Positivism Interpretivism And Pragmatism Psychology Essay

Positivism Interpretivism And Pragmatism Psychology Essay Hussey Hussey say that methodology makes reference to the whole approach considered, as well as to the theoretical basis from which the researcher comes, and that method is the various ways by which data is collected and analysed. In this chapter, the reseacher has presented a brief review of the different research philosophies; positivism, interpretivism, and realism (Fisher, 2007), the philosophy that has adopted for the current research, the different research approaches; qualitative, quantitative and mixed-method and the approach adopted for the research. The other parts consist of the different types of research design; exploratory, descriptive, explanatory, and the research design adopted, the qualitative and quantitative phases consisting of sampling, data collection and data analysis, questionnaire design, validity and reliability, data analysis. The last part consists of the ethical issues and a conclusion. 3.2 Research philosophy As mentioned in the introduction, there are three main types of research philosophies, namely, positivism, interpretivism, and pragmatism (realism). 3.2.1 Positivism The term positivism was found by Comte in the nineteenth century and he related it to the force of science and of systematic thinking to understand and control the world (Fisher, 2007). The aim of positivism is to produce general rules to forecast behavior with a minimum margin of uncertainty. However, there are problems with this philosophy, one of which is that it can only predict average behavior of individuals in a group and not the behavior of each individual (Fisher, 2007). Nonetheless, research based on a positivist philosophy tends to be based on deductive theorising, where a number of propositions are generated for testing, with empirical verification then sought (Babbie, 2005). Considerable data are often required as a positivist study would favour the use of quantitative methods to analyse large-scale phenomena (Travers, 2001). Inherent in this overall approach to research is the view that it is possible to measure social behaviour independent of context and that social ph enomena are things that can be viewed objectively (Hughes Sharrock, 1997). Interpretivism This philosophy is on the other extreme of that of positivism. Researchers who adopt this philosophy consider reality as socially constructed, that is, their meaning of reality is affected by their values and their way to see the world; other peoples meaning; the compromises and agreements that come out of the negotiations between the first two (Fisher, 2007). Interpretive research has been classified as gnostic because it does not agree to the fact that there is the existence of a systematic analysis of any particular subject; instead, it gives importance to multiplicity, relativity and complexity (Fisher, 2007). It is an attempt to understand the processes by which we gain knowledge and so it has affinity with the original gnostic search for ones true self. A characteristic of interpretive research is that one cannot understand how others may make sense of things unless one has a deep knowledge of ones personal values and thinking processes, which in research terms the knowledge is known as reflexivity (Fisher, 2007). Realism Realist research is an approach that resembles to a large extent that of positivism but takes into consideration, and comes to terms with, the subjective nature of research and the paramount function of values in it (Fisher, 2007). Realism still aims to be scientific but makes fewer claims to knowledge that perfectly mirrors the objects of study. Researchers with this stance recognise that things such as strategy and job satisfaction cannot be measured and studied in the same way as can chemical and physical processes. However, they do believe that a worthwhile attempt can be made to fix these subjects and treat them as if they are independent variables. 3.2.2 Research philosophy adopted The correct choice and understanding of philosophical orientation is of extreme importance to allow the selection of the most convenient methodology to facilitate the gathering of the relevant data (Remenyi et al, 1998; Blaxter et al, 2004), especially as poor understanding of philosophical issues can seriously lower the quality of the research (Easterby-Smith, 2006). Having studied the different philosophical approaches and considered the nature of the current research, the researcher has decided an overall view of a students attitude and perception was necessary so as to get a better understanding of students views. This type of research required the participation of a large population sample, which in turn created large amounts of numerical and statistical data and information, which needed to be quantifiably analysed. When all these factors were taken into account, realism was the most appropriate philosophical approach to answer the research questions and meet the objectives of the current research. 3.3 Research approach 3.3.1 Quantitative approach Quantitative methods are most often associated with the positivist epistemology, and they consist of counting and measurement of events and statistical analysis of a body of numerical data (Mc Laren, 2012). An important feature of the quantitative method is the collection of numerical data (Jack Clarke, 1998) which can ultimately be subjected to statistical procedures (Carter 2000a). 3.3.2 Qualitative approach Qualitative research consists of the study of events in their natural settings, with a view to making sense of, or interpreting, events of how people interpret (Mc Laren, 2012). Normally, in the empirical type of approach the responsibility is on researchers to direct and control methods to attain objectivity, thus making sure that their findings are valid as their intentions and emotions would not be seen as a barrier with data collection and analysis (Mc Laren, 2012). Mixed method approach Mixed methods embrace a method and philosophy that combines the insights provided by qualitative and quantitative methods into a workable solution. Mixed methods research makes full use of the positive parts of both qualitative and quantitative methodologies by combining approaches in a single research study to enhance the scope of understanding (Johnson, Onwuegbuzie, and Turner 2007). 3.3.2 Research approach adopted As mentioned by Bryman (2007), a combination of qualitative and quantitative results would lead to a better understanding of the data and help in a better way to answer to the research objectives. As the education sector research field keeps on changing, so too does its methods and therefore the researcher has used the mixed method approach for the current research. 3.4 Research design 3.4.1 There are three main types of research design, namely, exploratory, descriptive and causal. Exploratory design This design places a lot of emphasis on gaining ideas and insights. An exploratory study intends to explore what is happening; to seek new insights; to ask questions and to assess the phenomena in a new light (Robson, 2002, p59). It is important mainly when there is very little information known about the phenomenon. In a type of mixed-method design, the qualitative data are gathered first and a quantitative phase follows. The purpose of this kind of study is typically to use the initial, qualitative phase with a few individuals to identify themes, ideas, perspectives, and beliefs that can then be used to design the larger-scale, quantitative part of the study. Often, this kind of design is used to develop a survey. By using a qualitative component in the beginning, researchers are able to use the language and emphasis on different topics of the subjects in the wording of items for the survey. Doing so increases the validity of the scores that result because they will be well matched with how the subjects, rather than the researchers, think about, conceptualize, and respond to the phenomenon being studied. Explanatory design Explanatory study aims to find out the causal relationships between variables (Saunders et al., 2007). In an explanatory design, which may be the most common type, quantitative data are collected first and, depending on the results, qualitative data are gathered second to elucidate, elaborate on, or explain the quantitative findings. Typically, the main thrust of the study is quantitative, and the qualitative results are secondary. For example, this kind of design could be used to study classroom assessment and grading. A large sample of teachers could be surveyed to determine the extent to which they use different factors in classroom assessment and grading; this would provide a general overview of the teachers practices. In a second phase, teachers could be selected who represent extremely high or low scores on the factors in the survey. These teachers could then be interviewed using a qualitative method to determine why they used certain practices. Thus, the qualitative phase woul d be used to augment the statistical data and thus explain the practices. Descriptive design Descriptive study seeks to provide a clear picture about the phenomenon as it already occurs (Hedrick et al., 1993). Research using a descriptive design simply provides a summary of an existing phenomenon by using numbers to characterize individuals or a group where it assesses the nature of existing conditions (McMillan Schumacher, 1997). The purpose of most descriptive research is limited to characterizing something as it is. 3.4.2 Research design adopted Since a mixed method approach has been used for this research, a mixture of both exploratory and explanatory designs was used. 3.5 Qualitative phase Data to answer some questions was collected by using a qualitative approach. This allowed the researcher to get the opinion of Lower VI students about what they thought of private tuitions at S.C level (Appendix 2). 3.5.1 Sampling For this part of the study, a reasonable and useful sample of four schools was chosen as mentioned by Mcmillan and Schumacher (1997) who made the argument that a good sample was one where the participants were readily accessible. The four schools were chosen with one in each educational zone, where 10 students were selected to ensure adequate information (Marshall, 1998). Due to the fact that I have used focus groups to collect data, 10 students were a reasonable sample per school. 3.5.2 Data collection Focus groups For the qualitative part of the study, data was collected from Lower VI students of the four selected schools by focus group interviews. The focus groups for the students had been chosen since they took less time and more information was collected from different participants at the same time (Daymon Holloway, 2002). Another advantage of focus groups was that the information obtained from the participants was of good quality since the individuals in the group got ideas from others (McMillan Schumacher, 1997). The interview of each focus group was at least one hour and thirty minutes. A tape recorder was used to collect data which was later transcribed. 3.5.3 Data analysis The data which had been recorded in a tape was transcribed and analysed. 3.6 Quantitative phase The information collected from the qualitative interviews in Phase 1 was used in the development of a comprehensive and valid questionnaire for quantifying the views of students on private tuitions. The items derived from the qualitative interview transcripts was administered to a large sample of students, including boys and girls and factor analyzed to uncover the internal structure of the views of the students on private tuitions. 3.6.1 Sampling In this study, a mixture of purposeful and convenient sampling was used (McMillan Schumacher, 1997). In order to determine the sample size, confidence interval approach was used which is based on the building up of confidence intervals around the sample means by making use of the standard error formula (Malhotra Dash, 2007). By making use of the formula for determining the sample size for a population of 13902 students having taken part at the S.C examinations 2012, the researcher got a value of 384. As a result, a total of 400 questionnaires were distributed to students of Lower VI, both from State and P.S.S.A colleges in all regions of Mauritius. The questionnaires were distributed equally among boys and girls to avoid bias in the collection of data. 3.6.2 Data collection A letter was sent to each school to explain the purpose of the study and for permission to distribute the questionnaires to Lower VI students (Appendix 1). The questionnaire was handed personally to the selected students, the aims of the survey were explained and the filled questionnaires were collected after 2 days. 3.6.3 Questionnaire design Most of the time, questionnaires contain two types of questions open ended or closed (Sinnott, 2008). With open-ended questions the researcher gives the opportunity to the respondent as to how they write their answer making way to a more in-depth answer. However they are more difficult to classify into groups to facilitate analysis. A closed question will restrain the answer that may be given and usually asks the respondent to choose among a variety of possibilities given by the researcher. However, closed questions help the respondent to complete the questionnaire quickly and they also help the researcher to classify the information and analyse the data with great ease (Sekaran, 1992; McNeil et al, 2005). For this research, a survey questionnaire was designed for the collection of data which contains multiple options of Likert scaling from 0 to 4 for the variety of choice for the respondent (Appendix 3). The questionnaire consisted of six sections, with section A consisting of two questions on general information about private tuitions (number of hours students took private tuitions per week, number of subjects in which the students took private tuitions), section B consisting of nineteen questions on positive impacts of private tuitions at S.C level from the students point of view, section C consisting of ten questions on the negative impacts of private tuitions at S.C level from the students point of view, section D consisting of nine questions on the extent to which private tuitions at S.C level are replacing mainstream schooling from students point of view,section E consisting of two questions with respect to improvement of academic performance from the students point of view and the last section consisting of six questions concerning the demographic profile of the student. 3.6.4 Data analysis The data was analysed using Statistical Package for Social Sciences (SPSS) version 20. The answer for each question provided by the student was fed into SPSS version 20. The gender of students, type of school, the region in which the student lives, the attempt at S.C examination 2012, the socioeconomic status of the student, the number of hours during which the student took private tuitions per week, the highest educational attainment of the students parents were analysed by making use of pie charts and bar charts. For the sections B, C and D, an exploratory factor analysis (EFA) was done in order to group the answers obtained for the different questions into some main factors, with the Kaiser-Meyer-Olkin (KMO) test being performed to verify whether EFA could be done. The different factors were found out by making use of the eigenvalue in SPSS version 20 which was set at a value of greater than 1. The factor loading of each variable forming part of each factor was also calculated by making use of the rotated matrix table in SPSS version 20. Some questions which were in the different sections had to be deleted due to cross loading, low loading factor, or theoritically the grouping of the question with others did not make sense. Secondly, hypotheses and sub-hypotheses were made for each research objective and each sub hypothesis was subjected to chi square testing where a crosstab was generated and the value of à Ã¢â‚¬ ¡2 and the p value were analysed, together with the phi value to see the degree of association, if ever. Objective 1: To find out the positive impacts of private tuitions on the overall development of the student at S.C level. H0: There is no relationship between private tuitions and the overall development of the student at S.C level. H1: There is a relationship between private tuitions and the overall development of the student at S.C level. In order to test for the above hypothesis, the following sub-hypotheses were tested for the different factors found by EFA. Sub-hypotheses Factor 1: Economic/career benefits H0: There is no relationship between private tuitions at S.C level and economic/career benefits for the student in the future. H1: There is a relationship between private tuitions at S.C level and economic/career benefits for the student in the future. Factor 2: Better academic performance and more efforts H0: There is no relationship between private tuitions at S.C level and better academic performance/more efforts. H1: There is a relationship between private tuitions at S.C level and better academic performance/more efforts. Factor 3: Increased level of socialisation with friends Ho: There is no relationship between private tuitions at S.C level and increased level of socialisation of the student. H1: There is a relationship between private tuitions at S.C level and increased level of socialisation of the student. Factor 4: Better quality of teaching in private tuitions H0: There is no relationship between private tuitions at S.C level and better quality of teaching. H1: There is a relationship between private tuitions at S.C level and better quality of teaching. Objective 2: To find out the negative impacts of private tuitions on the overall development of the student at S.C level. H0: There is no relationship between private tuitions and the overall development of the student at S.C level. H1: There is a relationship between private tuitions and the overall development of the student at S.C level. In order to test for the above hypothesis, the following sub-hypotheses were tested. Sub-hypotheses Factor 1: Negative psychological affecting students concerning private tuitions H0: There is no relationship between private tuitions at S.C level and the negative psychological factors affecting the student concerning private tuitions. H1: There is a relationship between private tuitions at S.C level and the negative psychological factors affecting the student concerning private tuitions. Factor 2: Deterioration of health of the student who takes private tuitions H0: There is no relationship between private tuitions at S.C level and deterioration of the health of the student. H1: There is a relationship between private tuitions at S.C level and deterioration of the health of the student. Factor 3: Lack of family and leisure time faced by student who takes private tuitions H0: There is no relationship between private tuitions at S.C level and lack of family and leisure time by the student. H1: There is a relationship between private tuitions at S.C level and lack of family and leisure time by the student. Objective 3: To find out to what extent private tuitions are replacing mainstream schooling. Factor 1: Higher level of importance of private tuitions as compared to mainstream schooling H0: There is no relationship between private tuitions at S.C level and their level of importance from the students point of view H1: There is a relationship between private tuitions at S.C level and their level of importance from the students point of view Factor 2: More care and attention from private tutors than teachers at school H0: There is no relationship between private tuitions at S.C level and students getting more care and attention from private tutors. H1: There is a relationship between private tuitions at S.C level and students getting more care and attention from private tutors Finally, a multi regression analysis was carried out to investigate the whether there was a linear relationship between academic performance at S.C level, measured by the grade point average (G.P.A), and socioeconomic status of parents, intensity of private tuitions per week, region in which the student lived, and highest educational attainment of parents. The grade point average is calculated by dividing the aggregate that the student obtained at S.C examinations 2012 by six since the aggregate is calculated for the 6 best grades. The grade point average has a range of 1.00 to 9.00. The lower the grade point average, the better is the academic performance of the student. 3.6.5 Validity and reliability In this research, a mixed method approach was adopted which was an efficient way to collect data for specific variables of interest (Collis and Hussey, 2003). The survey questionnaire was developed to get data from students of Lower VI. Contact addresses and numbers were given in covering letter if participants encountered any problem (Appendix 1). It was assured that data would be confidential that can reduce the subject bias. Since the questionnaire was designed in a survey format, it did not face any observer error or bias. Furthermore, items of the survey instrument reliability were measured by the internal consistency method (Hussey and Hussey, 1997). This study applied Cronbachs coefficient alpha to measure the internal reliability of survey, where a value of greater than 0.6 showed fair to very good reliability. Validity of the research was concerned with the extent of research findings which represented what was really happening (Collis and Hussey 2003). In order to avoid low validity, a pilot study was conducted before full scale data collection. Through the pilot study language or any other misconceptions was removed. The validity of each question into the main factors done by EFA was checked by the factor loading in the rotated component matrix, where a factor of greater than 0.5 showed that the question was valid. 3.7 Ethical issues Ethical issues are very important to take into consideration when carrying out a survey. According to Neuman (1995), the researcher must protect human rights, control them and make sure that peoples interests are well respected. In this research, all ethical requirements were followed throughout all parts of the research. Before collecting data, permission was sought to the relevant institutions. The survey questionnaire along with supervisors letter was provided during personal visits. The participants were asked to participate on a voluntary basis and given the opportunity to withdraw from participation if they felt to do so. Participants were informed that when they have answered and returned the questionnaire, it was assumed that they agreed to participate in this study. All participants were given the assurance that the answers provided will be kept anonimous and strictly confidential. 3.8 Conclusion The chapter starts with an examination of the research process including the philosophical approaches of positivism and phenomenology leading to a debate on the nature of the current research resulting in a mixed method being decided on. Data for this study was collected from students of Lower VI through a survey questionnaire after the qualitative phase which consisted of focus groups interviews. Upon completion of the study, the data was given a code which was fed on to the statistical package for social sciences (SPSS) version 20.0 for Windows. Lastly, the ethical issues involved in this study were also presented.

Tadao Ando

Tadao Ando GA Architecture 12 VOL. 2 1988-1993 This book talks about Tadao Ando’s projects in a chronological order, the publication mainly works with photographs and overview drawings, but they have a lack of detail drawings and some landscape sketches.His designs have this very specific style that is unique in a different sense than his western colleagues, his raw usage of concrete in the 90is a very clear architectural language that was only beginning to develop with other practices. He has a dialogue between everything that surrounded his projects, he liked the idea of having open spaces for people to gather around to chat, talk or even better exchange opinions or ideas like the plazas in the ancient Greeks.His way of dialogue is not easy to understand cause of the variety he always includes with opposites or â€Å"extremes† such as light/shadow, East/West or the colors given by the nature these can only be felted or seen for the human but he had other ways of dialo gue that would be nature with people, architecture with nature, people with architecture, people with people and it could also be with himself like a way of conscience.This architect never cared about the size of his projects they could be a 4Ãâ€"4 house or a huge museum in a far away forest, the only thing he cared about was to synchronize the harmony for every living thing or object (in this case his architectures) inside or outside the structure to live together in peace and for the humanity to enjoy the spaces given to them. One of my favorite works in this book is the Miyashita House in Kobe, Hyogo.This house has three stories all of them organized with different purposes, a studio and master room are in the lower ground, middle section has the dining room where it has a beautiful well-made spiral staircase leading up to a bedroom and continues up to an astronomical observatory, I think this idea is amazing having a house like this to enjoy yourself the wonders of the sky.This structure is rectangular with a semi triangle on its side, it has lots of opened space and huge windows for the sunlight to light up inside, all the walls are made of reinforced concrete masonry and this architecture is surrounded by nature with an incredible view overlooking West Kobe and the Inland sea of Japan.

Self Help Literature By Sandra K Dolby - 2345 Words

The aim of this research is to explore selected self-help literature, mostly aimed towards the young male demographic, and how they approach and they effect ideas around masculinity. Over the past ten to fifteen years self-help movements, programs and more notably books have become increasingly popular. Although this research isn’t aimed exclusively to compare and contrast women’s and men’s self-help literature, the comparisons that may arise throughout this essay may have the capacity to be illuminating. This project will examine just how self-help literature, mostly targeted towards men, effect ideas around masculinity and why this matters and is relevant. Firstly, to maintain continuity, accuracy, and the integrity of my findings we must first outline what defines literature as â€Å"self-help†. Sandra K Dolby writes self-help texts are texts â€Å"offering advice and reflection on topics as diverse as how to achieve physiological well-being, how to be effective yet serene in the workplace, why the laws of physics are part of God’s plan, how to get along with your mate or with nasty bosses, how to reduce stress and eat and exercise for optimal health, how to save the plane, why to save the planet.†(2005) another quote explains â€Å"Self-help literature is an extremely popular genre which can be found in abundance at any bookstore in Western society. Figures indicate that Americans spent $563 million on self-help books in 2000 (Paul, 2001, p. 60).† Also â€Å"many people use self-help

Two Methods for Supercooling Water

You can cool water below its stated freezing point and then crystallize it into ice on command. This is known as supercooling. Here are step-by-step instructions for supercooling water at home. Method #1 The simplest way to supercool water is to chill it in the freezer. Place an unopened bottle of distilled or purified water (e.g., created by reverse osmosis) in the freezer. Mineral water or tap water will not supercool very well because they contain impurities that can lower the freezing point of the water or else serve as nucleation sites for crystallization.Allow the bottle of water to chill, undisturbed, for about 2-1/2 hours. The exact time needed to supercool the water varies depending on the temperature of your freezer. One way to tell your water is supercooled is to put a bottle of tap water (impure water) into the freezer at the same time as the bottle of pure water. When the tap water freezes, the pure water will be supercooled. If the pure water also freezes, you either waited too long, somehow disturbed the container, or else the water was insufficiently pure.Carefully remove the supercooled water from the freezer.You can initiate crystallization into ice in several different ways. Two of the most entertaining ways to cause the water to freeze are to shake the bottle or to open the bottle and pour the water onto a piece of ice. In the latter case, the water stream will often freeze backward from the ice cube back into the bottle. Method #2 If you dont have a couple of hours, there is a quicker way to supercool water. Pour about 2 tablespoons of distilled or purified water into a very clean glass.Place the glass in a bowl of ice such that the level of the ice is higher than the level of water in the glass. Avoid spilling any ice into the glass of water.Sprinkle a couple of tablespoons of salt onto the ice. Do not get any of the salt in the glass of water.Allow about 15 minutes for the water to cool below freezing. Alternatively, you can insert a thermometer into the glass of water. When the temperature of the water is below freezing, the water has been supercooled.You can make the water freeze by pouring it over a piece of ice or by dropping a small piece of ice into the glass.

The Perils Of Indifference By Elie Wiesel Essay - 2038 Words

Elie Wiesel’s speech â€Å"The Perils of Indifference† is a mind opening and emotional speech that prompts the audience to change the indifference that plagues America and many people in this time and age. He expresses to the audience that indifference is the reason appalling and horrifying events, such as the Holocaust, occur and why no one takes immediate actions to help the victims. To get his point across, Wiesel uses his own history and experiences so that the audience can visualize the Holocaust through the eyes of a survivor and to project the feelings of hopelessness and defeat that the victims felt when no one came to end the injustice. In this critique, Elie Wiesel’s rhetorical speech of indifference will show its effectiveness through testimony, emotion, and rhetorical questions; this speech accomplished its goal and without a doubt persuaded most of the audience to call out for change in indifference. The Holocaust is widely known as one of the most h orrendous and disturbing events in history that the world has seen; over six million lives were lost, in fact the total number of deceased during the Holocaust has never been determined. The footage of concentration camps and gas chambers left the world in utter shock, but photos and retellings of the events cannot compare to being a victim of the Holocaust and living through the horror that the rest of the world regarded in the safety of their homes. Elie Wiesel recognized the indifference that theShow MoreRelatedThe Perils Of Indifference By Elie Wiesel939 Words   |  4 PagesThe Perils of Indifference What is it that separates us from animals? Is it our intelligence? Our anatomy? Or is there something more, deep inside each of us that distinguishes humanity from brute nature? To speaker Elie Wiesel, caring for others is what makes humans exhibit humanity. On April 12, 1999, Elie Wiesel delivered his speech called â€Å"The Perils of Indifference† before President Clinton and the entirety of Congress. Wiesel’s speech focuses on the atrocities that had occurred in the pastRead MoreThe Perils Of Indifference By Elie Wiesel1306 Words   |  6 PagesA wise Ethiopian ruler, Haile Selassie, once said â€Å"throughout history, it has been the inaction of those who could have acted; the indifference of those who should have known better; the silence of the voice of justice when it mattered most; that has made it possible for evil to triumph†. Throughout millennia, despite many differences in language, cultural, and social structures, humans all developed the same cha racteristics in their approach in tragedies happening around the world. 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Wiesel develops his message by recalling his experiences in the Holocaust and how it cast a â€Å"dark shadow over humanity.† This event caused the pain and suffrage of many victims and filled him with â€Å"gratitude† towards the â€Å"American people† forRead MoreRhetoric And The Perils Of Indifference By Elie Wiesel1069 Words   |  5 PagesObserved in The Perils of Indifference Elie Wiesel, distinguished author and Holocaust survivor, spoke of his experience at the Millennium event in 1999. This event was hosted by President Clinton where Wiesel spoke about his experience in the Holocaust to commemorate the closing Millennium. 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Counseling Youth in Times of Crisis Free Essays

Counseling Youth in Times of Crisis â€Å"Teenagers can be like elephants. If youVe spent any time around them, this thought has probably crossed your mind, but hopefully wasn’t said out loud. † We sometimes think teenagers aren’t able to go far in life, or be anything but a problem. We will write a custom essay sample on Counseling Youth in Times of Crisis or any similar topic only for you Order Now Living a carefree life not worried about anything or one around them. Some adults have no idea of all the struggles teenagers have to deal with. Just like adults they deal with stress, death, peer pressure, and lots more. It is sometimes hard to see past the shield these youth have put up around them. They will test you until they trust you, ut only once they trust you will the real test come. Youth struggle with crisis Just like everyone else, and need a counselor or caregiver to help them through it. Eating Disorder â€Å"Eight million people in the United States suffer from an eating disorder, the most common of which is bulimia nervosa. Eighty six percent of suffers report the onset of the disorder before the age of twenty; only half report being cured. Six percent of serious cases die of the disorder. † This is very serious and should never be taken lightly. It is getting harder and harder to be a youth in our culture. They have to deal ith constant scrutiny of their peers and coaches; often comparing themselves to the airbrushed, photo shopped models in todays’ magazines. They try to be perfect while knowing they never can be. Some feel extremely guilty about what they are doing but the stress and guilt only leads to them doing it more. Here are some characteristics that are hints of Anorexia Nervosa: Looks not Just lean, but abnormally thin Extreme attraction/avoidance language and behavior regarding food Obsessive weighing Baggy clothes to hide shape Now here are some characteristics that are hints of Bulimia Nervosa: Abnormally requent trips to the bathroom abnormal fixation on exercise, no matter what Cuts and calluses on knuckles and backs of hands Car or closet smells of vomit When dealing with this in teenagers the first thing you need to do is make sure they are going to get proper treatment and counseling for their disorder. They need help and telling you was probably very hard, so don’t make them get other help by themselves and also help them inform their parents. Suicide If you are going to work with youth there is a chance that you will work with someone that has attempted suicide, contemplated suicide or had a friend commit uicide. â€Å"Suicide is the 3rd leading cause of death for 15- to 24-year-old Americans. An average ot one person dies by suicide every 16. 2 minutes. † A very good triend ot mine from high school committed suicide; although no one knows why he did it the last thing posted on his Facebook wall by a friend was the comment mfou’re gay’. His friend who posted this goes to the school counselor once a week now; he blames himself for his friend’s death; thinking it was Just an innocent Joke. Some of the signs that may alert a parent, teacher, youth leader, pastor or friend to a possible uicide attempt include: Previous suicide attempts Threats of suicide Talking about death Preparation of death (cleaning out locker, giving away possessions, etc. ) Depression Sudden change in behavior (acting out, violent behavior etc. Moodiness Withdrawal Somatic complaints (sleeplessness, sleeping all the time) Fatigue Increased risk-taking Drafting a suicide note We need to watch for these signs when dealing with youth and remember it is better to be safe in checking on a youth’s life, than sorry if they take their life. If you ask a teenager about an issue like this, I think, they are more likely to be thankful than to hink you upset. And if they are upset about you asking those questions about their feelings and life t he chances are they are trying to hide something from you or their parents. When someone comes to us about suicide it is vital that we listen to them and not throw the bible in their face. â€Å"Be nonjudgmental. Statements such as mfou can’t be thinking of suicide, it is against the teaching of your church† or â€Å"l had a similar problem when I was your age and I didn’t consider suicide† are totally inappropriate during a crisis situation. † We as caregivers should never make the are receiver feel unworthy of your time or lower their self-esteem. There are a few different reasons that youth attempt suicide: for attention, depression, loss, manipulation, and lots more. In saying that my sister has attempted suicide three times; she has done it for attention and she has also threatened suicide for the purpose of manipulation. But we should always remember that while the person attempting suicide may be your first concern the family and friends are suffering Just as much if not more. One of the times she was threating to commit suicide she grabbed a kitchen knife and tried to run to her room. Her boyfriend saw her grab it and was attempting to take it from her when my then 9 year old brother walked into the house. He could not see the knife and didn’t know what was going on; he only knew that his sister looked like she was being beaten up by her boyfriend. Naturally the first thing he did was try to get her boyfriend off of her. This led to the boyfriend yelling at my brother, â€Å"Go away! She is trying to kill herself. † When my brother heard this he ran to his room in tears. It was his snapping point after losing two of his grandparents and his Dad moving away. Now he is taking three medications and ees a counselor once a week. He has been diagnosed with depression, bipolar, and schizophrenic tendencies. He has never tried to attempt suicide but we a constantly watching for signs and praying for his health. I believe that he will never attempt suicide because we saw the signs as soon as they started to appear. But I believe that way too many times the siblings ot the suicide attempter are overlooked and not given the help that they may need. Always remember that suicide affects everyone around that person. Death I have never met someone who hasn’t dealt with death in some way; whether that s a friend, a parent, a grandparent, a significant other, a sibling, or they themselves are dying. The five stages of grief are: Denial, Anger, Bargaining, Depression, and Acceptance. These steps may come in order, they may Jump around, or experience more than one at a time. There is no correct way to grieve it is a process that is different for everyone involved. Some youth may begin to act out when dealing with grief because; they don’t know what else to do. For some students this may be their first experience with death. When dealing with death we must explain to the youth ho is dealing with it that grief is a process. â€Å"Listen. When a teenager is grieving, this isn’t the time to view the conversation as a teachable moment. You don’t need to correct his perceptions or theology, nor do you need to give advice. You need to quietly and attentively listen to him. † When a teenager losses a parent or parents, make sure they don’t Just Jump into their new adult responsibilities before they are ready. Help them to realize the changes that have to be made in their daily life with the death of this person. Let them see what has to be changed and what kind of help they need to do that. Always make sure to be available to youth after a death. Be the one to text or call them they won’t always take the initiative to ask for help. Some common mistakes youth workers make when helping a teenager deal with grief are: Being overbearing, looking for teachable moments, hiding their own grief, etc. We want to help but we need to still be aware that the youth has a whole lot to deal with and needs some space to process everything. One of the worse things you can do is try to teach a grieving youth theology; they have enough to worry about and don’t need to have your opinions shoved at them too. How to cite Counseling Youth in Times of Crisis, Essays

Role of Power free essay sample

The research questions are also designed to aid in continuously updating CCL program content and providing knowledge that is compelling to our participant groups. The purpose of this research is to understand how leaders use power, to learn about the situations in which power is exerted and to describe how individuals and organizations can improve their leadership through the effective use of power. The major findings of this research included: 1. Most leaders surveyed (94 percent) rated themselves as being moderately to extremely powerful at work. There is a notable correlation between leaders’ level in the organization and how powerful they believe themselves to be at work. 2. 28 percent of the leaders surveyed agree that power is misused by top leaders in their organization. 3. 59 percent of the leaders surveyed agree that their organization empowers people at all levels. 4. 41 percent of the leaders surveyed indicate that they would feel more powerful at work if they had more formal authority. We will write a custom essay sample on Role of Power or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 5. The top three most frequently leveraged sources of power are: the power of expertise, the power of information and the power of relationships. The power of punishment, or the ability to sanction individuals for failure to conform to standards or expectations, is the least-leveraged source of power. 6. The three sources of power leaders believe will be most important to leverage in the next five years are the power of relationships, the power of information, and the power to reward others. The power of relationships is most often used to promote one’s own personal agenda. 8. Leaders suggest that the power of relationships can be better leveraged by identifying desired relationships, investing in those relationships, and repairing damaged relationships. Center for Creative Leadership, CCLÂ ®, and its logo are registered trademarks owned by the Center for Creative Leadership. Â © 2008 Center for Creative Leadership. All rights reserved. The concepts of power and leadership have been and will continue to be interconnected. While an individual may exert power without being a leader, an individual cannot be a leader without having power. For this study, the I2A team defined power simply as ‘the potential to influence others. This definition helps demystify power and puts into perspective the importance of using power in order to be an effective leader. In organizational settings, leaders must exert power to achieve individual, team, and organizational goals. Leaders must be able to influence their followers to achieve greater performance; their superiors and peers to make important decisions; and stakeholders to ensure the vitality of the organization. The first asked participants to complete a short survey on computer kiosks during their weeklong participation in a CCL program. These data were returned to them by the end of their program week. The second method was an Internet survey that participants volunteered to take part in approximately two weeks following their CCL experience. This survey was more indepth and allowed the I2A research team to better understand the high-level trends that emerged from the in-class survey. In-Class Survey The initial survey on leadership power focused on high-level trends and was completed by 260 participants attending a leadership development program at CCL’s Colorado Springs, CO USA campus. The typical participant was a male (73 percent), between the ages of 36 and 50 years old (68 percent), representing upper-middle management or the executive level (64 percent). Post-Program Survey Approximately two weeks following the CCL program, 45 participants who volunteered received an Internet survey that posed qualitative questions about power and leadership. She also serves in a lead faculty role on custom client engagements. When she is not in the classroom, she conducts research on a variety of topics including power, the stress of leadership, and team effectiveness. Vidula holds a doctorate in Communication from the University of Texas at Austin. Michael Campbell is a Senior Research Analyst at the Center for Creative Leadership. Michael’s work focuses on understanding the behaviors and challenges of senior executive leaders including such topics as selection, sustaining tenure, and talent sustainability. He currently manages CCL’s assessment database which contains leadership data on over 40,000 individual leaders. Judith Steed is a Research Associate and Executive Coach at the Center for Creative Leadership. Judith seeks to identify and measure the sustainable business impact of executive development programs. She leverages both research and evaluation to better understand and strengthen program designs in service of improved personal and organizational leadership. She is particularly interested in the connection between personal transformation and professional productivity. Kyle Meddings is a senior at the University of Colorado at Colorado Springs studying Management and Organizational Behavior and Human Resource Management as well as Leadership Studies. He is also a fourth year scholar in the Chancellor’s Leadership Class. Kyle has been serving as an intern at the Center for Creative Leadership working with the Ideas2Action project team.