An Introduction to the field of Forensic Psychology

An Introduction to the field of Forensic Psychology The concept of Forensic psychology involves the combination of law and psychology. The objective of this document is to attempt to explain the subject matters involving each field of Forensic psychology to wit; Criminal, Juvenile, Civil and Investigative subspecialties, by utilizing research, recourses, current, past and prior professional experiences. This document will attempt to combined research with educational awareness of the aforementioned subject matter. In addition, the aspect of the examination of the human psyche, along with the course of actions taken by our legal system, will provide the document with the necessary information to support its framework. This document will attempt to deliver to its reader the roles and responsibilities of a Forensic Psychologist in its subspecialties, describe any influential court cases that have influenced the practice of Forensic Psychology, and explain the ethical dilemmas and/or challenges faced by the Forensic Psychologist in the su bspecialty. In addition, this document will attempt to explain to it reader, any unresolved controversial issues a Forensic Psychologist may face, and will discuss any relevant research obtained regarding each subspecialty. The major roles and responsibilities regarding the subspecialties of a forensic psychologist Criminal Psychology is a subdivision pertaining to the study of psychology concerning criminals and criminal acts. Criminal Psychology connects to the behaviors associated with criminal investigations. This also includes criminal profiling, assistance programs generated for victims of criminal activities, and psychological assessments. Criminal Psychology defines the behavior or actions of the criminal that are considered illegal acts and the violation of law set by individual jurisdictions. Further, said acts are considered to violate the norms of our society. A good working definition can be seen as antisocial acts that place the individual at risk of becoming the focus of attention of a criminal investigation (Andrews and Bonta, 1998). Moreover, Criminal Psychology is in no way, comparable to psychiatry. Psychiatry in the criminal field deals with the analysis and management of the mental illness. In addition, psychiatry may be utilized for psychoanalysis, to determine whether sai d illness can be cured. Criminal Psychology involves the study of what provokes an individual to commit a crime. Said study can consist of the individuals environment as an adolescent to the emotional strain they may deal with as an adult. Individuals that are qualified to conduct Criminal Psychology findings play an extremely important role in the criminal investigation. Said individuals can obtain information collected at a crime scene to be later utilized in creating a psychological profile of the offender also, the psychologist could take the collected data to make an assumption regarding the offenders next move. Criminal Psychology specialist or Criminal Psychologist may assist local law enforcement with the interviews of witness and victims or the interrogations of a suspect, to obtain vital information regarding an ongoing investigation. Before the nineteenth century, children were generally considered young adults, and they were expected to behave accordingly. Children over the age of seven years who were accused of crimes were prosecuted in adult court. If convicted they could be confined in an adult prison. By the nineteenth century, most states had created separate work farms and reform schools for convicted children, but some states still sent children to adult prisons. Juveniles were not always rehabilitated in prison. After interacting with adult criminals, they often emerged from prison with increased criminal knowledge and an increased resolve to commit crimes (Juvenile Law History). The subspecialty of Forensic Psychologist, pertaining to juveniles, deals with the Psychology and mental health involving juveniles in the criminal justice system and their family members. Said subspecialty not only operates with juveniles involved in the criminal court system, it also assists the family courts involving cases of divorce and foster care. Forensic Psychologist working with juveniles often deal with juveniles in gangs and those juveniles that are tried as adults in criminal court. Juvenile Forensic Psychologist also conduct assessments concerning multi cultural issues psychosis, suspect confessions social development, the issues surrounding Post Traumatic Stress Disorder (PTSD), and serious juvenile violent offenders further, A Juvenile Forensic Psychologist conduct assessments on incarcerated youths. In civil court, Psychologist, are called upon to utilize their expertise to assess situations involving the emotional aspect of a case. These assessments could be the result from injury do to stress, trauma, and pain, caused by the patient or another. Moreover, Civil Forensic Psychologist conducts neurological evaluations to determine if any cognitive injury is present. Theses Psychologist are also asked to asses the length of time an traumatic situation may cause for example, the emotional influence a child will sustain after the loss of a parent or sibling, the same assessment can be used to determine the emotional impact surrounding the stress and trauma a crime victim may have. The role of the Forensic Psychologist, pertaining to our civil arena, for example, would be to assist with providing assessments, appraisal, and consulting services for the civil court, that court could also be cases in the family court system and at times, cases that would extend in to the criminal court. Further, the Civil Forensic Psychologist may also be called to assist his/her expertise in cases of neglect, to either a child or an elderly victim. Interviews of juvenile witnesses are also functions of the Civil Forensic Psychologist. Civil Forensic Psychologist are called to deliver findings of psychological assessment obtained form individuals who may have been the subject of a work related incident such as, an employee who is suing his/her for sexual harassment or topics of discrimination, or individuals who may have been mistreated base on a disability. However, the Psychologist may also be utilized by the plaintiff to oversea and or conduct training of staff, crew, or employees to wit; sensitivity training, mediation and problem solving. A Civil Forensic Psychologist may give an assessment evaluation regarding the competency of an individual, they also make evaluations regarding the circumstances prior to someones death to wit psychological autopsy. Forensic Psychology in the investigative subspecialty can involve numerous roles. A Forensic Investigative Psychologist may assist law enforcement agencies to profiler a criminal, their experience can also be used to assist law enforcement from the interviewing of a suspect, witness, and or victim. Subsequently, the criminal profiler has be categorized and dramatized on several movies, books, and television broadcast. However, profiling is a specialty that is engaged by a psychologist and his/her comprehension of the human behavior, impulse. Criminal profiling involves the psychologist (though all profilers are not psychologists) using his understanding of human behavior, motivation, and psyche. Said concept is the cornerstone for the psychologist to form a so that he/she can form a profile of the criminal. Forensic Investigative Psychologist utilizes their information of a suspect to calculate how the suspect will react in the future. A majority of the Forensic Investigative Psychol ogist are not your traditional police officers rather, they operating more in an academic environment and will conduct training with the department, whenever needed. However, you will see said Psychologist assisting law enforcement to wit; officer consolation and evaluation of potential recruits in addition, they provide counseling for victims of crimes and conduct crisis intervention when needed. When an individual is apprehended, convicted, and imprisoned for their crimes, and it is apparent that a mental instability/disease exists, should this individual be afforded the opportunity, at the taxpayers expense, to receive psychiatric assistance. The processing of inmates receiving psychiatric treatment while incarcerated, is primarily, a function that is performed by a Forensic Correctional Psychologist, said individual will perform his or her duties with the same diligence as he/she would conduct with a non-criminal patient. A Forensic Correctional Psychologist performs initial inmate screening/assessments for all new inmates. These findings are used to assist with the inmates needs. The importance of this process facilitates the inmates needs with services directed to assist them to wit; counseling/therapy (group or one-on-one). Further, the Forensic Psychologist, by means of said assessment, can determine whether the inmate will be a risk for violent behavior, suicide, and stress, because of adjusting to life in a correctional facility. Moreover, the Forensic Psychologist can assist the inmate with coping skills to accommodate them during their stay/prison sentence. Forensic Psychologist also assumes the role conducting crisis intervention. The importance of this role is to combat any volatile that may arise, and warrant immediate intervention, such an inmate being the victim of a sexual assault, gang violence, suicide prevention, prison riots, and hostage negotiator. In addition, the Forensic Psychologist can prevent imminent violent situations, for example; potential gang wars, or homicidal threats. Further, according to the APAs Specialty Guidelines for Forensic Psychologists; section II, sub sections A&B; forensic psychologists have an obligation to provide services in a manner consistent with the highest standards of their profession. They are responsible for their own conduct and the conduct of those individuals under their direct supervision. F orensic psychologists make a reasonable effort to ensure that their services and the products of their services are used in a forthright and responsible manner. Moreover, prison Psychiatrists can assist some inmates with mental disorders, and possibly improve their mental health situation while detained in a correctional facility. The Forensic Police Psychologist subspecialty contributes to law enforcement in many phases of the job. The Forensic Police Psychologist, a majority of the time, is not a police officer however, their task requires he/she to have a thorough conception of law enforcement and its duties. Forensic Police Psychologist portrays a critical part pertaining to the hiring process of law enforcement agencies. Law enforcement agencies, throughout the country, utilize screening processes to determine whether a candidate for their department is mature, mentally stable, sovereign, sociable, and competent to perform his/her duties as a police officer, because the authority and accountability of law enforcement requires high standards. The process is typically conducted by a qualified psychologist, with experience in said field. Further, the Forensic Psychologist, by means of said assessment, can determine whether the candidate will be a risk/liability for themselves, other officers, or the public. The process attempts to guarantee that only mentally and psychologically appropriate individuals are acknowledged to function as police officers. Moreover, it also attempts to identify those who are considered incapable of same. In addition, the Police Psychologist assessments may help them in assisting sworn officers coping with stress, and conflict resolution issues, some Psychologist even serve as marriage counselors to the officers and their wives. They assess and counsel officers regarding lethal force incidents, suicides, interviews for specialized units/teams (SWAT, Hostage negotiation), and conduct departmental evaluations regarding an officers fitness for duty. Influential court cases that have influenced Forensic Psychology in its subspecialty An influential court case that may have influenced the practice of Forensic Criminal Psychology is; Dusky V. U.S. This case set the norm for competency evaluations in the American judicial system. Essentially, the ruling stated that in order for a defendant to stand trial, for the crime/crimes he/she has committed, they must be able, with a reasonable level of understanding to acknowledge the trial procedures that are taking place. Further, the ruling states that a defendant must comprehend the charges brought against him/her and should be able to assist the defense attorney in matters pertaining to their defense. There are several acceptable approaches for performance of competency to stand trial evaluations including standardized methods such as Georgia Competency Test. Competency to stand trial evaluations can be ordered by the defense, the prosecution, or the courts. According to Determination of mental competency to stand trial to undergo post-release proceedings, both individua ls Motion to Determine Competency will be granted. Further, both Defendants will under go, according to The Determination of mental competency to stand trial to undergo post-release proceedings, either a Psychiatric or Psychological Examination and Report; before the continuation of their criminal proceedings. In addition, since both individuals; in the previously mentioned scenarios have been treated and diagnosed with a form of mental illness in the past, the court will most likely; commit them to the custody of the Attorney General for hospitalization and treatment for said illness. Moreover, according to The Determination of mental competency to stand trial to undergo post-release proceedings, should both Defendants mental health improve, and it is determine that they understand the nature of their perspective offenses/crimes and that they are capable of properly assisting their defense. The court shall order for the trial or other proceedings to continue. We all take issue with the notion that if you commit the crime, you do the time (Grisso and Belter, 1989). However, it is difficult to escape the notion that children, by means of their psychological development do not possess the mental capacity to appreciate their rights that are contained in our United States Constitution. A fair trial is afforded in the Bill of Rights however; it is conditionally based on a defendants mental ability to stand trial. Juvenile defendants are afforded these same rights nonetheless, are said juveniles competent to understand said rights? For example, On January 13, 2000, Nathaniel Abraham, a small 13-year-old boy, was convicted of murder as an adult when he was tried in a criminal court in Pontiac, Michigan. With a borrowed weapon, he and fatally shot a stranger from a hillside, approximately 200 feet away (T. Grisso, 2000). While in police custody, he waived his Miranda rights though; he did not intelligently do so; he was unaware of the consequences of his statements. He did not know why he was being interrogated nor did he comprehend the wording of the advisory of rights form, specifically pertaining to the right to stop the interview when he wanted to. In addition, the boys age, learning disability and mental impairment should have been a factor prior to his interrogation. At his court hearing, mental health experts testified that he was mentally and emotionally impaired. However, Nathaniels sentence generated the great controversy. Michigans new law allowing youths of any age to be tried as adults was not rare. The same law, however, allowed Michigan judges three possible sentences for youths convicted in adult court: an adult prison term, a sentence that begins in juvenile facilities and then may continue in adult correctional facilities, or a sentence to juvenile facilities alone that expires when the youth reaches age 21 (T. Grisso, 2000). For example, it is inconceivable to believe that when a juvenile defendant waives their rights to wit; Miranda warning that said child has the right to remain silent. In my opinion, it should be mandated, throughout the United States that should a Juvenile, who is a suspect in a criminal investigation, should not be questioned unless he/shes parent or legal guardian is present. In the state of Indiana, said law exists. Cruzan v. Director, Missouri Department of Health, is an influential court case that influenced the practice of Forensic Civil Psychology. In 1983, Nancy Cruzan was involved in a vehicle accident, which left her in a coma, and a state of vegetation. She was breathing via; a life support system and a feeding tube had been implanted in her to keep her alive. Said condition lasted approximately four (4) years, with no sings of recovery. Nancys family attempted to have the life support system legally removed however, the Missouri State Court denied the request, stating that there was not clear, and convincing evidence that Nancy Cruzan would want said procedure conducted. Subsequently, Nancys family submitted to the court significant proof that she would not want to live her life via; a life support system. Eventually, the courts ruled in the families behave, and her life was terminated. A state trial court authorized the termination, finding that a person in Cruzans condition has a fund amental right under the State and Federal Constitutions, to direct or refuse the withdrawal of death-prolonging procedures. Further, Cruzans expression to a former housemate that she would not wish to continue her life if sick or injured unless she could live at least halfway normally suggested that she would not wish to continue with her nutrition and hydration (Cornell Law, 1990). A case that influenced the practice of Forensic Investigative Psychology would be Frye V. United States. During the twentieth century, admissibility to allow expert testimony in our federal courts was administered by the Frye standard. In the initial case of Frye, the defendant was convicted of murder, primarily based on a confession the he had given to law enforcement. The defendant claimed that said confession was false therefore, in attempts to prove the defendants innocence, the expert testimony and results of a polygraph test was produced. However, the court prohibited said testimony. Further, the court ruled that the aforementioned testimony/scientific findings were not admissible, because the test had not established acceptance or had general acceptance among its peers (scientific community) at that time, not being. In 1975, when the Federal Rules were enacted, and employed a more liberal approach than Frye, allowing admission of scientific, technical, or other specialized tes timony. Subsequently, our legal system began creating standards used to determine the admissibility of an experts scientific testimony, established in Frye v. United States. A court applying the Frye standard must determine whether the method by which that evidence was obtained, was generally accepted by experts in the particular field in which it belongs. However, due to new federal standards set forth by Daubert, most states have chosen to follow Daubert (Delker and Rice, 2000). Estelle v. Gamble influenced the future of practice of the Forensic Correctional Psychology subspecialty. J.W. Gamble was housed as an inmate, in a correctional facility, in the state of Texas. During his time as an inmate on November 09, 1973, he suffered an injury, while executing his inmate assignments. Gamble, while seeking medical attention at the correctional facilitys infirmary, was administered pain pills for his back injury and examined by a physician. After several visits to the correctional facilitys physician, correctional facility officials refused to adhere to the doctors request, that Gamble be allowed to certain privileges to accommodate his injury and recovery. Subsequently, Gamble returned to work however, after complaining that he was still in pain, he was placed in administrative segregation, as a form of punishment, for not being able to work. During a hearing in front to the correctional facility disciplinary committee, Gamble was placed in solitary confinement for his refusal to work. While in solitary confinement, Gamble experienced chest pains and asked to see a doctor, the correctional facility guards refused his request, and after asking to see a doctor the next day, the guards still refused. Essentially, the courts ruled that Gamble Eight Amendment rights were violated, stating that he was subjected to cruel and unusual punishment (Estelle v. Gamble, 1976). The Americans with Disabilities Act (ADA) influences most Law enforcement agency regarding their psychological screening procedure. Therefore, the administrator of the screening test, namely the Forensic Psychologist, should pay close attention to the ADAs law and guidelines, in order to adhere to said laws and whom it shields. Said act (ADA), has changed the way our local, state and federal agencies perform their candidate hiring process. The American with Disabilities act shields individuals who possess mental or physical disabilities, which would possibly restrict them from performing life major life activities to wit; running, jumping and hand and eye utilization. Further, the ADA shields individuals with a documented history of debilitating or chronic disease to wit, asthma, high blood pressure, diabetes or cardiovascular disease. With this said, the Denhof and LeClear v. City of Grand Rapids is a case that influenced the practice of Forensic Police Psychology, in this case, the city of Grand Rapids, Michigan, relieved two female law enforcement officers of duties, because the were found to be psychologically unfit for the job. In 2002, Denhof, while working for the Grand Rapids Police Department, was removed from the department. Further, LeClear was also removed from the same department. The two former officers filed a lawsuit against the City of Grand Rapids, stating that they experienced gender discrimination, retaliation and on the job harassment. Subsequently, the Federal appeals court ruled in their favor, by awarding them each a monetary sum (Denhof and LeClear v. City of Grand Rapids, 2007). Ethical dilemmas and/or challenges encountered by the forensic psychologist Code of Ethics/Conduct, set the standards for integrity, professionalism, and discretion, which all individuals in their chosen profession shall be obligated to comply with, and assume to adhere to the provisions of their Code of Ethics. Most, if not all professions contain a Code of Ethics for their skilled professionals. Further, Code of Ethics are basis to endorse and maintain the highest standard of professional service and conduct. Observance to these standards assures public confidence in the integrity and service clients seek to acquire. Ethical dilemmas faced by Forensic Criminal Psychologist, could be the admission of an unrelated crime, by a defendant, when the Psychologist is conducting a pre-trial evaluation (American Psychology Law Society, 1991). For example John Doe, was arrested for burglary, and while during his pre-trial psychological evaluation, he informs his Psychologist that he committed an armed robber. The Psychologist is face with an ethical dilemma whether to ignore the APAs code of conduct, or to report said offence. However, the dilemma can be rectified so to speak, should the District court have guidelines and regulations, stipulating that said offence could not be reported. Another Ethical dilemma faced by Forensic Criminal Psychologist, is the disclosing of confidential information. For example, Jane Doe, a victim of a crime, informs to her victims assistance advocate, who is also a Criminal Psychologists, that her boyfriend, who battered her, sells illegal narcotics. The dilemma is whether th e Psychologist can report the boyfriends activities. According to the Ethical Principles of Psychologists and Code of Conduct 2010, Standard 4, the Psychologist has every right to report the information. An Ethical dilemma encountered by a Juvenile Psychologist would be, for example, a school Psychologist is approached by the schools Superintendent, to be placed on retainer to represent the school regarding any potential civil cases, as an expert witness. After discussing a fee, the Psychologist accepts the offer. According to section 7, in the Specialty Guidelines for Forensic Psychology, subsection 7.02 (Fee Arrangements), which essentially states that the objectivity of the Forensic Psychologist would be effected should accept contingency fees. An additional dilemma encountered by a Juvenile Psychologist, would be the interview of a Juvenile suspect. For example, John D. is interviewed by a Juvenile Psychologist, subsequently after his apprehension. John D., during his interview, informs the Psychologist that he committed the crime. The dilemma in said scenario is that the admission would be inadmissible, for two factors. One; John D. is a Juvenile and was not properly represented , two; although the Psychologist is not a police officer, he is an agent of the department and was working as one during the time of the interview. An Ethical dilemma encountered by a Civil Psychologist would be, for example, A Psychologist, as testifies as an expert witness, regarding a civil litigation. While on the witness stand, the lawyer for the plaintiff reads of the Psychologist qualifications. However, the lawyer inadvertently stated that the Psychologist has a law degree, when in fact, the Psychologist does not. The Psychologist is obligated to correct the mistake, according to the Ethical Principles of Psychologists and Code of Conduct, Standard: 1, Subsection: 1.01 Misuse of Psychologists Work . An additional dilemma could result when, for example, a Psychologist is asked to testify as an expert witness regarding a racial discrimination lawsuit, for the plaintiff. However, the Psychologist, is of the same race of the plaintiff and has personal issues with racisms, and has a personal bias towards individuals that are not of the same race as she. According to the Ethical Principles of Psychologists and Code of Conduct, Standard: 1, Subsection: 3.01 Unfair Discrimination An Ethical dilemma encountered by an Investigative Psychologist would be, for example, A Psychologist, has been asked to interview an individual who was arrested for a series of homicides. Upon arrival to the interview room, the Psychologist learns that the suspect is a client of his. The Psychologist should not accept the assignment, according to the Ethical Principles of Psychologists and Code of Conduct, Standard: 1, Subsection: 3.05 Multiple Relationships An additional dilemma would be 3.06 Conflict of Interest Psychologists refrain from taking on a professional role when personal, scientific, professional, legal, financial, or other interests or relationships could reasonably be expected. (1) Impair their objectivity, competence, or effectiveness in performing their functions as psychologists or (2) expose the person or organization with whom the professional relationship exists to harm or exploitation. For example, an Investigative Psychologist has been asked to testify as an e xpert witness in a murder trial. Further, the trial is a Capitol offence and if convicted, the defendant will face the death penalty. The Psychologist, in the past, has publicly denounced the death penalty and remains to be a critic of said form of punishment. Therefore, the Psychologist is obligated not to testify. An Ethical dilemma encountered by a Correctional Psychologist would be, for example, interruption of services. According to the Ethical Principles of Psychologists and Code of Conduct, Standard: 1, Subsection: 3.12 Interruption of Psychological Services unless otherwise covered by contract, psychologists make reasonable efforts to plan for facilitating services. In the event that psychological services are interrupted by factors such as the psychologists illness, death, unavailability, relocation, or retirement or by the clients/patients relocation or financial limitations. For example, a Correctional Psychologist has an inmate/client however; the inmate is being transferred to another prison. With that said, the Psychologist is allowed to interrupt his/her services with the inmate. An additional dilemma for a Correctional Psychologist would be the solicitation of testimonies. According to the Ethical Principles of Psychologists and Code of Conduct, Standard: 1, Subsection: 5.05 Test imonials Psychologists do not solicit testimonials from current therapy clients/patients or other persons who because of their particular circumstances are vulnerable to undue influence. Therefore, a Psychologist is not permitted to ask a client to solicit for him/her regarding the services they provide. An Ethical dilemma encountered by a Police Psychologist would be Ethical Principles of Psychologists and Code of Conduct, Standard: 1, Subsection: 9.01 Bases for Assessments (a) Psychologists base the opinions contained in their recommendations, reports, and diagnostic or evaluative statements, including forensic testimony, on information and techniques sufficient to substantiate their findings. For example, a Police Psychologist, interviews an officer after an officer involved shooting, the Psychologist will then make his/her recommendations/findings based on the incident, interviews and statements made by the officer/officers involved, regardless of statements of traumatic stress stated by said officers. An additional dilemma would be a group therapy session is conducted by a Police Psychologist. Prior to the start of the session, the Psychologist informs the participants of his role in said session and the confidentiality involved. The Psychologist is obligated to relay said infor mation, according to the Ethical Principles of Psychologists and Code of Conduct, Standard: 1, Subsection: 10.03 Group Therapy. Unresolved controversial issues facing Forensic Psychologist in their subspecialty The perception and conception of why people commit crime is an unresolved issue in Criminal Psychology. While some individuals are born to with a disregard for the law and authority, and others develop it by association with others. Unresolved issues in Juvenile Psychology exist with the criteria for precise diagnosis of PTSD. The criteria for PTSD in children, may not be procedurally adapt do to the severity of the trauma. Civil Psychology faces an unresolved issue with involuntary commitment. Involuntary commitment in whole, denies an individual of their independence although, involuntary commitment, is designated to protect the individual from harming themselves and others, and to attempt to deliver psychological assistance for those in need. The lack of multicultural understanding is being dealt with by the law enforcement community however; the progress remains an unresolved issue within Police Psychology. Although, the wheels of progress are moving, they move slowly, to bridge the language and culture gaps. Individuals are imprisoned to protect society and to deter further crimes by said individual. In order to achieve this goal, peculiarly if the individual has a mental disease; requires treatment by a psychiatrist. There is no guarantee that the inmate, once released, will not commit further criminal acts however; the unresolved issue faced by Correctional Psychology is whether, the inmate, once released is cured.

Explain the psychological basis for well-being Essay

The literal meaning of Psychology from its Greek Etymology is â€Å"study of the soul†. A more contemporary definition from Chambers Dictionary is â€Å"science of the mind† or â€Å"the study of mind and behavior†. A fuller description is offered by the NHS â€Å"Psychology is a science based profession and is the study of people; how they think, how they act, react and interact. It is concerned with all aspects of behaviour and the thoughts, feelings and motivation underlying them†. The idea that there is a connection between the mind and well being can be traced back to Greek philosophers in the 4th Century BC. The Physician Hippocrates theorized that mental disorders were of a physical (rather than divine) nature. Aristotle investigated psychological phenomena in De Anima and a loosely related collection of short works called the Parva Naturalia It seems that early Greek Philosophers appreciated that a specialist study of the soul/mind could help the physician and natural scientist to better understand human physical existence. Psychology largely remained as a subset of Philosophy from it’s Greek origins through to the late 16th Century when the latin word ‘psychologia’ emerged in Germany in relation to a separate science of investigation and understanding of the mind.In 1694 the French Philosopher Rene Descartes published â€Å"The Passion of the Soul†. It introduced the idea of dualism, which asserted that the mind and body were two separate entities that interact to form the human experience. This publication directly influenced scientists such as the physician Steven Blankaart (1650 – 1704) to develop Empiricism within his scientific research and who is also credited as being the first author to use the English word Psychology. Psychology developed rapidly during the 20th Century and established many new disciplines such as Psycho Analysis, Behaviorism, Personal, Developmental, Humanist and Cognitive. The work of Sigmund Freud and his controversial model of Psychoanalysis exerted significant influence on the development of 20th Century Psychology, and in particular the Development and Personality Theorists. The Psychological theories that this essay will examine in detail arise from 2 different disciplines: Humanist Psychology – Abraham Maslow ‘Hierarchy of Needs’ Unit M2c 1.3 Developmental Psychology – Erik Erikson â€Å"Psychosocial Development† A brief review of Elizabeth Kubler-Ross 5 Stages of Grief is also included. This essay accepts the definition of wellbeing contained within health and social care standards:- â€Å"a subjective stage of being content and healthy†. Psychologists generally agree that wellbeing is multi-faceted and made up of a number of components including Social, Emotional, Cultural, Spiritual, Psychological, Physical, and Environmental. The value of the selected Psychological theories is that they bring a conceptual framework for understanding human development and personal growth from both Social and needsbased perspective. They provide, by implication, some ideas to hypothesize about a service users behavior in particular situations. This idea will be explored further at a later point in this essay. It’s important, however, to appreciate the limit to ones skill and not use a modest knowledge about Psychological Theory to ‘diagnose‘ a service user. Children’s Services has access to specialists such as Child Psychologists and sometimes a ref erral will be the most appropriate and safest decision to take. According to humanist psychologist Abraham Maslow, our actions and behaviours are motivated in order achieve certain needs. Maslow first introduced his concept of a hierarchy of needs in his 1943 paper â€Å"A Theory of Human Motivation† and his subsequent book Motivation and Personality. This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other, more advanced needs. This hierarchy is most often displayed as a pyramid. The lowest levels of the pyramid are made up of the most basic needs, while the more complex needs are located at the top of the pyramid. Needs at the bottom of the pyramid are basic physical requirements including the need for food, water, sleep, and warmth. Once these lower-level needs have been met, people can move on to the next level of needs, which are for safety and security As people progress up the pyramid, needs become increasingly psychological and social. Soon, the need for love, friendship, and intimacy become important. Further up the pyramid, the need for personal esteem and feelings of accomplishment take priority. Maslow emphasized the importance of self-actualization, which is a process of growing and developing as a person in order to achieve individual potential. Types of Needs Maslow believed that these needs are similar to instincts and play a major role in motivating behavior. Physiological, security, social, and esteem needs are deficiency needs (also known as D-needs), meaning that these needs arise due to deprivation. Satisfying these lower-level needs is important in order to avoid unpleasant feelings or consequences. Maslow termed the highest-level of the pyramid as growth needs (also known as being needs or B-needs). Growth needs do not stem from a lack of something, but rather from a desire to grow as a person. Physiological Needs These include the most basic needs that are vital to survival, such as the need for water, air, food, and sleep. Maslow believed that these needs are the most basic and instinctive needs in the hierarchy because all needs become secondary until these physiological needs are met. Security Needs These include needs for safety and security. Security needs are important for survival, but they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health care, safe neighborhoods, and shelter from the environment. Social Needs These include needs for belonging, love, and affection. Maslow described these  needs as less basic than physiological and security needs. Relationships such as friendships, romantic attachments, and families help fulfill this need for companionship and acceptance, as does involvement in social, community, or religious groups. Esteem Needs After the first three needs have been satisfied, esteem needs becomes increasingly important. These include the need for things that reflect on self-esteem, personal worth, social recognition, and accomplishment. Self-actualizing Needs This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are self-aware, concerned with personal growth, less concerned with the opinions of others, and interested fulfilling their potential. Maslow subsequently revised his model to include stages of Cognitive and Aesthetic need that precede Self Actualization; and Transcendence that follows Self Actualization. While the theory is generally portrayed as a fairly rigid hierarchy, Maslow noted that the order in which these needs are fulfilled does not always follow this standard progression. For example, he notes that for some individuals, the need for self-esteem is more important than the need for love. For others, the need for creative fulfillment may supersede even the most basic needs. Whilst Maslow’s theory is subject to criticism due to a lack of scientific basis, it is still a popular model within Psychology and other fields such as Education. Regardless of the criticisms, Maslow’s hierarchy of needs represents part of an important shift in Psychology. Rather than focusing on abnormal behavior and development, Maslow’s humanistic Psychology was focused on the development of healthy individuals. Returning to the definition of wellbeing, it can be seen that Maslow has provided a model that recognizes and values the actuality of Social, Emotional, Cultural, Spiritual, Psychological, Physical, and Environmental needs and concerns. The relevance of this model to Social Care is that it separates out individual needs from the usual age-related development models such as Attachment Theory, and Psychodynamic models of Personality Development. It provides the practitioner with a simple tool to review the care that is being planned or provided for any age service user. For example – do we know that the service user has all of their physiological needs met? Can we be certain they have enough food to eat and somewhere appropriate to sleep? Do we know that their basic drives to eat, drink, sleep and excrete are all working normally? If the answer is YES – the practitioner can move up the pyramid and consider the service users safety needs. If the answer is NO – the immediate priority will to arrange basic physiological needs before considering anything else. This is certainly the experience of Camilla Batmanghelidj, CEO of the highly respected charity Kids Company, who understands that all children need love, food, safety and warmth before expecting them to do anything else. A practitioner experienced in working with Looked After Children will recognize that Esteem Needs are frequently an influence within the young person. It is widely recognised that LAC have low levels of self esteem and self confidence which in turn impact on t heir Cognitive (Academic) experiences. Maslow provides a very useful model to  establish Outcomes related to Social needs in order to create a stronger foundation for Esteem needs. Maslow, in this respect, chimes with common sense. How can we expect a young person to do well academically if they have low self esteem and do not feel loved and valued in their social world? Maslow clearly demonstrates that wellbeing has a Psychological basis and provides the practitioner with a model to develop positive outcomes for individuals. Erik Erikson – Psychosocial Development. Also known as the 8 stages of Development. Erik Erikson’s theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of social experience across the whole lifespan. One of the main elements of Erikson’s psychosocial stage theory is the development of ego identity. Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experiences and information we acquire in our daily interactions with others. When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values that help shape and guide a person’s behavior. The formation of identity is something that begins in childhood and becomes particularly important during adolescence, but it is a process that continues throughout life. Our personal identity gives each of us an integrated and cohesive sense of self that endures and continues to grow as we age. In addition to ego identity, Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in Erikson’s theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as  ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, Erikson believed people experience a conflict that serves as a turning point in development. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure. Each stage builds upon the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future. However, mastery of a stage is not required to advance to the next stage. Erikson’s stage theory characterizes an individual advancing through the eight life stages as a function of negotiating his or her biological forces and sociocultural forces. Erikson believed that the stages of a person’s development are linked to their social and cognitive development rather then being purely led by their physical needs. He was also interested in how the culture and society an individual lives in could influence their development.The following table, sourced from summarises the 8 Developmental Stages; the Basic Conflict that is to be mastered; Important Events of the Stage; and the potential Outcomes. One enduring value of Erikson’s theory is that it illuminates why individuals who have been thwarted in the healthy resolution of early phases (such as in learning healthy levels of trust and autonomy in toddlerhood) can experience such difficulty when the same Basic Conflict arises at later developmental stages. This is very apparent to practitioners working with Looked After Children who have been badly let down by care givers in their first years of life. There is frequently an issue of mistrust towards an individual practitioner and the entire service that is providing their care and support. It is widely recognized that the trust that may have taken weeks to establish can be lost in an instant. Erikson’s theory can provide an insight into the behavior of service users. For example disruptive behavior linked to new social or academic situations may indicate earlier issues in the Industry/Inferiority Stage. The skillful practitioner may wish to be mindful to always encourage and commend the young person for their accomplishments and abilities and ensure that colleagues and teachers are also involved in this process. The purpose will be to help the young person to develop a belief in their own competence rather than continue to feel a failure and inferior. Erikson’s theory also provides a useful guide to assess caring practices in terms of their ability to nurture and facilitate healthy emotional and cognitive development. Erikson clearly demonstrates that wellbeing has a Psychological basis and provides the practitioner with a model to develop positive outcomes for individuals. Elizabeth Kubler-Ross was a Swiss American medical practitioner and psychiatrist. She was a pioneer in near death studies and the author of a ground breaking book ‘On Death and Dying’ (first published 1969). The book discussed her theory of 5 Stages of Grief. Kubler-Ross was born in 1926 and died in 2004. The 5 stages of grief is a hypothesis which argues that when a person is faced with the reality of impending death or other extreme, awful fate, he or she will experience a series of emotional stages: denial, anger, bargaining, depression and acceptance. The stages are popularly known by the acronym DABDA. The hypothesis was inspired by her work  with terminally ill patients. Motivated by the lack of curriculum in medical schools, at the time, addressing the subject of death and dying, Kubler-Ross  started a project about death when she became an instructor at the University of Chicago’s medical school. This evolved into a series of seminars; those interviews, along with her previous research, led to her book. Her work revolutionized how the U.S. medical field took care of the terminally ill. In the decades since her book’s publication, Kubler-Ross’ concept has become largely accepted by the general public; however, its validity has yet to be consistently sup ported by the majority of research studies that have examined it. Kà ¼bler-Ross noted that these stages are not meant to be a complete list of all possible emotions that could be felt, and, they can occur in any order. Her hypothesis holds that not everyone who experiences a life-threatening/-altering event feels all five of the responses, as reactions to personal losses of any kind are as unique as the person experiencing them. The 5 stages include: Denial — â€Å"I feel fine.†; â€Å"This can’t be happening, not to me.† Denial is usually only a temporary defense for the individual. This feeling is generally replaced with heightened awareness of possessions and individuals that will be left behind after death. Denial can be conscious or unconscious refusal to accept facts, information, or the reality of the situation. Denial is a defense mechanism and some people can become locked in this stage. Kubler Ross recommends that family members and health professionals not prolong denial by distorting the truth about the person’s condition. In doing so, they prevent the dying person from adjusting to impending death and hinder necessary arrangements, for social supports, for bringing closure, and for making decisions about medical interventions. Anger — â€Å"Why me? It’s not fair!†; â€Å"How can this happen to me?†; ‘†Who is to blame?† Once in the second stage, the individual recognizes that denial cannot continue. Because of anger, the person is very difficult to care for due to misplaced feelings of rage and envy. Anger can manifest itself in different ways. People can be angry with themselves, or with others, and especially those who are close to them. It is important to remain detached and nonjudgmental when dealing with a person experiencing anger from grief. Bargaining — â€Å"I’ll do anything for a few more years.†; â€Å"I will give my life savings if†¦Ã¢â‚¬  The third stage involves the hope that the individual can somehow postpone or delay death. Usually, the negotiation for an extended life is made with a higher power in exchange for a reformed lifestyle. Psychologically, the individual is saying, â€Å"I understand I will die, but if I could just do something to buy more time†¦Ã¢â‚¬  People facing less serious trauma can bargain or seek to negotiate a compromise. For example â€Å"Can we still be friends?..† when facing a break-up. Bargaining rarely provides a sustainable solution, especially if it’s a matter of life or death. Depression — â€Å"I’m so sad, why bother with anything?†; â€Å"I’m going to die soon so what’s the point?†; â€Å"I miss my loved one, why go on?† During the fourth stage, the grieving person begins to understand the certainty of death. Because of this, the individual may become silent, refuse visitors and spend much of the time crying and grieving. This process allows the dying person to disconnect from things of love and affection. It is not recommended to attempt to cheer up an individual who is in this stage. It is an important time for grieving that must be processed. Depression could be referred to as the dress rehearsal for the ‘aftermath’. It is a kind of acceptance with emotional attachment. It’s natural to feel sadness, regret, fear, and uncertainty when going through this stage. Feeling those emotions shows that the person has begun to accept the situation. Acceptance — â€Å"It’s going to be okay.†; â€Å"I can’t fight it, I may as well prepare for it.† In this last stage, individuals begin to come to terms with their mortality, or that of a loved one, or other tragic event. This stage varies according to the person’s situation. People dying can enter this stage a long time before the people they leave behind, who must pass through their own individual stages of dealing with the grief. Kà ¼bler-Ross originally developed this model based on her observations of  people suffering from terminal illness. She later expanded her theory to apply to any form of catastrophic personal loss, such as the death of a loved one, the loss of a job or income, major rejection, the end of a relationship or divorce, or drug addiction. Supporting her theory, many (both sufferers and therapists) have reported the usefulness of the Kà ¼bler-Ross Model in a wide variety of situations where people were experiencing a signiï ¬ cant loss. The application of the theory is intended to help the sufferer to fully resolve each stage, then help them transition to the next – at the appropriate time – rather than getting stuck in a particular phase or continually bouncing around from one unresolved phase to another. The subsections below give a few speciï ¬ c examples of how the model can be applied in different situations. These are just some of the many beneï ¬ ts that Kà ¼ bler-Ross hoped her model would provide. The value of the Kubler-Ross Model for the social care practitioner is, as with Ericsson and Maslow, to provide a useful framework to to better understand the behavior and emotional reality of a service user. Furthermore, it is intended to be a collaborative model that the practitioner and the service user can discuss together. Conclusion All of the Theories demonstrate that wellbeing has a Psychological basis. They each demonstrate that â€Å"a subjective stage of being content and healthy† is related to the history of a person’s life and their current situation. They provide the creative practitioner with a framework to better understand the behavior of a service user and are therefore better equipped to consider their immediate and long term care to ensure positive outcomes. Bibliography http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-inpsychological-therapies/psychologist/ http://plato.stanford.edu/entries/arist otle-psychology/#7 http://psychclassics.yorku.ca/Krstic/marulic.htm http://psychology.about.com/od/historyofpsychology/a/psychistory.htm http://psychology.about.com/od/psychology101/u/psychology-theories.htm http://www.ekrfoundation.org/five-stages-of-grief/

Dependace on computer a blessing or bane Essay

Computer has become the lifeline of modern generation. This has become part and parcel of every man’s life. We are sharing innovations between countries because of computers and internet. It has given us the capability of connecting with people from around the world as easy as it is to talk over the back fence in your own yard. Because of computers and internet one can take any course in any institute through e-learning.The world is developed faster because of computers. One good thing about computers is that it frees up the human mind to be more creative. We don’t have to spend all our time organizing and looking for information, crunching numbers .A day will come, we will become handicap, we perhaps would not be able to do anything without it. On the other hand, computerization of our society can make us numb to each other, where we sit in front of our safe little boxes and deal with each other that way instead of face to face. We are becoming lazy by depending too much on computers and are being distant from physical activities. It has become a huge distraction for most of us, and in some cases a full blown addiction. The main disadvantage by depending on computers is taking risk about health. Working with computer most of the day causes stress, visual problems etc. Let’s not forget that with computers has come a whole new and unexpected wave of high tech crime, and allowed the slimiest among us to hide even more carefully, becoming even slimier and making things worse for everyone. If by chance something happens in the atmosphere or some unknown natural calamity occurs, this, then will affect the entire system of wireless communication like the Net. My question is that what will we do or the whole world does at that time if all the computers fail functioning. Has man ever thought of it, yes, of course our progress will be ‘stand still’. It is better, we start thinking for the future, to solve the enigmatic problem. Without computers it wouldn’t be possible for the world to become a global village. Computer is a boon for us. We should utilize technology to compete with this fast world. But too much dependency on anything is good for nothing. Every coin has two sides. It’s up to us to receive good and to leave bad.

Conjugating the Italian Verb Cercare