Ghost Story of a Hell House :: Ghost Stories Urban Legends

Ghost Story of a Hell House The legend that I collected is a popular local myth about an old building and its resident out in the woods near the story's location. The person who told this story to me is my roommate; he is a white, middle-class, twenty-year-old who is studying government and psychology. I collected the story from him in our apartment one Tuesday night, sitting on our couch amidst a group of friends while listening to some loud music. The teller’s performance of the story is important to note. Due to the loud music and distracting atmosphere, the story was not told very smoothly. The teller made a lot of pauses and had to repeat himself several times. Furthermore, the teller did not know any solid facts, such as specific dates. Everything that he mentioned in terms of time were clearly estimates, as indicated by his facial expressions and verbal pauses. The teller prefaced the story by trying to get me to recognize the location of the Hell House. We had gone hiking around the state park where near the house, and he explained its location by saying â€Å"you know that hill and those woods near the train tracks at the bottom of the mountain†¦Well, Hell House is over near there. I’m sure you’ve seen it dude.† I admitted that I knew where it was so that he would go on with the story, even though I was certain I hadn’t seen any creepy looking houses when I was over in that area. He continued the story by explaining that the place was originally â€Å"Mount Saint Mary’s† college in Old Catonsville, Maryland during the 1800s. He then said â€Å"oh right, it was actually a women’s school.† He paused here for a minute and then carried on to tell me that most of it burned down in the 1930s and a whole lot of people died. After a moment he said â€Å"actually it may have been the 10s or the 20s, I’m not so sure.† The only thing that remained after this fire was an old burnt up house that the groundskeeper lived in and continues to live in. The teller then said that the groundskeeper was â€Å"seriously old and weird† and that he is not sure whether he is alive or dead, but he made sure to emphasize that â€Å"if he is still alive he is probably real [expletive deleted by author] old.

The Safety and Benefits of Creatine :: essays research papers fc

The Safety and Benefits of Creatine Topic:  Ã‚  Ã‚  Ã‚  Ã‚  The Safety and Benefits of Creatine General Purpose:  Ã‚  Ã‚  Ã‚  Ã‚  To inform Specific Purpose:  Ã‚  Ã‚  Ã‚  Ã‚  To inform my audience of the safety of creatine use and also to inform them of the benefits creatine use can provide. Central Idea:  Ã‚  Ã‚  Ã‚  Ã‚  Many people are misinformed on the subject of creatine use and exactly what it is and what creatine can do. Organizational Pattern:  Ã‚  Ã‚  Ã‚  Ã‚  Topical Introduction I.  Ã‚  Ã‚  Ã‚  Ã‚  How would you like to be able to increase your strength or even increase your bench press by 25 pounds in less then ten days? Or how about improving your endurance. What if I were to say this can be accomplished without taking any harmful or illegal substances. These types of results have been recorded with the use of the supplement creatine. II.  Ã‚  Ã‚  Ã‚  Ã‚  I first became interested in weight training when I was in high school. After poor gains from weight training alone I stumbled upon the keys to success, proper nutrition and supplementation. Creatine is a supplement I have used for awhile and strongly believe it has accelerated my strength and size gains. In three and a half years amount of time I have gained 62 pounds from 153 at the beginning of my senior year in high school to currently 215 pounds. III.  Ã‚  Ã‚  Ã‚  Ã‚  Today, I will explain how creatine use can be beneficial and also safe to use with no harmful side effects. Also, I hope to inform you of what and how natural the substance creatine really is. Body I.  Ã‚  Ã‚  Ã‚  Ã‚  How many people here have heard creatine is bad for you, or heard stories of creatine hurting someone who has taken it? A.  Ã‚  Ã‚  Ã‚  Ã‚  Many studies have been performed on creatine to determine if there are any adverse side effects from creatine consumption when taken at an amount of 3-5 grams. II.  Ã‚  Ã‚  Ã‚  Ã‚  Creatine is a natural occurring substance. Ray Sahelian MD has done extensive research on creatine. A.  Ã‚  Ã‚  Ã‚  Ã‚  Sahelian states â€Å"Creatine is not an herb, mineral, vitamin, hormone, or steroid.† 1.  Ã‚  Ã‚  Ã‚  Ã‚  Creatine is a natural nutrient found in our bodies and the bodies of most animals. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Approximately 95% of the body’s creatine supply is found in the skeletal muscles. B.  Ã‚  Ã‚  Ã‚  Ã‚  Creatine is easily absorbed through the intestinal tract and into the bloodstream. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Creatine production occurs in the liver, pancreas and kidneys. C.  Ã‚  Ã‚  Ã‚  Ã‚  From Sahelian study it is easy to see that creatine is a natural substance found in food. By taking creatine as a supplement all you are doing is increasing the amount of natural creatine the body has. III.  Ã‚  Ã‚  Ã‚  Ã‚  Creatine is not only safe but has also been found to be beneficial for overall health.

Knowledge Is Virtue Essay

We define knowledge as the state or fact of knowing, familiarity, awareness or understanding, gained through experience or study and virtue as the moral excellence and righteousness. All of us have knowledge but not all the knowledge we have is the same, same with virtue. All of us have virtue but not all is practicing it. All of us have knowledge because it is a gift from God that we can keep and share to others. Through knowledge, one is also given the knowledge of understanding one’s self and what surrounds him. One can be taught about life through knowledge. Having knowledge is also having the ability to know what is right and what is wrong. With knowledge we can also do change or improvements. For instance, the knowledge of sickness, the more we know about our sickness, the more we know that it can be cured and by that, life our life is improved. We can make improvements through knowledge physically and mentally. We can identify problems and find solutions because of knowledge, but these problems is not caused by knowledge itself but from the individuals’ use of knowledge. By having simple knowledge about these problems, it already creates vision of solutions. Knowledge is a virtue that we should know what is good for us. Virtue is something that is good or something that is right. If we have done something that is not right, for example, if the knowledge of power is used improperly, it is not because of the mere knowledge already. It is because of the emotions that caused him to do that. If that’s the case, he doesn’t possess virtue. Knowledge is like the other virtues that we should keep and be reminded of always. We should use it not to seek advantage over others but to share it and make them a better individual. Through knowledge, we know how to understand and we know how to act right. We just have to use knowledge justly so we will know about virtue. Thus, knowledge is the creation of virtue. Knowledge is virtue.

Military Culture

The Veteran Culture Mikaela Barnett Chaltas School of Professional Counseling Lindsey Wilson College Author Note Mikaela Barnett Chaltas, The School of Professional Counseling, Lindsey Wilson College. Correspondence concerning this article should be addressed to Mikaela Barnett Chaltas, Ashland, Kentucky campus. Email: [email  protected] com Abstract The ever changing and evolving culture of Veterans is reviewed and discussed in this paper. This paper has five main parts which include: description of the culture, historical information, stereotypes, important values and beliefs, and counseling approaches.Keywords: veterans, culture, stereotypes, values, beliefs, counseling The Veteran Culture The Veteran Culture is discussed in this paper. The paper is divided into five sections which include: a. ) description of the culture; b. ) historical information; c. ) stereotypes; d. ) Important values and beliefs; and e. ) counseling approaches. Description of Culture A Veteran is defined by Dictionary. com (2011, Nov. 11) as a person who has had long service or experience in an occupation, office, or the like, or as a person who has served in a military force, especially one who has fought in a war and experienced direct combat.Culture, as defined by J. P. Lederach, is, â€Å"the shared knowledge and schemes created by a set of people for perceiving, interpreting, expressing, and responding to the social realities around them† (p. 9). All definitions aside, Veterans are, as the VA proudly and courageously states on their website, â€Å"Men and women who, for many reasons, donned the uniform of our country to stand between freedom and tyranny; to take up the sword of justice in defense of the liberties we hold dear; to preserve peace and to calm the winds of war. † The United States Military is comprised of many cultures and individuals rom various backgrounds with various belief systems that have put their health and their lives on the line to serve ou r country and preserve our freedom, as well as the freedom of their families. As stated previously, this group is extremely diverse. They spread across ethnic and socioeconomic lines, which include people from all parts of the United States (Hobbs, 2008). There are approximately 22. 7 million Veterans who have served in the United States Military, aged seventeen and older, according to the Department of Veterans Affairs (www. a. gov, 2010). Many other elements of culture within the Military take effect when one moves from civilian into military culture. Individuals are expected to move fluently from civilian to military life with ease. They must learn and live up to military expectations which impact their family life. They must absorb military acronyms and terms, learn and utilize the military chain of command and protocol, must practice military customs and courtesies, and deal with the endless transitions that enter their lives.Military personnel and their families are expected t o easily adjust to new or temporary family configurations, properly manage their â€Å"suddenly military† lifestyle, accommodate physical changes, make new contacts, and cope with any emotional issues that arise from these changes. These men and women are drilled and taught to work together, support one another, and protect each other, as if they become one with their fellow soldiers. They develop a sense of belonging that is hard for them to find outside of their military family.Military culture also places emphasis on being able to cope mentally and physically when dealing with ones own stress regarding the changes to ones culture and the experiences that also occur within the military, both personal and professional. Both active and inactive military members are trained to â€Å"suck†¦. up† their own problems or difficulties (Bryan & Morrow, 2011). They share a common combat experience and are part of the â€Å"warrior culture† (Bryan & Morrow, 2011). Me ntal health issues and instability are also common in the Veteran culture.Many veterans are likely to suffer from Depression, Substance Abuse and/or Dependence, various phobias, sleeplessness, and Post-Traumatic Stress Disorder (PTSD) (Palmer, 2011). Some Veterans also have physical disabilities from combat wounds and it isn’t unlikely to manage such pains with pharmaceuticals that also lead to addiction. The stigma that permeates the military culture surrounding mental health and the ability to adjust to any condition within the military is always present, often making seeking treatment taboo (Jarvis, 2009).Historical Information The United States Military was established in 1775, which coincided with the Revolutionary War. In 1776, the government boosted enlistments into the military for the Revolutionary War by providing pensions to disabled soldiers. In 1789, the Department of War was established, which would later be renamed the Department of Defense in 1949 (www. defens e. gov/about/). The establishment of the military brought on the development of the veteran culture. As stated before, Veterans span many cultures and generations (Hobbs, 2008).The Veterans still alive today have served in the most recent wars being; World War II, Korea, Vietnam, Iraq-Desert Storm, Iraq-Operation Freedom, and Afghanistan. Many older generations of Veterans have expressed their understanding of the younger veterans returning home from war and seem familiar with the problems they face (Hobbs, 2008). Simply speaking, the older generations of veterans can enlighten one to the keen awareness of issues that are present in the Veteran Culture that non-veteran civilians do not have. After World War II, the U.S. Military began taking the issue of mental illness seriously (Jarvis, 2009). The â€Å"breaking down† under the stress of military strains and stressors, and the psychiatric casualty, exposed the emotional side of men and challenged the â€Å"warrior† cu lture which had been built upon bravery, self-mastery, control, and courage under fire (Jarvis, 2009). The military would use the term â€Å"exhaustion† when referring to soldiers who experienced mental health issues, hoping this would be a less stigmatizing term when they returned home (Jarvis, 2009. President Roosevelt expressed concern for the men in the military and those coming home from war. He expressed that the â€Å"ultimate be done for them† (Jarvis, 2009). The overwhelming number of vets after WWII diagnosed with â€Å"neuropsychiatric disabilities† lead to media attention, then ultimately, to screening and better treatment of mental illness. Soldiers were expected to serve shorter tours of duty and provided with readily available psychiatric care on the front lines (Jarvis, 2009. ) Then, post-Vietnam, a major shift occurred in funding the treatment of mental illness within the military.This continues to be a focus and an area of concern for our veter ans and military personal to this very day. Stereotypes As with any culture, stereotypes are common. The media plays a part in stereotyping military veterans and the military culture. Commercials focusing on, â€Å"Be all you can be, Army Strong†; empowering people to be one of, â€Å"The Few, The Proud†; and to, â€Å"Do something amazing† are just a few of those stereotypes that are engrained into the minds of people (Bryan & Morrow, 2011). All of these focus on the strength and agility of the military culture.Barbara Safani (2011, April 15) pointed out and debunked several common stereotypes used to describe veterans and others within the military culture. She reported that many believe that the people who serve our country are â€Å"rigid† and â€Å"they don’t think. † We must always remember that even though there are incidents which may lead the civilian population to trust in these stereotypes, we must all identify that the majority o f the military culture love their country and those to which they serve. Important Values As individuals, Veteran’s have varying values due to having come from an array of backgrounds all across the United States.It would take an enormous amount of time and energy to discuss individual personal values within the veteran culture. As a whole, however, the military helps instill several core values into those who choose to serve this country. The United States Army listed their 7 Core Values on their website, (http://www. army. mil/values/). As with many cultures, they hold these values and practices dear to their hearts. The U. S. Military Values consist of Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage (www. va. ov, 2010). Taking a moment to explain these values in terms of â€Å"military language† may help civilians understand the culture in a way that they may not otherwise. †¢ Loyalty: Bear true faith and allegiance to the U. S. Constitution, the Army, your unit, and other soldiers. †¢ Duty: Fulfill your obligations. †¢ Respect: Treat people as they should be treated. †¢ Selfless Service: Put the welfare of the nation, the Army, and your subordinates before your own. †¢ Honor: Live up to all the Army Values. †¢ Integrity: Do what’s right, legally and morally. Personal Courage: Face fear, danger, and adversity, both physical and moral. These vast groups of individuals share a common bond as they experience the inner culture of the US Military. Veterans share a common â€Å"language, symbols, and gathering places† that people who are not Veterans do not understand (Hobbs, 2008). Counseling approach issues There are several approaches to counseling veterans and others within the military cultures that have proven successful. These often depend upon what type of treatment and the severity of the issue being treated.Many therapists use Reality Therapy, Choice Therapy, and Cognitive Behavior Therapy (CBT), and medication to treat symptoms related to various mental health concerns within the military/veteran culture (Palmer, 2011). It is common knowledge in the mental health profession, that many mental health issues within this culture are often co-morbid with others. This makes treating the mental illness complicated at times. The Department of Veterans Affairs (Feb, 2010) has a vast database of information for treatments and places that provide treatment, depending on the depth of the presenting issues.There are Outpatient Services offered for Veterans where mental health counselors are available (Department of Veterans Affairs, Feb, 2010). Suicide prevention programs with a hotline available for those on the verge of self-harm, along with information on the warning signs associated with suicide. There are also a vast number of peer support groups available for those needing a regular outlet for processing of the issues they face. According to Nick Palmer (Oct. 2011) the most important aspect of treatment is the support system.He stated that the people and professionals close to the veteran or active duty soldier can help them recognize their symptoms and reinforce therapeutic interventions needed for them to seek assistance if and when it is needed. He also stressed that individual therapy sessions were of utmost importance, as well as marital or relationship counseling, and systematic family interventions, which could make the difference between life and death for many veterans from this culture experiencing mental health issues. References Bryan, C. J. , & Morrow, C. E. (2011).Circumventing mental health stigma by embracing the warrior culture: Lessons learned from the defender. Professional Psychology: Research and Practice,  42(1), 16-23. Culture. (n. d. ). Dictionary. com Unabridged. Retrieved November 09, 2011, from Dictionary. com website: http://dictionary. reference. com/browse/culture Department of Veterans Affair s. (2008, Aug. ) Suicide prevention: men and women veterans: know the warning signs of suicide. [Brochure]. Department of Veterans Affairs. Department of Veterans Affairs. (September 2011). The Veterans Day Teacher Resource Guide.Office of National Programs and Special Events. Website: http://www. va. gov/vetsday Hobbs, K. (2008). Reflections on the culture of veterans. AAOHN Journal: Official Journal of the American Association of Occupational Health Nurses, 56(8), 337-341. Jarvis, C. (2009). â€Å"If he comes home nervous†: U. s. world war II neuropsychiatric casualties and postwar masculinities. The Journal of Men's Studies,  17(2), 97-115. Lederach, J. P. (1995). Preparing for peace: Conflict transformation across cultures. Syracuse, NY: Syracuse University Press. Palmer, Nick. (2011, October 28).Post Traumatic Stress Disorder: Understanding and Treating Veterans. Ashland, KY. United States Army. (n. d. ). Living the army values. United States Army. Retrieved November 7 , 2011, from: http://www. goarmy. com/soldier-life/being-a-soldier/living-the-army-values. html# Veteran. (n. d. ). Dictionary. com Unabridged. Retrieved November 09, 2011, from Dictionary. com website: http://dictionary. reference. com/browse/veteran Veterans Affairs National Suicide Prevention Lifeline. (n. d. ) Recovery: a guide for Veterans, family members, and healthcare providers. [Brochure]. Veterans Affairs National Suicide Prevention Lifeline.

Depression and African-American Men Essay

First of all it is important to understand what really constitutes depression. All of us feel down from time to time perhaps based on having a â€Å"bad day†. However when feelings of sadness last for several weeks, months, or years, and are accompanied by other symptoms such as change of appetite, isolation from family and friends, sleeplessness, etc. these are symptoms of depression. In 1999 Dr. David Satcher, Surgeon General of the United States, and an African-American, released a Report on Mental Health that was a landmark moment for America. This was the first comprehensive report on the state of the nation’s mental health issued by America’s â€Å"physician-in-chief.† It is both an inventory of the resources available to promote mental health and treat mental illness, and a call to action to improve these resources. It paints a portrait of mental illness, filling the canvas with the faces of America, revealing that the effects of mental illness cut across all the nation’s dividing lines, whether gender, education, economic status, education, or race. However, the 2001 supplement to the original 1999 report indicates that it probably affects African American men more adversely than it does the general population.†Mental Health: Culture, Race and Ethnicity,† which is the title of the supplement by Dr. Satcher, says that â€Å"racial and ethnic minorities collectively experience a greater disability burden from mental illness than do whites.† The supplemental report goes even deeper in that it highlights the disparity that exists for black men in mental health as it does in relation to most health problems. For example, African-American men are more likely to live with chronic health problems, and studies show that living with chronic illnesses increases the risk of suffering from depression. In a 2002 report, â€Å"The Burden of Chronic Diseases and Their Risk Factors, † the Federal Centers for Disease Control and Prevention points out that African American Men have the highest rates of prostate cancer and hypertension in the world. The report also says that black men are twice as likely as white men to develop diabetes, and suffer higher rates of heart disease and obesity. The American Cancer Society’s report entitled â€Å"Cancer Facts and Figures†, and written in 2003 found that black men are more than twice as likely as white men to die from prostate cancer. We are also more likely than others to wait until an illness reaches a serious stage before we seek treatment. Often times treatment is not sought until we are in emergency rooms, homeless shelters, or prisons. According to a report by the Congressional Black Caucus Foundation in 2003, men in general are three times less likely than women to visit a doctor, and African-American men specifically are less likely than white men to go to a doctor prior to them being in poor health. This is the case for physical ailments. When one factors in the stigma attached to mental illness, and other barriers that keep us from getting help, it is easy to see why black men are even less likely to seek treatment for depression. Yet, the nation, including the African-American community is often silent on this issue. The silence on the subject among blacks is due, in part, to our lack of vocabulary to talk about depression. We call depression â€Å"the blues† in the black community. We have been taught, at least in the past, and, to a certain extent even now, to shrug off this mental state. For many of us, it is not just a fact of life; it is a way of life. When bluesmen used to sing, â€Å"Every day I have the blues† or â€Å"It ain’t nothing but the blues† or similar words from hundreds of songs, they do more than mouth lyrics. They voice a cultural attitude. They state an accepted truth at the heart of their music: Having the blues goes along with being black in America. In addition, from the time we are young boys, black males have ingrained into us an idea of manhood that requires a silence about feelings, a withholding of emotion, and ability to bear burdens alone, and a refusal to appear â€Å"weak.† The internal pressure to adhere to this concept of masculinity only increases as we sometimes experience various forms of racism in a society that historically has sought to deny us our manhood. The internal wall that often keeps black men away from psychotherapy goes along with external barriers built just as high, if not higher. Mental health practitioners are overwhelmingly white, with the proportion of black psychiatrists, psychologists, and psychoanalysts estimated at less than three percent of the nation’s total. This would mean that even if black men were to break through the self-imposed barriers and seek professional help for mental issues, it may be difficult to find someone with whom they can build a rapport, and whom they feel can relate to them, and they can trust. This feeling of comfort is what allows a patient to reveal his most intimate secrets. As Dr. Richard Mouzon, a prominent black clinical psychologist puts it, â€Å"Many of us grow up feeling that it is dangerous to give up too much of yourself to the white man.† There’s no denying that access to mental health care is restricted for Americans in general. In private health insurance policies and government medical assistance programs, psychotherapy is too often considered a luxury rather than a necessity. It has been said often times that the only people with a guaranteed right to health care are the inmates of our jails and prisons. That is even more true of mental health care.Unfortunately, this is a right that is of marginal value; while many black men receive their first treatment for mental illness behind bars, that treatment is likely to be directed at keeping them under control rather than alleviating the effects of their illness. Our health care system assures preventative measures and early intervention for mental health problems only to the privileged, just as it does for physical health problems. The disparity is so great in minority communities that for many, mental illness receives attention only when it reaches a florid stage, in public hospitals’ emergency rooms and psychiatric wards, or worse, in its aftermath, when people with mental illness may end up behind bars and in morgues. According to a new study reported on by the † Health Behavior News Service†, jobless African-American men appear to be at a greater risk of suffering from depression. While the issue of unemployment offers at least one possible explanation for why the symptoms of depression might be experienced, more puzzling is the fact that African-American men who were making more than $80,000 per year were still at a higher risk for depression. In order to come to their conclusions, Dr. Darrell Hudson, Ph.D., and his fellow researchers carefully screened the data provided by the â€Å"National Survey of American Life.† During their analysis, they took into account how much various factors such as social class, income, education, wealth, employment, and parental education level related to depressive symptoms. â€Å"After measuring depression in a very comprehensive way, the results were not very consistent. We need to figure out as a general public: Is there a cost associated with socioeconomic position or moving in an upward trajectory?† said Dr. Hudson. For the purpose of the research 3,570 African-American men and women who experienced depressive episodes within the past year of their lives were studied. Men who made over $80,000 per year reported more symptoms of depression than those making less than $17,000 per year. However, unemployed black men were more likely to report depression during that year compared to employed men. Men who completed some college or beyond were less likely to experience depressive symptoms than those who did not complete high school. Women, on the other hand, did not appear to suffer the same rates of depression. Females who earned between $45,000 and $79,000 were less likely to report symptoms of depression than those with the least income. The study appeared in the journal â€Å"Social Psychiatry and Psychiatric Epidemiology.† According to Dr. Hudson: â€Å"One thing could be going on with African-American men with greater incomes. The more likely they are to work in integrated settings, the more likely they are to be exposed to racial discrimination. Racial discrimination can undermine some of the positive effects of socioeconomic position like the increased benefits of more income.† Some black men who suffer from depression may think suicide is the answer. It is not. Men that become suicidal don’t realize that they are repeating the cycle, burdening their children with the same loneliness the father had endured. Their kids would grow up with the knowledge that their father had taken his life. Depression can be very paralyzing to African-Americans. This vile illness affects men from all walks of life, from the black executive to the young street hustler. In many documented cases, several socially advanced black men have suffered from depression for many years and refused to receive treatment. This is a very disturbing undercurrent. If educated, accomplished, and highly informed black men refuse to seek treatment for depression, just imagine how difficult it is for uneducated or poor black men to seek help. Some experts believe that depression is likely a key factor in a 233 percent increase in suicide in black males ages 10-14 from 1980 to 1995. According to Dr. Satcher: â€Å"Black men feel that they have to be twice as good as other people, that you can’t be weak because people will take advantage of you. Those pressures work powerfully against a black male seeking treatment for depression and other mental illnesses.† About one in four African-Americans is uninsured, compared with about 16 percent of the U.S. population overall. African-Americans are less likely to receive antidepressants, and when they do, they are more likely than whites to stop taking them. Particularly troubling to those who study and treat mental illness in black men is their disproportionately higher rates of incarceration than other racial groups. Nearly half of the U.S. prison population is black, and about 40 percent of those in the juvenile justice system is black. It is a very difficult and very serious situation for these young men and for society. Psychiatrists who work with the homeless as well as with black youth say they see dozens of black males each year head to jail or juvenile justice when they should be in treatment centers.They blame,in some form or another, depression, or other related mental illnesses. â€Å"It happens all the time and it’s very alarming,† said Dr. Raymond J. Kotwicki, Medical Director of Community Outreach Programs, Department of Psychiatry and Behavioral Sciences, at Emory University School of Medicine, in a recent statement. While all mental illnesses often come wrapped in some sort of stigma or negative connotation, mental illnesses in black men are even more entangled. Historical racism and current cultural biases and expectations all play a part, mental health advocates say. Nearly two-thirds of African-Americans believe that mental illness is a shortcoming that can be overcome through prayer and faith, according to a study by the National Alliance for the mentally ill. Certainly prayer and faith may be helpful to someone suffering from mental illness, but is not a replacement for treatment by a professional. The neglect of emotional disorders among men in the black community is nothing less than racial suicide.Many experts argue that the problem of depression in black America can be traced back to the time of slavery, when it was believed that blacks were unable to feel inner pain because they had no psyche. This myth has damaged generations of African-American men and their families, creating a society that sometimes has defined black men as being violent and aggressive, without considering that depression (or other related mental illnesses) might be one root cause. The consequences of untreated mental illness can be dire. And the tragedy of the worst outcomes can be no greater than when the disorder is depression, one of the most common and treatable mental illnesses. The disease is painful, and potentially fatal, but eighty percent of those who get treatment get better. Yet, quite sadly, only twenty-five percent of those who need help get it. African-American men are especially prone to put ourselves in mortal danger because we readily embrace the belief that we can survive depression by â€Å"riding out† the illness and allowing it to run its course. The internal walls we build to keep out the world, along with the walls that society sometimes builds to isolate us, cut us off from the help we need. So we suffer, and we suffer needlessly. Please do not be ashamed of seeking help if you feel that you are suffering from depression, or any mental illness. There are very likely resources right in your own city or town such as a county Mental Health Center, even if you are uninsured. Those who are insured may choose a private hospital or psychiatrist, but don’t hesitate to get help. One resource that is available would be to call 1-877-331-9311, or 1-877-568-6230 to talk to a specialist at any time. This could change your life immensely, and could indeed save your life.

Communication and Professional Relationships Withchildren, Young People and Adults Essay

A key element of the role of any member of support staff in a school or other education environment, is communication, both with children and adults. Whilst it is important for children to learn cognitive skills, it is equally important that they also learn skills that will allow them to function effectively in society. A significant proportion of the latter can be attributed to effective communication, how individuals cooperate with others, and the relationships built both on a social and professional level. Support staff have a responsibility to act as role models for students, and it is therefore imperative that a clear understanding of effective communication and professional relationships is held. This study pack outlines the principles, skills and regulations that cover this topic. Principles Effective communication is the fundamental principle in building positive relationships (relationships which benefit children and young people, and their ability to participate in and benefit from the setting). In general, both children and adults are much more likely to co-operate and share information, if they feel you communicate openly and clearly. This is not limited to what you say but also appearance, body language, facial gestures and mood. In particular it must be remembered that you are acting as a role model, and the way you communicate is likely to be reciprocated in the same way. There are seven principles involved in building relationships: 1.  Effective communication – covers both formal and informal verbal, written communication, in addition to body language, facial gestures, physical contact and appearance, and the way these impact our interactions with others. 2. Respect – courtesy and respect should be demonstrated in any interaction with an individual (be it child or adult). Although you may differ in opinion, it is important to actively listen to others, and respect their view(s). The same consideration should be applied to individuals from different cultures, and their values/traditions upheld. For example in Germany professional interactions are much more formal and people are rarely referred to on first name terms, even if they are acquainted. 3. Consideration – be sensitive to others situation/position particularly when behaviour or reaction is out of character. There may well be an underlying cause you are not currently privy to . 4. Remembering Personal Issues – if you are aware of any concerns or upcoming life events, it may be worth enquiring about these, as it shows that you are interested, and is likely to benefit any relationship . You may be worries that an individual may not want to discuss any further, they can let you know if this is the case but it is probably still better to ask, than seem aloof or standoffish. 5. Listening – communication is a two way process. Therefore it is vital that you take time to actively listen to others, in order that they feel their opinions are considered. Active listening means that you hear another opinion but also demonstrate interest by responding appropriately (both verbally and with body language gestures). Listening is fundamental if others are to feel able to confide in you or ask for help/advice. 6. Clarity on Key Points – when giving information or instructions you must be clear, so that others can understand what you have said, or asked of them. Do not assume you have been clear, especially with children who may say they understand even if they don’t. Always ask them to repeat back to you what they have need to do, whilst reassuring them that you are not testing them but checking that your instructions were clear. 7. Sense of Humour – Particularly in times of stress or pressure, try to see the funny side of a situation. Not only will it benefit you ( temporarily reducing stress) but also releases tension from any situation. Although these principles can be applied to building any relationship, there will of course be differences or adaptations in the way we communicate dependant on the context of an interaction. It is inconceivable to think that the way we informally converse or behave in the company of friends would be acceptable in a workplace meeting. More formal language and behaviour would be expected in the latter, if one was not to be considered rude. The same would be true of any interaction with a parent in a professional capacity. As mentioned previously it is not just what is said or written but also gestures, body language and dress, which should be appropriate to a situation. Advice should be sought when dealing with individuals from different cultures, with particular attention to acceptable behaviour, gestures relevant to that culture, to avoid misinterpretation. What may seem perfectly acceptable to you, could be interpreted as extremely impolite to another culture. In summary you should consider who you are interacting with as well as the (likely) expectation of language and behaviour. In doing so you are less liable to avoid causing offence, misunderstanding or bad feeling; which all have a detrimental effect on any relationship that may have been fostered. Skills May of the skills involved in effective communication do not need to be learnt as we demonstrate them subconsciously. It is however valuable to understand what these skills are and evaluate our own strengths, weaknesses and areas for development. Give Opportunities to Speak – as with all beneficial communication but particularly in the case of children, it is important to allow and give opportunities for every pupil to speak and contribute. Every child is different, some maybe confident and particularly vocal whilst others may seem reticent. An inclusive environment should be created where every child has the opportunity to express themselves. Don’t be tempted to speak whenever there is a pause in conversation, as some children need time to process their thoughts and garner confidence to share them. Actively Listen – show you are listening by giving a child your undivided attention and maintaining eye contact. By doing this you are inadvertently saying your voice matters to me, which will only serve to boost self esteem, confidence and aid positive relationship building. Positive Body Language and Facial Expressions – body language and facial expression are another way to demonstrate you are listening. Nodding, smiling, talking/listening at a child’s level, all indicate you are interested in what they have to say, and can also make you seem more approachable. Folded arms, neutral facial expressions and talking down to a child can make you appear intimidating. React and Comment – Respond to the information a child gives you, this may involve repeating what they have said, to clarify your understanding. Adding your own responses will also add to the conversation and help extend it. Be Interested, Respond and Question – Demonstrate that you are interested in what a child has to say. One way to achieve this is by responding and the appropriate points and asking questions, which may further the conversation. It is also important that the child is given opportunity to ask questions and respond in the same way, so that they learn that communication is a two way process and you are equally interested in what they have to say. As adults it is easy to dominate dialogue, without intentionally meaning to do so, by not giving a child time to contribute, question or give their ideas, opinions or feelings. Children should be encouraged to question information and add their own ideas, therefore the school environment should promote this. Adaptation The skills discussed are however just a starting point and as with the guiding principles, adaptations will need to be applied dependant on the child’s age and context. Age Younger children will tend to be less independent so will rely more heavily on reassurance and positive reinforcement in your communications with them. Additionally younger children are often much more tactile and will seek physical contact as a source of reassurance and to build confidence. Younger children are generally more open and will seek adult help in times of distress, anxiety but also to share achievements. Consequently communication is much easier, as they will share information openly with you. As children mature, they become more self conscious and aware of peer pressure, often reluctant to share information and are therefore likely to require much more coaxing and encouragement to discuss issues and verbalise their feelings. Context Within the school environment you are likely to function in various capacities within your job role, learning support mentor, pastoral role, supervisory role (playground duty), teacher/peer support and confidante. Your style of communication will need to be adapted according to the situation. In a more formal setting, such as the classroom it will be necessary to provide clear, concise communication regarding tasks whilst simultaneously foreseeing and dealing with any disruptions, to ensure pupils stay focused on task. Conversely when acting in a pastoral role, active listening will play a greater part. Your language maybe less formal to engage the child and make them feel comfortable to share their troubles and feelings. The child may seek personal information from you in this instance; have you ever felt this way, has this happened to you? Whilst it ay be tempting to answer these questions openly and honestly, to give the child confidence to do the same, you should remember that a professional relationship must be maintained at all times. Show your understanding without giving too much personal information, it is important for the child to view you in a professional capacity not as a friend. Communication Differences Each child is an individual and therefore will have t heir own communication style and differences. If a child has SEN, these will be documented and it will be much easier to make adaptations according to their provision map or statement. However this will not always be the case and you will need to recognise and respond to any communication differences, a child may have. For example some children may lack self confidence, and ample opportunity must be provided for them to contribute. Don’t be tempted to talk for them or guess what they are trying to get across. This will only serve to compound their anxieties. You may feel it beneficial to work 1:1 building to small groups and further as a whole class to build their confidence slowly. Ask for help from your speech and language coordinator if you work with a child with a speech disorder, they will be placed to advise on strategies for working with a particular type of communication issue. As adults, our nurture instincts often lead us to step to help a child when they experience communication issues, which is not actually beneficial to the child. Allow them time to speak, support them (use of visual aids, sign language, providing an environment where they feel comfortable and confident), show sensitivity but do not try and be their voice. Communication needs The skills of communication apply equally to adults, young people and children and whilst there are many similarities and significant overlap in the way we communicate with these groups (active listening, body language, facial expressions, showing interest etc), there are also important distinctions that must be made. Children With children communication must be succinct, clear and concise, too much information can lead to confusion. They should be able to feedback to you in their own words, their understanding of your expectations from them. An inability to so demonstrates that you need to reconsider your choice of vocabulary appropriate to the child. Avoid using expressions or sayings that children may find vexing and interpret literally, particularly if English is not their first language. One such example would be referring to something as ‘the bee’s knees’, there is nothing in this expression which suggests something is good, so this only serves to confuse a child. Within the school environment, as a member of support staff you are functioning in a professional capacity, your choice of language should reflect this. A certain degree of formality must be maintained to ensure the carer- child relationship boundaries are clear. This especially applies to physical contact, which should not be promoted or offered. In a setting with younger children who seek this type of reassurance, this may be more difficult and you should not shun a child who tries to hold your hand or embrace you. They may interpret this as a rebuke and assume they have upset you. Conversely you should not be initiating this form of contact. Adults Communication difficulties are not exclusive to children. Adults may also experience issues, and it is important you apply the same sensitivity and adaptations, as you would with a child. Again some difficulties may be more obvious than others, hearing impairment, non-English speaking or English as an additional language (EAL), if you are meeting face to face, allowing you to adapt more easily. You should however consider the various forms of communication your school utilises and consider potential communication difficulties, adults may have that you are not aware of. Adult literacy is an issue , particularly in disadvantaged areas. Sending letters home in this instance would not be an effective method of communication. This could be something you should be sensitive and consider particularly if you feel an parent is taciturn. Simply speaking to the parent at the end of school outlining the content of the letter and politely asking for a reply may foster a relationship that allows the adult to work with you for the benefit of the child. Autism is another area that affects communication for both adults and children. Be mindful that you should adapt your communication style but what is suitable for a child maybe patronising and send out the rong impression to an adult. Equally do not assume any every person with autism will have the same, if any, communication difficulties and that you should consider the person as an individual rather than a minority group. Managing Conflict Typically most conflict arises due to a breakdown or lack of communication. Identifying and addressing conflict early is the key to resoluti on. However successful resolution requires sensitivity careful management of the situation. Open dialogue between affected individuals is the starting point of conflict resolution. Everyone should be able to discuss what happened (their interpretations of events) openly and freely ( show RESPECT). They should also be encouraged to describe their actions (take RESPONSIBILTY). Often misinterpretation of another intentions or verbal misconception are the cause of conflict. Equally others may be unaware of the impact of their own actions or communication style on others, particularly if there are cultural differences. Be mindful of external pressures or issues to which you or others may not be privy. External pressures, for example family breakdown, will have a significant effect on individuals, their way of expressing this may be uncharacteristic in terms of behaviour. In this instance it would be beneficial to talk to the child or adult individually and offer support, prior to involving others. Finally develop a plan moving to move forward (REPAIR the situation), which is satisfactory to all concerned. This approach forms the basis of restorative justice, practised in many schools and has been shown to proactively to build relationships, promote discipline and prevent harm and conflict occurring.

Charles Dickens Essays - Charles Dickens, The Pickwick Papers

Charles Dickens INTRODUCTION This report will talk about the life of a famous author, Charles Dickens. It will tell you about his early, middle, and later years of his life. It will also talk about one of his great works of literature. In conclusion, this report will show a comparison of his work to his life. EARLY LIFE Charles Dickens was born at Landport, in Portsea, on February 7, 1812. His father was a clerk in the Navy Pay-Office, and was temporarily on duty in the neighborhood when Charles was born. His name was John Dickens. He spent time in prison for debts. But, even when he was free he lacked the money to support his family. Then, when Charles was two they moved to London.1 Just before he started to toddle, he stepped into the glare of footlights. He never stepped out of it until he died. He was a good man, as men go in the bewildering world of ours, brave, transparent, tender-hearted, and honorable. Dickens was always a little too irritable because he was a little too happy. Like the over-wrought child in society, he was splendidly sociable, and in and yet sometimes quarrelsome. In all the practical relations of his life he was what the child is at a party, genuinely delighted, delightful, affectionate and happy, and in some strange way fundamentally sad and dangerously close to tears. 2 At the age of 12 Charles worked in a London factory pasting labels on bottles of shoe polish. He held the job only for a few months, but the misery of the experience remain with him all his life. 3 Dickens attended school off and on until he was 15, and then left for good. He enjoyed reading and was especially fond of adventure stories, fairy tales, and novels. He was influenced by such earlier English writers as William Shakespeare, Tobias Smollet, and Henry Fielding. However, most of the knowledge he later used as an author came from his environment around him. 4 MIDDLE LIFE Dickens became a newspaper writer and reporter in the late 1820's. He specialized in covering debates in Parliament, and also wrote feature articles. His work as a reporter sharpened his naturally keen ear for conversation and helped develop his skill in portraying his characters speach realistically. It also increased his ability to observe and to write swiftly and clearly. Dickens' first book, Sketches by Boz (1836) consisted of articles he wrote for the Monthly Magazine and the London Evening Chronicles.5 On April 2, 1836 he married Catherine Hogarth. This was just a few days before the anoucement that on the 31st he would have his first work printed in The Posthumous Papers of the Pickwick Club. And this was the beginning of his career. 6 Then, at 24, Dickens became famous and was so until he died. He won his first literary fame with The Posthumous Papers of the Pickwick Club. Published in monthly parts in 1836 and 1837 the book describes the humorous adventure and misadventures of the English Countryside. After a slow start, The Pickwick Papers as the book was usually called gained a popularity seldom matched in the history of literature. 7 Then in 1837, Catherine's sister Mary, died. Because of her death Dickens' suffered a lot of grief. This led some scholars to believe that Dickens loved Mary more than Catherine. Catherine was a good woman but she lacked intelligence. Dickens and Catherine had 10 children. Then later in 1858, the couple seperated. 8 LATER LIFE His later years was basically consisting of two main additions to his previous activites. The first was a series of public readings and lectures which he began giving it systematically. And second, he was a successive editor. Dickens had been many things in his life; he was a reporter , an actor, a conjurer, a poet, a lecturer, and a editor and he enjoyed all of those things. 9 Dickens had a remarkable mental and physical energy. He recorded all his activites in thousands of letter, many of which made delightful readings. He spent much of his later life with crowded social friends from arts and literature. He also went to the theater as often as he could, cause