Analysis Of The Wash Gotanda - 1851 Words

In The Wash Gotanda proves his ability to understand both the external symptoms of racial oppression and the internal impacts of racism, and how it deeply affects each member of the family. Furthermore, he criticizes the Asian Americans for their roles in deepening the impacts of racism by enduring it without any resistance. He says: Internalized racism is a fact of life. If you live in America, you have been infected by it. By internal I mean how we buy into racism, how we participate in it, and how we engage in a kind of dance of allowing ourselves to be victimized. (Fish Head Soup and Other Play, Intro xxiii) The other issue in which he persists to move beyond the box of ethnicity is speaking openly about older character s sexuality. It is an eye-opening and moving to explore the allegedly stoic Japanese Americans (Xing 134). Gotanda s treatment particularly focuses on the Nisei characters. Kaplan sees that the portrait of sexual behaviour in older characters isn t satirized as ugly at worst or inappropriate at best in American popular culture, which typically reserves depictions of erotic desire for the young accompanying with their physical beauty (77). Nobu Mccarthy – the actress who performed the role of Masi in this play and later in The Wash film- comments on this point saying: Japanese Americans have a stereotyped image that we don t touch each other†¦so we re looked at as asexual, particularly older people†¦But we do have feelings†¦, and

Analysis Of My Best Friend By Weird Fiction - 2083 Words

Analysis of My Best Friend Weird fiction is a hot topic of debate in the world of genres. Some people feel like weird fiction could be easily classified as a sub genre to horror or supernatural fiction; while others argue that the conventions of weird fiction are so unique, that it’s substantial enough to be classified as a genre of its own. What s unique about stories in weird fiction, according to the VanderMeers (editors of The Weird: A Compendium of Strange and Dark Stories) is â€Å"Because The Weird is as much a sensation as it is a mode of writing, the most keenly attuned amongst us will say ‘I know it when I see it,’ by which they mean ‘I know it when I feel it†¦Ã¢â‚¬  In regard to this, weird fiction is supposed to make its audience question if the seemingly fixed laws of our universe are truly fixed. As a result, a key point in weird fiction is to explore these unfixed laws, to go beyond what is ordinary to us, to understand what is unknown. That s where the chilling and uneasy aspect of weird fiction comes in. In exploring this unknown realm, there are things that we may not want to understand—wish we didn’t understand. However, as audiences of these weird stories, we have complete freedom as to whether or not we want to accept this unforsaken fate or turn a blind eye and carry on in our normal world. In order to further push along weird fiction in its quest to becoming its own genre, as authors, my group members and I wrote a story that we feel falls into this genre ofShow MoreRelatedWeird Fiction Is An Appropriate Course For College Students Essay2090 Words   |  9 Pagespeople, reading weird fiction can be described as a pleasurable experience. These same people who leisurely enjoy weird literature, however, may presume that reading works by other traditionally celebrated authors is more educational. 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RI 3 Analyze how the author unfolds a series of ideas or events. RI 4 Determine the meaning of words as they are used in a text. L 5 Demonstrate understanding of word relationshipsRead MoreMost Dangerous Game vs. Young Goodman Brown Essay2278 Words   |  10 PagesFiction Essay COURSE # and TITLE: ENGL 102: Literature and Composition SEMESTER OF ENROLLMENT: Spring B19 2012 NAME: Nick Barbir ID #_23920518_ WRITING STYLE USED: MLA Nick Barbir Mrs. Horne ENGL 102-B19 6 February 2012 The Most Dangerous Game vs. Young Goodman Brown In two of the most well-known short stories, â€Å"The Most Dangerous Game† and â€Å"Young Goodman Brown†, there are ironic similarities portraying evil between their settings, characterization, and plotRead MoreThe Perks of Being a Wallflower: Image of the Self Essay2952 Words   |  12 Pagesfilm has also won Narrative Feature honors at the Chicago Underground Film Festival. 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This also gave start to what becameRead More An Analysis of Edgar Allan Poes Psychological Thriller Essay3707 Words   |  15 PagesAn Analysis of Edgar Allan Poes Psychological Thriller Outline I. Prelude II. Brief introduction to Adgar Allan Poe 1. 1. Allan Poes Life 2. 2. Allan Poes Works and Literary Achievement III. Adgar Allan Poe -- A Post-Gothic Writer 1. 1. Gothic Introduction 2. 2. Analysis of Two Horror 1) 1) The Fall of the House of Usher a) a) Setting b) b) Characters c) c) Point of View 2) 2) The Masque of the Red Death a) a) Setting b) b) Characters Read More Male View of Hysteria Presented in The Yellow Wallpaper3352 Words   |  14 PagesHysteria Presented in The Yellow Wallpaper      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Charlotte Perkins Gilmans short story The Yellow Wallpaper has been viewed as either a work of supernatural horror or as a feminist treatise regarding the role of women in society. 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Motivational Interviewing Applications to Christian Therapy Free Essays

Motivational Interviewing: Applications to Christian Therapy and Church Ministry In my research I found a great article titled â€Å"MI: applications to Christian therapy and church ministry† the article contains a great amount of good information about MI. The author John E. Martin explains how MI is important to motivate and help people change, for the treatment of psychological disorders and health risk prevention and intervention. We will write a custom essay sample on Motivational Interviewing: Applications to Christian Therapy or any similar topic only for you Order Now Martin says because of its usefulness in promoting changes for a variety of problems and diverse populations and biblically sound concepts and an approach, MI is also suitable for Christian therapy and church ministry as well. John Martin has worked with the creator of MI, W. R. Miller, to spiritually integrate MI to Christian therapy. He states that MI is a separate and distinct style from the traditional Behavioral and Cognitive Therapies, in which has been criticized in the Christian context. The â€Å"spirit† of MI may fall short of Christian-based spirituality but, Miller Rollnick state the spirit of MI has three factors: collaboration, evocation, and autonomy. MI promotes a partner-like relationship with the counselor and client that they collaborate with empathy and equality. The counselor supports the client rather then persuades or argues. The counselor will try to draw out or evoke the client’s own perception, goals and values about change. It’s believed that the motivation of change reside in the client therefore the counselor wants the client to bring out his own ideas of change. Furthermore, the spirit of autonomy comes when the counselor encourages the client to take responsibility for his choices and changes. The change should arise from within the client and not from outside sources. The counselor upholds the rite of the client’s self-direction, which creates the autonomy MI is all about change and the client’s motivation to change undesirable situations. To help and motivate a person committed to change involves four components: 1. Expressing empathy, 2. Developing discrepancy for not changing, 3. is rolling with resistance to change and 4. Supporting/affirming self-efficacy. (Miller and Rollick 2002) Motivational interviewing is a client-centered goal-oriented approach for facilitating change through exploring and resolving ambivalence. Clinical trials with a wide range of populations and problems have supported the efficacy of this interviewing method, which was originally designed to facilitate change in problem drinking. Typically offered in one to four sessions, motivational interviewing focuses on evoking the client’s own statements of intrinsic desire, ability, reasons, need, and ultimately commitment to change. Ambivalence is conceptualized as a principal obstacle, and the method focuses on helping the client to decide about and commit to change. It appears that once the person has made this commitment, change often proceeds without additional intervention. When used as a prelude to other interventions, motivational interviewing has shown synergistic effectiveness MI departs from traditional client-centered therapy because it is intentionally directive in its attempt to resolve ambivalence and increase the client’s intrinsic motivation to change. It also departs from traditional behavior therapy and CBT in several ways. The most important one is the therapist’s role with respect to change. In behavior therapy and CBT, the therapist clearly takes the role of an advocate for change. However, in MI, the therapist does not advocate for change. Instead, the therapist’s job in MI is to help the client become his or her own advocate for change. For example, in MI, the client primarily suggests change strategies, with the therapist acting as a consultant for the client’s change program. In this context, the therapist will usually have some input about approaches that may be helpful. However, the therapist offers proposals are proposed cautiously as input to the client, who is the final decision maker about how to approach and effect change. Finally, MI makes no assumptions about the client’s readiness to change and when an action orientation may be helpful. In fact, motivation for change is a crucial target for therapy in MI. With intrinsic motivation high and ambivalence about change low, MI assumes that change will occur, with the client as the main locus of the change. MI is client-centered in its focus on the concerns, experiences, and perspectives of the individual client. Miller and Rollnick (2009) write: Motivational interviewing does not focus on teaching new coping skills, reshaping cognitions, or excavating the past. It is quite focused on the person’s present interests and concerns. Whatever discrepancies are explored and developed have to do with incongruities among aspects of the person’s own experiences and values Overall, I believe the article, Motivational interviewing: applications to Christian therapy and church ministry, emonstrates how effective MI can be when used properly. I did not write much about MI and the applications to Christian therapy and church ministry although, I believe the article gave good examples of how MI works. The article included a paragraph about Jesus and MI. This paragraph tells how Jesus used a form of MI in a conversation with the Samaritan woman (John 4: 1-26). Jesus empathized with and sh owed respect to the woman. He did not argue and rolled with her resistance to change. He supported her self-efficacy and built her confidence to be able to handle her problems and to make a commitment to change. He was able to encourage her to turn to him as her â€Å"savior†. I think MI is a very positive way to coach a client through many psychological disorders when they see a need for change. I thought MI was a new concept in therapy but after reading the article MI concepts can be dated back to Jesus. Also, after reading the article I would be more inclined to use this therapy when at all possible. I think when used correctly MI could be the most effective therapy of all therapies. I realize that a client must be willing to change for MI to work effectively. Most clients seeking therapy realize there is a problem and one way to solve a problem is to change something. In answering the question, â€Å"Why do people change? † is simple they are tired of a behavior that causes them problems and want a change for the better. â€Å"How do people change? ’ is they set a goal and do steps to reach that goal. â€Å"How does someone help some else to change? † is to let them know you understand them, listen to them, support them, and encourage them. I believe if you see yourself being reflected back as someone else sees you it may show light to some things you might have not saw on your own. As my article states motivation for change is the key to change. MI is not the therapist advocating the change but the therapist must guide the client to advocate for his own change. My conclusion is that MI is very effective when a person realizes there is a need for change. Once they have decided to make change and feel there are benefits in the change they are setting goals for change. Motivational Interviewing: Applications to Christian therapy and Church Ministry. 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Verbal aggression is message behavior which attack Essay Example For Students

Verbal aggression is message behavior which attack Essay s a persons self-conceptinorder to deliver psychological pain.(Infante, 1995) Studies of verbalaggressionhave focused primarily on children and adolescents in educational and socialsettings. Very few studies were found to examine verbal aggression in adultsin theworkplace.(Ebbesen, Duncan, Konecni, 1974) The consequences of verbalaggression in the workplace can lead to social isolation, job related stress,healthrelated problems, as well as problems in career advancement. It thereforeshouldbe considered important, for the individual and management, to identify andaddress the causes of verbal aggression. This program attempts to understand verbal aggression by 1) identifying thevarious functions of verbal aggression. 2) identifying the antecedentconditions ofverbal aggression. 3) Avoiding the antecedent conditions of verbalaggression. MethodSubjectThe subject, Shirley J., is a 49 year old African American female. ShirleyJ. hasseveral advanced degrees and is employed as a school psychologist in ametropolitan school district. She is married with two adult children. Thesubjectreadily agreed that the target behavior, verbal aggression, is a problem asitinterferes with her relationships with others. She was enthusiastic in herdesire toreduce, if not eliminate, this behavior. It would seem that self-monitoringforverbal aggression and antecedent control would be valuable as it would allowforconsistent avoidance of verbal aggression. As a school psychologist thesubject wasvery familiar with the basic principles of applied behavioral analysis andfrequentlyoffered programmatic suggestions. A behavioral contract was developedjointlybetween the therapist and subject. The contract outlined the targetbehavior,success criteria, and individual responsibilities of the therapist andsubject. (seeAppendix A)ApparatusA basic checklist was used to document the frequency of verbal aggression onadaily basis. The checklist was designed to track only the occurrence of thebehavior. It was felt by the therapist that the content of the verballyaggressivemessage would be too open for subjective interpretation and that nomeaningfuldata would be gained from such documentation. In addition the subject madefrequent comments of significant success or failure in avoiding verbalaggressionfor discussion with the therapist. The weekly discussions were used toevaluate theappropriateness of the procedures used and make any necessary adjustments totheprogram. ProcedureFor the first two weeks of the program no intervention was applied. Giventhatthe subject self-reported that verbal aggression was a problem it wasimportant todetermine if the frequency of the behavior merited intervention. Therefore,thesubject documented the daily frequency of verbal aggression. The results ofthebaseline period revealed a high rate of verbal aggression . (see Appendix B)Giventhe results of the baseline data as well as the demanding, often stressful,nature ofthe subjects job, it was mutually agreed that reducing verbal aggressionwould bethe focus of the program. Verbal aggression was defined as cursing, yelling, and screaming at others. Theagreed upon goals of the program was to decrease verbal aggression by 75% ofbaseline for four consecutive weeks. Treatment would consist of identifyingandavoiding the antecedent conditions to verbal aggression. Avoidance of theantecedents is considered less restrictive, more proactive, and mosteffective. During the initial consultation it was determined that the antecedentconditionsincluded, but was not limited to: work stress, time of day, verbal behaviorof others(ie. tone of voice, inflection of voice and content of conversation, etc.),and non-verbal behavior of others (ie. facial expression, body posture, eye contact,etc.). Inaddition, the subject was required to self monitor for the followingantecedents: clenched fists, tight jaw, rapid heart beat, and the emotions of anger,frustration anddisappointment. Lastly, it was suggested by Infante (1995) that appropriatestrategymust be taken to prevent verbal aggression from escalating. .u5a4e12ba96ecd67b29b85766c4c3cff6 , .u5a4e12ba96ecd67b29b85766c4c3cff6 .postImageUrl , .u5a4e12ba96ecd67b29b85766c4c3cff6 .centered-text-area { min-height: 80px; position: relative; } .u5a4e12ba96ecd67b29b85766c4c3cff6 , .u5a4e12ba96ecd67b29b85766c4c3cff6:hover , .u5a4e12ba96ecd67b29b85766c4c3cff6:visited , .u5a4e12ba96ecd67b29b85766c4c3cff6:active { border:0!important; } .u5a4e12ba96ecd67b29b85766c4c3cff6 .clearfix:after { content: ""; display: table; clear: both; } .u5a4e12ba96ecd67b29b85766c4c3cff6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5a4e12ba96ecd67b29b85766c4c3cff6:active , .u5a4e12ba96ecd67b29b85766c4c3cff6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5a4e12ba96ecd67b29b85766c4c3cff6 .centered-text-area { width: 100%; position: relative ; } .u5a4e12ba96ecd67b29b85766c4c3cff6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5a4e12ba96ecd67b29b85766c4c3cff6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5a4e12ba96ecd67b29b85766c4c3cff6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5a4e12ba96ecd67b29b85766c4c3cff6:hover .ctaButton { background-color: #34495E!important; } .u5a4e12ba96ecd67b29b85766c4c3cff6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5a4e12ba96ecd67b29b85766c4c3cff6 .u5a4e12ba96ecd67b29b85766c4c3cff6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5a4e12ba96ecd67b29b85766c4c3cff6:after { content: ""; display: block; clear: both; } READ: Jackaroo EssaySuccessful avoidance of the antecedent conditions consisted of removingoneselffrom stressful situations, when possible, as well as not responding verballywhenprovoked. Weekly consultation revealed that verbal aggression was most oftenused to: 1) Escape demand situations. 2) Avoid demand situations. 3)Relieve jobstress. The subject was to document the frequency of verbal aggression andrecordthe circumstances of significant success or failure during the work week fordiscussion at weekly consultation sessions. A schedule of reinforcement was developed for the subject. Thereinforcementwas to be given for successful avoidance of verbal aggression. Reinforcementinc luded: five minutes alone for quiet time, when possible, or a short,silent prayer. Considering the stress and escalating nature of verbal aggression time alonewasconsidered appropriate for cool down. If time alone was not possible orconvenient the subject would say a short prayer when provoked. ResultsThe results of the baseline phase revealed what was considered anextraordinarilyhigh rate of verbal aggression. However, after the first week of datacollection itwas realized that verbal aggression was not operationally defined. Thesubjectconsidered verbal aggression on much broader terms than did the therapistwhichincluded subjective, rather than objective, behavior observations. Weeklyconsultation sessions revealed that cursing was the most common manifestationofthe target behavior. When correctly defined using objective terms a decreaseinverbal aggression was noted. Based on the results of baseline data it wasmutuallyagreed that 4 to 8 episodes of aggression per day was significantly high andmeritedintervention. The results of the intervention phase of treatment revealed a sharp increaseofverbal aggression over the first three weeks. This increase is thought to bedue toextinction. Afterwards, a gradual decrease of verbal aggression was notedduringweeks 4 through 9. No data was collected during week 10 due to subjectillness. The treatment phase ended with a weekly average of one episode of verbalaggression. After week five the subject stated that she no longer deliveredthereinforcement after the behavior. She reported that the ability to controlheremotions was in itself reinforcing and would maintain the behavior. DiscussionThe results of this program show that verbal aggression can be successfullydecreased by identifying and avoiding its antecedent conditions. As statedpreviously, the subject used verbal aggression for escape from demanding ordifficult situations, relief from stress, and avoidance of demanding ordifficultsituations. The behavior appears to be maintained through positivereinforcement. Because the subject is in a position of some power and influence there wererelatively few consequences for the behavior. Ebbesen, Duncan and Konecni(1974) suggested that verbal aggression could be reinforced and maintained insucha manner. Since the most common form of verbal aggression was cursing, themethod of identifying and avoiding the antecedents proved very successful. Infante(1995) used a similar method with young students. When replicating thisprogramit may be appropriate to focus on the positive behavior rather than thenegative. Instead of documenting the frequency of verbal aggression it may have beenbetterto document the frequency of successful avoidance of verbal aggression. Inthisway we would help to internalize the strategy to maintain the behavior, aswell ashaving a more positive and constructive program. A question raised by GolinandRomanowski (1977) was is there a sex difference in the rate and target ofverbalaggression. Although this question was not investigated in the currentprogram, itdoes raise an intriguing question for future study. ReferencesEbbessen, E. B., Duncan, B., ; Konecni, V. J. (1974). Effects of Content of Verbal Aggression: A Field Experiment. Journal of Experimental Social Psychology, 11, 192-204. Golin, S., ; Romanowski, M. (1977). Verbal Aggression as a Function of Sexof Subject and Sex of Target. Journal of Psychology, 97, 141-149. .uc15f4445157e60fb1e28b213ebc531ab , .uc15f4445157e60fb1e28b213ebc531ab .postImageUrl , .uc15f4445157e60fb1e28b213ebc531ab .centered-text-area { min-height: 80px; position: relative; } .uc15f4445157e60fb1e28b213ebc531ab , .uc15f4445157e60fb1e28b213ebc531ab:hover , .uc15f4445157e60fb1e28b213ebc531ab:visited , .uc15f4445157e60fb1e28b213ebc531ab:active { border:0!important; } .uc15f4445157e60fb1e28b213ebc531ab .clearfix:after { content: ""; display: table; clear: both; } .uc15f4445157e60fb1e28b213ebc531ab { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc15f4445157e60fb1e28b213ebc531ab:active , .uc15f4445157e60fb1e28b213ebc531ab:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc15f4445157e60fb1e28b213ebc531ab .centered-text-area { width: 100%; position: relative ; } .uc15f4445157e60fb1e28b213ebc531ab .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc15f4445157e60fb1e28b213ebc531ab .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc15f4445157e60fb1e28b213ebc531ab .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc15f4445157e60fb1e28b213ebc531ab:hover .ctaButton { background-color: #34495E!important; } .uc15f4445157e60fb1e28b213ebc531ab .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc15f4445157e60fb1e28b213ebc531ab .uc15f4445157e60fb1e28b213ebc531ab-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc15f4445157e60fb1e28b213ebc531ab:after { content: ""; display: block; clear: both; } READ: Peer Pressure To Allegiance EssayInfante, D. A. (1995). Teaching Students to Understand and Control Verbal Aggression. Communication Education, 44, 51-63.