...description of crisis intervention skills and strategies which would be best suited for this particular crisis and the potential for long term effects including risk and resilience factors. The review will conclude with trends or possible research related to the crisis in Rwanda. Crisis in Rwanda President Clinton once stated “each bloodletting hastens the next, and as the value of human life is degraded and violence becomes tolerated, the unimaginable becomes more conceivable” (Goodreads, 2013). On April 7, 1994 madness swept through Rwanda as a mass genocide began, the slaughter of thousands of men, women, and children would continue for the next 100 days. The mass killings were only part of the story of what was occurring in Rwanda, thousands of women and young girls were raped and sexually tortured. For those that survived the consequences of the aftermath were significant, in many cases the victims became pregnant and/or had been exposed to the deadly HIV virus. The purpose of this review is to describe the application of concepts, principles, and theories related to crisis, trauma, and disaster with a specific concentration on the female rape survivors in Rwanda. * A Brief History of the Crisis Rwanda is a sovereign state which covers part of Central and East...
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...ELEMENTARY STRESS AND ANXIETY 1 STRESS IN ELEMENTARY CHILDREN By Marcy L. Kusz SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN GUIDANCE AND COUNSELING AT NORTHERN MICHIGAN UNIVERSITY March 29, 2009 APPROVED BY: Derek L. Anderson, Ed.D. DATE: March 30, 2009 ELEMENTARY STRESS AND ANXIETY 2 Table of Contents Abstract………………………………………………………………………………. 3 Chapter I: Introduction……………………………………………………………… 4 Statement of Problem……………………………………………………………… 5 Research Question(s)………………………………………………………………. 6 Definition of Terms………………………………………………………………… 7 Chapter II: Review of Literature…………………………………………………….. 9 The Effects of Stress………………………………………………………….. 9 Media and Stress……………………………………………………………… 11 Stress in the Family…………………………………………………………… 13 Stress in the School…………………………………………………………… 15 Helping Children Cope with Stress and Anxiety……………………………... 16 Chapter III: Results and Analysis Relative to the Problem…………………………… 20 Chapter IV: Recommendations and Conclusion……………………………………… 21 Recommendation…………………………………………………………………… 21 Areas for Further Research………………………………………………………….. 23 Summary and Conclusion…………………………………………………………… 24 References……………………………………………………………………………… 25 ELEMENTARY STRESS AND ANXIETY 3 Abstract Changes in our society have put new pressures and stresses on elementary children. Many children are now starting to feel the pressures of...
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...Co-promoters Researchers Belspo FOD Binnenlandse zaken – Directe algemene veiligheid Lieven PAUWELS - UGent Fabienne BRION - UCL Brice DE RUYVER – Ugent Marleen EASTON - Ugent Nele SCHILS – Ugent Julianne LAFFINEUR - UCL 1 1. Introduction Research problem Worldwide, both policy and research pay a lot of attention to extremism, and radicalization as the process leading to extremism (Van de Linde & Rademaker, 2010). Scholars and policymakers increasingly focus on unravelling the processes of radicalisation, hoping to prevent the violent radicalisation of their own youth and eventually political violence (Van de Line & Rademaker, 2010). The Internet and its constant technological developments in particular are causes of concern (Conway, 2012). Recently, we have seen a boom in new social media (NSM) and other web 2.0 applications, bearing a large potential for communication and networking (Conway, 2012). These developments have transformed the world in an online village, with every offline actor being represented online. It is therefore no surprise that criminals, radicals, violent extremists and terrorists also use this medium to their advantage (Benschop, 2006; Stevens & Neuhmann, 2009; Weimann, 2004). By means of the Internet and NSM, violent extremist organisations and individuals are able to easily reach each other and address a broad, global audience, using an extensive and dynamic set of narratives. This has caused a growing fear that...
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...Critical Issues in Policing College of Criminal Justice and Security CJA/214 Version 3Introduction to Police Theory and Abstract There are several critical issues in policing. The main critical issues of policing are: use of deadly force, police deviance, police prejudice and discrimination, violence, substance abuse, and police brutality as well as other police misconduct. Not only do law enforcement agencies have to deal with critical issues within their agencies, they also have to deal with critical issues that pertain to the public. Keywords: deadly force, police deviance, police prejudice and discrimination, violence, substance abuse, and police brutality Critical Issues in Policing Officers put their lives at risk every day. When they put on their uniforms and go out into the field they are faced with danger and they have to be prepared to handle the situations they come face to face with. “When you are in a position to protect the people and the community your job generally will come with a large amount of risks” (www.termpaperhouse.com). Dangers There are many dangers associated with policing. The policing agencies deal with several different people on a daily basis, some of which cause a lot of problems for them. The main dangers that police officers face is getting shot. Police officers are exposed to the danger of getting shot while they are patrolling, making traffic stops, making arrests, during vehicle pursuits, and while responding to calls. Another danger...
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...Stereotyping, Prejudice and Discrimination 2. Social Influence 3. Aggression 4. Groups and Individuals 1. Physical, Social and Personality Development in the Preschool Years 2. Cognitive Development in Pre-school years 3. Physical, Social and Personality Development in Middle Childhood 4. Cognitive Development in Middle Childhood Credits 3 Marks 100 ( 60 +40) UAPSY402 Developmental Psychology: Part II 3 100 ( 60 +40) UAPSY 301 Semester III. Social Psychology: Part I (Credits = 3) 3 lectures per week; 45 lectures per Semester Objectives: 1. To impart knowledge of the basic concepts and modern trends in Social Psychology 2. To foster interest in Social Psychology as a field of study and research 3. To make the students aware of the applications of the various concepts in Social Psychology in the Indian context Semester III Unit 1: The Field of Social Psychology a) Social Psychology: what it is and what it does 3 b) Social Psychology: its cutting edge c) A brief look at...
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...Behavior Therapy B.F. SKINNER • (1904–1990) Reported that he was brought up in a warm, stable family environment. • As he was growing up, Skinner was greatly interested in building all sorts of things, an interest that followed him throughout his professional life. • He received his PhD in psychology from Harvard University in 1931 and eventually returned to Harvard after teaching in several universities. • He had two daughters, one of whom is an educational psychologist and the other an artist. • Skinner was a prominent spokesperson for behaviorism and can be considered the FATHER OF THE BEHAVIORAL APPROACH TO PSYCHOLOGY. • Skinner championed radical behaviorism, which places primary emphasis on the effects of environment on behavior. • Skinner was also a determinist; he did not believe that humans had free choice. He acknowledged that feelings and thoughts exist, but he denied that they caused our actions. Instead, he stressed the cause-and-effect links between objective, observable environmental conditions and behavior. • Most of Skinner’s work was of an experimental nature in the laboratory, but others have applied his ideas to teaching, managing human problems, and social planning. Science and Human Behavior best illustrates how Skinner thought behavioral concepts could be applied to every domain of human behavior. • In Walden II (1948) Skinner describes a utopian community in which his ideas, derived from the laboratory, are applied to social issues. • His 1971...
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...HEALTH PSYCHOLOGY Health psychology is defined as the application of psychology to the relevant areas of health, disease and the health care system. Medicine and health psychology have many common themes and interests but they differ in their approaches. The primary focus of medicine is the diagnosis, treatment and cure of illness. The focus of health psychology goes beyond that of medicine to stress the prevention and enhancement of health. It expands the biological framework of medicine to also include psychological and social factors. The scope of health psychology is very broad because many theories and methods of psychology can be applied to health-related issues. Maes & van Elderen (1998) (cited in Gross, 2009) defines health psychology as “…a sub-discipline of psychology which addresses the relationship between psychological processes and behaviour on the one hand and health and illness on the other...”. Health psychology aims to understand, explain, develop and test theories by evaluating the role of psychology and its perspectives as factors affecting illness, predicting unhealthy behaviours and understanding and evaluating the role of psychology in the experience and treatment of illness. It also aims to put theory into practice by promoting healthy behaviour, preventing illness and thereby improving the health care system and health policy. For example, from programmes developed to help people reduce risk factors to their health, such as obesity and...
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...HISTORICAL PERSPECTIVES Instructional Overview The instructor may, by way of introduction, make a few comments regarding the importance and relevance of understanding the historical background of a profession and then briefly highlight the important points in Chapter One, adding any statements from his or her own background plus any appropriate comments. The major points of this chapter (which could be covered in an instructor’s introduction of the chapter) are as follows: 1. Occupations, including counseling, develop because there is a need. 2. The need for such personal assistance - advice, guidance, counseling - has existed, and in various ways been attended to, over the ages. 3. Many of the well-known historical figures (e.g. Plato, Aristotle, Charlemagne, Rousseau, and Thomas Jefferson) have expressed “counseling” points of view. 4. Psychology emerged as a field of study and psychiatry as a specialized branch of medicine in the late 1800s. 5. The development of programs of guidance and counseling in American education began in the years just prior to World War I. Frank Parsons is usually credited with much of the success of its early beginnings. 6. Parsons considered three factors necessary for the wise choice of a vocation. They were: (a) a clear understanding of self; (b) a knowledge of the requirements and conditions for success, compensation, and opportunities in different careers; and (b) true reasoning on the relationships...
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...Department Greenhead College SCLY 4: Crime and Deviance with Methods in Context Remember: You have to revise everything, because you have no choice on the exam paper. The specification 1 Different theories of crime, deviance, social order and social control * Different definitions of crime, deviance, social order and social control * The distinction between sociological theories of crime and other theories (eg biological, psychological); crime and deviance as socially constructed * Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory; manifest and latent functions; functionalist subcultural theories * Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-Marxism, hegemony, the CCCS studies, critical and new criminology * Interactionist theories of crime: labelling theory, the self-fulfilling prophecy * Feminist theories of crime: patriarchy, male control of women’s lives * Control theory and other contemporary approaches to crime: social bonds, communitarianism, situational prevention; postmodern theories; Foucault on individualisation and surveillance * Realist theories: New Left Realism and Right Realism * The relevance of the various theories to understanding different types of crime, and their implications for social policy. 2 The social distribution of crime and deviance by age, ethnicity, gender, locality and social class, including recent...
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...Department Greenhead College SCLY 4: Crime and Deviance with Methods in Context Remember: You have to revise everything, because you have no choice on the exam paper. The specification 1 Different theories of crime, deviance, social order and social control * Different definitions of crime, deviance, social order and social control * The distinction between sociological theories of crime and other theories (eg biological, psychological); crime and deviance as socially constructed * Functionalist theories of crime: Durkheim, anomie, collective conscience; Merton’s strain theory; manifest and latent functions; functionalist subcultural theories * Marxist and neo-Marxist theories of crime: classical Marxism, laws reflecting class interests; Neo-Marxism, hegemony, the CCCS studies, critical and new criminology * Interactionist theories of crime: labelling theory, the self-fulfilling prophecy * Feminist theories of crime: patriarchy, male control of women’s lives * Control theory and other contemporary approaches to crime: social bonds, communitarianism, situational prevention; postmodern theories; Foucault on individualisation and surveillance * Realist theories: New Left Realism and Right Realism * The relevance of the various theories to understanding different types of crime, and their implications for social policy. 2 The social distribution of crime and deviance by age, ethnicity, gender, locality and social class, including recent...
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...Licensed to: iChapters User Licensed to: iChapters User Organizational Behavior: Managing People and Organizations, Tenth Edition Ricky W. Griffin and Gregory Moorhead Vice President of Editorial, Business: Jack W. Calhoun Executive Editor: Scott Person Senior Developmental Editor: Julia Chase Editorial Assistant: Ruth Belanger Marketing Manager: Jonathan Monahan Senior Content Project Manager: Holly Henjum Media Editor: Rob Ellington Buyer: Arethea L. Thomas Marketing Communications Manager: Jim Overly Production Service: S4Carlisle Publishing Services Sr. Art Director: Tippy McIntosh Cover and Internal Design: Joe Devine, Red Hanger Design LLC Cover Image: © Eric Isselée, Shutterstock Rights Acquisitions Specialist/Images: John Hill © 2012, 2010 South-Western, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online...
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...PN MENTAL HEALTH NURSING EDITION . CO NT ASTERY SERI ES TM N E R EV MOD IE W LE U PN Mental Health Nursing Review Module Edition 9.0 CONtriButOrs Sheryl Sommer, PhD, RN, CNE VP Nursing Education & Strategy Janean Johnson, MSN, RN Nursing Education Strategist Sherry L. Roper, PhD, RN Nursing Education Strategist Karin Roberts, PhD, MSN, RN, CNE Nursing Education Coordinator Mendy G. McMichael, DNP, RN Nursing Education Specialist and Content Project Coordinator Marsha S. Barlow, MSN, RN Nursing Education Specialist Norma Jean Henry, MSN/Ed, RN Nursing Education Specialist eDitOrial aND PuBlisHiNg Derek Prater Spring Lenox Michelle Renner Mandy Tallmadge Kelly Von Lunen CONsultaNts Deb Johnson-Schuh, RN, MSN, CNE Loraine White, RN, BSN, MA PN MeNtal HealtH NursiNg i PN MeNtal HealtH NursiNg review Module editioN 9.0 intellectual Property Notice ATI Nursing is a division of Assessment Technologies Institute®, LLC Copyright © 2014 Assessment Technologies Institute, LLC. All rights reserved. The reproduction of this work in any electronic, mechanical or other means, now known or hereafter invented, is forbidden without the written permission of Assessment Technologies Institute, LLC. All of the content in this publication, including, for example, the cover, all of the page headers, images, illustrations, graphics, and text, are subject to trademark, service mark, trade dress, copyright, and/or other intellectual property rights or licenses...
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...PYC4802/101/0/2015 Tutorial letter 101/0/2015 Psychopathology PYC4802 Year module Department of Psychology IMPORTANT INFORMATION: This tutorial letter contains important information about your module. CONTENTS Page 1. INTRODUCTION ..................................................................................................... 3 1.1 Turorial material ....................................................................................................... 4 2. PURPOSE OF AND OUTCOMES FOR THE MODULE ......................................... 4 2.1 Purpose ................................................................................................................... 4 2.2 Outcomes ................................................................................................................ 4 3. LECTURER(S) AND CONTACT DETAILS ............................................................ 6 3.1 Lecturer(s) ............................................................................................................... 6 3.2 Department .............................................................................................................. 7 3.3 University ................................................................................................................. 7 4. MODULE-RELATED RESOURCES ....................................................................... 7 4.1 Prescribed book.....
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...What’s on the MCAT2015 Exam? Psychological, Social, and Biological Foundations of Behavior What will the Psychological, Social, and Biological Foundations of Behavior section test? The Psychological, Social, and Biological Foundations of Behavior section asks you to solve problems by combining your knowledge of foundational concepts with your scientific inquiry and reasoning skills. This section tests your understanding of the ways psychological, social, and biological factors influence perceptions and reactions to the world; behavior and behavior change; what people think about themselves and others; the cultural and social differences that influence well-being; and the relationships between social stratification, access to resources, and well-being. The Psychological, Social, and Biological Foundations of Behavior section emphasizes concepts that tomorrow’s doctors need to know in order to serve an increasingly diverse population and have a clear understanding of the impact of behavior on health. Further, it communicates the need for future physicians to be prepared to deal with the human and social issues of medicine. This section is designed to • • • • • test psychology, sociology, and biology concepts that provide a solid foundation for learning in medical school about the behavioral and sociocultural determinants of health; test concepts taught at many colleges and universities in first-semester psychology and sociology courses; test biology concepts that relate to mental...
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...DOMESTIC CHANGING HEORY CHANGING PRACTICE 1. Introduction Throughout our world, violence confronts us daily. We hear about it on the news. We read about it in newspapers and on the Internet. We experience it subtly and overtly in all cultures and across nations in incidents ranging from ethnic slurs to hate crimes to violence carried out in the name of ideology. Such incidents of violence tend to be easily seen as they fall within the public domain. Less visible, however, but often more devastating, is the domestic violence that occurs within the family and often against women. The International Council of Nurses (ICN) (2001) notes in a summary of research done on four continents that as many as 20 to 50 percent of all women in the studies reported experiencing partner violence. But what are the links among domestic violence, health care profession, nurses, and ethics? In moral philosophy, there is a long tradition of debate on whether true moral dilemmas can exist, some arguing that it will always be possible to decide which obligation should prevail. On this concept regardless of the abstract possibility of an ideal resolution and the pragmatic reality that decisions are made and people have to live with them. An ethical dilemma presents a choice that must be made between two mutually exclusive courses of action, each of which is perceived to rest on a moral obligation that carries significant weight for the actor confronting the dilemma. According to Draucker...
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