Research Articles Base: Health Psychology

Relationship Of Socioeconomic Status With Mental Health And Lifestyle Behaviour in Japanese Elderly People

THE RELATIONSHIP OF SOCIOECONOMIC STATUS TO MENTAL HEALTH AND LIFESTYLE OF JAPANESE ELDERLY PEOPLE         The National Police Agency (NPA) reported in early 2003 that the highest suicide in Japan are mostly the elderly people, they have registered a record of 11,529 of people men and women 60 years of age and above while people age 50 to 59 consist of 8,614 cases of suicide that nearly comprises 58.5% percent of suicide in Japan and the primary reasons for most of this suicide is the health related problems and the rising cost of health care, depression, isolation and socioeconomic conditions that most of them especially the elderly have chosen to took their lives rather than being a problem in the society. In the recent survey of 2007 suicide of the elderly have risen to 12,107 records are 60 years of age that was just 40% percent of the overall figure that there are suicide committed in the community of various age groups in every fifteen minutes by inhalation of gas, household fuel and detergent and mixing other chemicals that causes death making Japan having the highest record of the suicide rate.       Depression is one of the most common mental health problems of the elderly people in Japan. This feeling has been acquired because of regression and weakening of their body and mind that they tend to draw back and lose hope of their future knowing that they are isolated and worthless. Usually the cases of the elderly has a troublesome lifestyle including poor health, less physical activity, loneliness lifestyle, poor sleeping, old age addiction to smoking, drinking and most of all lack of social support. Depression is also acquired because of their socioeconomic status that their low income capacity to get what they want especially women who have not married have a strong suicidal tendency because they may have not gain support from their family.       The socioeconomic status of most of this elderly even the middle age people have experienced poverty stricken lifestyle, bankruptcy of their business as a part of recession making them at risk to neglect their own life and isolate themselves in remote areas. They are also having a problem to find employment since they cannot be accepted because of their conditions that they are not mentally and physically fit to work and all that’s left is there memory during their youth. Some elderly chooses to live in the mountain and far from the community making them more isolated in the social world. Since 2003 at the base of Mount Fuji, the Aokigara woods has become a well known place to be called the “suicide forest” because there are many reports of elderly suicide in this place hanging themselves on trees, still it is the socioeconomic, mental and physical health problem has been the main reasons of their suicidal thoughts.       According to psychologist and medical experts that usually the mental conditions of the elderly has been entirely affected because of the change in their lifestyle if they cannot take enough of them in their life and loses hope the possibility and restlessness to commit suicide will be their escape. There are also cultural and social factors that can also trigger their mental conditions to pursue such suicidal thoughts. If they have gain religious strength or probably someone who can take care of the elderly that they are still needed and they are important they may still thought about their conditions to live a good life. Most definitely they have not just loses hope and self esteem but they also lack love and acceptance in their family which is primarily the most important.       The government has already answered to review their anti-suicide law as early as 2007 and they expect a dramatic changes and decrease records until 2016. The government releases funds for prevention measures through counseling, employing police to suicide hotspot, strict monitoring of activities in the community and online ban of websites that encourage suicide. Experts still think that these programs may not still work because there were not enough counseling agencies who can handle the large crowd who are suffering from mental conditions, socioeconomic and health problems. The largest phone helpline in Inocho no Denwa in Japan are not even psychiatrists and they only have 300 volunteers that they may not even offer a face to face counseling which is what is really needed. The government must also need to offer more financial help or work for the elderly if possible because this has been the prime reasons of the elderly. But the experts themselves have not found enough suggestion for the right cure. The suicidal thoughts of the elderly people in Japan have become a social stigma and mental illness that affects the conditions of their society in general. References: http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(08)60900-9/fulltext       http://www.atimes.com/atimes/Japan/FG28Dh01.html       http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3041738/                                http://news.bbc.co.uk/2/hi/7463139.stm Credit:ivythesis.typepad.com

Relationship Of Socioeconomic Status With Mental Health And Lifestyle Behaviour in Japanese Elderly People

THE RELATIONSHIP OF SOCIOECONOMIC STATUS TO MENTAL HEALTH AND LIFESTYLE OF JAPANESE ELDERLY PEOPLE The National Police Agency (NPA...

Paranoid Personality Disorder and Treatment :A Case Study Report

I.              Introduction The workplace, more often than not, tends to be the place most adults spend a bulk of their time. With the presence of deadlines, tough workloads, and stress, the workplace may well be the source of psychological disorders. This took place in the case of Brian. The depression and anger that he experienced after he was bypassed for promotion triggered his paranoid personality disorder. The following discussion shall analyse the case of Brian and provide a mode of treatment. II.            Assessment process To begin with, the personality of Brian has been questioned by the company. He has questionable interpersonal skills. That is the very reason that he was bypassed. Consequently, this triggered the full blown paranoia on the part of Brian which similarly the reason that he assaulted one of his co-workers. The diagnosis on Brian fits the bill perfectly. The poor interpersonal skills are symptoms of paranoia along with the stubborn and belligerent nature of the client. Moreover, after some observation, the client appears to be rather overly attentive. He possesses some degree of delusions that he is being persecuted. In the same sense, these delusions are compounded by the fact that he holds grudges straightforwardly with animosity towards others. The assault on the colleague is based on the delusions of Brian. It appears that he thought that the co-worker is a potential threat to himself. He may have thought that the co-worker is bound to exploit him or take advantage of him if he gives him a chance. The problem in this regard is that the accusations of Brian are apparently baseless. Despite this fact, the reaction of Brian should essentially trigger an immediate response from the management as the safety of the co-workers is at stake. Apparently, Brian is unstable because of the depression, anger, and paranoia.     III.           Counselling theory The appropriate counselling theory is cognitive-behavioural therapy. It focuses on the thinking patterns of the client. The maladaptive cognitive processes are espoused to recognise beliefs and their implications and to participate in tests to analyse their viewpoints. The said therapy centres on thought patterns that bring about misery and similarly on creating more adaptive and practical construal of events. These illusions are cared for by creating an appreciation of the type of evidence the individual employs to sustain the viewpoint and encouraging the client to realise the substantiation that may have been ignored that does not sustain the said point of view. IV.          Action planned The cognitive behavioural therapy to be implemented in the case of Brian involves three major stages: cognitive restructuring and behavioural activation. Cognitive Restructuring In this stage, the identification and correction of mistaken thoughts that are related with the feelings of paranoia and depression are established. In this part of the therapy, the collaboration between the client and the therapist is imperative. This is to establish the usual erroneous ideas and beliefs and consequently change them into appropriate ones. It is important to realise that individuals suffering from paranoia displays misrepresented thoughts with themselves, their immediate environment and possibly what lies ahead in the future. What Brian thinks of these elements would be helpful in going against the said misrepresented thoughts. Similarly, individuals with paranoia are often constricted with reference to their movement. Their motion tends to be limited because of their doubts and fears regarding their environment. This then may trigger a cycle where, like in the case of Brian, depression came in first and consequent paranoia. Behavioural Activation This part of the therapy points to the rectifying the descent on which paranoia is implicating in the individual. This is done simply by providing positive reinforcement to the client. Such reinforcement may come in the form of rewarding activities and other encouraging words that would rectify the feelings of paranoia. It has been stated that in instances where the patients are paranoid, such as in the case of Brian, the daily tolls of living is increased exponentially. It is at this point that the therapist has to step up and pinpoint the specific strategies that should be taken in solving the predicament of the client. V.           Legal and ethical issues In this case, the therapist is bound by the standards of law and ethics. He must guarantee that all the activities in the treatment are authorised. It is also imperative that the client is disclosed of the information regarding the treatment. Like any relationship involving medical care, the therapist should inform the patient whether or not the treatment would be risky. The duty of care should always be espoused and should be the basis of the actual treatment. He should not take advantage of his position to unjustly enrich himself in the expense of the client. Confidentiality should also be taken into utmost consideration as the therapy will involve actual divulging of information that could be detrimental or unfavourable to the reputation of the client.   VI.          Affective, cognitive and behavioural responses One must recognise that in the case of Brian, the main trigger that made the paranoid disorder to materialise is the depression caused by the bypass of promotion. One of the affective responses of this paranoia due to depression is to protect the individual from the aggression of others. This is the cause of anger on the part of the client. In the same time, he increases his guard against others because of this paranoia. Another effect of the paranoia is the social anxiety which Brian have experienced. This is the very reason why he was bypassed for promotion because he displays social retardation. The effect would be underachievement and the manifestation of idiosyncratic intentions of self-preservation. In addition to this response, the client also displayed significant difficulty in managing stress. This triggered the conflict with co-workers which culminated to the assault against a colleague. Upon observation, other characteristics that have materialised on the part of the client are the reluctance to strike a settlement. He is belligerent and argumentative which is also compounded by deceit and frequent disloyalty. In any case, the level of maliciousness has aggravated on the part of the client. This is because he treats other individuals as possible adversaries.   VII.         Wider systems of support and referral As presented in the previous parts of this paper, the treatment for paranoia is behaviour therapy. Specifically, this therapy is aimed towards the lessening of the sensitivity of the client on minor criticisms and developing some level of social skills. To this end, it is anticipated that the progress would be rather slow as implied by the characteristics of the client indicated above. Those stated characteristics are basically not collaborative in nature. It is the intention of the therapy to sever any more possibility of such doubt and seclusion though certain activities like recreation and management of the individual’s anxiety. In doing so, the end is to change the behaviour of the client. However, this would increase in effectiveness if the immediate relatives or the friends of the client chip in the process. The family members of the client must always be sympathetic and accommodating. The treatment of paranoia is rather protracted and requires loads of patience. Having the loved ones of the clients cooperate would do the trick. However, it is imperative that the relatives and loved ones should be informed of certain checkpoints in the process. They should refrain from feeding the paranoia of the client by carefully measuring their actions and spoken words. VIII.       Conclusion The minor injustice that Brian experienced created a ripple effect that constituted essentially to paranoia. The discussions above have manifested the causes of paranoia and its effect in the individual. It is a breakdown of the important mental and emotional functions. These consequently affect the reasoning of the individual as well as the assigned meanings to his immediate environment. As a whole, the reasons for the manifestation of paranoia in an individual are diverse and shrouded with doubt. In any case the effects of such an illness are damaging. It causes delusions which may be harmful to the client and to the people in the immediate environment. This is what happened to Brian. The assault to the co-worker is the culmination of the pent up depression and anger compounded by the delusions of antagonism against the client. Thus, treating paranoia is not merely a means to help the individual but to make the environment and the persons interacting with the client free from harms way.   IX.          References Davidson, R., Pizzagalli, D., Nitschke, J., Putnam, K. (2002) “Depression: Perspectives from Affective Neuroscience.” Annual Review of Psychology. Page Number 545. Dia, D. (2001) “Cognitive-Behavioral Therapy with a Six-Year-Old Boy with Separation Anxiety Disorder: A Case Study.” Health and Social Work. 26(2), 125. Kantor, M. (2004) Understanding Paranoia: A Guide for Professionals, Families, and Sufferers. Westport, CT: Praeger. Marcote, D. (1997) “Treating Depression in Adolescence: A Review of the Effectiveness of Cognitive-Behavioral Treatments.” Journal of Youth and Adolescence. 26(3), 237. Margolese, S., Markiewicz, D., and Doyle, A. (2005) “Attachment to Parents, Best Friend, and Romantic Partner: Predicting Different Pathways to Depression in Adolescence.” Journal of Youth and Adolescence. 34(6), 637. McCarthy, J., Downes, E., and Sherman, C. (2008) “Looking Back at Adolescent Depression: A Qualitative Study.” Journal of Mental Health Counseling. 30(1), 49. Patten, C., Martin, J., Myers, M., Calfas, K., Williams, C. (1998) “Effectiveness of Cognitive-Behavioral Therapy for Smokers with Histories of Alcohol Dependence and Depression.” Journal of Studies on Alcohol. 59(3), 327. Whalen, J., and McKinney, R. (2007) “Panic Disorder: Characteristics, Etiology, Psychosocial Factors, and Treatment Considerations.” Annals of the American Psychotherapy Association. 10(1), 12. Credit:ivythesis.typepad.com

Paranoid Personality Disorder and Treatment :A Case Study Report

I. Introduction The workplace, more often than not, tends to be the place most adults spend a bulk of their tim...

Aspects of Treatment

Question #1  Propose a method for improved compliance for a patient at risk for heart disease. Identify potential lifestyle changes needed by such a patient and the reasons why such lifestyle changes may be hard to comply with, along with a proposed intervention to improve compliance.               Compliance serves as an approach to maintaining or improving health as well as managingsymptoms and signs of the disease allowing complex behavior process to fit in as strongly influenced by actual environmentsin which patients live, healthcare providers practice, the healthcare systems delivering care.The purpose for the compliance is based on the premisethat the patient will get well or stay well if the physician and healthcare organization will make appropriate recommendations, providing that the patienthas the necessary knowledge and resourcesto follow it (Burke, Dunbar-Jacob and Hill, 1997). For patient care especially for patients at risk of heart disease, improved compliance is needed such as for the treatment or heart disease prevention as there serves as a crucial factor for achieving positive lifestyle changes and amiably avoid further complications of the disease. The improved method of compliance will be dealing with long-term compliance to health centered promoting behaviors for instance, some patients having coronary heartdisease. The need to have health related compliancedealing to cardiac rehabilitation is essential for the situation of the at risk patient aside, using of certain weight and exercise conditioning programs. Thus, the need to execute as well as apply long term exercisetraining compliance in cardiac rehabilitation program, even though there might be presence of several life threatening disease process which can matter a lot. The lifestyle change is important to avoid the disease for example, the patient should stop and quit cigarette smoking and alcohol drinking that are done too much in a daily basis and the patient should undergo self assessment and rehabilitation, sort of meditation to completely terminate his bad vices and one indication of that change is ample following of the compliance, engaging oneself into physical activities to keep the mind and body well coordinated and through engaging also in a rigorous exercise and not to spoil the reality and pain there is when becoming a victim of a heart disease. Furthermore, the realizing of useful strategies to improve better health compliance, of such rationale for combining certain strategies from within modification of heart disease risk factors (Ades, 2001 pp. 895-897).               Thus, some of the lifestyle change may be hard to comply because of behavior and attitude where there is social effects in the society, and that stress strikes an option for the patient not to comply with change because for them smoking as well as alcohol drinking for example, does serve an outlet for them not to get hit by the pressures of work and pressing obligations of family life and personal life as well. The presence of problematic situation is also a factor why an individual can’t change his lifestyle in order for him to spare from some dreadful disease, heart disease in particular. There is the need to acquire some points of efficacy of cardiac rehabilitation programs needed to be put in actual shape but, there can be extent to which compliance towards heart disease intervention is effectively dependent on its underlying adherence. Non-compliance might occur along with such health care regimens and does vary across the process of disease prevention and treatment domains. There can be several existing compliance problems as it can be clinically significant, ideal mediator of clinical outcome of the cardiac rehabilitation compliance points. The patient should also be engaging into self related behavior therapy, physical exercise, nutrition modification and smoking and drinking cessation and the reporting of effective measuring of the compliance behavior (Ades, 2001 pp. 895-897).             Indeed, compliance intervention will employ various combinations of educational and behavioral strategies to improve heart disease prevention, such improved compliance in the array of medical, health care set up. The lifestyle change if being manifested will be demonstrating successful cardiac rehabilitation compliance (Ades, 2001 pp. 895-897) as there includes behavior training, self-monitoring as well as value based enhancement, the compliance measure and further application of health related approach deemed towards positive and effective promotion of heart disease risk and its reduction means. Aside, the need to integrate some of the observational methods for evaluating cardiac rehabilitation, the compliance effectiveness, and improvement in patients may enhance the quality of observation research and the assessing of effectiveness of the intervention into compliance of several health outcomes as well as subjective report as cardiac rehabilitation compliance were evident for improved patient health and healthy lifestyle reality as there assumes desirable benefits from the intervention.       Question # 2   (a) Describe the subjective experiences of hospitalized patients placing emphasis on perceived and actual loss control.           Subjective experiences of hospitalized patients does gain a deeper understanding of how they experience and evaluate the care and treatment process as there placed emphasis on perceived and actual loss control as there implies subjective experience from the patient into such perceived outcome, for instance how their needs were being met in the medical care. The patients perceived their needs and the care based on their previous experience of the care area, their perceived trajectory of illness as well as the patient character, attitude which represented the patient’s definition of himself and the situation. The patient expectation of illness and character must be taken into consideration thus, having Iimprovement in the satisfaction level, the compliance within thinking and alertness. For example, some patients have experience loss control of urinary activity along with stress and gaining or losing weight. Subjectivity can be a usefulcomponent of outcome measures of heart disease compliance measures. The patient’s understanding of the experience will help them accept the importance of hospitalization, also such possible discrepancy between the patients’ and the hospital’s perspectives on treatment goals.   (b) What is the role of the clinical health psychologist in hospital settings? Provide examples             Pike (1996, p. 106), indicated that, “health psychologists form vital part of health-care teams in the general hospital. Basing their interventions on scientific theory, standardized assessment and clinical skills, they are able to help patients through emotional adjustment, information and the establishment of health-inducing behavior” (Pike, 1996, p. 106). Indeed, the role of the clinical health psychologist in hospital setting is deemed towards actual and ideal understanding of research assimilation to identify behaviors and experiences that promote health, give rise to illness, and influence the effectiveness of health care. Thus, recommending  ways to improve health care as well as policy, also ways to reduce smoking and the improvement of nutrition so as to promote health and prevent illness. Furthermore, they aim to change health behaviors for the dual purpose of helping people stay healthy and helping patients adhere to disease treatment regimens. For example, some practitioners emphasize education and effective communication as a part of illness prevention because many people do not recognize, or minimize, the risk of illness present in their lives. Moreover, many individuals are often unable to apply their knowledge of health practices owing to everyday pressures and stresses. When there is little hope of recovery, health psychologist therapists can improve the quality of life of the patient by helping the patient recover, identifying the best ways for providing therapeutic services for the bereaved. (c) Analyze the relationship between physician and patient in the hospital setting, and the outpatient setting. What potential problems can develop in the physician-patient relationship? How can physicians improve their relationship with patients?             There can be the preserving of physician-patient relationship from the time of managed care as there may be problems into effective development of physician-patient relationship for instance, some patients may feel that they are wasting physician’s valuable time and does not include details of history which deemed unimportant and are embarrassed to mention things they think will place them in an unfavorable light and the physician might not have the information needed to make good treatment decisions.  Thus, the physicians should attend to patient comfort, show attention with nonverbal cues, such as nodding  as well as acknowledge and legitimize feelings and ask for further health concerns. There may be occasions when no agreeable compromise can be reached between the physician and the patient. Indeed, the physician is obliged to provide the patient with resources to locate ongoing medical care, the effective teaching of physicians will improve physician behavior, medical outcomes as well as patient satisfaction. “Furthermore, with an increasing emphasis on value and efficiency in health care delivery, quality time between physician and patient is an increasingly valuable resource. Physicians spend time in face to face contact with patients gathering information, and developing relationship, doing administrative work related to visits and maintaining their knowledge base. Aside, physician time should be considered a resource just like other components of the health care system. For nonprocedural providers, it is the predominant source of income. Health systems should make efforts to understand how to allocate time according to patients’ needs rather than on a fixed visit schedule and to include patients’ input in these decisions”(Dugdale, Epstein and Pantilat, 1999 pp. 34-36)   Ades, P. (2001), Cardiac Rehabilitation and Secondary Prevention of Coronary Heart Disease. The New England Journal of Medicine Vol. 345, No. 12 September 20, 2001   Burke, L. Dunbar-Jacob, J. and Hill, M. (1997), Compliance with Cardiovascular Disease A Review of the Research. Annals of Behavioral Medicine   Dugdale, D. Epstein, R. and Pantilat, S. (1999), Time and the Patient–Physician Relationship. Society of General Internal Medicine. General Internal Medicine. 1999 January; 14(S1): S34–S40.   Pike, D. (1996), The role of the health psychologist in a general hospital setting. International Journal of Therapy and Rehabilitation, Vol. 3, Iss. 2, 01 Feb 1996, pp 106 – 109   Credit:ivythesis.typepad.com

Aspects of Treatment

Question #1 Propose a method for improved compliance for a patient at risk for heart disease. Identify potential lifestyle changes neede...

Why do Parents Drive their Teenage Children to School?

Why do Parents Drive their Teenage Children to School? Research has long proven that the parenting styles adopted by parents often have a great impact on the development of the child, in the context of the topic, discussion on parenting styles and its profound effects on teenage children, especially on parents that drives their teenage children at school. Basic parenting styles are authoritative, authoritarian and permissive styles. But later on, another parenting style was developed. It was named “uninvolved”. Basically, authoritarian parents tend to control their children. Also, they are very demanding and have high expectations for their children. But also, they tend to be less responsive to their children’s needs. They rely very heavily on punishment. Authoritative parents, on the other hand, though also very demanding, gain the favor of their children by being highly responsive as well. They have clear definitions on the limitations and freedom of their children. They are also very supportive and give out punishment but explain the reasons for the action. Permissive parents are the opposite of authoritarian parents. They require les of their children but still is very responsive to them, they are often very lenient and don’t, if possible give out punishments. The uninvolved parents are also opposite of authoritative parents. As the name suggests, they are really uninvolved with their children. Often, they are very apathetic to the happenings in their children’s lives. They put a very high risk on their children since they do not put a defined line on what they expect of their children. In accordance to parenting styles, parents that that drives their teenage children at school are possibly authoritative, authoritarian and permissive – an involved parenting style.  Involved parenting styles actually shows care and love to their children.  Actually, parents actively choose to drive their children to school because they perceive the journey by car to offer a number of benefits above those associated with other options.  The primary benefits associated with traveling by car are safety and convenience. Beyond this there are a wide range of other supporting or related benefits, some arising from the use of the car itself and others which accrue more indirectly through avoiding a disadvantage associated with walking, cycling or bus travel.  In addition, parents drove their teenage children to school has also the following advantages: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	Emotional benefits, both to parent and child include :</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	improved quality time together and better opportunities for bonding between 	parents and children;</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	helping to create children who are more independent and confident as they 	get older; giving parents back their independence;</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	health benefits to parent and child both in terms of getting physical 	exercise, confidence, social skills and being less stressed by other road 	users.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	improved levels of safety for children (both in terms of being more 	streetwise and traffic wise);</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	reductions in pollution levels which will benefit children in the longer 	term.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	 	Parents identify a number of communication channels for messages aimed at a 	reduction in driving and overall these emphasize the importance of the 	school in adopting a co-ordinating role.  There is also a need for schools 	to positively endorse initiatives in order to bring about parental 	confidence.</li> </ul>   Basically, there are limitations on the number of parents who will be persuaded to reduce use of the car for journeys to and from school. Implementation of these recommendations is not likely, on its own, to bring about a significant reduction in the numbers of drivers using the road for the school journey. However, if the right mixture of initiatives is introduced at each school, some parents may be persuaded to stop using their cars for some journeys entirely (perhaps in the afternoon), others may be persuaded to reduce the distances traveled by car or the frequency of driving. It seems likely that there are certain parents on whom this may have no impact and this tends to be those who use their car to drive children to school as part of the routine start of their day and to travel on to other locations.  As such, those who then travel onto work or who have children to deliver to other schools, appear likely to continue to use their car.  As such, messages and initiatives will need to focus on those offering greatest opportunities for conversion.  Actually, a number of different groups of driving-parent and suggested a range of messages that might be used for the different groups. Parents should very well know how to raise their children. Psychologists and researchers often recommend the use of authoritative parenting since it is well-rounded in all parenting aspects. Since authoritative parents have high expectations of their children, one can expect that a child will be pushed to do the best, and that authoritative parents also reciprocate love and warmth, the child can have feelings of security. Another is that a child can also have the freedom to express his own thoughts and beliefs. Credit:ivythesis.typepad.com

Why do Parents Drive their Teenage Children to School?

Why do Parents Drive their Teenage Children to School? Research has long proven that the parenting styles adopted by parents often have ...

CHILD PERSONALITY DEVELOPMENT: Freud’s theory of Psychosexual Development

CHILD PERSONALITY DEVELOPMENT: Freud’s theory of Psychosexual Development There are many theories that have been advance on personality development, but Sigmund Freud’s theory of psychosexual development is considered as one of the most intriguing theories that were conceptualized.             According to Sigmund Freud, people are born pleasure-seekers. This pleasure is sought through the erogenous zones (body parts particularly sensitive to sexual, erotic stimulation): the mouth, anus and genital regions. He implied that what we do and why we do it, what we are and how we became is a result of a child’s sexual experience. Freud outlined a child’s personality development into five stages of psychosexual development (although, we will only be discussing the three stages in this paper-the oral, anal & phallic). In each development, a child develops needs and demands that must be fulfilled. If these desires are not met, frustration occurs; while overindulgence leads to a child’s reluctance to progress beyond the stage. According to Stevenson (1996), “…frustration and overindulgence lock some amount of the child’s libido permanently into the stage in which they occur; both result in a fixation. If a child progresses normally through the stages, resolving each conflict and moving on, then little libido remains invested in each stage of development. But if he fixates at a particular stage, the method of obtaining satisfaction which characterized the stage will dominate and affect his adult personality.” (The Freud Web, 1996, para.1) Libido, according to Freud, is “…a psycho-physical process, having both bodily and mental manifestation.” (Jones, 1953, 282) Furthermore, Professor Evan Pritchard, PhD (1998) lectured that libido is the term applied by Freud for psychic and sexual energy, and that how it is expressed depends on the stage of development. In each stage, there are frustrations. When these frustrations are not dealt with successfully, the libido will be attached with that stage of development more than it should be. To develop the libido successfully, a person must not overuse the libido in one stage, because then there will be less for other stages, and that these overuses will manifest in later behavior.  The first stage in psychosexual development is the Oral Stage. The oral stage begins at the child’s birth. In this stage, the erogenous zone that is in focus is the oral cavity or the mouth. It is through the mouth where an infant learns the pleasure of nursing-sucking his mother’s breast and accepting things through the mouth. Also, not only does a mother’s breast give out food and drink, but it, too, represents the mother’s love. “Because the child’s personality is controlled by the id and therefore demands immediate gratification, responsive nurturing is key. Both insufficient and forceful feeding can result in fixation in this stage.” (About, 2003, 1) Manifestations of fixation include: smoking, overeating, nail biting, biting personality through sarcasm and constant chewing on things like pens or gums. In addition, Freud’s theory predicts: “The overindulged oral character, whose nursing urges were always and often excessively satisfied, is optimistic, gullible, and is full of admiration for others around him. The stage culminates in the primary conflict of weaning, which both deprives the child of the sensory pleasures of nursing and of the psychological pleasure of being cared for, mothered, and held. The stage lasts approximately one and one-half years.” (The Freud Web, 1996, para.3) On the other hand, the second stage in psychosexual development is the Anal Stage. In this stage, the erogenous zone in focus is the anus. ‘By producing them [the contents of the bowels] … [the infant] can express his active compliance with his environment, and by withholding them his disobedience.’ (Freud, 1905) It is in this stage of development wherein the child experiences his first encounters of rules and regulation because of the advent of bowel training wherein a child is being toilet trained. This results to “…a classic conflict between the id, which derives pleasure from expulsion of bodily wastes, and the ego and superego, which represent the practical and societal pressures to control the bodily functions…The child who wants to fight takes pleasure in excreting maliciously, perhaps just before or just after being placed on the toilet. If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, it will result in the formation of an anal expulsive character. This character is generally messy, disorganized, reckless, careless, and defiant. Conversely, a child may opt to retain feces, thereby spiting his parents while enjoying the pleasurable pressure of the built-up feces on his intestine. If this tactic succeeds and the child is overindulged, he will develop into an anal retentive character. This character is neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive. The resolution of the anal stage, proper toilet training, permanently affects the individual propensities to possession and attitudes towards authority. This stage lasts from one and one-half to two years.” (The Freud Web, 1996, para.4) Id, by the way, is the motivational force that demands immediate satisfaction. It is ruled by the pleasure principle that demands satisfaction now without thinking of the circumstances and possible undesirable effects. If the demand/urge is not satisfied / discharged, the id will then result to an act of wish fulfillment. Now Ego, on the other hand, results from the eventual understanding that not all needs can be gratified immediately, thus, adhering to the reality principle. The ego borrows libido from the id so his wants may be feasibly satisfied. This results to the child’s formation of self, instead of an incorporation of urges and needs. Finally, the Superego, takes shape when the external source of repression is internalized because he has now taken in himself the concept of right and wrong based on the rules he had encountered. To enforce these rules, the superego uses guilt and self-reproach, while if a person does something acceptable to his superego experiences pride and self-satisfaction. The third in the stages of psychosexual development is Phallic Stage.  This period starts about age 4-5 years, and it in this stage, the erogenous zone in focus is the genitalia. As the child becomes more interested in his genitals, and in the genitals of others, conflict arises. The conflict, labeled the Oedipus complex (The Electra complex in women), involves the child’s unconscious desire to possess the opposite-sexed parent and to eliminate the same-sexed one.  The groundwork for the oedipal phase is the peaking of humaninfantile sexuality at age five or six-a vestige of an earlier biological timetable. Other contributing factors include the high level of helplessness of human infants, the resulting high attachment needs, and theprolongation of development phases. Unsuccessful resolution of the oedipalphase may result when the mother’s dominant status is lowered. (Jonas & Jonas, 1975). On the other hand, the electra complex is said to be the counterpart of the Oedipus complex that occurs upon the realization that girls don’t have penises, and so this develops into what is called the penis envy. This realization results to hostility of the daughter to her mother, because of the belief that it was her mother who castrated her. “This realization coupled with the knowledge that her mother doesn’t have a penis leads to her thinking her mother unworthy, and becoming attracted to her father, as he does have a penis. Just as with boys, girls begin to suspect the same sex parent knows about their attraction to the opposite sex parent, and they hate them for it. These feelings go round and round for awhile until the point when the girls renounce their feelings for their fathers and identify with their mothers.” Pritchard, 1998)   References: Freud, Sigmund. (1989). The Future of an Illusion. New York: W. W. Norton & Co. Gleitman, Henry. (1990). Basic Psychology. New York: W. W. Norton & Co.   Jonas, AD and Jonas, DF. (1975). “A biological basis for the Oedipus complex: an evolutionary and ethological approach”. The American Journal of           Psychiatry.  Am J Psychiatry 1975; 132:602-606. Retrieved December 16, 2003 from              http://ajp.psychiatryonline.org/cgi/content/abstract/132/6/602.   Jones, Ernest. (1953). The Life and Work of Sigmund Freud. New York: Basic Books Publishing Co., Inc.   Pritchard, Evan, PhD (1998). Personality: Freud’s Theory of Psychosexual Development. Retrieved December 15, 2003 from         http://io.uwinnipeg.ca/~eptrich1/pers.htm Stevenson, David B. (1996). Freud’s Psychosexual Stages of Development.          Retrieved December 15, 2003 from The Freud Web Brown University           Website:              http://65.107.211.206/science/freud/Psychosexual_Development.html Stoodley, Bartlett H. (1959). The Concepts of Sigmund Freud. Glencoe, IL:Free Press Wollheim, Richard. (1981). Sigmund Freud. New York: Cambridge University Press. 1981   Freud’s Psychosexual Stages of Development. Retrieved December 15, 2003       from              http://psychology.about.com/library/weekly/aa111500a.htm             Credit:ivythesis.typepad.com

CHILD PERSONALITY DEVELOPMENT: Freud’s theory of Psychosexual Development

CHILD PERSONALITY DEVELOPMENT: Freud’s theory of Psychosexual Development There are many theories that have been advance on personalit...

The Importance of Mental Health

The Importance of Mental Health Understanding the vital role of mental health to one’s life is very crucial in determining the quality of life he is living for.  Mental health is generally the fundamental attitude and strategies to life of one person.  This is a stable mental state wherein a person is psychologically conscious of himself, other people and his surroundings.   This is a  mental condition of human being that is related to how he manage   himself well, how he  interrelate and communicate  to other people, how he manage to accept things as the way they are.  Additionally, this is very important for a person in dealing with all aspects of his life.  (http://www.articleclick.com/Article/The-Importance-of-Mental-Health/941113) Having a good mental health means a lot to anyone because it is a leading factor of understanding and realizing one’s achievement and accepting one’s failures in this life.  It is very obvious that there are people who are mentally healthier than others.  And, there are some manifestations that show if a person has a mental problem such as usually feels useless, hopeless, disgusted which often times lead to serious depression and psycho-social disorders.  When it comes to education, it is easy to detect if one student has a mental problem if he isolates himself from others; similarly, focus on the problems and anxieties.  While a mentally healthy student has the ability to develop a social talent that enhances his social, co-curricular and academic skills that help him gain full trust and confidence of himself; and most of all it gives him the reward of getting better grades in school.  When it comes to relationship, mental problem can be a big hindrance to any good relationship with others. He can not even manage to establish basic interactions with family, friends, and colleagues.  It is more often hard for him to nurture any relationship.  At the same, frequently experiencing personal problems and do not have the ability to handle commitment and intimate relationships with opposite sex or having issues on sexually related matters.  One thing more, the inability to handle problem and stress often leads to insomnia.  A person who does not even manage to fall asleep because of the deep thoughts of his problems might develop a severe sleeping disorder that even caused additional health problems on his part. Moreover, there are some people with mental problems who indulge in overeating that possibly lead to obesity that may cause heart disease, hypertension and diabetes.  So, it is very evident that a mental health straightly affects one’s body and health.  It also interconnects to the understanding that the body needs essential nurturing to be able it to function effectively. Thus, maintaining a good mental health is very essential for the body to be able to function it in a more healthy way. (http://mentalhealth.about.com/cs/stressmanagement/a/whatismental.htm) In this connection, there are some healthy guidelines that a person should follow in order to have and maintain a good mental health.  First, the ability to enjoy life – a person must learn to appreciate and enjoy the beauty of life that God given to him.  According to James Taylor, the secret of enjoying life is appreciating what it in store for a person at the present time.  Second is Resiliency – a person should learn to bounce back from hard times.  Learning to become flexible and resilient is the best way to cope with the problems and stress that come along the way.  Always think positively, and never lose hope even in the middle of struggle.  Because that high spirit of yours will help to pull you up and you certainly be able bounce back into life.  Third, a person must learn how to balance life; everybody needs to balance the time spent in socializing with other people and the time spent in being alone.  A person must also balance the other areas such as work and personal life.  What else? The time spent between indoors and outdoors activities.  The time spent in sleep and wakefulness.  These aspects must be always be given a full balance to be able to achieve a good mental state.  And last is the ability of a person to recognize his strengths and weaknesses; there are several people who know their areas of improvements , they even work harder   for its improvement and often times able to surpass the expectations of others.  While there are some people who focus more in the areas where they good at, and also achieve even better results.  But never focus on the failures and the lost time, it will never bring anything good to you.  Instead, out of those mistakes, get the things that can be great help to you, study it carefully so that you can avoid those things to happen again; and become good or even better next time.  (http://harticles.co.cc/2011/04/understanding-the-importance-of-mental-health-first-aid/) A mentally healthy person has the ability to feel secure for what he does for himself, for and what he does for the other people.  Above all, he has the ability to feel inner happiness, contentment and peace.    References:  http://www.articleclick.com/Article/The-Importance-of-Mental-Health/941113 http://mentalhealth.about.com/cs/stressmanagement/a/whatismental.htm http://harticles.co.cc/2011/04/understanding-the-importance-of-mental-health-first-aid/     Credit:ivythesis.typepad.com

The Importance of Mental Health

The Importance of Mental Health Understanding the vital role of mental health to one’s life is very crucial in determining the quality...

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS               Intergenerational programs now form an integral part in any social welfare services catering to people from different stages in their lifespan and representing different sectors in society with the goal that these programs break down negative stereotypes and attitudes. A program which started in the 1970’s, intergenerational liaisons are now conducted in different venues such as schools, social service facilities, mental health institutions, community centers, residential communities and higher education institutions. (Anon, 2010).             The elderly, who are at the peak of the developmental process, sometimes suffer from discrimination by the younger population who holds prejudicial attitudes and negative stereotypes against the elderly, against old age, and the aging process. In addition to the three sources of ageism are the institutional policies that perpetuate discrimination against the elderly. (Wikipedia, 2011). The important event in this stage is reflection on life – a looking back stage that gives them a sense of fulfillment and feelings of wisdom. Thus this stage is also called the psychosocial stage of ego integrity versus role confusion. (Cherry, 2005).             Adolescence on the other hand is an awkward stage wherein which the adolescent masters the psychosocial crisis of identity versus role confusion. This is the stage where social relationships are the important events that facilitate the development of a personal identity and failure of which leads to role confusion(Cherry, 2005).   The intergenerational programs with elderly may have a positive bearing on the developing adolescent especially in the formation of his or her identity through the wisdom of the elderly. Dr Beverly Block is optimistic on intergenerational liaison with the elderly and I quote, “Besides a wealth of wisdom that only the elderly can impart, relationships with a past generation can give us a deeper understanding and even make us more comfortable with our own aging and eventually with our own mortality.” (Block, n.d.)             Chapman and Neal (1990) evaluated the effects of intergenerational experiences between adolescents and older adults. They found out that between the two generations, the adolescents attitude and perception towards the elderly positively changed. Adolescents who showed altruistic motives reduced their social distance they have had against the elderly before the program and enjoyed the company of elderly more. A similar study by Meshel and Mc Glynn (2004) revealed the same results. Generally both generations have positive attitudes about each other. Adolescents were more positive towards the elderly following contact. Likewise, the elderly’s attitude towards the adolescent was generally positive. They also score higher on the test on life satisfaction.             The impact of intergenerational programs on black adolescents with the elderly was studied by Aday (1993). The results revealed that compared to the control group, the participating black adolescents attitude toward aging and the elderly significantly change. Similarly the elderly also developed a positive attitude towards youth. A distinct study on the facilitative effect of the interaction between the elderly and adolescents by Kessler and Staudinger (2007) revealed that a more prosocial behavior among adolescents is observed in a positive setting of generativity (elderly) and identity formation (adolescent). Interestingly, the elderly gained a more positive outcome from the intergenerational liaison as they perform well in tests of speed and language fluency. More importantly complex emotions felt by the elderly were regulated as a result of the interaction.             Since intergenerational programs have proliferated over the past few years, the issue on methodology arises. Ward (1999) suggests that an ethnographic approach in the study of intergenerational programs provides a more holistic perspective and may address the challenges of the issue. School-based inter and intra generation activities as well as case studies and participatory research approaches are suggested by Smith and Yeager (1999). Four basic types of intergenerational models are identified (Anon, 2010). These are the following: Older adults serve children, youth, and families; Children/youth serve older adults; Children/youth/older adults serve others; Children/youth/older adults share sites. These models have specific structures to include partnerships between systems serving adolescents and the elderly, formal goals, planned program of implementation, commitment from staff, support from other groups and an evaluation plan. These structures are created to allow replication of the program. (Anon, 2010)             In conclusion, while the impact of intergenerational liaison between the elderly and adolescents is positive care must be taken in terms of the methodology of the process – the models used and the structures that are followed as suggested above. REFERENCES Aday, R., (1993). Impact of an Intergenerational Program on Black Adolescents’ Attitudes toward the Elderly. Abstract only. Also published in The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. Educational Gerontology, v19 n7 p663-73 Oct-Nov 1993. [online] Available at: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ472064&ERICExtSearch_SearchType_0=no&accno=EJ472064 [Accessed 26 April 2011]. Anony, 2010. Intergenerational Programming – Program Models. [online] Available at: < http://family.jrank.org/pages/903/Intergenerational-Programming-Program-Models.html> [Accessed 26 April 2011] Block, B., n.d. Understanding the Elderly. [online] Available at: <http://www.asktheinternettherapist.com/articles/understanding-the-elderly/> [Accessed 26 April 2011]. Chapman NJ and Neal MB. (1990). The effects of intergenerational experiences on adolescents and older adults. Abstract only. Also published in Gerontologist. 1990 Dec;30(6):825-32. [online] Available at: http://www.ncbi.nlm.nih.gov/pubmed/2286342 > [Accessed 26 April 2011] Cherry, Kendra, 2005. Erikson’s Psychosocial Stages Summary Chart. [online] Available at: < http://psychology.about.com/library/bl_psychosocial_summary.htm> [Accessed 24 April 2011]. Kessler, EM and Staudinger, UM., 2007. Intergenerational potential: Effects of social interaction between older adults and adolescents. Abstract only. Also published in Psychology and Aging, Vol 22(4), Dec 2007, 690-704. [online] Available at: http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2007-18670-004 [Accessed 26 April 2011]   Meshel, DS, McGlynn, RP, (2004). INTERGENERATIONAL CONTACT, ATTITUDES, AND STEREOTYPES OF ADOLESCENTS AND OLDER PEOPLE. Abstract only. Also published in Educational Gerontology Volume 30, Issue 6, 2004, Pages 457 – 479. [online] Available at: <http://www.informaworld.com/smpp/content~db=all~content=a713770146>  [Accessed 26 April 2011]. Smith, BJ., Yeager, A., 1999. Intergenerational Communities: Where Learning and Interaction Go Hand in Hand. In Kuehne VS ed, 1999. Intergenerational Programs: Understanding What We have Created. [online] Available at: <http://books.google.com.ph/books?id=u3AxBXTTw0kC&printsec=frontcover&dq=intergeneration+programs+for+adolescents&source=bl&ots=tRkX77mLbw&sig=FRapbo3q0HG8974hS9haeKWqPwI&hl=tl&ei=KtO2TZG5M4vovQOZnt2iAw&sa=X&oi=book_result&ct=result&resnum=10&ved=0CHAQ6AEwCQ#v=onepage&q&f=false>  [Accessed 26 April 2011]. Ward, C (1999). The Intergenerational Field Need More Ethnographic Research. In Kuehne VS ed, 1999. Intergenerational Programs: Understanding What We have Created. [online] Available at: <http://books.google.com.ph/books?id=u3AxBXTTw0kC&printsec=frontcover&dq=intergeneration+programs+for+adolescents&source=bl&ots=tRkX77mLbw&sig=FRapbo3q0HG8974hS9haeKWqPwI&hl=tl&ei=KtO2TZG5M4vovQOZnt2iAw&sa=X&oi=book_result&ct=result&resnum=10&ved=0CHAQ6AEwCQ#v=onepage&q&f=false>  [Accessed 26 April 2011]. Wikepedia, 2011. Ageism. [online] Last Updated 11 April 2011. Available at: <http://en.wikipedia.org/wiki/Ageism> [Accessed 26 April 2011].           Credit:ivythesis.typepad.com

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS

THE IMPACT OF INTERGENERATIONAL LIAISON ON ADOLESCENTS Intergenerational programs now form an integral part in any socia...

The Influence of Cartoons to Young Children

THE INFLUENCE OF CARTOONS TO YOUNG CHILDREN         A Child Psychology gathered groups of parents and teachers in a certain school and ask them what influence a child five years old below to commit violence? A. Fighting of their parents, B. Peer pressure C. Cartoons, most parents answered letter A while most teachers answers B while only few answered letter C but the psychologist had shown a video interaction about children that proves 8 out 10 children would imitate the cartoons that they seen on television. Parents and teachers may be aware about the effects of cartoons for such very young children but they may not understand its severity.       Children may have fear in fighting parents and distressed them, they may have fought with their classmates several times in school but subconsciously they pretend to be what they see in cartoons that are often manifested through their actions and their words. Subconsciously children are susceptible to what they seen and heard on television especially cartoons that is in their imagination. If children sees fighting and outrages, revenges and desire to fight it may fulfill their tender mind to do things without tolerance they may use their toys or their brothers and sisters or they may even exercise their newly acquired knowledge to their parents by beating them although parents may not understand their behavior that children includes the fighting in their play until they learn to perform violence as a habit as they grow.       A very young boy may see the heroic act of the character in the movies and may pretend to believe that it is right to use force to achieve things and they may perform it intentionally that he can put his shoes in the hero that he likes they may even use various tools as mask, gadgets, toy-guns or broomstick as a weapons to get what they want. For very young girls they may like the story of fairy that has the power to use a rod or stick to beat a dragon or slaying monsters. Actually not just cartoons but any other shows and media including games from various media, books and gadgets that appeals to children may affect their behavior and may form their character to imitate it.        Parents and teachers may use various chosen forms of media that are selected to enrich their minds to knowledge and academic inclusion with play, songs and dances that is enjoyable and nurturing. Parents and teachers should cooperate for the benefits of the child through reviews of materials that they often use, schools may have the necessary materials to recommend them to the parents so they can also use the materials at home as a form of creative learning and bonding for the family. There are many available media on the internet sometimes it is free; sometimes you need a little payment. It is easy to check and review such media, there are parental guidance signs and review of what age bracket should watch the show in the form of board review. Look for the labels of toys and videos that says 3 years old and up is safe, general patronage and grade A is also safe.           Parents may need to check the television shows and cartoons that that their children watch they may also need to show the children about the benefits of the stories about what they view, set the time to criticize and review the impact of the cartoons so that children may understand the real benefit of the show on their life. Parents and teachers may give advice to show the students about what may happen if they tend to imitate such actions for example the fighting of two characters may look good but what is the reason why they are fighting or is it good for people to fight? Until children may need to understand and discover what they need to imitate at what it is not.       With the guidance of parents and teachers they will learn tolerance and proper exercises of what they watch, which is important. They should not allow children to watch television the whole day especially during weekend in order to do this they must be exposed with extra- curricular activities in school and at home that is more nurturing and helpful to children. Activities like piano lessons, ballet, music lessons or kite flying, gardening, sports engagement or baking is definitely a good ways to teach them so they learn and enjoy new things.       To further increase their knowledge parents and teachers should work hand in hand to join their children in their activities for moral support. In the mind of a child it is a new discovery that will enhance their talents and skills about their strengths and weaknesses, they can also discover confidence and involvement in a healthy atmosphere, and this can shape their future behavior and attitude towards growth. This is not to delimit or prevent their time in watching their favorite cartoon shows but to create a life balance and a healthy atmosphere that will further expose them to reality rather than fantasy and violence brought about by cartoons and other media that they often used. (http://www.parents-choice.org/default.cfm) Credit:ivythesis.typepad.com

The Influence of Cartoons to Young Children

THE INFLUENCE OF CARTOONS TO YOUNG CHILDREN A Child Psychology gathered groups of parents and teachers in a certain school and a...

Raising Self Esteem in at-Risk Youth

Raising Self Esteem in at-Risk Youth Various studies have proven that adolescents’ acts and behaviors are basically related to how they feel towards themselves. And, teens, who feel low self-esteem, are more likely into drugs and alcohol.  However, how can self-esteem be developed among teenagers? According to Stanley Coopersmith, a popular psychologist; there are three main vital factors to raise self-esteem among the youth.  They should   more love and appreciated   within their homes.  In the same way, parents must be firm and disciplinarian in setting guidelines among the children.  There should be open communication and democratic system inside the house.  Relatively, in order to develop high self-esteem among them, they must be oriented earlier about the significance of  proper behaviors and acts, in order to feel good about own self, as well as to develop competence in them, through giving them tasks. Parents must teach children to become responsible even in small things, and assume them responsibilities that they should accomplish or achieve with full of self confidence and empowering themselves that they can do tasks effectively and efficiently. Youth, start to recognize sense of responsibility if they discover their ability to work through problems, conflicts, as well as they learn lessons from their mistakes, and eventually, take pride of their achievements.  (http://www.byparents-forparents.com/parenting/nurturing-self-confidence-in-teens.htm)   Furthermore, children want to be respected and well loved by the people around them. They need to feel that they are important, by being accepted, and given enough attention and care by their parents.  In contrary, bad kids   more often, feel rejected and isolated from society. This is also the main reason, that they   make various ways to get others’ attention.  Likewise, they involve in drugs and alcohol activities with other peers. They are groups of teens who do the same things as they do, where they can find acceptance and belonging within the group.  In contrast, living a safe and nurturing environment, encourages youth to contribute more their skills and talents to their community, and interact with other people with the same passion and interests as what they have. As long as youth is doing something worthwhile, and help them to develop their personalities into better individuals, teens can divert their attentions from drug addiction and alcoholism. Another thing is being competent, personal achievement is very essential to boast adolescents’ self-esteem. Helping them to reach their goals and aspirations, solving problems, as well as overcoming obstacles; are very vital factors to make them feel that they are important in the family and in the society at large.   Being competent brings teens a priceless self-satisfaction and sense of value as individuals. Next is youth empowerment, the sense of ability to influence and touch the people and the world around them; is very vital element of raising youth’s self-esteem.  Adolescents who lack personal sense of power may feel inadequate and useless, this is also the reason that some teens try to control other people and situations through making troubles and issues.  In most cases, youth behave or act in order to get their needs met by parents or other people.  Self-esteem improves when teens feel good and worthy about their decisions.  This is also a way to increase their morale and spiritual side.  Correspondingly, curricular activities in school, and other community projects are very effective ways to  encourage  some teenagers to release their feelings of blame and guilt; these types of youth activities, teach them to identify   their areas of strength and act in accordance with right principles and beliefs in the society.  Through involvement in civic-organization activities, many teens learn how to accept accountability, as well as to   serve other people without assuming any thing in return. And, it is a cloud nine feelings for them, knowing that they touch many lives in their community.  (http://seamist.hubpages.com/hub/teen-self-esteem) With all these in mind, youth and their families should be perfect partners in boasting their self-esteem.  Productive lives, in the midst of struggles and challenges, can still be achieved, through proper guidance from the therapists, teachers, and foremost the parents. Consequently, depression, anxiety, influence of drugs and alcohol, emotional disturbances and misbehaviors can be prevented, if the members of the family are consistent with the proper ways of raising their children. Plus, people in the school must set good examples to them.  Additionally, giving the children  their own time, space, and let  emphasizing on them that mistakes are fine, because they are the best teachers to humans. Remember, successes are made of failures and mistakes.  And, helping youth understand this principle in life, will absolutely; lead them to better understanding of themselves on how they pull themselves towards their own accomplishments. (http://www.questia.com/PM.qst?a=o&d=63532805)       References: (http://www.byparents-forparents.com/parenting/nurturing-self-confidence-in-teens.htm)  (http://seamist.hubpages.com/hub/teen-self-esteem) (http://www.questia.com/PM.qst?a=o&d=63532805)     Credit:ivythesis.typepad.com

Raising Self Esteem in at-Risk Youth

Raising Self Esteem in at-Risk Youth Various studies have proven that adolescents’ acts and behaviors are basically related to how they...