Helping Skills with a client.
Helping Skills Lecture Assignment Mark P. Borg ID 349383(M) B. Psychology 2nd Year Tutorial Lecturer: Ms. Christianne Sullivan Something about the client: Client is female nearly 18 years of age. She is second born. Her parents are in the process of getting separated. The separation process has already been going on for the past 6 years and hasn't yet finished. I have known the client for approximately one year. We have already had other possibilities to talk about some of her problems. One particular thing that she cannot stand is people shouting at her. She is also in scouting and takes care of young children, something she loves a lot. She is aware of her situation and has taken her time in the past to analyse her situation. She has already done the asking, the whys, the hows and has come up with solutions to suit her situation. I was aware of her parents' separation before this exercise but we have never gone into so much detail. Throughout this particular session the client opened up a lot. As one listens to the recording one will immediately notice that during this session the client just started saying everything. She seemed to want to get everything off her chest. At one particular point she got so into saying what was happening that I didn't dare interrupt. I felt she needed to get rid of it, as if she wanted to grab everything that was bugging her, all that,
On the Wings of Fairies.
On the Wings of Fairies: By C. Mariahn Scarborough "Once upon a time..." or, "It has been said..." or maybe, "In a galaxy far, far away..." but more likely, a long time ago, some ancient and unknowable people were sitting around a fire telling tales to entertain one another and with each new story someone fire was inspired to tell another so that each story was funnier, or scarier, or more dramatic than the last story. Of course in those days, children were dosing at the edges of the group, or snoozing in the warm laps of their mothers, and although they too heard the stories, they were not really told to them specifically. No, these children heard the same stories and took in the same lessons as the adults to whom the stories were directed. Perhaps the most appropriate phrase to begin this part of our journey through children's literature is "in the beginning", because folktales begin with the telling, and not, the writing, and they begin with adults and not children. So, how did folk and fairy tales go from stories around the hearth fire to the fancy illustrated books that they are today? Are the stories we read the same or even similar to stories of the same title told or read a hundred or two hundred years ago? If not, what has changed and why? Some time in the mid-seventeenth century, Europeans with a lot of time on their hands, decided that certain folk tales
Dnyann son drtyz ylna damgasn vuran modernite, sadece bir teknik/teknolojik srama dnemi, ya da relativist zihniyetin tm anlam dnyalarna nfuz edip egemenliini ilan ettii bir sre ol
[..:: DEMOKRASI VE MEDYA ..::] Dünyanin son dörtyüz yilina damgasini vuran modernite, sadece bir teknik/teknolojik siçrama dönemi, ya da relativist zihniyetin tüm anlam dünyalarina nüfuz edip egemenligini ilan ettigi bir süreç olmamistir. Bu tür gelismelerle birlikte, modernite yeni bir kurumsal yapi yaratti ve 'Medya' diye adlandirdigimiz genis çerçeveli bir iletisim platformunu bu yapinin vazgeçilmez unsuru haline getirdi. Liberal teorinin ekonomi alaninda piyasa mekanizmasindan bekledigi görevin bir benzerini, medya da sosyolojik düzlemde yapacakti. Birbirinden kopuk ve habersiz yasayan bireylerin olan bitenin farkina varacagi bir bilgilendirme islevi sayesinde; medya hem toplumun aynasi, hem de toplumun ortaklasa kullandigi bir kamu sahasi oldu. Ne var ki bu kamu sahasi her isteyenin dahil olabildigi bir yapiya sahip degildi. Özel sahislarin denetiminde ve ticari amaçlara sahip olan medya kurumlari, bu kamu sahasini ellerinde tuttular ve bunun karsiliginda topluma kendini ve çevresini tanima/anlama imkanlari sundular. Böylece medya modern demokrasilerin 'dördüncü kuvveti' olarak anilmaya basladi. Çünkü toplumu anlamaya çalismak ayni zamanda toplumun sesi olmayi da getirdi. Medya siyasal partiler disinda toplumun dolayli ancak sürekli bir temsilcisi olarak ortaya çikti ve gücünü bu islevinden aldi. Dolayisiyla siyasi alanda medyadan beklenen
Analyse the methods used in two print advertisements from the Barnardo's Stolen Childhood campaign and assess to what extent you think the techniques utilised in these advertisements are justified?
Media Coursework Assignment Analyse the methods used in two print advertisements from the Barnardo's Stolen Childhood campaign and assess to what extent you think the techniques utilised in these advertisements are justified? Thomas John Barnardo (1845-1905) set up the Barnardo's charity in the nineteenth century to run orphanages for disadvantaged children. He was very good at fundraising techniques. One of his many ideas was photography of children both in need of help and some already rescued. He liked to take before and after pictures to show the public what Barnardo's can do. Barnardo help children from being harmed, emotionally, physically and mentally, they also give children opportunities to learn. Barnardo now have three hundred and fifty seven services across the UK. They help one hundred thousand children, young people and families a year. The advertisements from the stolen childhood campaign were released with an aim to further the charity's images and to challenge governmental and public attitudes about child prostitution. Past advertisements have made Barnardo's established as a charity although the general public are not aware of Barnardo's work. The vast majority of people still associate Barnardo's with running orphanages, something that they haven't done for twenty-five years. Barnardo's main objective is improving life chances of vulnerable, damaged
How my Stuttering Problem got Solved.
Sana Khan Eng 098 Sec 10 Alice Biggers 3/16/04 How my Stuttering Problem got Solved The first time I realized I had a stuttering problem was in second grade when I stood up and proudly answered the teacher's question with the correct answer of "Missi sis sip ppi." A fellow second-grade student then made this haughty remark, "What's wrong with you?" As I stared at the student with a blank expression on my face, I could not even comprehend what my classmate meant. My head was spinning with the letters MISSISSIPPI, and I was thinking how can I say this except, "Miss-ssiis-sippi?" The only response I could muster was "What d-d-do you mean?" The student teased, "You talk funny." The teacher then called for my classmate to leave the room. Why, I did not know, but the words of my classmate stuck to me like Crazy Glue. I could not understand why he had said the words he had. When I arrived home that disconcerting day, my words of "Hello, Mom," were intermingled in my mind with words from my sorrowful question, "Mom, do I t-t-talk weird?" "Well, Sana," my mama replied in a concerned voice, "you d-d-do stutter a little bit." "Stutter?" I questioned, "Wh-wh-what's that?" "Well, stuttering is go-go-going over sounds in words, like when I pronounced the word, 'going,'" said mother. "It just makes you unique and very special. Okay?" I could not believe what I just heard. I didn't
Spanisch Hausarbeit
Índice I. Introducción................................................................................................................2 II. Tramitación aduanal (ej.) ..........................................................................................2 III. Barreras arancelarias ...............................................................................................3 IIIa. Aranceles de importación 3 IIIb. Aranceles aplicables 3 IIIc. Tasa de formalización aduanal 4 IIId. Determinación del valor aduanal 4 IV. Barreras no-arancelarias .........................................................................................4 V. Documentación necesaria ........................................................................................5 Va. Facturación y documentación complementaria 5 i. Factura comercial 5 ii. Factura aduanal 5 iii. Factura consular 6 Vb. Documentación de transporte y almacenaje 6 i. Transporte terrestre 6 ia. Carta de porte ferroviario................................................................................6 ib. Documento FCR .............................................................................................6 ii. Transporte marítimo y fluvial 6 iia. Conocimiento de embarque marítimo ............................................................6 iib. Conocimiento de embarque
The use of the ideas in Yeats "The second coming" in "Things Fall Apart" by Chinua Achebe.
Derrick Matthews December 15, 2002 ENGL 211 "The Second Coming" by William Butler Yeats describes a world about to reach yet another transition in its history, one much worse than the prior. In Things Fall Apart by Chinua Achebe, Okonkwo views the scenario presented in Yeats' poem as his reality. The first four lines of "The Second Coming" which Achebe decided to preface his book with can be seen as a topical representation of Okonkwo's experiences in the novel. "Turning and turning in the widening gyre/ The falcon cannot hear the falconer" is how Yeats starts his poem, and consequently it is how Achebe begins Things Fall Apart. For both the poem and the story, this line prepares the reader for what is to follow. The turning in the widening gyre suggests a continual cycle where things are becoming worse and worse. For Okonkwo, this is how the novel plays out for him. Things Fall Apart is very episodic, that is to say that what happened in a prior event has absolutely no consequence on the next one. This structure allows us to see the individual and isolated hardships which Okonkwo suffered through. We're first shown that because of his strong work ethic that one year he decided to plant his yams early, but because of terrible conditions his harvest failed completely. Those who had not started early had a plentiful harvest however. This small trial was easily
Defenition of a Soldier. Before I joined the Army I imagined millions of highly trained professionals in combat doing their specific jobs while simultaneously destroying all enemies foreign or domestic
Depner, J 1 Jerome Depner Instructor Dougherty English 090-56I 3 May 2011 Definition of a Soldier It still surprises me every time I receive a standing ovation while wearing my uniform in the airport, or whenever someone offers to pick up the check because were simply put "soldiers" I use to feel proud, in fact on my first tour to Iraq I was moved to tears when walking through the airport terminal to begin my tour. The sad truth is that a larger portion of the United States Army deserves no such special treatment. As I've served a tour in both Iraq and Afghanistan, and three years in America I have come to realize that American Soldiers are not as the army puts it "Army Strong". The definition of a soldier according to Merriam-Webster is "one engaged in military service and especially in the army" while the dictionary definition has remained unchanged a majority of the unspoken qualities have begun to vanish, that is why the definition of a soldier has been changed for me since my enlistment in the U.S. Army in many ways. Before I joined the Army I imagined millions of highly trained professionals in combat doing their specific jobs while simultaneously destroying all enemies foreign or domestic. Now I see lazy men, women, and young adults who have figured out how to do just enough in the Army to live comfortably without doing any real work. It seems now that soldiers
Attempts at love.
attempts at love what is love? love takes your breath away. love is not being able to breath b.c you've found something more important. this is how i would spend every night of my life if i could. just sitting and playing the guitar and talking. you make my life adventurous and each moment is a new surprise. i don't think i could smile anymore than i did tonight. from your porch i can see the stars. it makes me at ease sitting back there. sometimes i wonder what you are thinking about. could you be thinking the same thing as me. i could tell you anything and you would understand and think that i was even more compelling. i don't know how you do it. you are so brave, so rebellious, so crazy. that's why you are so neat. every second with you is amazing and new. i want to feel the way i do around you all the time. it's like nothing matters anymore and everything is normal. you won't touch me and you won't talk to me, not the way i want. you pretend. you tell me things i can not bear t o take and you go on with your everything, but you want nothing. you try to be nice and i can't stand it. i long to touch you and i long to be there. the answer is always no and i am shot down again. another failed attempt at satisfaction. should i just give up. everything in me tells me to give it up, i will never have it. but there is one little voice left that tells me to give it a chance.
When I began to read Edmundson's article, I attempted to sense an overall theme that, for me would characterize the tone of his piece.
Rachel Asher Assignment #3 When I began to read Edmundson's article, I attempted to sense an overall theme that, for me would characterize the tone of his piece. I felt that if I found what was holding it together and the motivation behind it, then I would be able to analyze the piece with respect to that theme. I read through the article once quickly and I was struck by how resentful the author sounded. So, I read through it again and highlighted certain areas which I thought illustrated that resent. By the end, I had highlighted about 3/4 of the document! The more I looked for examples the more I was struck by the fact that almost every sentence seemed to support my thesis. Feeling one-sided, I attempted to take a different stance in order to see things from another angle. However, I was so blinded at this point by the overwhelming antipathy in the article that I couldn't see anything else. It felt to me like looking at that optical illusion of the woman and the candle and how once you focus on one image, the other fades out of focus and you can never properly see it again. Since the author's resentment was all that I could see, I tried to form an argument that the whole essay was built upon that hate and attempted to narrow my highlighted material down to the best points that would support this premise. I attempted to be fair and to not take examples out of the