Development Of Emotional Resilience

Development Of Emotional Resilience What is emotional resilience and how does this develop? What might the consequences be for someone who has this process disturbed? Emotional resilience is not a unitary concept of the self but integral to the multi-faceted, wider process of psychological resilience; retaining homeostatic mental security in an eternally shifting, socially constructed world. Resilience develops through experiential maturation; a dynamic process of adaptation and resistance in the endeavour to maintain social identity within specific hereditary and adaptive cultures. This response proposes that emotion is the core of an embodied individual resilience within relational contexts; therefore to seek conceptual understanding, consideration must be made of biological, behavioural and phenomenological influences on the psychological state. Empirical evidence proposes that the templates of emotional resilience are formed from the first day of a new life (even in uteri) and develop within the attachments of familial and systemic structures, experiencing both positive and adverse environmental factors. This brief insight will offer the reade r some understanding of the specific concept of emotion in our Western world. It will lead to focus on the crucial factor of human attachments as they model individual psychological development, and it will become clear that emotional resilience is part of a development synthesis (Cairns 1979) assimilated into psychological, social and cognitive theories that accumulatively demonstrate the emotional range of culture. When this synthesis is disturbed or traumatised, the concepts of fear or anxiety are experienced and begin an organic protective conditioning that if continual, can become manifested as negative psychological conditions and maladaptive behaviour. In seeking therapeutic efficacy, emotions might therefore be explored in relation to individual needs. The complexity of the social-mind-body assimilation presents a fascinating challenge for reparative treatment; research leading to a modernity of thought and beginning pro-active application of preventative measures through va rying social programmes. What are emotions? From early philosophical consideration to date, emotion has been viewed as an interference with rationality; an echo of pre-sapient expression. Darwin (1872)  [1]  introduced the concept of emotion in The expression of the Emotions in Man and Animals as he defined specific emotions finding expression through facial movement and overt behaviour. William James (1884)  [2]  extended this perspective in an article in Mind as he proposed this as a result of a prior, emotional neural signal; the feeling of physiological change Is the emotion. James Lange (1890)  [3]  developed this hypothesis further defining the first systemic theory of emotion, proposing three stages of emotional elicitation and physiological response: a presented emotional stimulus arousal in the autonomic nervous system physiological feedback leading to experience of an emotion In adverse extremity, we might acknowledge this as the basis of the fight or flight stress response, however this concept was extended by the Cannon-Bard Theory (1929)  [4]  as it specifically identified the hypothalamus of the brain to be the organ that activated physiological changes. Whereas the James-Lang Theory argued that human experience of emotion depended on preceding bodily changes, the Cannon-Bard Theory claimed that emotional experiences and bodily changes are independent. Early thought therefore understood resilience to be embedded in neurological physiological states. These proposals held historical behavioural cognitive validity, however there was no clarity of how an emotional situation actually activated the thalamus, i.e. how did the cognitive system detect that a stimulus was threatening or innocuous? The question remained: do individuals experience emotion based on their bodily perception, or are there specific emotional neural patterns which respond to envi ronmental events that result in physiological and visceral expressions? Perhaps the fulcrum of research was Schachter (1922 -1977)  [5]  as he proposed that only a general stage of visceral arousal was necessary for the experience of emotion and the individual would present the experience in the language of cognition, i.e. thought, past experiences, environmental references. Historical witness gave rise to Schachters James theories taken in accordance; as visceral arousal being essential for emotional experience but the manifestation of the emotion dependent on the cognitive, perceptual evaluations of external environment. To connect our animal nature with the world in which it is embeddedemotions respond immediately to the truth of things. They are the most alert form of attention. Disgust turns away from decay, fear warns of danger, desire recognizes beauty and pity responds to need. Hillman (1972) The psycho-biological and social perspectives are therefore implicit to the concept of emotional resilience within experiential processes. Drever (1964) stated that emotion is a complex state of the organism, involving bodily changes of widespread character in breathing, pulse, gland secretion etc. à ¢Ã¢â€š ¬Ã‚ ¦and on the mental side, a state of excitement or perturbation, marked by a strong feeling, and usually an impulse towards a definite form of behaviour. Intrinsically connected the neurological and physiological systems create behavioural responses, evoking feelings and thoughts subsequently manifesting as learned behaviour and leaving a residue of experience. Drevers analysis alludes to trans-theoretical components which could initially be assumed to be in contextual concordance; cognitive, physiological, experiential, expressive and behavioural. These assumptions are integral to the research of Schachter Singer (1962) and their cognitive labelling theory  [6]  ; two f actors proposed as essential for emotional experience: high physiological arousal (neuro-psychological) emotional interpretation or label of the arousal, e.g. fear, pleasure, anger, (expressed through culturally shaped language). Critique could hold these assumptions as simplistic when considering Craske Craigs (1984) study of performing pianists, which typically found a lack of concordance of components during adverse situations. Whilst stress measurements of an individual component correlated significantly, trans-component measurements reflected little concordance, amplifying the complexity of emotion and its development of resilience. Why therefore can an individual appear to be very anxious or angry when one component of emotion is considered, but not when a different one is assessed? If the components were in correlation with each other, a singular measurement would only be necessary to understand an individuals emotional state. This observed lack of correlation supports consideration of integrative theoretical perspectives, as individuals have unique systemic foundations and neurological processing modalities. If as so far theoretically proposed, the origin of an emotion is an inherently organic and genetically pre-determined reaction to a stimulus; if the stimulus is adverse, how long can negative psychological impact be sustained without harm? Concepts of emotions and resilience are therefore embedded in a dynamic and interactive process of environmental interaction and socialisation, leading to a phenomenological consideration of experience. Phenomenological consideration reveals a diversity of emotional states identified at an experiential level. Mauss (1872 -1950)  [7]  and Mead (1901 -1978)  [8]  proposed individual minds to be penetrated by social and cultural practices; internal representations creating a dynamic view of the self. As we consider the socio-biological/cognitive proposals, it seems emotions are an individuals indicator of their human state in society and crucial to the defence of the self; therefore what of psychoanalytical thought? Freud purported emotions as a biological function, manifested as neuroses originating inner desires ; Jung (1875-1961)  [9]  proposed an archetypal self care system; for Adler (1870-1937)  [10]  self defence was socially based in the drive for success; existentialists such as Heidegger (1972)  [11]  and Kierkegaard (1960)  [12]  propose emotions as exposure of the threat of non-being; Ekman  [13]   Davidson  [14]  (1994) the evolutionary forc e that enables us to adapt to our life tasks and Hillman (1972),  [15]  emotions as symbols representative of the holistic pattern of the soul (Freshwater Robertson 2002). Is an individuals consciousness and internal world therefore systemically distorted to avoid anxiety? Within the psychodynamic realm, it seems individuals are not rational truth-seekers, attempting to accurately interpret the world, but defensive beings who distort reality in the avoidance of psychological pain. Within the interactive subtleties of the individual and social environment, two areas of thought occur in consideration of disturbed emotional resilience; the relationship with sustained, negative environmental forces and the impact of sudden trauma. Emotional resilience One of the most profound sources of anxiety is evoked through fear of a loss of identity or fragmentation and loss of self. The self evolves from birth as emotions develop from pre-verbal experiences, many of which are paralleled with another human being; the mother or primary care giver. Through the development of emotional resilience the crucial impact of attachments as familial and social interactions are internalised, not only to form emotional templates, but also the raw material of the self. Resilience of the self evolves if relations are stable; if not individuals will struggle to create a secure internal version of reality that enables assimilation with the external world. In healthy psychological development, everything depends upon a gradual humanisation and integration of the archetypal opposite inherent of the self as the infant and young child wrestles with tolerable experiences of frustration (hate) in context of a good-enough (not perfect) primary relationship.in as much as the traumatised child has intolerable experiences in the object world, the negative side of the self does not personalise, remaining archaic.the internal world becomes menaced. Kalsched (1996) Integral to the narrative of attachments, and the phenomenological experience fundamental to emotional resilience, Rothbart Ahadi (1994) proposed the element of genetic temperament. Encompassing differences in reactivity and self-regulation within a conjoint physiological and psychological concept, they identified the behavioural scales of surgency/extraversion (high intensity, pleasure v. impulsiveness and shyness); negative/affectivity (discomfort, fear v. satiability comfort) effortful control (inhibitory control, attentional focussing v. perceptual sensitivity). The first two dimensions of infant temperament; fearfulness and irritability correlate with childhood and adult dimensions of negative affectivity or neuroticism and reflect a parallel proposal to Eysencks (1916 -1997)  [16]  theory of arousal systems and the correlation with extraversion and introversion. Rutter Quinton (1984) found that children with heightened negative temperament and low malleability were like ly to elicit irritability and hostility from their parents; the formation of a negative attachment cycle. Rutter (1990) further suggested that this reflected a pattern in which the childrens attributes make them a focus for discord[increasing] the probability that exposure will set in motion a train of adverse reactions that will prolong the risk. Such cyclical behaviour leads us to note the socially constructed self formed through familial scripts and systemic legacies of beliefs and interaction; therefore as personality traits are considered, a set of variable responses may be interpreted as internalised habitual behaviour, thoughts, values, needs and goals. In the search of self, inner reflection arouses further emotions that might lead to additional adaptations, both negative and positive. Satinoff (1982) summarises; an organism behaviour at a particular time depends on the state of its nervous system, the stimuli in its immediate environment, its past individual history and the evolutionary history of its species. This analysis can be applied to the development of attachment as Bowlby (1969)  [17]  noted that adaptive function of proximity maintenance in the protection of human young, and simply identifying humans as social species therefore suggests the evolutionary functions of systems serve to keep individuals physically and emotionally close to others. If formulated on secure systemic attachments, there will be resilience of self; if conversely formulated on dysfunctional, avoidant or anxious attachments, emotional resilience is jeopardised. Social scripts and dogmas of early life, such as men dont cry can become exemplars of inappropriate relational paradigms which lead to conflict of an instinctual demand of attachment behaviour being socially accepted. When internalised distorted scripts remain active in the unconscious, they might severely restrict an adult ability to express emotion. The parody revealed is that through the formations within a psycho-social and behavioural paradigm, individuals who evolve within a negative or abusive environment, despite the continual experience of pain and anxiety, often continue to seek such relations and environments perpetuating the projective cycle of negativity with exposure to the risk of psychopathological development. Freshwater Robertson (2002) highlight the specific pathogenic personality of the parent(s) and the specific pathogenic atmosphere in which the child grew up that account for mal-developments, fixations and unsolvable inner conflicts characterising the adult personality; the correlation reflecting the breakdown in emotional resilience. Manifestation might then be seen in conditions such as social disorders, substance or alcohol abuse, obsessive compulsive disorder, depression, and in the extreme psychosis. What of the impact of sudden trauma? We are aware of the physiological response of the autonomic nervous system, however the psychological impact is not easily assessed as this is dependent on the formulated emotional resilience of an individual. Jung (1929) stated that certain complexes arise from painful or distressing experiences of an emotional nature leave lasting psychic woundsoften [crushing] valuable qualities in an individual. All these produce unconscious complexes of personal nature..others come from quite a different source.the collective unconscious.  [18]  The historical Western script in relation to psychological pain has been to ignore it; to get on with life. There has to be an element of stoicism to return to functional life; however the psyche is powerful in demanding remembrance of pain as poignantly recorded in the recent memorial to the liberation of Auschwitz 65 years later: So I was hiding out in the heap of dead bodies because in the last week when the crematoria didnt function at all, the bodies were just building up higher and higher. So there I was at night time, in the daytime I was roaming around in the camp, and this is where I actually survived. Bart Stern  [19]   Social scripts are changing but some denial still exists in corners of Western culture. Theorists have suggested that in the desire to block psychological pain, or to control or avoid emotional responses in accordance to this legacy of the collective unconscious, an emotional numbing becomes an automatic process; evoking symptoms of disinterest, detachment or denial. Avoidance of emotional material is thought to be a central factor in negative outcomes such as post traumatic stress disorder (PTSD). The emotional processing model proposed by Foa Kozak (1986) and the relational construct theory of human learning (Kelly 1905 -1967 )  [20]  give some insight to the effect and symptoms of PTSD. The theories account for the generalisation of trauma cues within learned behaviour, of memories of trauma and experiential and external, emotionally associated responses. Avoidance of emotion can lead to paradoxical increases in emotional experience; suppression of thoughts leading to target- related anxiety, i.e. situational factors. The crucial note of Jungian theory is that traumatic emotional experiences can remain in the psyche by becoming autonomous and adopting characteristics of their own, which can then dominate or even possess the conscious ego (Roemer Borkovec 1994). Following trauma, concealment of emotions has also been associated with diminished memory for information and cognitive ability interfering with an individuals ability to engage adaptively with the environment. Therapeutic efficacy in the maintenance of emotional resilience The complicity of factors relating to the disturbance of emotional resilience continues as a focal height of research. Salters et al (2002) highlighted areas of theoretical empirical evidence gaining credence in the link between and emotionally avoidant perception, social interaction and, in the area of therapeutic efficacy, the experience of clinical anxiety. Plagued by definitional and methodological challenges, the study of emotional resilience holds complex phenomena; however cross-theoretical approaches now contribute to holistic understanding. Craske Zucker (2002) proposed models for psycho-social interventions as they highlight several of the specific factors discussed that affect emotional resilience; anxiety, familial transmission, temperament, life stresses and co-morbidity. Their research focussed on buffer factors of emotional resilience through concepts such as hardiness and social support. Seligman (2000) had emphasised the importance of optimism as Rutter (1995) outl ined five categories of protective factors: reduction of adverse experiences, reduction of negative chain reactions, promotion of self esteem and self efficacy; the opening of positive opportunities and the positive cognitive processing of negative experiences. Davidson (2000) clarified these as a broad constellation of processes that serve to amplify, attenuate or maintain the strength of emotional reactions. It is identified that anxiety disorders are most likely to develop during critical developmental stages, dependent on the resilience of the emotional templates; (Blehar 1995) transitions such as adolescence and mid-life could therefore be crucial times for the support of a proactive-developmental-ecological approach (Winett et al 1989). Conclusion The area of research into emotional resilience is self perpetuating and too vast to address comprehensively in this short response. It is therefore hoped that some insight is offered to the complexity of emotions as structured phenomena, and resilience as the dynamic component of this. It has reflected a trans-theoretical combination of psychotherapeutic thought, and presented the evolution of human emotional resilience to be a synthesising process that demands positive adaptation to lifes adversity. Crucial to the maintenance of healthy emotional resilience within social interaction is the exposure to, internalisation of, and management of positive and negative stimuli. Emotions are not merely feeling states but internal states that when disturbed, the distinction between the collective and individual unconscious becomes obscured creating internal distress and continues to reflect what Jung described in1912 as the problem of our time. The Gestalt perspective exemplifies the struggle to address this problem and maintain a healthy emotional resilience as it presents the human psyche and body to be an organic function and ultimate experiential unit (Perls 1969).  [21]   I do my thing you do your thing. I am not in this world to live up to your expectations And you are not in this world to live up to mine. You are you and I am I And if by chance we find each other, its beautiful. If not, it cannot be helped. Gestalt Prayer [3209]

1920s Fashion – Research Paper

The 1920’s fashion was a period of liberation, change, and even more importantly a movement towards the modern era. Fashion in the 1920’s varied throughout the decade but one could see the noticeable change from the previous fashion statements and eras. At the start of the decade, women began emancipating themselves from the constricting fashions by wearing more comfortable apparel.As women gained more rights and World War I forced them to become more independent, flappers came to be, mass-produced garments became available, and artistic movements increased in popularity, one can see how the fashions from the roaring twenties characterized the time and redefined womanhood. (1920s clothing 1) In the early 1920s, change advanced gradually as many women were reluctant to adopt the new styles and changes coming with the new era. From 1925 on however, the styles associated with the roaring twenties were excitedly accepted by the public and continued to characterize fashion i nto the late 1930s.Numerous years had passed since the end of World War I. After the burden of the war, and the female liberation movement, women now felt free-spirited and just simply wanted to have a little fun again. (1920’s Fashion 1) Having won the right to vote in the 1920s, women were able to break free of the traditional feminine image and behaviors previously associated with them. (The American Vision 378) Specifically, women were experiencing a greater sense of individuality and even more importantly a greater sense of independence.As new opportunities arose, women began to shed the confining clothing of the previous centuries. Corsets were forgotten and replaced with looser fitting camisoles. (1920’s Fashion 1) Designers had much more freedom of expression with the new dresses and tops of the twenties. Colorful, loud fabrics showed the joy the women felt about the end of the war and their new freedom and independence. (1920’s women fashions 1) As the 1920s came to a close, one can see how the clothes became more comfortable for women and much less constricting resulting in a slimmer silhouette for women.Thanks to Coco Chanel, the iconic flapper image most closely associated with the roaring twenties came about. The flapper and flapper image didn’t actually come to be until around 1926 and even then was only in style for about three years. Typical flappers were women who appeared to have a bold attitude and were independent women who didn’t adhere to the previously innocent housewife image. A flapper usually had a bob haircut, a shorter than average dress, a flat chest, wore tons of make-up, drank illegal alcohol, smoked with a long cigarette holder, exposed her limbs and danced the Charleston.This was a drastic change from the typical American housewife to the reckless rebel. The flapper dresses stressed above the knee hemlines and construed straight, sleek shapes. This was the first time in centuries women’ s legs were being seen in a garment. (1920s Fashion 1) Flappers loved to jazz up their costume and even their image. Many flappers’ dresses were adorned with jewels and intricate beading. The main object of the flapper image was to appear almost boyish rather than looking feminine. 1920s clothing 1) The nineteen twenties became the first century where mass produced goods really became available and made a significant impact in everyone’s lives. High fashion before the 1920s had really only been for the richer women of society who could afford such luxuries. Mass produced garments became available to more women who could afford them. Mary Pickens Brook of the Woman’s Institute transformed the fashion industry when she invented the one-hour dress. Thanks to Brook, women could now make their own dresses by following a simple sewing pattern.As it was easier for women to make dresses at home it was also easier for factories to manufacture the simple garments. This ba sic style, coupled with the increase in mass production, made fashion easily attainable to women of all income levels. The average person’s fashion sense became more sophisticated than previous eras. Recorded fashion images show after the twenties the fashions of ordinary women and what they typically wore in contrast to just the clothing of the rich. Styles at all levels now were being heavily influenced by the newly portrayed movie stars.Regular people could now see the movie star’s fashion and make their own renditions of it to create an ever changing style. (1920s Fashion 1) Art had a particularly remarkable influence over the 1920’s clothing. Crazy and bright fabrics were becoming more and more prominent throughout the decade as opposed to the blacks, grays, and neutrals of the past years. Designers also started playing around with geometric patterns and shapes. (1920’s clothing 1) Lighter, brighter, and shorter became the new expectations of clothin g in the 1920’s, especially the dresses.Fashion designers started to become more daring and use numerous fabric colors, textures, and patterns in their line of clothing. Ravishing coordinated and accessorized outfits were a must have for the ladies of nineteen twenties. Hats, shoes, stockings, handbags, dresses, and jewelry all came together in perfect harmony to create a unique an elegant style not previously seen in earlier decades. (1920’s women fashions 1) Influences from the 1920s fashions decade can still be found in many of today’s present trends. For starters, women could now find the same looks in high-priced boutiques as they could in discount retailers.Cardigan jackets and sweaters, first worn in the 1920s have become staple items in today’s fashion industry. Even the style of the bob hair cut has become a classic style nowadays. The fashion of the nineteen twenties was the beginning of change and the love of fashion that numerous people share today. As a result of liberation and artistic movements, mass-production, and flappers one can see how the nineteen twenties fashion era began shaping the fashion industry into one of the biggest industries known today.

Facets of guidance Essay

2.1 Personal and social guidance Personal and social guidance is needed by learners in order to cope with negative feelings; such as feeling inferior, rejected, lonely, hated, indecisive, inadequate or dislike for themselves. As well to transform them into positive feelings; such as having a good self-esteem, feeling loved, accepted, happy and confident. Educators and counsellors will use personal and social guidance to fulfil one of their principal responsibilities – to enable learner to develop a positive self-image. Personal guidance will also enable learners to deal with crisis such as changing schools, physical abuse, violence in the home or community or the death of a parent or sibling. A form of social guidance is the interaction of learners, with parents, educators, learners, siblings and other members of the community. These forms of interaction can provide social and emotional satisfaction but may also lead to behavioural problems, which need social guidance to address them. Educational guidance Educational guidance includes all the facets of learning e.g. memorising  work, how to learn for and write tests, i.e. everything relating to the learners schoolwork. With regards to learners finding difficulty with schoolwork, educators must identify the issue, deal with it and find solutions for it. Study methods, learner’s motivation to learn, academic assistance and reinforcement of academic work, as well as unrealistic expectations of educators and/or parents can all be addressed through educational guidance. Problems with education don’t happen in isolation, therefore educational assistance should take all other aspects e.g. the person himself or herself, the home, peers, school and community into account. Vocational guidance This facet of guidance involves viewing the learner as an individual and guiding them to make a realistic career choice. It is important for the learner to become familiar with the concept of â€Å"the workplace†, therefore career education should begin at primary school with emphasis on exploring work opportunities, instead of on specific selection of work. Learners should be introduced to various careers in pre-primary school, by means of different themes and by visits to a hospital, doctor, dentist, farm, fire station, etc. 2.2 Firstly I would use an exploratory interview to assist Nomsa as she is only in grade 2 and this interview is particularly used for learners who are very young. I, the counsellor, would be able to find out, through deliberation, who Nomsa is, as well as find out the nature and scope of her problem by means of the exploratory interview. Secondly, I would use the historicity interview in order to get a better understanding of Nomsa. This interview would give me an indication of her personal development thus far and would also allow me to see her views about her education and school experience. I would then carry out an informative interview with Nomsa and her parents and by doing so I will capture data on Nomsa’s personality structure and education, which in turn can be processed by her parents and educators in the view to support her. Lastly, I would use the advisory interview to set Nomsa’s parents on their way toward more efficient guidance of their child. By carrying out this interview, I will be able to provide  Nomsa’s parents with moral support, advice and help and will be able to give them informed suggestions on how to improve her educational situation. 2.3.1 Sensing: An understanding of sensing will equip the teacher to offer educational guidance for the young child/learner as the teacher will be aware of the fact that sensing is essentially the moment of all learning. The teacher will also know that learners become aware of things through their five senses and he/she can therefore use this knowledge when planning activities for his/her learners. Furthermore it will be evident to the teacher that learners will not become involved in learning activities unless sensing is adequately actualised and the teacher will then be able to realise that sensing plays a vital role in learning. 2.3.2 Paying attention: An understanding of the learning mode, â€Å"paying attention†, will equip the teacher to offer educational guidance for the young child/learner as the teacher will understand that it is through the senses that learners become involved in the learning process but that it is however imperative for learners to stay involved in the learning content. This involvement is determined by the learners willingness, which in turn sets in motion learning activities such as thinking, perceiving, fantasising , imagining and memorising. 2.3.3 Perception: Perception is a precondition for learning and is dependant upon the senses. The teacher will therefore know that it is through the perception process that the learner will identify the learning content. The teacher will also be aware of the fact that language development and perceiving are closely interwoven; therefore the language used is the medium of stating what is perceived. 2.3.4 Thinking: The understanding of the concept of thinking will equip the teacher to offer educational guidance for the young learner as it will be evident to the teacher that the thinking constitutes to problem solving, the teacher will also be aware of the fact that emphasis must be placed on analysing, planning, reasoning, synthesising and arranging of learning content. The  teacher will also know that there are two types of thought development – reproductive thought, which plays an important role in the recall of existing memory; and productive thought which leads to the forming of new concepts. Bibliography Papalia, DE & Olds, SW. 1978. Human development. Toronto: McGraw-Hill.

Worst Human Parasites and How You Get Them