Cognitive Development As A Young Person As They Reach Puberty

Cognitive Development in Adolescents Adolescence is a time when individuals go through many changes. These changes occur in the bodies and brains of the teen. The order of pubertal maturation is similar among most people. But the timing is different in some, if not all individuals. Studies have been conducted on the stages of maturation in young people. These studies range from one, which showed no signs of development, to 5 which showed full signs of development (Mendle, Harden, Brooks-Gunn, Graber, 2010). When a child reaches adolescence not only does their body change, but their brain does as well. These new changes mixed with the environment can cause some alterations in emotions and cognition (Steinberg, 2010). The adolescents†¦show more content†¦When a child hits puberty their brain starts thinking differently then when they were younger (Elkind, 1967). They are now able to conceive their own thoughts. With these newly developed notions they are able to reason more accurately (Elkind, 1967). Another a spect that comes with the maturation of the brain, is the new awareness for the thoughts of not only themselves but others (Elkind, 1967). Although this is a new found perspective of thinking for teens, they are still not able to discern what others are thinking and their own mental preoccupations. (Elkind, 1967). In other words, he/she thinks that others are just as interested in his or her appearance and behavior as they are. This is the egocentrism that is faced during puberty (Elkind, 1967). Prefrontal Cortex and Limbic System: Additionally, during puberty the prefrontal cortex and the limbic system are also developing ( B.J., Getz, Galvan, 2008). The prefrontal cortex, the more rational side of the brain, is still immature in the adolescent’s brain. Whereas the limbic system, the more pleasure seeking side of the brain, is being used to make decisions by most teens (Steinberg, 2010). It has been suggested that the rate of adolescent risk taking is very high (Steinberg, 2008). The changes that transpire in the prefrontal cortex, put young people at a higher risk of reckless behavior (Steinberg, 2008). During middle adolescence (ages 14-17) risky behavior is

Tristan Gonzales Free Essays

Gonzales#l Integrity is â€Å"the quality of being honest and having strong moral principles; moral uprightness† (Google Definitions). The first person that comes to mind when I hear the word integrity is Nick Carraway from the movie and the novel â€Å"the Great Gatsby’. Nick Carraway is Gatsbys Lovers brother and Gatsbys best friend, he is also the narrator. We will write a custom essay sample on Tristan Gonzales or any similar topic only for you Order Now Nick shows honesty, moral principles, and moral uprightness throughout the ntire book. Nick Carraway as a narrator is honest and reliable because he explains all the Judgments from characters in general and is unbiased in doing so, he presents original plots or conversations does not scrutinize them and leaves them to the readers to decide, and these good qualities of Nick can be described by comparing others corruption in the book, such as Tom Buchanan, Gatsbys lover’s wife. Nick accepted the good parenting in his younger age, which helps him to be a decent person afterwards. It can be proved in the book where Nick’s father told him: â€Å"Whenever you feel like criticizing someone, Just remember that all the people in this world haven’t had all of the advantages you’ve had. â€Å"( Fitzgerald,l) this advice, which he has been turning over in his head ever since tells us that he is honest for the fact thathe does not Judge people without getting to know them first. Gonzales #2 Nick has high morality and decency while others do not. For example, â€Å"l was one of few guests who had actually been invited. People were not invited-they went there. † (F. Scott Fitzgerald, 43) Majority went there without an invitation. It shows those people have low morality and are dishonest. In the book Gatsby asks nick to go and tell daisy to meet him for lunch after he tells the story of him and daisy and what occurred with their relationship. He agrees to this gesture because he feels that tom Buchanan is an unfaithful husband and he has witnessed first hand of his affairs. He knows what he is doing is for the best and is looking out for daisy in more ways than ne. These reasons for Nicks integrity that I have stated are only the ones that truly stuck out to me on the contrary though if I re read the book I’m confident that I could conjure up 100 more reasons why he has integrity. In every chapter of the book he is in a circumstance where he must make the right choice, and he never fails to make that choice. In the third chapter atter meeting a lot ot the main characters Nick states â€Å"l am one of the few honest people that I have ever known†( Fitzgerald,54). And I agree with this quote completely. How to cite Tristan Gonzales, Papers

Cognitive Behavioural Therapy for Mental Disorder-myassignmenthelp

Question: Discuss about theCognitive Behavioural Therapy for Mental Disorder. Answer: Background of the patient: The client in the case study is called James. He is a thin guy without any mentioned physical or mental disorder. However behavioural issues had been depicted by the client himself. He lives a happy family life with his wife and three children. They have financial stability as both are working. James work in a music company and his wife acts as registered nurse. Both have been in a stable relationship from the time of school and maintain a comfortable life in each others presence. However, most of the work in maintaining a proper social life is conducted by Jamess wife as he is not comfortable in socialising with people. He states that he lacks the courage to communicate with someone new in his daily life. He faces anxiety when any responsibilities on him regarding communication of performing any social duties arise. Her wife is very helpful and therefore she does all the social duties of the family without pressuring him or blaming him. He was working in small locally owned music st ore where few members worked previously and he developed bonding with them. He was comfortable with the slow pace of work and the warm relationships shared by all. However the company has been now taken over by national music Chain Company and work culture has changed. The fast paced work culture had become difficult for him to handle as it has exposed him to a wide number of customers with whom he needs to talk properly. From the childhood, his behaviour had not affected him much as he had been able to establish his career and a married life. However coming to this age, the problems of his shyness and inability talk at social level had aroused tension in him as he fears to lose his financial strength and also fears the embarrassments he has to go onwards from now on. Details of the problems and formulation: From the evaluation of the symptoms of the patients, the client is diagnosed to be suffering from social anxiety disorder. Dating back to childhood, it can be stated that he had suffered from selective mutism which is one of the forms of social anxiety disorders. As a phobia or communication, a child or an adult with this disorder in front of an individual person or a group of people is unable to speak properly although he has idea about what needs to be spoken to them (Lischenring et al., 2013). In simple words, they are fully capable of speaking but cannot speak in certain situations as they fear or become anxious before initiating the speech. It usually begins form the age of 2.7 to 4.1 years of age which is long before the mean age of social anxiety disorder arises. It gradually becomes apparent when the child enters a communal environment outside the family home for first time (Goldin et al., 2014). If not treated, it continues even to adulthood disrupting the development of qua lity life. Researchers over the years have identified the main causes of the disorder. Different trauma in childhood, minimal brain dysfunction or neuropsychological social cue processing disorder may be a cause. However no such cases are reported for him (Lischenring et al., 2013). The main causes which align with James upbringing is particular parent profile and parent-child relationship. As both the members have been reserved and his father was shy, he had adopted the traits in his cognitive development as researchers state that children pick up traits and characters form parents in their early life as they spend most of the time with them during their cognitive phase of development (Goldin et al., 2014. Until these days, his wife had done most of the work on the social front and therefore his symptoms of social anxiety disorder did not affect his life. He also could not make friends due to his issues of shyness and anxiety to speak to new people. However these are now affecting his professional life and he needs to handle the symptoms effectively. He has always escaped the situations of social communication as his wife had been proactive and considerate of his issues. However in the professional front, he needs to communicate with customers effectively to maintain sales and customer satisfaction. Therefore he has come to consultation centre. The different triggers which have been identified for the client are being introduced to other people (Handling new customers and also making new friends), having to say something in a formal as well as public situation (Like arranging and hosting social gathering), meeting people in authority (like in case of handling parent-teachers meeting in school for his children). Other triggers include feeling insecure and out of place in social situations and also getting embarrassed easily. Moreover others noticed were not meeting eyes and also making phone calls and others. All these need to be handled effectively to make hi m overcome the barriers. Treatment plan: Evidence based journals are of the opinion that cognitive development therapy has proved to be exceptionally beneficial for handling social anxiety disorders. After the completion of this therapy, people have been seen to suffer no longer from fear and anxiety before social communications. Appropriate therapy has been found to be successful in modifying peoples thoughts, feelings, behaviour as well as beliefs (Craske et al., 2014). While developing the treatment plan, the expert should be helping the client to identify the anxious thoughts which are contributing to the mute behaviour. He should be introducing strategies which would help him to be aware of his thoughts (Kocovskil et al. 2013). The strategies should be including recognizing his body symptoms of anxiety and identifying and challenging maladaptive beliefs. Moreover a coping plan would be developed which would help him to tackle his levels of distress (Mansson et al., 2015). Feelings of embarrassment, thinking himself to be incapable, feeling insecure are mainly results of anxiety and feelings of worry and these should be made to understand to the client. James would be taught new information through encouragement about his social skills, his inner powers, his capability to socialise well and empowering him with positive thoughts. James need to taken in what is taught to him by practicing them in homes and other social circles by means of continuous repetition. He would then be registering the new learning in his brain over and over again until it becomes automatic and habitual (Barlow et al., 2016). When James would have learnt properly, he would be able to think, act and feel differently. However this would take persistence, patience as well as practice. However the expert should mainly pay importance to the fact that the client remains adhered with the fact and make it a habit in his life to attain successful modifications of the behaviour. Proposed treatment plan: The treatment plan which should be followed by the expert for treatment of the client would be according to the Heimberg model. This would mainly comprise of 15 sessions with 60 minutes duration for each session. It would also comprise of 90 minutes of 1 session for the exposure. This treatment would require 4 months and would incorporate several important phases. The first phase is called the education about social anxiety. However, before that the expert should be sure that he has the ability to integrate the main elements of the interventions like exposure as well as cognitive restructuring (Bogels et al., 2014). He should make sure that he implements treatment in a manner which would not only be structured but also responsive to the needs of the client. In the first few sessions, the client needs to develop the ability to conceptualise his own social anxiety in the context of the model involving the primacy of cognition as well as negative consequences of avoidance and habituatio n. This would be completed in first two to three sessions of 60 minutes. The nest would be the establishing the hierarchy of feared situations. Here the client would develop the ability to help the client in constructing the hierarchy of feared and avoided social situations. With the help of the expert, he would rank them accordingly to establish the rate of degree or fear associated with it (Hedman et al., 2014). This would require 3 more sessions. The third phase would be the self monitoring phase where the client would be developing the ability to self monitor their anxiety and mood and thereby trying to troubleshoot any potential barriers. He should be doing this in his homework and it would require 2 sessions to confirm his adherence with the treatment model. The fourth is the step called cognitive restructuring which would require the expert to offer him illustrative examples stating the fact that they are not the events which are creating anxiety but are the interpretations o f the events which are doing so. Experts should also appraise the validity of the clients thoughts rather than considering them as wrong (Dagoo et al., 2014). He would also help the clients to make connections between the emotions, behavioural and physiological reactions and help him to challenge the automatic thoughts. The fifth step would be exposure of the client to real life situations and debriefing after exposure ensuring that all the perceptions of the clients have been explored and thereby providing feedback. This would require 2 sessions of 90 minutes. The last three of four therapies would mainly address the core beliefs which would help them to maintain their social anxiety properly in nature. One more 90 minutes session would be important to assure the overall progress of the effect of the treatments and to make further treatment based measures and discuss the issue of relapse (ElAlaqui et al., 2015). This also helps James to employ skills which he has learned, after tre atment ends. References: Barlow, D. H., Allen, L. B., Choate, M. L. (2016). Toward a Unified Treatment for Emotional DisordersRepublished Article.Behavior therapy,47(6), 838-853. Bgels, S. M., Wijts, P., Oort, F. J., Sallaerts, S. J. (2014). Psychodynamic psychotherapy versus cognitive behavior therapy for social anxiety disorder: an efficacy and partial effectiveness trial.Depression and anxiety,31(5), 363-373. Craske, M. G., Niles, A. N., Burklund, L. J., Wolitzky-Taylor, K. B., Vilardaga, J. C. P., Arch, J. J., ... Lieberman, M. D. (2014). Randomized controlled trial of cognitive behavioral therapy and acceptance and commitment therapy for social phobia: outcomes and moderators.Journal of consulting and clinical psychology,82(6), 1034. Dag, J., Asplund, R. P., Bsenko, H. A., Hjerling, S., Holmberg, A., Westh, S., ... Andersson, G. (2014). Cognitive behavior therapy versus interpersonal psychotherapy for social anxiety disorder delivered via smartphone and computer: A randomized controlled trial.Journal of anxiety disorders,28(4), 410-417. El Alaoui, S., Hedman, E., Kaldo, V., Hesser, H., Kraepelien, M., Andersson, E., ... Lindefors, N. (2015). Effectiveness of Internet-based cognitivebehavior therapy for social anxiety disorder in clinical psychiatry.Journal of consulting and clinical psychology,83(5), 902 Goldin, P. R., Ziv, M., Jazaieri, H., Hahn, K., Heimberg, R., Gross, J. J. (2013). Impact of cognitive behavioral therapy for social anxiety disorder on the neural dynamics of cognitive reappraisal of negative self-beliefs: randomized clinical trial.JAMA psychiatry,70(10), 1048-1056. Goldin, P. R., Ziv, M., Jazaieri, H., Weeks, J., Heimberg, R. G., Gross, J. J. (2014). Impact of cognitive-behavioral therapy for social anxiety disorder on the neural bases of emotional reactivity to and regulation of social evaluation.Behaviour research and therapy,62, 97-106. Hedman, E., El Alaoui, S., Lindefors, N., Andersson, E., Rck, C., Ghaderi, A., ... Ljtsson, B. (2014). Clinical effectiveness and cost-effectiveness of Internet-vs. group-based cognitive behavior therapy for social anxiety disorder: 4-year follow-up of a randomized trial.Behaviour research and therapy,59, 20-29. Kocovski, N. L., Fleming, J. E., Hawley, L. L., Huta, V., Antony, M. M. (2013). Mindfulness and acceptance-based group therapy versus traditional cognitive behavioral group therapy for social anxiety disorder: A randomized controlled trial.Behaviour research and therapy,51(12), 889-898. Leichsenring, F., Salzer, S., Beutel, M. E., Herpertz, S., Hiller, W., Hoyer, J., ... Ritter, V. (2013). Psychodynamic therapy and cognitive-behavioral therapy in social anxiety disorder: a multicenter randomized controlled trial.American Journal of Psychiatry,170(7), 759-767. Leichsenring, F., Salzer, S., Beutel, M. E., Herpertz, S., Hiller, W., Hoyer, J., ... Ritter, V. (2014). Long-term outcome of psychodynamic therapy and cognitive-behavioral therapy in social anxiety disorder.American Journal of Psychiatry,171(10), 1074-1082. Mnsson, K. N., Frick, A., Boraxbekk, C. J., Marquand, A. F., Williams, S. C. R., Carlbring, P., ... Furmark, T. (2015). Predicting long-term outcome of Internet-delivered cognitive behavior therapy for social anxiety disorder using fMRI and support vector machine learning.Translational psychiatry,5(3), e530.

Must Individual Rights Be Supplemented By Some Form Of Group Rights Es

Must Individual Rights Be Supplemented By Some Form Of Group Rights There are two main forms of group rights, characterised by the way in which they are distributed and exercised. The first example of group rights is a differential distribution of individual rights. In this model, an individual may have more rights than others on the basis of some kind of 'selection criteria.' The most common being on the grounds of race or ethnicity, for instance in the former South Africa, rights were distributed on a decreasing scale, according to the colour of a persons skin. The second type of group right is a right which a group exercises collectively, it is a right that everyone has, but no one person can use. So in one conception, adding group rights to individual rights would happen on an individual basis. Each person would have a sort of legal checklist of characteristics, making it possible for their specific case to be formulated for them. In the second conception, groups are pre-determined and fixed entities, which act cohesively on all matters. The term 'group rights' refers quite specifically to a certain type of group. First there are the national minorities, who have been forcibly integrated into a dominant culture, and need to be protected from further assimilatory tactics. The second type of group is one which has been marginalised, discriminated against or disadvantaged in some way, either on sexual, racial or cultural grounds. Van Dyke noted two main problems with Britain's post war liberal political theory, the first being the 'veil of ignorance' it adhered to (Stapleton). By starting from the basis of a homogenous society, in which there were no cultural, racial or even sexual boundaries, the theory (as put forward in Rawls' 'A theory of justice') had created an theoretical world which couldn't exist, thus rendering the rest of the theory useless. Other liberal writers such as Mill spoke of there being one minority, defined as intellectual dissidents who set their minds against the majority opinion. His suggestion was a system of proportional representation which would grant people the sort of recognition they deserved on the political scene. In fact, groups are now many and varied, characterised by a number of factors, and affected by more forms of inclusion and exclusion than mere political representation. Inherent in the term is a notion of the overall value of a group, either to the individuals in it or the society as a whole. For a group to be granted rights over and above everyone else in a society, it must be recognised that their existence as a separate group is a useful and desirable thing, Unlike the contractual obligations which underpin membership of a voluntary society, membership of a group defines ones very identity. (Stapleton) That is the view of Iris Marion Young, who advocates special rights which would supplant equal treatment in public policy making. The idea is that these special rights would undermine the effects of oppression and discrimination felt by members of those groups. While there can be no doubt that groups are valuable, this doesn't come anywhere near solving the problem of how best to protect them. For instance her suggestion that groups could have he power to veto decisions which affect them directly would actually lead to a society in which every decision could be vetoed until the oppression and disadvantage is reversed. Although it is suggested that this could be an 'introductory measure,' what's to stop a group vetoing an end to their right to veto. Also, as Kymlicka points out the oppressed groups she refers to would cover 80% of the US population, which defeats the point. One of the things to note here is that Young also advocates the 'self identification' of groups, which is problematic because it undermines the validity of existing groups if a 'counter group' can just identify themselves as being marginalised by the first. Significantly, Taylor thinks that genuine recognition, as opposed to misrecognition, requires an acknowledgment of the way in which anothers identity is constituted within a single, distinct group cultural structure. As Taylor says, the universal demand of equal respect powers an acknowledgment of specificity, where specificity refers to the distinct nature of different, specific