Competence in Counseling Essay Example for Free

Competence in Counseling Essay Counseling is the professional guidance in resolving personal conflicts and emotional problems. It is advice, opinion, or instruction given in direction the judgment or conduct of another. Knowing how to posses personal qualities such as maturity, empathy, warmth, understanding, and knowledge. From a legal stand point ethics, morality, and law must be strongly conformed. It is accurate decision-making, knowing appropriate words to use, and knowledge of the governing standards that is required. Also knowing accurate information about culture and ethnicity of the present society. Aspects of Counseling Counseling has been misrepresented over the past years for different types of endorsements of products. In todays time the profession as far as counseling goes is now corresponded within its practice. The focus is on growth and wellness as well as clarification of mental disorders. In order to relate to the counseling field an understanding of guidance and psychotherapy must be understood along with having history of the profession. Guidance is leadership, instruction, or direction by helping others make important choices that affect their future in maintaining a productive and healthy lifestyle. An individual being taught guidance must learn to choose what values them the most in order to produce change within their life. This will give that particular individual a sense of direction by following instructions to becoming a leader. The goal in guidance is to promote resourceful and happy lives of individuals by helping them adjust to social actualities. Psychotherapy is a process focused on helping heal and learn more beneficial ays to deal with problems or issues within an individuals life. It is also a supportive process when going through a difficult time period or either under increased stress. It traditionally focused on serious problems associated with internal issues, personal issues, and conflicts. Normally psychotherapy is recommended when a person is struggling with a life, relationship, work issue, or a specific health concern causing the individual a great deal of pain or upset for longer than a few days. Counselors hold an important position that affect many lives throughout the course of a career. A counselor serves as an advice-giving role in a wide number of areas. There are many types of counselors, including school guidance counselors, psychological counselors, counselors for victims, youth camp counselors and more. Aspects of Counseling The vast majority of counselors are extremely caring people who are dedicated to their work and enjoy helping to make others lives better. There is a wide range of ideal personality traits that are associated with being a top counselor. One of the most important personality traits, if not the most important, is a keen ability to listen. In order to help people and find solutions to problems, the counselor must be a keen listener in order to best help the person seeking counsel. Counselors should also have an understanding of human psychology and possess a strong sense of sensitivity. Another ideal character trait for a counselor is having a strong sense of direction in order to find the best path to success for the people whom they counsel. Having a strong sense of direction usually solves problems more quickly and efficiently. Ideal counselor personality traits are a commitment to the profession, humanity and the client. The ideal counselor serves the assistance of the clients. The counselor will develop meaningful and trusting relationships with their clients and insure that this trust is not shaken or broken. An ideal counselors personality has a consumer first attitude and should represent a supporter and guidance role with nurturing characteristics to assist in the creation of a reliable bond between the client and the counselor. Other quality traits include their knowledge of the profession and its standards of practice, along with some background in psychology. A good organizational personality trait of a counselor is their willingness to promote efficient case management techniques. Aspects of Counseling As an effective counselor one of the main qualities needed is patience. Go to the next step of explanation only when the patient has clearly understood the content of the information you have provided. Therefore the counselor needs to have enough sufficient time for the patient, and should also be a good listener. Let the patient express everything he/she has to say, and give your inputs once when the patient has finished talking. A counselor should be very observant and able to interpret non-verbal communication for example if the patient looks angry, and then find out the cause of his/her anger first. An effective counselor should provide non-possessive warmth in a counseling environment. Smile and show concern and acceptance by showing comfort, empathy, and understanding to the patient. Counselors should have good knowledge on the topic /problem like compliance to medication. Some people do not take medication for the same reasons, while others demand medication. Understanding the factors why people may not do certain activities at specific time will help you to assist them better. Try to understand the feelings the patient is having in the counseling process. In other words put yourself in his/her position. Give the patient the opportunity to make his/her own decision from your message. Lastly be sure to make it aware to the patient that you as their counselor maintain confidentiality on what the patient tells you. This means that counseling must be done individually and privately. Letting the patient know that you maintain a high degree of personal reliability, trustworthiness and mutual trust as an effective counselor. Aspects of Counseling As there are three different levels of counseling relationships to be aware of nonprofessional, paraprofessional, and professional. Nonprofessionals would be considered as family, friends, colleagues, untrained volunteers, or supervisors who try in assisting those who are in need. Secondly, paraprofessionals are individuals who have received some sort of training in human relations. Lastly professionals are those who are educated with the nowledge to provide assistance on a protective and corrective level. While being the ideal, effective, and professional counselor you must also keep in mind that you must follow the ethical and legal aspects of counseling also. Ethics is defined as a philosophical discipline that is concerned with human conduct and moral decision-making. You should also familiarize yourself with morality, which involves judgment or evaluation of action, and another major definition to know is law, which is the precise organization of governing standards that are established to ensure legal and moral justice. The law does not dictate what is considered to be ethical but what is considered to be legal. Ethical codes are there to protect the profession from government. They allow the professions to control itself and functions independently instead of being controlled by legislation. In making ethical decisions counselors familiarize themselves with casebooks, professional colleagues, and principles. It is very crucial that counselors become well knowledgeable with ethics for the sake of their own well-being and of their patients as well. Multicultural psychology focuses on the cultural differences in thought processes and acceptable vs. nacceptable behaviors. It relates to normal lives such as home, education, work and relationships but also to what is considered abnormal or normal. Aspects of Counseling Knowing your patient plays a huge factor in counseling sessions as well. To know the cultural background of your patient can help you better relate to them as an individual. Many cultural ethnic groups live in the United States. A culture is behaviors, thoughts, perceptions, values, goals, and cognitive processes. An issue in multicultural counseling is the dominance of theories based on cultural values. A second issue is sensitivity to cultures in general, believes that are essential to counselors is knowledge of culturally different patients. Knowing that everyone is their own unique person, and have their own views on different things in today’s society. The counselor must also have the skills to work with patients of different cultures. Counselors must work in order to know their patients and their problems. European Americans when taken into consideration is a larger diverse population they are very common to the people of the United States. When counseling African Americans a counselor must understand the history, and coping mechanisms. Hispanics/Latinos a very diverse group as well, and regardless to their background they are very bicultural. Asian and Pacific Islanders are considered as hard working, successful, and not prone to mental or emotional distress. When dealing with many diverse groups like this a common theme is that counselors who work with a variety of culturally different patients must be knowledgeable about them collectively.

Power And Resistance In Human Society

Power And Resistance In Human Society Where there is power, there is resistance, and yet, or rather consequently, this resistance is never in a position of exteriority in relation to power (Foucault, 1978: 95-96). In human sciences one of the main issues has always been the relationship of resistance to power. Where there is power, there is resistance; power affirms that there exists resistance and visa versa. But before starting to think about resistance, we have to take in mind that power is no longer considered a unitary, constant force that emanates from a particular social class or institution, rather it is seen as a more tenuous fabric of hegemonic forms (Constable, 2007: 11). Foucault (1978: 95-96) questions our assumption that power is always and essentially repressive, he wants to show how power also can be positively in a way that it can produce forms of pleasure, systems of knowledge, goods, and discourses and that it not only works negatively, by denying, restricting, prohibiting and repressing (Abu-Lughod, 1990: 42). The focus within studies of resistance recently shifted from large-scale collective revolts to more unlikely forms of resistance such as subversions and small or loca l resistances which do not especially aim to overthrow the system and which do not result from ideologies of emancipation (Abu-Lughod, 1990: 41). Hence both concepts have turned to be more complex than initially supposed, but this makes it even more interesting and more widely applicable to various situations where people try to construct their life within structures of power. Resistance The term resistance has been used by many scholars to describe a wide range of actions and behaviours in all aspects of human social life and in different settings. Hollander and Einwohner (2004: 534) illustrated how everything from revolutions to hairstyles has been described as resistance. Consequently following from the diversity of actions and behaviours which used to be named as resistance, they found in their analysis of the concept that there is little agreement on the definition (ibid: 234). Therefore it is important to outline the range of characteristics that can exist within the concept of resistance. First of all the scale whereat the resistance occurs has not always the same size; acts of resistance may be for example individual or collective, widespread or limited to local areas. Levels of coordination are also variable, in some situations there will be a higher extent in which the resisters intentionally act together, than in other. Thereby the targets where resistance is directed to also differs, they vary from individuals to groups and from organizations to institutions and social structures. As well the direction or goals are variable, while resistance mainly is understood to be aimed at achieving some sort of change, sometimes it is possible that the behaviour described as resistance aims to constrain change. Finally, while resistance is generally understood to be a political action, some writers suggest that resistance can also be identity-based (ibid: 536-537). Action and Opposition After having observed the dimensions of variation of resistance Hollander and Einwohner (ibid: 537) tried to describe the core elements of resistance to see how all these phenomena can be described with the same term. They identified action and opposition as two core elements within the discussions of resistance where authors seem to agree on. Resistance is not a quality of an actor or a state of being, but involves some active behaviour, whether verbal, cognitive, or psychical, and another component common to almost all uses is a sense of opposition. After having identified these core elements, the lines of disagreements became clearer, which made them realize that several debates of resistance above all differed in their position on two central issues: recognition and intent (ibid: 537). Recognition and Intention Acts of resistance are not always equally visible, their variation in visibility becomes clearer when we analyze the contrast between everyday resistance and more (and more obviously contentious) forms of political mobilization. Sometimes the intention of resistance is to be recognized, while other resistance is purposefully hidden, so recognition depends in part on the goals of the people who resist (ibid: 540). While Scott (1985) in his book about modes of everyday resistance among peasant workers argues that resistance need not to be recognized as such and that it may remain relatively invisible to the powerful, other scholars define resistance as necessarily provoking recognition and even reaction from others (Hollander Einwohner, 2004: 541). This level of recognition also varies depending on the two different groups of others who can identify an act as resistance, to wit targets and observers. The first group contains those to whom the act is directed and the second group can comprise the general public, members of the media and researchers (ibid: 542). After the question if oppositional action must be readily apparent to others, and if it must in fact be recognized as resistance, Hollander and Einwohner wonder if the actor must be aware that she or he is resisting some exercise of power and intending to do so for an action to qualify resistance (ibid: 542). Also on this matter scholars do not completely agree, roughly classified Hollander and Einwohner (2004) distinguish three different views. The first group of scholars believes that the actors conscious intent is a core element to be able to classify certain behaviour as resistance. The second group thinks that measuring intent is difficult or even impossible, as resistance not only arises in public, but also privately. People in these cases may be conscious of oppression and may intend to resist in some fashion, but this will not be visible and therefore impossible to measure. Following to the last group of scholars we must not focus on the intent, as resistance can occur cons ciously or unconsciously, concentrating on intent will neglect important forms of resistance (ibid: 542). Types of Resistance Hollander and Einwohner (2004) didnt want to define the verities and the falsities among all possible meanings and contends of the term resistance. Therefore they decided to analyse the various opinions to see if it would be possible to describe different forms of resistance without judging what is wrong and what is not. They already observed that all scholars seemed to agree that resistance implied oppositional action of some kind. Leaving discords about whether resistance must be intended by actors or whether it must be recognized by targets and/or observers. They therefore argue that it is useful to think of resistance in terms of distinct types, each defined by a different combination of actors intent, targets recognition, and observers recognition. Not all scholars will agree that all behaviours summarized in Table 1 should be called resistance, but it will help to emphasize again the core elements of resistance. The first type, overt resistance, comprises for example social movements and revolutions, and individual acts of refusal. It is visible behaviour, which is recognized by both targets as observers as resistance and is also intended to be recognized as such. Covert resistance refers to acts as gossip and subtle subversion in the workplace; they are intentional but go unnoticed by their targets. However they are recognized as resistance by culturally aware observers. These two forms of intentional forms of resistance are followed by some unintentional forms of resistance. The first one is recognized as resistance by both the observers as the targets but is not meant as such. And the second one contains so called self-defined targets who may be the only ones who recognize certain behaviour as resistance (target-defined resistance). A separate category contains externally-defined resistance, these are acts of resistance that are neither intended nor recognized as resistance by actors or their targets, but are labelled by third parties. The last two forms of resistance go to a certain degree unnoticed by others. If recognized by their target but unrecognized by third-party observers, they have called it missed resistance. If an actors intent ional act goes unnoticed by both targets and observers alike, it may be classified as attempted resistance (ibid: 544-547). Interaction Understanding the interaction between resisters, targets, and third parties plays a central role in the comprehension of resistance. Resistance is socially constructed; resisters, targets, and observers all participate in this construction (ibid: 548). Of course often there is no overall agreement on the question if certain behaviour can be seen as resistance or not. What one observer (or participant) sees as resistance, another may see as accommodation or even domination this does not only happen between the different participative groups but also within the parties there is variation. Resistance is a complex set of thoughts and behaviours (Ortner, 1995: 175). Dichotomizing resistance and dominators ignores the fact that there are multiple systems of hierarchy, and that individuals can be simultaneously powerful and powerless within different systems (Hollander Einwohner, 2004: 548). I n her article about resistance and the concept of dà ©brouillardise (a way of social manipulation) used by Auvergnat farmers in rural France, Deborah Reed-Danahay (1993: 223) describes how Kondo (1990: 221) based on her research in Japan also emphasizes the intertwining of power and meaning, so that no one can be without power. Everyday Resistance After appointing the different types of resistance, it is necessary to take a first glimpse into possible forms of resistance among undocumented migrants to see on what kind of forms we have to continue focussing. First of all, it is obvious that undocumented migrants wont participate in any overt form of resistance (i.e. demonstrations) because it probably endangers their precarious situation. Therefore it is not very likely that the target of the resistance will recognize their acts as such. It will also vary if the acts are intended as resistance. Consequently, it is more likely that possible forms of resistance among undocumented migrants will be: covert resistance, attempted resistance and externally-defined resistance. Especially the first two forms of resistance are familiar to Scotts concept of everyday resistance. He describes: What everyday forms of resistance share with the more dramatic public confrontations is of course that they are intended to mitigate or deny claims made by superordinate classes or to advance claims vis-à  -vis those superordinate classes. Where institutionalized politics are formal, overt, concerned with systematic, de jure change, everyday resistance is informal, often covert, and concerned largely with immediate, de facto gains (Scott, 1990: 32-33). Scott points out different expressions of everyday resistance: foot dragging, dissimulation, false compliance, smuggling, etc. He refers to these practices as hidden transcripts (Scott, 1990) that are not easily visible in official transcripts and those on-stage behaviours controlled by elites (Reed-Danahay, 1993: 222). He described the existence of a too strongly focus on official and public transcripts of culture resulting in an underestimation of subordinated people and argued for a look into the unofficial transcripts to see the variety of forms of resistance taking place in this area of social life (ibid: 223). Though, Reed-Danahay (ibid: 223) points at a, ly to her, disturbing simplification [by Scott] by describing resistance as something which can be found in the hidden transcripts of the weak while only conformity becomes visible in the public transcripts of both the weak and the strong. This derives from the fact that he sees ideology as a coherent message, while there is c ontradiction and ambiguity in any discourse (ibid: 223) Everyday Practices Similar to Scotts everyday resistance is Michel de Certeaus (1984) concept of everyday practices. He divides strategies and tactics and explains why many everyday practices are not strategic but tactical in character. A strategy is the calculus of force-relationships which becomes possible when a subject of will and power can be isolated from an environment. Strategies possess their own place which forms a starting point from where relations with the outside can be generated. Tactics on the other hand, do not possess their own place, so the other cannot be singled out as a visible totality. Tactics constantly manipulate events to turn them into opportunities. De Certeau (ibid: xix) describes: A tactic insinuates itself into the others place, fragmentarily, without taking it over in its entirety, without being able to keep it at a distance. Everyday practices are a gathering of ways of operating characterized by victories of the weak over the strong and consisting of clever tricks, knowing how to get away with things, hunters cunning, manoeuvres, polymorphic situations, etc (De Certeau, 1984: xix). Tactics produce a certain movement within the system. They show to what extent it is possible to use intelligence to consort power within the daily struggle. Strategies, on the contrary, have a rather ambiguous relation with power. They use the instruments of the power for their own purposes. Hence, the structure of power where the strategies compete against at the same time sustains them (De Certeau, 1984: xviii). Scotts concept of everyday resistance, consisting of practices as foot dragging, dissimulation and smuggling tends to be more similar to strategies than to tactics. While De Certeaus concept of ways of operating (or everyday practices), like knowing how to get away with things, are more tactical in character. We could say that strategies aspire to undermine the structures of power and thus are more saturated with a notion of resistance, whereas tactics not only aim to resist, but also comprise an accommodating component. Cunning Despite their differences, De Certeau and Scott are concerned with the same kind of behaviour. Reed-Danahay (1993: 222) presupposes to use the concept of cunning to refer to this behaviour. ly to her, Detienne and Vernants (1978: 3-4 in Reed-Danahay: 1993: 222) description of the Greek quality of mÄâ€Å"tis summarizes accurately the significance of cunning: [it] combine(s) flair, wisdom, forethought, subtlety of mind, deception, resourcefulness, vigilance, opportunism, various skills and experience acquired over the years. It is applied in situations which are transient, shifting, disconcerting, and ambiguous, situations which do not lead themselves to precise measurement, exact calculation, or rigorous logic (1978: 3-4; quoted in Scott 1990: 164 in ibid: 222). Also De Certeau (1984: xix) is conscious about the connection between mÄâ€Å"tis and his ways of operating. Together with cunning, mÄâ€Å"tis refers to the idea of Goffmans concept of making do in difficult situations and overcoming hardships (Reed-Danahay, 1993: 223). ly to Reed-Danahay, resistance suggests a mechanical metaphor of solid bodies coming into contact. Unlike resistance, cunning includes some fluidity in social life, leaving room for play or manipulation (ibid: 223). Dà ©brouillardise Reed-Danahay therefore speaks of a more complex notion of power and resistance, where forms of power lay both with agents of the dominant culture and with the resisting people themselves (ibid: 224). In her fieldwork in a mountain valley in the Auvergne region of central France she describes how people from a place fictionally named Lavialle have adopted a stance of resistance to agents who threaten their cultural autonomy. She shows how these farmers use the French concept of dà ©brouillardise as a manner to talk about social manipulation expressing accommodation, resistance, cunning, ways of making out and ways of making do (ibid: 221). Dà ©brouillardise connotes both resisting domination and other forms of social manipulation or even partial accommodation. It is a form of everyday resistance and it is a way of taking advantage of a situation that presents itself. Dà ©brouillardise has a dual nature, it consist of both making out and making do and is associated with both defensi ve postures and coping strategies in everyday life (ibid: 224). Conclusion Migrants and Resistance Abu-Lughod and romanticizing resistance With the concept of dà ©brouillardise Reed-Danahay tries to cover the gap between theory and practice. This is viable because the villagers she observes are actually using the concept in their ordinary language. According to her dà ©brouillardise refers to a more complex form of power than the theories of Scott (ibid: 224). Dà ©brouillardise Accomodation The ethnographic literature also contains examples of positive values associated with behaviours interpreted as everyday resistance when no native term or vocabulary for it is present. (223) Even while resisting power, individuals or groups may simultaneously support the structures of domination that necessitate resistance in the first place. Various authors have referred to this complexity as accommodation (e.g., Sotirin and Gottfried, 1999; Weitz, 2001), ambiguity (Trethewey, 1997), complicity (Healey, 1999; Ortner, 1995), conformity (St. Martin and Gavey, 1996), or assimilation (Faith, 1994).These authors stress that a single activity may constitute both resistance and accommodation to different aspects of power and authority (Hollander Einwohner, 2004: 549). Nevertheless it is easy to romanticize resistance as Abu-Lughod says, to view its forms as signs of ineffectiveness of systems of power and of the resilience and creativity of the human spirit in refusal to be dominated, to focus on successful forms of resistance and neglecting to consider accommodation, passivity or acquiescence adequately (In: Constable, 2007: ). It is only valuable if we can find a way between romanticizing resistance and portraying young migrants as passive oppressed victims.

Definition Of Motivation In Sport

Definition Of Motivation In Sport This reviewed research is on motivation in sport. A variety of definitions and approaches to the study motivation will be discussed. One of the forms of motivation being discussed will be intrinsic and extrinsic motivation. Intrinsic motivations are very important for promoting satisfaction and long term participation in sport. There are three academic approaches to the study of intrinsic motivation: behavioral, cognitive, and motivational. Researchers have found that the intrinsic motivation of athletes seems very important for continuing participation, and elite performance in sport. Extrinsic motivation refers to motivation that an individual has that comes from outside sources. The motivating forces are external or exterior rewards such as money or awards. These rewards supply fulfillment and satisfaction that the mission itself may not supply. Another form of motivation has to do with gender. Researches have determined that there are motivational differences among male and femal e sports. Its also been determined that male and female athletes possess different strengths and weaknesses within the motivational climate. Some detailed differences stated were that men had higher levels of motivation in competition, social acknowledgment, strength and endurance, where women had stronger motivation to control weight. The last factor I will cover is cultural effect on motivation. Introduction to your Research Topic Intrinsic and extrinsic motivations are both adaptable and adjust in reaction to specific situations. While not easy to define, intrinsic motivation can be explained as an internal drive to perform an activity. While extrinsic motivation is known as an external motivating source that drives action. It is said that people attribute their behavior either to an internal or external source. Intrinsic motivation correlates positively when people attribute their motivation to internal sources, while extrinsic motivation is correlated to belief in an external source for their behavior (Wiersma, U. J., 1992). Extrinsic motivation, by definition, is changeable since it is an external motivator one can change the reward or external. Meta-analysis of intrinsic and extrinsic motivational research by Deci, Koestner and Ryan (1999) found that intrinsic motivation is negatively affected when tangible extrinsic motivation is attached to the behavior. This undermining of intrinsic motivation is post ulated to be the result of a perceived decrease in autonomy and competency by the individual receiving the extrinsic reward. Self-determination Theory states that humans have three innate needs: autonomy, competence, and relatedness. Of these, autonomy and competence are the key drivers of intrinsic motivation (Franken, 2002). As a result we see that intrinsic motivation can be changed by adding an extrinsic motivating component. Background of the Research Topic When you start discussing the nature of motivation of sport through gender, you have to ask yourself a question. Has the perceptions of sports progressed in ways that reflect participation in sport? Additional contribution in media exposure of high action sports has increased considerably since the earlier studies had examined attitudes toward gender-appropriate sports. Motivation in sports and exercise has been studied over the last century but only in recent decades has motivation by gender been analyzed. Studies in the area of motivation by gender in these sports and exercise fields: individual and team sports and exercise, martial arts, basketball, volleyball, track and field, and general sports participation and exercise (Kilpatrick, Hebert, Bartholomew, 2005). These results were the most consistent throughout the reports with other similarities and differences noted with each study. Deci, et al. (1999) stated that intrinsic motivation can also be improved by increasing an individuals perceptions of autonomy and ability. Deci, et al. (1999) also showed that research supported the notion that extrinsic motivations impact on intrinsic motivation was influenced by the controlling nature of those extrinsic rewards. For example, positive feedback that is not measured as controlling would likely add to a persons perceived ability to have a positive effect on their intrinsic motivation. Vallerand (2000) looks at motivation in a multidimensional approach that changes more than the differences in intrinsic and extrinsic motivation. He states that motivation for both is on a scale that ranges from a high to low level of willpower and that operates on three distinctive levels: global which is an individuals overall general motivation in a specific domain or field such as education or sports. Situational or the here and now. For each of these levels individuals can have dive rse motivation levels both intrinsic and extrinsic way. For instance, a person can be greatly intrinsically motivated to participate in sports, but less intrinsically motivated concerning education (global). However, if a person is feeling sick or tired, they may not have the equal intrinsic motivation to participate in sports activities that day (situational). Extrinsic rewards can be useful to both and impact situational motivation in both the short and long term. For example, that individual might be highly motivated to do well on a test and receive a good grade (extrinsic motivation) so that they can be eligible to play on their sports team (intrinsic motivation). Vallerand (2000) postulates that repeated levels of low levels of situational intrinsic motivation will likely have a diminishing effect on the larger contextual intrinsic motivation. He highlights research done on motivation to play basketball where intrinsic motivational levels were affected by situational motivation al levels during tournament games. This research has many implications for organizations and educational situations. While understanding that extrinsic motivation is one of the main drivers of the business world, compensation and other incentive packages need to address their impact on intrinsic motivation and be developed in ways that will reduce the adverse affects or possibly even add to the intrinsic motivational levels. More research on real life situations would be beneficial. Impact on sports Gender: Even though the experiences of many girls and women in the United States point to the opposite, research demonstrates that media always present sports as the a male dominated field (Duncan Sayaovong, 1990; Hardin, Lynn, Walsdoff, Hardin, 2002; Pedersen, 2002). Several studies have established that female athletes have been greatly underrepresented in the media (Bernstein, 2002; Pedersen, 2002). The rationale for this may possibly be that the mainly accepted sports in the country are those looked upon to be masculine sports (Messner, 2002). However, since Title IX, the progress of women into various sports that are not considered feminine has been extraordinary. Women participate in practically all types of sport, including those used to display the ultimate masculinity. Even though gender-role differences are natural in accepted perception, research has extensively demonstrated that, as an alternative, most are publicly constructed (Bandura, 1986; Messner, 2002). Gender stereotypin g is everywhere, unseen regulators of relationships and opportunities. Banduras social cognitive theory is a key in understanding the factors in socialization. The theory argues that behavior, environmental actions, and cognitive factors work to form attitudes and action. Individuals consider action and its result, projecting cost and adjusting accordingly. Therefore, action is not a result of imprinted histories as much as it is a result of cognized futures (Bandura, 1986, p. 19). Bandura emphasizes the role of the media in social learning so much that, he argues; television persuade has dethroned the primacy of interpersonal experience. As a result, life models the media (Bandura, 1986, p. 20). Findings of previous research Gender Motivation is a crucial factor within the sport and exercise field. Understanding what and how motivation works is equally important. Based on these reviews gender also plays a role within the motivational climate. Studies have revealed variations in motivational factors within each gender. In Chie-der, Chen, Hung-yu, and Li-Kangs journal 87 male and 87 female basketball players from the HBL were selected for the research. Four research questionnaires were used to measure four phenomena: participants goal orientation, the motivational climate they perceived, perceived personal athletic ability, perceived personal sport-related confidence (Chie-der, Chen, Hung-yu, Li-Kang,2003). Using a t test gender differences were detected. Males tended to record higher scores than females for sports related confidence variables. Males scored higher within ego orientation, perceived ability, and in physical performance. Females tended to score higher in task orientation, perceived task climate, and leadership styles (Chie-der, Chen, Hung-yu, Li-Kang,2003). In Kilpatrick, Hebert, Bartholomews study 233 students were studied, 132 women, 101 men. The purpose behind this study was to compare sports participation and exercise motivation through a highly differentiated scale of physical activity. The second objective was to investigate the impact of gender on motivation. This study determined that men were more highly motivated then women when it came to endurance and strength, social recognition, challenge, and most notably competition, where women were more motivated by weight management (Kilpatrick, Hebert, Bartholomew, 2005). It was further suggested in this analysis that motivations to engage in sports differed from motivators to engage in exercise. It was also noted that more of the health related motives were linked to exercise opposed to sports participation thus indicating that sports participation are more closely related to intrinsic motives. It was suggested that based on these findings that men leaned more closely to intrinsic motivation then women. This study further implied that men viewed exercise and fitness opportunities as a means to achieve ego related goals that support their sports participation where as women seemed to enjoy exercise and sports participation equally (Kilpatrick, Hebert, Bartholomew, 2005). Conclusions section It is concluded that it is important for coaches, teachers and parents to stress to young athletes the need to improve skills, teamwork and sportsmanship over the win at all costs attitude. Terms/concepts Self-determination Goal orientations Motivational climate Perceived competence Behavioral Cognitive Motivational Global motivation Situational motivation Perceptions References page JAM Murcia,(2008) Relationships among Goal Orientations, Motivational Climate and Flow in Adolescent Athletes: Difference by Gender,The Spanish Journal of Psychology, volume 11, number 1, 181-191. Kilpatrick, Hebert, and Bartholomew, (2005) College Students Motivation for Physical Activity: Differentiating Mens and Womens Motives for Sport Participation and Exercise, Journal of American College Health, volume 54, number2 Gareth W. Jones, Ken S. Mackay, and Derek M. Peters, (2006) Participation Motivation in Martial Artists in the West Midlands Region of England, Journal of Sports Science and Medicine CSSI, 28-34 Dongfang Chie-der, Steve Chen, Chou Hung-yu, and Chi Li-Kang, (2003), Gender Differential in the Goal Setting, Motivation, Perceived Ability, and Confidence Sources of Basketball Players, The Sport Journal ISSN 1543-9518 Gillison, Standage, Skevington, (2006), Relationships among adolescents weight perceptions, exercise goals, exercise motivation, quality of life and leisure-time exercise behavior: a self-determination theory approach, Oxford Journals, Vol. 21, no. 6 Deci, E. L., Koestner, R., and Ryan, R. M., (1999). Meta-analytic review of experiments examining the effects of extrinsic reward and intrinsic motivation. Psychological Bulletin (125). Retrieved on November 13, 2010 from EBSCOhost. Franken, R. E., (2002). Human Motivation. Wadsworth, Belmont, CA. Vallerand, R. J., (2000). Deci and Ryans Self-Determination Theory: A view from the Hierarchical Model of intrinsic and extrinsic motivation. Wiersma, U. J., (1992). The effects of extrinsic rewards in intrinsic motivation: A meta-analysis. Journal of Occupational and Organizational Psychology (65). Retrieved on November 13, 2010 from EBSCOhost.

The Effectiveness of Treatment for Anorexia Nervosa and Bulimia Essay

Anorexia nervosa and bulimia are eating disorders that severely affect both men and women around the world. The cause of the eating disorder usually derives from psychological, biological and social forces. Eating disorders have become an epidemic in American society, twenty-four million people of all ages and genders suffer from an eating disorder in the U.S. (National Association of Anorexia Nervosa and Associated Disorders.\, 2011). There are many ways to address and treat an eating disorder. There have been multiple studies conducted to test the effectiveness of different types of treatment. My central research question analyzes the relationship between the continuation of the eating disorder with the presence of intervention or some form of therapy. The use of therapy will take place as the dependent variable due to its relationship toward the termination of the eating disorder. There are social processes involved in the ceasing of an eating disorder or alleviating the symptoms of the disorder as shown through group therapy (Mclorb and Taub, 1987). I will review different sociological literature that approaches the relation between the continuations of eating disorders with the presence of treatment. In the observational case study by Mclorb and Taub, (1987), they interviewed participants of a group therapy session involving a group of fifteen young women battling a range of eating disorders. The therapy sessions were modeled after alcoholics anonymous meetings. The subjects would meet weekly in search of support, this was a form of therapy that allowed the subjects to involve or remove themselves at any point in time. The main purpose was to seek a sense of support from people dealing with the same issue. They discusse... ... IL: National Association of Anorexia Nervosa & Associated Disorders. Retrieved November 30, 2011 (http://www.anad.org/get-information/about-eating-disorders/eating-disorders-statistics/). 6) Yager, Joel, Michael J. Devlin, Katherine A.Halmi, David B. Herzong, James E. Mitchell III, Pauline Powers, Kathryn J. Zerbe. (2006) Practice guideline for the treatment of patients with eating disorders, Third edition Washington D.C.: American Psychiatric Association. (http://www.karwautz.at/documents/apaedsguideline2006.pdf ). Original Citation found in Bosch, Amanda, Raymond Miltenberger, Amy Gross, Peter Knudson and Carrie Breitwieser. 2008. "Evaluation of Extinction as a Functional Treatment for Binge Eating." Behavior Modification 32(4):556-576 (http://exlibris.colgate.edu/Mondo/remote-or-local-url.asp?http://search.proquest.com/docview/811355510?accountid=10207).

A Cinderella Story Essay -- Cinderella Fairytale Essays

A Cinderella Story   Ã‚  Ã‚  Ã‚  Ã‚  When examining adaptations of fairytales you must look at the original source. This can be a very difficult task because with fairytales we never really know where the original came from. I will base my paper on the theory that the original tale of Cinderella comes from the Grimm Brothers version of Ashputtle. In comparison we will examine two movies. First there is the Disney version Cinderella. Secondly we will look at the movie 'Ever After'.   Ã‚  Ã‚  Ã‚  Ã‚  Characterization is an important aspect of any story or film, because it sets what the entire film will be about, and how the audience will absorb it. In the story of "Ashputtle". The characters include Ashputtle = Cinderella, The Stepmother, and the stepdaughters, the prince, and who I think are two of the most important characters the father and the spirit of Ashputtle's mother. The character of Cinderella is portrayed as a good little angel that always does what she is told. She is also very weak, because she doesn?t stand up to her family. The characters of the stepfamily are portrayed as evil and vindictive. They treat her rotten, and they make her sleep in the ashes. But in the end all of the parties get their just desert. The stepfamily gets what they deserve. The mother was sent away, and the stepsisters who on her wedding day tried to integrate themselves with her, ended up being punished with blindness. The interesting thing about the character of the fa ther was that in the story he remains alive whereas in the two films he dies, but in this one even though he is alive he still is very mean to Ashputtle, and treats her as a servant after her mother dies. In the first film "Ever After", the characters include, Danielle Debbarberack= Cinderella, the stepmother, and stepsisters (both good and bad), the prince, king and queen, the evil servant who betrays the king and queen, and the father. The character of Danielle was portrayed as a "modern" women of the 16th century, who is as independent as she was beautiful. But even with all her trials and tribulations she manages to fulfill all of her dreams. The prince is an important character in this film also. He plays the role of a spoiled prince, who does not desire the life or the marriage that he was destined for, and when he finds Danielle he falls in love, then rejects her and then ends up with her in the end.   Ã‚  Ã‚  Ã‚  Ã‚  In t... ...k and maybe get a little insight into their souls? "With his new wife were brought two stepdaughters? Their faces were beautiful and lily white, but their hearts were ugly and black as coal?" Some of the exact differences between the different versions include, the fact that in the story we see that after the mother dies the father is still alive but he stays alive throughout the story and does not love his daughter the same as the other two girls. Whereas in the Disney version the father dies and that is when the stepmother and the two stepdaughters start to treat (Cinderella/ashputtle) differently. In the movie ?Ever After? we see that the father also dies and again that is when the evilness in the family comes out. A few other differences that were discussed include the differences in the prince's portrayal, in one version he was outgoing and honest, and in another he was very shy, and reserved but very dedicated. I found that all of the versions were interesting in their own manner and I wish that I could have discussed the hundred or so more tales from different areas of the world. If you enjoy fairytales then this is one that you will be sure and want to check out.

Children and Technology

Ashraf Islam Okanagan College English 100-003 6 February 2013 Children and Technology Since the early Twenty First Century, there has been vast advancement in technology, particularly in the field of computers that are developing faster than even the blinking of our eyes. Simultaneously, technology has become a vital part of our daily lives. Most of our activities are the part and product of technology; starting from the way we receive our news through various websites and digital newspapers, paying bills online, sending and receiving email, and finding research information all on the Internet.More than 500 million people communicate and keep in touch with friends through online social networking (Hatch). As adults became increasingly more dependent and absorbed by technology, it is likely that the children of today have become enthusiastic users as well. Laptops and smart phones are being developed for children as young as five to ten years old. Since the minds of the children are c omplex and insensitive, there is indeed anxiety among many adults about how these technologies can bring about changes in children’s social life.As Hutchby and Ellis said â€Å"both ‘childhood’ and ‘technology’ to be accorded an unproblematic status, each treated as having a stable and self-evident existence as there is a straightforward impact of one upon another†(1). Specifically, children’s engagement with internet social sites and violent games has generated considerable concern and additionally mass media observations and discussion. There is an obvious argument that children’s exposure to these technologies will help them to cope with future challenges that they will no doubt encounter in their careers.While on the other hand, it is argued that children who are using technology are becoming more indolent, unappreciative and more prone to health related problem. Nonetheless, access to certain technology under proper guidance is a critical component for today’s children not only to gain a better grasp of modern education thereby preparing them for the future challenge but also to improve their social development and health. In the absence of proper technological knowledge, Children will not learn the skills that will essentially help them to compete in today’s world that is progressively more relying on new technological inventions.There have been several studies on the positive impact that technology has on children in the field of education. It has been observed that introducing SMART board technology in the classroom can act as catalyst to increase students’ motivation and to enhance communication between teachers and students. According to the result of a 40-year retrospective study done by Concordia University in Canada, introducing technology in the class does have a positive impact on younger minds.Newer and more sophisticated applications of technology produce even greater p ositive impact; iPads, for instance, enable portable creativity and make education fun, which is always a good sign (Techvibe). Professor Richard Schmid, chairman of the education department at Concordia said â€Å"Where technology does have a positive impact is when it actively engages students, when it's used as a communication tool, when it's used for things like simulations or games that enable students to actively manipulate the environment†(Techvibes).According to Dr. Joseph J. Kerski, who is an  Education Industry Curriculum Development Manager on the Education Team in Denver, Colorado, USA (Esri), implementation of the Geographic Information System (GIS) software in over 1,000 high schools across the nation has significantly increased students’ motivation, communication and learning, especially on the part of visual and non-traditional learners. Technology prepares students at a young age for the workforce. This skill is becoming more and more of a vital in o ur technically advanced society.According to the US Department of Commerce, sixty percent of jobs today require technological skills, and this is expected to increase to ninety percent in the next fifty years (Hatch). Today’s parents are more concerned about the emerging social networking sites that are occupying the minds of most of the children of this generation. Children getting expose to uncensored materials and sensitive issues on the internet and cases like online bulling and harassment which can cause devastated situation like committing suicide are likely to create such fear around them.However, new research in this regard has discovered that technology can actually act as a new medium for children to increase and maintain a good social connection among their relatives and friends. It can provide a virtual platform to shape their identity by demonstrating their knowledge and creativity. Sites like Facebook, Tweeter, MySpace, YouTube and Skype have become childrenâ₠¬â„¢s new virtual park where they can make new friends, play games with each other and create new pages or videos to share their ideas and perception.In general, these social sites have become a way for people of all ages to connect and keep in touch with people they already know, instead of forming bonds with new people. This medium is also helping them to involuntarily improving their technological abilities by exposing them to various skills like communication, typing speed, hand and eye coordination, basic software knowledge and gathering information for research. Over use of these mediums can always be monitored and controlled by parents if they are concern about their children.Larry D. Rosen, PhD, Professor of Psychology at California State University, Dominguez Hills, who did a research on the impact of social networking sites on children, said â€Å"Parents are encouraged to assess their child’s activities on social networking sites, and discuss removing inappropriat e content or connections to people who appear problematic. Parents also need to pay attention to the online trends and the latest technologies; websites and applications children are using (APA).It’s undeniable that these social media have changed the landscape of the socializing process especially among the young people and uses of these are likely to increase more in coming years. â€Å"Exergaming† technologies like Kinect and Nintando Wii that require players to perform physical activities in order to play a game have become popular in recent years not only among the children but also adults. Unlike traditional video games, which are more sedentary based, this new gaming technology requires lot of physical movement to win.Well known of these games are Wii Sports, in which children and adults can play virtual games, such as tennis and baseball, and Just Dance! for the Kinnect. A game highly geared toward exercise is Wii Fit Plus, which includes activities for yoga, a erobics, and balance improvement; it also allows users to chart their progress and see how well they are improving (Hatch). It also helps parents to spend some time with their children which are also an essential part of their social development.Even though exergames should not replace real life exercising, this new gaming technology is proven to be a new way to motivate children to do exercise more frequently producing a positive effects on health and fitness (FITDAY). With growing concern about children suffering from obesities, it is noteworthy that exergaming can significantly help by burning off some calories resulting in weight loss thereby improving body coordination and movements.Technology has become an integral part of our lives and society and it is likely to be there with us for the rest our lives. It will be ever evolving and advanced and keeping up and staying will be the challenge. Since everything in this world is some way or the other connected to technologies, cons idering technology a hindrance for today’s children is impractical notion. Indeed, technologies can have negative impacts but good parenting and proper guidance by teachers can help the children to gain the benefits out of the technologies around them.Since the children of this generation will be valuable resource for the future, proper use of technologies and getting the maximum benefits out these to prepare them for the future should be an important priority for all of us. Works Cited â€Å"Social Networking’s Good and Bad Impacts on Kids† American Psychological Association. American Psychological Association, 6 August. 2011. Web. 15 Feb 2013. â€Å"The Benefits of Exergaming for Kids† FITDAY. InternetBrands, n. d. Web. 15 Feb. 2013. â€Å"The Esri Education Team† Esri. Esri Headquarters,n. d. Web. 15 Feb. 2013. Hatch, Kristina E.. Determining the Effects of Technology on Children† (2011). Senior Honors Projects. Paper 260. http://digitalco mmons. uri. edu/srhonorsprog/260 Knowlton Thomas. â€Å"Does Technology Have a Positive Overall Effect on Classroom Learning? Canadian Study Says Yes† Techvibe. Techvibes Media Inc. , 23 Feb. 2012. Web. 15 Feb. 2013. Mizen Phil ,  Ian Hutchby,  Jo Moran-Ellis,  Christopher John Pole,  Angela J. Bolton, ed(s). Children, Technology, and Culture: The Impacts of Technologies in Children's Everyday Lives The Future of Childhood Series (illustrated). London: Routledge, 2001. Web

He Garfunkeled Your Mother: a Psychoanalytic Reading of the Graduate

He Garfunkeled Your Mother: A Psychoanalytic Reading of The Graduate The 1967 film, The Graduate, staring Dustin Hoffman and Anne Bancroft contains a plethora of human idiosyncrasies that would be of the utmost interest to the psychoanalytic minds of both Freud and Lacan. For this reading, I will focus on the theories of both Freud and Lacan in accordance with textual evidence to prove that Benjamin Braddock never achieves happiness in the end of the film, but has only just prolonged his quest to fight a miserable human existence.The most glaring and obvious reading of this film focuses around the character of Mrs. Robinson. An obvious Oedipal Complex emerges as Ben and Mrs. Robinson begin an affair. As an older woman, who Ben never calls by her first name, Mrs. Robinson becomes a replacement mother for Ben. Ben’s jealousy for his father emerges as Ben begins to understand his father is not worried about his own future, though Ben himself is extremely unsure about what the fut ure holds for his life. In fact, Ben’s father has built a distinctly upper class and well kept home for Ben and his mother.Ben subconsciously senses that his father holds all the power within the family dynamic as the sole breadwinner for the household. Understanding this unstated father-son rivalry, it is predictable through a Freudian interpretation that Ben would ultimately have sex with Mrs. Robinson, the wife of his father’s business partner. By doing, Ben can displace his Oedipal desires of wooing his mother to distract from his father’s power and wealth without actually committing incest, and therefore displace his father from a position of power.The focus on mother imagery does not stop there. Ben is often depicted in water in the form of his swimming pool, or staring into the water of his fish tank. Tyson tells us that the imagery of â€Å"dreams that involve water, especially immersion in water, might also be about our relationships with our mothersâ €  (Tyson 21). This explains why filmmakers chose to emerge Ben, in his phallic looking scuba suit, into his swimming pool. This symbolizes Ben’s emersion into the depths of his Oedipal Complex.At one point his parents push his head back under the water, thus illustrating that they are the ones who subconsciously pushing Ben into a state of dependence upon them. Though this backfires as he displaces the need for a mother or parental figure into his relationship with Mrs. Robinson. In this same scene one could conclude that this setting emphasizes Ben’s submersion into a conflict of the id, ego, and superego. Under the water, where there is no language or sound, like the Laconian Imaginary, Ben has to battle with his id, the pleasures he receives from sex with Mrs.Robinson, and his ego, deciding upon the rationality of his decisions. Once he emerges from the water and enters into the Symbolic, he is then again subject to the superego where he must decide if what he i s doing with Mrs. Robinson is right or wrong (Tyson 25). Ultimately, Ben continually chooses to avoid the situation and confrontation entirely and emerge himself and his thoughts in his pool or fish tank in order to repress any further emotional agitation (Tyson 15). The Freudian concept of fetishes is also highlighted throughout the film to serve as a constant reminder and protection to Ben.In the infamous scene between Ben and Mrs. Robinson in the Robinson’s living room, Mrs. Robinson has conveniently placed her legs up on the bar stool next to her. Her legs are spread just enough to seem inviting but not enough to reveal the fact that she has been â€Å"castrated† to Ben. There is even a series of dialogue that occurs as Mrs. Robinson sexily removes her stockings. What is most important about this scene, though, is that the line â€Å"Mrs. Robinson, are you trying to seduce me? † is delivered by Ben as the camera focuses on him through a frame made by Mrs.Rob inson’s leg, arched and positioned on a stool. By choosing to frame the most famous line from the movie this way filmmakers can ensure that Ben is still seen by viewers as innocent, protected from shame, and therefore likable, as he has not been subjected to the fact that Mrs. Robinson does not have a penis. Freud also suggests that the fetish is important because â€Å"it also saves the fetishist from becoming a homosexual, by endowing women with the characteristic which makes them tolerable sexual objects† (Freud 843).Benjamin can retain his absolute heterosexuality in the eyes of the viewer even though he is explicitly stating he does not want to have sex with this woman. His attention and focus on her legs informs the reader that he is still interested in her as a sexual being. Soon, though, this view of Ben as innocent is then shattered, as Mrs. Robinson appears to Ben in the next scene as completely nude. After seeing the naked female body, Benjamin is fully awar e that Mrs. Robinson has been castrated. He interjects, â€Å"Oh God,† â€Å"Let me out,† and â€Å"Jesus Christ,† in fear of what his has seen.The playful focus on Mrs. Robinson’s legs is gone and what remains serves as the glaring realization that Ben could be â€Å"castrated† by losing favor or power in his community if anyone found out that he had seen Mrs. Robinson naked. Benjamin eventually uses the premise of castration and phallus as power in an attempt manipulate Mrs. Robinson after their affair has been going on for some time. After deciding he has had enough meaningless sex, Ben asks Mrs. Robinson about her family including her daughter Elaine. Mrs.Robinson insinuates that Ben is not good enough for her daughter and then refuses to answer why he is not deemed good enough for Elaine. Ben then rips the sheet away from Mrs. Robinson’s naked body to reveal that he is still the only one in the room with a phallus and therefore should h old the power, as a way to force her to answer his question. Quickly, Mrs. Robinson covers her body to reclaim power within the situation. The scene escalates to Mrs. Robinson putting on her stockings again, playing Ben’s focus to her legs once more. Ben easily succumbs to her wiles giving back the power of an imaginary phallus to the older woman.This scene exemplifies Freud’s theory of castration anxiety, as the power in the room is switched back and forth between the person, male or female, who seems to be in possession of the phallus. Another possible, though more complicated, reading of the film emerges in a Lacanian analysis. Unlike Freud, who would argue that having a phallus is of the utmost importance, Lacan complicates the idea of power by questioning if it’s more important to have the Phallus or to be the Phallus. Mrs. Robinson perfectly highlights how important it is for women to be the Phallus. Mrs.Robinson wants to be desired by Ben, which is why sh e becomes so angry at the fact Ben takes her daughter on a date. Mrs. Robinson sees her own daughter’s youth and beauty as a threat to Ben’s attraction and affection. This younger woman is a roadblock to Mrs. Robinson being â€Å"the desire of the other† as Ben now wants someone young and single who poses an option of marriage that Mrs. Robinson does and can not (Palmer 1). In contrast, Ben does not desire to be the Phallus. Instead, he’s chasing pavements, in a sense, as his true desire, or ultimate Phallus, is being able to predict his own future.Though at one time he desired to be with Mrs. Robinson, his sense of desire changes as he realizes Mrs. Robinson cannot give him what he wants the way that Elaine can. Only Elaine, with her youth and ability to marry can be the only one who truly cannot give him what he wants, insight into his future which includes the possibility of a wife and children. Under this Lacanian analysis, it is almost impossible to distinguish whether it is more important to have the Phallus or to be the Phallus as both characters are left as equally unhappy. Mrs.Robinson is left feeling undesired as Benjamin literally fights tooth and nail to be with Elaine, and Benjamin is left still unknowing what the future holds for him. The film ends with Ben and Elaine running away from Elaine’s wedding to hop on a bus, take one last glance at what they left behind, and sit facing their future, starting blankly. A conventional reading of this film might conclude that the film has a â€Å"happy ending† since Benjamin ultimately ended up with the girl he had been chasing throughout the movie and therefore should be happy with achieving his goal. Freud and Lacan would both vehemently disagree with this reading.Freud would infer that since Ben continued to repress his feelings and act out his Oedipal Complex he has an obvious perversion that could only be solved or aided with deep and prolonged psychotherapy. Likewise, Lacan would conclude that Benjamin’s continuous pursuit of the Phallus is ultimately futile. Since Ben can never fully predict or understand his future, even when a life with Elaine is imminent, he will never be fulfilled or validated, as he will still have desires he can never realize. Only now, he has the added obligation of carrying Elaine along with him on his never-ending hunt for fulfillment.Works Cited The Graduate. Dir. Mike Nichols. Perf. Dustin Hoffman and Anne Bancroft. Embassy Pictures, 1967. DVD. Leitch, Vincent B. â€Å"Fetishism. † The Norton Anthology of Theory and Criticism. New York: W. W. Norton &, 2010. 841-45. Print. Palmer, Donald D. â€Å"The Real, the Imaginary, and the Symbolic. † Structuralism and Poststructuralism for Beginners. New York, NY: Writers and Readers, 1997. N. pag. Print. Tyson, Lois. â€Å"Psychoanalytic Criticism. † Critical Theory Today: A User-friendly Guide. New York: Routledge, 2006. 11-52. Print.