Dana Schutz's Emmitt Till

Introduction

A canvas by Dana Schutz ‘Emmitt Till’ received numerous criticism due its perceived racial insensitivity (Siegel, and Jörg, 2006, 118). The canvas displays the disfigured face of Emmett Till, a 14 year old boy viciously killed in 1955 after he was dishonestly accused of seducing a white woman. The artist belonging to the black art community did not take the painting lightly and accused Dana Schutz of using black suffering as a means of making profit. This essay looks into all the issues revolving around the framework of the painting using Discourse Analysis I and II.

Analysis

According to Rose, (2016,135), specific psychoanalytic approaches to pictorial images suggest that some mechanisms of psychoanalysis does not focus on the impact a writer or in this particular case an artist makes on certain group of people in the community or the social structure variances existing within communities. This argument exists due to two aspects: first of all, psychoanalysis can fail to cover all kinds of social variances, for example, race, and economic class. Secondly, some psychoanalysis mechanisms pay attention to psychic, social construction and the resulting outcomes from the differing variances between the two aspects. Conversely, the same concept applies to the Dana Schutz painting. From a psychoanalysis perspective, a critic can miss the mark while addressing the pertinent issues surrounding the painting. In addition, Discourse of the painting would only capture the author’s meaning while assuming the society’s interpretation of the meaning of the painting. Therefore, psychoanalysis cannot capture thoughts and underlying meaning at ago. Simply put, an artist work can fail to capture discourse by applying some methods of mechanisms of application.

 In terms of intertextuality, the painting fails to capture public discourse consequently intertextuality falls out of place. As stated earlier, the artist depicted an image of Emmitt Till whose death was as a result of racism. Therefore, the artist ignored the background context the image carried and its influence on the actual painting. Hence, the meaning of the image in relation to racism and police brutality failed (Rose, 2016, 136) to create a persistence theme. For this reasons the image received criticism from various black American community members. It is vital to note that intertextuality comes into place after an image carries the same meaning regarding other images.

Looking closely at the image by Dana Schutz, ‘Emmitt Till’, it is hard defending it from the scathing attacks of other artists. The artist was insensitive while creating the image. Since time immemorial, black Americans experienced various forms of police brutality accompanied with racial discrimination and mistreatment from the some members of the white community. After missing the discourse and intertextuality, the artist failed in generating power using discourse (Rose, 2016, 137). Power fuels influence and influence has the potential of making the image relevant for a long time to come. Discourse has the ability of generating curiosity and push discussions and issues pertaining an image. Thus, the lack of discourse led to the image lacking power to change or influence and later have a mark in history.

 In summary, the painting was an insensitive and inconsiderate of the black community it failed to capture attention and display the thoughts of people through discourse. Dana Schutz failed to capture her intention and nobody seems to care about her point of view. Therefore, the art did not gain any traction from any section of the community.

Reference

Rose, Gillian. Visual methodologies: An introduction to researching with visual materials. sage, 2016.

Siegel, Katy, and Jörg Heiser. Dana Schutz: Paintings 2002-2005. Rose art museum, 2006.

  Piaget and sensorimotor development

 Introduction

            Sensorimotor development is a milestone that is characterized by intellectual growth, change in behaviors, symbolic abilities, and mental representation. The stage of sensorimotor development was developed in 1936 by Jean Piaget. During this period, psychologists focused on the theory of behaviorism to understand the connection between behaviors and the environment. However, there was an intellectual movement that influenced the psychologists in studying cognitive psychology or the mental processes from childhood to adolescence. When Piaget was fifteen years, he was struggling with an identity crisis and during this period, he had a vision of becoming a biologist and he started to study epistemology and to write a philosophical novel.  During his studies, he developed an interest in the nature of thought, psychological experiments, philosophical thinking and psychology of intelligent. In studying intellectual development and intelligence in children, he wrote two books one of them being on the sensory development.  He confirmed that in the first two years of child's development, children encounter six sequential stages and these stages help them use inborn skills and abilities to understand the world around them.

 In the first 2 years of child development, children experience a rapid cognitive development that is characterized by a change in behavioral patterns, use of symbols and mental representations. The sensorimotor development stage is significant as it empowers further cognitive development or in other words, children develop cognitive skills which help in future cognitive growth (Haaften, Korthals & Wren, 1997). In studying cognitive development, Piaget was interested in understanding the cognitive skills in children and how they develop memory and thinking. Psychologists who were involved in the cognitive domain had a common perspective that the cognitive domain is characterized by beliefs and truth values unlike in other domains such as moral domain where things are judged as good or bad. Piaget claim was that cognitive development is the foundation of the information processing which enables one to solve problems. Thus, he focused on cognitive development on the working memory, speed and quality processing, perceptual abilities, and neurological constraints. Piaget used a unique approach in interpreting the cognitive development since he believed that cognitive development starts during the first two years or in other words, this is the period in which children begin to understand the concepts such as the object, time, number and more (Haaften, Korthals & Wren, 1997). Piaget also believed that to understand early cognitive development, one should observe the interaction between the subjects with objects and observe the subject's activity.  He argued that these sources of knowledge provide both empirical and logical knowledge and both are important in understanding cognitive development.

 In the cognitive domain, Piaget developed broad stage sequences with specific age estimates. He proposed four stages in which children move through. They include the sensorimotor stage- the first two years when children understand the world around them, interact with the environment, and make discoveries through sensory experience (Haaften, Korthals & Wren, 1997).  The second stage is the pre-operational stage when children aged 2 to 7 think concretely and symbolically, they improve in language and thinking and they interpret things with respect to other's perspective.  The third state is the concrete-operational stage and at this stage children aged 7 to 11 years think logically, and they use inductive reasoning.  The last stage that Piaget developed in the cognitive domain is the stage of formal operations which states that at the age of 12, children are able to think abstractly about ethical issues, moral and philosophical issues (Haaften, Korthals & Wren, 1997). They are able to use deductive reasoning, solve problems using multiple solutions and create systematic plans. The purpose of describing these stages is to show that Piaget established several dimensions that characterize normal development. These stages have sub-stages and the paper will look on the sensorimotor stage and its sub-stages. 

 The sensorimotor stages (first 2 years)

 Simple reflexes

 Simple reflexes stage occur during the first month. During this period, children are involved in various activities such as sucking fingers, bodily movement and crying, among others (Chapman, 1988). From the reading, Lucienne and Laurent started sucking their fingers immediately after birth and they continued with this activity until the end of the first month.  On day two, the children were able to develop sucking movements such as moving their heads to search for the breast and by day 3, they were able to suck the nipple. However, the sucking of fingers, the bodily movement and the ability to suck the nipple were not directed to any goal or in other words there was no true intention in these activities.

Primary Circular reactions

 In this stage, children aged 1 to 4 months develop sensory coordination or in other words, they are able to focus on own body when doing the activities. For example, Lucienne and Laurent were able to notice the effects of their actions through forward-looking. They were able to hear, see, listen, and to grasp during the second month. Generally, in the primary circular reaction, children create coordination in the motor scheme and the sensory scheme (Chapman, 1988). For example, by the third month, children are able to coordinates vision with bodily movement, and to grasps visible objects. 

Secondary Circular Reactions

  In this stage, children aged 4 to 8 months repeat activities such as pulling strings, shaking an object and other activities that are goal-directed (Rathus, 2018).  The activities are characterized by intelligence and the desire for recreation.  Children are not able to achieve the true intentionality but there are only interested in repeating the action. For example, Lucienne and Laurent enjoyed kicking the cloth dolls and they repeated the activity so that the doll can keep on swinging back and forth.

Coordination of Secondary Schemes

 In this stage, children aged 8 to 12 months do not focus on interesting occurrences but they develop goal-directed behaviors. They differentiate the mean an end or in other words, they develop reciprocal assimilation and they are able to function in an analogous manner. Even though they are unable to make a sensorimotor judgment, they carry out concrete actions and they also form value and ideality (Chapman, 1988).  The reciprocal assimilation helps them build mutual accommodation which maintains the relationship experienced and helps in the construction of virtual relations.  For example,

Tertiary Circular Reactions

 In the fifth stage, children aged 12 to 18 months are able to engage in active experimentation. They discover that their actions have effects and they repeat the actions to see the effects.  Unlike in the previous stages where children focus on repeating the actions to enjoy the results, in this state they focus on achieving a certain objective (Rathus, 2018). If the child finds a stumbling block to the attainment of the results, he may engage in mental trial-and-error until the desired result is achieved.

 Invention of New Means

 The last stage occurs when a child is aged 18 to month 24 months and during this period, the child is able to develop symbolic through mental exploration (Rathus, 2018).  They discover new ways of doing things through mental combinations. Through successive approximation and series of trials, the child identifies the solution to a problem and them executes the correct action.

Conclusion

  In general, the research paper has shown that developmental psychology is a domain that put interest in understanding human cognitive, emotional and physical development. The domain also put interest in understanding the factors that influence these developments.  Piaget, one of the psychologist showed interest in child development especially in the area of cognitive development. Through extensive research, Piaget found that children go through various cognitive changes from childhood till adolescence. Piaget found that in cognitive development, children engage in various pattern of actions and go through different stages. The knowledge of cognitive development is significant especially in the education institution since teachers can focus on the child's development level in helping them solve problems. Teachers and parents can also apply Piaget views to understand information processing and help children solve problems.

 References

Haaften, W., Korthals, M., & Wren, T. (1997). Philosophy of Development: Reconstructing the

Foundations of Human Development and Education. Dordrecht: Springer Netherlands.

Chapman, M. (1988). Constructive evolution: origins and development of Piaget's thought.

Cambridge [etc.: Cambridge University Press.

Rathus Spencer. (2018). HDEV 2: PSY 232 Developmental Psychology Series. Cengage

Learning

 Transpersonal Psychology

Integral theory

 Integral theory is a meta-theory that claims that human knowledge and experience is derived from four quadrants namely; individual consciousness, behavior, culture and shared worldviews, and perspectives of systems (Marquis, 2007).  In other words, all human knowledge should reconcile so that individuals can recognize the different aspects of reality. Note that each quadrant has a unique reality and it is important to focus on the quadrants' important contributions, recognize the difference, the reality as well as misconceptions. Marquis (2007) states that there are several benefits in recognizing others states of awareness in that individuals will understand the real world practices and the different perspectives used in achieving reality by different domains such as biology,  psychology, religion, culturally worldviews,  social systems, and other domains Marquis, A. (2007). Note that the aim of recognizing the different perspective in making a reality is not to ignore the significant difference but the aim of incorporating knowledge from different domains is to acknowledge the vital differences,  recognize the unity  and finally create reconciliation between the contradictions in disciplines. All this process allow the individuals to apply real-world evidence and use a holistic approach in real-world practices. Thus, it is important to recognize not only the difference between other domains but also the similarities and misconceptions in order to yield a complete understanding.  Each domain contains an essential value and valid perspective and these values and perspectives provide one with multiple-truth claims. Another important benefit that emerges from recognizing other states of awareness is that one develops different developmental lines and as a result, one gains self-identity, morality, spiritual growth,  interpersonal skills, creativity and more (Marquis, 2007). Also, it is important to understand that these development lines in one's life are not ladder-like but it is a flow of many streams to a larger river of life.

The integral theory aligns with the Christian worldview in that this is an all-inclusive framework that is used to solve all problems people face in the 21st century. The theory applies to the faith and practices of Christians since people also need to understand the spiritual reality by analyzing different perspectives (Wilber, 2007).  Christians need to connect the Jesus-centered theology with traditional, modern and postmodern elements to gain spiritual experience and spiritual intelligence.  To support the biblical views of spirituality, Christians will not only refer to other spiritual texts but they will also apply other domains such as systems theory, historical facts,  evolutionary ideas and more to gain spiritual wisdom and spiritual enlightenment (Wilber, 2007).

 Transpersonal psychology

Transpersonal scholars have argued that transpersonal psychology should be scientific or in other words it should be viewed as a scientific discipline.  They claim that for many decades, transpersonal psychology has been attached to the metaphysical world which has been hostile to the spiritual knowledge and this reason has brought significant attention to this issue (Ferrer, 2014).  Scholars' claim that they need to employ empirical methods in studying physical and psychological phenomena. For many years, they have concentrated on metaphysical domains and non -empirical approaches (Ferrer, 2014). A transformation in the transpersonal discipline is needed in order to secure the metaphysical neutrality of the discipline and as a result, promote social and academic legitimacy.

I believe that this is a good idea and I support that transpersonal psychology should be the 4th force.  It is important to treat the transpersonal psychology as a scientific discipline and give the scholars the opportunity to conduct quantitative and qualitative research and come up with empirical findings in trying to find the ultimate reality (Ferrer, 2014).  Since transpersonal psychology focuses on growth and development with relation to mind and body, it is important to allow the scholars employ a scientific approach rather than relying on metaphysical which only focus on the real nature, its meaning and structure (Ferrer, 2014).. The authors argue that in using metaphysical worldviews, they tend to derive information from religious tradition, supernatural claims and other sources which cannot be empirically tested.

 The notion of transpersonal psychology is compatible with my personal worldviews because, personally, I have found that transpersonal  are things that our sense of self cannot understand unless deeper research is done in order to gain a greater understanding. Thus, to gain a deeper understanding of spirituality, we should not only rely on the traditional religions but we should also investigate the spirituality, consciousness, and personal development in a scientific and scholarly way (Hunt, 2010). My personal research has also found that it is also important to integrate other domains or rather employ multiple perspectives in order to understand the transpersonal in a deeper way. For example, domains such as physics, philosophy, sociology, anthropology, history and more will provide an integrative realization (Hunt, 2010).

This compatibility will influence my dissertation research in that I have the opportunity to study the transpersonal topics using social and cultural elements and come up with a collective meaning.  In the research, I will not only focus on the traditional religion in trying to understand the transpersonal but I will focus on researching the new spirituality by using an integrative approach (Hunt, 2010).  I would prefer to interconnect the discipline with other domains or interconnect the scientific knowledge to find evidence and gather a wealth of knowledge.  Rather than using unscientific folk traditions which provides false assumptions, it is important to focus on transpersonal considerations through scientific approaches.

 Reference

Wilber, K. (2007). Integral spirituality: A startling new role for religion in the modern and

postmodern world. Boston, Mass: Integral Books.

Marquis, A. (2007). What is integral theory?. Counseling and Values, 51(3), 164-179.

Ferrer, J. N. (2014). Transpersonal psychology, science, and the supernatural. Journal of

Transpersonal Psychology, 46(2).

Hunt, H. T. (2010). Consciousness and society: Societal aspects and implications of

transpersonal psychology. International Journal of Transpersonal Studies, 29(1), 6.

Introduction

In recent times, researchers affirmed that fundamental personality elements such as extroverted sensing, thoughtful, and judging integrate to form the ESTJ personality type. ESTJ signify traditional and orderly people. Individuals under this personality type, make use of issues they deem right, wrong, or publicly acceptable to bring about unity among human populace. More so, they embrace morality, commitment, and self-respect. This paper will discuss results from the Meyer Briggs personality quiz. The results from the quiz unveiled an ESTJ personality trait.

Results from the personality assessment

Extroversion

 Extroversion stood at 52% measured against introversion traits. Normally, extroversion is associated with socialization, chatty, self-confident, and excited stands at 52% signifying that the person is not fully an extrovert but able to bring out traits of extroversion partially. Nevertheless, extroversion dominates introversion; hence, one will rely on objective evidence and rationale in making decisions rather than baseless feelings (Reardon, 2011). With a 52 extroversion, I am a practical person and convert every task into an actionable activity. In addition, I enjoy acquiring new concepts and apply them to my immediate surroundings.

 Sensing

This aspect has a rate of 36 in comparison to intuition. This result implies that I am good at retaining and retrieving memories and narrating each nitty gritty details. Hence my past memories are quite clearly even after time elapses. More so, sensing means that I make good use of past encounters to predict the present occasions.

Because the sensing ability is inward, I do not care about novelty but show preference for things I am familiar with (Reardon, 2011). Furthermore, the results signify that I enjoy daily routines and predicable behaviors. On the other hand, the downside of enjoying predictable behavior is the ability to become stubborn and dictatorial at times.

 Thinking

Thinking measured against feeling was 58. This aspect of ESTJ personality means that an individual can take control of his or her surrounding and create sustainable solutions to challenges based on various thinking capacity. To emphasize further, thinking capacity gives me the ability to isolate the best answer to every problem (Fretwell et.al, 2013). Therefore, the element of thinking gives the entire personality high reasoning abilities to achieve objectives and take leadership positions. The practice of effectively achieving goals by rational thinking means makes is the underlying factor that makes this personality type practical.

Judging

Judging against perceiving is 48 hence judging is dominant over perceptions. Moreover, perceptions are only points of view but judgements emerge after one evaluates facts and information (Fretwell et.al, 2013). This element materializes as a person with ESTJ matures. Furthermore, it comes after cultivation it for years before it becomes fully functional and ready for utilization and application.

 Judgement of principles and values help people under this personality group attain certain objectives (Fretwell et.al, 2013). However judgmental has its own share of trials and tribulation and ESTJ people rarely accommodate other people’s opinion. As stated earlier, ESTJ are traditional and orderly, sticking to their guns at all times, with strong judgmental convictions when it comes to their principles even though other people may hold different opinions.

 In summary, ESTJ personality centers external, where one handles issues logically and internal mode, which revolves around the five senses. An ESTJ person’s world uses facts and solid foundations to pass judgements and offer solutions while scavenging to effectively control their surroundings. As per the results, an ESTJ personality is rigid and practical with his or her traits.

Reference

Reardon MacLellan, C. (2011). Differences in Myers-Briggs personality types among high school band, orchestra, and choir members. Journal of research in music education, 59(1), 85-100.

Fretwell, C. E., Lewis, C. C., & Hannay, M. (2013). Myers-Briggs Type Indicator, A/B Personality Types, and Locus of Control: Where Do They Intersect?. American Journal of Management, 13(3), 57-66.

Repressed Memory

Introduction

            Repressed memory is a state where a memory becomes blocked unconsciously due to the memory being associated with high level of stress or shock. It occurs from a wide range of stress levels and experiences of trauma. A repressed memory occurs differently to different individuals and therefore it becomes difficult to monitor its cause. It causes the individual to forget the events simply to protect them from the trauma and stress level of the incident. Many psychologists believe that repressed memory protects us from other emotions such as anger and negative believes.

            When a horrifying incident occurs it makes the memory to forget everything and it can only remember it after a flashback (Loftus & Ketchan, 2013). Evidence from psychologists’ shows that many women who had experienced the trauma of sexual abuse when young would find it difficult to remember even after a long period of time. This shows how the repression of mind occurred to them after the incident and the trauma caused them not to recall. Those who had experienced the trauma in the world war repressed memory due to fear. This repression caused them to take time before therapy to know what happened was conducted (Cardwell & Flanagan, 2005). In this incident it shows the danger that is found when eyewitness is giving report where in many cases this reports use to be incorrect. The issue of repression is there and it stands basically in the occupation to reject and keep the matter out of awareness.

Conclusion

            The idea of repression has been there in centuries. Theories have been brought to figure it out what really brings repression as it differs in persons. Repression in other terms helps since it prevents damages to occur as a result of after math of the traumatic incident and negative effects such as anger. 

Reference

Cardwell, M., & Flanagan, C. (2005). Psychology AS: The complete companion. United   Kingdom: Nelson Thornes.

Loftus, E., & Ketcham, K. (2013). The myth of repressed memory: False memories and    allegations of sexual abuse. New York: St. Martin's Press.

 Analyze actual behavior problems and guidance approaches in a setting where you know the children

                                                Introduction

            Behavioral problem is one of the challenges that parents, guardians, and the society faces as the child grows. Some of the main causes of violent or aggressive behaviors in young children include things like frustration, conduct and mood disorder, trauma, psychosis, and impulsiveness. At times, this compels a child to resort to violence as a way of enhancing self-defense. Despite that, it has been noted that such behaviors in a child decreases with time as he or she acquires new skills of handling their feelings (A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018).

            Seemingly, children’s behavioral problems can end up becoming troublesome to the extent of threatening the normal relationship amongst children or just interfere with their intellectual, social, and emotional development. Therefore, in order to be able to comprehend and respond effectively, it is important to take into consideration about all that is likely to evolve before or after it (Melissa et al., 2011). The main significant aspects to any form of behavioral problem include antecedents or triggers, behaviors, and consequences.

1. Describe the behavioral problem

            Aggressive or violent behavior _ violent or aggressive behavior is a habit that is normal to preschoolers and toddlers.  In most cases, some children turn out to be violent because they really don’t understand how to deal with their feelings or emotions in a socially manner. Other children have been noted to be perfectionists who meltdown quickly whenever things doesn’t work out as they planned them (Havighurst et al., 2013).

2. Based on your knowledge of the children involved, state the problem cause

            Due to the fact that children may at times lack the ability of expressing their thoughts in words, they end up lacking skills or means of expressing themselves. As a result of that, it becomes difficult for him or her to deal with their emotions and challenges. The inability of children to converse well and the little control they have over their feelings results into aggressive behaviors in them (Havighurst et al., 2013). Since the child is trying to know things at that age, he or she curious and eager to learn them. Always a child desires to experiment and repeat them even though told not to.

3. Describe the adult intervention which addresses the cause

            As far as the aggressive behaviors in a child is concerned, there are several means that can be used to assist him or her handle his feelings. First, it is important to reflect on the feelings of the child, empathize with him or her but ensure that you have made it clear to the child that kicking or biting, or hitting, and so on is not acceptable.  Next, another possible way to react to aggression in a child is to yell or scream back at him or her (Melissa et al., 2011). The reason for that is because if you cannot respond that way, there are high chances of teaching him or her wrong staffs.

            As an alternative, for example, other than resorting to physical aggression, it is important to teach the child phrases and words like “I don’t like it” or “I am angry”, and so on whenever he or she is upset. Most importantly, avoid giving the child physical punishment and be an excellent role model.  It is also wise to reward positive and non-violent behaviors as a way of encouraging them to stick to the intervention given

4. Describe the children’s response to the intervention

            During the intervention process, it was probable that the children were willing to uphold the instructions given to enhance their social interactions. Unfortunately, their aggressive behaviors still existed with days because of their desire to imitate, curiosity to learn, and so on. For instance, other than being an impulse, biting and hitting appeared to be fun for them. The reason for that is because it is a way of seeking attention using aggressive behaviors (Havighurst et al., 2013). Likewise, it was difficult for them to keep on upholding the teaching given because they easily forget and resort imitating what they could have seen other children do and then copy them to their initial aggressive behavior.

            Transition from one behavioral development is some that was difficult for children, particularly when they in the middle of something which they always like enjoying. Regardless of the warnings the children receives, it was hard for them to find a comfortable stopping place for any activity as well as make transition less burdened. This is what kept on limiting their chances of hearing, answering questions, remembers what they are being told, and so on (A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018).

            Conversely, if a different cause is suggested, for instance, curiosity, it is important to be empathetic. As stated earlier, children do not bite or hit unnecessarily. It is, therefore, important to not only understand their feelings but also validate them. Although the child may not be willing to listen to your teachings at that time, talk to them once they cal down. This is what will assist in labeling their feelings and emotions (Melissa et al., 2011). This goes hand-in-hand with the need for articulating the reasons for the children’s anger as well as ensuring that they have understood them.

5. Provide an analysis of the cause supported by professional resources and theories

            Studies indicate that it is okay for a child to get angry. Despite that, if such an anger undesirable in case it ends up becoming violent in a child. Violent or aggressive behaviors in children are also perceived to be a learned behavior. There exists no yardstick for enhancing or boosting normal behaviors in children. The violent or aggressive behavior that a child develops with time is mainly dependent on emotional development, personality, age, and the environment that surrounds the child (Havighurst et al., 2013). Furthermore, the behavior of a child is perceived to be normal in case it is culturally, developmentally, and socially appropriate. In most cases, the behavior of a child can be considered to be normal even though it doesn’t meet the cultural or social expectations, but not harmful and age-appropriate A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018).

                                                Course objectives

1. Describe how the principles of child growth and development serve as a foundation for working effectively in guiding and shaping the behaviors of young children

            The principles of child growth and development suggest that it is important to understand what typical learning and development at various ages is important as the starting point. According to research, it is this knowledge which assists us in predicting the type of experiences will boost learning and development in children (Melissa et al., 2011). What we always learn about a certain child is what enables us to refine our decisions about the way we teach and care for them.

2. Demonstrate an understanding of cultural approaches to child guidance

            As far as the principles of child growth and development are concerned, recognizing what is culturally important is what serves as the basis for dedicating our efforts in shaping children’s behavior. There is the need of understanding the family background of the child so as to be able to learn and understand the factors, expectations, and values that assist in shaping their lives not only at home but also in their societies (A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children, 2018). It is this background information which assists us to provide respectful, relevant, and meaningful learning and developmental experiences to each child and their family as a whole.

3. Identify possible program adaptations to provide an appropriate program for all children regardless of needs and abilities

            It is important to develop and implement various programs aimed at assisting children deal their behavioral problems. In the process of adapting to these programs, it is important to assist parents in strengthening the various skills they require in creating a supportive and stable environment with predictable and consistent routines (Melissa et al., 2011). Likewise, by regularly observing how children play and interact with other and their physical environment, it will become possible for us to learn about the developmental progress, different abilities, and interests of each child.

                                                Conclusion

            In most cases, a child looks up to his or her parent or guardian to understand how he or she controls their emotions or impulses. Therefore, instead of raising your tone, it is important to lower your voice so as to enable the child to calm down. Additionally, it is important to inform the child about what the consequences could be in case he or she turns out to be violent. Instead, it is recommended to tell the child what to do through giving them alternative means for controlling their feelings. 

                                                            References

A study of association of behavioral problems with scholastic backwardness in urban lower middle-class school children. (2018). Industrial Psychiatry Journal, 27(1), 92–95. https://doi.org/10.4103/ipj.ipjpass:[_]25_18

Havighurst, S., Wilson, K., Harley, A., Kehoe, C., Efron, D., & Prior, M. (2013). “Tuning into Kids”: Reducing Young Children’s Behavior Problems Using an Emotion Coaching Parenting Program. Child Psychiatry & Human Development, 44(2), 247–264. https://doi.org/10.1007/s10578-012-0322-1

Melissa Stormont, Wendy Reinke, & Keith Herman. (2011). Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems. Journal of Behavioral Education, (2), 138. Retrieved from http://165.193.178.96/login?url=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsjsr%26AN%3dedsjsr.23883647%26site%3deds-live

       Personal statement for I/O Psychology program

Why do human beings act the way that they do? This may seem like a simple question, but it is hard to come up with an answer if you have not studied psychology. As a child I admired the way that my mother who was a guidance counsellor at my school related with people in our community. Students particularly loved her and they always came to her for guidance with various issues which greatly motivated me to be just like her. Though I did not want to become a guidance counsellor like my mother, I knew that I wanted to venture into a career that related with psychology so that I could help other people just like she did. When I first applied for college, I wanted to do a business course but I still had my passion in psychology and so the choice to do International Organizational Psychology course perfectly suited me.

The five years that I spent in University of Louisiana at Lafayette (UL) United States gave me the chance to see the world in a diversified way as I interacted with people from different beliefs and cultures. One of my professors, in the industrial organizational course, Dr. Christie Charles greatly motivated me to do well in this course with the passion that she had for I/O psychology. I currently have an overall GPA of 3.80, and I have been on the President’s list for multiple years in a row which has been a great honour. English is my second language and having come to the United States knowing very little English was a big challenge. I could not communicate effectively and I had to start learning English, I got into the Intensive English Program for eight months, which greatly helped me improve my both spoken and written English. I now have confidence speaking English to native and non-native English speakers.

The life at the university has taught me the importance and value of team work, which is equally important at the work place. I took a leadership communication class, which gave me the ability to work with other students, who can be difficult to collaborate with on projects. I gained some leadership skills by becoming a planning committee member for the International Student Council at the University. Being a leader helped me gain some experience in event organizing as well as public speaking because I was often required to deliver speech to the relevant audience.

I/O psychology particularly interests me because it tries to solve issues in the workplace in order to internally motivate employees to do their best job at work which increase the productivity of the company or organization. In the world today, all important projects require people in an organization to work together collaboratively to achieve a set of goals. My experiences have helped me understand how I/O psychology can solve conflicts at workplace or in any situation. The fact that teamwork can be hard to manage is one of the issues that I/O psychology tries to educate employees about. I believe that being able to communicate with others positively can have a big impact on their behaviors. It is for this reason that I want to expand my knowledge in this field of psychology so that I can learn effective ways of ensuring that employee satisfaction at the workplace. With a Master’s degree in I/O psychology I believe I can focus on the well-being of employees which will increase the productivity of a company or organization.

I am interested in pursuing a graduate course in Master of Science in the Industrial Organizational and Business Psychology. I believe that to achieve this goal, I require to be in an institution that is able to provide the resources, inspiration and opportunity for effective learning. University College London (UCL) is the place where these goals can be achieved, I have faith that the skills that I need in the field of International Organizational Psychology will be taught thoroughly and effectively here. My future goals is to provide Oman organizations with employees that are satisfied with their work and ensure a reduced margin between the way that people could feel about their work and how they actually feel.

Results from the Test

The tests results indicate that I am 12% introvert 3% intuitive, 3% feeling and 12% perceiving initiated as INFP. For further interpretation, I prefer being an introvert than being an extrovert. In terms of marginal, I have no intuition and relate more to sensing and resonating thoughts than gaining insight on a matter based on conscious mental power (Human Metrics Jung Typology Test).

How the Results Pinpoint To Actual Personality

A person with INFP personalities never lose their fantasies and wonder perceptions. They are idealists and find good in every negative or bad. Even when life seems to serve lemons, they make lemonades. In terms of characteristics, INFP are calm, collected, and shy. This personality type contains people with passion and inner ability to achieve greatness. The imaginative nature of INFPs permits them to view the world through a different glass making them standout. For example, they can live in fantasy and switch into reality without affecting their routines. Some scholars claim that they are under the diplomatic group. Diplomats live their lives through strong values and principles rather analysis and excitement. Moreover, an INFP can adopt to any situation and can train themselves to acquire new qualities without comprising on their core values (Human Metrics Jung Typology Test).

 The emotional connection INFPs have with other people spread even to the unlovable individuals. However, the emotional element of this personality is subtle and hidden from the public eye. Furthermore, the challenges of life do not pass them by no matter how bright they picture life. On the flip side, INFP struggle to remain above every challenge encountered in life. In short, this personality reflects on my real personality to some extent although it contains some general features that anyone can relate on day-to-day life(Human Metrics Jung Typology Test).

Career path

The career path I had in mind was not under my personality type but this does not mean the test was not helpful. It only implies that the test relies on results. Hence, if some questions were inaccurately answered, the tool would miss the actual mark. For instance, the career path that fits an INFP is nursing and radio technician. Besides, one can pursue a career in medical record management (Human Metrics Jung Typology Test).

The Effectiveness of the Tool

From a personal perspective, just like any other tool, it is not 100% accurate but gives the participant information on a personality. In the end, it is up to the participant to decide on what to do with the data. In addition, the results give the user a chance to analyze himself and find out other facts he or she might not know about their personality. Therefore, it is not a tool that hinges on accuracy but it helps the user gain more insight on a personality type. Whether the outcome does not reflect on the individual’s personality is not a hindrance or disadvantage. In short, it helps an individual choose a career path or hints at what a person might be good at (Human Metrics Jung Typology Test).

Relevance of the information

 The results will definitely help me in the end. Therefore, the data will be supportive in college and other sectors of life such as social and family. Adhering to the information would shed more light on decisions I make pertaining career path and even hobbies. It is not a matter of aligning one’s life based on the data but the ability to interpret the data based on experiences or everyday happenings (Human Metrics Jung Typology Test).

Reference

Human Metrics Jung Typology Test. Retrieved from; http://www.humanmetrics.com/personality/infp-type?EI=-12&SN=-3&TF=-3&JP=-12

"Roles of a Forensic Psychologist"

Core ethical principles for psychologists

 Principle:  Justice

 Justice is a core ethical principle, and it means that psychologists should promote fairness and justice regardless of the perceived characteristics such as race, color, gender, gender identity, disability and more (Davis et al, 2008). For psychologists to promote justice, they should recognize and accept diversity and take into the account the different characteristics. By so doing, they will provide effective services and create a safe environment. 

 The principle of justice would come into play in a community psychology or a situation where a psychologist is needed to research problems, promote health and well-being and make improvements.  In a community psychologist, the psychologists should adhere to the core values such as social justice, empowerment and promoting diversity (Davis et al, 2008). In a community psychology, a psychologist may play the role of addressing issues such as poverty. In this case, the psychologist plays a significant role in researching the societal causes of poverty, the vulnerable group, its effect on the well-being and develop and implement effective interventions (Davis et al, 2008). In addressing poverty, he may provide the community with resources such as housing, food, education, employment and more to the affected population. The psychologists should ensure a distributive fairness or rather he should provide equal resources to the affected regardless of ageism, mental problems, race, education level and more (Davis et al, 2008).

 In the community psychology or in a situation where a psychologist is needed to make improvements, he or she may defend the principle by understanding diversity, accepting and respecting the people's diverse conditions. In other words, the psychologist may promote social justice by having a sense of community, develop local organizations for the purpose of supporting equality and embrace diversity (Davis et al, 2008). By so doing, the psychologist will be in a position to promote quality, equal opportunity, prevent violence, liberate the oppressed peoples and respect all cultures.

Psychologists conduct various roles and in carrying out their duties, they encounter ethical dilemmas or a situation in which their roles conflict with each other. For example, it is the role of the psychologist to provide treatment or psychological interventions. In providing treatment, psychologists should provide professional services and maintain confidentiality (Pirelli, Beattey & Zapf, 2017).  On the other hand, a psychologist should be accountable for his actions.  In this case, he may face ethical dilemmas in deciding whether to disclose information concerning the patient's condition or maintaining privacy. In this case, the psychologist should consider the situation of the client and focus on maximizing benefit and minimize harm. It is good to disclose the information in order to help the client and save his or her life.  Another situation is when a psychologist is supposed to obtain an informed consent before taking on activities.  However, the client may fail to give the consent due to the fear of the unknown.  In such cases, the psychologist may initiate clinical intervention without an informed consent to prevent the client from suffering from psychological issues (Pirelli, Beattey & Zapf, 2017).

Reference

Davis, S. F., Buskist, W., Rasmussen, E. B., & Lawyer, S. R. (2008). 21st century psychology: A reference

handbook. Los Angeles: SAGE Publications.

Pirelli, G., Beattey, R. A., & Zapf, P. A. (2017). The ethical practice of forensic psychology: A casebook.

Corrections and Psychology

  Importance of the risk management activities

                    Problem identification- the first activity of risk management is problem identification where various risks such professional negligence, breaches of law, theft and more are identified. Identification is also done to understand the contributing factors and the root cause. It is important to identify the risk in order to understand the root cause of the problem, recognize and accept the problem.  After understanding the risk as well as the underlying causes, it is easy to make plans to manage the risk concerns. It will be easy to do further analysis by understanding how things arise, the risk sources, the number of risks and their impact (Yoe Charles, 2016).

                    Risk estimation- the second risk activity management involve analyzing the various risks and their potential consequences. After identifying the risk and the possible sources, risk estimation plays a significant as it allows the managers to understand the severity of risks and their impacts on the operations.  Some risks may be disastrous, others may be serious whereas others may be minor. Thus, it is important to estimate these risks and understand the problem that needs solutions (Yoe Charles, 2016). It will also be easier to create a risk profile and risk management objectives.

                     Risk evaluation-after assessing the risk and understanding its severity and impact, it is important to evaluate the risk and understand the acceptable and tolerable risks.  A risk may be unacceptable and this process aims at moving the unacceptable risk to tolerable risks and then to an acceptable level (Yoe Charles, 2016). After understanding the severity of risk, it is important to evaluate and understand their level in order to make risk-taking decisions.

                     Risk control-after evaluating the unacceptable risks, it is important to reduce the risk and achieve the tolerable and acceptable level.  It is a process of controlling the risk by making collective-decisions that include public programs. Risk control is an important step where managers create a risk management option, objectives, and the best practices.

Role of a forensic psychologist in identifying the risk in the real world 

                      A real-world example of a forensic psychologist carrying out the activity of risk identification is when trying to handle the intentional crimes that are performed day by day.  When offenders engage in criminal activities and violate the law and social norms, a forensic psychologist plays a significant role in crime detection and investigation.  A forensic physiologist identifies the offense through collecting notes, taking photographs and videos, collecting physical and biological evidence such as fingerprints, footwear impression, bone material, fluids and more. After taking these evidence of a crime, a forensic psychologist may take it to the forensic laboratory and later to the court (Yoe Charles, 2016).  The psychologists may use different methods of problem identification such as forensic anthropometry and forensic odontology to identify the physical characteristics of a criminal.

A forensic psychologist in risk assessment in the real-world

                     A forensic psychologist may also conduct a risk assessment to understand the changes that may contribute to re-offending. He may use an actuarial and clinical judgment risk assessment to understand the future violence behaviors. An assessment may be done when the offender is released from the prison or when the offender is transferred to adult courts. A forensic psychologist may be interested to know the risk factors for the crime and the intervention strategies.

Reference

Yoe Charles. (2016). Principles of Risk Analysis: Decision Making Under Uncertainty.  CRC Press.

Temperament Analysis

Introduction

 In psychology, temperament is a psychological characteristic which impacts the communication and human behavior. It is not possible to change the temperament since it is an innate aspect and for this reason, people should manage their temperamental qualities. Temperament is a basis of personality since throughout the development, temperament (emotional predispositions) and character (habitual behavior skills) create the personality model.  Temperament is the individual differences in self-regulation, emotional and attentional reactivity and, the concepts of temperament helps people understand the personality development. In addition, temperament is genetically inherited and are also influenced by the unique environment during development. 

 Many people will not understand why they act the way they do until they understand the role of temperament in their life. It is important to understand that people behave in different ways because of the temperaments. Thus, people should understand their temperaments and the temperaments of others to refrain from judgments. In the typical behaviors, humans show individual differences and these difference emerges during infancy and all the way to adolescence and adulthood (LaHaye, 1998). Another important point is that across the lifespan, the difference in personality traits that people exhibit encompass both temperament and personality.  On temperament, children are biologically different and their show the differences in emotional processes such as activity and self-regulation. Temperamental traits are heredity and they play an important role in early childhood development.  On personality, children possess different traits such as patterns of behaviors, characteristic adaptations such as social-cognitive adaptations and personal narratives (LaHaye, 1998).  In other words, temperaments occur earlier in life whereas personality occur later in life though they have much in common.

There are four personality traits that explain why people act the way they do.  These include the choleric, sanguine, melancholy and phlegmatic.  All people have each of these personality types though with varying degrees, and each type has general characteristics.  These types of personality have strengths and weakness, and all are needed in life.

Sanguine

 People who are sanguine are lively, compassionate, creative, and optimistic and they are interested in variety and entertainment.  Since they develop pleasure-seeking behaviors, they struggle with addictions, and this behavior affects their romantic relationships.  They may also suffer from weight problems as they like overeating due to the love of luxury and lack of self-control.  Sanguine like talking too much and they are extrovert (LaHaye, 1998).  However, they do not complete their tasks on time, and they are susceptible to alcohol, chemical imbalances, and addictions.

Choleric

People with choleric personality have leader-like character, and they focus on accomplishing goals.  They have self-control, self-confident, make decisions, strong-willed, well organized, unemotional, independent, logical, and goal-oriented, and they don't fear taking risks (LaHaye, 1998). However, they are domineering, rarely satisfied, aggressive, impatient, and they are prone to depression and mood swings.

Phlegmatic

 People with phlegmatic personality are quiet, they like unity and mediation, easygoing, calm, cool, sympathetic, affectionate, like building intimate attachments, like interpersonal harmony, avoid conflicts, peaceful and adaptable (LaHaye, 1998). However, they are indecisive, fearful, selfish, resists change and passive-aggressive.

Melancholic

People with a melancholic personality are thoughtful, self-reliant, and creative, they focus on making a difference, purposeful, self-sacrificing, idealistic, well organized, and economical, make creative solutions and independent (LaHaye, 1998).  However, they are prone to depression,   rare satisfied, feel hopeless and helpless, guilty and they worry much.

Conclusion

Today, people are interested in understanding human behavior, and 80% of college studying psychology to learn more on why they act the way they do and why people have different creative capabilities and tastes.  The research paper has shown that people are born with the temperament and this inherited temperament has a significant impact on the behaviors, emotional response and everything you do.  People should understand the temperaments, its inner power and its powerful influence on behaviors to foster interpersonal relationships, understand the weakness and strengths and live peacefully with other people.

References

LaHaye, T. (1998). Why You Act the Way You Do. Carol Stream: Tyndale House Publishers.

 An article related to a psychological disorder

Online dating lowers self-esteem and increases depression, Studies Say

Marateck (2018) reports that the emerging technology has improved the romantic interactions since people are using dating websites or apps to make a connection. Before the emergence of dating apps, people could meet their future spouse in bars and clubs (Marateck, 2018). Today, singles are benefiting from online dating platforms such as match.com, Tinder, OkCupid, and others.  However, despite the massive growth of online dating, people are suffering from low self-esteem and depression. The main ideas of the article are that people experience dating app rejection and this occurs when someone fails to reply to a message. A person feels not only socially rejected but also experiences physical pain.  Also, people develop depression and anxiety in that as they became addicted to dating they are distracted from productive work.

A study that involved 1,300 college-age students was done, and the findings showed that online dating affects the self-esteem.  In the study, participants who used Tinder reported that they felt depersonalized and disposable (Marateck, 2018). Since Tinder is a matchmaking app where users upload photos, some people feel rejected when their photos are disliked.  They end up damaging their self-esteem as well as the psychological well-being.

Another volunteer-based study found that 15% of single people reported that they were addicted to dating after using Match.com.  The study also found that those who developed addictive-style behaviors developed anxiety and depression. This occurs when people use cell phones and other electronic devices to react to a stressful situation, and as a result of overusing the phones, the pleasurable activities and behavioral activation are affected leading to depression and anxiety (Marateck, 2018). The study finds that in online dating, people have a behavioral addiction and they use the technology as a coping mechanism. This may help them avoid the negative emotions or feelings, but later the behavior affects the mental health.

Reference

Marateck Juliet. (2018). Online dating lowers self-esteem and increases depression, studies say. CNN

Retrieved from: https://edition.cnn.com/2018/05/29/health/online-dating-depression-study/index.html