The Effects Of Childhood Sexual Abuse Long Term - 948 Words

What interesting business, this is. I was quite relieved to read the comment of Ondersma and colleagues (2001) after reading the original study, because I was utterly appalled at the original work (Rind, Tromovitch, Bauserman, 1998). Like, I had to put it down, and walk away, and come back again, appalled. I was very glad that others had the exact same questions and reservations that I do. One of the criticisms raised by Ondersma and colleagues (2001) is the issue of using the college student population as the basis of a study to look at the effects of childhood sexual abuse long term. I feel very strongly that I need to elaborate on that, and problems it likely presents. According to Rind, Tromovitch, and Bauserman (1998), only 50% of American adults go to college. This cuts out half of the general American population right there. In addition, many of those who were sexually abused as kids may well never make it to college, for lots of different reasons, including the fact t hat they may never have had access to the necessary resources—mental, emotional, financial, psychological, etc.—to ever get there. Some may run away from home to escape abuse, and end up homeless or otherwise struggling just to keep a roof over their heads. Others may end up as teenage parents, who are too busy trying to survive and keep their children fed to have the luxury of higher education. Still others may succumb to the unrelenting dark reality of living with the depression, anxiety,Show MoreRelatedChildhood Sexual Abuse And Its Long Term Effects2240 Words   |  9 PagesChildhood sexual abuse is one form child abuse that includes a wide range of actions between a child and an adult or older child. It is a topic that is receiving much attention and concern in recent years. In this paper several points will be discussed regarding childhood sexual abuse. We must first understand what sexual abuse and who is at a higher risk for being abused. It is also importa nt to know and be aware of signs and symptoms of childhood sexual abuse. But most importantly the long termRead More The Long-Term Effects of Childhood Sexual Abuse Essay1190 Words   |  5 PagesChild abuse is a serious issue in todays society. There are many victims of child abuse. There are three kinds of child abuse: emotional, sexual, and physical. Many researchers believe that sexual abuse is the most detrimental of the three. A middle-aged adult who is feeling depressed will probably not relate it back to his childhood, but maybe he should. The short-term effects of childhood sexual abuse have been proven valid, but now the question is, do the long-term effects of childhood sexualRead MoreThere Are Many Different Forms Of Child Sexual Abuse. Sexual1436 Words   |  6 PagesThere are many different forms of child sexual abuse. Sexual abuse can be perpetrated by a relative or a stranger. But the most common of sexual abuse is committed by a beloved relative. Ratican (1992) d efines childhood sexual abuse is a sexual act performed over and over between an adult and child (1992). The effects of childhood sexual abuse can last into adulthood and effect the way that a person thinks or their outlook of life. The effect of this act has a negative impact on the psychologicalRead MoreThe Effects Of Childhood Sexual Abuse On Adults Sexual Behavior1521 Words   |  7 Pages The impact of Childhood Sexual Abuse on Adults Sexual Behavior Jamila Kamara Dr. Lauren Vansluytman Morgan State University Sexual abuse leaves many scars, creating feelings of guilt, anger, and fear that haunt survivors throughout their lives. These traumatic experiences can be detrimental to the victims’ sense of their own sexuality. Numerous individuals who have been abused have trouble pursuing adult relationships and engaging in sex  as an adult. The abuse can color a personRead MoreSexual Abuse As A Public Health Concern1306 Words   |  6 PagesSexual Abuse as a Public Health Concern Heather Gagnon 10/6/15 Sexual abuse is a major public health concern in our country that affects numerous men and women of all ages. According to LoveIsRespect.org, â€Å"Sexual abuse refers to any action that pressures or coerces someone to do something sexually they don’t want to do. It can also refer to behavior that impacts a person’s ability to control their sexual activity or the circumstances in which sexual activity occurs, including oral sex, rape orRead MoreChildhood Maltreatment And / Or Neglect ) Is Prevalent Concern1582 Words   |  7 PagesChildhood maltreatment (abuse and/or neglect) is prevalent concern. In 2012, the Children’s Bureau reported 3.2 million unique count cases of childhood abuse that were screened. Of those cases nearly 20% where found to be substantiated, indicated or alternative response, which is an estimate of about 686,000 children (unique cases) were victims of abuse and neglect nation in one year. Additionally, nearly 40% of those children did no t receive any services. These numbers, again are those cases thatRead MoreLong Term Effects Of Child Sexual Abuse1467 Words   |  6 PagesLong-term effects of child sexual abuse Child Abuse can be a fundamental reason of causing issues for children and young people in physically and mentally. The primitive damage caused by child sexual abuse effect on the child’s developing capacities for trust, intimacy, agency and sexuality so that child sexual abuse is considered as a trigger of mental health problems and increase the risk of major depressive disorder in early adulthood or throughout their lifetime. There is a fact that thoseRead MoreThe Stigma Of Sexual Abuse1563 Words   |  7 Pagesperspective of the stigma of sexual abuse survivors differs and to avoid a bias, social desirability plays an important role. Similarly, sexual abuse is a broad topic that should be discussed without discrimination and the definition of sexual abuse varies around the continent. Moreover, children, adolescence, adult, both male and female from different culture and background are susceptible to sexual abuse. On the other hand, there is a high prevalence rate of chil d sexual abuse worldwide and ways to reduceRead MoreConsequences Of Childhood Sexual Abuse1744 Words   |  7 PagesAbuse Circumstances The wide variety of potentially harmful consequences of Childhood Sexual Abuse (CSA) can also be better identified and understood when considering the abuse circumstances. Factors such as the severity of the abusive act, victim’s age, the frequency and duration of the abuse, the relationship the victim had with their abuser and if physical violence was involved are all key factors that contribute to the degree of trauma experienced by the victim and the varies long-term harmfulRead MoreA Short Note On Disorders And Families : Effects On Children1548 Words   |  7 Pages Dysfunction in Families: Effects on Children Sara Laplante University of Connecticut HDFS 2004W Sec.01 October 20, 2014 Dysfunction in Families: Effects on Children Dysfunction is manifested in many families in society and can be detrimental to children. However, the effects of dysfunction in families on children are often overlooked. Studies show that children are affected by dysfunction in families, and the three journal articles that will be summarized in this essay explore

Leadership and Employee Morale Free Essays

Assignment Leadership and Employee Morale Dorothy â€Å"Micki† Gould Kaplan University Organizational Behavior MT302 Professor Rhonda Shannon May 09, 2012 Unit 8 Assignment Leadership and Employee Morale The ten truths, just learning them is not enough. It is crucial to good leadership to apply them. (Kouzes amp; Posner, 2010) * You make a difference. We will write a custom essay sample on Leadership and Employee Morale or any similar topic only for you Order Now Believe in yourself. Believe you can make a difference. If you do not believe it, neither will anyone else. * Credibility is the foundation of leadership. Mean what you say and say what you mean. Do not be misleading; be honest and upfront about everything. * Values drive commitment. If you do not know what you stand for, find out. You need to know what you value. * Focusing on the future sets leaders apart. How can you lead if you do not know where you are going? What is the end goal; do not think you are the only person who sees it or that can get you there. * You cannot do it alone. Remember to lead you have to have followers; you cannot lead if you do not include other people in your plans and have a team. Trust rules. Trust and respect, you cannot get either one without giving it. * Challenge is the crucible of greatness. Do not be afraid of change. If it is not working, ask for suggestions and /or look for different ways to implement changes. Make the changes necessary to grow. * Either you lead by example, or you do not lead at all. Do not expect someone or anyone to do something you are not willing to do yourself. This also goes back to credibility. Do as I do not jus t, as I say. * The best leaders are the best learners. Strive to learn. Going back to challenges and changes, if it is not working, find a new way to do it. Also, remember you can learn from your followers and team members. * Leadership is an affair of the heart. Have passion in what you are doing, or you cannot lead your team members to want what is best. This is my favorite. My job has a saying: Have a Heart H = Help everyone you can E = Enjoy your job and your customers A = Always â€Å"be there† for your co-workers and customers R = Respect everyone, especially the difficult people T = Truth is always the answer (Management, 2012) â€Å"All aspects of transformational leadership—are leaders able to motivate followers to perform above expectations and transcend their self-interest for the sake of the organization. Individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence all result in extra effort from workers, higher productivity, higher morale and satisfaction, higher organizational effectiveness, lower turnover, lower absenteeism, and greater organizational adaptability. (Judge amp; Robbins, 2007, p. 391) References Judge, T. A. , amp; Robbins, S. T. (2007). Organizational Behavior (14th ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Retrieved March 22, 2012 Kouzes, J. , amp; Posner, B. (2010, August). Leadership Truths. Leadership Excellence, 27(8), 15. Retrieved May 11, 2012 Management, B. (2012). Employee Handbook. BMG Employee Handbook. Brundage Management. Retrieved May 12, 2012 How to cite Leadership and Employee Morale, Papers

How do you respond to the view that free essay sample

In Songs of Innocence and of Experience, Blake employs natural imagery throughout his poems and in many of them love can be seen as being pure and natural. In Blakes poem My Pretty Rose Tree natural imagery runs all the way through the poem yet he has also expressed the Jealousy and complications In love. Poems such as London and The Clod and the Pebble show how love is tainted by corruption, which conveys to the reader the epitome of love and how its reality can show its hidden Immorality. In My Pretty Rose Tree different manifestations of love are shown as ndividual plants are personified. The repetition of flower instead of the word rose In the first stanza acts as a symbol to represent love and experiences and because of the use of a general term instead of the specific rose it can be perceived as the flower depicting love thats being given to another woman. We will write a custom essay sample on How do you respond to the view that or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The speaker is presented with a flower as may never bore yet returns It In loyalty. to the rose tree, then looks to tend to her by day and by night nevertheless the rose turn[s] away with Jealousy ortraying love with the Imagery of experience as the expectations of light romance come forth. For his affection he is returned with thorns suggesting the speaker may be willing to pay the price for a continued relationship as the thorns represent the protection he may hold over her from other lovers and therefore he Is delighted and reckons them as a symbol of love. In addition to this the speaker may find he is compelled to be In delight with the rose despite Its thorns, as he has rejected the flower and the pain of the thorns may be infinitely preferable to his fear of the nknown, Just as Adam and Eve with the fruit of knowledge, the flower takes the place of the fruit which offers experience yet comes with tempting propositions. In contrast to the Jealousy portrayed in My Pretty Rose Tree, the Clod and the Pebble begins by displaying how love can be selfless by giving us two different perceptions. The clod has been trodden with the cattles feet allowing the interpretation that it is easily shaped to the will of others in contrast to the pebble which has been hardened by its time and so offers resistance to those who would use it to their own advantage. He is the voice of innocence in the poem as he sings Love seeketh not itself to please, indicating to us that he thinks love Is selfless and that a lover would do many things Just to please the people he loves. Yet the clod goes on to further explain that love for another gives its ease, allowing us to interpret that many aspects of ones life could be given up to be with the one he loves. Both the clod and the pebble have experienced loss yet theyre trying to make use of their environments by rejoicing from their recent familiarity with love. Blakes poem, London Is the epitome of orruption in love; it talks of a society of people who are so tightly packed into artificial structures and illustrates even the natural world the chartered Thames, doesnt want to run through the city. London talks more about familial love, where the repetition of every is so prominent when talking specifically of every man t Of2 InTant volce as tnougn tneyre supressea ana conTlnea to tne unnatural Inaustrlal city. Blake sets up an ominous atmosphere from the onset, with the image of the harlot, looked upon with some sympathy when they talk of the youthful harlots curse which] blasts the new-born infants tear as it is looked upon as being youthful. There is an idea of women being pushed into mature acts from a young age, being referred to as the plague, where Blake insinuates the sexually transmitted diseases that went around between prostitutes at that time and inevitably talks about how they will never find love for their cursed corrupt children. This can be seen as perversion of maternity which concerns the sexual exploitation of women by the ruling elite. Love and nature has been stripped away, even though within this time here was an uproar of the industrial revolution, where people were striving towards hope and earning for a better life and instead theyre being replaced by curses and constrained, chained mind-forged manacles and their lives are in opposite to what they initially thought. The poem ends on an oxymoron with marriage hearse as on one hand it describes a Joyous affectionate ceremony in comparison to the image of death and unhappiness, suggesting marriage is the death of love and due to social status and modernisation, husbands will leave their wives to pursue other desires.

Psychoanalysis of Lacanian Theory and Practice

In psychoanalysis of Lacanian theory and practice, is evidence of symbolism, imagery and reality as the story develops. In fact, the story is primarily developed through these aspects of literature. However, all these have a close relationship and conciseness with other forms of psychoanalytic literature.Advertising We will write a custom essay sample on Psychoanalysis of Lacanian Theory and Practice specifically for you for only $16.05 $11/page Learn More The purpose of this analysis is to provide a critical evaluation of Lacanian theory and practice. In addition, the discussion describes how this theory relates to other psychoanalytic theories such Freudian theory, especially in its analysis relating to childhood Phobia. Not Much support has been given in the story that can actually be analysed based on Freudian theory. This is shown in the story where Hans’s father familiarises himself with the Oedipus complex (Kovacevic, 2003). This evidently shows that Hans had some imagination. In this case, he had fantasies in which he saw his mother entering into a marriage with him. Though Hans never had full knowledge of the complex, there was a possibility that he knew it existed. Freud uses symbolism and imagery, which is connected to the actual events as White (2008) asserts. Hans has a strong fear of horses with a ‘black mouth’. This symbolizes his father’s well-developed moustache. The story also states that Hans feared horses that had blinkers, which in this case symbolizes the father, who wore spectacles. Looking at his father’s skin, it resembled a horse because it was white. This symbolizes his father’s white skin that was also lovely. Several points tend to describe Freud’s view. For instance, in this story, Hans has fantasies of him and his mother indicating that he was sexually attracted to her. This is one indication that he was ready to eliminate his father, which actually prom pted him to kill his father (Nitzgen, 2011). His sexual desire towards his mother brought a feeling of anxiousness when his feelings became real. To find a change of expressing his real feelings towards his mother, he pretended to be sick in order to draw her attention. The story ends with his fear towards the father diminishing after resolving his ‘Oedipus complex’ (Daiello et al, 2006).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More To evaluate this story, the fact that Hans had sexual desire towards the mother is arguable because there is little evidence that he wanted to have sex with her. Despite this, Freud states in the story that â€Å"†¦..by telling him of the existence of the vagina and of copulation†. The only evidence shown is that he only desired a contact with her, which in this case can be described as less sexual in nature. It can therefore be argued that th e Oedipus complex could have been healed by ‘simple primitive’ contact (Schwartz, n.d). Relating to Lacanian, women have been used as imagery because they are perceived to be objects of pleasure. A good example is depicted by Mulvey in his formulation of a male gaz. Here, females are taken as objects through which men can gaze and obtain satisfaction.  In the story, Hans never gave a sign of hating neither fearing the father but Freud claims that he possesses these emotions, but severally denied. Because of continuous questioning, he agrees and this hatred is supported when Han knock down a toy horse (Stavrakakis, 2007). This symbolises the father and the horse. Knocking down the horse is an indication of his father’s elimination. However, it can also be argued that this was an unconscious intention of knocking down a common horse and not a sign of killing his father. Symbolism in Lacan theory has been used as to signify human universe. With this, human desires are achieved as shown by the imaginary function in his body. In Oedipus complex, Lacan portrays the father as a metaphor and not a real person. In addition, the relationship between a mother and a child has been portrayed as a close sexual relationship, yet we have not been told of the occurrence of any form of sexual contact between the mother and the son (Nolan, 2011). The child developed a feeling of superego. In this case, the Oedipus complex develops in the son. In turn, it brings the child much close to the mother but is doubtable whether this meant to make the child sexually attracted to the mother.Advertising We will write a custom essay sample on Psychoanalysis of Lacanian Theory and Practice specifically for you for only $16.05 $11/page Learn More It can further be argued that all the errors that Hans made were deliberate and if he actually intended to kill the father, it is still doubtable because literature does not provide any supportive e vidence whatsoever (Strupp, 1991). In fact, the story fails to give any rigid evidence of Han’s intention to kill the father, although it is clear that he feared him. Lacan relates this to what happens in real life, especially when a person’s desires are not fulfilled (Lachmann, 2010). Han’s excitement that later turned to be anxiety towards the mother could be due to the type of phobia in him, which later turned to be pleasure. However, there is no evidence in this literature, which means that no change in him has been shown in regards to the origin of his fears (Strupp, 1971). This can be explained in Lacananian theory, where the mother-to-child bond is perceived as a way of making achieving some comfort from other symbolic things posing as a threat to the child. In this case, the child’s attraction to the mother can be perceived as a way of seeking safety and comfort rather than sexual attraction (Kovacevic, 2003). References Daiello, V., Hathaway, K., Rhoades, M., Walker, S. (2006). Complicating Visual Culture. Studies In Art Education: A Journal Of Issues And Research In Art Education, 47(4), 308-325. Kovacevic, F. (2003). Lacanians and the fate of critical theory. Angelaki: Journal Of The Theoretical Humanities, 8(3), 109-131. Lachmann, F. (2010). Addendum; afterthoughts on Little Hans and the universality of the Oedipus complex. Psychoanalytic Inquiry, 30(6), 557-562. Nitzgen, D. (2011). Review of ‘Lacanian psychonanalysis’: Revolutions in subjectivity (Advancing theory in therapy). Group Analysis, 44(3), 346-347.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nolan, S. (2011). Lacanian theory in practice. Therapy Today, 22(2), 40. Schwartz, S. (n.d). A Report on ‘Ordinary Psychosis: Paris English Seminar’. Analysis, (14), 245-246. Stavrakakis, Y. (2007). Wallon, Lacan and the Lacanians: Citation Practices and Repression. Theory, Culture Society, 24(4), 131-138. Strupp, H. H. (1971). Psychoanalytic psychotherapy. In , Psychotherapy and the modification of abnormal behavior: An introduction to theory and research (pp. 23-35). McGraw-Hill Book Company. Strupp, H. H. (1991). Review of ‘Psychoanalytic practice, Volume 1: Principles’. Psychoanalytic Psychology, 8(1), 109-110. White, J. (2008). PLURALISM IN CONTEMPORARY PSYCHOANALYSIS: THEORY AND PRACTICE. British Journal Of Psychotherapy, 24(2), 138-150. This essay on Psychoanalysis of Lacanian Theory and Practice was written and submitted by user Gerardo Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Burnout Prevention Program for Nurses Essay

Burnout Prevention Program for Nurses Essay Burnout Prevention Program for Nurses Essay Example Burnout Prevention Program for Nurses Essay Example The nursing profession is one of the most demanding in terms of responsibilities to be performed and the working environment. The high pressure in the nursing profession makes nurses vulnerable to burnout, which affects their ability to deliver quality services to patients. Accordingly, burnout among nurses is possible when they start experiencing an increased prevalence of depression and anxiety. Their levels of commitment to their respective duties and responsibilities decline with the increasing levels of burnout. Burnout among nurses increases the annual turnover rates, as many nurses opt out of the practice to relax. Such situation is worrying and needs urgent intervention through proper coping strategies that would help them handle the numerous stresses they experience in their respective areas of work. One of the most notable examples of programs that have been successful in preventing burnout among nurses was the Resilience Training Program for Intensive Care Unit. According to Mealer, et al. (2014), the American Association of Critical-Care Nurses (AACN) was in charge of the program and it was based on the cognitive behavioral therapy sessions, regular exercises over a 12-year period, expressive writing and mindfulness-based stress-reduction techniques. The strategies played an instrumental role in giving participants the opportunity to express themselves, hence releasing their stresses and other concerns in the best possible way. They were taught to be stronger and resilient in the stressful field. Therefore, it is vital for hospitals to understand the different challenges that nurses face in their work environments, as it would offer the opportunity to assist them in coping with burnout. Burnout prevention programs are only successful in instances where the needs of nurses are keenly evaluated and addressed in the most significant manner. The training program suggested in current essay would be crucial in addressing diverse challenges, inclu ding family problems, work structure, remuneration, interaction with patients and workplace relationships among nurses and their bosses. Current essay explicates the concept of burnout among nurses and suggests an effective program for burnout prevention for nurses. What is Burnout? Burnout refers to the long-term exhaustion and diminished interest in work among professionals in different field. Ceslowitz (1988) opines that burnout is always common among highly pressured professionals, such as those in the field of nursing. Specifically, burnout is a condition that emanates from the chronic occupational stresses, such as work overload and pressures relating to the completion of different jobs at the workplace. However, further evidence reveals that the etiology of burnout is multifaceted in nature as dispositional factors also tend to play a role in its occurrence. Lambie (2006) informs that burnout is widespread among professionals, but it is not recognized as a distinct disorder in the DSM-5 due to its closeness to other depressive disorders. In the ICD-10, burnout could be found under problems related to life management difficulties. Overall, a burnout could be defined as the unending feeling and exhaustion among professions in their respective areas of work. The Interpersonal Impact of Burnout When the concept of burnout was first described in the 1970s, it was originally linked to interpersonal stressors on the job. Falck and Kilcoyne (1984) inform that the concept of burnout was originally observed in the context of human services, such as healthcare, hence easily revealing its interpersonal impacts. In line with such understanding, the first significant interpersonal impact of burnout is the syndrome of emotional exhaustion. It emanates from a person’s emotional demands in the course of interacting with others at the workplace. Moreover, there is a high possibility that nurses will develop a reduced emotional attachment to other people at work due to the exhaustion caused by the workplace stressors. The individual feels exhausted in terms of responding to emotional demands in respect to others in the workplace. The second vital interpersonal impact of burnout is depersonalization. Ericson-Lidman and Strandberg (2007) are of the view that it is the cynical and negative response to patients and losing interest with oneself. For instance, nurses would lose interest in offering the required care to patients. Moreover, they tend to feel that patients are a bother to them and offer services that do not meet the required criteria due to burnout. The last crucial interpersonal impact of burnout is reduced personal accomplishment. It is believed that due to it a worker cannot work in the most effective manner with the clients. In the hospital setting, nurses tend to feel that they cannot work effectively with patients due to the frustrations they experience in the workplace. Symptoms of Burnout According to Brake, Gorter, Hoogstraten, and Eijkman (2001), burnout exhibits numerous symptoms that are easily noticeable from the behavior of workers. The first symptom is the unique feeling of tiredness. It is when a worker experiences tiredness coupled with aches and pains in different parts of the body. The second symptom of burnout is the loss of interest to work. Most people find their work a fun experience. However, they reach the level, at which they perceive their work a burden rather than a fun experience. The third notable symptom of burnout is the feeling of loneliness emanating from the decision to isolate oneself from others in the workplace. Such detachment tends to lead to depression among workers. Balk, Chung, Beigi, and Brooks (2009) assert that the fourth symptom of burnout is emotional exhaustion. The emotions of individuals tend to be blunted, and they may negatively react to co-workers. They lose that passion of working effectively with other employees and fail to realize the goals of the hospital in terms of service delivery. The last significant symptom of burnout is anxiety and continuous instances of worry among individuals. The workers tend to be anxious about everything occurring in the workplace. Some of them become frustrated with their own job performance and all other activities taking place within the work environment. Stages of Burnout Burnout develops in 12 diverse phases/stages among individuals. Wang, Liu, and Wang (2015) affirm that before explaining each of the stages, it is crucial to point out that burnout is not categorized as a distinct disorder in the DSM-5 because it is problematically closer to depressive disorders. Therefore, such stages are perceived the onset of depressive disorder from the perspective of DSM-5. The relevant stages theorized by Herbert Freudenberger and Gail North are summarized below. Stage 1: The compulsion to prove oneself. According to Falck and Kilcoyne (1984), it refers to the excessive ambition adopted by employees. The pressure to prove oneself at the workplace leads to compulsion. They want to be above everyone in terms of performance in their areas of work. Stage 2: Working harder. It emanates from the desire to prove oneself at the workplace. The employee develops higher expectations and sets higher targets compared to everyone. With the desire to prove themselves, they engage in any work at the workplace. Stage 3: Neglecting their needs. Such individuals place all their focus on work, while forgetting their personal needs. For instance, a worker might forget to eat, spend time with the family or friends. They perceive such activities unnecessary and prioritize work at any given time. Stage 4: Displacement of conflicts. Kushnir and Milbauer (1993) agree that at current stage the individuals convince themselves in the fact that what they are doing is not right. However, the individuals fail to recognize the cause of the problem leading to an individual crisis. Physical symptoms begin appearing at current stage among most individuals. Stage 5: Revision of values. In line with current stage, the individual prefers isolating himself/herself from others. Schaufeli, Leiter, and Maslach (2009) hold the view that individuals avoid conflicts and find themselves in a state of self-denial about their basic needs with the changing perceptions. They develop a new value systems focusing on job performance and become emotionally blunt. Stage 6: Denial of emerging problems. Current stage is characterized by intolerance as individuals are not social. Social relationships are extremely unbearable for them due to their intolerance. At this stage, outsiders are always able to identify aggression and aspects of sarcasm among such individuals. They blame their problems on the way they have changed rather than on their work and other organizational pressures. Stage 7: Withdrawal. It is when the social contacts reduce to the lowest level almost leading to isolation. Individuals tend to minimize their stresses using alcohol and cigarettes. Stage 8: Obvious behavioral changes. Ericson-Lidman and Strandberg (2007) reiterate that changes in the behavior of the person become so apparent that friends, co-workers and family members cannot overlook them. They begin fearing and shying away from other people due to the rapid changes in behavior and aggressive tendencies. Stage 9: Depersonalization. Individuals tend to lose contact with themselves, as they perceive themselves worthless. They also forget their own personal needs and they view their lives from a narrow perspective. They mostly focus on the present, forgetting the future. Stage 10: Inner emptiness. Individuals feel extremely empty on their inside and resort to the activities such as sex, overeating, alcohol and other drugs to overcome their stresses. Their engagement in such activities is always exaggerated. Stage 11: Depression. Smith (1999) informs that depression develops with time, as the individuals become hopeless, exhausted and develop the belief that they do not have a future. They see no meaning in their own lives as a result of the lost hope. Stage 12: Burnout syndrome. The emotions and physical status of such individuals collapses to the lowest level. At this stage, there is always a need for urgent medical attention for individuals. Suicidal ideation might occur in some instances caused by extreme depression. However, only a few people commit suicide. What is Not Burnout? In numerous instances, burnout has always been confused with stress. Specifically, individuals tend to confuse the symptoms of stress with burnout without understanding that they are two distinct disorders. However, stress is different from burnout because it is usually characterized by over-engagement, while burnout is associated with disengagement. A person would not be termed to be experiencing a burnout when he/she over-engages in a particular activity. Additionally, Schaufeli, Leiter, and Maslach (2009) point out that instances of emotional overreaction are not reflections of burnout, but stress. Goetz, et al. (2013) hold the opinion that burnout develops as a result of emotional bluntness among individuals, as they forget their own needs, family and friends. More so, stress might lead to premature death among individuals, while a burnout only makes individuals feel worthless in their lives. It does not necessarily have to lead to suicidal ideations. Therefore, incidences of sui cidal ideations may not necessarily reflect the presence of a burnout among individuals. Again, burnouts mostly tend to occur from the job, hence differing from stress, which might occur from any other causes. A burnout is not a feeling that arises from any other life event, but pressures in the work environment. Analysis of the Real Situation and Background MacKusick and Minick (2010) indicate that The American Association of Colleges of Nursing (AACN) indicates that the shortage of registered nurses in the country exceeds 500,000 registered nurses by 2025. It occurs due to the fear of starting the practice influenced by the associated workplace pressures. MacKusick and Minick (2010) emphasize that the study by AACN also indicated that an estimated 30%-50% of registered nurses leave their practices three years after starting their work. The longer working hours have contributed to burnout among such nurses, as they have to be involved in the routine of taking care of patients on a daily basis. Kalliath and Morris (2002) state that the increasing burnout levels lead to patient dissatisfaction with negative outcomes, which occur in the healthcare environment. Nobody wants nurses to leav the practice due to the increasing burnout levels. Again, everyone wants to experience a situation where patients are satisfied with the services delivere d to them by nurses. Such situation needs to improve to promote the ability of nurses to cope with such challenging environment. Therefore, the burnout prevention program was designed that would enhance the ability of nurses to cope with the pressures in their workplace. The program is specifically dedicated to decrease the pressures that nurses are exposed to and help them cope with their work. For instance, it focuses on encouraging hospitals to reduce the working hours for nurses, hence allowing them maximum time to rest. Even with the shortage of registered nurses, it is possible to deliver shifts that accommodate rest for nurses. The review of the work structure to manageable levels would play an instrumental role in leading to reduced burnout levels. One significant element that makes such burnout prevention program important is that it would involve the identification of a need assessment for nurses before tackling their issues in respect to factors contributing to their burnout. Balk, Chung, Beigi, and Brooks (2009) agree that the identification of needs is crucial because it leads to a more focused approach in the execution of the prevention program. In tandem with the program, the need was expressed to prevent burnout levels among nurses. Therefore, it has been planned to conduct surveys or questionnaires with nurses to identify their needs prior to helping them cope with workplace pressures. As Wang, Liu, and Wang (2015) explain, everyone with a burnout level higher than 4 on both the frequency and the intensity scale of the Maslach Burnout Inventory would need to be involved in such burnout prevention program. It is important as these are moderate levels of burnout as experienced by each person. It is noticeable, hence lead ing to the loss of interest in work and undesirable patient outcomes. Such burnout prevention program would start with involvement of individuals at the moderate to the high levels of burnout to facilitate future coping among them. Such strategy is developed accordance with the research conducted from the daily lives of nurses in the hospital setting. Program Aims and Goals The program will have both general and specific goals to guide its purpose in helping nurses prevent incidences of burnout by dealing with different matters they face. General Goals The first general goal is to train nurses on the best techniques to prevent burnout, while facing different issues at their workplaces; The second general goal of the program would be increase awareness, hence helping nurses identify symptoms easily as they face diverse challenges in their work environments. Specific Goals To promote the understanding of common signs of burnout among nurses; To improve resilience among nurses through in-depth training on relevant coping strategies relating to different challenges in the workplace; To ensure that nurses know the antecedents of burnout, hence enabling them deal with it effectively as they start experiencing it; To help nurses learn how to manage time to avoid finding themselves in working situations that expose them to burnouts. Appropriate time-management skills eliminate overworking; To decrease their burnout levels measured on the Maslach Burnout Index; To help nurses understand themselves in terms of their strengths and limitations; To help nurses learn how to manage their private and job life to avoid overindulgence in one area, while foregoing the other one; To enable nurses to learn how to reveal themselves. It relates to adopting the best strategies to communicate feelings and thoughts to other people, and being able to say â€Å"no† in some cases. Target Population and Location The participants in the program will be nurses from a hospital in the United States. The reason for it is that the nursing profession is one of the occupations that are exposed to numerous pressures, which lead to burnout. Smith (1999) asserts that while working in the hospital environment, nurses face different events, such as suffering cancer patients, dying patients and long working hours. Others have personal financial and family problems that expose them to burnouts, hence the need for the effective coping strategies. As noted earlier, the program would consider nurses who exhibit a burnout level higher than 4 on the Maslach Burnout Index, as they are at a high risk in terms of the burnout level. Such prevention program would only accommodate 15 nurses. Such number is perceived ideal because it is easier to work more efficiently with this number of people compared to working with a large number, for example 30 participants. Moreover, the number is ideal because it enhances perso nal contact with all participants, hence giving them the opportunity to benefit from the prevention program. The most significant thing to indicate here is that everyone will participate voluntarily without being coerced. The inclusion criteria is as follows: A person must be a nurse; A person must be participating in the delivery of healthcare services at a hospital; Should be working in shifts; Must be in a high responsibility area; Must have a social attitude as they help others all the time; Must be experiencing difficult working conditions, such as experiencing death, dealing with cancer patients and other suffering patients all the time; Has to be friendly and needs to have a large base of social contacts; Could be either male or female; Nurses with family and money problems would also be accommodated in such burnout prevention program. Exclusion Criteria: Exhibiting zero levels of burnout; Low responsibility area. Location The burnout prevention program will take place in a hospital in City X. Most of the sessions will take place outside the hospital setting to give the nurses a new experience that would help them relax and learn effectively. Skovholt, Grier, and Hanson (2001) are of the view that learning outside the hospital environment would be the most ideal way of helping them understand the best strategies of preventing burnout, while offering their services to patients in their respective high responsibility areas. Again, they would be able to express themselves better in any other environment away from the hospital. In addition, it may lead to the success of the intervention program in terms of enabling them prevent incidences of burnout, as they work in the future. Timetabling The prevention program is scheduled to take 12 weeks (3months) to accomplish its mission of helping nurses prevent burnout in the future. Participants would engage in similar activities with three sessions every week. There will also be an open forum session where participants have the opportunity to express themselves and receive instant feedback from facilitators. Balk, Chung, Beigi, and Brooks (2009) opine that such approach to learning would be significant in achieving the desired outcomes among the nurses. As a result, it will help improve their resilience and coping strategies in their challenging work environments.

When Should I Ask for a College Recommendation Letter

When Should I Ask for a College Recommendation Letter SAT / ACT Prep Online Guides and Tips I remember worrying about the perfect time to ask for recommendation letters. Too early, I thought, could seem like over-planning; maybe my teachers would even forget by the time deadlines rolled around! Too late, though, would suggest a lack of preparation or could even offend my recommenders. It seemed like the stars had to align just right. If you’ve had any of these same concerns, you don’t have to wonder anymore. This guide will discuss the best times to ask for recommendations, plus why it’s important to have good timing in the first place. To start, what should you consider as you figure out when to ask? What Matters As You Decide When to Ask? There are a few main factors that influence when you should ask for recommendation letters, each of which I’ll talk about in more detail below. In a nutshell, these factors include the following: your college deadlines your teachers’ preferences your school's policy the year in which you had your teachers Some of these factors are easy to define - like your college deadlines - while others may offer a little more flexibility. Read on to figure out which ofthese scenarios applies to you, as well as what it means for your rec letter request schedule. Let’s begin with the general (though not necessarily definitive) golden rule: Ask At Least a Month Before Your College Deadlines Unless your school or teachers set other policies, you should ask for recommendation letters about four weeks before your college deadlines. If your deadlines vary, then ask four weeks before your earliest one. What exactly does this look like? If you’re applying to meet a November 1st early action or early decision deadline, then you should ask your teachers by October 1st. If your deadline’s November 15, then ask by October 15th. You get the idea. If your deadlines are regular decision, then they might be around January 1st or January 15th. In this situation, you could ask by the time December rolls around. However, consider everything that goes on in December. December is full of midterms, which means lots of grading for teachers, plus manydays off from school. You can also assume that most students have made their rec letter requests earlier in the semester. For regular decision deadlines, I would suggest asking by mid-November at the latest, to take into account the busy scheduleandvacation daysin the winter months. You may be wondering why teachers need a month to write a letter. For one thing, they’re not just writing you a letter - some teachers have dozens of letters to write, and most counselors have hundreds! Besides that, rec letters take time and thought to do well. You don’t want a rushed, subpar letter because you waited too long to ask for it. While giving your teachers about a month before your deadlines is generally a safe rule, it’s not the end-all, be-all answer. Your teachers and school might tell you to ask even earlier. Let’s consider what policies teachers set, followed by what your school guidance department might tell you to do. Everyteacher might have their ownpersonal preference. Ask According to Your Recommenders’ Preferences Teachers are busy. They have to teach several classes a day for hundreds of students, not to mention all the planning and grading that goes on behind the scenes. Plus, despite what we may have believed in elementary school, they don’t live at the school. They have lots going on in their personal lives, too. My point is that recommendation letters are another task on top of an already packed schedule. Just as you should give your teacher plenty of time to write your letter, your teacher might set certain policies to make the workload more manageable. She might set a rec letter request due date, or set a cap on how many letters she’ll write. It’s your job to find out what your teachers’ policies are. If you can’t find out from older students or through word of mouth, then you should ask your teacher when she prefers to get requests. Find out if she sets a deadline or limit. If she sets a cap, try to get a sense of how popular a recommender she is. If you know your English teacher, for instance, gets inundated with requests, get yours in early. Ask her in September or, better yet, in the spring of junior year. You don’t want to ask a month before your deadlines only to find that your teacher’s too busy or has stopped accepting requests. Generally speaking, your teacher will appreciate that you’re being thoughtful, proactive, and giving her plenty of time. Along similar lines, your guidance department may give you instructions about when to ask. Ask According to Your Guidance Department’s Instructions While individual teachers may set their own policies, your guidance department may also have a blanket rule for all college-boundstudents. Some schools, for instance, have students ask in the spring of junior year. Others tell students to submit three teacher preferences to their college counselors, who will then assign everyone two (and thereby balancethe numbers more evenly). Other high schools tell students to ask in the fall of senior year, and still others have no particular guidance - they leave it up to each student to figure it out. If you haven’t received directions, visit your school counselor and ask her about the general expectations. They may determine whether you ask in Aprilof 11th grade or September of 12th. Finally, there’s one more consideration that may alter your request timeline: the grade in which you had your recommenders as teachers. Don't wait so long that your teacher forgets who you are! Also, just keep swimming. Ask Your Teachers At the End of their Class or School Year Remember that classic first day of school assignment,"Write about what you did over the summer"? Well, what if your teacher asked you to write in vivid detail about what you did three summers ago? Just as you might have trouble remembering the specifics, your recommenders mightnot be able to produce the clearest memories if they had you in class years before you make your request. While it’s advisable to ask your junior year teachers, some students reach back further and have their freshman or sophomore year teachers recommend them. If you had a great connection with a 9th or 10th grade teacher and feel they might make a strong recommender, then you should ask them sooner rather than later. Instead of waiting until senior year, you should ask them at the end of the year you had them, ie, at the end of 9th or 10th grade. Similarly, you could ask your junior year teachers at the end of 11th grade, rather than waiting until after summer break. Even if you don’t ultimately use the letter, you can have it on file just in case. Plus, asking early helps in any of the other scenarios mentioned above: you give your recommenders (more than) a month before your deadlines, you beat the rush of requests, and you get your request in before any ofyour teachers’ or guidance department’s deadlines. Win-win-win. If you’ve learned about the rec letter process, then you know more goes into it than simply asking your teacher to write you one. You additionally want to provide a resume and a thoughtful brag sheet. If you’re asking especially early, then you could make the request and follow up later with all this info. You’ll show your recommenders that you’re proactive and goal-oriented; then you can send along your recommendation packet once you’ve prepared it. Now that you have a sense of when students typically ask for recommendations and why, how can you figure out when exactly YOU should ask? So When Should You Ask for Your Recommendations? To determine when you should ask your recommenders for a letter, you need to do your research. Make sure you know all your college deadlines, for starters. Then figure out whether your school has any guidance about when to ask, like in April of 11th grade or September of 12th grade. Figure out who you're going to ask in junior year, so you can find out if your teachers set any deadlines for or caps on requests. If you're a younger student, you should think about whether any of your teachers would make for strong recommenders. If so, then consider asking them at the end of the school year. The latest that you should ask for recommendations is October of senior year for early deadlines and November to December of senior year for regular deadlines. To be safe and proactive though, as well as to keep yourself fresh in your teachers' memories, you'd do well to ask in March, April, or May of junior year. Asking early will not only give your teachers the time they need to write a well-crafted letter, but it will also give you peace of mind. Apart from following up with a reminder and thank you note, your work on recommendation letters will be done! Then it will be up to your recommenders to upload their letters, and you can focus on finishing up the rest of your college application. What's Next? As you can tell, a lot of planning and strategy goes into your recommendation letters. Why are rec letters important in your application? Whatdo admissions officers look for when they read them?Find out more about the role of rec letters in admissions decisions in these guides. There are lots of other steps that go into applying for college, like scheduling your SAT/ACT and writing your personal essay. Check outour complete guideto applying to college, from 9th grade up until senior year. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Normal C Reactive Protein and Significant Bacterial Infection in Literature review

A Normal C Reactive Protein and Significant Bacterial Infection in Children with Fever - Literature review Example One of the most common reasons for Emergency Department (ED) visit is the fever. Fever accounts to approximately 10 – 35% of admissions in children younger than three years of age (Nuttall, 2003; Andreola et al., 2007; Behjati 2008; Liu et al, 2008). In this age group, severe bacterial infections or SBI represents to about 10 – 25%; however, Andreola et al (2007) noted that this diagnosis is frequently confusing especially with the absence of localising findings. Hence, a need for specific and sensitive laboratory markers for infection is required because of the presence of clinical findings such as body temperature. More than a decade ago, an algorithm which incorporates with laboratory findings, such as white blood cell count and absolute neutrophil count was published and was proven to be useful in the medical practice especially in the identification children who are at higher risk of severe bacterial illness. Additional markers such as C – reactive protein ( CRP) and procalcitonin (PCT) are maybe useful (Nuttall, 2003; Andreola et al, 2007). In 1930, CRP is discovered by Tillett and Francis as C – Polysaccharide fraction called as fraction C from the sera of an acutely ill patient. In 1941, fraction C was found to be a peptide instead of a polysaccharide, thus renamed as C reactive peptide. In 1950, it was reported that CRP can be detected in more than 70 types of disorders. Carlan added that CRP can be normal in invasive bacterial disease, and produces the largest, the most rapid, and most quantifiable acute response to inflammation and infection.