Psychology

Cassie’s house parents requested for Cassie to continue to see and talk with me to discuss her feelings of being worthless, unloved, unwanted, and left out/don’t belong. Cassie comes into my office dressed well but with a “down” sad countenance. She reports that she is feeling a little down today as she failed another math test this week. Her expression appeared to be of frustration as she was tearful when she talked about how dumb she was and will never be able to understand math. Cassie reported that her house parents did not fuss or “put her down” when she informed them of receiving an” F” on her latest test.

Today we worked on identifying and understanding Cassie’s issues and setting goals. Regarding the goals, we discussed and decided on adding an extracurricular activity and learning coping skills and how to regulate emotions. Cassie stated how she recently participated in a church youth group activity day passing out food to the homeless and how she felt helpful to assist others who needed it. I provided Cassie with an activity scale sheet and encouraged her to list some of her interests as well as add, if not listed, so we could identify activities she may like or want to participate in. As Cassie talked about how she used to play softball and basketball before being placed in foster care, her tone was lifted and whole demeanor brightened. I asked Cassie to inquire with the coach or front office at her school information regarding her playing basketball. Cassie is to provide a report of this at our next session.

I asked Cassie to complete a depression inventory. I also asked her to come up with a list of feelings that she has felt over the last week and share with me. I did this to assess how aware Cassie was of her feelings and her ability to express them with others. The activity sheet was to identify the activities she liked and those she may want to participate in. As a result, she brightened up when thinking about how she used to play softball and basketball previous to foster care; but it was hard for her to talk about how unloved, unwanted, and frustrated she felt.

Your critical reflections: did the client’s response produce the therapeutic result that the worker desired? Why or why not. I believe that my responses produced the result of getting Cassie to open up and talk more about her feelings. Through open discussion and talking, we were able to identify her feelings of distrust and why she felt unworthy. She began to work on the regulation of her emotions. We were also able to identify her desire to participate in activities that she like. We were able to formulate a plan of action/goals to meet her needs.

Based on a type of family practice approach used in this course and/or, the client’s personal/family dynamics and current therapeutic issues—are there any significant persons (or family members) in the client’s life that could be included in future sessions that could help support client in reaching their goals? Why or why not. As stated in Skills Paper 1, I believe incorporating Cassie’s parents would be beneficial for her and them. This will allow her to talk with and express how she feels. This could allow her to be open with them and help the parents see how their actions have affected her. I also think that incorporating Cassie’s house parents would be great as it gives insight on both parties as to how each feel.

Relate the above noted therapeutic conversation to a theory that we have covered sometime this semester up until the due date for this particular paper. This portion should be about 1 paragraph long and should state the theory that you have in mind and how this particular conversational exchange bears a resemblance to that theory.

I believe the theory approach used in this session was more psychodynamic psychotherapy as we attempted to get to the bottom of Cassie’s behavior and feelings and their relation to her inner struggles; as she is dealing with many issues (entering foster care, feeling unwanted/unloved by her biological parents, not sure how her house parents feel about her, and simply trying to fit in/put the pieces of her life together). As we continue sessions and she begin to open up, my goal is to reduce her anxiety, fears, and feelings of worthless to improve the outlook she has regarding her life.

With the knowledge of the kinematic insult, the impact of quality of life was then further researched. The databases that were used to obtain information include ProQuest, JSTOR, AJOT, and SPORTDiscus. To retrieve these articles from the databases, the researcher used key terms such as: “knee joint” softball, fastpitch softball, knee injury “quality of life”, quality of life “athletes”, Division I athlete, and rehabilitation. The research articles that were chosen by the researcher ranged from the years of 1977-2018. To justify the use of the research article from 1977, the researcher strongly believed the information was crucial to understanding the evolution of the definition of “quality of life”. Through the process of selecting and narrowing multiple research studies, the literature review was separated into three sections.

The first section includes the muscular impact that is placed on a fastpitch softball catcher’s knees when enduring a position for a prolonged period of time. The second section covers the quality of life of the athlete that is participating in Division I athletics. The third section of the literature review includes the role of the occupational therapist in the rehabilitation process of the Division I alumni fastpitch softball player. Muscular Impact of Fastpitch Softball Catching To a spectator, the physical demands of being a fastpitch softball catcher may not seem as difficult or tiresome of those of a softball pitcher. However, it is proven that the abnormal-looking windmill is a natural movement of the body therefore it does not induce as much wear and tear on the body as the constant crouching position of a catcher does. A softball game typically lasts anywhere from one to two hours to complete a total of seven innings.

However, Division I athletics frequently participate in tournaments and double-headers to benefit from the total time spent in route to and from the game. Every other inning, the softball catcher is in a crouching position, decompressing the knee joint and muscles for the duration of that inning. The catcher is also frequently exposed to blows to the knee from dropping to block poor pitches, to make tags at home plate, and repetitive crouch-to-stand transitioning when returning the ball back to the pitcher. When a baserunner attempts to steal second base, catchers are trained to transfer the ball from the glove to their throwing hand as fast as possible simultaneously while dropping to their knees to throw down to second base. This transition must happen in two seconds or less or the possibility of tagging the runner out at second is out of the question. Though dropping to the knees to throw down to second may be a faster transition method, it is proven to negatively affect other parts of the body more.

The majority of force generation in overhead throwing is produced, in the lower extremity, through the legs and trunk and then funneled through the glenohumeral joint and on to the ball. Sequential functioning of the lower extremity and trunk allow for the lack of lower extremity force generation, which leads to injury within the shoulder as the body attempts to create the force in the upper extremity. This negative strain induced on the shoulder joint due to the catcher throwing from their knees is unfortunately not the only negative effect. It is proven that when a catcher throws from her knees, the major force producer of the kinetic chain, the lower extremity, is altered, and therefore, the force that is typically generated is completely eliminated, increasing the athlete’s probability of acquiring an injury.

The knee is one of the most widely studied joints in female athletics. With the popularity of the sport of softball increasing, there has also been a concomitant increase in the number of injuries. According to the Sports Med Journal, “nearly 52% of cases qualify as major disabling injuries requiring 3 weeks or more of treatment and 2% require surgery”. Of these injury cases, approximately 19% of them involve the knee. Though it may be assumed that the majority of the injuries occur during play, high amounts of injuries have also been accumulated during practices. Approximately 34% of practice injuries consist of musculotendinous strains and incomplete tears, followed by contusions (19%), incomplete ligamentous tears and sprains (14%), and tendinitis and inflammation.

A Division I athlete experiences tremendous amount of pain due to the constant overuse of knee and shoulder joints. Softball catching may be an essential position on the field but off, the effects to the athletes overall quality of life are debilitating. Quality of Life in Athletics The quality of life of an individual can be difficult to define due to the altering experiences and viewpoints on life from person to person. What may seem fortunate to one individual may seem degrading to another. In order to avoid discrepancies between viewpoints among medical professionals, they tend to think of the quality of life of patients in terms of their measurable or quantifiable physical and mental characteristics, which can be expressed in mathematical terms. The original equation posed QL=NE where QL represents quality of life and NE represents the patient’s natural endowment. However, this equation did not account for the aptitudes, motivation, skills and pleasure, physical and intellectual, which the individual acquires as a result of efforts made on his behalf by his family and by society.

Therefore, the equation was altered to QL=NE x (H+ S), where H represents the contributions made to the individual by his home and family and S represents the contributions made to that individual by society (Shaw, 1977). Numerous aspects, including playing time, athletic ability, performance, and health, can affect the quality of life of an athlete. In a recent study, grade A evidence showed that uninjured athletes reported better health-related quality of life than injured athletes (Houston, 2016). Athletes who were injured reported with low self-esteem and depression due to their lack of ability to participate in the sport that they excel in. More specifically, currently uninjured athletes reported functional limitations on the DPA-PSC and increased fear-avoidance beliefs. The DPA-PSC contains questions such as “Do I have pain?”, “Do I have impaired motion?” and “Do I have difficulties with performing skills that are required for physical activity?”

Therefore, if an athlete reports pain that severely effects them, then it effects their performance skills which are required for physical activity, which have decreased with health related quality of life (Houston & Van Lunen, 2017). Though athletes endure immense amount of pain and wear on their bodies, studies have shown that athletes tend to have a greater quality of life than non-athletes. Through an athlete’s career, the athlete goes through several steps and various transitions at different levels, such as athletics, psychological, social, academic, vocational, and financial development. Athletes with a better quality of life are more capable of coping with stress and challenging situations than others, and this may be an advantage in a competitive environment. It was also proven that athletes who valued a religion, had an income, and were self-supporting showed higher quality of life than those who were without religion and relied on their family for financial means.

A Division I athlete’s quality of life is often skewed by the multiple stressors through injuries that they endure and the exhausting demands of being a college student on top of the requirements necessary to compete in the sport that they have submersed themselves in. When an athlete is constantly committed to a sport at a Division I level, other aspects of their lives start to take a toll. Social lives, academic performance, rest, sleep, and leisure are just a few aspects that are altered, if not taken away completely from these athletes. Previous research on academic motivation among collegiate student-athletes has focused on relations such as peer and race. However, the relationship between the gender of male and female needs to be further assessed. The study of academic success of student-athletes has been a topic of interest to many due to the stigma of underperformance.

However, eligibility to participate in the individual’s sport is known to drive the athlete to pursue their books as well as their performance. Athletes are believed to have low performance in academics due to their low motivation to pursue their interest and effort. Low motivation is one of many effects of the tiring, long hours that students put into their sports that when they do have spare time, they are too mentally drained to focus on schoolwork. Academic motivation is defined as, “a student’s desire (as reflected in approach, persistence, and level of interest) regarding academic subjects when the student’s competence is judged against a standard of performance or excellence”. Academic performance is typically judged by a student’s academic motivation to succeed in the classes that they are pursuing.

Typically, an athlete does not enter college with low academic motivation. However, as the athlete continues their education further and draws closer to graduation, academic motivation tends to decline as careless behaviors tend to increase. The decline in academic motivation is attributed to the realization that academic work at the collegiate level is arduous compared to high school material and student-athletes’ inability to adequately manage time. A decline in academic motivation and performance can also be attributed to through group norms, such as the team that the particular athlete is a part of. Certain team sports hold academic performance higher than others, as well as require a greater performance rate than another team may. For example, a sport that does not require as much practice or dedication to improvement may have more time to focus on their schoolwork, therefore hold this standard higher than a team who is constantly practicing and working on improving their skill in the sport.

Team members may also suffer from being bullied or ridiculed by other team members if they spend more time on school work than with their teammates practicing or socializing. Athletes who have higher academic performance and motivation may actually begin to lower their performance in the classroom to fit into their peer group and avoid being singled out from the rest of their teammates. According to Lee & Chen(2017), “students with higher intrinsic motivation have deeper engagement in the activity, higher persistence in learning, and better conceptual learning when compared to students who are extrinsically motivated”. This research suggests that academic performance can be altered through the assessment of academic motivation and services provided to students to improve these areas of their collegiate experience.

It has been found that females often possess higher academic motivation than males due to lower levels of athletic identity and less opportunity to gain professional status post collegiate experience. This fact becomes especially true on a campus such as Saint Francis University being a Division I level, providing more prospects and potential to further into a professional field of the sport the athlete is engaging in than a lower division could. Females tend to look at the “bigger picture” of what concludes their college experience, which requires a successful undergraduate and diploma in their field of study in relation to male athletes who remain in the present tense. A study was conducted at the Missouri Western State University of 40 student-athletes (20 males, 20 females) in order to further assess the academic performance of the sexes. The sample included athletes who were in and out of season, injured and healthy, and part of eight different sport teams.

Two independent t-tests were used to determine if level of academic motivation differed between male and female athletes. The first t-test measured academic motivation through the sum of scores reported from the 14 questions on the original survey which resulted in females showing a significant higher academic motivation (M=73.1, SD=7.12) compared to the male athletes. Also, quotations that were stated on the questionnaire such as, “I feel that it is important to maintain a high GPA”, “I make time to study outside of designated class time”, and “I know the due dates for assignments” were significantly higher for females rather than males. Lastly, a one-way ANOVA was used to determine the athlete’s plan after college graduation including four choices of obtaining a job related to degree of study, obtaining a job not related to degree of study, obtain a degree higher than four year degree, and other.

These results had a high correlation with current academic motivation in student-athletes resulting in those who had post-graduate plans were more motivated and willing to improve inside the classroom than those without a plan. The significant findings of this study may be attributed to the expectations put forth through society that women must obtain an education and special training to pursue a career in today’s world. Also, it is more likely that women will impress their positive behaviors and mindset in academic success on their teammates as compared to males who tend to care less about their academic achievements and easily becomes embarrassed in front of their peers. The importance of academia on the female population can affect the individual’s performance in the sport that they specialize in.

The participant that the researcher is studying may find that the academic demands that are associated with the athlete’s major of interest may impact the quality of effort put forth to prepare for competitions such as stretching, conditioning, or even adequate fuel through food in water. If the individual is stressed or overwhelmed with her school work load, inadequate care of oneself may be a factor on the decreased quality of life that the participant is experiencing. Role of Occupational Therapist in the Athletic Field Typically, when people think of sports rehabilitation and muscle injuries, they automatically relate to physical therapy. However, occupational therapy also plays a large role in an individual’s rehabilitation process before, during, and after engagement in athletics. It was found that injuries experienced in athletics can have a negative effect on the athlete’s performance as well as place acute or long-lasting limitations on the athlete’s overall independence.

Occupational therapists specialize in creating the best optimal quality of life for the patient and if they are not experiencing that, how can it be adapted so that they are most comfortable. An occupational therapist ideally wants to return that patient to the most optimal level of independence possible, which can be assessed and measured through FIM scores. FIM or Functional Independence Measure is an assessment that is used to measure the amount of assistance that the client requires to complete activities of daily living . In terms of athletics, occupational therapists can encourage the athletes to participate in more leisure activities and rest more frequently to give their body a break. They can also suggest certain modalities such as GameReady, Parraffin baths, and ice baths to relieve any pain that the athlete might be experiencing.

An occupational therapist aims to improve the individual’s overall quality of life and will focus on the aspects that are most affected by this individual. Division I athletes tend to have trouble with their social life due to the immense amount of training and games that they have. An athlete who is currently engaging in a sport or is currently retired and experiencing the pain and discomfort from the years of engagement in that sport can benefit from occupational therapy services to improve their overall quality of life. An occupational therapist can help the athlete cope with this frustration and discover alternative ways that they can be socially active within the university. Athletes also may struggle financially due to the inability to work during their season of sport. An occupational therapist can effectively aid an athlete in creating a budget sheet and financial plan to better deal with their finances rather than struggle with what they have.

My teaching philosophy is ‘To nurture and provide guidance towards a child’s interest without judging or restricting their development.’ I have always wanted to be in a career where I am not forced to do things that are not of my interest, instead I will love and enjoy executing it for a longer period. As a child, I have a lot of ambitions such as a businesswoman, a chef or a teacher. However, throughout my learning journey, I realised I could not be a businesswoman due to my bad results in Mathematics. I believe I can do well in the cooking industry but I would have to have a stable income in order to start a small bakery/stall to kick-start my dream of becoming a chef. I was hoping to at least achieve my ambition of becoming a teacher and the golden opportunity knocked at my door at the right time when I found this apprentice program. It was a personal experience of handling my two youngest nieces that sparks off my interest of working with young children.

I took care of my nieces aged two and three respectively for a certain period of time as both of their parents had to go to work. I was not sure on how to assist them in their development as all I knew was to ensure they have had their meal times and shower times accordingly and to look after them while they were playing with wooden blocks and balls. Throughout my experience taking care of them, I was interested how a child thinks and develops certain skills. I was curious on what children are capable of and how I could help them to develop their cognitive skills at such a young age. I was certain that there are many approaches to early childhood learning development which I have not figure out yet. Thus, I was inspired to learn the essence of being an early childhood educator ever since.

Being an early childhood educator is more than just being a teacher to a child. People have always assumed that an educator is someone who passes their academic knowledge to another person when in real truth it is more than that. An early childhood educator holds the responsibility of nurturing a child’s welfare holistically. It involves shaping the child’s development in both academic and character. The method an educator uses to develop or teach a child can have a significant impact on his/her way of progressing in life. Therefore, in this 215‘ century, early childhood educators carry a more distinct role, such as bridging relationships with children, parents and community, creating a learning environment that is conducive for the children to undergo cognitive development, encouraging and building on a child’s interest and review and reflect on the child’s performance.

As an educator, we have a set of beliefs which guides us in our role to ensure the effectiveness in delivering our objectives and quality programs to the children. Personally, my teaching framework is inspired mostly by Jean Piaget. Jean Piaget, a developmental psychologist and philosopher, introduced an approach that I find beneficial to practice with children of different age and stages. The approach that I am referring to is the four stages of development which develop definite cognitive skills. These four stages include sensorimotor, preoperational, concrete operations and formal operations. The stages that influence my beliefs about how young children learn would be sensorimotor and preoperational.

Through sensorimotor, I learnt that children learn when they touch and experience certain objects around them such as tossing it, shaking it and nibbling it. They learn effectively through sensorial learning thus it will help to create the foundation of the object. I am able to apply this concept during teaching by allowing children to learn through play. I should let them discover the objects that are given to them to experience and refrain from interrupting their authentic learning. Secondly would be preoperational, where children began to discover numeric models and start to arrange their ideas from texts and characters. This is also a stage where the children think from their own view and not able to accept other‘s perception. From this approach, I would be able to apply it in class by incorporating materials like numeric models and alphabet symbols to conduct lesson that are beneficial and cater to their age.

Identifying the factors that contribute to their learning experience accordingly to their age and cognitive stage would allow me to conduct an effective class thus being able to observe and record their progress better. Subsequently, I am able to advise the parents of the child‘s progress in the areas that they have improved and areas that need to be improve. I would also welcome suggestions from them to ensure good rapport is built for smooth communications in the future. I believe to be a valuable teacher, I need to constantly upgrade myself and learn the various ways that will benefit a child’s learning experience. My philosophy will not only help to remind me of what type of teacher I should be but likewise, it helps to influence my actions in teaching the children authentically without restricting their development.

My teaching philosophy draws upon the theories of constructivism. particularly social constructiVism. which was developed by Lev Vygotsky. With regard to the constructivism learning theory. the role of the learner is mainly to assimilate information presented by the teacher. In this regard. the learner is perceived as an active maker of meanings. and the teacher engages in dialogue with the learner and makes sure that the meaning that the learner has created in their mind corresponds to that of the teacher. This theory proposes the need for iomt efforts between the teacher and the learner in constructing new meanings. Somal constructiwsm places emphasis on how understandings and meanings are constructed through social encounters. Other facets of the constructivist theory are as follows: self-discovery is an essential part of learning; students have to make decisions based on their sense of identity and individual values. Knowledge is viewed as the means to an end rather than the end itself. Knowledge is based on the learner’s mental construct of a given concept that they interpret themselves, and the truth is relative.

Conceptualization of Teaching According to my teaching philosophy. instructors should play the role of a facilitator rather than a teacher. A teacher focuses on givmg a didactic lecture that addresses the topical matter. whereas a facilitator helps the student to get their own understanding of the subject matter. When an instructor plays the role of a teacher. the learner tends to be passive. However, when the instructor acts as a facilitator, the learner is active in learning. Therefore. teaching is learner—centered and not instructor-centered. During teaching. a facilitator asks questions. provides support gives guidelines and forms an environment where the learner can derive their own conclusions. This is contrary to the role of a teacher, which is to give a lecture and provide answers based on the set curriculum. Furthermore, teaching takes into consideration the fact that learners need more time to construct a concept, therefore better retention of knowledge requires instructors to teach fewer topics at a time.

I conceptualize effective teaching as the one that involves handsron activities. wherein learning by doing is the teaching mode. Instructors should also design assignments and actIVities to facilitate problem solvmg and act as a facilitator by providing support during the start of the learning and gradually reducmg the support when learners begin assuming responsibility and increase their ability and competence. According to my teaching philosophy. learning should be innovative, creative, and self-directed. I believe that the main goal of education is to ensure that the learner becomes innovate and creative through synthesis. conceptualizations. and analysis of previous experiences in order to develop new knowledge. The fundamental assertion is that learners make use of previous and current experiences to develop knowledge.

In this regard. education is life itself and not lust a preparation for it. In addition. I believe that the learner has a greater responsibility for learning when compared to teachers. this is because the theoretical underpinning of my teaching philosophy (social constructivism) places emphasis on the significance of the learner playing an active role in the learning process (Taber. 2011). As an educator, | play a passive role. My role could entail just observing. while the student directs the learning process. In this regard, learners are supposed to work as a team and participate in the learning process. although this should not happen in a competitive manner. In addition, the motivation for learning on the pan of the student is essential for the learning process to be successful. Motivation for learning is determined by the level of the learners confidence With regard to their potential for leaning, Learners need to feel and believe that they are competent in solving new problems. After completing challenging exercises.

learners can develop the motivation and confidence needed to complete more challenging tasks. I also perceive learning as an active and social process in the sense that learning should enable students to discover new facts concepts and principles on their own. As a result. intuitive thinking and guesswork are highly encouraged in the learning process. By perceiving learning as a social process. I believe that it encourages students to share their indiwdual points of view, This leads to the fact that learners understand something together. which would not be possible if learning took place at individual level. It is imperative that the design of the learning enVironment should both challenge and encourage learner thinking. The main goal of the learning process is to ensure that the learner develops into an effective thinker.

I expect my learners to demonstrate critical thinking Critical thinking enables learners to be actively involved in the learning process, Learners who think critically are likely to pose questions when the information presented to them does not concur with their understanding. I expect my students to be able to apply the knowledge acquired in the classroom in the real world context Learners having a deep understanding of the subject matter are able to address real-world problems in specific scenarios. Students should demonstrate innovation, creativity, and self-discovery Creativity and innovation will help learners devise original ways to solve problems. Active learning requires learners to pose thought»provoking questions. Students should demonstrate confidence during the learning process.

Confident learners have to be willing to take pan in classroom activities and offer new ideas even when they are unsure. Implementation of my Teaching Philosophy My teaching philosophies draw upon the constructiwst theory, which is based on the view that learning is effective by deploying a hands-on approach. I expect my students to learn through experimentation, draw their own conclusions, and make discoveries and inferences. Fundamentally, I believe in constructivist teaching in the sense that learning is only effective when students play an active role in constructing knowledge and meaning rather than just receiving information passively. The following are the features of a classroom/leaching environment: Active involvement of learners: A democratic learning environment; Interactive activities that are student-centered;

The instructor facilitates the learning process and encourages learners to be autonomous and responsible. Students work in groups and knowledge and learning are dynamic and interactive: Focus on the communication and social skills of learners including the exchange of ideas and team work Classroom activities such as experimentation, research projects, and field trips, and discussions among learners. The main roles of facilitators include modeling, coaching, and scaffolding; Personal Growth Plans as a Nurse Educators.

As a nurse educator, I intend to transform my passion for teaching and clinical expertise into a successful career. Nurse educators working in the classroom and in the clinical practice setting have the responsibility of mentoring and preparing future and current nurses. It is undeniable that nurse educators play a significant role in strengthening the nursing workforce and offering the leadership required. In applying evidence-based practice. In addition, nurse educators play an imperative role in the design, implementation, evaluation, and revision of nursing education programs. The following is my personal growth plan: Graduate from university Practice in clinical settings while preparing for the role of a nurse educator.

This film was very compelling. Three separate situations occurred at the same time and each of the stories were twisted into one, about the war on drugs. I would say that Caroline fits in with retreatism because she turned to the life of crime when she didn’t have to but chose to. She was unable to cope with the stress of being a showcase student and the press, due to her father being a member of the government. Caroline is sixteen years old, she volunteers to read to the blind one day a week for two hours. She is in a private school and is third in her class. She is a member of the National Merit Finalist, on the math team, haiku team, Spanish club, vice president of her class, and a member of the volleyball team.

When her father returns home after a business trip, Caroline Barbara Wakefield, (Caroline’s mother) confesses to her husband that their daughter is on drugs and has been for the last six months. Ironically, her father, (Judge Wakefield) is working towards the war on drugs. Meanwhile, Caroline is out with three friends drinking and doing drugs when her friend overdoses. They panic and decide to drop their friend off at the emergency entrance when they are stopped by the police. Then, they are taken in for questioning until their parents arrive.

After the incident with her friend, Caroline seems to slowly deteriorate and gets herself farther into the drugs. She gets caught doing drugs by her father and is forced to attend a meeting for her addiction. Caroline speaks out at the meeting, “I’m angry at a lot of stuff, not sure what”. Then she enters into a treatment facility so that she can be free of disease but she isn’t ready to surrender her addiction. She keeps searching for a way out and she finds it. At that point, she did not care about anyone or anything else.

Deviant behavior is caused by the effect of anomie. An anomie is a severance in American Society dealing with individual goals and lawful means of achieving them. The effects of anomie are: frustration, fear and anger. Robert Agnew assumed social circumstances have a scope to provoke negative affective states. Retreats are former conformists, law-abiding citizen that believes in the “dream”. Retreats ultimately feel repugnance for the humiliating side effect of the “dream”. They are the people who once tried to be a part of society but were rejected or lost interest and decided to go the other way. Categorized as retreats are psychotics, pariahs, hobos, drunks, addicts, dropouts, and rejects.

There are so many people going down the same road that Caroline did and it is very sad to see what people do to themselves. When you take yourself down that road of addiction, it is so hard to come back from that. The worst thing about it is that the family of the addict are usually the ones that suffer the most. They have to watch someone they love to go down the road of addiction and then the addict does not care to come back from it. Some people have children and are great parents but then get on drugs and leave the children to fend for themselves. Drugs take our loved ones away from us and we can only be there for them when they decide they have had enough.

Erich Fromm’s basic thesis of humanistic psychoanalysis is that the human species feel disconnected from our original, wild nature with the lack of human communication, but we can still think rationally. The separation from the natural world caused basic anxiety due to loneliness and isolation. He analyzed this with evolution in mind. As humans broke off as our own species, our animal instincts decreased, but intelligence continued to increase. He thought to fix these problems we need to connect to the natural world again and meet our human needs.

If our human needs were satisfied it would bring us back closer to the natural world. There are five human needs. The first being relatedness which is looking for a relationship, friendship, bond, etc with one or more persons. An example would be a romantic relationship or even friendships with coworkers. These relationships would allow someone to relate to the world. The second need is transcendence, this could be negative or positive. Humans are aware of how we can create or destroy our lives. Rootedness is the third, so we just want to feel like we have a home and belong. Then sense of identity which is realizing that we are our own people and have our own identity. Lastly, frame of orientation is how people think, and the efforts to try to understand and put things into perspective.

I do agree with Fromm’s humanistic analysis. Going back to the human need of relatedness, we definitely live in a world where it is easy to get caught up in your phone or laptop. You can forget about what is right in front of you because you are distracted by the lives of celebrities or people you follow on social media. Another example is we have easy access to everything at home. You can get your meals delivered to your house and left at your front porch. You do not need to leave the house to get anything really because you can even get your groceries delivered to you as well. There is a lack of human interaction. Technology is part of a cause of disconnect with our peers.

Social media also ties into sense of identity. It is easy for people to get so infatuated with what is seen online that people change themselves to fit in. For example, buying something just because your favorite youtuber, or even changing your style to be like someone else’s. Lastly, frame of orientation is a huge concept right now with politics. Many people argue with facts that they have seen on the news or read without doing their own research.

In conclusion, Fromm believed that modern society caused people to have basic anxiety because of the disconnect with the natural world. In order for people to be happy they must reach their basic needs. I agree with Fromm, but I think humans will forever be out of touch with the world because of how far the divide between the natural world is due to technology.

Natalie Portman once said “I don’t love studying. I hate studying. I like learning. Learning is beautiful.” Learning is a great thing but the hard part that comes with learning is the studying part that makes you learn everything you need and want to know. You need an education for most of the successful jobs you can have in life and that whole path would not be possible if it was not for school and to do good in school you need to do good on exams. That’s where the studying part takes place. Studying for an exam can be difficult at times. This process includes the following steps, being well rested, not distracted, all your notes and textbooks in front of you and more. Studying can always stress people out especially if the test is a large amount of your grade. Throughout my whole school life, I was always bad at studying for exams.

I would try all sorts of strategies, but it just never worked for me. Finally, in my senior year of high school I found a method of studying that helped me and I started to use it in college and it worked for me here as well. The first step when studying you want to make sure that you are well rested. The worst thing is when you have to study for a major exam but you can’t focus because your tired. That’s why it is good to not wait till the end of the day to study. Studying is most effective when you get home from school or right after class because you are still focused into school even when you get out.

If you had a busy day do not study late at night. You are better off going to bed and waking up early to study then being tired and staying up late to study. Being fully focused and aware of what you are reading and what your studying is very important because you remember the most when you are not falling asleep. Study’s show that the brain is still most functioning at the end of a school day so that is your best time to do it Second step to effectively study for an exam is not being distracted. There are millions of ways to get distracted while studying so you have to try your best to not let all of them distract you.

It is best to turn off all of your electronics. I know everyone’s life now is based around electronics but for an hour you can shut them all off and study. Shutting the electronics off takes away all the main distractions. Its good to shut the door so the blocks out all of the noise coming from outside the room. Those are most of the main distractions that you could have but the little ones are still left. You can’t really get rid of all the little distractions because basically everything is a distraction. You just need to try your hardest to focus and not look around. If you look around then you pick up on something you see and then you get distracted.

The best way to not be distracted is to block out everything surrounding you and just focus on the material you are studying. I used to get distracted in my room so I would just put headphones in and not listen to music but just let it block out the noises. Another step in the process of studying is making sure you have all your study materials. You can’t study effectively if you are missing notes or worksheets you need. Before studying check twice to make sure you have everything and are ready to go. Also when studying make sure you know what your studying. You can’t be effective if you are not sure what to study.

Talk to your professors and listen in class for what’s going to be on the exam and study that material and that material only. You don’t want to study more than what you need to know because you will just get confused on the test. Make sure you have everything not messy either. Make sure it is all organized and ready to go. When studying for an exam you always want to make a study guide. A study guide is going through your notes and then re writing the most important things. This will help you out when studying because this makes you focus on what’s important and then you don’t have to remember unnecessary information.

Studying is stressful enough in general but when you have to study a lot of material so it helps to cut down the information to just the important stuff. In recent study from multiple sources on the internet, study guides are number one for the best way to study. Studying is a lot better when you take breaks. You need some time to have fun and it is better to study when you are feeling relaxed than to exhaust yourself studying all day. Carefully plan out your break and study time. Usually, 20-30 minutes then a break. Make sure that you structure the chunks logically so that you’re not breaking up concepts across chunks, as this may make it more difficult to remember concepts in their entirety.

Don’t do anything extreme during studying breaks. Its best to just sit there and watch tv or something simple like that. Not good to do something that is going to completely interrupt studying.Studying in groups can help increase studying if done correctly and if you don’t distracted by the people you’re studying with. You can get sidetracked easily but if you can stay focused it is beneficial for everyone in the group. What works well in study groups is to quiz each other and talk about what you are studying. Study groups help understanding and preparation for the exam. Two or three people for a study group is best. You don’t want too many people in it because things get out of hand.

Just a group of 4 studying and helping each other is the way to study and succeed The process of studying can be a tough as it may take you time to get used to it or studying is difficult in general for you and there are so many ways to study that it can all be too much to handle and get confusing. All of the example that were listed are ones that help most people in studying and find great success with it. Studying is the hardest part of doing good in school but is also one of the most important. Following these steps will sure you of good grades and a great routine of studying.