Why people behave the way they do Assignment Example | Topics and Well Written Essays - 750 words

Why people behave the way they do - Assignment Example The author begins by highlighting the influence that leaders have on the people they work with, mainly because their actions have influence on the output of an organization (Clawson, 2001). More so, the article is intended to provide an analysis of different characters of people so as to offer a greater level of predictability for the people we work with. According to Clawson (2001), the attention and treatment that infants receive within their first six months of life have great influence on their personalities. For instance, if the persons in charge of taking care of the immediate needs of such children are incapable of meeting them satisfactorily or on time, a child is likely to develop a negative personality. In such a case, the individual may grow up trying to fill a gap in their expectations that developed when they were not well attended to. On the other end, a person whose needs were actively and dutifully met during this critical phase of their lives will develop warmer relations with other people, and this is likely to show strongly later in life, including at the work place. This view is shared by Kuppens (2009), who noted that personality differentiation and variability are direct products of the experiences one goes through from birth. Therefore, parts of our personalities are the product of how well we were attended to in our formative years. Various other factors contribute significantly to whom we become; which is strongly reflected in what we do. For instance, genetic makeup identifies an individual to a specific lineage. Clawson (2001) noted that on top of the physical characteristics we inherit, we also inherit bio-chemical balances and emotional tendencies. Emotional regulation (and dysregulation) is controlled by bio-chemical balance (for instance hormones) is what contributes to what we do, how we respond to others, and, by extension, how other people

Kant and the Categorical Imperative Essay Example for Free

Kant and the Categorical Imperative Essay The possibility of the existence of right and wrong has been a subject of discussion among philosophers for centuries and many theories have been presented to answer the question of whether morals exist. Immanuel Kant (1724-1804), the great German philosopher is one who has contributed profoundly to the world of philosophy and especially in regards to his thought on the subject of morality. Kant disagreed with Hume that morality is objective and not subjective. Kant wanted to propose a pure moral philosophy, one of absolute necessity and independent of all human feelings, because if it not so, it will not be absolute and binding upon every person. The purpose of morality is to affect our behaviour and that it is reason that makes humans moral and not feelings or preferences. We shall explore some of the a priori foundations of morality paying special attention to Kants categorical imperative and what exactly this was designed to solve in moral theory. To have moral worth, an act must be done in the name of ones duty, the moral worth of this act is taken from the principle from which its determined, not from what it aims to accomplish and that duty is necessary when one is acting out of respect for the law. A shopkeeper giving the buyer the right amount of change because the law states one must not steal, this is an example of a legal action because rules are being followed but for the wrong reasons. A shopkeeper returning the correct amount of change because it belongs to the customer is an example of a moral action because the action is being done for the right reasons. Kant adopts the view of morality as an unconditional ought, as opposed to a conditional ought By this he means that one should perform an act without considerations of the merits that that act may produce, in comparison with acting in order for something else to happen. This implies that acts that are moral are those that are done without being done for the sake of the merit or reward that they may bring to the person. Kant claimed that moral behaviour does not guarantee the attainment of happiness; rather that good will is crucial for actually deserving happiness. Nothing in the worldindeed nothing even beyond the worldcan possibly be conceived which could be called good without qualification except a good will (Kant 1964 p. 27). By the good will Kant means that a good will is not good because what it performs or what it effects but that it is simply good in itself. The good will is the will which acts out of respect for the moral law and from freedom, but actions such as these, if motivated by selfish or emotional factors, will then have no moral worth. There is a great deal of stress placed on the intention behind the act, consider giving money to charity for the sake of helping out, without any need for any ego gratification or such self-serving purposes, this is an instance of good will. Kants most well known contribution to ethical discussion is the categorical imperative. There are three key propositions that form the basis of Kants ethics. They are: act only on that maxim (principle) through which you can at the same time will that it should become a universal law, act in a way that you never treat humanity as a means to an end and that you act as if you were a lawmaker member of a kingdom of ends. These three principles form the categorical imperative. For Kant the source of moral justification is the categorical imperative. It presents a method to determine whether or not an act may be considered to be morally correct. An imperative is either categorical or hypothetical. Kant writes, If now the action is good only as a means to something else, then the imperative is hypothetical; if it is conceived as good in itself and consequently as being necessarily the principle of a will which of itself conforms to reason, then it is categorical . . . . (Kant 1989 p. 31) As humans we all have subjective impulses desires and inclinations that may contradict the dictates of reason. These desires, whether they are material objects or gratify us in a sexual or psychological way, may in fact contradict the dictates of reason. Therefore we experience the claim of reason as an imperative, a command to act in a particular way. Kant views a person to be most free when they can overcome their temptations and it is this freedom that helps us make sense of morality. The categorical imperative emphasises the means for completing an action and places little meaning on the end result of an action, whereas the hypothetical imperative places much emphasis on the end result of an action. It is an imperative because it dictates what we should do, disregarding our desires. As rational beings we are guided through life by laws and principles, in the form of an imperative which simply orders us you must do this regardless of any desires which we may have. Hypothetical imperatives apply to us if we have a particular desire, go to university if you want to become a philosopher. An act becomes imperative when it ought to be applied to everyone, hence the basic statement of the categorical imperative being to act only on maxims that you could will to become universal laws of human nature (Kant). A categorical imperative would command you to do X inasmuch as X is intrinsically right, that is, right in and of itself, aside from any other considerationsno ifs, no conditions, no strings attached . . . a categorical imperative is unconditional (no ifs) and independent of any things, circumstances, goals, or desires. It is for this reason that only a categorical imperative can be a universal and binding law, that is, a moral law, valid for all rational beings at all times. (Miller 1984 p. 462) Immorality then would be to make exceptions for ourselves by acting only on maxims that we cannot universalize out of our own will. It is those who act in such a way and then expect others to act different to our way, who are immoral. The categorical imperative acts as a formula for universal law; by stating the prerequisites that an act must have to be considered moral, it presents a comparison for people to be able to see if they are acting morally, this being to act only on principles that you could will to become universal laws by which all who wish to act morally must comply with. It determines whether any act is right or wrong, so to do the opposite would be contradictory and this would then be an act that is not morally correct. An example that Kant puts forward in Good Will, Duty, and the Categorical Imperative, (1989) to depict this is of a man who is in extreme despair and contemplating suicide. By taking his own life he would be universalizing the principle that in order to love himself he should end his life (by doing this he is trying to improve his life by ending the despair he is feeling). Killing himself would in fact do nothing to improve his life because he would have no life at all! So you see how these contradictory acts undermine those that may be classified as morally right. Although Kants categorical imperative has been widely read and accepted by some it has had criticism. Some philosophers have thought of it as absolutist, being too black and white. But when thinking of humanity and society in which we reside, looking at morality according to the categorical imperative allows a standard rule for everyone to follow. If it was alright for some people to steal and not others this we could not call a moral and fair society. There needs to be a rule or comparison so that what acts are right and what are wrong may be differentiated from each other and the wrong acts then dealt with accordingly. Some have asked how only an action which one had no desire to do could ever have any moral worth. This to me does not seem to be what is trying to be expressed in Kantian ethics. It is not the desire per se that makes an act immoral, I think it seems that it is more the fact of this desire being the reason the act is conducted in the first place. If the act is done to fulfil a personal desire or attain that which one desires, then the act is immoral, but if the act is done for the good of the act in itself, for example donating money to an orphanage because one desires to help, then this is still what Kant would regard as a morally right act. Although Kantianism has had a profound effect on some people, producing many elaborations, translations and thought, for some it is not feasible once placed together as a whole. Kant had some very profound ideas but looking at society tody I would think he was definitely on the right thought pattern. Society and we as humans, with our impulses whether good or bad, need a clarified ethics to follow to help us separate what may be considered right and wrong in a moral sense, and it must be fair and the same for everyone, this is what Kants categorical imperative has done by creating a universal law or rule of thumb for morality. References: Kant, I. 1989 Good Will, Duty, and the Categorical Imperative. ed. Serafini, A. Ethics and Social Concern, the categorical imperative. New York: Paragon House Publishers Kant, I. 1964 Groundwork and the Metaphysics of Morals, ed. Herbert J. Paton, New York: HarperCollins. Miller, Ed. L. 1984 Questions that Matter: An Invitation to Philosophy, 3rd ed. Colorado: McGraw-Hill, Inc. http://sguthrie. net/kant. htm (accessed on 12/10/04).

Houdini :: History

Houdini Kendall, Lace Houdini Master of Escape Philadelphia: Macrae Smith Company, 1960, 187 pages. "Ladies and gentlemen, you can see there isn't anything up my sleeve."1 Erich Weiss states at the beginning of the book. Even as a child Erich Weiss, a.k.a. Harry Houdini, knows that his goal in life is to become a world famous illusionist. It was difficult for Erich's family being pilgrims from Europe. His father worked hard, but being from Germany and not knowing English made it difficult. "Promise me you will always look after your mother and see to it that she is never in want."2 Erich promises his father that he will look after his mother and other brothers. At the age of thirteen he decides to leave and join the circus. He journeys to Texas performing small, road-side shows on the way, but only gets half-way when he turns around. Erich realizes it's not his time. At the age of fifteen he moves with his family to New York. That is when he acquires his name, Harry Houdini. He dubs himself Houdini after the famous French magician Robert Houdin. In one of his small shows in New York he spills acid on the audience member's dress. Little did he know how much that would change his life. He offer to have his mother make a new dress for Miss Beatrice "Bess" Rahner. It was love at first sight. He and Bess are married at Coney Island the day he gives her the new dress. Often when I here of Houdini I think, and even have been told, that he died in an escape accident. That is not only untrue it is nowhere near his true means of death. During a performance one night he broke an ankle. That is when it all started. He began feeling worse everyday. He had stomach pains. He waited to late. He had a ruptured appendix and gangrene had set in. The doctors told him that he would not survive more that twelve hours. However he fought for seven days. He died at the age of fifty-two on October 31, 1926, Halloween. This book was like a time machine in that it let me see into the past. I not only got to live along with Mr. Harry Houdini, I got to visit the places he did through the words of Lace Kendall. The place I enjoyed most was New York City.

Life Is Not Fair

There seems to be a lot of talk these days about what is fair, and what is not. President Obama seems to believe life should be fair, that â€Å"everybody should have a fair shake. † Some of the 99% seem to believe life has treated them unfairly, and some of the 1% percent feel life hasn't treated them fairly enough. I would probably be one of those 99% people because we all know we have are moments where life Just sucks. My questions are these: What is fair? Is life fair? Should life be fair?We clearly have no choice about how we come into this world, we have little choice early in life, but as we grow older choices abound. I have long believed that while we have no control over the beginning of our life, the overwhelming majority of us have the ability to influence the outcomes we attain. Fair is a state of mind, and most often, an unhealthy state of mind. I recognize that throughout life I will continuously develop and learn. I will continue to introspect and question mysel f.I recognize there is always room for improvement and that I will never be perfect. It would be ridiculous to assert that those who fail over and over again eventually succeed as leaders. Success in any endeavor isn't a process of simply buying enough lottery tickets. The key that unlocks the door to opportunity is learning. Leaders are constantly learning from their errors and failures. Try, fail, and learn. Try, fail, and learn. Try, fail and learn. That's the leader mantra. Leaders are learners.You need to learn from your failures as well as your successes and to make it possible for others to do the same. You can say life is unfair all you want but the ones who listen to the people that say get used to it never step up and do something about it. They let life keep treating them unfair and eventually Just blame life on all of their problems. So yes I do believe in the saying â€Å"Life is not fair: get used to it. † Sometimes we Just have to let it roll off are shoulders and say it's Just a part of life.

Basic concepts of psychodynamic psychotherapy

In the essay, â€Å"Basic concepts of psychodynamic psychotherapy† I have delved deep into the concept psychodynamic psychotherapists. Who are they? What is their role and how they help emotionally disturbed patients. Freud was the first to formulate the concept psychodynamic psychotherapy and then with the passage of time, many types of therapies have been conceived.It is based on the simple concept that we all are emotionally related to each other and these emotions may from time to time create disturbances in our daily lives, which we are unable to find out.Therapists help us to find these problems and give the solutions. But there are certain problems too in the treatment process in the various concepts of Psychodynamic psychotherapy. These problems can arise due to transference, counter-transference, defense and resistance. All in all, this essay will be beneficial for all the people concerned and students of psychotherapy. Introduction: Psychodynamic psychotherapy involv es patients to understand their emotional turmoil and effectively deals with them.It is a therapy provided to the young adults to help them deal with the emotional problems arising out of the depression and anxiety caused due to the relationship problems either with family, peers, friends, or professors. It is a method of verbal communication enabling patients to get relief from emotional pains. People go for psychodynamic psychotherapy for number of reasons like prolonged sadness, anxiety, sexual frustration, physical symptoms without any basis, continuous feelings of isolation and loneliness, and an ardent desire to achieve more success in work and love.People ask for therapist, as they cannot solve the resolution in the time of their difficulties in their own way. The roots of the concepts psychodynamic psychotherapy had arisen out of the theories and techniques of psychoanalysis. As said by Nancy McWilliams, â€Å"Psychoanalytic therapists, including psychoanalysis, are approac hes to helping people that derive ultimately from the ideas of Sigmund Freud and his collaborators and his followers†. (McWilliams, 2004, p. 1)The overall theme of the psychodynamic approach of helping people is based on the simpler premises that the more we are honest with ourselves, the more we have chances of living a better, satisfied and useful life. Psychoanalytical and clinical writing espouses from within our unconscious level those aspects that we have not realized or are not evident and if we are aware of these disavowed aspects, we will get relief from emotional pain and also from the time and energy spent to keep ourselves at unconscious level.Michael Guy Thompson and the inheritors of Rieff argued that psychoanalysis as a field has adorned an ethic of honesty as a means to achieve therapeutic goals. Thomas Szasz in 2003 defined psychoanalysis as a â€Å"moral dialogue, not a medical treatment. † (McWilliams, 2004, p. 2) Since decades therapists have personi fied themselves as most honest in their personal analysis with the patients and also fostering the achievements as a result of the same. (McWilliams, 2004) There are differences in the goals of therapy depending on the methods of treatment that could be either expressive or supportive.Expressive therapy enables the patients to relieve themselves from symptoms through the development of awareness of feelings and thoughts. The therapy is based on the concept that difficulties, which are experienced by the adults have their emergence in childhood; children neither possess the ability of making suitable choices for themselves nor they have an independence to follow the same and the methods that are developed in the childhood are no longer effective during adulthood.With counselling, adults get to know the ineffective ways they had been adopting and today’s ways of adoption to come out of the various problems and hurdles. Another is supportive therapy, more relevant to give patien t immediate relief. Therapist adopts this approach with the previous level of functioning of a person and helps him to strengthen the ways already been adopted by him. While many patients can get benefited from one treatment but in several cases, other therapies may also be involved like family therapy, couple therapy, or group therapy, which could be separately given and also in combination.Concepts of Psychodynamic psychotherapy Psychodynamic psychotherapy provides a unique model for the mental functioning involving five key concepts, and these are: â€Å"Unconscious processes in the mental level; Transference; Counter-transference; Defense and resistance; and the past repeating itself in the present. † (Yager, Mellman & Rubin, 2005, p. 340) 1. Unconscious processes in the mental level â€Å"Unconscious is an adjectival description of areas of mental experience not available to normal awareness†. (McGrath & Margison, 2000) It is the part of the mental process about w hich we are not aware of.There could be different levels of unconscious mental activity including our inability to realize what is going on in our mind and secondly partial awareness. Most of the Freud’s writings were based on this unconscious level of mind, which is â€Å"a reservoir that contained dynamically repressed contents that were kept out of awareness because they created conflict. † (Gabbard, 2004, p. 3) Freud’s earlier attempts were his efforts to bring out to surface the unconscious part of our mind for easily identifying the problem and understanding it in a better way.Freud formulated what is known as the topographical model and the structural model. The topographical model describes the parts of the mind that functions at various levels of consciousness and creates awareness of the same. It reveals and studies the quality that is playing its part in the mental processes rather than function it is playing. On the other hand is the structural model , which delves into the three important parts of the personality i. e.id, ego and superego and they perform motivational, interactive and executive functions. In the structural model, ego is shown as different from aggressive and sexual drives. Freud explains that, â€Å"The conscious part of the ego involves that part of the mind, which performs the function of decision making, integration of perceptual data, and the mental calculation whereas the unconscious part of the ego involves defense mechanisms that are designed to counteract the power instinctual derives harbored in the id†. (Gabbard, 2004, p.4) Sexuality and aggression are drives requiring deep level defensive efforts from the ego to prevent them from becoming intrusive to the person’s functioning. According to Freud, unconsciousness continues to create an influence on our behavior even though we are unaware about it. For e. g. during one of the clinical trials, I studied the patient’s problem on his communication process. I assumed that the patient’s verbal and nonverbal communication to us was unconsciously organized, and consciously as well as unconsciously had certain meaning.This meant from his speech and non-verbal behavior, I had to find out the central conflict patient was undergoing through unwillingly organized thoughts, feelings and behaviors in his relation to the persons he was concerned. When I listened to the patient, certain portion of this conflicting tendency in his mental power was quite visible. This could be in the form of phrases, images, nonverbal behaviors etc. These signs help in interpreting the root cause of the problem. After the thorough investigation of the verbal phrase, I interpreted that his focal conflict was related to his phallic competitive wishes.But it was not clear whether his phallic conflicts were regressive arising from his struggle or he went to an extent of powerful regression towards the sadistic tendency. In other words, it w as not clear that his difficulty with phallic competitive feelings toward males had arisen from his feeling of jealousy or looking at them as rivals or his anxiety had arisen due to the sad feelings and his impulses. But one thing that I found was he often felt very anxious and often had a great feeling of anxiety over the affects and that could be created on his impulses by the people he thinks to be rivals.Psychotherapeutic acts like a friend, and as said by must act like a therapeutic distance or therapeutic neutrality; never treating with any personal desires yet always maintaining the relationship with the patient focusing on the treatment process. 2. Transference Second concept is transference, involving the relationship client feels towards his psychotherapist. It is very natural for the client to experience the feeling of transference, also known as the transference reactions. These feelings are no less than in-depth feelings of love or hate.Jacques Lacan, a psychoanalyst ex plains that this love means having a belief or faith in the other, in other words, the other person has knowledge you don’t have. (Wright, 1998) This intense belief on the part of the client can cause problem that should be solved during the process psychotherapeutic treatment. For e. g. these feelings could be mixed feelings of love and hate that can arise out of the relationship problems with parents and they look at therapist with these mixed feelings. In such a situation, there is a need to realize that psychotherapist is only trying to reduce these feelings.A patient also begins to feel that the psychotherapist has a personal ability to come out of the sense of inner worthlessness and there can be fondness and even sexual attraction with the psychotherapist. This happens as the therapeutic cure comes from the emotional feeling and removes emotional emptiness. It is said if transference is not handled carefully it can lead to disaster consequence. For e. g. many patients have their lives ruined because psychotherapists play with the patients erotic feelings in a personal way and fail to make the client understand that it is the medical treatment.In many cases transference can also make you frighten putting a stop to the treatment prematurely. For e. g. it was October 18th 2000, I had one patient in my clinic that most of the time got into the fits of anxiety and depression. I lovingly asked him several questions and during the process, I found he had an odd problem with his parents. He acknowledged the fact that his parents loved him but at the same time was always had a feeling of insecurity, anger and confusion towards his parents thinking they didn’t love him as much as they loved their other children.The first thing about him that came to my mind was he had a craving for love and it was love he needed the most. He was fourteen years old boy with smart and innocent boyish look in his face, with black and blonde hair. So my initial step of treatment started by getting emotionally close to the patient, and I initiated to give the parental care he craved for, understand his differences with his parents and try not to repeat the same mistakes what he felt his parents were doing.Slowly, his signs of depression began to reduce and he felt more relaxed and tension free. My more and more closeness with him created a situation of transference, as I soon realized he was not able to spend even few minutes of his time without calling me or having a talk with me. He was now looking at me as his saviour and parents. I soon realized this would create a more problem if I leave him, as he could feel sadder and get into more depression. I then called his parents, discussed problem with them and explained them the importance and real meaning of love.Love means not just fulfilling the responsibilities but also coming close to your child, keeping your hands on his head and saying, â€Å"I am with you. † These are magical words bes t than the medicine that can reduce the emotional pains and can trigger the self-confidence and faith in others and oneself. I gave his parents some tips to follow and soon they realized it. This was the beginning of new life for my patient as he felt more relaxed, happy and relieved from all the pains and I slowly and slowly made him realize I was only his doctor and had to go.3. Counter-transference Counter transference is a reverse of the transference. This is described for the reactions and the emotional and unconscious reactions that can be felt by psychotherapist for his client. If these feelings are taken personally then psychotherapist can get into angry bout, abusive, spiteful, indifferent, or even seductive and if the counter-transference gets very deep and intense, then psychotherapist has to stop the treatment himself and get his patient referred to someone else for client’s protection.Counter-transference should be distinguished from the feelings he generated dur ing the process of treatment, because these feeling are used for treatment. At this point we can say that feelings generated by psychotherapists could be good as well as bad as both the extremity of the emotional feelings can have adverse effect on both the psychotherapist as well as on the part of patient. With the patient I mentioned above, I also began to feel emotional closeness but I controlled my emotions and with some careful analysis of the situation and adopting the balanced approach I dealt with him.4. Defense and resistance Yet another therapeutic concept needs to be undertaken is defense and resistance. Freud defines resistance as â€Å"whatever interrupts the progress of analytic work, like getting late, missing a session, or avoiding a particular issue†. (Fink, 1997, 230) Simply defense and resistance occurs owing to the fear and fear we have to face and relinquish from the anger of the victim. In other words, the treatment task is very complex and frightening a nd there is often the fear of facing the anger of a patient and overcoming an inclination to lie to yourself.Nonetheless Lacan said resistance should be distinguished from defense, and gave the statement that â€Å"there is no other resistance to analysis than that of the analyst himself. † (Fink, 1997, p. 225) For e. g. if the psychotherapist makes interpretation or makes intervention, which seemed to be not proper clinically, the client can be defensive and that can cause interruption in the work of therapists. In other words client will only get into the process of treatment when he himself feels comfortable about. The psychotherapist must feel the awareness of the fact that to what extent of the treatment process client is willing to go.Attempts to forcefully get client deep into the treatment process without getting him emotionally prepared can result in the client getting away from the treatment itself. In my case during the initial visit of the client, he showed reluct ance in the treatment process. He often came late from the time schedule and felt hesitant in disclosing. I assured him the best of my treatment and with great patience and slight conversations slowly yet steadily made him come closer to the treatment process. Then I was comfortable with me and he too was finding comfort in the treatment.5. The past repeating itself in the present In the psychodynamic language, it implies the past experiences of the patient continue to haunt him in the present. This happens with most of the suicidal patients – the past horrible experiences of the patients may continue to haunt him in his unconscious level. This may cause resistance on the part of the patient and treatment may suffer. In the clinical words, the transference to the clinician may have a major impact on the treatment, and counter – transference may also occur in subsequent time duration.(Gabbard & Allison, 2006) During the treatment period, practitioners have to face this situation and have to look into the patient’s past to bring out the root cause of his present situation and formulate this phase also. This process of integration of the past with the present is very painful thing for patients and in severe cases they can get emotionally disturbed, more depressive, anxious and can be aggressive, but nonetheless it is a temporary phase. I still remember she was nineteen years old and had gone into deep depression.When I asked about her past life, she entered into deeper state of depression and got completely silent and saddened and scared. I tried to relive her and promised not to ask about her past. She then slowly recovered herself, came back to normal and then after few days told me about her past. The treatment psychodynamic psychotherapy is all about the treatment of caring and love. In number of upheavals in our life, we need someone who can listen to us and care for us and here psychotherapist role starts. They listen to us and strive t o give us good hearing and relieve us from emotional pains.But, finally it is you only who is a healer and psychotherapist is only a guide who can take you on a self-guiding path. . Reference List Busch, F. N. & Milrod,B. L. 2008. Panic-Focused Psychodynamic Psychotherapy. Psychiatric Times. 25 (2). Corradi, R. B. (2006). Psychodynamic Psychotherapy: A Core Conceptual Model and Its Application. Journal of American Academy of Psychoanalysis, 34:93-116. Fink, B. 1997. A Clinical Introduction to Lacanian Psychoanalysis: Theory and Technique Harvard University Press. Gabard, G. O. & Allison, S. (2006). Psychodynamic Treatment.In Robert I. Simon, Robert E. Hales (Eds. ) The American Psychiatric Publishing Textbook of Suicide Assessment and Management: assessing the unpredictable. Arlington, VA: American Psychiatric Publishing, Inc. , 221-234. Gabbard, G. O. (2004) Long-Term Psychodynamic Psychotherapy: A Basic Text. Arlington, VA: American Psychiatric Publishing, Inc. McGrath, G. & Margi son, F. (2000) An Introduction to Psychodynamic Psychotherapy: BASIC PSYCHODYNAMIC CONCEPTS I. Retrieved on September 25, 2008 from W. W. W: http://www. geocities. com/nwidp/course/basic1. htmMcWilliams, N. (2004) Psychoanalytic Psychotherapy: A Practitioner's Guide. New York: Guilford Press. Shervin, H. , Bond, J. A. & Brakel, L. A. W. 1996. Conscious and Unconscious Processes: Psychodynamic, Cognitive, and Neurophysiological Convergences. New York: Guilford Press Wright, Elizabeth. 1998. Psychoanalytic Criticism: A Reappraisal. London & New York: Routledge. Yager,J. Mellman,L. & Rubin, E. 2005. The RRC Mandate for Residency Programs to Demonstrate Psychodynamic Psychotherapy Competency Among Residents: A Debate. Academic Psychiatry, 29:4, p. 339-349.

Free Essays on The Liberal

One would think, after the 09/11 attacks against the world trade center and the pentagon, a liberal wouldn’t believe in retaliation against Afghanistan because that would constitute perpetrating harmful acts. However the attacks of 09/11 were meant to cause terror, which is also considered a harmful act and god forbid that should ever happen to the United States. The goal of a classical liberal government is to give its people individual freedom, equal opportunity, and individual rights which includes keeping its people safe and preventing them from being harmed. Classical liberalism dates back 400 years ago and is a European rooted system. An example of an ideology of classical liberalism is that based on the premise that humans and chimps are ninety eight percent identical the two percent difference between the two, is that we have the capacity to reason and that we act in self-interest. This self-interest drives us to pursue individual freedom, and happiness. In classical l iberalism the obstacles to individual freedom are: Each other-we have a social contract with each other, Government, Religious conformity-religious beliefs are private, Poverty, Prejudice- not moving on from the past, Ignorance-not knowing. The key to liberalism is that your pursuit of happiness doesn’t block anybody else’s. The idea is equality of opportunity. In liberalism all men are created equally. A liberal can be whatever he/she wants to be, but also following the guidelines above. Liberalism promotes a level playing field. When the 09/11 attacks occurred the rights and safety of the people of this country were violated and being that the roles of the government as far as the classical liberal ideology is concerned are: Protection - to protect each individual form being harmed or feeling like they’re being harmed, which would block their pursuit of happiness. Also the Justice System – which is a role of government is supposed to play a huge part. ... Free Essays on The Liberal Free Essays on The Liberal One would think, after the 09/11 attacks against the world trade center and the pentagon, a liberal wouldn’t believe in retaliation against Afghanistan because that would constitute perpetrating harmful acts. However the attacks of 09/11 were meant to cause terror, which is also considered a harmful act and god forbid that should ever happen to the United States. The goal of a classical liberal government is to give its people individual freedom, equal opportunity, and individual rights which includes keeping its people safe and preventing them from being harmed. Classical liberalism dates back 400 years ago and is a European rooted system. An example of an ideology of classical liberalism is that based on the premise that humans and chimps are ninety eight percent identical the two percent difference between the two, is that we have the capacity to reason and that we act in self-interest. This self-interest drives us to pursue individual freedom, and happiness. In classical l iberalism the obstacles to individual freedom are: Each other-we have a social contract with each other, Government, Religious conformity-religious beliefs are private, Poverty, Prejudice- not moving on from the past, Ignorance-not knowing. The key to liberalism is that your pursuit of happiness doesn’t block anybody else’s. The idea is equality of opportunity. In liberalism all men are created equally. A liberal can be whatever he/she wants to be, but also following the guidelines above. Liberalism promotes a level playing field. When the 09/11 attacks occurred the rights and safety of the people of this country were violated and being that the roles of the government as far as the classical liberal ideology is concerned are: Protection - to protect each individual form being harmed or feeling like they’re being harmed, which would block their pursuit of happiness. Also the Justice System – which is a role of government is supposed to play a huge part. ...

What challenges do the educational philosophies of Paulo Freire and Research Paper

What challenges do the educational philosophies of Paulo Freire and Waldorf schools pose - Research Paper Example What challenges do the educational philosophies of Paulo Freire and Waldorf schools pose? The Waldorf schools on the other hand rely on the educational philosophy which was developed by Steiner Rudolph. The educational philosophy of the Waldorf schools is mainly based on the belief that various developmental stages in children are the best when it comes to children learning different things. This is so because it is believed that children can only learn different things in life when their physical, spiritual and intellectual capabilities are in terms with the kind of information presented to them (Petrash, 2002). The essay below seeks to address the challenges posed by the educational philosophies of the Waldorf schools and Paulo Freire to the testing requirements of state and local school districts. The testing requirements in the state and local district schools have received challenges in various ways by the educational philosophy of Paulo Freire. Most of the state and local district schools have a tendency of not giving their students a voice of their own. Therefore i f, the Paulo philosophy is incorporated in the local and state district schools, then the students will tend to be more demanding. In such cases when students are more demanding, the relationship between the students and the teachers becomes mayhem (Freire, 2000). Once the teacher-student relationship becomes chaotic, then the testing requirements of the schools are negatively affected. The students may feel oppressed by the teachers when the teachers fail to meet their demands, and this makes them be violent. Another challenge posed by the educational philosophy by Paulo Freire to the testing requirements of the local and state district schools is when the students accuse teachers of being irresponsible and disobliging in the sense that they fail to listen to the opinions brought about by the students. Such situation demoralizes the students to the extent of them not performing well in their school work (Irwin, 2012). Since most of the local and state district schools have a tenden cy of allowing their teachers to provide students with knowledge, the educational philosophy by Paulo Freire may be a challenge to the testing requirements of the schools. The educational philosophy by Paulo Freire advocates that teachers and students should interact equally in the acquisition of knowledge so that students may learn to have a voice in the oppressive society. It becomes a challenge because once students are used to being fed with knowledge by their teachers, it is quite difficult for them to interact with the teachers and give out their opinion on what they are taught (Dewey, 2009). Students in most of the district schools do not know how to interpret the knowledge they learn in school in the real world. In most occasions, these students tend to memorize what their teachers feed them with and fail to know what the knowledge they have been fed with really means in the real world. This becomes a significant challenge to the testing requirements of the local and state d istrict schools. For this case, the students continue being the oppressed, and that they lack to obtain the powers of speaking for themselves (Freire, 2000). Another challenge that is posed by the educational philosophy of Paulo Freire to the testing requirements of the district schools is the fact that teachers in these schools tend to fear engaging with students in