behavioural skills relevant to the client. Before they start, goals and a time frame are agreed, progress is measured and the therapy ends when these goals are achieved. The client is also invited to choose actions to do each week as a form of homework. The ultimate goal of this kind of therapy is for the therapist to teach the client all they know and the techniques necessary so that he can continue to be in charge of his own well-being. To achieve this, the therapist may use some of the tools idiosyncratic to CBT: scaling, to give an indication of where the client is and measuring progress, exposure therapy, being gradually closer to an object or situation that causes fear until desensitisation occurs, or training of the skills needed by the client. The core of CBT is based on the ABC model by Ellis and the Automatic thoughts model by Beck. The ABC model of personality and emotional disturbance shows the link between thoughts and emotions. Ellis believed it was the individual’s response or interpretation of an event based in their own internal beliefs (which could be rational or irrational) what caused issues to arise. It wasn’t the event itself but the individual’s reaction to it that was damaging. The description of automatic thoughts would be of fleeting, involuntary thoughts and images that we are only semi-aware of. Beck realised these irrational thoughts, when negative or unrealistic could cause emotional distress and disorders. CBT teaches the client to be aware of these cognitive distortions, to monitor â€Å"activating events† that would spark disturbance and to recognise the connections between thinking, emotions and behaviour. Also, it aims to teach to test these maladaptive beliefs by examining the actual evidence for them and to ultimately substitute these negative thoughts for more realistic thinking. Psychodynamic Theory This approach is largely based on the work of Sigmund Freud. He focused on the such as importance of the unconscious as the force directing our behaviour. He also made links between our experiences in childhood and  present behavioural problems, placing an strong emphasis on the role of sexual drive and repression in the development of of personality. Freud developed a model that divided the human personality in three areas: the Ego, the Superego and the Id. The Ego would be the collection of behavioural rules and beliefs acquired during childhood and would act as a mediator between the Id and the Superego. It would balance impulses and expectations, unrealistic dreams and reality. The Id would be the animal, infantile part of our psyche, generating impulsive urges for instant satisfaction such as food, drugs, pleasure, sex, etc. The Superego would be the internal judge, our conscience, the internalized authority figure. It criticises our behaviour and thoughts. Freud thought that the first seven years of a person’s life were the most significantly developmentally. This was be the time when our unconscious would be populated, not just by events, but also by how we reacted to those events. To create a conscious connection to those experiences and examining them is the core of a Psychodynamic approach. Some of the ways in which the unconscious could be uncovered are : the phenomenon of transference, the significance of dreams and defence mechanisms. Transference would happen when the client would repeat patterns of behaviour, towards the therapist or someone else that reveal an issue from the past. An example could be the way they feel about the therapist, mirroring their relationship with a parent or other authority figure, maybe signalling an unsolved conflict. Dreams were thought to be extremely important for the understanding of the unconscious mind. They were considered our unconscious way of processing and dealing with events and by noting and examining them, important insight  could be gained. Freud also noticed the use of defence mechanisms. These are behaviours or patterns of thought that impede the clear understanding of a particular issue by the client. Behaviours such as resistance, denial or over-rationalisation are the most common. These patterns happen because of the fear people might have to change, the discomfort about the unknown that makes them stick to their old patterns of behaviour, even if they are not useful any more. Once that real understanding of what the client is defending against is reached, the defence can be given up.

Autonomous work group an essential ingredient for effective organising? Essay

Following the needs of many businesses to adopt alternative forms of work design this paper tries to explain and make some sense about the effectiveness of autonomous work groups in organising. It will be argue the thesis that such groups have been, are and will be effective in some definite organisational setting. The assumptions underpinning this idea will be explored along the dialectic forming three sections. To understand this concept it seems important introduce notions of individual, group and explain why they are so central from an organisational point of view. Thus, the first part of this paper will present some psychological effects resulting through their interaction of these actors Moreover, being the idea of autonomous work group part of a complex system, it will be restrictive analyse its characteristics without locate it among others concepts produced by sociotechnical researchers. Thus, a broader analysis of sociotechnical system (STS) will be part of the second section. Difference between what STS aimed to achieve, what they really achieved, and/or what they are achieving today is still discussed. This lack of unanimous consensus lets the debate open to several interpretations, and offer the opportunity to explore and address few issues related to the self-managing groups. Hence, the last side of this paper will address a discuss about the role of management, the subordination of human criteria to the dictates of efficiency, the application to both linear and non-linear systems, and a movement toward a self-leading team type. The magnitude of such topic and the number of interesting studies surrounding this area offer to the author a dilemma regarding what should be treated and what should not. Obviously, having this script humanistic approach major evidence is given to people in organisation, and respectively team members, and management. Moreover, analysing the way in which the system adapted itself during the second half of the last century, it will be argued that organisations designed or redesigned in respect of human criteria in certain industries and environments, can reach a competitive advantage respect those that will not do it. In short, STS is an effective tool by which it is possible match both individual and organisational needs. Pursuing the paper this line of argument, issues related to politics, unions, and power, and other effects of identifications, ideology and control are not dealt in this paper neither because not relevant, nor because of secondary importance, rather, due to the limitation of the length. Individuals, Groups and Organisation To some extent groups always existed, even in USA -where in time of cold war ambitions were led to unbridled individualism, organisation used to split task into subtask, assigned it to various subunits, than these subunits divided subtask into sub-subunits and so on. Even if an organisation is formally organised according individual performance, the division of labour break down the organisation into groups. What does group means, and what needs a group fulfil for both organisation and individual? ‘A psychological group is any number of people who interact with one other, are psychologically aware of one other, and perceive themselves as group’ (Schein 1994), and are seen as group by the others from outside (Hackman 1987, in Brown 2003). If in everyday life, groups can be formed through a spontaneous or random meeting -such as four friends meets for chance in library, in organisational setting they have diverse origin. Basically, it is possible recognise two types of groups in organisation, those which are deliberately created by managers in order to fulfil the tasks required from the organisational mission, an those fulfilling psychological needs of individual beyond the minimum ones of doing their jobs; respectively formal and informal groups (Schein 1994). According to its duration the former can be of two types: permanent -such as the group of lecturer or/and professors forming the BOR depth at Lancaster University; or temporary -such as a matrix group of lecturers or/and professors committed in a project for a definite time or mission. Nevertheless, organisation takes an informal structure within which individuals interacting with others generates a group that fulfil their social needs. But contrary to the everyday life the interaction depend on defined physical location, being in fact their activity within the organisation limited by their tasks and mission to perform -such as the possibility to interact with people both meeting and working in the same office, depth, building and so on. Bearing in mind that groups can simultaneously fulfil diverse organisational functions and needs of their members, it useful here to distinguish these kinds of functions in ‘organisational and individual’ (Schein 1994). According to this partition, it is possible group organisational functions as those features coinciding with the mission of the organisation -i.e. working on a complex or interdependent task, generating new ideas or creative solutions, liaison or coordinating functions, facilitate the implementation of complex decision, or be a vehicle of socialisation or training. On the other hand, among needs group members can bring with them and groups can fulfil there are needs such as those of affiliation, sense of identification and maintain self esteem, establish and tests social reality, moreover, it reduce insecurity and anxiety. Appear now clear why groups are so important, from an organisational point of view it speed, facilitate, and improve the task-related functions. On the other hand, spending two third of our life within the workplace, meeting our psychological needs inn a group, and spending two third of our adult life in a work setting of various kinds, groups become a integral part of such work settings (Schein 1994:152). Thus, an enormous potential can be offered mixing up informal and formal functions, to comprehend it means to imagine how they can serve at the same both organisational and individual. Reed supported this thesis stating understand organisations means grasp the diverse political forces acting in it, nevertheless, decisions are not taken during a board of director, rather main actors discuss and reach agreement during a dinner on a golf course (2002). In other words, linking together individual’s needs and organisational functions to fulfil, by means of formal and informal organisation could be achieved, through effectiveness and the right balance with the social needs of employees, an organisational competitive advantage. The Socio Technical System (STS) Understand the dynamic process made up of individual’s needs interacting in organisational setting it is not as easy as at a first sight. After two decades in which the human relation (HR) approach allocate ‘attention to the employees, not work condition per se, that has the dominant impact on productivity (Peters & Waterman, cited in Moldaschl & Weber 1998:350), the sociotechnical group took another direction. Researches, associated with the work done by the Tavistock Institute in London, instead of concentrating on the enterprise as social system -where technology was not considered and workers were treated better whilst their job remained the same (Trist, in Moldaschl & Weber 1998), attempted to overcome both Tayloristic and HR approach of work design. Whereas the HR movement achieved the so-called ‘Hawthorne public relation effect’ -enforcing psychotechnics to deal with employees’ psychological ‘wealth’, STS underlined the importance of a real design of tasks (Emery 1978). The idea of STS implies that any productive organisation or part thereof is a combination of technology and social system in mutual interaction to each other. Each determines each other and the nature of work determines the type of organisation that develops among workers, whilst the sociopsychological characteristics of the worker determine the manner in which a given job will be performed (Schein 1994). This idea led to the development of an open system theory in which organisations imports and converts various things from its environment -such as people, money equipment, raw material, and so on, and exports products, services and waste materials which result from the conversion’s process (Schein 1994). Importing people the organisation have to deal with individual’s needs, values, norms, and expectations, as a consequence, to be effective the organisation have to take in account both the nature of job and those of people. Through the Norwegian â€Å"Industrial Democracy Programmes† sponsored by the government, the employer association, and unions, STS achieved a value-free research far from the political justification for self-governance and from the economic justification of self-regulation (Susman in Moldaschl & Weber 1998:350). It led their researchers to claim a third realization through the so called principle of industrial democracy -whilst for others concentrating their efforts on the micro level of participation, and neglecting representative forms of industrial democracy they realized just direct workplace democracy (Blackler 1982 in Moldaschl & Weber 1998). Another important concept is based on the joint optimisation through which it is possible developing design solutions that consider human criteria and efficiency criteria equally (Brown 2003). Thus, it â€Å"enables a best match in this way†¦such as Emery’s ‘nine-step model’ that aims to reduce â€Å"key variances† in, and between work systems, and to control them by â€Å"self-regulation† of the workers’ (Moldaschl & Weber 1998:360). This self-regulation, interdependence and self-governance, draw attention to decisions that ca be delegated to work groups that, in function of these, are defined as autonomous work group. In some industries has been discovered that higher levels of productivity and quality can be achieved giving clusters of tasks to a work group (Findlay et al, 2000; Barker 1999; Knights and McCabe 2000; Muller 1992; Sewell 1998); such ‘autonomous work groups are then made responsible for producing entire product such a radio, an engine’ (Schein 1994). The idea was to group several workers -organised in multifunctional structure with flexible job rotation, in a spatially and organisationally limited production unit, share a common task that is divided into interdependent sub task, and assume share responsibility over the long term. Among its criteria can be notice boundary maintenance (Moldaschl & Weber 1998:360). What sociotechnology group tried to achieve through the implement of autonomous work group is a way of simultaneously satisfying psychological and task needs (Buchanan 2000:29). In other words, a whole group is provided the opportunity to design and manage a total integrated task, thus permitting workers to fulfil their social and self actualising needs within the context of the work situation’ (Herbst 1962 in Schein 1994:195). Nevertheless being the role of management present to some extents, it is more correct to speak about semi autonomous work groups. Among the variety of semi-autonomous work group, it is useful to adopt the three forms identified by Brown (2003). The composite fully multi skilled -as in the Tavistock Institute Coal Mining studies where miners learnt and performed diverse task; the matrix form -as in Fiorelli’s idea of quality circle where a group of people, having different specialised functions, overlapped competences (1998); and the network where individuals are far but frequently in contact to each other through information technologies such as teleconferencing to exchange knowledge – from which the ongoing ‘knowledge management team’ (Bell, Blackler and Crump in Fulop & Linstead 1999:228). This tri-partition can be associated with changes in the second half of twentieth century in western society where ‘technological and organisational improvement led radical changes in economical sector’ (Ackroyd and Lawernson 1995, Piore & Sabel 1984, Zuboff 1998). Especially during the last three decades of the twenties century, after a climate of tension, a new international distension opened up new opportunities for businesses and ventures, new markets were found available to be explored and offered new competitive advantages to companies, (Hutton 2002). The re-design of the organisational structure bring in fact some effects within the socio-economical system where it is embedded. International markets got crowded; pressure and competition increased forcing companies to redesign their organisation. To face this turbulent environment Trist et al propose: ‘an alternative design based on the redundancies of functions: for individual they create role rather mere jobs; for the organisation they bring into being a variety-increasing system rather than the traditional control by variety reduction†¦(through) continuing development of appropriate new values concerned with improving the quality of working life by keeping the technological determinants of worker behaviour to a minimum in order to satisfy social and psychological needs by the involvement of all. Autonomous working groups, collaboration instead competitions, and reduction of hierarchical emphasis, are some of the requirements for operating effectively in modern turbulence (in Pugh & Hickson 1996:182 -emphasis added) As stated by Trist within this theoretical pattern, autonomous work group is an essential ingredient for the effective organising. Discussion and conclusion The role of management seems to be an essential component to the achievement of the best match within the system for both Blackler and Brown (1978), and Fox (1995), whilst strangely, STS approach does not seems to explicitly address neither the problem of management, nor those of managerial control. Differently, Knights & McCabe (2000) exploring what team working means for employees’ lives within an automobile manufacture company, affirm that employees as well as managers are capable of exercise power interpreting and reinterpreting management strategies. Stressing the accent on autonomy, managerial role need to be redefined to support and favourite tasks of group members. Accordingly, to meet autonomous work group needs a manager should be a good diagnostician, trying to be flexible enough to understand and to vary their own behaviour in relation to the needs of their subordinates (Schein 1994). Nevertheless, it is useful remember that individuals’ needs are not just meet through groups, they have another set of necessity that are fulfilled outside the group, alone, as well as with a friend. What I am addressing here is what Costea and Crump called the standardisation of individual -or better how to make an individual as unique as its mate (2003). In other words to be effective in self managing groups members have to maintain their equilibrium that permits them to keep and evolve its personality: members are not asked to follows rules, rather to make decisions. For this reason Often, the practical one does not confirm what in academic setting appear feasible from a conceptual level. Even for the best social scientist it is quite hard, if not impossible, individuate a priori the huge amount of forces arising from the combination of interests and pressure groups in which his theory will become part. In practical conditions, sociotechnical projects sometimes failed because they subordinate human criteria to the dictates of efficiency or because they become victim of a political conflicts (Blackler, 1982; Kelly, 1978; Sydow, 1985; Pasmore, 1995 in Moldaschl & Weber 1998), making it often impossible to translate joint optimisation of human goals and efficiency into reality. ‘Although mainly consisting of psychologist of work and organisation, the â€Å"classical† Tavistock representatives of the STS approach does not regard its primary goal to be the far reaching consideration of human criteria in the design process of a work system. Rather they st rive for an optimal compromise between technical, economic, and human work design objectives’ (Moldaschl & Weber 1998:362). Changing our analysis from a classical to more contemporaneous perspective, a diverse slant come from the observation that self managing groups are still effective, but they loose their grip on organisation when have to deal with the no-routine office work of management and professional -being these set of practices developed for linear work systems (Fox 1995). Diverse from Pugh and Hickson (1986), Fox notes that not always the use of autonomous work group seems to be appropriate, in fact ‘the creation of recticular organisation (characterised by a fluid distribution of information and authority that changes are required) may be appropriate†¦in some non linear work systems (1995:103). STS’ concepts have contributed to improve design and redesign of many work systems, however most of the successful experiences occurred in well-defined linear systems-characterised by a sequential process of input-output, rather in unclear defined non-linear system -where the absence of the in-out property makes it difficult to separate different conversion flows into well-bounded entities (Pava, 1986). Nevertheless, a major revolution is not required to broaden the applicability of STS principles: Modifying the practices employed in STS design to include non-linear work systems is consistent with the essential precepts of STS design: open system analysis, a best match of social and technical subsystems, redundant functions over redundant parts, systemic interrelationships between design factors, self-design, and critical specification (Pava 211). In this capacity to adapt itself in both changing organisational requirements and environment, I think should be recognised the bigger strength of STS. Becoming this adaptability without distort any principle, the approach seems to be relevant especially nowadays, seeking organisations new means of empowerment to boost the productivity in increasingly turbulent environment. A final consideration is due to the work Manz who argue, the future of self-managing groups seems be oriented to lead workers to lead themselves (1992). During this movement toward a self-leading team type of work design, the latter identify some contingency factors relevant to this transition such as: nature of workers; work context; new manufacturing techniques; environment; and organisational system. However, this model seems more likely applicable in such culture where both high trust to workers and decentralisation of power is given -i.e. UK as opposite to Japan and Germany. In fact, ‘Movement toward self-leading team work likely to require significant involvement of the work force in determining the direction of the organisation as well as carrying out that direction, and the opportunity for the work teams to influence that direction, especially as it relates to their specific work performance’ (Manz 1992). Within this framework, it possible imagine shift from traditional & participative leadership to a self management role of leader, in doing it, the new role will be to lead members’ group to lead themselves (Manz & Sims 1987). Being both the power shifting from managers to team members, and the latter able to distinguish true managerial aptitudes from artificial (Knights & McCabe 2000), a certain amount of resistance from the former could be assumed. It leads to pay attention on the way in which managers implement these set of practices. In conclusion, due to its adaptability to technological innovations, and its flexibility in linear and non linear systems autonomous work group could seems even more actual today than during the second half of the second century. Its democratic principles and the democratic way in which tasks are thought and accomplished, seems to make this system the most appropriate within those political environment in which principles of democracy are used. This thesis seems reinforced from the growth of lean systems and consequently from practices as Just in Time, Business Process Re-engineering, or Total Quality Management in those organisational setting where work design diverse from human centred. On the base of both the literature proposed, and the assumption resting on this paper, an important feature seems emerge. For those organisations pursuing human relations and democratic policies, autonomous work group permits both individual and organisations to pursue their own interests. Not just offering the opportunity to decrease alienation filling their social needs to the former, and to reduce practice such as of absenteeism, sabotage, and achieve that commitment and loyalty, to the latter. Rather it seems the best compromise between capitalism and working class since the first industrial revolution to nowadays. An effective tool capable to improves and re-defines the boundaries of the psychological contract and consecutively boosts productivity and reduces costs. To create effective self-managing groups become central the role of top management in planning and develop a long-term program made of continuous investment in work design research, and in staff and management programs (Pearson 1992). It will allow a deep understanding about the dynamics of members’ needs, a constant design, a re-negation of the task requirements, and to avoid both mismanagement, and the establishment of repetitive alienating tasks. Finally, to figure out this sophisticated topic, a broader research should analyse the interrelation and influences of related issue such as: identifications; role of control; ideology of team, politico-economic and socio-cultural peculiarity of the society; in which the organisation will decide to implement self management group working. Within this system, autonomous work group seems to be not a problem to be solved, rather a solution to deal today with the confluence of tensions resulting from yesterday’s decisions.