Behavioral Disorders essays

Social Disorders expositions As all guardians and teachers know, every youngster is as a matter of first importance a person with their own specific example of qualities and requirements for development. While this is valid for all youngsters, it is essential to recollect when structuring intercessions for kids with social issue, for example, Attention-Deficit Hyperactivity Disorder (ADHD), Oppositional-Defiant Disorder (ODD), Anxiety or Mood Disorder. There is no normal instructive program for kids with social issue, for example, the ones recorded above in light of the fact that the troubles of any individual kid with this finding will change impressively relying upon age, nearness or nonattendance of related issues, level of scholarly working, and an assortment of different components (Sweeny, 1998). Conduct issue in most kids are described by poor social connections because of limits of forcefulness, lying, rebellion, peevishness, accusing others, brutality, taking, danger, and wrath. Numerous youngsters with conduct issue experience issues observing their conduct to fit the changing requests of both school and social circumstances. Almost the entirety of the practices related with the social issue might be found in typical youngsters every once in a while. The determination is made when the recurrence and ingenuity of these manifestations bring about clinical hindrance in social, scholarly or word related working. Regularly youngsters resort to negative conduct, for example, relapsing or being exceptionally defiant so as to convey sentiments that they in any case can't communicate, or in light of the conviction that their folks are not recognizing their sentiments. Conduct troubles may likewise be an outgrowth of a language issue, frequently when a kid can't promptly comprehend communicated in language or can only with significant effort put words to sentiments. Or then again they might be a piece of a family where verbal correspondence and communicating emotions through words are not empowered (Forness, 1998). Unfortuna... <!

Social Class: Maintaining Divisions Within Society

Social Class: Maintaining Divisions Within Society As social creatures we normally structure bunches for endurance and backing, as the mainstream saying goes No man is an island, and surely, we are most certainly not. We structure social gatherings that join us with each other and give us a feeling that all is well with the world. These gatherings can be made from the most diminutive of reasons, for instance; a gathering of individuals that meet at the bus station each Tuesday at 5am, in the wake of seeing each other routinely they effectively structure union and offer common objectives and standards for example getting the transport on schedule. It is inside these gatherings that we get our social characters. These social characters can be granted inside a little close gathering like a family or in a huge scope bunch like a class in the public eye. Their shared objectives make a us and a them reaction represented by a gathering soul (Tajfel, 1971). This reaction can be a quality, for instance, an incredible title group endeavoring t o win 4x400meter hand off race, find that separating themselves from others could be certain experience that fabricates confidence, making them work more diligently than others and work better. In any case, despite the fact that these social gatherings give us sure characters, protections and so forth., they can simultaneously have a negative impact and make inclination towards different gatherings whether they understand it or not. In this paper, I will talk about how explicit social gatherings dependent on class and status, come to exist and investigate their significance in the public eye. The weaknesses or points of interest experienced by a social gathering inside a layer mirror the measure of intensity they have in the public eye. The force comes coordinated from the assets one is advantaged enough to have, for instance, going from having the option to manage the cost of training, from which, one can pick up work, from which, one can climb to a moderate situation inside an organization, from which, they have the pay to purchase a house, vehicle and pay for medicinal services; to claiming a worldwide chain of cafés, from which, one can bear the cost of an extravagance yacht that offers extravagance travels, creating enough pay to purchase a third house and another yacht or two. This is the reason sociologists accepted that social delineation was the center factor that impacts the sharing of intensity in the public eye. There have been numerous endeavors to decide an integral factor for social force. A few women's activists like Firestone (1971) accepted that all social orders were isolated into restricted sex classes that were the premise of sex imbalances. She contended that all men in the public eye persecuted ladies as a result of the natural, mental and physical weaknesses they encountered because of pregnancy, labor and kid raising. Her thoughts originated from the womens freedom developments in Europe and America during the 1960s and spoke to liberation. In the interim, different frameworks introduced a supressed, racially impacted clarification of social definition. In the nineteenth century, the possibility that race decided explicitly by acquired natural differentiations was the main factor in social layers getting noticeable in the public eye. Gumplowicz (1885) saw ethnic and racial clash as the crucial system of social turn of events. Gumplowicz accepted that it unavoidable and regular f or one ethnic gathering to outperform another, giving possibility for the most grounded to rise. Gobineau (1853-5) and Chamberlain (1899) advanced racial separation and justified the abuse of mediocre ethnicities. Thoughts like these were unfavorable to the apparently substandard ethnicity and fuelled masterminds like Adolf Hilter (1925) who tried to take out mediocre races for the Aryan race. Sexual and racial disparities are verifiably powerful, in any case, they can't be exclusively delegated as the essential drivers of social delineation. Race itself doesn't exist, it is a social build, and there is just a single human race (Gordon, 1964). Ethnicity rather than race, then again, exists, in light of social contrasts springing from history, beginning, religion language and such, be that as it may, it is a disparity that adds to social separation however doesn't exclusively decide the result. Likewise, sexual definition battles to characterize all social division since people flourish in complete seclusion. Men and womens sexual contrasts are the structure squares of society and basic for presence so they can't be the center purpose behind delineation since separation is division of society, they are prerequisites. Neither sexual nor racial disparities can characterize a solitary wellspring of definition since individuals are so muddled and various, they can't exclusively represent the complexities inside society. Different wellsprings of separation are political status, religion or class. Max Weber (1948) recommended that a more extensive viewpoint that joins sex and ethnicity ought to be thought of. He accepted that there were three interesting angles that spread across humankind and affected the conveyance of intensity in the public arena and life risks in their own particular manner. The three perspectives were class (monetary force), status (collective force) and authority (legitimate force). Weber was at first affected Karl Marx and further built up his own thoughts explicitly about class and status. Social class alludes to a cognizant gathering of individuals that share the equivalent financial foundation, whose life chances are chosen by the class they have a place with. The class framework in Britain is a prime model, society is partitioned into the privileged (generally noble families, headed by the Queen); working class (upper-white collar class for example draftsmen, lawyers, significant level specialists and so on.; center white collar class for example th e executives, educators, bookkeeping, social work and so forth.; and the lower-white collar class for example administrative, authoritative and so on.); common laborers (talented for example a white van man or independently employed temporary worker and incompetent for example client assistance or telesales); and the underclass (long haul jobless living off government assistance). Marx (1867) accepted that pretty much every general public was a class society with special case of the most crude social orders since they were littler and lacking. He saw having methods for creation, particularly property, was the choosing impact in social division. He proposed society was of entrepreneur nature, recognizing two obvious classes: the bourgeoisie and the low class. The bourgeoisie claimed the methods for creation and inferred dominant part, if not, the entirety of their salary from capital. They were known as the industrialist class. On the converse were the low class, who didn't claim any methods for creation and rather work for the bourgeoisie. They were known as the average workers. The bourgeoisie, possessing the methods for creation, kept larger part of the riches produced by the low class; the bourgeoisie got surplus incentive from their assets, then, the low class just got a little level of their financial worth. He accepted that talented work specifically had more prominent worth and merited higher wages. Marx unequivocally accepted that the working class were mistreated to the degree that the existed in a condition of bogus cognizance, where they were content with their hardship. He accepted that after some time the classes would fall because of inside clash and a transformation would follow. He accepted the answer for the class framework was successful socialism. Weber, affected by Marx, overruled the possibility of viable socialism, feeling that the working class insurgency was exceptionally impossible in light of the fact that the intensity of bogus awareness was excessively solid. He comprehended the bourgeoisie/working class relationship was not all that highly contrasting. There were hazy areas, for example, the director that doesn't possess the methods for creation and administers the working class however doesn't get surplus not to mention getting their reasonable wages. He recommended the conveyance of intensity was not established absolutely in monetary force. Both the ownership and non-ownership of financial resources scatter power in the public arena on the grounds that from the two roads salary is made sure about, for instance, working for an organization is work which must be purchased by the business, accordingly, giving pay/capital by means of the non-ownership of monetary resources. Weber saw class divisions as having monetary premise just and that exclusively class alone couldn't condition individuals into layer. He accepted that the expansion in compensation that Marx looked for after would, whenever in all actuality, would deliver circumstances and logical results understanding from critical changes in ways of life, thusly making threat in the hindered gatherings. This upset would be prodded by normal intentions rather than mix from bogus awareness. Rather than simply class, there were two additional viewpoints deciding appropriation of intensity and life risks in the public eye: status (collective force) and authority (definitive force). Status, for instance, held ground when it came to noticeable strict figures/writers that were exceptionally critical in the public arena with minimal monetary force. Definitive force could be executed by a senior cop that has a great deal of power yet not a ton of property. Different reactions were that the limits between different gatherings are practically difficult to determine. Likewise, an ethical position was not distinguished, regardless of whether the thought processes in the division where fortunate or unfortunate. Dahrendorf (1959) additionally referenced that in numerous western social orders there are genuinely huge white collar classes since training was increasingly pervasive and accessible, making the chance to advance. Weber comprehended that dissimilar to Marx, clarifying separation in just terms of monetary elements was irrational and focusing on the significance of non-financial elements. He further built up his thoughts on the non-financial factor of status. Economic wellbeing alludes to the positioning of a person in a general public as better or sub-par concurring than the qualities that they share for all intents and purpose. It is the notoriety of the individual conceded by way of life and obligations, directing their life risks, those that effectively comply with the necessary standard get amazing privilege an

Coping With Social Anxiety Stigma

Coping With Social Anxiety Stigma Social Anxiety Disorder Coping Print Coping With Social Anxiety Stigma By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Steven Gans, MD on October 06, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 09, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children g-stockstudio/istock Social anxiety stigma is no different than the stigma surrounding any other mental health disorder. While the stigma may take a slightly different form than, say, that against schizophrenia or borderline personality disorder (BPD), the outcome is the sameâ€"people are made to feel shame about a problem over which they have little control. In the case of social anxiety disorder (SAD), the very thing that people fear the mostâ€"negative evaluation by othersâ€"becomes their reality. Its not enough that their own minds cause them to worry endlessly about what others think, but now they have confirmation that people do in fact have negative opinions about them. Even though we live in an age when there are effective treatments for many mental illnesses, social anxiety included, people still go months, years, decades, and even lifetimes without ever receiving treatment. Its an unfortunate situation that will only be reversed by bringing mental health into the forefront of medical care and public perception. What Is Stigma? Lets back up a bit. What exactly is stigma? In the  simplest sense, stigma refers to devaluing a person based on some characteristic of that person. We typically might think of stigma as related to being of a certain ethnic background or coming from a certain economic class.   In the case of mental illness, stigma may be present in the general public but also among healthcare professionals. In this way, if you think of a person with social anxiety disorder, they may face criticism from friends and family members for not performing well socially and may face a doctor who misses symptoms or brushes them off. Stigma can also be thought of as related to the person with the illness or the act of seeking treatment. A person with SAD may be stigmatized for having symptoms of social anxiety, but also may experience stigma for seeking help for a problem that some may feel is all in their head or that everyone deals with. Social Anxiety Stigma Weve already touched on this a bit, but social anxiety stigma tends to involve the idea that social anxiety is normal and avoidable. Its just shyness after all, right? You may face patronizing attitudes from friends or family who dont believe anxiety is a real problem and that you should be able to get over it on your own. Among children and teenagers, there may even be bullying or cruelty as part of stigma aimed at those with social anxiety. Rather than feeling sympathetic, some may choose to put down kids or teens they view as weak or socially awkward. What Are the Effects of Stigma? Unfortunately, the effects of stigma related to social anxiety disorder are numerous. Below is a list of some of the most pressing issues that stigma brings to the forefront. Problems with self-esteem. People who live with stigma about social anxiety are more likely to experience low self-esteem, low self-efficacy, and poorer quality of life, according to a 2015 study in the American Journal of Orthopsychiatry. Non-evidenced-based treatments.  When a disorder is poorly diagnosed or undiagnosed, this can lead a person to seek alternative treatments that may not have scientific backing. Failure to seek treatment.  Most people with social anxiety disorder are afraid to admit they have a problem, and stigma only makes this worse. You may fear effects on your job and relationships as a result of admitting that you have a problem. Misdiagnosis. Stigma may lead doctors to misdiagnose SAD, particularly if they fail to take symptoms of the disorder seriously, or fail to ask about them at all (after all, what socially anxious patient is likely to bring up the problem on their own)? Both the public and health professionals may fail to recognize social anxiety as a disorder or believe that it is just normal shyness. Mismanagement. Stigma may cause a doctor not to fully investigate symptoms or lead to a poor understanding of appropriate treatments.   Creates barriers to care.  External stigma may be internalized in people with social anxiety, making them even less likely to seek treatment. If you start to feel bad about the way you are feeling, you will be less apt to admit you have a problem and try to get help for it. Creates an unsupportive environment.  Mental health issues are best treated within a supportive atmosphere. Stigma creates an environment lacking support, such that it is difficult to reach out for help. If you have a mental health issue, support is key, especially in the early stages. Imagine, as a person with SAD, calling up your doctor and being spoken to in a critical way by the receptionist?   Suicidal ideation.  In a worst-case scenario, a person may feel unable to get help due to stigma and have thoughts of suicide, particularly if SAD is combined with another mental health issue such as depression or bipolar disorder. Seek Treatment With the 7 Best Online Anxiety Support Groups Source  of Stigma We can begin to better understand how to counteract stigma by learning what causes it. In general, the main cause of stigma is lack of understanding. This lack of understanding may result because a person has never experienced mental illness themselves or because they are not aware of the types of mental disorders that exist (or that social anxiety disorder is one of them). How to Reduce Stigma Now, we get to the most important messageâ€"how can we reduce stigma related to social anxiety disorder? Its not going to be a simple fix, unfortunately, and will require changes in attitudes through education. Below are some steps that can be taken by you, the public, and the mental health professions to work toward reducing the impact of stigma: Public service messages.  Yes, thats rightâ€"good old public service messages. Think of these as like commercials for the better good. If they get out there and are heard enough times, the message starts to get across. While in the past these have typically been on television or radio, new media and social media has provided lots of channels to get the message out. When is the last time you shared a mental health post on your Facebook, Twitter, or Instagram account? Talk about your struggles.  Yikes! Sounds scary perhaps, but imagine if everyone with SAD told one other person about something they went through. The elephant in the room might finally go poof, and the disorder that hides in the shadows might see some light. When is the last time you told a story about your social anxiety? You might be surprised who can relate or who might have a story too. Encourage people to read books.  Yes, it can really be that simple. Encourage your friends, family, colleagues, neighbors to read true stories about mental illness. These books can be eye-opening experiences, particularly for those who have never experienced such things first-hand. If you are a family member of someone with mental illness, read these books yourself. Share your experience as a celebrity.  Thank you Donny Osmond, Barbra Streisand, Zack Greinke, Jonathan Knight and others for your candid sharing of your struggles. If you are a celebrity with social anxiety, tell stories or write a book about what youve been through. People look up to you and you have the chance to help reduce stigma surrounding this disorder. Be open.  This applies to everyone, but lets direct it at the public and the mental health professionals. To the publicâ€"be open to the possibility that not everyone experiences life the way you do. Be open to learning about and understanding the struggles of the mentally ill. To mental health professionalsâ€"be open to the possibility that the person sitting in your office may have a different problem they are not sharing. Ask questions about social anxiety symptoms and take the answers seriously. Break the silence.  Worldwide, lets work toward breaking the silence about mental health  for social anxiety disorder and all mental illness. Lets follow in the footsteps of countries such as Australia and the UK that are working toward integrating mental health care and therapy as part of routine care. A Word From Verywell Are you feeling motivated to reduce stigma toward social anxiety and mental illness? Or are you a person living with undiagnosed social anxiety hoping for an opportunity to share your story and obtain help? Regardless of your situation, there are numerous baby steps that you can take to help reduce stigma or move toward self-disclosure. Consider your options, choose the smallest step you can take that will get you moving in the right direction, and then take action.

A Comprehensive School Counseling Program - 905 Words

Foundation A comprehensive school counseling program is needed to function effectively in the service of children with respect to race, gender, age, socioeconomic status, social/personal development and academics. With a paradigm shift in how counselors respond to students, the focus has turned from what Bowers calls â€Å"entitlement to performance.† In an effort to implement a comprehensive program this high school has been identified as a candidate This high school has an enrollment of approximately 2000 students; 49% white , 32% black, 10% Hispanic, 5.4% Asian or Island Pacific, 3% Multi racial and .6% Native American. Additionally, 17.3% of students are classified in a special education program, and 24.8% of the student population has free or reduced lunch. The student suspension rate was 2.2% with no expulsions during the past school year. What are some of the concerns with this school? Large numbers of individuals who do not perform well on standardized tests. They also have no experience with volunteering outside of two or three clubs. In preparation for careers they are not adequately prepared to fill out an application, write a resume and effectively perform well in an interview. Our population of underrepresented students have an issue connecting with teachers creating a disconnect with their education and desire to want more for themselves. We have to create a culture of individuals who are career ready and not scrambling at the end of senior year trying to find outShow MoreRelatedThe Comprehensive School Counseling Program1664 Words   |  7 PagesThe Comprehensive School Counseling Program Notebook which follows the ASCA National Model third edition was created in School Counseling Programs. This notebook is divided into four components as directed by the comprehensive school counseling program: foundation, delivery, management, and accountability. The Foundation section includes my core beliefs, my vision, my mission, rationale, descri ption, and goals of the program at Mountain Home Junior School. Delivery, Management, and AccountabilityRead MoreComprehensive School Counseling Program Evaluation Essay890 Words   |  4 Pages In order to provide a comprehensive school counseling program (CSCP) that meets the unique needs of Ocean Elementary School, the school counselor must understand the needs of the school. Therefore, conducting a needs assessment can help a new school counselor to evaluate the CSCP in order to plan, implement, and improve the effectiveness of the program (Astramovich Coker, 2007). Additionally, utilizing the accountability bridge counseling program evaluation model, a continuous evaluation cycleRead MoreApplying A Comprehensive School Counseling Program1790 Words   |  8 Pagespurpose of this paper is to determine my preferred style of counseling, the factors which went into making this determination, and how I will implement them into a comprehensive school counseling program. My journe y in becoming a school counselor also includes; my own personal characteristics, my position on ethical, legal, and social responsibilities, as well as, my perception of the relationships of importance working within a school and community. 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Three main goals of this study are to: (a) examine student achievement as measured by . . . . to determine if it is increased in schools that use a more fully implemented program based on the ASCA model, (b) examine if the comprehensive program is reaching all students regardless of gender, race/ethnicity, social-economic status (SES), etc. and (c) examine ifRead MoreAccountability in School Counseling Program Essay1351 Words   |  6 PagesAccountability and the Use of Data in School Counseling and Educational Systems Melissa Hattaway Lamar University CNDV 5330 Accountability and the Use of Data in School Counseling and Educational Systems Over the years, literature has expressed the need for, and importance of, accountability for student outcomes in order to give school counselors valuable data to assess and improve goals (Dahir Stone, 2009). 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Diversity make up includes:Read MoreThe Victims Of Children With Disabilities1331 Words   |  6 Pagesdisabilities resided in state institutions. Many of these restrictive settings provided only minimal food, clothing, and shelter. These institutions did not have the individuals with a disability assessed, educated, or rehabilitated. In 1970, U.S. public schools educated only one in five children with disabilities. Many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed, or mentally retarded. (Archived: 25 Year History of the IDEA) Society often felt

Internship Reflection Essay example - 1355 Words

It has been a while since I started at the internship and I am really glad I decided to work here. I think the experience in this area is a good preview of my career and future. I am learning some important skills and finding out some things about myself and the tough skin I will need in order to stay in the area of juvenile support. One of my responsibilities involved checking the messages from the days before on the office phone. I found that some of the potential mentors sounded older. This got me wondering about the age limits of the mentors. I knew they had to be at least 18, but was there an age cap? Could a 30-year-old join the team and be the mentor to a 12-year-old? I though about the different ways that these relationships†¦show more content†¦They gave me the basic idea of what was going on with them and how the family could use the support. At this point when I asked what prison the parents were in, they said county. It was then my job to break them the bad news and let them know that their child did not qualify for the program. In my search for organizations that are involved with the system and the families surrounding it, my supervisor referred me to the School District of Philadelphia alternative schools. These are schools children are transferred to based on behavioral problems. Coming from the school district, I have already heard of these schools and knew some of the possible places to contact. Although I have previous knowledge, I decided to start at the school district office to get a list of all the alternative schools. This is where I hit one of the first barriers on my path of recruitment. The school district gave me the biggest run around, sending me from one office to another, then transferring me to completely different buildings and programs. No one seemed to have the answer. I wondered why the home office of all the schools did not have a list available of the possible alternative schools. I then decided to try my search on the internet. I figure, there had to be some sort of list out on the web, but even that was a failed attempt. All I could find was a list of all the schools that were not regular admissions and I could not decipher the alternative versus the remedialShow MoreRelatedReflections On My Plant Engineering Summer Internship At United Parcel Service2475 Words   |  10 PagesReflections on my Plant Engineering Summer Internship at United Parcel Service Introduction My Plant Engineering (PE) internship experience at United Parcel Service (UPS) allowed me to utilize all that I have learned at Florida Polytechnic University and apply it to real-world work experience. Thus expanding upon my previous knowledge while simultaneously allowing me to grow in new ways that cannot be taught in the classroom. Interning at UPS has helped highlight my fortes and flaws as notRead MoreInternship Reflection : Summer Internships1402 Words   |  6 PagesSummer Internship Reflection Jorry Zhang It’s no secret that internships are the most effective way for students to gain work experience before graduation. In fact, studies show that 7 out of 10 internships turn into full-time jobs. Summer internships provide extremely valuable experience in my chosen field, and they are also plentiful. Because I m too busy to commit as an intern during the school year, the summer could be a great option for me. During this summer break I interned at a network companyRead MoreInternship Reflection754 Words   |  4 PagesI had an amazing time on the ranch for my internship, and feel like I learned a lot about communication and trust. We were given so much responsibility on a daily level that you learned to communicate well with the people around you. 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Ages 0-5 was a new population that I would have been working with and I had no prior experience. Therefore, I knew that there was a lot to learn in this new population. At first, it was very difficult because I had to adjust to the rhythm of the agency in regards of their work (i.e., cli ent notes, home visits, and meetings). I am only there at the agency for 2 days so our duties as clinicians can become overwhelming if not managed on time andRead MoreInternship Reflection1969 Words   |  8 Pagesbecause I never thought to become a tax attorney. At this internship I was able to do basic accounting tasks like balancing checkbooks, booking to general ledger, going over profit and loss statements, and creating balance sheets, but I was also able to do things like help work on and prepare documents for different tax cases. This opened my eyes to a possibly a new career path that I can look into taking in the future. 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A few weeks laterRead MoreInternship Reflection Essay870 Words   |  4 Pagesthis short internship are ones that I should not have ignored. That includes ideology that social workers should be honest and trustworthy. As I reflected, I have lost my time I considered it not wasted due to the fact I have touched a few lives, while I was there. The main events that happen that seem that I am responsible for that includes an act of God the hurricane. I recalled going to an interview at Recovery First, and I thought the conversation went well and given the in ternship. I informed

The Real World of Technology Free Essays

This essay is in context to Ursula Franklin’s â€Å"Real World of Technology†. Urusla Franklin is an Author, research Physicist, Metallurgist and Educator. She was born on 16th September, 1921 in Munich, Germany. We will write a custom essay sample on The Real World of Technology or any similar topic only for you Order Now She is known for this reading, The Real World of Technology, which is based on her 1989 Massey Lectures, and The Ursula Franklin Reader: Pacifism as a Map, a collection of her papers, interviews, and talks. In this reading, the Author, Franklin has named the title â€Å"The Real World of Technology† because she wants to speak out or tell the real truth about technology. She wants spread awareness to the world regarding the ill effects of technology on humanity. If left-unchecked technology will eventually destroy society as we know it. She differentiates the use of technology in the past, what it is at present and what it will be in the future. Franklin illustrates her point by focusing on the effects technology has had on society and cultures in the past. She uses examples from China before the Common Era to the Roman Empire, with a majority of examples coming form the last one hundred and fifty years. Such as the Industrial Revolution and the invention of electronic mail. Franklin contends that for society s sake, people must question everything before accepting new technologies into their world. In the book, Franklin s argument urges people to come together and participate in public reviews and discuss or question technological practices that lead to a world that is designed for technology and not for society. The Real World Of Technology attempts to show how society is affected by every new invention that comes onto the market and supposedly makes life more easy going and hassle free while making work more productive and profitable. The lectures argue that technology has built the house in which we live and that this house is continually changing and being renovated. There is very little human activity outside of the house, and all in habitants are affected by the design of the house, by the division of its space, by the location of its doors and walls. Franklin claims that rarely does society step outside of the house to live, when compared with generations past. The goal for leaving the house is not to enter the natural environment, because in Franklin s terms environment essentially means what is around us that constructed, manufactured, built environment that is the day-in-day-out setting of much of the contemporary world of technology. Nature today is seen as a construct instead of as a force or entity with its own dynamics. The book claims that society vies nature the same way as society views infrastructure as something that is there to accommodate us, to facilitate or be part of our lives, subject to our planning. Franklin writes in-depth about infrastructure and especially technological infrastructure. She claims that since the Industrial Revolution, corporations as well as governments using public funds have invested heavily into technological infrastructures and that: the growth and development of technology has required as a necessary prerequisite a support relationship from governments and public institutions that did not exist in earlier times. Franklin feels that the current environmental crisis that is facing the world–polluted air and water, acid rain and global warming to name a few, are due to the infrastructures built to support technology and its divisible benefits. Because of the newfound relationship between government and the private sector and the fact that these infrastructures can’t be built without the governments of the world, the state is just as much to blame for the current condition of the environment as any polluting cooperation. The difference between a private company and the government, Franklin insists, is that citizens surrendered some of their individual autonomy (and some of their money) to the state for the protection and advancement of the the common good – that is indivisible benefits. When governments do not attempt to stop the destruction caused by the creation of these infrastructures, the government is doing a disservice to its citizens. Just as the Industrial Revolution led to productive and holistic divisions of labor, she fears that new technologies non-communication technologies How to cite The Real World of Technology, Essay examples

Psychoactive Drug Testing on Animals

Theories have been suggested towards the psychotic like traits in animals that have been subjected to psychoactive drugs. The proposed theories were accompanied by research experiments to evaluate the effects of psychoactive drug testing in animals. Psycho active drugs refers to drugs that have a significant effect on the behavioral characteristics of animals; both human and non human organisms.Advertising We will write a custom essay sample on Psychoactive Drug Testing on Animals specifically for you for only $16.05 $11/page Learn More The alterations in behavioral traits of animals due to psychoactive drugs are primarily attributed to the changes in the brain functions or inhibition of certain brain components in animals which ultimately translates to changes in moods, behavior, and consciousness of the animals. Psychoactive drugs are known to bring subjective changes with regard to consciousness, for instance alertness that is observed in animals that have been subjected to psychoactive drugs such as caffeine and cocaine. Apart from psychoactive medications, there are many other substances that are responsible for psychotropic behaviors in animals. Such drug substances include alcohol, cocaine, marijuana, opium, caffeine, heroine and nicotine that are well known to have profound effects on animals such as cats, spiders, rats and other animals (Stahl 159). Psychoactive drugs can be classified primarily into four categories: antipsychotics which are used for treatment of states of agitation; antidepressants which are used for depression treatment; mood stabilizers; anxiolytics which are used to treat anxiety states; physiostimulants which are used to increase the physical performance of the animal’s body; Nootropics which assists in the cognitive functions of the human brain (Spiegel Hossein 135). This research paper attempts to explain the theories, hypotheses and effects of psychoactive drugs on animal drug testing. Theo ry oriented issues on psychoactive drugs Research in the field of psychopharmacology have inferred the probability of utilizing psychoactive drugs using experimental approach for theory oriented objectives: a central research strategy for the physiological psychology is through the administration of psychotic drugs to human and non human organisms (Stahl 145). Theoretical approach is different from the other classical approaches to psychopharmacology such as lesions which attempt to evaluate the effects of different doses (in terms of quantifiability and reversibility) to evaluate the effects of psychoactive drugs on animals. The only feasible method to study the effect of psychoactive substances in animals, for example rats and mice is through experimental administration of the psychoactive drugs into the animals and monitoring behavioral and performance traits (Spiegel Hossein 202).Advertising Looking for essay on health medicine? Let's see if we can help you! Get your firs t paper with 15% OFF Learn More Questions concerning the relationship between behavioral characteristics and the animal brain may be evaluated through establishing the relationship between the dopaminergic functions, and specific aspects that are vital in determining attention and motivation. Theory oriented approach towards pharmacology emphasized on the relationship between changes in animal behavioral traits and drug actions. It was shown that test subjects with high levels agitation had responded differently to psychoactive drugs compared to those with less anxiety. This difference in response is asserted by the theory of activation; due to the different levels of arousals which is subjective to the levels of and agitation in the animals under test (Spiegel Hossein 205). Hypotheses in psychopharmacology The hypothetical approach towards psychopharmacology was due to the need to have analytical explanations of the physiological and psychological concepts that are relate d to the effects of psychoactive drugs on animals. Early speculations suggested disturbance on the in the brain in terms of biological perspectives, but analytical approaches that were required to approve or disapprove the suggestions were not obtainable; therefore, the rise of hypothetical approaches towards psychopharmacology. Some of the suggested hypotheses are outlined below (Spiegel Hossein 150). The serotonin hypothesis of Schizophrenia This hypothesis was first postulated by Woolley and Shaw; two American biochemists, during 1954. The hypothesis stated that Schizophrenia like traits that are exhibited in animals is primarily due to disturbances during the setoninenergic neurotransmission in the animal brain (Stahl Lerer 160). Schizophrenic traits in animals include rapid changes in the animal personality and moods of the animal test subject. The hypothesis has a number of supporting facts which include: the psychotropic actions of the LSD (lysergic acid diethylamide), whic h has the capability to trigger alterations in perceptions, thoughts and also feelings in the animal’s brain. The LSD also has the capabilities to block the activity of serotonin which was proved later in various tests (Stahl Lerer 162). Woolley and Shaw were of the view that serotonin is present in the animal brain and functions as a neurotransmitter, it was therefore speculated the psychotropic effects in animals associated with LSD’s ability to resist the effects of the serotonin on the animal brain; therefore it was reached that disturbances in the serotoninergic neurotransmission is primarily responsible for psychotropic disorders in the animal test subjects (Stahl Lerer 162).Advertising We will write a custom essay sample on Psychoactive Drug Testing on Animals specifically for you for only $16.05 $11/page Learn More Despite of the enough scientific evidence and appeal, the serotonin hypothesis of Schizophrenia was soon refuted due to its conflict psychopathological and pharmacology research finding that revealed that the psychotic symptoms in animal test subjects that associated with LSD differ from the typical symptoms that are associated schizophrenia. Although this hypothesis was refuted fast, it was important in two aspects: it facilitated the proposition of serotonin assay methods and provided proof that serotonin is not present in the brain, it also served as a prototype for the other forthcoming hypotheses (Stahl Lerer 163). The dopamine Hypotheses of Schizophrenia The drawback of the serotonin hypothesis of schizophrenia was that it lacked direct correlation with the properties associated with psychoactive drugs. The context of dopamine hypothesis is different because all known psychoactive substances have an inhibitory effect in the dopaminergic neurons in the animal brain, although they differ with respect to pharmacological side effects on humans. The hypothesis assumes that the antipsychotic nat ure of chlorpromazine and other similar neuropletics is significantly determined by their cataleptic potential; their capability to induce catalepsy in animals. This hypothesis lost its credibility during the discovery that thiorodazine, which is a similar neuropletic to chlorpromazine had little effects (Stahl Lerer 155). Despite the critic that followed the hypothesis, there were a number of adjustments to the dopamine hypothesis on schizophrenia. The argument of the hypothesis that neuropletics act through blocking of the post synaptic dopamine receptors is still consistent with majority of pharmacological research observations (Stahl Lerer 155). The catecholamine hypothesis of Depression The hypothesis was first suggested during 1965 by J. Schildkraut. The hypothesis states that majority of depression like behavior in animals are due to part or total deficiency of catecholamine, which functions at the receptor sites in the animal brain. The hypothesis was consistent with the c linical and pharmacological research findings (Schatzberg Nemerof 199). The catecholamine hypothesis can be attributed for the bringing together of several pharmacological research findings but contradicted many clinical observations, especially the delay on the onset of action of the anti depressant drugs on animal test subjects. The same applies to the serotonin hypothesis (Stahl Lerer 124).Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The serotonin hypothesis of depression The serotonin hypothesis of depression states that majority of depression traits in animals are due to absolute deficiency of serotonin in some of the parts of the brain. A number of arguments have been suggested to support the hypothesis (Schatzberg Nemerof 200). There is also a number of pharmacological finding that support the serotonin and catecholamine hypothesis of depression. Depressions like traits in animals are not a single disorder; there are depressions that related to the serotonin deficiency and on a similar account catecholamine deficiency (Schatzberg Nemerof 205). Effects of psychoactive drugs The effects of psychoactive drugs on animals can be viewed from the following perspectives: drug oriented, which is primarily defined by the compound composition of the psychoactive drug; methodology oriented, which is defined by the sensitivity of the animal under the drug test to the psychoactive drugs; theory oriented, which described by analysis of the brain behavior of the animal under test due to the psychoactive drug use; practical oriented which describes the effects of psychoactive drugs on everyday activities (Schatzberg Nemerof 205). There are a number of effects associated with psychoactive drug uses which are outlined below according the results of psychoactive drug testing on animals. Psychoactive drugs usually have strong effects on animals. Some of the psychoactive drugs that significantly affect animals in different ways include: caffeine, LSD, marijuana and many more. Majority of Pharmacological research concerning the effects of psychoactive drugs reported that at small concentrations, psychoactive drugs have an effect on the feeding behaviors of insects and molluscs. At high concentration, it is reported that psychoactive drugs could cause death on the test subjects (Schatzberg Nemerof 206). Psychotic drugs usually have notable effects on the animal test subjects; these effects can be describe d principally as being subjective effects. In addition, there are effects that may be noticed by the observer, such as performance deterioration. Such effects are generally termed behavioral effects. A study on spiders revealed that spiders constructed more disordered webs after being subjected to psychoactive drugs than when they have not been subjected to psychoactive drugs (Schatzberg Nemerof 208). A research by a German pharmacologist, P. N Witt on the effects of psychotic drugs on spiders revealed that the shape and size of the webs constructed by the spiders varied significantly when the spiders were subjected to the psychotic drugs. At smaller amounts of caffeine, the webs were a little regular with uniform radii. At higher doses of about 100 microgram per spider, the webs were much more disoriented and irregular (Schatzberg Nemerof 205). This implies that psychoactive drugs are responsible performance deterioration in animals such as spiders. It is widely believed that oth er plants developed psychoactive substances in their leaves in order to serve as a protection mechanism against the harmful animals such as spiders. Another category of psychoactive drug use effect is the neurophysiological effects which primarily affect the functionality of the animal brain. This is primarily responsible for observations of hyperactivity and tremor in animal test subjects. Various parameters are used to measure the extent of the effects of the psychotic drugs on animal test subjects (Schatzberg Nemerof 197). During 1984, a pharmacologist named Nathanson carried our research on the effects of psycho stimulants on arthropods and molluscs. Cats that were subjected to higher doses of caffeine revealed higher levels of hyperactivity; as evidenced through licking of their cheeks, rolling over the ground and to some extent sexual arousal (Stahl 156). Another effect that is associated with the testing of psychoactive drugs on animals is the alterations in the behavioral t raits of the animal test subject. Psychotic drugs have reported increased effects on the alterations of animals’ behavior. This is due to the effects of the drugs on the way the brain functions. Any change in the dopamine levels in the animal test subject’s brain is sufficient enough to induce behavioral change in the test subjects (Stahl 198). Behavioral pharmacology research studies have indicated that rats and mice that have been subjected to small doses of cocaine have higher response rates than ordinary rats and mice. Conclusion Psychoactive drugs use is bound to cause harmful effects on the animal test subjects. These psychological effects are primarily attributed due to alterations in the brain functionality as the above theories and hypotheses suggests; this explicitly explains the hyperactivity and tremor behavior in animals that have been subjected to psychoactive drugs. Some of the common physiological effects that are associated with the use of psychoactive drugs include mood alterations, consciousness and drowsiness, which are primarily due to impairing the functionality of the brain. All the hypotheses are drawn from one perspective; a given substance is antagonistic towards the brain activity and that is the underlying principle that explains the nature of psychoactive drugs (Spiegel Hossein 205). Works Cited Schatzberg, Alan F. and Nemeroff B. Charles. Essentials of clinical psychopharmacology. Washington, D.C: American Psychiatric Pub, 2006. Print. Spiegel, Renà © and Hossein Fatemi. Psychopharmacology: an introduction. Chichester: John Wiley and Sons, 2003. Print. Stahl, Stephen. Stahl’s essential psychopharmacology: neuroscientific basis and practical applications. New York: Cambridge University Press, 2008. Print. Stahl, Stephen and Lerer ,Bernard. Evidence-based psychopharmacology. New York: Cambridge University Press, 2008. Print. This essay on Psychoactive Drug Testing on Animals was written and submitted by user Al1ya to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.