Aggression in Sport essay

Introduction: Aggression in sport has always been a major issue. Whether it be insults thrown around a school yard playground during a game of football. To hateful attacks on other players, be it physical or verbal, in the premier division of any sport. It can be a problem for the individual who is acting aggressive, such as a disciplinary action or the recipient of the aggression, for example they could suffer injury as result.This can have a larger effect. Sporting teams can lose key players due to injury, because of an aggressive action or to disciplinary action, such as an athlete being sidelined for a number of weeks because of their aggressive behaviour. This can also cause problems for the sport’s governing body as a whole, and for these reasons, action must be taken to reduce athlete aggression in sport.Even the International Society of Sport Psychology recently recognized that sport aggression has become a social problem both on and off the playing field and has recom mended ways to curtail this behaviour (Tenenbaum, Stewart, Singer, & Duda, 1997) In this information sheet I will describe the different forms of aggression and how it can be dealt with. Definitions Of aggression: A forceful behaviour, action, or attitude that is expressed physically, verbally, or symbolically. It may arise from innate drives or occur as a defence mechanism, often resulting from a threatened ego.It is manifested by either constructive or destructive acts directed toward oneself or against others. (Mosby's Medical Dictionary, 8th edition.  © 2009, Elsevier) ‘Aggression is any behaviour that is intended to harm another individual by physical or verbal Means. ’ (Bull, 1990) ‘Aggression is any form of behaviour directed toward the goal of harming or injuring another living being who is motivated to avoid such treatment. ’ (Baron, 1994) ‘Aggression is an intentional physically or psychologically harmful behaviour that is directed at anot her living organism. (Thirer, 1993) Sporting definition of aggression: Used by the athlete to channel their will to win at all odds and determination to sacrifice their own or their opponents, bodies in the cause of victory. Gills criteria for aggressive behaviour: Are 4 main factors which describe aggressive behaviour which were identified by Gill in 1980; there are as follows: * It is a form of behaviour: aggression can be either physical or verbal. * It involves causing harm or injury: Aggression is designed to cause either psychological or physiological harm. The injury or harm is directed towards another human being: Aggression is directed towards either another human or animal. * Aggression is always done with purpose: If a seemingly aggressive act is genially done by accident it cannot be classed as aggression. Types of aggressive behaviour: Aggression cannot always be characterized as the same. A defender in football can perform aggressive tackles without breaking the rules of the game, and not all athletes have the same motive and expected outcome for their aggression. There are three main times of aggression which can characterize an athlete’s sporting performance.Hostile aggression: The prime motive of hostile aggression is to harm an opponent, where the chief aim of the aggressor is to inflict injury. Hostile aggression the desired outcome of the aggressor is to harm another player, for personal reasons. For example if in hockey a player can go in for a very aggressive challenge, but if his aim is to get the ball then it is not hostile aggression. If the player goes in for an aggressive challenge where his aim is to not only get the ball but to harm the player then it is hostile aggression. The act of aggression usually stems from an incident which occurred earlier in the game.Take the hockey example again, Say the aggressor had the ball and was dribbling it towards the goal and another player, who is already on a green car, trips him with h is stick in the circle, and the umpire doesn’t give a foul or a penalty. The player may feel that justice may not have been done; the other player should have been given a yellow card and sent off for 5 minutes, and his team should have been awarded a penalty. Therefore the player may wish to take the law into his own hands. Say the same player who committed the fowl has the ball.The aggressor, still angry from the earlier incident, may go in for a aggressive tackle with the purpose of causing the player intentional harm. For example he could lift his elbow to hit the player in the face. This can have two outcomes; the player may get hurt, making the aggressor feel like justice has been done. However, the umpire can call the player up on this and depending on the severity award him a green, yellow or red card. This cause the player to believe justice still has not been done, as he has been punished for a similar fowl that the other player got away with.This may cause further anger the player and may lead him to cause more aggressive incidents. B-tec national sport and exercise sciences, Mark Adams, Heinemann, 2007 Beckham’s red card. http://www. worldcupblog. org/world-cup-moments/world-cup-moments-david-beckhams-red-card-vs-argentina-in-1998. html Aggressive actions violate the rules of any game and such indiscretions are dysfunctional in the context of sport. Often an aggressive player will disrupt the team’s performance and spoil the cohesion of the group. A high profile example of this was David Beckham’s sending of in England vs.Argentina in the 1998 world cup in France. On the 30th of June 1998, The English national football team were playing Argentina in the quarter finals of the world cup. David Beckham made himself a hero in the previous game, scouring a spectacular free kick winner against Columbia. Almost strait after kickoff Diego Simeone was â€Å"tripped† in the penalty box and a controversial penalty was given which Gabriel Batistuta netted to make it 1-0. After the half time break the score was level at 2-2. Diego Simeone made a deliberately clumsy challenge on David Beckham, brining him to the floor.Though many thought Simeone should be sent off for such a blatantly harmful challenge, The referee, Kim Milton Nielson awarded Simeone a yellow card. Possibly feeling angered over the arguable â€Å"Dive† in the penalty box, and then the rough challenge with Simeone only being given a yellow card, Beckham took the law into his own hands. He gently kicked Simeone on the calf. Though Simeone went down rather theatrically to such a weak kick, Beckham had still broken the laws of the game and was sent off. This had a negative effect on the team.With out Beckham to put together passes in the midfield, England had trouble getting the ball up the field. When the game went to penalties and Beckham wasn’t avalibul to take one (he had a reputation for scouring penalty kicks) England lost . http://sports. jrank. org/pages/351/Beckham-David-1998-World-Cup-Fiasco. html This is an interesting case as there were many factors which caused his aggression. There was a lot of pressure on him and his ego would have been on a high after his fantastic performance against Columbia. He didn’t perform particularly well throughout the game which would have caused him to become frustrated.Dollard et al (1939) said in his Frustration – aggression Theory â€Å"that aggression is always caused by some form of frustration† and â€Å"that people are motivated to reach goals, but if these goals are blocked then frustration occurs. † Therefore, his frustration may have leaded him to act aggressively. Also the Disputed dive by someone in the first half may also have increased his frustration. Berkowitz (1965) proposed in his revised frustration-aggression theory that any negative thoughts, not just frustration, can bring on aggressive behaviour, one of those nega tive thoughts being threat.When Simeone brought Beckham down with his rough tackle from behind, would have felt threatened. He hadn’t been playing as well as what was expected of him and was then brought down in an embarrassing challenge. Beckham may have felt that the yellow card wasn’t enough and decided to take out his aggression with the purposeful kick to the calf. This would have fulfilled his own sense of justice, however, the kick was seen and the red card was awarded. This was defiantly hostile aggression His sending of affected the team badly and contributed to the eventual defeat. ttp://www. bbc. co. uk/dna/h2g2/A47629317 Threats to self-esteem may lead people to act aggressively without thinking about the consequences. Hostile aggression can involve immediate reactions in blind fury, or carefully planned and deliberate acts. The Beckham incident was a blind fury reaction where the previous hockey scenario was planned. http://www. psypress. co. uk/smithandma ckie/resources/topic. asp? topic=ch13-tp-02 #What Triggers Aggression Instrumental aggression: El-hadji Diouf (centre) after shove on mark Schwarzer (floor) http://www. dailytelegraph. om. au/sport/soccer/schwarzer-caught-in-the-crossfire/story-e6frey4r-1225926429183 Instrumental aggression is when somebody displays aggressive behaviour, in pursuit of a non-aggressive goal. Where an athlete acts in an aggressive way, not to harm the recipient as in hostile aggression, but so they can achieve a goal such as winning an athletic competition. Instrumental aggression is not the result of anger and seeking revenge. It is an aggression type that mainly serves one's own interest in an individual sport or the interests of the team in team sports.A real life example occurred on the Saturday, 18 September 2010 in a football match between Blackburn rovers and Fulham F. C. The Blackburn goal keeper Paul Robinson sent forward a long free-kick which Fulham keeper mark Schwarzer came to collect. Ho wever winger, El-hadji Diouf, intentionally ran into Schwarzer, knocking him to the ground. This allowed Blackburn striker Chris samba to easily head the ball into the empty net. This is a perfect example of instrumental aggression. Diouf made an aggressive attack on schwarzer, not with the aim of harming him, but so samba could score, giving Blackburn the lead. ttp://news. bbc. co. uk/sport1/hi/football/eng_prem/9000608. stm Luis Suarez’s handball. http://www. thisislondon. co. uk/standard-sport/worldcup/article-23852532-full-of-praise-for-luis-suarezs-handywork. do Apter (1993) has pointed out there are often a set of unofficial rules, as well as the official rules, governing what aggressive behaviours are acceptable. For example there have been many occasions in football where a player has been on a clean run to goal, only to be illegally pulled back or tackled by another player.This is instrumental aggression as there is a non- aggressive goal, It against the rules of the game and punishable with a red card, but is considered normal. A high profile example would be the case of Luis suarez in the 2010 world cup. On Friday the 2nd of July 2010, The Uruguay national football team were playing Ghana in a world cup quarter final match. The game went in the second half of extra time Ghana took a corner which Adeyah headed towards goal. Luis Suarez a out field player then extended his arm and blocked the ball with his hand.Ghana were awarded a penalty and Suarez a red card and a sending off. However when Ghana’s Asamoah Gyan missed the penalty and Uruguay won the game Suarez was hailed as a hero by most South American football fans. After the game Suarez said â€Å"†There was no alternative but for me to do that and when they missed the penalty I thought ‘It is a miracle and we are alive in the tournament',†. Fans throughout Africa however, despised Suarez for this. This example can be used to support Apter’s claim. Though against the rules fans all over South America believed Suarez’s actions were acceptable.He knew the risks and was punished, but still this act of instrumental aggression cause Uruguay to progress. This is has come to be known as sanctioned aggression, that is instrumental aggression where that whilst not within the official rules is still accepted as normal, even though it would be punished. Husman and Silva (1984) however, argued that sanctioned act of aggression have been mislabelled as aggressive and should be called assertive. As there is no real intent to harm an opposing player. http://news. bbc. co. uk/sport1/hi/football/world_cup_2010/8785140. tm An example of unsanctioned aggression would be in the World Cup semi-final of 1982 between France and West Germany. Patrick Battiston was chasing a bouncing through ball as Germany keeper, Harold Schumacher came charging out of his goal. Battiston reached the ball first but Schumacher leapt up and smashed into him, knocking h im unconscious. He eventually recovered but he lost several teeth and at one point fell into a coma. This is unsanctioned aggression. Though Schumacher’s aim was to prevent a goal and not to hurt Battiston, the challenge was acknowledged as extremely dangerous and thus unsanctionedHostile aggression Vs Instrumental aggression A case where it becomes difficult to identify the difference between Hostile and instrumental aggression is in the case of combat sports, as the whole aim of the sport is to cause some degree of harm. In boxing one may become frustrated and aggressively hit the opposing boxer harder and eventually knock him out. This is instrumental aggression as you have to harm your opponent in some way to win, but this is often done with the view of winning, not causing your opponent harm.The boxer may throw a few â€Å"rabbit† punches ( a hit to the back of the head) or hit with his elbow. This would be sanctioned instrumental aggression. A minor breach of the rules stemming from the boxers desire to win. Unsanctioned instrumental aggression can be hard to differentiate from hostile aggression in this scenario. However I believe it is possible take these two examples: Two boxers are in round 9 of a match and one of them can’t seem to wear his opponent down. He is losing on points and needs to harm the other boxer.When the two next lock arms and he believes he is out of the view of the referee he quickly hits the other boxer in the groin with his knee. This is unsanctioned instrumental aggression. The boxers aim was to harm the other boxer, but only so he could win. A blow to the groin can cause shortness of breath and intense pain. A groin hit, unlike rabbit punches is a serious fowl, and can result in instant disqualification. Mike Tyson Vs Evander Holyfeild http://www. 411mania. com/boxing/columns/132418 A famous hostile aggressive act occurred in June 28, 1997, in a boxing match between mike Tyson and Evander Holyfield.In the p revious Tyson-Holyfield fight, seven months earlier, Holyfield, who opened as a 25-to-1 underdog), floored Tyson for the second time in Tyson's career in the sixth round, and scored a TKO over Tyson in round 11. Holyfield dominated Tyson throughout the fight, winning almost every round. Baumeister (1996) specified a model in which egotism, in response to ego threat, leads to aggression. Mike Tysons first loss to Holyfield was only the second in his career and first loss in 7 years. This leads me to believe Tysons ego was inflated and then threatened after the first loss.This would have caused genuine feelings of hate for Holyfield. Holyfield won the first two rounds of the fight which must have further frustrated Tyson. Then 00:40 minutes to the end of the first round Tyson caught Holyfield in a clinch and bit off a piece of Holyfield’s ear and spat it on the ring floor, he then pushed Holyfield as he walked back to his corner. The fight resumed with a two point deduction fro m Tyson. In his rage he bit Holyfield again on the opposite ear. The referee disqualified Tyson.In reaction Tyson went on rampage at Holyfield and Holyfield's trainer Brooks while they were still in their corner. Tyson took swings at the people in his way, but was taken back to his corner by security. This is hostile aggression at its worse. Tyson bit Holyfield’s ears to cause genuine harm stemming from his frustration and threatened ego. The post-match rampage was another example of hostile aggression as the only thought in Tysons head must have been to cause harm. Smith (1983) argued, however, that all aggressive acts in sport are instrumental and carried out with some end in mind.Smith, therefore, concludes that the distinction between instrumental and hostile aggression is not a useful and it is difficult to separate empirically where a particular aggressive act may have a variety of different outcomes. Therefore, both aggressive acts are the same. In contrast to smiths a rgument Husman and Silva (1984), and Martens (1975) argue that although both hostile and instrumental aggression include intent to injure, the relatively common incidents of angry retaliation which occur as the result of provocation in team contact sports can be seen as hostile aggression.The so called professional foul which occurs especially in soccer where a player is tackled and usually brought down to prevent him from scoring can be seen as an ac of instrumental aggression. Rethinking aggression and violence in sport, John H Kerr, Routledge, 2005 Assertion: Aggression http://blog. incomeaccess. com/6322/2010/07/12/world-cup-fallout-dutch-captain-retiresas-does-paul-the-psychic-octopus/ggression Assertion is the third main type of aggression, however, Assertive behaviour does not attempt to harm and is strictly within the rules and spirit of the game.Assertive behaviour shows when an athlete becomes more energetic, robust and forcefully with every movement they make. They may al so raise their voice and speak in a more forceful manor to team mates and opposition, but the difference between hostile and instrumental aggression is that there is no intention to harm your opponent and break the rules. Bredemeier (1994) and Silva (1978) said â€Å"Assertiveness is distinct from aggressiveness in that it is the nonhostile, noncoercive tendency to behave with intense and energetic behaviour to accomplish one's goal†. Assertion was described y Parens (1987) as nonhostile self-protective mastery behaviour. A prime example of an assertive athlete is English footballer Rio Ferdinand. Rio has a low red card and yellow card count, yet is still known for his tough tackling defensive style. He is also very vocal on the pitch, he is known for barking orders to his defensive team mates and often voicing his opinion on referee decisions. Despite this he has a low red and yellow card count because he doesn’t break any rules. A sliding tackle for example is illega l if you don’t get the ball first and instead get the opposing player.The opposing player may get hurt, but as long as the player got the ball first and the defender had no intention what-so-ever to harm the other player it cannot be classed as aggression. If the defender performed an illegal two-footed challenge and hit the opposing player’s leg, it is aggression. Psychology and sport, Sally Gadsdon, Heinemann, 2001 Assertion http://www. bbc. co. uk/french/highlights/story/2008/05/080521_champsleague_pix. shtml Another example of assertion would be in Boxing. During a match a boxer will try to physically harm another boxer through jabs and other punching techniques.This however, is required in the sport and is therefore assertion rather than aggression. If however, said boxer hit his opponent with his elbow after failing to land a punch, or occasionally throwing a rabbit punch to gain an advantage it becomes instrumental aggression. Bakker et al (1990) found that aggr ession increased when a team is losing, particularly in a game of great importance. The Beckham- Simone incident discussed earlier in this report is an example of this. It was the world cup quarter-final and tensions were high. Another example is that of the 2010 world cup final between the eventual winners Spain and Holland.Though they were not losing, Holland were unable to make significant breaks. Spain had 57% of the possession and there fast passing strategy caused problems for the defence. Holland played aggressively and committed 28 fouls, receiving 8 yellow cards and 1 second yellow; meaning a red card was given to John Hetitinga. Arjen Robben showed significant signs of aggression, throwing the match ball away from play when a offside went against him. He had previously had 2 clean runs, but the Spanish keeper Iker Casillas, which must have frustrated him. This compared to Holland’s last 16 games against the lesserSlovakia when only 2 yellow cards were awarded, suppo rt Bakker’s argument. http://news. bbc. co. uk/sport1/hi/football/world_cup_2010/default. stm Causes of Aggression Before we discuss means of preventing aggression in sport it is important we understand how and why an athlete may become aggressive in the first place. A number of theories are still in competition as to why we are aggressive; however, I am going to concentrate on three of the most popular theories; the instinct theory, Frustration Aggression theory, and the social learning theory.Instinct theory An instinct is an innate tendency to behave in a certain way. Basically this theory suggests that we as the human race are aggressive in sporting environments because it is in are genetic makeup, and therefore inevitable. Sigmund Freud (1919) was responsible for much of the psychoanalytical work of the instinct theory. Freud proposed that we are motivated towards two opposing instincts the life drive (Eros) and the death Drive (Thanatos). Freud believe people are motiva ted towards self- destruction through the death instinct.Therefore, Eros and Thanatos are always in conflict and to resolve the conflict the aggression must be turned outwards, towards other. However, Freud also proposed that although aggression is always with us, we maintain the ability to exert some control over it. Thus it is not always inevitable. Richards (1994) looked at sport as a healthy way to release our death instinct. He studied the importance we attach to kicking in our aggressive tendencies and applied this to sports like football and rugby and termed them civilising influences.Sport Psychology: a students handbook, Matt Jarvis, Routledge, 2006 A similar take on the instinct theory is that of ethology. Konrad Lorenz (1966) was responsible for much of the work on the ethological approach to this theory. Lorenz proposed that the human race have evolved to have a fighting instinct which is trigger by certain environmental stimuli. Lorenz believed that accumulated aggressi ve energy and the presents of aggression-releasing environmental stimuli would lead to a display of aggression, such as in a sporting environment. Advanced Studies in PhysicalEducation and sport, by Paul Beashel and John Taylor, Nelsons and sons ltd, 1996 Both Freud and Lorenz’s theorys support the idea of catharsis, the release of aggressive energies through aggression. So how does this relate to sport, for example imagine a linebacker in American football player who has had a rather frustrating game. He has thus far been truly able to get involved for a number of games. However he has been able to maintain his frustration and not lash out in a hostile way. Suddenly a player on the opposite side breaks through and is running to scour a touchdown.The line backer gives chase and takes him down with a legal tackle. This cathartis through assertiveness. Play like this supports Richards’s belief of sport being a healthy way to release aggression. Many have refuted the idea that sport enables aggressive catharsis, one such research case being Zillman, Day and Johnson (1974). They compared the aggressive tendencies of athletes competing in aggressive sports athletes competing in non-aggressive sports and non athletes. The study found there was no difference between the three groups, which contradict the aggression-cathartis theory.In accordance with this theory those participating in aggressive sports would be expected to be less aggressive as they had the opportunity to release there aggression through sport. However I do not believe this argument is broad enough to disprove this theory. Why, in an aggressive sport, while you may have more opportunity to release your aggression through catharsis, so does your opponent. If one team is being constantly bested by the other instead of becoming less aggressive they will become more aggressive. This argument is supported by Dollards the Frustration- Aggression theory (1939) which I will discuss later.Psycho logy and sport, Sally Gadsdon, Heinemann, 2001 Whether aggression is innate or learned remains an ongoing argument in psychology. The Instincts involved in these theorys are difficult to identify and thus forth difficult to test. The main problem is that is aggression was instinctive and not learnt then every being on earth would display the same aggressiveness. Instinct theories only concentrate on aggression being innate and don’t take into account important environmental factors. Lore and Schultz (1993) have pointed out that all vertebrates show aggression, therefore; it must be a survival trait, in accordance with Lorenz’s argument.However Baron ; Richardson (1992) have said that cross-cultural studies have found wide variation in human aggression. Smaller rural cultures such as the arapesh of new guinea have shown very little aggression in contrast to European and American standards, which suggests Morden life increases aggression, which is a environmental factor. There is lack of direct evidence to disprove this theory though it is obvious that different people have different levels of aggression, and if aggression is an instinct we all share then are aggressiveness would be the same.Fustration-Aggresion Theory These theories, closely linked to instinct theorys due to aggression being innate, propose that although we all have an innate aggressive drive, aggressive behaviour is elicited by frustration. Anderson ; Dill, (1995) describe frustration as an interference blocking someone from obtaining a goal; aggression is a behavior in response to frustration, intended to harm the person blocking the goal. The main belief behind these theorys is that an aggressive act stems from an aggressive drive, drive being a state of inner tension.The First of these theories was the drive reduction theory put forward by Dollard el al (1939). This stated that frustration is caused by an inability to obtain a goal. The frustration triggers an aggressive drive which leads to aggressive acts. Dollard put forward a particular model which showed his hypothesis: Above is Dollard et als frustration-aggression model (1939). It shows how a blockade to an athletes causes frustration which leads to aggression. Then the athlete can deal with his anger successfully within the rules of a the game; Cathartis.For example a rugby player who has been tackled a number of times whilst trying to score a try, not all of those tackles legal, uses his aggression to legally barge his way past some backs and outruns the fullback to score a try. According to Dollards model this would cut out the obstacle (the backs) causing to frustration and aggression to subside. However the aggression could be released unsuccessfully. This would mean that the player would break the rules of the game and act overly aggressive, leading to punishment. This causes the cycle to continue.The punishment would cause the player to become even more frustrated which again would lead to further aggression. Then, again they can release it unsuccessfully causing the cycle to continue or release it successfully, breaking the cycle. For example say the rugby player from above didn’t make the try. He became more and more frustrated at the outside centre who continuously tackles him. Ones he breaks through the defensive line again the outside centre charges him. His frustration leads to aggression and he gives the outside centre an elbow as he passes.The referee may see this and give the player a yellow card, causing the player to spend time in the sin bin. This will lead to further frustration. When the player returns the further built up frustration may cause him to commit another foul and be shown a red card, removing him for the rest of the game. This frustration could possibly carry over until the next game, and if that doesn’t go well then the game after that to. This can cause this player to go through a term of â€Å"Bad Form† which is a comm on occurrence in many athletes.Psychology and sport, Sally Gadsdon, Heinemann, 2001 Many sports psychologists have agreed with Dollards original modle. Anderson ; Dill (1995) also stated that â€Å"all acts of aggression are the result of previous frustration and all frustration leads to aggression†. Berkowitz (1989),however, reformulated the frustration – aggression hypothesis, proposing that frustration results from an inability to obtain a goal, creating a readiness for aggression or anger. This anger may lead to aggression if there is an aggressive â€Å"cues† are present. This may be a person, object or situation related to the frustrating event.Though Berkowitz also states that an aggressive Cue doesn’t always have to be present to release aggression, though they make it more likely. Also in this argument frustration doesn’t always lead to aggression. A classic example of an aggressive cue is a football fan. Say a football fan is watching his supported team at home and they lose 3-0 to Wolverhampton wanderers. He is frustrated at the teams loss though doesn’t show aggression. Later in the week he is playing a Sunday morning football game with his team and there opponents have a dark yellow kit, a kit similar to wolves.This may trigger his aggression at his football team’s loss, leading to him acting aggressive in the coming game. Applying sport psychology: 4 perspectives, Jim Taylor ; Gregory Scott-Wilson, Human Kinetics, 2005 Dollards original theory has been criticized for being over simplistic, stating that a blocked goal will always lead to frustration and frustration to aggression. Bandura (1973) criticized Dollard and his Yale associates formulation as a drive theory, holding that frustration typically only creates a general emotional arousal.Zillman (1979) was also dubious and attained that demonstrations of aggression as a response to frustration were attributed to personal attack or the instrument al value of aggressive reactions. Zillman contended that â€Å"the blockage of a goal in of itself will not induce hostility or aggression. In contrast Baron (1977) was far more favourably disposed, but maintained that frustration is far less common or important as an ascendant of aggression. Baron suggested that â€Å"barriers to goal attainment would only invoke a aggressive reaction, if they were unexpected†. ttp://www. radford. edu/~jaspelme/_private/gradsoc_articles/aggression/frustration%20aggression. pdf The Frustration-aggression hypothesis validity has been greatly increased with berkowitz amendments. One of the theorys biggest criticisms was that frustration would not always lead to aggression and that aggression is possible without frustration. Berkowitz changed the hypothesis to state that frustration is a contributing factor to aggression, but another factor could set it off, or it could simply subside, which answered to that particular argument.However Berkowit z still does not address other factors which could lead to aggression. Some psychologists have argued that we need to understand the meaning of aggressive acts for the individual carrying them out. These theorists often see aggression as a calculated, utility maximising act exacted so as to gain calculated benefits. These theories may perhaps help to explain the wide variety of motivational influences that can lead to aggression. Social learning theory Another approach to human aggression comes in the form of the social learning

Jaws

The film ‘Jaws’, was made in 1975 and is a thriller set on a small American town called Amityville. The film is about a man-eating great white shark that terrorises the seas of Amityville and it’s public who swim in it. Steven Spielberg directs this nail-biting thriller. ‘Jaws’ is set on the 4th of July, which is an American Independence day. This film will keep you on the edge of your seats. This essay will show how Spielberg creates tension and suspense throughout the film. One of the most famous techniques used in the film ‘Jaws’ was the music. At the start of the film the screen is dark and the music begins. The pitch is low and the tempo is slow, as the sequence goes on the tempo starts to speed up and the pitch gets higher. When the tempo of the music speeds up it is like the heartbeat of the shark, which is getting faster because the shark is getting excited about something. At the same time the audience get nervous about what the shark is preparing to do. This sequence is used throughout the film to make the audience aware that the shark is about to attack. Before the first attack is about to happen there is a lot of chatter, firelight and mouth organs being played. This makes it a good contrast to the scary scene that is about to happen. When the girl runs off with the drunken boy the scene starts to get darker and quieter as they go further and further away from where all the people are. The girl runs into the water and the drunken boy lies down on the beach. The camera then points at the girl who is all alone in the water and there is no sound or light at all which makes the audience think that something bad is about to happen. This is really helpful to build tension and to begin putting fear in the mind’s of the audience, through the contrasts in the setting and in the changes in the music. As well as the use of music in this film Spielberg similarly uses camera techniques to scare the audience. Before the second attack the camera shows a mid shot at the boy and the women who are close together which makes the audience think that the relationship between these two people is like mother and child. While Brody watches the sea Spielberg uses mid shots, medium close ups and close up shots to show that Brody is getting more anxious. Then there is a point of view shot which is shot under water were the audience can see everyone’s legs. This creates a sense of dramatic irony where the audience know that something is underneath their feet but the people in the water don’t. As the second attack starts Brody realises suddenly what is happening and the camera zooms into his face. The camera also starts to show lots of flashing images of people panicking and the boy being eaten. This scares the audience because they have just witnessed an innocent child being eaten. This keeps the tension up in the film which makes the audience think that if it can kill an innocent child, how much further will it go. Another way Spielberg builds up tension is by how he portrays the shark. In the first attack he doesn’t show the shark; this makes the audience think and imagine what is lurking under the waters. He also shows how strong this shark is when in the first attack the creature attacks the girl and swings her from side to side and eventually pulls her into the water. Also into the second attack the creature eats the little boy and rips his Lillo to shreds. Throughout the film Spielberg reveals the shark bit by bit. Spielberg also shows real shark footage (when he films the attack in the cage) to make it look real and scare the audience, the audience is eager to see the shark which is another reason why he filmed it using a real shark. On the last attack the shark jumps onto the boat, the audience find it amusing because throughout the film they’ve been getting scared of a model shark. When the shark bites the girl you can from her face immediately that she is in pain she also shows this because she screams hysterically which makes the audience think what is happening to her. Spielberg avoids the shark at this point because it’s so early in the film and if he shows it at this stage then the audience will realise that it’s only a model shark and there would be no point watching the film. Another reason why he didn’t show the shark at this stage is because he wouldn’t have caught the audience out at the nd. So instead he used the characters’ reaction to show the power and the strength of the shark. Finally the way the story progresses will add to the tension of the film. Spielberg films the first two attacks together so throughout the film the audience will except an attack at any time which will make them always feel tense. The 4th of July is an American Independence Day which is a public holiday for everyone. It is summer and all the people are at the seaside having a good time. Spielberg chose this scene because there are more people in danger which leads to a dramatic affect. This attack also involves Brody’s son, which keeps the audience tense because we know who Brody’s son is. The more you know about a character the more the more tense you will feel about them when they are being attacked. For example the last section of the film when all the main characters are under attack in this scene, the fact that we know more about the characters makes every moment tense when the shark circles around them. Overall, the most tense moment in the film is the scene when the shark is attacking the cage. This scene is particularly scary because Spielberg used a real shark to film this scene which looks bigger and scarier, and the way it bent the cage bars really showed how strong the shark is. This is what I think is the most tense scene and is the scene that made most of the audience tense. These are the most important techniques that Steven Spielberg used to build tension and suspense in the audience’s minds.

Health in Comminities Essay

The Internet has a wealth of information and you are advised to use the Internet as often as possible to broaden your knowledge on certain topics. Prescribed books You are expected to purchase the following prescribed books for this module: Clark, MJ. 2008. Community health nursing: advocacy for population health. 5th edition. Englewood Cliffs, NJ: Prentice-Hall. Edelman, CL & Mandle, CL. 2006. Health promotion through the lifespan. 5th edition. St Louis: Mosby. Edelman and Mandle (2006) has very valuable information on health promotion and covers the entire life span, from birth to death. In addition to your study guide, this book is very important: you will find a wealth of information. Clark (2008) is a book on community health nursing that emphasises the dimensions model of community health nursing right through. This is a very valuable model which will help you to gain a holistic and systematic approach towards the individual, family and community. (viii) The information in these two books is complementary. Together with the study guide it will help you to gain the knowledge and skills you will need to supply health care to individuals, families and communities. Activities The activities are planned to either reinforce content, to guide you to tackle upcoming content, or to motivate you to think about issues. You will note that in part 2 of the study guide there is only one activity at the end of each learning unit: here we want you to apply the dimensions model of community health to a member of the family. Feedback on all these activities will be given in annexure A. This CMH2602 module runs parallel with the practice module for Community Health, CMH2126. The theory cannot be separated from the practice. Icons You will find a series of icons in the text to guide you as you progress with your studies. Activity When you see this icon, you will know that you must complete an activity. We may ask you to read a specific section in the prescribed literature, apply given information, think about topics that have not been introduced, find your own information or ask other people for information. Please read the instructions carefully. Assessment criteria This icon indicates the questions that you can use to assess your own understanding of the work. These questions are adapted from the outcomes. You are told what you should do to prove that you have met the learning outcomes. Prescribed reading When you see this icon, study or read the prescribed book as indicated, before continuing with the next section. Learning outcome This icon tells you how you will benefit in the field of practice if you know the content of the specific learning unit. The outcomes tell you what you will be able to do after you have studied the work. h Feedback This icon tells you what was expected from you when you did the activity. It will not necessarily give you all the facts but will give you guidelines on how to answer the question. Not all of the activities will have feedback because many of the answers are given in your prescribed books. (ix) Conclusion This module is designed to enable you to work with families in the community. It is based on the needs and problems of the family. It covers individuals who are part of the family and the family as part of the community. After completion of this module, together with the practice module, you will be able to take responsibility for practising as an independent community nurse in any community setting. PART 1 THEORETICAL FOUNDATIONS IN COMMUNITY HEALTH 2 Learning unit 1 Concepts and theories/ models in community health Outcomes Since theories/models provide you with the knowledge you need to practise community health in a scientific way, it is essential for you to be familiar with the various theories/models in the field to be able to apply them to community health. When you have worked through this learning unit you will be able to: * * * * 1. 1 describe various concepts in theoretical thinking explain selected theories/models in detail describe the key concepts and themes of the selected theories/models apply the theories/models to community health Introduction While we will discuss theories/models in general in this learning unit, we will also deal with several selected theories in more depth in order to indicate how they can be applied to community health. It is currently accepted that theories form the basis of community health. Since theories provide us with the knowledge we need to practise community health in a scientific way, it is essential for the community nurse to be familiar with the various theories/models in the field and to be able to apply them to community health. 1. 2 Theoretical thinking as a language The terms theory, model, conceptual framework, conceptual model are often used synonymously in literature. The literature reflects various conflicting opinions about the terms, their usage and meaning. According to Polit and Beck (2008:141) a conceptual model or a conceptual framework represents a more informal mechanism for organising and discussing phenomena or concepts, while theories are more formal in nature. Conceptual theories, frameworks and models are composed of concepts or constructs. These concepts or constructs are interdependent because they systematically demonstrate the relationship between variables. A model is a symbolic representation of concepts or variables with an interrelationship. A phenomenon is the abstract concept under study, often 3 used by qualitative researchers, while a concept is a description of the objects or events that form the basis of a theory. Both models and theories can describe and predict the relationship between phenomena. Models and theories are terms that are often used interchangeably in literature. The term theory is often used to refer to the subject content that student nurses must be taught in the lecture room to acquire the information they need to perform the nursing tasks in practice. Researchers such as Polit and Beck (2008:768) define theory as â€Å"an abstract generalisation that presents a systematic explanation about the relationships among phenomena†. Theories include principles for explaining, predicting and controlling phenomena. In all disciplines theories serve the same purpose. This purpose is to make scientific findings meaningful, and to make it possible to generalise. A theory is composed of concepts and constructs that are systematically related and that are also goal-oriented (Stanhope & Lancaster 2006:196). Types of traditional theories include grand theories and middle-range theories. Grand theories describe and explain large segments of the human experience which are very broad. Middle-range theories explain more specific phenomena such as stress, self-care, health promotion and infant attachment. Metatheory is a term used to label theory about the theoretical process and theory development (Polit & Beck 2008:141). Metaparadigm refers to the main concepts that identify the phenomena or ideas of interest to a discipline, in this case the discipline of nursing. They provide the boundaries for the subject matter of the discipline. The metaparadigm concepts for nursing include person, environment, health and nursing (Clark 2008:67). However, current literature suggests that a four-concept metaparadigm for the discipline of nursing is too limited and suggests additional concepts such as transitions, interaction, nursing process, nursing therapeutics, self-care, adaptation, interpersonal relationships, goal attainment, caring, energy fields, human becoming and other concepts. The best-known and most used concepts are however the first four: person, environment, health and nursing. 1. 3 Choosing a theory/model to apply to community ealth Choosing a suitable theory or model is not always an easy task ? especially when most theories are geared towards the care of individuals and were never designed to apply to groups or communities. The theory or model that is chosen must be flexible enough to be adapted to the community health situation and its aim must be to provide guidance for those who practise community health . The importance of the family or community network and the social network must both be clearly reflected, and the theory or model must be realistic and simple enough to understand and apply. In addition, the theory/model should harmonise with the community nurse’s views about the individual, the environment, personal health and community health. You may find that the theory that is chosen may not always fulfil all your expectations and that it may also not be applicable to all circumstances. You may often be required to make adjustments or to develop your own personal model on the basis of existing theories. 4 Activity Explain why community health nursing should be based on a model or theory. h Feedback You should have considered the following points: * * * * * 1. 4 A systematic approach is needed. Theories/models assist community nurses to evaluate health status and to plan, implement and evaluate effective nursing care. The model/theory used directs attention to relevant aspects of the client situation and to appropriate interventions. Epidemiologic models help in examining factors that influence health and illness. Nursing models suggest interventions to protect, improve and restore health. The dimensions model of community health nursing Clark’s (2008:69) dimensions model of community health nursing is one of the few models designed for community health. This model is described in detail in your prescribed book (Clark 2008) and will therefore only be summarised here. This model is a revision of the previously titled Epidemiologic Prevention Process Model. The dimensions model incorporates the nursing process and the levels of prevention as well as an epidemiologic perspective on the factors influencing health and illness. The dimensions model consists of three elements: the dimensions of health, the dimensions of health care and the dimensions of nursing. The dimensions of health include: * * * * * * the the the the the he biophysical dimension psychological dimension physical environmental dimension socio-cultural dimension behavioural dimension health system dimension The dimensions of health care include: * * * primary prevention secondary prevention tertiary prevention The dimensions of nursing include: * * * * cognitive dimension interpersonal dimension ethical dimension skills dimension 5 * * process dimension reflective dimens ion You should study this model to enable you to assess the health status of individuals, families or communities and to guide your nursing interventions. Prescribed book Study chapter 4 in Clark (2008, or later editions), on the dimensions model of community health nursing. Activity (1) Name the three elements of the dimensions model of community health nursing. (2) List the dimensions included in each element. (3) Give an example related to the dimensions in each element that addresses the health of a population group. 1. 5 Orem’s self-care deficit theory of nursing Orem proposes a general theory of nursing which she calls the theory of self-care deficit. Orem’s theory focuses on people’s ability to practise self-care. The dominant theme of her philosophy of health is that people should be empowered and encouraged to practise their own self-care by means of their own efforts or with the help of significant others. Orem’s self-care deficit theory of nursing consists of three interrelated theories: the theory of selfcare, the theory of self-care deficit and the theory of nursing systems. This theory is consistent with community health, based on the following premises: * * * Individuals and groups must accept responsibility for their own health and consequently care for themselves. The community nurse should provide the necessary training and support that will enable individuals or communities to do this. The community nurse should intervene only when a deficit or need arises in the selfcare framework. The World Health Organization (WHO) also strongly emphasises that self-care and selfresponsibility play an important role in achieving the goal of optimal health. 1. 5. 1 Theory of self-care In order to understand the theory of self-care, one must first understand the concepts of self-care, self-care agency, basic conditioning factors and therapeutic self-care demand. Self-care include those activities and decisions which a person undertakes in order to maintain life, health and well-being. These activities are acquired by learning, and they contribute to the maintenance of human development and functioning. 6 Self-care agency refers to the ability of a person to exercise self-care in daily life. The ability to care for oneself is affected by basic conditioning factors: age, gender, developmental state, health state, socio-cultural factors, health care system factors, family system factors, patterns of living, environmental factors and resource adequacy and availability. Therapeutic self-care demand is the sum total of the measures which are called for at a particular time for the promotion and maintenance of health, development and general well-being. In the case of self-care, purposeful actions and steps are taken. Although selfcare should benefit an individual’s health, his or her perception of self-care may not always promote good health, as is the case with a person who smokes in the belief that it reduces his or her stress levels. Self-care requisites refer to the reasons for which self-care is undertaken. The three categories of self-care requisites include universal, developmental, and health deviation. Universal self-care requirements include those processes which are essential for the normal functioning and maintenance of health and life, such as the following processes: * * * * * * having and maintaining sufficient fresh air/oxygen, water and food intake finding the balance between exercise and rest, and having social interaction avoiding dangers and obstacles that can compromise human functioning and well-being promoting human functioning and development in a group roviding care associated with elimination processes and personal hygiene keeping a balance between being alone and social interaction Developmental self-care requisites are divided into two categories: * * The first concerns the maintenance of those conditions which are favourable to a person’s normal growth and development. The second is concerned with the prevention of those negative conditions, forces, influe nces and factors which can hinder and obstruct normal development. Awareness of such requirements reflects a person’s level of development and his or her general capacity for self-care. Health deviation self-care is necessary for preventing illness, injury and retardation. It involves taking whatever steps are necessary for preventing or treating illness or disability effectively. The requisites for health deviation self-care include: * * * * * * seeking and securing appropriate medical assistance being conscious of and attending to the effects and results of pathologic conditions conducting medically prescribed diagnostic, therapeutic and rehabilitative measures attending to or controlling the negative effects of prescribed medical treatment effectively ccepting oneself as being in a specific state of health and in need of particular forms of health care developing and sustaining health-optimising lifestyles 1. 5. 2 Theory of self-care deficit The theory of self-care deficit forms the core of Orem’s general theory of nursing. According to this theory, an adult who is unable to practise self-care requires dependent care; this refers to an adult who does not h ave the ability to meet his or her own needs or 7 only has partial ability to take care of himself or herself. This may happen or example when a person falls ill and this illness generates new demands, requiring the implementation of complex measures and specialised knowledge. Orem cites the following examples of support or help which can be offered in such circumstances: * * * * * acting on behalf of a person or undertaking certain activities for this person until he or she can once again care for himself or herself more independently providing guidance and direction in the new situation providing physical and psychological support creating and maintaining a new environment which supports personal development providing appropriate relevant instructions A self-care deficit occurs where there is a discrepancy between the need for self-care and the ability to manage this self-care. In such circumstances the individual needs to be assisted and educated to administer whatever self-care he or she may need. In short, a self-care deficit occurs when a person is unable to practise appropriate self-care on his or her own or without external assistance. 1. 5. 3 Theory of nursing systems The theory of nursing systems consists of two components: the nursing agency, and nursing systems. The nursing agency refers to the characteristics of people who are trained as nurses that enable them to act, to know and to help others meet their therapeutic self-care demands by developing their own self-care agency. Nursing systems are created when nurses use their knowledge and skills to plan and implement nursing care where there are deficiencies in self-care. The aim of intervention by the nurse is to compensate for the self-care activities which the individual, family or community cannot maintain at an optimal level. These compensatory activities are classified into: * * * The wholly compensatory system where the community nurse becomes the self-care agent to compensate for the client’s inability to maintain his or her own self-care. The community nurse cares for and supports the client wholly. For example, this would happen where a person is in a coma and cannot consciously look after himself or herself. The partly compensatory system where the client is capable of certain self-care measures but only to a limited degree. The aim of health care intervention is to lend support and carry out certain activities on behalf of the client until he or she is able to resume them again. The supportive/educational system where the client can manage self-care but needs the support and guidance of the community nurse. The community nurse regulates the selfcare agent’s performance and development so that he or she can function more independently (George 2002:126). Activity (1) Describe the different components of the self-care deficit theory of nursing. 8 (2) Explain what is meant by a self-care deficit. (3) A mother and her two-month-old baby visit your clinic. The baby is not gaining sufficient weight and the mother appears tired and stressed. Identify the self-care deficit in this particular case. h Feedback You should have covered the following points in your answer: (1) The mother is not able to care for herself with the demands of a new baby. (2) She therefore needs health education and advice on how to handle the situation. 1. 6 Neuman’s systems model/theory According to Neuman, her personal philosophy of helping each other live contributed to development of the holistic systems perspective of the her systems model. Neuman’s theory is based on: * * the two main components of stress and the individual or his or her body’s reaction to that stress the community’s reaction to certain stress factors (stressors) in the environment Neuman based her systems model on a general systems theory and regards the client as an open system which reacts to stressors in the environment. Stressors may be intra-personal, inter-personal or extra-personal. Intra-personal stressors occur within the client system boundary and correlate with the internal environment (eg feelings such as anxiety or anger within a person). Inter-personal stressors occur outside the client system boundary and have an impact on the system (eg stimuli between people such as role expectations). Extrapersonal stressors also occur outside the ystem boundaries, but are further away from the system than the inter-personal stressors (eg work or finances). Environment includes all the external and internal influences that surround the client system. The external environment exists outside the client system and the internal environment exists within the client system: * * * * The client system contains a basic structure or core construct (individual, family c ommunity) which is protected by lines of resistance. The basic structure includes system variables such as physiological, psychological, socio-cultural, developmental and spiritual variables. Penetration of the basic structure results in death. The normal level of health is identified as the normal line of defence which refers to the client’s usual state of wellness and represents stability over time. When the normal line of defence is invaded or penetrated, the client system reacts, for example with symptoms of illness. The flexible line of defence prevents stressors from invading the system and is a dynamic state of wellness that changes over time. It can for example be altered in a relatively short period of time by factors such as inadequate sleep or food. The lines of resistance protect the basic structure and become activated when the normal line of defence is penetrated by environmental stressors. If sufficient energy is 9 * available, the normal line of defence is restored; but if the lines of resistance are not effective, death may follow. Reconstitution involves stabilisation of the system and movement backwards to the normal line of defence. Health care intervention takes place in the prevention modalities, that is the primary, secondary and tertiary levels of prevention. (Clark (2008:67)) Prescribed reading Study Neuman’s model in Clark (2008, or later editions). Activity (1) (2) (3) (4) Explain what Neuman means by client variables. Describe the concepts of line of resistance and normal line of defence. Describe Neuman’s view on health. Define the term stressor. This theory/model can also be applied to community health because a preventive approach is followed and because of its flexibility. 1. 7 Pender’s health promotion model Pender described a model which is applicable to community health in particular. This model is based on principles of health promotion and, to a certain extent, corresponds with the Health Belief Model. Pender’s health promotion model comprises three basic concepts, namely individual perceptions, variables which can influence healthy behaviour and the probability that actions will be taken to promote health: * * * Individual perceptions include factors such as how important health is seen to be, perceptions on control and effectiveness, the definition of health, the state of health, the advantages inherent in preventive measures, and possible obstacles. Variables include factors such as demography, income, literacy, culture and family health patterns. The probability that action will take place includes matters such as ? ? ? ? how highly the person rates or values action any previous experience with health personnel the availability and affordability of preventive services the threat that the condition holds for the individual or family Prescribed reading Study Clark (2008, or later editions), the section on Pender’s health promotion model. 10 Activity (1) Name the variables which can affect the preventive actions that a family and a community may take. (2) Write short notes on individual perceptions and indicate how they can influence health-promoting actions. Pender’s model is applicable to community health because the promotion of health is taken as the starting point and factors which influence the measures for promoting health are defined and emphasised. The model can guide and lead the community health nurse in promoting health. On the grounds of the variables and perceptions that are identified, she/he can make decisions on the degree of intervention that is necessary. For example a degree of knowledge and motivation may seem necessary to allow the community to take certain promotive actions, or to decide whether or not the available options are acceptable. The community health nurse’s task could then be to give the community the necessary information or to influence them to modify perceptions that are detrimental to their health. Depending on the specific problems or behaviour that deviates from a healthy living pattern, the culture of the community, the level of literacy and so on, the community health nurse can plan a programme or develop his or her own model based on Pender’s promotive model. (Clark 2008:257) 1. 8 Gordon’s functional health pattern framework Historically, conceptual models in nursing have employed Gordon’s health-related behaviours and developed them into an assessment model with 11 functional health patterns. Your prescribed book (Edelman ; Mandle 2006) uses this framework throughout in the assessment of each developmental stage. The 11 functional health patterns include: * * * * * * * * * * * pattern of health perception-health management nutritional-metabolic pattern elimination pattern activity-exercise pattern sleep-rest pattern cognitive-perceptual pattern self-perception-self-concept pattern roles-relationships pattern sexuality-reproductive pattern oping-stress tolerance pattern values-beliefs pattern (Edelman ; Mandle 2006:131) Read Edelman and Mandle (2006 or later edition), the section on functional health patterns: assessment of the individual. 11 1. 9 Conclusion Various theories/models applicable to community health were discussed in this learning unit. It is very important that you as a community hea lth nurse have an understanding of these theories/models and how they could be applied to community health. Assessment criteria (1) Define the following terms: ? ? ? ? ? theory model conceptual framework phenomenon concept (2) (3) (4) (5) 6) Define the different constructs of Orem’s theory. Explain the defence mechanism in Neuman’s theory. Describe the principles on which Pender’s promotion of health model are based. Name the three elements of the dimensions model of community health nursing. Name the dimensions of the dimension of health in the dimensions model of community health nursing. (7) List the functional health patterns in Gordon’s functional health pattern framework. Note: Application of selected models/theories will be assessed in part 2 of the study guide. 12 PART 2 THE INDIVIDUAL AND FAMILY AS CLIENT 14 Learning unit 2 The family as client Outcomes When you have worked through this learning unit you will be able to: * * * * * * * 2. 1 describe the concept of family describe the structure of the family describe different family types and their characteristic features describe the stages of family development discuss family functions describe the family as a social system discuss cultural values in the family Introduction The family is the basic social unit in any community. Family members usually share living arrangements, responsibilities, goals, the continuity of generations, and a sense of belonging and affection. How well a family works together and meets any crisis depends on the composition of the family (the structure), the activities or roles performed by family members (the functioning) and how well the family is able to organise itself against potential threats. 2. 2 Describing the concept of family Clark (2008:318) states: â€Å"A family is a composed of two or more persons who are joined by bonds of sharing and emotional closeness and who identify themselves as being part of the family. Unlike those of other social systems, family relationships are characterized by intimacy, emotional intensity, and persistence over time. ‘ Santrock (2006:216) states: â€Å"[The family is] a social system, a constellation of subsystems defined in terms of generation, gender and role. Divisions of labour among family members define particular sub-units, and attachments define others. Each family member is a participant in several subsystems. Some are dyadic (involving two people) some polyadic (involving more than two people). † Stanhope and Lancaster (2006:322) refer to the following definition: â€Å"A family refers to two or more individuals who depend on one another for emotional, physical, and/or financial support. The members of the family are self-defined. † 15 Activity Ask different members of the multi-disciplinary health team to define family. Analyse the responses for similarities and differences. 2. 3 Structure of the family Family structure is the organised pattern or hierarchy of members that determines how they interact. Components of a family structure include the role of each family member and how they complement each other, the family’s value system, communication patterns and power hierarchy. The family structure influences the way that a family functions. Allender ; Spradley 2005:526) The genogram shows family information graphically in order to view complex family patterns over a period of time, usually three generations or more. d. 1956 Heart Peg 71 Housewife Al 72 Grocer Sue Housewife John Steelworker d. 1982 Cancer Mark 37 Engineer Jan 36 Housewife Jim 9 Jack 46 Mechanic Mary 16 Pat 41 Waitress Married 1979 Steve 18 Clerk Earl 17 Student Detroit Fig 2. 1 Genogram Source: Allender ; Spradley (2005:528) Nan 4 Married 1977 Divorced 1979 Joe 45 Teacher Sam 20 Student Lou 13 Los Angeles Married 1983 Ann 39 Nurse Pam 11 16 Activity Draw a genogram of your own family. 2. 4 Types of families There are many family types and a family type may change over time as it is affected by birth, work, death, divorce and the growth of family members. * * * * * * * The nuclear conjugal family. The traditional nuclear family structure consists of a husband, wife and children. Most young people move away from their parents when they marry and form nuclear families (no grandparents, aunts or uncles live in the home). The nuclear family is found in all ethnic and socio-economic groups, and is accepted by most religions. Today the number of nuclear families is declining as a result of the increase in divorce, single parenthood and remarriage, the acceptance of alternative lifestyles, and greater disparity. The extended (multi-generational) family. The extended family includes the nuclear family as well as other family members such as grandmothers, grandfathers, aunts, uncles, cousins and grandchildren. The advantage of such a family is that it means more people may serve as resources during crises and also provides more role models for behaviour and learning values. The single parent family. Single parent families consist of an adult woman or man and a child or children. Single parent families result from divorce, out-of-wedlock pregnancies, absence or death of a spouse, or adoption by a single person. A health problem in a single parent family is almost always a serious matter, because there is no backup person for childcare when the parent is ill. The blended family. The term blended family refers to a remarriage or a reconstituted family, where a divorced or widowed person with children marries someone who also has children of his or her own. Children of blended families are exposed to different ways of living and also have increased security and resources. They may become more adaptable to new situations. However, rivalry may arise among the children for the attention of a parent or there may be competition with the step-parent for the love of the biological parent. The communal family. The communal family is made up of groups of people who have chosen to live together as an extended family group. Their relationships with each other are motivated by social values or interests rather than by kinship. Because of the number of people present, members may have few set traditional family roles. The values of commune members are often religiously or spiritually based and may be more oriented to freedom and free choice than those of a traditional family structure. The cohabitation family. The cohabiting family consists of two persons who are living together, but remain unmarried. They may be heterosexual or homosexual. Some such relationships are temporary but others are long-lasting. Reasons for cohabitation include the desire for a trial marriage, the increased safety that results from living together and financial factors. The single alliance family. Many single young adults live together in shared apartments, dormitories or homes for companionship and financial security. Although these relationships are often temporary, they have the same characteristics as cohabitation families. 17 * * The homosexual family. The homosexual family is a form of cohabitation where a same sex couple live together and share a sexual relationship. Such a relationship offers support in times of crisis that is comparable with that offered by a traditional nuclear or cohabitation family. The foster family. Children whose parents are unable to care for them are laced in a foster home by a child protection agency. Foster parents usually receive remuneration for their care. Foster families may also include the parents’ own biological or adopted children. Foster care is theoretically temporary until children can be returned to their own parents (Clark 2008:318). Prescribed reading Read Clark (2008, or later edition), types of families. 2. 5 Stages of family development Stage 1: Beginning family During this first stage of family development, members work to accomplish three specific tasks: * * * to establish a mutually satisfying relationship to learn to relate well to their families of origin f applicable, to engage in reproductive life planning The first stage of family life is a tenuous one, as evidenced by the high rate of divorce or separation of partners at this stage. The time frame for this stage extends from marriage to the birth of the first child. Stage 2: The early child-bearing family The birth or adoption of a first child is usually an exciting yet stressful event in a family. It requires economic and social role changes. The duration of this stage is from the birth or adoption of the first child to 30 months after this date. The following developmental tasks are usually accomplished during this stage: * * * he establishment of a stable family unit the reconciliation of conflict regardin g developmental tasks facilitating developmental tasks of family members Stage 3: The family with pre-school children A family with pre-school children is a busy family as children at this age demand a great deal of time related to growth and developmental needs and safety: accidents are a major health concern at this stage. The time frame for this stage is when the oldest child is two to five years of age. Developmental tasks during this stage include: * * * integration of second or third child socialisation of children beginning of separation from children 18 Stage 4: The family with school-age children Parents of school-age children have the major responsibility of preparing their children to be able to function in a complex world. At the same time they have to maintain their own satisfying marriage relationship ? this can be a difficult time for a family. Many families need the support of tertiary services such as friends, church organisations or counselling. The time frame for the family with school-age children is when the oldest child is 6 to 13 years old. Developmental tasks during this stage include: * * * separation from children to a greater degree fostering education and socialisation aintenance of marriage Stage 5: The family with teenage/adolescent children The primary goal for parents with teenagers differs considerably from that of the previous developmental stages. Family ties must now be loosened to allow adolescents more freedom and prepare them for life on their own. Rapid technological advances have increased the gap be tween generations ? this can make stage 5 a trying time for both parents and children. Violence, accidents, homicide and suicide are the major causes of death in adolescents ? and death rates from HIV are growing. This places a still greater responsibility on the family. The time frame for this stage is when the eldest child is 13 to 20 years of age. Developmental tasks of this stage include the following: * * * maintenance of marriage development of new communication channels maintenance of standards Stage 6: The launching centre family For many parents this stage when children leave to establish their own households is the most difficult. It appears as though the family is breaking up and parental roles change from those of mother and father to guideposts. The parents may experience a loss of self-esteem as they feel themselves replaced by other people. For the first time they may start feeling old and less able to cope with responsibilities. The time frame for this stage is from the time the first child leaves home to the time the last child leaves home. The following developmental tasks should be accomplished during stage 6: * * * * * promotion of independence integration of in-law children restoring of marital relationship developing of outside interests assisting own aging parents Stage 7: The family of middle years At this stage a family returns to a two-partner nuclear family, as before childbearing. Some partners see this stage as the prime time of their lives with the opportunity to do things they never had time or finances for, such as travelling and hobbies. Others may experience this time as a period of gradual decline without the constant activity and stimulation of children in the home and may experience the â€Å"empty nest† syndrome. Support people may 19 also not be as plentiful as earlier in the parents’ lives. The time frame for this stage is from the time the last child leaves to retirement. Developmental tasks for this stage include: * * * developing leisure activities provision of a healthy environment ustaining a satisfying relationship with children and grandchildren Stage 8: The family in retirement or older age The number of families of retirement age is increasing rapidly, with people living longer as a result of advanced technology, medical research and increasing health consciousness. Family members of this group are, however, more apt to suffe r from chronic and disabling conditions than people in the younger age groups. The time frame for this stage lasts from retirement to death. Developmental tasks include the following (Clark 2008:323): * * * maintaining satisfying living arrangements adjusting to reduced income djusting to loss of spouse Prescribed reading Study Duvall’s and Carter and McGoldrick’s stages of family development in Clark (2008, or later editions). 2. 6 The family as social system All families share certain characteristics. Every family is a social system with its own cultural values, specific roles, functions and structure and each family moves through recognisable developmental stages. A social system consists of a group of people who share common characteristics and who are mutually dependent. What affects one member affects the whole family, and vice versa. Families have certain features that differ from other social systems: * * * Families last longer than many other social systems. F amilies are inter-generational social systems consisting of three or sometimes four generations. Family systems include both biological and affinal relationships (relationships created by law or interest). Biological aspects of family relationships create links to a larger kin group that are not found in other social systems. A social network support map gives a detailed display of the quality and quantity of social connections. The community nurse can use this to help the family understand its support systems and to form a basis for nursing interventions. 20 Fig 2. Social network support map Source: Allender ; Spradley (2005:528) 2. 7 Cultural values in the family The cultural values in a family can have a major influence on how a family views health and health care systems. Each new generation takes on the values of the previous generation, passing traditions and cultures from generation to generation. A family’s cultural values and behaviours can either facilitate or imped e the promotion of health and prevention of disease. Prescribed reading Read Clark (2008, or later editions), the chapter on the cultural context. Activity (1) Apply the four principles of cultural assessment to the family. 2) Discuss culturally competent care. h Feedback Note the following points: 21 (1) You needed to view the culture in the context in which it developed, examine the underlying premise of culturally determined behaviour and the meaning of behaviour in the cultural context. There is a need to recognise intercultural variation. (2) You needed to define cultural competence, consider the characteristics and challenges of cultural competence and the modes of culturally competent care. 2. 8 Family functions Family functions are the activities that a family performs to meet the needs of its members. These needs include basic needs such as food, clothes, housing, emotional support and guidance. All families ? regardless of the type of family ? have in common these basic needs that require a family to function in certain ways to ensure family survival. As the social system changes, the family system has to adapt if it is to meet individual needs and equip its members to participate in the social system. The family is a hierarchical system which is usually built on kinship, power, status and privileged relationships that may be related to age, gender, personality and health. All family functions can be reduced to two basic ones: * *

Violations at the workplace Case Study Example | Topics and Well Written Essays - 750 words - 37

Violations at the workplace - Case Study Example In this case, the informal complaint did not cause OSHA to send a letter, but the inspector showed up nonetheless. The important thing is for the inspector to show a warrant that allows him to carry out any inspection in the workplace. In fact, the Supreme Court declared that no OSHA inspections should take place without the availability of a warrant or consent to enter a workplace for inspection (Bailey et al., 2008). Further, the individual is grumpy and well known for his disgruntlement, which is something that should be taken into consideration. If more than 80% of complaints are false, the inspector cannot continue acting without consulting the management. OSHA requires a warrant at this time because the issues the disgruntled employee reported could be dealt with at the corporate level (Lasowski, 2010). Having to ask for an inspection because of a disgruntled employee will inconvenience the management, and it is important that the OSHA inspector sits with the management and dis cusses the issues taking place. This will also lead to consented inspection to prove that the company has taken into consideration everything discussed and complained about by the employee. After the inspector leaves, I will take the initiative to sit down with the employee and discuss issues at the workplace. The employee must respect the rules and regulations at the workplace, and offer undivided support towards the accomplishment of goals within the organization. If more than 80% of complaints are false.

What is the CAPM and of what practical use is it Essay - 3

What is the CAPM and of what practical use is it - Essay Example According to CAPM, the expected return of a portfolio or a security is considered to be equal to the rate of a risk free security plus a premium for the risk factor. The risk factor is mainly calculated by taking a measure of risk called as beta in the model of CAPM. Beta is considered to compare the returns on a particular security to the market return. The formula for the CAPM is as follows: The development of the CAPM was mostly to explain the pricing of risky securities in the market. It is considered as a more practical approach to stock valuation as compared to the Markowitz theory which is considered to be more theoretical (Armitage, 2005, p. 51). The assumptions of the Capital Asset Pricing Model are as follows: I) It is considered that investors in general tend to maximize the utility of their wealth. The preferences of investors are taken into consideration through the concept of utility in the CAPM. Investors considered to be more willing to take risks are considered to have increasing marginal utility with regard to wealth while investors who are considered to be risk averse tend to have less preference for incremental wealth when it is considered to be associated with higher risk. II) It is considered that investors in general show similar expectations with regard to return and risk. It is considered in this regard that if investors do not have similar expectations, there will be no homogeneity in the conceptions of investors and as such no single efficient frontier line will apply to all investors. III) It is held that investors tend to make investment decisions on a rational basis depending on their preference for return and risk. Risk is considered to be mainly measured by two factors such as variance and mean. CAPM is considered to assume that rational investors tend to diversify away unsystematic

Net Present value Essay Example | Topics and Well Written Essays - 1250 words

Net Present value - Essay Example There are various methods available for appraisal of a project like Net Present Value, Pay back period and others. Here we are using NPV and payback method to analyze the project. Let us start with NPV method. NPV method recognizes the fact that a pound today is worth more than a pound tomarrow. NPV is ‘a calculation in dollars of the present value of all future cash flows from a project. It is roughly analogous to the concept of profit.’(Gary Heerkens, page 59) The total production per week is 1000 units and accordingly 52000 units for the year. As per information provided the contribution or profit per units will be  £0.20 and as the sale for the year is 52000 units, total contributions towards profit is  £10400. As the fixed operation cost will get reduced to  £ 20000 on installation of equipment, the contribution after meeting variable cost would be £ 30400 for each of 10 years except for 5th year, when the unit will be closed for overhauling for 4 weeks. In the fifth year the contribution will be  £29600. As there will also be an overhauling cost of  £8000, the net profit will reduce to  £1600 as compared to  £10400 in each year. However, in the 10th year the residual value of equipments of  £1000 will increase the profits to  £11400. These profits represent cash inflows for each year as depreciation on equipment has not been considered for calculation of such profits. These cash flows have been discounted at the rate of 20% (PVIF table multipliers for each year) in order to calculate the present value of cash inflows from the project.

Research and Product Development Essay Example | Topics and Well Written Essays - 250 words

Research and Product Development - Essay Example On the other side, the collaboration could be disadvantageous to either both or one of the companies. A one sided effort is an example of how one of the companies could be disadvantaged in the collaboration, with only one company ripping all the benefits at the expense of the other. Cultural differences between the companies can also affect the whole process to the extent that the research goal is not met hence both companies losing out. An industry can gang up on one company that comes up with new technology because of market competition. The industry may feel that the introduction of a new technology on the market would reduce their customer base that would reduce their profits. Therefore, companies may come together and gang up against the new company with the new technology to deny it market access and availability. The ganging up by the industry may cause the company with the new technology to allow it to be more open for the market due to aggressiveness. The new technology may stand the gang up and create profits and awareness for the new company (McKelvey,

Business objectives from an ethical perspective Essay

Business objectives from an ethical perspective - Essay Example Business objectives from an ethical perspective In order to achieve its objectives rightly, there are important measures a business has to refer to in its quest to achieve set objectives, these are the business ethics. Business ethics refers to a certain kind of applied or professional ethics, whose role in business is to make an examination of the manner in which moral values are followed in the business environment. It is important that a business, having set its objectives, devise ethical values to govern the manner in which it conducts its internal and external activities in achieving its set objectives. Business ethics defines the manner in which a business treats its staff, manages their affairs and responds to arising issues satisfactorily. At the same time, business ethics plays an important role in the way a business relates with its external environment, it ensures that competition is done in the best interest of all players in the industry. If a business fails to observe business ethics, then it is bound to affect its i nternal and external business operations including a possible confrontation with its stakeholders. Pfizer being a global company; it has a global vision of researching, manufacturing and delivering medicines for all people around the world. In this understanding, the company has created a statement upon which it operates, that is, â€Å"good health is vital† to all people. It has a major corporate objective of producing medicines that can prevent several diseases, currently; the company is working extensively to produce medicines that can cure and prevent some of the world’s most terminal diseases like Alzheimer’s and cancer among others.

Student Accomodations in Lesson Planning Essay Example | Topics and Well Written Essays - 750 words

Student Accomodations in Lesson Planning - Essay Example This emphasis on creating hopes in students' heads so that they can work to make them into a reality is a contrast to putting all our energy into developing and creating an effective subject-centered lesson plan. Cooperative learning is effective in IEP education because hey help students to communicate and socialize. In contrast to other lesson formats, cooperative learning is based on discussions and group work. The main similarities between these formats are that they set clear objectives and require instructions; they check understanding and have a practical application step. The main difference is that discovery lesson and cooperative learning models require additional equipment and assessment, while a critical thinking model uses evaluation step. It means being totally involved, completely engaged in doing one's schoolwork. It means total attentiveness and participation in the learning activity (Bateman, 2006). 2. The essential elements of IEP are general intelligence, emotional intelligence, academics: health issues and effective communication. Also, each EIP should have clear ejectives and aims, measurable and observable behavior and stipulated assessment criteria. In a standardized lesson format, a critical thinking model can be used as a frame work of the lesson plan. ... del implies sessions in which teachers encourage students to imagine what it would be like to be successful (including how it might be scary in some ways); how they would feel to know the subject well, to get a good grade, to get approval from their parents and teachers. Students as well as athletes need hopes; not just problems, not just the current reality (Irvine et al 2000). Cooperative model can be a part of the lesson required discussions and personal opinion. Students can begin to focus on improving those areas that are particularly retarding their school success, whether it be some character trait, a health issue, self-management skills, self-defeating ways they think, writing skills, and so forth. To do that, a student is going to have to learn to ask for and accept help from the school. And the school and community, from their side, must be prepared to give the help students need. For example, if a student sees that he has a problem with alcohol that is getting in the way, somewhere in his world there has to be people and programs waiting to respond. The general accommodations for students should involve the use of yellow chalk to reduce glare, the teacher should repeat words written on the blackboard, it is better to use only black print handouts, alternative assignments should be proposed to students who cannot follow the lesson plan. A special attention should be paid to starting, lighting, timing (extended time for tests and more breaks), repeat presentations and immediate response, special test preparation. Sorting students by ability, past achievement, or skill, or whatever, narrows the range of diversity in a classroom and enables teachers to gear materials, assignments, and content to the students' capabilities, interests, and styles. Moreover,

(Depend on the play) Movie Review Example | Topics and Well Written Essays - 500 words - 1

(Depend on the play) - Movie Review Example Its capability to transform simple objects into more valuable things tickles one’s imagination. It challenges character for one to be who he is not, where ever, whenever. The magic that happens on stage can be deemed contagious, especially when the pixie dusts of theatre arts touch the mind, heart and soul of the audience. First impression lasts, they say, but as for the play Midsummer Night’s Dream, it dominates. This first impression pushed the button of audience enthusiasm by simply creating impact from the set design and overall ambience of the theatre. The stage was set with a mini stage, circular with small wall- like structures and with three overlapping ramps. The set was white and glittery which created a magical feel for the magical play that it is. The different lighting designs created moods for scenes. It perfectly falls on the white palette of the stage. The music engaged the audience to their emotions while watching the play. The simple wonders crafted from set, music and lights design gave amazing effects to the ambience of the play, and improved overall performance. Speaking of performance, the actors were impressive. Individual characterization was effective. The actors seem to be in real connection to the fictional character that they are portraying. Line mastery is essential in acting but to transcend with it is the bigger challenge. To achieve the desired effect to the audience the actors need to commit to the character, in such a way that even their nails embody the nails of the portrayed character. The characters optics, kinesics, and movement are also some essentials that were excellently achieved by the actors. Costumes also greatly contributed in the production value and effectiveness of the production. Midsummer Night’s Dream is a fantasy play with queens, kings, fairies, and the like. The intricately designed costumes talk about the personality of the character the moment the actor stands on stage. Props are

Wool Trade Research Proposal Example | Topics and Well Written Essays - 1250 words

Wool Trade - Research Proposal Example A need for food imports to a certain extent was the consequence of this practice.2 The industrial revolution is generally viewed as a continuous, self-sustaining process of economic growth with the presence of production and consumption.3 However, there is evidence leading to the point that standards of food consumption of the rural poor has deteriorated to a predominantly bread and cheese diet since the enclosure system took away their pasturage and land.4 The occurrence of the Industrial Revolution created an impact contrary to that of agrarian revolution. The industrial Revolution opened the doors for enterprise and industry in which the Enclosure removed the opportunity of the small man.5 Before the eminence of wool trade, most European countries made cloth for domestic consumption although certain areas produced looms and dyeshops which found a market al over Europe and the Near East.6 With all these scenarios, certain forms of agrarian organizations detached themselves from the general picture and continued on with the traditional feudal setting. The medieval village continued to be self-sufficing despite the economic transformation of the social system and produced the bulk of food.7 It was England which was the largest and most imp... This paper aims to look at how the First Enclosure act influenced the industrial revolution of the 19th century which led to an industry that led to progress. Statement of the Problem This study seeks to determine how the First Enclosure act influenced the industrial revolution of the 19th century which led to an industry that led to progress. Specifically, it aims to answer the following questions: 1. What are the factors that led to the progress of the wool trade in the 19th century 2. How did the wool trade sustain the transformation of the mode of production from self-subsistence to capitalist production 3. How did the first enclosure act safeguard the emergence of the industrial revolution of the 19th century Significance of the Study This study is significant to a number of persons within the same domain as its theme, such as students and future researchers. For the students, it can help them further understand the relevance of the wool trade in relation to the bourgeoning of the present trade liberalization policies and practices. For future researchers, this study can serve as a secondary material in their furtherance of a research on the similar subject. Members of the academe can benefit from this study by making it a reference material on related subjects. Conceptual Paradigm The conceptual paradigm of this study operates in the illustration below: Research Methods The methods to be employed in this research are descriptive-qualitative method, historical analysis, and case studies. As a qualitative research, the study is concerned with process rater than outcomes or products.9 As a historical research, the historical analysis to be employed is based on the systematic collection and evaluation of data related to past occurrences in

Todays Changing Families Essay Example for Free

Todays Changing Families Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parents play a crucial role in almost every aspect of a child’s development, especially because they are the first people who get to teach them basic knowledge from the time of their birth. They are the ones who teach them, or at least, helped them learn, basic skills such as walking, speaking, and other things that they can use for the development of other skills. Aside from directly teaching or training them to these basic skills, the presence of the parents also contributes to the child’s emotional state. Parents who give their children their full attention would be a factor for to the child’s happiness, usually resulting to children who are generally more lively and expressive of their own feelings. The emotional state of a child is extremely important to give time to because it ripples almost to all the other areas of the child’s life. It affects the child’s motivation to do other things, including the manner by which he or she deals and intereacts with peers. Lack of proper nurturing may result in an unhappy child and may develop in other behavior problems. In recent years, depression in children, from infants to pre-schoolers, had been recognized as a clinical disorder similar to depression in adults. This can be characterized by a child’s lack of facial expression, temper problems, frequent tantrums, and other symptoms. Usually, this condition arises because of the lack of time devoted by the parents for their children. Another reason could be various family problems that can even prove to be traumatic to a child’s memory, resulting to fears and other behavior problems. Family problems are commonly attributed to conflicts between parents for different   reasons. These conflicts may develop into bigger and chronic relationship problems that could lead to divorce and separation whose unpleasant effects would fall on the child, as such problems would render the important development stages unattended to. This is to add to other traumatic experiences that the child may experience along the process. Not only quarrels between parents can affect the child’s emotional state. When both parents are working, they may not be able to spend quality time with their children. Usually working parents seeks the help of caretakers during the day which would take the place of the nurturing that should have come from the parents. There are available daycare schools that offers this services, but it is argued that the development of a child is still better handled by his or her own parents. Parents who work during the day most probably would not get to know their children well, as they are not physically involved in taking care of the child, and this proximity plays an important role in the development of their relationship. When a child is inflicted with depression, it can manifest in different ways. Usually this would come in the form of tantrums or anger, and would try to get the parents’ attention as much he or she could. The child would try harder to do get their attention when the parents do not give it already, but when they child was still not able to get the attention he or she wants, the child may give up and go to a state where the child distances himself from the parents. This is considered as the children’s defense mechanism against the possible future emotional pain that can be inflicted once the attachment grows and the parent does not give enough attention to the child. Quality time as an important factor Spending time with children is vital in order to achieve a healthy relationship between parents and their children. This will not be possible if the parents themselves are not ready to parenting life, or are just plainly immature to handle the responsibilities that being a parent entails. Raising children requires a lot of time and sacrifices for both parents and should be very well planned as part of family development. Some even consider parenting as a career choice and deems it necessary to choose between a job and being a parent. Quality time could be difficult to come by when both parents are busy doing their own jobs. As such, the relationship between parent and child may not be well enough for a healthy growth of the child, as it could end up as the child feeling unloved and neglected. Usually the parents try to compensate their lack of time by rewarding the child with material things, but it is only a matter of time before the child realizes that it’s not really what he or she wants. These are the cases in which the parents may not know a lot about the child’s personal life, even when the child has grown to an adult, as personal involvement was not encouraged nor practiced. Also, when both parents are too preoccupied with their own concerns against each other, such as feelings of jealousy and anger out of his or her partner, they may both end up neglecting the social and emotional needs of their child. Coupled with traumatic quarrels, this may well mark to the child’s memory and something he or she does not want to look back on. Effects of Divorce Usually the main issues during during events of divorce are the differences between the parents. But the effects of divorce to a child’s mentality is different, and would require a close inspaction. Divorce needs to be viewed as a permanent condition that goes far beyond the issues about custody and arrangements between their parents. During a study, it is found out that children who had divorced parents got into drugs and alcohol. Also, it was found out that these children have the fear of intimacy and generally became loners. Aside from this, it is revealed that one-third of these children finished only up to high school education. Role of parents with the child’s education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since the parents are considered the first teachers of their children, they play vital role in the schooling of the child. It had been studied that the involvement of parents with school activities greatly improves the children’s learning abilities. In this regard, schools are encouraged to foster and maintain activities involving the parents of the students. These activities includes family days where the parents would visit the school for a gathering and get to know the other parents of the students. Also, some schools have associations for teachers and parents that serve as a venue to air concerns and suggestions as how to improve the leadning processes of the school.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is true for all levels, including elementary, high school and university. Activities are not limited to those inside the school as parent-involvement through helping in school work taken at home can also help. Aside from it creating a bond between the child and the parents, it helps in the child’s education. During times that the parents visit the school, it is vital that they get to communicate with the teachers so they can form an understanding and assessment as to how a child had been doing. This way, any problems can be discussed and addressed accordingly. References CBC News. (May 4, 2004) Fewer Canadian marriages end in divorce. Retrieved February 27, 2008, from http://www.cbc.ca/canada/story/2004/05/04/divorce040504.html Child Development Institute. Research Shows Parent Involvement in Education Important To Student Success. Retrieved February 27, 2008, from http://www.childdevelopmentinfo.com/ Divorce Law FYI. What is Divorce? Retrieved February 27, 2008, from http://www.divorcelawfyi.com/ Divorce Magazine. Divorce Statistics. Retrieved February 27, 2008, from http://www.divorcemag.com/statistics/statsUS.shtml Divorce Source Website. Stark Legacy of Pain for Kids of Divorce. Retrieved February 27, 2008, from http://www.divorcesource.com/CA/ARTICLES/starky.html Madison Libraries. Children of Divorce Research Guide. Retrieved February 27, 2008, from http://www.college.library.wisc.edu/research_guides/childdivorce.shtml