Why Drink Our Detox Tea Essay - 1030 Words

Why Drink Our Detox Tea? one page for â€Å"Why drink detox tea† and one page for â€Å"why drink slimming tea use image â€Å"detox-teatox† on the left hand side, with ingredients and images on the right Our â€Å"Detox† tea blend has been lovingly formulated to reinforce a Zen Lifestyle with the greatest detoxification effects. Each and every natural ingredient helps to promote bodily cleansing, relaxation and healthy balance. GOJI BERRIES http://www.canstockphoto.com/goji-berries-lycium-barbarum-isolated-5926955.html Goji Berries have been considered Tibet’s â€Å"national treasure† and â€Å"key to eternal youth† for over 3,000 years. Benefits include liver detoxification and regeneration, high blood pressure, weight loss, chronic fatigue, immunity, longevity, and stress-relief. They help restore strengths, energy levels, and stamina, eliminate toxins, promotes blood oxygenation, improve digestions, increase metabolism, reduce sugar craving, burn fats. The thyroid, pituitary, thymus and adrenal glands are also balanced with the help of goji berries. DANDELION http://www.canstockphoto.com/dandelion-whit-leafs-13939525.html Dandelion is truly the Princess of the Herbal Kingdom. They have amazing detoxifying and liver protecting properties as well as diuretic effects to help reduce bodily bloating. The high flavonoid content makes dandelion an exceptional â€Å"blood purifier†. But unlike other diuretic herbs, dandelion is rich in vitamins, potassium, calcium, and other minerals, which helpShow MoreRelatedSpeech On Natural Tranquilizers : A Study Conducted At The University Of Pennsylvania Medical Center1232 Words   |  5 Pagesthere, that has the same effective effect as tranquilizers prescribed by a doctor, well, you won’t believe it, but it seems like natural tranquilizers can be found in the form of infusions or tea. The first on the list is chamomile or Matricaria recutita. You wouldn’t believe it, but one cup of chamomile tea is said to bind the same brain receptors as Valium. A study conducted at the University of Pennsylvania Medical center, showed that patients with GAD(generalized anxiety disorder), who wereRead MoreCase Study : Willard Water Ultimate Concentrate1720 Words   |  7 PagesULTIMATE version the most. I have a far better experience with the ULTIMATE version than I had with either the CLEAR or the DARK. I definitely felt that the ULTIMATE version has given me a lot more energy boost and I actually think about wanting to drink it more than the other two.   Just keep in mind that everyone is different and will react to these products differently and don t let my experience or my opinion sway your decision. Try the Willard Water products and your body will know what worksRead MoreThe Negative Effects Of Caffeine1094 Words   |  5 Pages Most of us fail to realize that caffeine is present in almost every drink that we consume. Most people enjoy the positive effects that caffeine does to our bodies, but have you ever thought of the negative? Caffeine is a stimulant to the central nervous system and the regular use of it can cause a mild physical dependence. With a dependence being shown I strongly do believe that caffeine is just as addictive as any other drug. Over 90 percent of the United States consumes caffeinated beveragesRead MoreEssay On Caffeine1328 Words   |  6 Pageshow many people drink caffeine daily and do not realize the harmful effects of doing so? Caffeine is found in many common drinks consumed by both adults and children on a daily basis. People are not concerned with the impact of caffeine on their bodies. Caffeine is addictive and the brain will become dependent on it to keep the mind awake. Caffeine keeps the body from falling asleep by blocking the adenosine receptors; adenosine is what makes the person sleepy. Caffeinated drinks are especially popularRead MoreShould Marijuana Be Legalized?1315 Words   |  6 Pagesits disadvantages. However the idea is to get you to understand and see that smoking marijuana is no difference than choosing to smoke tobacco or drink alcohol. Why have marijuana been labeled such a bad drug when the effects of the available and legal tobacco and alcohol, continues to prove its life t aking effects every year, and the numbers are rising? Why does some states in the United States find it okay to regulate the use of marijuana whether recreationally or for medical purposes, but there isRead MoreEffects Of Caffeine On A Drug2393 Words   |  10 Pagessoda was pretty hard, but it made me realize how much soda we consumed in a matter a three days. Other than soda all we had in our refrigerator was ice tea and milk. After the soda was finished for the rest of the week we continued to drink ice tea and milk which was interesting while eating certain meals. After a while I got tired of drinking ice tea all day and would drink milk with my dinner which bothered me sometimes because flavors did not mix to me personally. Once the first week was over andRead MoreSymptoms And Treatment Of Dry Skin Brushing1948 Words   |  8 Pagesof my adult life and has become an important part of my daily routine. I know that dry skin brushing is a practice that is centuries old and is so mething that spas and salons offer as a cellulite treatment. (Of course, I don t have cellulite) As a detox exercise, skin brushing has been one of the most effective things I ve ever used to improve my health and well being. Skin brushing feels good. Not just for the skin, but for the mind and body as a whole. It s almost ritualistic and peaceful whenRead MoreVirginia Woolf : An Omnivore Diet9176 Words   |  37 Pages(also known as the See-food diet, you See it - you eat it) Meat served every night in one way or another. When suppertime came us kids would attack the table like little velociraptors and tear into our meat from all sides with some apparent tactical strategy so the roasts and turkeys had no chance. We ate our meat because it was â€Å"good for us†. Besides, the way my mom cooked it was so masterchef delicious I couldn’t get enough. My mother was a great believer of eating and living well. She had us eatingRead MoreInfluence of Drugs to Youngsters9405 Words   |  38 Pagesbehavior. These effects are felt and interpreted differently by every individual, and because of this can even cause potentially dangerous behaviors. The risk of addiction is also considered a danger, due to obvious reasons. Many do not understand why individuals become addicted to drugs or how drugs change the brain to foster compulsive drug abuse. They mistakenly view drug abuse and addiction as strictly a social problem and may characterize those who take drugs as morally weak. One very commonRead MoreUAE Consumer Lifestyle Analysis42818 Words   |  172 Pages38 Eating (including Soft Drinks) 38 Shopping for Food and Drinks 38 Dining in 40 Dining Out 40 Cafà © Culture 40 Table 42 Consumer Expenditure on Food (Current Value): 2005-2009 41 Table 43 Consumer Expenditure on Food (Constant 2009 Value): 2005-2009 41 Table 44 Consumer Expenditure on Food (Constant 2009 Value): 2010-2020 41 Table 45 Consumer Expenditure on Non-Alcoholic Drinks (Current Value): 2005-2009 42 Table 46 Consumer Expenditure on Non-Alcoholic Drinks (Constant Value): 2005-2009

The Effects of Occupational Stress on Physical Health and...

No matter the job, stress will always play a role in an individual’s life. Regardless of whether one is a waitress, a teacher, a corrections officer, or a doctor, avoiding stress in the workplace is nearly impossible, perhaps even impossible. And the effects of stress in the workplace are numerous. Stress can have both psychological and physical effects on the members of the workforce. And while the specific effect may differ from one individual to the next, and in particular the effect on physical health will certainly differ from one job to another, a construction worker will most certainly experience different health issues than a secretary, for instance, physical health. Research conducted in the field of occupational health†¦show more content†¦With CDH accounting to such a high loss in productivity in the workforce, not to factor in the costs of treating employees on a health-plan for heart disease, it would seem that there is a need for greater research in the field dealing specifically with which stressors relate to heart disease and how preventative measures can be formulated to decrease the morbidity of CDH. In a sample of 3,895 industrial employees, Toppinen-Tanner, Ojajà ¤rvi, Và ¤Ãƒ ¤nà ¤nen, Kalimo, and Jà ¤ppinen (2005) studied the relationship between burnout and medically certified sick-leave absences. Burnout was measured using the Maslach Burnout Inventory–General Survey through which burnout is defined as a syndrome consisting of 3 dimensions including exhaustion, cynicism and a lack of professional efficacy that are the effect of chronic work stress. Though burnout affects numerous aspects of occupational health, both physiological and psychological, there were specific syndromes of burnout that could be linked to specific physiological illnesses: exhaustion had a strong relationship to potential circulatory system diseases and cynicism was related to potential digestive system diseases (Toppinen-Tanner et a l). Knowing of the link between burnout and physiological illnesses, specifically that there are two factors of burnout that have the strongest correlation with physiological disorders, it seems that organizations can notShow MoreRelatedStress Of Nursing Leadership And Management1549 Words   |  7 PagesStress of Nursing Leadership and Management On a daily basis, everyone experiences stress. Stressful situation without making adjustments can effects your health and well-being. For example, I worked as a charge nurse and mostly as a RN supervisor. This job requires to use managerial skills as well as clinical expertise. The work environment of the skilled nursing facility was mostly short staffed, lack of resources, and overloaded. I, as a charge nurse, was expected to always be available, to beRead MoreFactors Affecting Occupational Stress Essay816 Words   |  4 PagesOccupational stress is defined as a person’s physical and mental reaction to a stressor in the surrounding environment (Antai-Otong 2001). This stressor can occur from the mental or emotional states, and on the physical activities a person is doing. Occupational stress is one of the health perils of the present day working environment in which members are employees. Stress condition is relative in nature separated from its presence, which an unnecessar y stress could be destructive in numerous termsRead MorePathophysiology Final Paper : Pathophysiology1077 Words   |  5 Pages2015 In today’s society nearly every individual experiences some sort of stress, whether it is chronic stress or acute. Acute stress is the immediate response to a demanding situation, for example, managing your home life, finances and the status of ones health. According Time Magazine, a recent survey reports that the incidence of stress has declined but is still lingering over the lives of young adults. The National Stress in America survey had two thousand participants ages eighteen to thirty –threeRead MoreOccupational Stress in a Call Center Center1710 Words   |  7 Pages Occupational Stress in a Call Center Setting There are a number of individuals who experience stress relating to their profession. Occupational stress is defined as â€Å"Job related stress, which often comes from occupational duties for which people perceive themselves as having a great deal of responsibility.† (Seaward, 2012) With different occupational comes many different forms of occupational stress. Personally, I though it would be interesting to researchRead MoreThe Occupational Safety And Health Administration968 Words   |  4 Pageswas documented that as many as 14% of doctors and 40% of nurses in a UK survey reported being assaulted in the year prior. (4) The Occupational Safety and Health Administration (OSHA) has defined workplace violence as â€Å"violence or the threat of violence against workers. It can occur at or outside the workplace and can range from threats and verbal abuse to physical assaults and homicide.† (5) The US Bureau of Justice defines workplace violence as â€Å"nonfatal violence (rape/sexual assualt, robberyRead MoreOccupational Stress, Employee s Health And Well Being, Ob Theories Essay1544 Words   |  7 Pagesbriefly. The essay covers topics like occupational stress, employee’s health well-being, OB theories (relevant to the above question), importance of overcoming work related stress, etc. It is widely recognised that healthy employees are happier and more productive at work. Experiencing stress at work decreases employee’s health and affects their well being and eventually has an impact on the working of the firm or the organisation . Also, work related stress develops and increases the levels ofRead MorePain Case Study1732 Words   |  7 PagesPlankey Young, 2012). According to Beavers, Giggey Tepe (2009), the prevalence of chronic pain together with a mental disorder is 30%, which doubles the percentage of individuals without a mental disorder. Sun et al. (2013) compared the therapeutic effects of electroacupuncture and fluoxetine on the depressive disorder (MDD). The study demonstrated that electroacupuncture treatment had a faster improvement rate that treatment with fluoxetine (antidepressant drug; Sun et al., 2013). The effectivenessRead MoreThe Effects Of Workplace Violence On The Us Healthcare System Essay1138 Words   |  5 Pagesreported that of the 100 fatalities that occurred in the workplace of healthcare and social service employees in 2013, 27 of the fatalities were due to violent attacks and assaults.(4) The Occupational Safety and Health Administration (OSHA) has defined workplace violence as â€Å"violent acts (including physical assaults and threats of assaults) directed toward person at work or on duty.†(4, p 2) The US Bureau of Justice defines workplace violence as â€Å"nonfatal violence (rape/sexual assault, robberyRead MoreObesity : The State Of Imbalance Between The Calories1459 Words   |  6 PagesObesity is the state of imbalance between the calories consumed versus the calories expended leading to an excessive fat accumulation in adipose tissue resulting in physical and psychological problems. The excess fat is distributed in the body either around the waist (abdominal fat), trunk (android store fat) or gynoid store fat in hips/thighs. The primary causes of obesity are inactivity, unhealthy diet and eating habits, genetics, unhealthy diet and lifestyle, certain medications like antidepressantsRead MoreEssay on Biological Factors involved in Stress1604 Words    |  7 PagesPsychological and physical well-being and the overall quality of life are under a constant threat of stress and thus, psychological and medical sciences have long been concerned with studying stress response. Cox (1979) claimed that because of the poor understanding and defining it, the concept of stress tends to be rather elusive. The term, â€Å"stress†, commonly describes any physchological or physical alteration that deranges the organism’s homeostasis (or balance). This essay reviews some of the

Tess of the D’urbervilles Free Essays

Discussion Director – Tess of the D’Urbervilles 1. One of the biggest issues in this novel is whether Tess is victimized, whether she is responsible for her fate, or whether she is partially victimized and partially responsible for her fate. What do you think? Throughout the entire novel, Tess has been victimized by others and by pure accident. We will write a custom essay sample on Tess of the D’urbervilles or any similar topic only for you Order Now Starting from the very beginning when her father found out about their link to the D’Urbervilles, every misfortune she experienced was initiated by external forces. Her own mistakes are minimal and forgivable until the end of the novel. Some of the readers of the literacy circle argued that Tess is responsible for her fate in the end because of her decision to kill Alec. I believe that she had been far too pressured and in the end she exploded and did something out of desperation. If she hadn’t been victimized for so long before her death, she definitely would not have committed such a crime. 2. Are there times when Tess does have a choice and her decisions and actions are the result of her character? Yes, Tess does make her own decisions throughout the novel. For example, when she decides to tell Angel about her past, this is a decision based on her character. Although one can’t say she is to blame for his reaction, nor can anyone criticize her for her honesty, it was this decision that got her abandoned by her husband. She makes many decisions where she ends up getting in a worse situation, however up until the end, all her intentions are good natured. 3. The best tragedy–highest tragedy in short–is that of the WORTHY encompassed by the INEVITABLE. The tragedies of immoral and worthless people are not of the best† Do you agree with Hardy? Do you believe that the novel is a tragedy? Yes I agree with Hardy. It is more tragic to read about a good person who experiences terrible events and catastrophes rather than bad people. It is tragic because one would not expect terrible things to happen to good people, the common idea being that positive actions get positive rewards. The idea of tragedy being inevitable scares readers in believing that human beings are hopeless in the hands of fate. This idea of tragedy that Hardy describes is illustrated in the novel. Tess is exactly what he says a good tragedy is about, a good person that succumbs to the inevitable. 4. How does Alec show himself to be a better, more considerate, less purely villainous person than we might have believed him to be earlier? Are his actions toward Tess ever motivated by love? Alec returns in the plot as a convert. He went from being a rapist to being a priest. He shows himself to be better by wooing Tess with the promise of comfort and love. He compares himself to Angel and tells her that Angel will never come back. He tells her the truth about his last name and provides her with honesty. I don’t believe his actions toward Tess are motivated by love. Someone in love would not have tempted her so devilishly with money and shelter; they would provide emotional support above all. If Tess did not feel there was love between them, then most likely he was still his same old scheming self. How to cite Tess of the D’urbervilles, Papers

Competency Goal 3 free essay sample

Competency Goal III: To support social and emotional development and to provide positive guidance. Functional Area #1: Self Some very important goals everyday is to support social and emotional development and to provide positive guidance for my preschoolers. I provide a positive relationship with the children through daily routines and interactions. I feel this gives the children and parents a sense of trust. I greet the child and the parent in the morning. I always address the child by his or her name. I get down to the child’s level when I speak to them. I feel that by doing this it makes the child feel special and welcomed in the class. In the morning we have free play where the children can interact with the other children. I believe this helps the children enter into their comfort zone and move and work at their own pace. At circle time I assign classroom helpers. We will write a custom essay sample on Competency Goal 3 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The children get to be the line leader, door holder, gardener, weather watcher or the teacher’s helper. I feel this helps the children develop a sense of independence and pride. I ALWAYS praise a child’s accomplishments. I even cheer them on when they struggle with a task. Functional Area #2: Social The children in my program are given opportunities to learn cooperation and social interaction. I encourage children to interact socially with each other by helping the child feel accepted in the group. When children choose their centers and I see a child just standing around watching, I will encourage them to join a center. I may say, â€Å"Brandon, I see you watching Steven build would you like to build a castle in the block area†? Teaching a good sense of respect and responsibility is important. I feel this will help them try and make friends. Children’s play develops through stages: Playing alone, playing near others but not playing with them, playing with others but not with them, playing with others but not sharing, playing and sharing, playing with a purpose and organized games. I also encourage them to ask, give and receive help from others. Functional Area #3: Guidance Providing positive guidance is extremely important when it comes to small children. Some of the ways I reach this goal are as followed: I help each child feel secure. I let the children know that I am here to help them. I acknowledge when they have done something kind. For example, â€Å"Collin that was very nice of you to help Lucy clean up the block area. Thank you for being so helpful†. I encourage the children to use their words to express their wants, needs and feelings. I help them deal with conflicts constructively. I give them choices and allow them to make some decisions on their own. I ALWAYS respect their individual preferences for time away from the group, active play, and quiet time. * I also help the children feel good about themselves and to appreciate, respect and care for others.

Statement of purpose for undergrad in business studies free essay sample

â€Å"Take up one idea. Make that idea your life- think of it, dream of it, live on that idea. Let the brain, muscles, nerves, every part of your body be full of that idea, and just leave every other idea alone. This is the way to success†. I read this quote by Swami Vivekananda in 2011 when I was deciding my career choice in 2011 when I was in Grade 11. Initially I was inclined towards science as that’s the preferred career option for most in India. However a deeper analysis, introspection and influence of my parents made me realize my strengths and interests make me more suited for Economics and Business Studies. My family has been a major influence – my father and maternal uncle are both engineers with an MBA from top business schools and have made a great career for themselves. My father is into international business development and marketing and has made a successful career. We will write a custom essay sample on Statement of purpose for undergrad in business studies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After deciding on Commerce and Business Studies, I scored 91. 2 % (top 10 % in the CBSE across in grade 12 and made it to the top 10 % of candidates who took the board exam nationwide. After 12th grade, I took an entrance exam and qualified for the interview and group discussion round by securing a national rank of 143. I made it to the top 80 students to get admission to the coveted College of business studies, Delhi University (voted as Asias best undergraduate management college by the Commonwealth of Nations). Good academic performance in my school and college, active participation in academic as well as extra-curricular activities in several marketing activity groups and several part time and full time internships during college have helped me to develop analytical, communication and social interaction skills. I now feel strongly that I would like to pursue this career further. During the one and a half years of my undergraduate studies, I interacted with students from different cultural and social backgrounds. The college has a strong culture of developing practical skills and nurturing entrepreneurship. Most students got campus placements and more than 60 % students chose management consulting and marketing as career options. I used to visit NGO’s and teach students on weekends but I wanted to do something bigger. I got through Kartavya ( The social service club of my college) and here, I organized blood donation camps and collection drives in college, visited slums , organized movie screenings and talent shows for the unprivileged children living in orphanages and the happiness I got by seeing them happy is inexpressible. I was a part of MIC (The Management Interaction Cell) wherein my team co-hosted an event with FICCI ( Federation of Indian chambers of commerce and Industry ). I was given the role of Director, Human resources at DUMUN (Delhi University Model United Nations) where my key roles involved raising funds for our national level event, managing and ensuring co-ordination in the team and representing my team to the college authorities. While organizing and hosting these events, I led teams and was appreciated for my leadership skills and dedication towards my clubs. I started enjoying the whole process of recruiting new members, leading them, pitching to prospective sponsors to raise funds and managing the working of the team . This was the time I realized that I enjoy leading people and it is something I can do well. Academically, I balanced my studies well with my co-curriculars and always scored 80% and above in my semesters. I enjoyed every bit of my course and thoroughly researched on all my projects. Business Research, Organizational Behavior and Marketing management have been my favorite subjects in college. The project I enjoyed the most was a live project in Public Relations for which I studied the Cadbury worm crisis and took interviews of employees there to gain first hand knowledge over their crisis. CBS has made me confident about my choice of stream and made me realize my ambitions in life. To quench my thirst for practical management knowledge, I went on to join Vodafone as an HR intern where my assignment was to check employee satisfaction by conducting surveys, suggest better schemes and analyze the areas where improvement was required. Later, I also joined Brand Hawkers as a Marketing trainee. My job assignment involved creating a prospect list of advertising partners for our ‘SmartBooks’ product, qualifying and pitching to them and facilitating their engagement with Brand Hawkers. During this assignment I realized that marketing was the forte I wanted to excel in since this is what I enjoyed the most. It didn’t seem like work to me but it was simply fun. I am confident of my abilities to carve a niche for myself in this field of Business Management. I am ready to take the desired steps to achieve my ultimate goal.

Research Paper on Children

Research Paper on Children In the course of writing this research paper, I have read several articles on research about emotional and behavioural difficulties – many of them say the same thing, which is that it is difficult to give a clear, concise definition for this term. However I feel it is important to further explore children’s emotional and behavioural difficulties in order to gain an understanding of these issues, before applying the concept of resilience in meeting their needs. The DFE Circular 9/94 states that â€Å"emotional and behavioural difficulties lie on the continuum between behaviour which challenges teachers but is within normal, albeit unacceptable, bounds and that which is indicative of serious mental illness†. Fox (2001, p 5) said emotional and behavioural difficulties was a ‘blanket term’, which covered a wide range of conditions. She defined children who had emotional and behavioural difficulties as ‘both troubled and troubling to those who come into contact with them. Ayers Prytys (2002) refer to the SEN Code of Practice in their definition and also talk about emotional and behavioural difficulties as ‘existing along a continuum, at one end, so called ‘normal’ naughty behaviour, and at the other, psychiatric disorders†. For the term emotional and behavioural difficulties to apply there needs to be persistent, frequent and severe emotional or behavioural problems occurring within or across particular settings. Children with emotional and behavioural difficulties are classed as having special educational needs, this was recognised by the 1981 Education Act, as ‘no child can learn optimally if they are unsettled or unhappy in school for whatever reason’ (Fox, 2001, p 10) Behaviour can be evident in a number of different ways; on a personal level, the child can exhibit a low self-image, anxiety, depression, resentment or defiance. On a verbal level they can either be silent or threatening and argumentative. In the non-verbal sense they can be clingy, or truant, be disruptive and aggressive. Last, but not least, on a skills level, they can show an inability or unwillingness to work, a lack of concentration or incompletion of tasks. All of the above examples of behaviour shown by children with emotional and behavioural difficulties can be described as their barriers to learning. O’Brien (1998) talks of how this constitutes as a learning difficulty for the child, which then affects their own achievement and sometimes that of others. In some cases, it can be that a child’s learning difficulties has actually caused or aggravated their emotional and behavioural difficulties – this is often accompanied by a loss in self-esteem. On the other hand, other children’s emotional and behavioural difficulties may have caused their learning difficulties, by reducing their access to the national curriculum, because of their behaviour. Causes of emotional and behavioural difficulties Actually causes of emotional and behavioural difficulties can be single or multiple. Evidence from research conducted has found that causes can be found in the home, school and in the child’s immediate environment. Another factor that can cause emotional and behavioural difficulties is the child’s internal state itself. A well-known fact is that children who have emotional and behavioural difficulties are more than likely to come from socially and economically disadvantaged backgrounds and families. Cooper (1993) summarized some of the evidence and produced a list of things that children may have experienced, among which were a lack of parental interest in schooling, inconsistent and ineffectual parental discipline, violent displays of temper from parents and overall feelings of hostility or rejection from parents. Physical and/or sexual abuse also increases the likelihood of emotional and behavioural difficulties occurring. It can be thought that parents are solely to blame for the problems their children experience, however it is important to remember that these parents may have also had problems themselves when they were younger, which were unresolved. In this way, we can see a very real consequence of children who suffer from emotional and behavioural difficulties – having a poor relationship with their own children. There are several things in a child’s school, which can contribute to, if not cause, emotional and behavioural difficulties. Behaviour problems have been associated with overcrowding, a high student/teacher ratio, an insufficient or an inappropriate curriculum. Weak adult leadership, generally low school attainment levels and low staff morale have also been seen as contributors. Understandably if a child arrives at a school with a negative attitude, then a teacher’s job can be more difficult, and without a good support network, they themselves are at risk of being demoralized. Community factors that can cause emotional and behavioural difficulties range from a high level of neighbourhood disorganization, drug and gang activity and few adults around to monitor behaviour. Although the school, home and community all play a significant part in the development of a child’s emotional and behavioural difficulties, there are those children that we’ve met who have come from a supportive family network, go to a ‘good’ school and still suffer emotional and behavioural difficulties. In this case, the cause can be internal or ‘within the child’. It could be because of a genetic factor which makes the child more vulnerable to emotional and behavioural difficulties, a communication difficulty, concentration problems or low self esteem. However even if the cause is within the child, there is more than likely to be an external factor in the child’s environment which will exacerbate the problem. The causes, along with the definition, of emotional and behavioural difficulties are not simple and clear. We must remember that each child is unique and therefore their problems and the source of which are also unique. This, in turn, will lead to many different answers or strategies for supporting the child to be deployed in meeting their needs and in many cases will be ‘individual’. What are the needs of children with emotional and behavioural difficulties? According to Maslow’s Hierarchy of Needs, children need love, a sense of belonging and high self-esteem. In order for this to occur they need reliable and caring friends, affection, and a successful caring relationship with their parents and carers. To build a healthy level of self-esteem they need a strong inner sense of self, but also approval from others, praise and opportunities to succeed. Children with emotional and behavioural difficulties, as said earlier, have special educational needs. Laslett (1995) reminded us that pupils with emotional and behavioural difficulties don’t just need the national curriculum; he said they ‘need to learn about themselves, about other people, about their feelings and behaviour’. Fox (2001) said through the different forms of behaviour shown, we can see the various different needs that the child has. Pupils described as being stubborn, can be classed as having low self-esteem and a fear of failure. Their need is to belong and to be seen as successful by the group. Aggressive behaviour is where the child does not have the adequate verbal skills and so gets frustrated, causing him/her to lash out. The need here can be one for social acceptance; the child needs to be in control. Disruptive behaviour and an inability to complete tasks can be seen simply as a need for positive attention. If a child is unpleasant to others in the class, this could be from feelings of rejection from when they were younger; they might not feel as if they are part of the group yet they have a need to belong and to feel included. Inattentive behaviour and poor concentration skills can be indicative of the need for a quiet environment and last, but not least, stealing can be a form of s urvival. For example, if a child steals food, there is a need for it because they are hungry. The needs of children with EBDs are similar to the needs of children without. The only difference is that their needs are not met and fulfilled. The differences between these children are quite obvious. Children without EBDs talk quite openly and confidently about accomplishments and personal achievements, children with EBDs rarely do. This is because the feelings of ‘self-worth’ are low in children with EBDs. They need to feel competent and achieve a sense of mastery in the things that they do. Children without EBDs already have this need fulfilled and have high feelings of self-worth. Another difference is that children with EBDs don’t often express a sense of ‘connectedness’ to individuals or a feeling of belonging to groups and institutions. All children have a social need – learning how to make and keep friends, and to be connected to their peers. The difference between children with EBDs and those without is that this need is not met for them. Schools play a major part in meeting this need, by means of school based clubs and events. Not only do they provide sufficient opportunities for children to ‘connect’ with peers and adults, they also allow a chance to learn and practise social skills. Last, but not least, children with EBDs are not so enthusiastic about their future and what it has in store for them, whereas children without EBDs have definite plans and are positive about their future. This has been evident in several group sessions I have run as a learning mentor. Children with a history of problems, family and/or socially orientated, tend to be quite negative about aspirations and hopes, whereas children, who seemingly come from a supportive background, are not. Again, this is linked to low feelings of self-worth and adults in school, especially career advisers, need to ensure that children with EBDs do not create ‘self-fulfilling prophecies’ for themselves, where they think theyâ⠂¬â„¢re not worth thinking highly for themselves and therefore allow their behaviour to influence their judgements about future choices. As we know children can face the most stressful of situations, which can mean that they are at risk of failing in school and experiencing emotional and behavioural difficulties. However we do know, perhaps from our own experiences, or our professional experiences, that there are children who survive against all odds and maintain a fighting spirit. They emerge as competent, confident and caring individuals. What is this quality that enables this to be so? It has been termed as resilience. What is resilience? There are quite a few definitions that have been given on resilience. Benard (1995, p 5) described resilience as ‘a set of qualities that foster a process of successful adaptation and transformation despite risk and adversity’ – it is an individual’s ability to cope or ‘bounce back’. As with emotional and behavioural difficulties, there are factors in the child’s home, school and immediate environment that can promote resiliency. Buchanan Ten Brinke (1998) also said that there are internal factors that can be protective for the child: a good health and development and an internal belief in control, these can all mean that a child can be resilient. The resilient child is able to be proactive, make decisions, know their limitations, have a positive outlook and have successfully developed coping strategies. Of course, these are further aided by positive influences from home, school and community. At home, it can be as simple as an attachment to one family member who engages with the child, gives them a sense of belonging and values his/her abilities, telling them that he/she will be successful. The community can help by providing after school programs/youth clubs and volunteer activities can also promote resilience. Resilience is basically the capacity to survive, whether it is viewed as a biological impulse to thrive and grow, or as the skills and processes that allow some children to overcome adverse beginnings and go on to have successful lives. Resilience is about having the power to overcome adversity – psychologically, physically and emotionally. Every child has the potential to be good and bad, whichever path they choose depends largely on the fulfilment of their needs and the resources that they can draw on – be they internal, external, emotional, physical or personal. In my role as learning mentor, I have met several children who can be classed as resilient. In particular a young girl, aged 15, who comes from a strict Muslim background, which at many times, stifles her and prevents her from ‘living’ as a normal teenage girl. However this child recognises that to have a successful life outside of these circumstances, she must pull on all resources available to her in school. This is a clear example of how supportive relationships, if not available at home, are important in school, to build resilience in children. How can schools promote resilience? Werner Smith (1989) found that among the most frequently encountered positive role models in the life of a resilient child, outside of the family, was a favourite teacher. This was an adult who didn’t just deliver an education but was a confidante, enabling the child to form a close relationship with them. Teachers who are trustworthy, have a genuine interest in teaching, and give individual attention are most often the determining factor for whether a child decides to learn or not. A study conducted by Richards (1994) found that when students were asked to identify factors that were characteristic of an ‘inclusive’ school, the most significant factor reported is that ‘adult behaviour was supportive, non judgemental and non threatening’. Teachers who praise and give effective feedback to their pupils also enhance resilience. Wang Haertel (1995) conducted a study on factors associated with resilience and produced a summary of risk factors, protective factors and resilience enhancing factors. Their research showed that resilience was promoted by the quality and quantity of student interactions, the use of goal setting, techniques to build self esteem, use of co-operative learning techniques. Strong leadership by senior management and the head teacher was also important. A school ethos emphasizing achievements, school clubs and extracurricular activities and the involvements of parents and the community were also considered vital. Research has shown that many ‘resilient’ children were involved in clubs and associations outside of school. Schools should support such clubs in and after school time, as they enable young people to develop skills and competencies that are beyond the range of school subjects. Schools can also promote resilience by providing a safe learning environment; the school should be somewhere the child WANTS to be. In order to successfully meet the needs of children with emotional and behavioural difficulties, it is important for the school to be seen as a support network – consisting of all staff at the school and external agencies. Another way of promoting resilience is for schools to actively involve all parents, in every aspect of school life. Parental involvement has been shown to have a direct influence on their children’s achievement. Also schools need to develop their links between themselves and the community, by using health services and volunteers mentoring organizations, this can also work in reverse by getting the children to go out and work in the community. What is a supportive context and how is it created? For a child to be resilient, a supportive context is essential. A supportive network of adults is required in the child’s school, home and community. The child needs to have a strong healthy relationship with at least one adult in each and every section of their lives. Making the school into a successful support network involves teachers, senior management, a pastoral team, effective teaching strategies, a suitable curriculum and external agencies. Teachers/Teaching Under a good leadership, there needs to a sufficient amount of skilled and committed teachers. An OFSTED report in 1999 observed that teachers who taught pupils with emotional and behavioural difficulties had a good grasp of subject matter, lessons were planned well, thorough preparations had been done, explanations, instructions and questions were clear and expectations were high but realistic. These high expectations can provide a structure of the behaviour that is desired. Teachers must also challenge pupils, to show them what they are capable of. Children who have been ‘labelled’ can be helped by teachers who can show them how to ‘grow’ –not to take adversity in their lives personally, ‘to see a positive in every negative situation’, in this way building up resilience in the children. Most importantly as the Mental Health Foundation (1999, p 19) stated, teachers ‘must understand, empathise and respond to individual needs, having a close knowledge and relationship with the child with emotional and behavioural difficulties’. The OFSTED (1999) report found that good teaching is of central importance for children with emotional and behavioural difficulties, it set a climate in which they must learn self control, social relationships and behave well by letting the children make their own choices, solve problems and work with others. Teachers are in a unique place in that they can ‘tip the balance’ between risk and resilience. They can meet a child’s basic needs for safety, love, belonging and respect. By listening to a child, showing kindness and compassion, they can provide a sense of loving support. They should be non-judgemental, and most importantly, should not take the child’s behaviour personally. It’s important to know that the child is doing the best that they can, based on the experiences they have had. As Benard (1997) said when teachers care, believe in and embrace the children, they are not only enabling their healthy development and successful learning, ‘but creating an inside-out social change, they are building a creative and compassionate citizenry’. Farrell (1995) developed a set of guidelines for teachers, he felt that at all times it was important for pupils to remain ‘engaged’ in activities of interest to them. Teachers should like and respect the pupils and they should seek support from fellow colleagues if faced with a difficult situation. They should follow school and LEA policies; negotiate class rules with the pupils and stick to them. Teachers must be calm and consistent. Rewards should be used as Sattin (1999) found in his study of a residential school. He said there was a great emphasis on the celebration of achievements. Small rewards were used to help a pupil become interested in achieving – they also had Success display boards, good work files and ‘Starboards’ – all used to celebrate success. A school needs to have a broad and balanced curriculum in order to meet the needs of all pupils in the school. In many cases children with emotional and behavioural difficulties have weak literacy and numeracy skills. Improvements in these areas should be seen as a priority. These weaknesses are confounded by the child’s sense of failure and feelings of frustration – therefore there is a need to balance both the academic and pastoral requirements. For these pupils it is important to master these skills for their own sense of self-worth and in order to complete school successfully. The Mental Health Foundation (1999) found that approaches were used in schools to build self-esteem and emotional resilience particularly in less academic pupils, this was done via mentors (both adult and peer), circle time and anger management sessions. A school curriculum that promotes resilience respects the ways in which children learn. Such a curriculum is experiential, challenging, compr ehensive and inclusive of all the different perspectives encountered in a school. Lund (1992) concluded from his observations of children with emotional and behavioural difficulties that it was essential: To organise learning tasks so that children’s success was more probable than failure To provide a variety of stimulating visual material in lesson presentation To organise a variety of learning experiences in cross curricular activities and study To ensure that practical’ hands-on’ learning experiences predominated To understand and accept individual differences in children’s way of working To accept different levels of attainment in children contributing to a learning task Non-teaching adults Learning Support Assistants (LSA) are valued members of staff who also help especially when a child experiences an emotional outburst or an incident occurs. As the teacher is responsible for the whole group, the LSA can provide more than adequate support for the child. Learning Mentors are also extremely useful in schools. Mentoring has been targeted at groups of children experiencing learning difficulties because of problems they are dealing with. Mentors aim to give these individuals support and understanding. When mentoring is successful, both mentor and the mentee find it a positive experience. All schools have access to an educational psychologist and education welfare officers. There are also many support services for pupils with learning difficulties such as the Special Educational Needs (SEN) department and departments that support children with behavioural difficulties. Schools should also have regular support from Social Services and institutions such as CAMHS. However the Mental Health Foundation (1999) found that the percentage of schools that had successful working relationships with Social Services was quite low. Similarly, with CAMHS, it was found that direct support with psychiatrist was very little. For an inherent supportive environment to exist in a school it is important for the school to have a positive ethos of teamwork. All staff must work well together. Thacker (2000) said there was a necessary need for a whole school behaviour policy, which ‘promotes consistency and a team approach to working with challenging children’. He went on to suggest that the production of such a document be a joint effort between school staff, parents and community members. This is also important when planning on a smaller scale, for example when designing an individual programme for a child, it is important for all who knows the child best to be involved. This means the teacher, the parent, any external agencies involved and of course, the child themselves. This ensures that everyone has a sense of ownership and clear-cut responsibilities. Conclusion Research throughout this assignment has shown that the concept of resilience is important to all in order for them to meet and overcome the challenges they face in life. For the child with emotional and behavioural difficulties, resilience is often poorly developed (and understood) and therefore not applied to the difficult situations they encounter. As schools are increasingly expected to work with pupils who face emotional and behavioural difficulties they need to develop strategies that foster resilience within these children, so that their needs are met and so that they are able to flourish both socially and academically. Addressing the concept of resilience with these children, I believe, is paramount to successful work undertaken in the school situation. Children need to be able to ‘bounce back’ and be able to accept criticism in order to develop educationally. However, as discussed earlier, resilience can only be fostered in a supportive context, and once the child has confidence in their teacher/mentor, their self-esteem is not lowered. This supportive context has to, in my opinion, be built upon positives and rewards that recognise success however small they may be. For a child with emotional and behavioural difficulties, it may be as simple as rewarding them for sitting down once they have entered the room. It is also important that all teachers/mentors that work with identified children adopt the same approach as consistency overcomes confusion for these children and reinforcement ingrains new thinking and behaviour. It is however important to remember that the concept of resilience must be kept in context in terms of strategies to help children with emotional and behavioural difficulties rise above adversity and learn rather than to use resilience as a tool to accept that they will have setbacks. Or in extreme cases to avoid these children from developing an ‘I don’t care’ attitude to problems they face. So a child CAN be naturally resilient and manage to overcome life’s adversities and stressful situations – but only up to a certain time. I believe that internal resilience is not enough and a child needs a strong support network from both home and school in order to successfully develop into a confident and competent adult. Initially it is the home environment, which builds as a cocoon around the child- loving parents and siblings, a safe home, praise and encouragement. Then in school, the child requires the same but from teachers and peers. Good quality relationships are needed which develop a sense of security and calmness in the child. A constant positive regard should be displayed for the pupil and a willingness to allow pupils to express their own beliefs and opinions. Farrell (1995) supports this, he says that the adults that children with EBDs encounter need to be sensitive to their issues and to recognize that they themselves and the way that they interact with the pupil may also be part of the problem. Resilience is promoted by all the factors mentioned above – the child is then ever more equipped to deal with problems they may encounter in their lives. They realise and understand not to take the negative things they encounter personally. Resilience is be created within an individual by exposing them to challenging situations under the support and guidance of a trusted adult in school, whether it is a teacher, LSA or mentor, and for the child to see through experience that they can overcome the problem. Success in overcoming the difficulty will build self-confidence within the child and a realisation that if they meet the same problem again, that they will deal with it and hence are resilient.

Religious Clothing Restrictions Essay Example | Topics and Well Written Essays - 1500 words

Religious Clothing Restrictions - Essay Example In most cases, the wearers of religious symbols such as crosses, crucifixes and prayer beads, hijabs, burqas and niqabs are genuine religious people with a strong and real personal connection with religion. In other minority cases, people do wear religious symbols especially crosses and crucifixes as fashion accessories while some Muslims, Christians, Buddhists, Hindus and Jews wear these attire and symbols due to the politics of identity. However, this discussion proves that, a majority of these people who put on these religious clothing are honest followers of their respective religion. It is important for people to respect other people’s religious beliefs, and consequently abolish the restrictions imposed on the wearing of religious clothing; this is because most people wear religious attire as an expression of their respect for their traditions and religion. Wearing these clothes gives people a religious identity, and gives them a sense of self awareness and awareness of the requirements of their beliefs and traditions. Most of these people believe that wearing this clothes enhances their commitment to spiritual life and that affirming this to the public only strengthens their belief (Grimm). It is the work of the followers of a particular religious belief to decide among themselves what religious dress and symbols are appropriate in light of the teachings of their religion. Criticizing people’s policies and religious belief on clothing and religious symbol is usually received as criticism. of not only the individual, but the religion as well. Making observations in a prejudiced and uncourteous manner about the religious and traditional clothes and symbols of certain members of society would appear to be racial or religious discrimination which is against civil and human rights. In a democratic society, people should be accorded many rights, religion included. The right to religion translates to the right to express ones faith through actions, belief and even dress code. In Britain for example, the Government has expressed its social commitment to religious by promoting a diverse society with different faiths whose followers are universally treated as citizens of t he United Kingdom. In France on the other hand, the government officially banned the wearing of facial veils; this comes at an age where most Muslim women are married to domineering men who force them to wear veils. Some of the