Promoting Mental Health Essays

Promoting Mental Health Essays Promoting Mental Health Essay Promoting Mental Health Essay The aim of this assignment will be to demonstrate my interventions designed to promote mental health and well being using current national and local policies and campaigns in relation to the patient’s identified needs as well as evidence based therapeutic interventions. Finally I will evaluate my package reflecting on its success or failure. In order to gain a better understanding of mental health promotion, it is important to gain a definition of promoting mental health. Rosie Winterton (2006) quotes ‘Mental health promotion is key to changing attitudes about mental health across society. The National framework for mental health (DOH 1999) implemented national standards and service models for promoting mental health. Rosie Winterton (2006) continues ‘the National Service Framework for mental health.. outlines the need for the promotion of mental health for whole communities in schools, the workplace and neighbourhoods, as well as combating the discrimination against individuals and groups with mental health problems, and promoting their social inclusion. As a nurse, I have a duty of care NMC (2008) to support and promote patients recovery so that he/she can be a productive member of society without feelings of feeling socially excluded. The client chosen will be called Elizabeth* for the purpose of this assignment in line with the Nursing and Midwifery Council (NMC 2008) Code of professional Conduct and Data Protection Act (1998) which require health care professionals to protect and maintain their clients confidentiality. Elizabeth is a 38 year old woman who originates from Didsbury. Elizabeth is currently an inpatient on an adult psychiatric ward. Elizabeth was referred on recommendations from her Drugs Misuse worker. Elizabeth presented with signs of self neglect, low self esteem, feeling faint, disorientated, anxiety, irritability and aggression amongst others. Elizabeth has recently separated from her husband with whom she had no children. This was due to her cannabis addiction; this caused problems between Elizabeth and her husband mentally, emotionally and financially. Elizabeth is now living with her mother, having accumulated debts to dealers, led to Elizabeth’s low mood and admission. During the initial interview Elizabeth claimed she had been dependant on cannabis since the age of 14. She had been admitted onto the ward for a detoxification from drugs on the recommendation from her Drug Worker and husband who felt her drug taking was affecting her mental health. It is my duty to work in partnership with Elizabeth, to make her feel in control of her life and to successfully recover her from her drug dependence in accordance with the National Service Framework (NSF 1999) standard 1 which states, ‘health and social services should combat discrimination against individuals and groups with mental health problems, and promote their social inclusion’. To promote Elizabeth’s mental health I will need to assess her needs. ‘A need is a problem or barrier that makes people or communities less healthy than they can be.. or interferes with optimum health’ Bradshaw (1972). The nursing care begins with a comprehensive, systematic and accurate assessment. (Shives 2005). It would be vital to gain as much information as possible from Elizabeth and any other relevant sources in order to evaluate Elizabeth needs. (Barker 2003) state’s ‘collections of relevant information.. contributes to an overall evaluation’. This information would assist me in formulating a psycho-educational package. I prioritised her needs in identifying and implementing care using Specific, Measurable, Achievable, Realistic and Time framed’. (SMART) model DOH (2001). I introduced myself to Elizabeth as her Nurse. It is important to establish a therapeutic and understanding relationship with Elizabeth in order for recovery to take place. This can be achieved through communication. Communication is the key to gaining trust in any relationship. The DOH highlighted ‘Communication is a fundamental aspect of any relationship’. (DOH 1994). The assessment interview was conducted in an isolated room to avoid distractions that may threaten confidentiality and interfere with the effective listening, privacy and dignity of the client, (NMC 2008). I explained to Elizabeth that any information gathered from her would be shared with other health care professionals involved in her care without breaching her confidentiality in compliance to the (NMC 2008) and the (Caldicott Report 1997) unless it was required by the law. Elizabeth’s response was very responsible saying she understood and was willing to co-operate. I continued to engage with Elizabeth using my interpersonal skills; listening, attentiveness, assertiveness, humour, self disclosure and my body language, (Riley 2008). Without these skills I would not have been able to attain the information required to understand her difficulties and formulating sessions. During our initial session, Elizabeth was very open with me about her cannabis use and personal life. Elizabeth explained how cannabis had changed her and destroyed her marriage. Elizabeth expressed her desire of detoxification, to stay clean and to gain employment. Elizabeth explained how her cannabis use had started off in her young teens where smoking cannabis was seen as ‘being cool’. Elizabeth also explained that it had started to affect her mentally in her late 20’s. I assured Elizabeth that her detoxification would be a tough process for her but as a Nurse I will support her. According to Murray et al (2004) ‘Cannabis use alone does not cause psychosis, but it is one of the things that may contribute to its development; therefore, using cannabis increases the risk. Alongside this drugs.. cause a massive surge of dopamine to be released and this extra dopamine leads to the sensation of pleasure, (Creek and Lougher 2008). This contributes to Elizabeth’s low mood since dopamine receptor sites have been either reduced or shut down. Elizabeth and I both agreed to use Cognitive Behaviour Therapy to correct distorted conceptualizations and dysfunctional beliefs underlying her illness. CBT is the only psychological treatment in chronic psychosis with proven durability at short-term follow-up (Gould et al, 2001). Cognitive behavior therapy takes into account not only the symptoms of the illness but also the impact the illness on the individual such as isolation from family and friends, damage to social and working relationships, depression and increased risk of self harm. I discussed CBT in depth with Elizabeth and allowed her to have literature on the subject which she could refer to in her own time. Elizabeth was experiencing hallucinations, I explained how reality testing worked and belief modification. ‘Milton et al. (1987) suggested that belief modification and reality testing are effective strategies in reducing the conviction associated with delusional beliefs. This involves helping clients to question the evidence underlying their beliefs and to set up behavioural experiments to test the reality of the evidence for their beliefs (Chadwick amp; Lowe, 1990). Elizabeth was willing to use CBT and later realised the voices were not real. Alongside this with all the information gathered Elizabeth was prepared to assume the role of a self-therapist, (Williams, 2004). During the next weeks of Elizabeth’s treatment I was able to continue my assessment. Elizabeth portrayed irritability, self neglect, poor concentration, agitation and lack of sleep. Elizabeth’s symptoms continued and she also expressed thoughts about staff, which were out to hurt her and hated her. I reassured Elizabeth that her thoughts were not reality using CBT reality testing. I also asked her to ask the staff she accused whether they expressed these thoughts about her. Although this was difficult as Elizabeth’s symptoms grew she became adamant that they hated her. It takes time to change and many individuals like Elizabeth, no matter what the change, are not successful on their first attempt stated by Prochaska and Di Climente (1998). My interaction with Elizabeth was positive, through me engaging her in decision making and allowing her to be involved in her care, this allowed us to build a therapeutic relationship. Elizabeth was able to open up to me and share her feelings with me, she expressed how important it was for her detoxify and to rebuild her life. Elizabeth began to show some insight into her illness in the second session. Elizabeth realised her problematic behaviour and expressed a desire to change. I used motivation enhancement therapy encouraging her desire to change. Elizabeth was a voluntary patient in the hospital and claimed she had no desire to leave until the drug detoxification had taken place. I made positive comments regarding this and encouraged Elizabeth. Elizabeth expressed that she felt better within her mental state, I had noticed this too as she had been more engaging with myself and other staff with whom previously she didn’t. Elizabeth said she was grateful towards me and the nursing team for listening and helping her. She also felt as though she was being treated as an individual whose dignity was respected rather than drug addict in compliance with the NMC (2008). Elizabeth expressed her desire to build her life again with her family including her husband and her mother. I asked her to use this as an inspiration and to act on this thought positively. I also asked Elizabeth to elaborate on this thought; we looked at positive and negative outcomes that could happen so Elizabeth was ready to deal with them if they arose. My role as a nurse was to act as a witness and a facilitator to Elizabeth’s battles. Elizabeth expressed her desire to get involved with the groups that took place within the ward with the Occupational Therapist. I encouraged her to join the groups and pointed out there was a gardening group who worked on the hospital garden. I remember from an earlier session that Elizabeth had expressed a passion for gardening. Elizabeth agreed to attend the group, she later expressed that she had made friends with a lady from another ward in the group. This was promoting her mental health and also boosting her social skills. Elizabeth’s food intake was poor; she claimed she did not like the hospital food and that it made her feel sick. I discussed with the multi disciplinary team and we agreed to commence sessions with the Occupational Therapist with whom she was already working with to start cooking sessions. This would allow the O. T to assess Elizabeth’s skills and to assist her with activities of daily living. Alongside this Elizabeth would be able to cook, prepare and eat the foods she liked. This would boost Elizabeth’s confidence and avoid relapse. Relapse prevention is a self management programme designed to enhance the maintenance phase in the model of change, Miller and Rollnick (2002). It can be defined as a wide range of strategies to prevent relapse in the field of addictive behaviour with the emphasis on self management and the techniques and strategies aimed at enhancing maintenance of habit of change, (Creek and Lougher 2008). Through motivational interview, Elizabeth recovered some of her coping strategies in situations that could lead to relapse. Researchers have shown that the people who are aware of potential relapse situations and use specific strategies can effectively reduce the risk of relapse. (Kirby et al 1995). Elizabeth’s mental health and well being was also promoted using the Humanistic approach. Humanism emphasises the study of the whole person (Aanstoos et al 2000). This concentrates on Elizabeth’s behaviour from her point of view and allows Elizabeth to analysis her behaviour. This also promotes empathy. However it is unarguable whether Elizabeth’s behaviour is connected to her inner feelings and self image, (Clay 2002). Using open questions with Elizabeth, unstructured interviews and diary accounts, allows Elizabeth to have insight into her illness and promote her mental health and well being. The humanistic approach offers new set’s of values for approaching an understanding of human nature and their condition. This offers expanded horizons of methods of inquiry in the study of human behaviour and needs. The information gathered from Elizabeth from using the humanism approach gave insight and more holistic information in her problems; she was also involved in making decisions to meet her needs and kept a diary account to see if she was meeting these needs. The humanism approach helped Elizabeth’s mental health and well being as suggested by Maslow’s hierarchy of need as the baseline (Maslow 1954). The final session between me and Elizabeth was on motivation. Motivational strategies are used to increase commitment to change and boost motivation. It is a relatively simple, transparent and supportive talk therapy based on the principles of cognitive behaviour therapy, (Bundy 2004). A great deal of commitment and effort is required by me and Elizabeth in CBT. It is important for the Elizabeth to give me feedback, both positive and negative, at each session. This allows me to alter the speed, style, and content of future sessions in order to meet the specific needs of Elizabeth. Motivational interviewing assisted Elizabeth in identifying and measuring her emotional reactions to problems she has faced, to also identify how her thoughts and feelings interact to produce the patterns in behaviour and to challenge this thought process. Alongside this i had to fully utilize my listening skills to ensure engagement between me and Elizabeth. This gave Elizabeth the opportunity to express herself and feel valued with my attention. I also expressed empathy by using eye contact that made her feel comfortable with myself. I used phrases like ’I understand’ and ‘I can see you feel strongly about that’ as suggested by Riley (2008). I also waited until Elizabeth had finished what she was saying, avoiding interruption allowed Elizabeth to continue with what she was saying. The National Services Framework (DOH 1999) Standard one states ‘Individuals who misuse alcohol or drugs are at a significantly increased risk of suicide’. The standard one puts mental health promotion as their main goal. Individuals like Elizabeth have stigma attached to them because of the discrimination and social exclusion they face. In order to tackle this, educating the public on mental and drug and alcohol related issues would gain mental health promotion. The NSF standard one allows opportunities for promotion in mental health such as employment, housing, education, benefits to reduce discrimination against individuals with mental health problems. Mental Health prevention is important in psychiatric nursing care. (Caplan 1964). Promotion of mental health is divided into three levels. 1. Primary – lowering mental disorders or reducing the rate at which new cases of disorders occur. By using Motivational Interviewing Elizabeth was able to understand her thought process which was linked to her behaviour, thus reducing the rate at which the incidences of mental disorders occur. 2. Secondary prevention would involve reducing the prevalence of mental disorder by reducing the number of existing cases. This involves finding, screening and effective treatments. By Elizabeth committing herself to treatment and detoxification, has allowed us to treat her and reduce the number of existing cases. 3. Tertiary prevention allows activities to reduce the severity of mental disorders and associated disability through rehabilitative activities. Elizabeth found Gardening relaxed her mental state and reduced the severity of her mental disorder. Elizabeth showed determination and improvement with her treatment. This allowed me and the multidisciplinary team to start working with her for her life after discharge. Employment opportunities and help with housing will be in place for Elizabeth’s discharge. This plan allows Elizabeth to see discharge and abstinence from drugs as a reality. The National Treatment Agency for Substance Misuse have published many documents to assist with recovery from substance misuse. The NTA works in partnership with national, regional and local agencies to develop standards for treatment and that there are local accessible services to support drug users. The ‘Making it Happen’ (DOH 2001) document states that mental health promotion helps to improve physical health, enhance social inclusion and participation. By assisting Elizabeth through her treatment, allowed Elizabeth to become part of the society again. By reducing the stigma and discrimination associated with mental health problems. This strengthens the capacity of communities to support social inclusion. Elizabeth was able to follow the treatment programme designed for her to allow her to recover from drugs and to stay abstinence from them. However it is vital for Elizabeth to continue this treatment whilst in the community to promote recovery and avoid relapse. I discussed with Elizabeth possible triggers that may trigger a relapse or become weak. Elizabeth shared with me that her brother was also a cannabis user. I expressed that Elizabeth could educate her brother with the knowledge she now shared about the drug and the problems it poses. I also advised Elizabeth to advise her brother on the help she received from her local Drug and Alcohol team. This may help her brother to seek help for his own addiction and allow Elizabeth not to be influenced by her brother. I was impressed by Elizabeth’s determination she had shown me throughout her treatment and her consistency of hard work. I advised Elizabeth to join a local support group to remove the stigma on drug users, to boost her confidence within her community and to socialize. In order for this mental health promotion to be a success ongoing assessment of Elizabeth was necessary. This allowed Elizabeth to become engaged with the interventions proposed and to express her own concerns. Although Elizabeth’s behaviour was monitored Elizabeth felt able to approach me and express that she had noticed changed in her behaviour via using the motivational interviewing skills, the demonstration of care and concern by the nursing team and her desire to achieve her goal of regaining relationships with her family. The package that was created for Elizabeth allowed her to promote her health and well being in many ways, building her confidence with the nursing team, allowing her to socialize with other patients from other wards in her Occupational Therapy groups/activities, building her knowledge on her treatment allowing her to be in control and to make decisions. Elizabeth was able to analyze her behaviour through keeping a diary. Elizabeth was able to advise other patients through her experience of the detoxification. Elizabeth turned into a confident young woman allowing her to build her broken life into success with her family and gaining voluntary employment with her local Drug and Alcohol team where she advised drug users on the experience of her detoxification programme.

Definition and Examples of Creoles

Definition and Examples of Creoles In linguistics, a creole is a type of  natural  language that developed historically from a pidgin and came into existence at a fairly precise point in time.  English creoles are spoken by  some of the people in  Jamaica, Sierra Leone, Cameroon, and  parts of Georgia and South Carolina. The historical  transition from a pidgin to a creole is called creolization.  Decreolization is the process by  which a creole language gradually becomes more like the standard language of a region (or the acrolect). The language that provides a creole with most of its vocabulary is called the lexifier language. For example, the lexifier language of Gullah (also called  Sea Island Creole English) is English.   Examples and Observations of Creole Creolization-  A pidgin is the combination of two or more languages which sometimes occurs in trade contact, multi-ethnic or refugee situations, where participants need a functioning common language. . . . Sometimes the pidgin becomes stable and established and comes to be spoken as a mother-tongue by children: the language has then become a creole, which quickly develops in complexity and is used in all functional settings. The process of turning a pidgin into a creole is called ​creolization.(Robert Lawrence Trask and Peter Stockwell, Language and Linguistics: The Key Concepts. Routledge, 2007)-   A creole has a jargon or a pidgin in its ancestry; it is spoken natively by an entire speech community, often one whose ancestors were displaced geographically so that their ties with their original language and sociocultural identity were partly broken. Such social conditions were often the result of slavery.(John A. Holm, An Introduction to Pidgins and Creoles. Cambridge Univ ersity Press, 2000) Similar Features of CreolesLinguists have been struck by the similarities between widely separated creoles. These include such features as SVO word order, pre-verbal negation, lack of a formal passive voice, questions with the same forms as statements, and copula deletion. Some linguists argue that such similarities are evidence of an innate language faculty or bioprogram- that in conditions of impoverished linguistic input, children will nevertheless develop a fully fledged syntax based on universal grammar.(Michael Pearce, The Routledge Dictionary of English Language Studies. Routledge, 2007)Gullah-  The English variety spoken by descendants of Africans on the coast of South Carolina is known as Gullah and has been identified as a creole. Of all the vernaculars associated with African Americans, it is the one that diverges the most from (White) middle-class varieties in North America.(S.S. Mufwene, North American Varieties of English as Byproducts of Population Contacts, in The W orkings of Language, ed. by R. S. Wheeler. Greenwood, 1999)- On possible to get straight wood from crooked timber.(A Gullah  proverb,  from  The Gullah People and Their African Heritage, 2005)- The Gullah lexicon is  largely English. From his research conducted in the late 1930s, Lorenzo Turner was the first linguist to document over 4000 Africanisms in the Gullah lexicon,  many of them used as basket names (e.g. Gullah nicknames). Today you can still hear in normal everyday conversations such African retentions as  buckra white man, tita elder sister, dada mother or elder sister, nyam eat/meat, sa quickly, benne sesame, una you, and da the verb to be.  Other Gullah Africanisms such as  cooter turtle, tote to carry, okra plant food, gumbo stew, and goober peanut are widely used in mainstream American English.(Concise Encyclopedia of Languages of the World, ed. by  Keith Brown and Sarah Ogilvie.  Elsevier, 2009 Disagreements Over the Creole Roots of Black English in the U.S.[A]s for various arguments that Black English displays African or creole roots because of the role that aspect plays in its grammar (e.g., DeBose and Faraclas 1993), the issue is in fact not yet sufficiently examined to stand as an accepted fact. For one, tense plays a much more central role in Black English grammar than in Creoles or the West African languages of the Upper Guinea region, underlyingly marking the past and future as obligatorily as any Indo-European grammar (cf. also Winford 1998: 116). Second, typical of Creolist Hypothesis advocates generally insufficient attention to English dialects, the aspect arguments do not address the role that aspect in nonstandard British dialects may have played. This gap in argumentation alone renders the linkage of Black English aspect to Africa and creoles seriously incomplete, which is all the more significant given that there is indeed evidence that nonstandard British di alects are more aspect-focused than standard English (Trugdill and Chambers 1991).(John H. McWhorter, Defining Creoles. Oxford University  Press, 2005) Pronunciation: KREE-ol

Art essay, statement and analysis Essay Example | Topics and Well Written Essays - 1250 words

Art , statement and analysis - Essay Example Botticelli’s painting of Three Graces (1482) is a fragment of the tempera panel painting â€Å"Primavera†; it describes three Greek mythological goddesses Aglaia, Thalia and Euphrosyne. They are pictured dancing and holding their hands, looking at each other. The women look a kind of alike, they have the same hair color and the textures of their dresses are also similar, which shows that artist intended to picture them as a separate part from the whole composition, but didn’t want to emphasize on each of them, on the contrary, Botticelli made them as one element of the painting. The lines on the painting are soft and precise; color and shading form a three-dimensional picture – these factors influent on the naturalistic visualization of the Graces. The curling hair of the goddesses and the translucent elements of their clothes create an impression of lightness and serenity of women’s characters, and the dark background simultaneously emphasizes on t his impression by contrasting, but also alienates this group of characters from the others in the painting. Three Graces are depicted extremely naturally; with a high technique Botticelli succeed to describe the goddesses both mythically and realistically. The sculpture of Three Graces (Roman copy of a Greek work of the second century b.c (marble) is an image of three young women, holding each other’s shoulders, the one in the middle is turned backwards. Some of the women have their hands cut and they all don’t have a head details, the statue was damaged, the artist created this work is unknown. Because of the damages this work of art cannot be properly interpreted. The sculpture is made of marble, white color and smooth surface; the figures of goddesses are real human sized, they stand on ovoid base surrounded by two pillars on lateral sides. Elements of the sculpture were made smooth and polished; in addition, the connection between women in the

Nursing and the healthcare skills and qualifications Essay

Nursing and the healthcare skills and qualifications - Essay Example ient care and patient needs in such a way that it shows the respect of the healthcare provider for the personal, social, and political beliefs of the patient. By doing so, the healthcare provider will be able to administer the proper healthcare services to the patient and also earn the patients trust and loyalty due to the respect that has been shown for his or her beliefs in life. It is important to remember that a nurse must first and foremost, be conscious of the people around her and the patient. Being on the front line of patient care, a nurse will often find himself or herself spending more time speaking to the patient and his family members than the primary care physician ever will. As such, the nurse is in a unique position to facilitate the speedy recovery of the patient and also help ease the anxiety of the family. Oftentimes, the family members and patients will be anxious, afraid, embarrassed or distressed about their health situation, so they need a professional who can show them the respect, sensitivity,and empathy that they require throughout the time of the patient in the hospital. By doing so, the nurse will be able to help ease the psychological stress that everyone in the family is undergoing. Basically, being a nurse is a social job. It requires the nurse to be able to communicate effectively with family members. Putting them at ease whenever necessary and ensuring that she or he can help bridge the communication gap that often transpires between the patient, family members, and the doctor in charge. Sometimes, it is a thankless job, but the reward for the nurse comes at the end when the patient gets better and finally goes home to his family. Keep in mind that modern day nurses now hold a position of importance in the patient care community that rivals that of the doctors. The evolution of the job description has changed so much since the time of Florence Nightingale that nurses today no longer just sit by the sidelines, awaiting

Wilhelm Reich Essay -- Biography Bio

Wilhelm Reich was born in the Austro-Hungarian Empire on March 24th, 1897. His parents were farmers, and at a young age Reich developed a fascination with the life processes of plants and animals. His formal education at this time was provided by a private tutor. When Reich was 14, he discovered his mother was having an affair with his tutor. After Reich reported this to his father, his mother committed suicide. Atwood and Stolorow (1977) have speculated that this tragedy may have contributed to Reich's most significant theories. After the death of his father three years later, Reich took over the family farm until it was destroyed by the Russians in 1915. At that time he joined the Austrian Army. Upon returning from the war, Reich traveled to Vienna to study medicine at the University. In 1922 he received his medical degree. That same year, Freud organized the Psychoanalytic-Polyclinic and appointed Reich the first assistant physician. Over the next few years, Reich was appointed to the teaching staff of the Psycholoanalytic Institute. He married and had two daughters. During this time he became increasingly convinced of the absolute significance of sexuality in the lives of individuals and society. He believed that social institutions, the family in particular, forced their members to repress natural sexual energy. Consequently, this energy builds up inside these repressed individuals. With no socially acceptable outlet, the build-up becomes intolerable and manifests itself in neuroses. Reich believed the way this energy was intended to be released was through orgasm. However, he contended that orgasm alone was not sufficient in and of itself to release all the excess energy stored by an individual. A person must be ... ...colleagues were also renting and selling orgone accumulators to physicians who were prescribing them to patients for therapeutic purposes. It was this activity which led to an injuction against Reich being filed by the Food and Drug Administration in 1954. The FDA charged that orgone energy accumulators were fraudulent medical devices, that orgone energy did not exist, and that all literature concerning orgone energy should be burned. Additionally, they prohibited Reich from transporting the accumulators across state lines. In 1955, official contempt charges were placed against Reich and Dr. Michael Silvert after Silvert continued to distribute the accumulators out of state. Both were tried in a criminal court, found guilty, and sentenced to imprisonment. Reich never finished his prison term; he died on November 3, 1957 in a penitentiary in Lewisburg, Pennsylvania. Wilhelm Reich Essay -- Biography Bio Wilhelm Reich was born in the Austro-Hungarian Empire on March 24th, 1897. His parents were farmers, and at a young age Reich developed a fascination with the life processes of plants and animals. His formal education at this time was provided by a private tutor. When Reich was 14, he discovered his mother was having an affair with his tutor. After Reich reported this to his father, his mother committed suicide. Atwood and Stolorow (1977) have speculated that this tragedy may have contributed to Reich's most significant theories. After the death of his father three years later, Reich took over the family farm until it was destroyed by the Russians in 1915. At that time he joined the Austrian Army. Upon returning from the war, Reich traveled to Vienna to study medicine at the University. In 1922 he received his medical degree. That same year, Freud organized the Psychoanalytic-Polyclinic and appointed Reich the first assistant physician. Over the next few years, Reich was appointed to the teaching staff of the Psycholoanalytic Institute. He married and had two daughters. During this time he became increasingly convinced of the absolute significance of sexuality in the lives of individuals and society. He believed that social institutions, the family in particular, forced their members to repress natural sexual energy. Consequently, this energy builds up inside these repressed individuals. With no socially acceptable outlet, the build-up becomes intolerable and manifests itself in neuroses. Reich believed the way this energy was intended to be released was through orgasm. However, he contended that orgasm alone was not sufficient in and of itself to release all the excess energy stored by an individual. A person must be ... ...colleagues were also renting and selling orgone accumulators to physicians who were prescribing them to patients for therapeutic purposes. It was this activity which led to an injuction against Reich being filed by the Food and Drug Administration in 1954. The FDA charged that orgone energy accumulators were fraudulent medical devices, that orgone energy did not exist, and that all literature concerning orgone energy should be burned. Additionally, they prohibited Reich from transporting the accumulators across state lines. In 1955, official contempt charges were placed against Reich and Dr. Michael Silvert after Silvert continued to distribute the accumulators out of state. Both were tried in a criminal court, found guilty, and sentenced to imprisonment. Reich never finished his prison term; he died on November 3, 1957 in a penitentiary in Lewisburg, Pennsylvania.

Change and Continuity 1492-1750 Essay

An example of continuity during this time period is how Spain continued to try to spread Christianity. They spread Christianity to the Americas in an attempt to convert them from â€Å"savages†. They expelled anyone who did not follow their religion just as Spain had for years. Conquistadors continued to spread this religion throughout the New World and also killed any opposition. One example of a change during this time period could be the introduction of the Triangular Trading Route which connected the Americas to Africa and Europe. The implication of this new system of trade was completely new to the natives of the Americas and brought them new goods. The implementation of the new trading route had a primarily negative effect on the natives of the Americas in the sense that it introduced new diseases to the Americas to which the natives were not immune. The reason they were not immune to these diseases was because they were never exposed to them and therefore had no opportunity to build up and immunity to them. These diseases ranged from small pox to measles. They killed millions of natives. This also lead to the start of the slave trade so that a new labor force could be used. Another example of change during this time period could be how the natives of the New World were forced into Christianity by the Catholic country of Spain. Originally, the natives of the Americas practiced a polytheistic religion which included human sacrifice, cannibalism, and of course multiple gods. When the Spanish arrived to the New World, they were appalled to see the rituals of these natives and thereby forced them into the monotheistic religion of Christianity. The way they thought Christianity was they took a child and educated them on the ways of Christianity and then sent the child back to the tribe to spread the ideas of Christianity. Zheng He could have discovered the Americas in as early as 1405, because he had the technology but he instead traveled around the Indian Ocean. If he had discovered the Americas, he could have made China a world power and spread the chinese culture to the Americas. Yet another example of change during the time period of 1492 to 1750 was the introduction of the encomienda system in the New World. The encomienda system is a form of feudalism introduced to the New World by Spain from the 1400s to the 1700s. The Spaniards would be paid by the native population for â€Å"protection†. The initial goal of the encomienda system was to spread Christianity throughout the New World. As stated previously they spread the religion by taking one child and teaching him to read, write, and comprehend the Christian religion. They would send the child back and instruct him to spread the religion. This forced the natives to convert to the Christian religion. The Spaniards offered little to no protection to the native population, but rather exploited them. The natives acted as a free labor force making Spain richer than ever before. This lead to yet another example of change, a dramatic reduction in the native population due to poor working conditions. Millions more died due to disease and violence inflected upon them by the Spaniards. In the end the native population was reduced by over 150 million. This also lead to an increase in the need for a labor force and so the Atlantic Slave Trade was introduced. In its time millions of Africans will be transported via boat and those who died or became sick on the treacherous voyage would simply be dumped overboard. The reason African slaves were a safe alternative to the Natives of the Americas was because they were immune to many diseases that that had wiped out the Natives of the Americas. That is why Africans were a more reliable slave labor force. This is why even though the time period of 1492 to 1750 had a lot of continuities, it had more changes.

The Pros and Cons of Allowing Cell Phones in School

One of the more controversial and most discussed issues that school administrators face on a daily basis is where they stand with students and cell phones. It seems that virtually every school takes a different stance on the issue of cell phones  in school. No matter what your school’s policy is, there is no way to completely keep all students from bringing their phones unless you do student searches every day, which is simply not feasible. Administrators must evaluate the pros and cons of allowing cell phones in schools and make a decision based on their own student population. The fact is that almost every household owns multiple cell phones.   The age of students who own a cell phone has progressively been trending downward.   It has become increasingly common for students as young as five to possess a cell phone. This generation of students are digital natives and thus experts when it comes to technology. Most of them can text with their eyes closed. They are often far more adept than most adults at using their cell phones for many purposes. Should Cell Phones Be Banned or Embraced in Schools? There are essentially three core stances most school districts have taken with their cell phone policies. One such policy basically bans their students from having their cell phones at all. If students are caught with their cell phones, then they can be confiscated or fined. In some cases, the student may be suspended. Another common cell phone policy allows students to bring their cell phones to school. Students are allowed to use them during non-instructional times such as time in between classes and lunch. If students are caught with them in class, then they are confiscated from the student. Another cell phone policy is leaning towards a shift in administrators thinking. Students are not only allowed to possess and use their cell phones, but theyre also encouraged to use them in class as learning tools.   Teachers incorporate the use of cell phones regularly into their lessons for purposes such as research. Districts that ban their students from having their cell phones or limit their usage do this for a variety of reasons. Those include not wanting it to make it easy for students to cheat, being afraid that students are sending inappropriate content, playing games, or even setting up drug deals. Teachers also feel like they are distracting and disrespectful. All of these are valid concerns and are why this is such a hot issue among school administrators. The movement towards embracing the use of cell phones by students begins with educating students on proper use of phones at school. Administrators who are shifting towards this policy often say that they are fighting an uphill battle with a policy that has a complete or partial ban on cell phone possession and use. Administrators who have transitioned to this type of policy say that their job has become much easier and that they have far fewer issues of cell phone abuse than they did under other policies. This type of policy also clears the way for teachers to embrace cell phones as an instructional tool. Teachers who have elected to use cell phones in their daily lessons say that their students are actively engaged and more attentive than they typically are. A cell phone can be a powerful educational tool. Smartphones have the ability to provide students with so much information in an instant that teachers cannot deny that they can be powerful tools that enhance learning in the classroom. Many teachers are using them for a variety of purposes such as small group projects with research races or text competitions for correct answers. The website polleverywhere.com allows teachers to pose a question to their students.   The students then text their answers to a particular number that the teacher provides them. The website collects the data and puts it into a graph, where teachers can project their answers on a smart board and discuss the answer choices with the class. The results of these activities have been very positive. Teachers, administrators, and students have all provided positive feedback. Many teachers and students would argue that it is time to move into the 21st century and begin using the resources we have available to engage our students in the learning process more readily.