Is The American Education System Working - 936 Words

Is The American Education system working? Student loan debt is responsible for $1.2 Trillion of the US s national debt. Over the past several years, the youth of this country’s futures have been based off of social status and test scores. A student from the suburbs of a wealthy community is more likely to go on to a prosperous four year college than a colored male or female from the inner city. These are facts that should not be overlooked; by any means. This subject is not black and white or rich and poor but the battle between the state, and federal government against the youth. The US education system, state and federal are not working properly. For roughly thirty years, international test scores have shown that the United States is falling behind in the education rankings. Many Asian and European countries have much higher test scores. Professionals have argued for years that these rankings are â€Å"Threatening the country’s economic growth†(Carnoy). One test in one year compared to all these countries is very inaccurate and should not be taken so literal. Being that the US is so large, each state is in charge of their own education systems. Many different rules and the way exams are graded could be a variable that is being overlooked year after year. Another variable being overlooked is social class(Carnoy). In many countries, only those who come from middle to upper classes may go to school(Carnoy). Along with that, many there are various regulations that are muchShow MoreRelatedWorking Class Students and Higher Education Essay1325 Words   |  6 Pages　　　　Working Class Student s and Higher Education 　　　Authors Michelle Tokarczyk, Peter Sacks, Robert Haverman and Timothy Smeeding all write about certain problems that working class students are facing in education in the U.S. , especially in college education which is usually defined as higher education. 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Psychoeducation Effectiveness on Military - Free Essay Example

Sample details Pages: 6 Words: 1651 Downloads: 5 Date added: 2017/09/22 Category Advertising Essay Type Argumentative essay Tags: Military Essay Did you like this example? Psychoeducation Effectiveness on Military with PTSD ABSTRACT This research paper explores medical professional’s use of psychoeducation in the treatment of Post traumatic Stress Disorder (PTSD) with military personnel. Through my research I wanted to find in depth narratives outlining the following questions: Is psycho-education a suitable intervention technique in the treatment of PTSD? If so, when is it correct to use or integrate psychoeducation in the treatment process with military personnel? Also, what have been the results in using psychoeducation as a type of treatment for PTSD with individual military personnel? How do you assess the success of this intervention? Results from exploring the meaning and understanding of psychoeducation, and the effectiveness in the treatment of PTSD revealed subjective results due to timeframe and situation of use with the treatment technique. The data collected from the research suggested the need for more research to be per formed on the effectiveness and best practices of the use of psychoeducation in the treatment of PTSD. Post-traumatic Stress Disorder (PTSD) has captured the minds and imagination of the American public especially during this time of war. With the increased violence due to the war in Iraq and Afghanistan, many Soldiers are affected by the violence and the trauma associated with conflict. Post-traumatic stress disorder is defined in the dictionary as a mental disorder, as battle fatigue, occurring after a traumatic event outside the range of usual human experience, and characterized by symptoms such as reliving the event, reduced involvement with others, and manifestations of autonomic arousal such as hyper-alertness and exaggerated startle response (Posttraumatic stress disorder. Random House Unabridged Dictionary. Soldiers throughout history have had to deal with the mental, physical and emotional stress associated with combat. Many of the returning Soldiers from the Iraq War h ave indicators of combat related stress or are diagnosed with PTSD. In a speech to the U. S. House Committee on Veterans Affairs’ Health Subcommittee Col. Charles Hoge, M. D. , Chief of Psychiatry and Behavior Services at the Walter Reed Army Institute of Research stated that 19% to 21% of troops who have returned from combat deployments meet criteria for PTSD, depression or anxiety. Of these, 15% to 17% of troops who served in Iraq and 6% of those who served in Afghanistan had PTSD symptoms when surveyed three to 12 months after their deployments. In general, PTSD rates were highest among units that served deployments of 12 months or more and had more exposure to combat (Kaplan, 2006, p. 1). The Department of Defense has initiated numerous resources such as Military OneSource, pre/post health assessments, and has increased the behavioral health services that military personnel, veterans can use for mental health resources (Kaplan, 2006). There are several therapeutic a pproaches used in the treatment of PTSD, which include Psychotherapy, Cognitive Behavioral Treatment, Family Systems theory, group therapy and psychoeducation. However for the current research, I have chosen to focus on the effectiveness of psychoeducation in the treatment of combat related trauma, also known as PTSD, with military families and veterans, because of the limited body of literature and its flexibility of use with individuals, groups and in a variety of treatment. Psychoeducation has proven to be an effective method in the treatment of many mental illnesses including PTSD. The research strongly suggests that psychoeducation can be effective in reducing symptoms, hospitalization and stigma in a person’s diagnoses with PTSD while providing support and cost efficient treatment. Since the inception of PTSD, several theories of treatment have been introduced focusing on varied aspects of the biological, social and psychological reasons for the development of PTSD. According to the Handbook of Post-Traumatic Therapy, while theories vary, they all had 6 similar assumptions on how trauma affects the individual. Trauma impacts the person’s â€Å"psychobiological state, changes in learned behavior, changes in cognitive processing, changes in self-structure, changes in interpersonal relationships, and the nature of the stressors experienced within the time-space framework of a culture at a historical moment† (Williams, 1987, p. 15). It is important to recognize that each individual has a unique and diverse symptom pattern of PTSD (Wilson, Friedman Lindy, 2001). Therefore, it is necessary to have different treatment theories and interventions available for the clinician’s use. Posttraumatic Stress Disorder is considered an anxiety disorder and defined as a â€Å"delayed psychological reaction to experiencing an event that is outside the range of usual human experience events of this type include accidents, natural disast ers, military combat, rape and assault† (Baker, 2003, p. 331). The symptoms of PTSD includes but is not limited to anxiety, and impairment of social and occupational functioning (APA, 2000). PTSD can be a chronic and devastating disorder if treatment is not sought (Creamer Forbes, 2004). Education is designed to â€Å"develop long-term, organized bodies of knowledge and generic problem-solving skills that will help the learner solve personal problems, both in the present and in the future† (Allen 2001). Psychoeducation is the â€Å"process of teaching clients with mental illness and their family members about the nature of the illness, including its etiology, progression, consequences, prognosis, treatment and alternatives (Barker, 2003, p. 347). Psychoeducation’s goal is to offer education and therapeutic strategies to improve the quality of life for the family while decreasing the possibility of relapse for the patient (Solomon, 1996). It also has been described as a â€Å"systematic didactic-psychotherapeutic intervention, designed to inform patients and their relatives about the disorder and to promote coping (Lincoln, Wilhelm, Nestoriuc, 2007, p. 233). By strengthening the coping skills, communication and problem solving abilities of the family, the well-being and adaptability of the individual and family members are expected to improve. Even with limited empirical evidence suggesting the importance of psychoeducation, practical application and experience has proven its effectiveness (Creamer Forbes, 2004; Lansverk Kane, 1998). During my initial research of psychoeducation in the treatment procedure pertained to schizophrenia. Several of the studies conducted on schizophrenia found that patients benefited from psychoeducation, producing a reduction of relapses, better social performance, positive effects on well being, and a better perception and attitudes of family members regarding the illness (Merinder, 2002; Rotondi et al. 2005). A joint effort between the Department of Veterans Affairs (VA) and Department of Defense (DOD), referred to as the Joint Clinical Practice Guidelines for PTSD (JCPG-PTSD), publicized its support of the use of cognitive therapies in the treatment of trauma victims (Russell, Silver, Rogers, and Darnell, 2007). Existing data also states that psychological services are beneficial to military personnel and their family members. There is a wide array of information on CBT due to its popularity in empirical studies (Creamer and Forbes, 2004) and its proven effectiveness (Monson, Rodriguez Warner, 2005). CBT is focused on cognition and the use of positive consequences (Cooper Lesser, 2005). Incorporating CBT and psychoeducation in individual therapy involves questions and discussion, note taking and a summary of key points discussed in the session. Educating clients also is a common and essential practice in many therapeutic relations (Allen, 2001). Through conversation w ith fellow soldiers who had been to Iraq/Afghanistan and were diagnose with PTSD, it was stated that no one type of program or therapy was more effective than another, or that they used a variety of treatment options. For the soldiers that experience psychoeducaton the consensus was that integrating psychoeducation in their treatment was an effective intervention method and felt that psychoeducation or education after an incident or diagnosis was useful. In conclusion psychoeducation seems to be a worthwhile method of intervention to be used in the treatment of PTSD and that its treatment has positive outcomes on the patient understanding of the disorder. The data gathered from my small scale research could be built upon for a study or a even more larger scale research. It is important to do further research on which treatment modalities are more or less effective with psychoeducation. As more and more of our military members and Soldiers return from war diagnosed with or suff ering from PTSD like symptoms, it would be beneficial, financial and educational, to train clinicians on the best practices for the treatment of PTSD. References Allen, Jon. (2001). Traumatic Relationships and Serious Mental Disorders. New Jersey: John Wiley Sons, Ltd. Barker, Robert L. (2003). The Social Work Dictionary. Washington D. C. : NASW Press. Cooper, M. Lesser J. (2005). Clinical Social Work Practice: An Integrated Approach, Boston: Pearson Education Creamer, M. , Forbes, D. (2004). Treatment of posttraumatic stress disorder in military and veteran populations. Psychotherapy: Theory, Research, Practice, Training, 41(4), 388-398. Kaplan, Arline. (Jan 1, 2006). Hidden Combat Wounds: Extensive, Deadly, Costly. In Psychiatric Times, p1. Retrieved July 02, 2007, from Academic OneFile via Thomson Gale: https://find. galegroup. com/itx/infomark. do? contentSet=IAC-Documentstype=retrievetabID=T002prodId=AONEdocId=A141590763source=galeuserGroupName=mlin_w_smithcolversion=1 . 0 Lincoln, T. M. ; Wilhelm, K. ; Nestoriuc, Y. (2007). Effectiveness of Psychoeducation for Relapse, Symptoms, Knowledge, Adherence and Functioning in Psychotic Disorders: A Meta-Analysis. Schizophrenia Research, 96 (1-3), p 232-245. Merinder P. (2002) Psychoeducation for Schizophrenia (Review). Cochrane Database of Systematic Reviews 2002, Issue 2. Retrieved June 26, 2007 from: https://www. mrw. interscience. wiley. com/cochrane/clsysrev/articles/CD002831/frame. html Monson, C. , Rodriguez, B. , Warner, R. (2005). Cognitive-Behavioral Therapy for PTSD in the Real World: Do Interpersonal Relationships Make a Real Difference? Journal Of Clinical Psychology 61(6), 751–761. Posttraumatic stress disorder. Random House Unabridged Dictionary.  © 1997 by Random House, Inc. , on Infoplease.  © 2000–2007 Pearson Education, publishing as Infoplease. 24 Jul. 2010  https://www. infoplease. com/ipd/A0515599. html. Russell, M. , Silver S. Rodgers, S. , Darnell J. (2007 ). Responding to an Identified Need: A Joint Department of Defense/Department of Veterans Affairs Training Program in Eye Movement Desensitization and Reprocessing (EMDR) for Clinicians Providing Trauma Services. International Journal of Stress Management 14 (1), p 61-71. Solomon, Phyllis. (1996). Moving from psychoeducation for families of adults with serious mental illness. Psychiatric Services 47 (12), 1364-70. Williams, Tom. (1987). Post-Traumatic Stress Disorders: A Handbook for Clinicians. Cincinnati: Disabled American Veterans. Wilson, J, Friedman, M. Lindy J. (2001). Treatment Goals for PTSD. In Wilson, J, Friedman, M. Lindy J. (Eds) Treating Psychological Trauma and PTSD (pp. 3-27). New York: Guilford Press. Don’t waste time! Our writers will create an original "Psychoeducation Effectiveness on Military" essay for you Create order

Customary International Law Customs - 1437 Words

CUSTOMARY INTERNATIONAL LAW Customs in international law can generally be defined as rules developed by the practice of states, which rules the states concerned follow because they believe there is a rule of law requiring them to behave as such. Rebecca Wallace (1997) defines it as â€Å"a practice followed by those concerned because they feel legally obliged to behave in such a way† (p. 172). Thus, for there to exist a rule of customary international law, there must be a practice that is followed by the generality of states in the belief that there is a rule of law requiring such practice. It is important to distinguish custom from other rules that states may follow not out of any feeling of a legal obligation, such as behavior undertaken out of courtesy, friendship or convenience. The difference between customs and these other norms is the fact that custom is derived from two elements: (a) a material element (state practice) and (b) a psychological element (opinio juris). The material element is derive d from the practice and behavior of states whereas the psychological element is the subjective conviction held by states that the behavior is question is necessitated by a rule of law and not discretionary (Villiger, 1985). State practice includes any act, articulation or other behavior of a state that discloses the state’s conscious attitude with respect to its recognition of a rule of customary international law. The International Law Commission (ILC) in 1950 listed theShow MoreRelatedState X And The Outer Space Treaty1507 Words   |  7 Pagesdeemed Jus Cogens or International Customary Laws. As a result of this, through State X’s actions of claiming the territory as part of its own, State X is violating the treaty and State Y is making a request to the international court to declare State X’s claim of the moon as invalid or void. State X has refuted this claim by arguing that since it was not to the Outer Space Treaty of 1967, it is not under any obligations to adhere to it nor is there any international law claiming that its acquisitionRead MoreIs The Ultimate Crime Someone Can Commit?2438 Words   |  10 Pagesof individual security. As a student, these fears most likely consist of physical safety such as being robbed, so an easy fix is just to not walk home alone and be more aware of the environment. If more support is needed, there are campus security, law enforcement officers, and many other resources to turn to for help. Now let’s escalate the situation and imagine a world where we fear not just losing monetary belongings, but we fear for losing our lives and there is no one to turn to for help. TheRead MorePublic International Law Is Formed By Sovereign States1463 Words   |  6 PagesPublic International law is formed by sovereign states, for sovereign states and governed by the notion of con sent. The international Court of Justice under the statute of Article 38, states that when disputes are presented they shall apply International Conventions (also known as treaties), international customs and general principals of law and it shall draw on judicial decisions and the teachings and writings of highly qualified publicists in determining rules of law . The domain of the sourcesRead MoreThe Sources Of International Law1060 Words   |  5 PagesThe sources of international law are laid down in the Statute of the International Court of Justice Art.38 and include: â€Å"1. The Court, whose function is to decide in accordance with international law such disputes as are submitted to it, shall apply: a. international conventions, whether general or particular, establishing rules expressly recognized by the contesting states; b. international custom, as evidence of a general practice accepted as law; c. the general principles of law recognized byRead MoreCommon Law And Civil Law835 Words   |  4 PagesAt the global level international law is of great importance and the legal systems such as common law, civil law, customary law, and theocratic law exist in different countries across the world. There are about 196 sovereign states in the United Nations Organization and each of the states follows a legal system created by them or by an agreement in the form of regional treaties and other accords. Common law: A common law system according to Samii (2011, p. 112) is based on tradition, judge madeRead MoreInternational Laws : A Common Law System1546 Words   |  7 PagesAt the global level, international laws are of great importance and the legal systems such as common law, civil law, customary law, and theocratic law exists in different countries across the world. There are about 196 sovereign states in the United Nations Organization and each of the states follows a legal system created by them or by an agreement in the form of regional treaties and other accords. Common law: A common law system according to Samii (2011, p. 112) is based on a traditions, judgeRead MoreNicaragua Case1655 Words   |  7 Pagesarticulate what the law is and where it can be found. The sources of international law can be found in article 38 of the Statute of the International Court of Justice. Article 38 of the Statute of the ICJ states: ‘The Court, whose function is to decide in accordance with international law such disputes as are submitted to it, shall apply: a. international conventions, whether general or particular, establishing rules expressly recognized by the contesting states; b. international custom, as evidenceRead MoreEssay about International Laws766 Words   |  4 PagesFirst coined by English philosopher Jeremy Bentham, international law is customarily recognized as the law that regulates the affairs between sovereign states, the foremost issue of international law. Public international law only concerns itself with the issues of rights involving a number of nations, or nations and its people, or matters of other nations. It differs from private international law, which deals with dissimilarity between private individuals, natural and/or juridical, by developingRead MoreBSBINT405B Apply Knowledge Assessment V2 Essay1234 Words   |  5 Pagesï » ¿ Assessment Materials BSBINT405B Apply knowledge of import and export for international conventions, laws and finance To achieve competency in this unit you must complete the following assessment items. All tasks must be submitted together. Tick the boxes to show that each task is attached. Task 1. Theory Exam ☠ NOTE: If this is a group assignment, each member of your group must individually submit a separate and complete copy. Student ID Student Name 41221 Filippo Alexander Juhas ArientiRead More International Law as Law Essay1569 Words   |  7 PagesInternational Law as Law When comparing apples to pears, one is not making a fair comparison, but a disproportionate comparison. Often times when international law is discussed or attempts are made to understand international law; many often attempt to compare international law with existing laws such as national law or domestic law. Making such disproportionate comparisons leads to many misconceived notions and attitudes toward international law. For an adequate comparison of international

Deeper Wholes free essay sample

Eighteen years ago I fell down a rabbit hole, blue-eyed and full of curiosity. Since then I have had many adventures and become aquatinted with numerous bizarre characters. I have learned ways to grow smaller, been accused of theft, and been led astray. I wandered aimlessly about elementary school and junior high as an outcast, perpetually reading books from behind bangs and thick glasses. I soon saw there were many paths to chose among, signs pointed every which way: Math, English, French, History, Hebrew, Science, Music, Art. While I despised mathematics, I was drawn to writing and English. I would sit at the computer for hours making up stories out of my head. And they were good. I knew that they were, for as the years passed I began to get my work published. After my parents went their separate ways, I would often spend Sundays having tea with the Mad Hatter, but around my fourteenth year, he stopped offering me cakes or sugar in my tea. We will write a custom essay sample on Deeper Wholes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Instead he served helpings of tofu and brown rice onto my plate. And we no longer dined alone for a slim, red-headed creature had joined the party and I was no longer the guest of honor. Feeling rejected and unloved I set off in search of a way to regain my rightful place at the tea party. I stumbled upon a box of pills that said, Swallow me, with the promise that I would decrease in size. Happily I would spend my hard-earned baby-sitting money on the little orange pals and before I knew it I could fit into my childhood blue dress and apron. Though I was pale, weak, and emaciated, I looked like Daddys little girl. In high school I met a friend named Narcissus. We spent much time together, and although I was quite mindful of her shallow, self-centered ways, I never thought she would intentionally hurt me. However on one particular afternoon, we came upon some tarts which belonged to her majesty the queen. My companion insisted we sample a few but I was proud of my ever-shrinking size, and to me, eating tarts was the equivalent of ingesting acid. Nevertheless Narcissus placed one in my hand and I stared at it in frustration as she devoured a couple. I was so caught up in the smell and texture of the pastry resting in the palm of my hand that I did not notice a guard appear. However Narcissus had spotted him and ran off, quick as the White Rabbit. The guard summoned the Queen and I was blamed for stealing the tarts. My explanations flew over their heads like smoke from a chimney; particles of irrelevancy. I reasoned that the whole accusation was really quite silly, for in my twisted mind, ingesti ng a tart would be a far greater punishment than decapitation. Over at my place of learning, I met a caterpillar who liked to smoke from a funny-looking device he called a hookah. Perched on a mushroom, he would ask me who I was and I began to ponder that question. I knew I was no longer Daddys little princess and Mommie was seeing a new man as well. I was not a mathematician nor a social butterfly. I had gotten very thin but I realized that was not making me happy either. I had incorrectly assumed that as soon as I got thin, really thin, my jigsaw puzzle-like existence would fall into place and show me an arrow of which way to go. I was wrong. Sometimes I feel like I am being chased. The Queen and her guards, the Mad Hatter and his new companion all filled with accusations and threats. I run as fast as my white-stockinged legs can carry me but it is never fast enough. For I cannot run away from myself. All of my life I have felt that I never measure up. Too big, too small, too fast, too slow, there always seems to be some imperfection or flaw. However, unlike the caterpillar, I do not wish to spend the rest of my days smoking on a mushroom, never realizing all the beauty and potential I possess. I want to spread my wings and be all the colors of the rainbow. I want to shed my blue dress and apron and fly off toward new adventures and relationships. It is time. fl