Cultural Competency and Cultural Humility in Nursing Practice Essay

Cultural Competency and Cultural Humility in Nursing Practice - Essay Example Therefore, they have to ensure that the cultural, racial and ethnic diversity does not jeopardize their working criterion (American Association of Colleges of Nursing, 2008). Similarly, the ethnic and cultural diversity should not affect the quality of their services. This calls for undivided attention from the nurses in getting to know the cultural affiliations better. This will ensure the nurses give unparalleled services to the people that need them. In essence, the nurses have to slot various approaches in giving equal services to the people from different cultural affiliations. This will ensure the nursing profession is offering top notch services that are not affected in any way. However, if nurses do not create a perfect approach in serving people from different cultures, they will not be in a position to give the best services to the different ethnic and cultural groups that need these services. The first preparation for the nurses and practitioners is initiated by the instit ution and governing bodies to ensure the services that are offered in the institutions are not jeopardized. This has been the situation in many institutions as they look for better ways to prepare the nurses and medical practitioners on how to serve the people that need these services (Anderson, Calvillo and Fongwa, 2007). ... With such preparations, most of the institutions are prepared to give the best services dispute the presence of different cultural and ethnic groups. In many instances, most of the institutions have incepted the idea of multicultural training of the physicians, nurses and medical practitioners. This approach has yielded substantial results to the nursing profession in reflection from the results. The multicultural training has been influential in changing nursing profession perspective to different ethnic and cultural groups. Many people have come up with models that try to explain the need for cultural humility and cultural competence in the nursing sector. Some of these models are explicit in their statements while other models bank on the basics of cultural competence. Therefore, for a nursing institution to achieve the best, it has to use a model that will ensure all the vital aspects are put into consideration (Tervalon and Garcia, 1998). The most prevalent model among the cultu ral care models is the self reflection and lifelong learner model. This is a model that has been used a number of times in the nursing profession to ensure people from different cultural affiliations are having the best services (American Association of Colleges of Nursing, 2008). In many instances, there is need for the nurses to understand that the people they are serving are from different cultural affiliations. Therefore, they will have to ensure they give all the people high class services despite their difference in cultural affiliations. With such actions, it is likely that the nursing profession will be recording an improvement over time. The first aspect in this model is to have knowledge of all health beliefs and many other

Reflective Essay on Personal Performance

Reflective Essay on Personal Performance OLORUNKEMI ONIKOYIÂ   PORTFOLIO SUMMARY (REFLECTIVE ESSAY) This essay is a reflective account on the progress I have made during the on-going nursing training programme I have embarked upon. The areas I intend to cover include the usefulness of assessment feedback for facilitating growth and for understanding the areas that need to be improved in my learning, the extent of the development of key transferable skills, an overview of meetings with my personal development tutor and issues related to my personal learning. Finally, areas for future development will be identified with a view on how to address them, all of which will go towards improving my personal and indeed professional development. Individuals may spend a lot of time thinking over experiences they have had and things they have to do. However, within nursing it is believed that in order to progress, these thoughts should be turned into guided reflection enabling one to improve them in the future. The essential purpose of reflective practice is to enable the practitioner to access, understand and learn through, his or her lived experiences and, as a consequence, to take ‘congruent action towards developing increasing effectiveness within the context of what is understood as desirable practice’ (Johns 2000, p3). As a mature student with experience of an access course I felt I had developed self-discipline, which is important for effective learning. Throughout this course I have gradually developed strength and confidence in all the transferable skills, such as communication, effective learning, and teamwork and information technology. These skills have been developed through both the coursework and the placement.. I felt confident about my verbal communication whereas I was concerned about my literacy skills which are impeded by my dyslexia. In my case dyslexia results in poor spelling, grammatical errors and difficulties with organising work. It should not affect my understanding of my subject, although it can take me time to absorb what I read. The course has helped me to recognize the importance of all aspects of communication, both verbal and non-verbal, such as body language, touch, facial expression and eye contact. It has shown me how crucial non-verbal communication can be in expressing meaning. During my placement visit at the hospital I put into practice my communication skills which enabled me to interact with people from different cultures and backgrounds. For example, while I was working in the ward with a staff nurse, I observed through facial expression that a patient was in pain. I went over to ask her what the problem was. She told me she was in pain. I immediately reported it to the nurse in charge. After this, I made her comfortable and continued to communicate with the patients. From this scenario I have learnt that good communication skills are important in delivering health care services. Good therapeutic communication can help to relieve patient pain and anxiety. I believe the best way of learning is to become an autonomous learner which in itself requires good communication skills and discipline. During this course, I have developed good time management skills, especially for meeting deadlines in submission of assignments and for combining studying with domestic demands. Initially, accessing the internet and using the electronic searching method was a bit difficult but it became clearer with the help of the IT workshop. It also helped greatly when finding articles needed for annotated bibliography assignment. Having to do presentations is another effective way of learning because it provides an opportunity to research the topic and then teach others. I prepared a research presentation and I knew little about the components that would make the type of presentation successful. I experienced some nervousness because I find it difficult to face an audience and deliver a speech but with the help of the tutor’s feedback I am beginning to wo rk on my fears and confidence by becoming involved in group discussion. My IT skills have improved quite considerably since the beginning of this module. I knew how to use e-mail, Microsoft word and various ways to search for information. The IT sessions have contributed greatly, so much, now have the confidence to use the internet regularly. I have also learnt how to use database and PowerPoint I will continue to build on what I have learnt and improve on it because the technology is updating frequently and it is necessary to keep up with this trend. (See appendix). Carrying out a literature search during an assignment, taught me how to use the search engines using keywords in order to find relevant articles. Carrying out a literature review has given me an insight into what research involves the ways in which research can be carried out and the different methodology that is used. I now understand that academic articles are peer reviewed before being published in reputable journals. Assessment feedback is an important part of learning. It gives the student an awareness of what they can do and what needs to be improved, in both written and practical work Whilst evaluating my feedback sheet on the role and function of health related organization, Module IPH1625, I felt that the mark received was above my expectations which left me feeling positive and motivated to continue the good steady progress. I found the research section of the essay quite challenging and spent many hours preparing my essay. Fortunately the organization that I had picked was of great interest to me as British heart foundation was an organization that dealt and helped people from all walks of life. The fact that this topic was of interest to me made it much easier for me to discuss and write about it with passion, and I could really express how I felt about the issues involved. Through the feedback received, I realized that I had addressed all areas of the marking criteria to an effective lev el. Having not previously shown my work to my module leader, to my surprise the contents of my work was above standard and very well done. My dyslexia is a worry regarding typographical errors which I may not notice. To combat this I used the computers grammatical and spelling checkers as well as showing my essays to my dyslexia tutor who helped me to proof reading. I was thrilled to see that in the feedback given, my grammar, spelling and punctuation was not seen as a problem. It is very motivating to receive this kind of feedback and the self satisfaction left me with a positive feeling which I hoped to maintain. (See appendix) My first learning stage was the novice level which Benner (2001, p20) described as ‘beginners who had no experience or skills to practice in the situation in which they are expected to perform’. At this stage of my learning I had limited knowledge and understanding of patient condition as well as the environment in which care is delivered. This made me anxious and nervous. My culture (which forbids me from addressing an elderly person by name) inhibited my ability to communicate effectively with patients and various members of staff. This problem was due to lack of previous experience in caring for patient and lack of understanding of the situation in which am expected to perform. My knowledge regarding patient’s illness or disease process was lacking. Hence I did not know how to assess or carry out patient admissions or pain assessments. For example, when patients complained of pain I always informed my mentor instead of carrying out a pain assessment to identify factors which may be contributing to the pain. However, I constantly relied on my mentor for guidance. Through advice, feedback on my performances and by observing my mentors and other members of staff, I was able to develop strategies on how to overcome communication problems on my next placement. During this placement I was able to reassure patients, carry out pain assessment, monitor and record vital signs (under clinical supervision) as well as understand their implications for patients’ care. Although I had developed confidence in clinical skills in my first placement, there was an increase in my confidence during my second. There was an increase in learning, however, my skills and knowledge within this domain were still limited. I still relied on general guidelines or instructions given to me by my mentor on how to execute some of the duties delegated to me. As a result I could not use my initiatives to prioritize or plan care appropriately or make sound judgment regarding the care which I was giving to patients. My communication skills also improved as I was able to listen and reassure patients, carry out pain assessments. In the future I hope to ensure effective communication in my daily activities, building on my strengths until I become competent in my communication skills, and able to identify potential problems and difficulties and ways to find solutions to the problem. (See appendix) The advanced beginners’ level was the second level of my learning. As explained by Benner (2001, p22) ‘the advance beginner is one who can demonstrate marginally accepted performance; one who has coped with enough real situations to note the reoccurring meaningful situational components’. In relation to performing at this level, the status quo is that the theory sessions are in the final stages, after which we would move into placement, where yet again I would have the opportunity to relate acquired theoretical knowledge to practice. Personally, I have found that the various placements were the biggest learning curve for me and influenced my learning immensely. I feel that I have performed well, as I have done things that I had never done before such as taking measurements of blood pressure, giving injections, and administrating the correct medication. The biggest impact on me was the learning disability placement. I felt that this is where I really put my communication skills into practice. I found learning disability extremely interesting and at the same time challenging. One of the major challenges I encountered was the aggressive behavior of the patient. I learnt the importance of being patient and to try to understand what is making them angry in order to calm them down. Sometimes medication is needed for this. (See appendix) Meeting with my Personal development tutor (PDT) has been extremely useful; at the first meeting we met as a group which we had an open discussion on learning, teaching approaches and available learning support. My second meeting was one to one and I was able to express the problems I faced with modules in terms of understanding prospective assignments and in selecting textbooks which are user friendly to facilitate introduction to new areas of knowledge. It was also a good opportunity for me to discuss issues encountered during placement, in relation to my experiences, which included difficulties as well. I generally found these meeting to be useful because it was and still is an avenue for me to discuss and analyse both personal and professional development. (See appendix) On reflection I can see that I was able to achieve the above nursing needs of patient due to 12 months of acquired knowledge and experiences. In progressing through the stages of skill acquisition, reflecting enabled me to gain new ideas, insights, understanding of clinical practice and I was able to change and improve my practice as I progressed. This ability is vital for personal and professional development. By reflecting I developed reflective skills such as self-awareness, ability to describe, critically analyze, synthesize and evaluate (Bulman and Schutz 2004, p10). ‘Self improvement builds on awareness’ (Moon 1999, p14). Learning is a lifelong process of discovering what is not known and recognition of learning needs is the basis for further development. NMC code of conduct and the life long learning document requires one to be able to recognize when further learning and development may be required. The NMC’s PREP (2001, p7) requires registered nurses to keep up to date with new development and to go for courses that are relevant to the practice area so as to ‘deliver care based on current evidence, best practice and, where applicable, validate research when it is available (NMC 2002, p5). I would like to continue building on my nursing competency so as to increase my knowledge and skills. Achieving this will be through practice and self-directed learning, as well as through clinical supervision which provides support for the student; this will help me in further development of skills, knowledge and enable me to enhance my understanding in practice area. I will also further my education to degree level. In conclusion, I have critically demonstrated how my learning has evolved from novice to advanced beginner of nursing. I have also planned to continue to maintain my personal and professional development by engaging in regular learning activities and also updating my professional portfolio. Furthermore, I will continue to acquire more knowledge to prepare me to face professional challenges, especially in the area of decision making, and the ability to spot opportunities and utilise them. I have an understanding of and confidence in my chosen profession as adult nurse. I want to see learning as part of me; learning new skills everyday is a lifelong experience. Reflective practice will not only improve the quality of care I give but also enhance my personal and professional development thus helping me to close the gap between theory and practice. REFERENCES Benner, P. (2001). From Novice to Expert. Excellence and Power in Clinical Nursing Practice. (commemorative edition). New Jersey: Prentice Hall. Bulman, C. Schutz, S. (2004). Reflective Practice in Nursing. (3rd ed.). Oxford: Blackwell Publishing. Johns, P. (2004). Becoming a Reflective Practitioner. (2nd ed.). India: Blackwell Publishing. Moon, J.A. (1999). Reflection in Learning and Professional Development. London: Kogan Page. NMC. (2001). The PREP handbook. London: NMC. NMC. (2002). Code of Professional Conduct. London: NMC. Appendix 1: Use of key transferable skills. Appendix 2: Feedback sheet. Appendix 3: Evidence of learning from practice assessment / skill development in practice. Appendix 4: Copy of meeting with Professional Development Tutor. 1 WORD COUNT =2200

The effect of the macro-economy Essays -- essays research papers

External Influences The Macro-economy The production and exchange process of the whole economy as opposed to individual markets within the economy. Businesses are affected by changes in the macro-economy and by government processes towards the macro-economy. Government economic policies change a lot. (E.g. labour made bank of England independent on their first day in office.) Instead of dividing the economy into different sectors (e.g. retail, cars etc) we look at the economy of the country as a whole. Government Macro-economic objectives: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Control of inflation – 2.5% †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Maintain full employment-all who want a job can get one. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Control of balance of payments. Imports vs. exports †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Stability of exchange rate. Could stabilise exchange rate by joining euro. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Maintain steady economic growth -2%-2.5%. That means that the country as a whole does better next year than it does this year. Inflation is a general rise in the price level over a period of time. Inflation in the late 70’s in the U.K was 27%. That meant that if bread was 100p, the next year it would be 127p We can measure inflation by: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Looking at the standard retail price index. This is where the government agrees a standard shopping basket e.g. food, petrol, mortgage. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  RPIX-RPI take away mortgages †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  RPIY-RPIX takes away taxes and local authority taxes. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  HICP-adopted by all EU countries. This was made to try and determine with the position is within Europe. They have decided not to include for example, housing costs in each country, they are looking for a general price rise in general retail goods. However it is expensive in any city to live there, so housing costs are an extremely important factor. It does include university fees, to measure how good an economy is in any country. Because students are future of economy, the more students you can produce (theoretically) the better. Balance of payments †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A record of trade between U.K and other countries. (although it applies between all countries) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  It is the difference of imports and exports †¢Ã‚  Ã‚  Ã‚  Ã‚  &... ... own country. Economic Growth Measured by the GDP (Gross Domestic Product) – the value of output of goods and services in the economy over a period of a year. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Measured by adding up total incomes (Y) or total expenditure (E0 or total output of industry †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In theory all should be the same. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Appropriate growth levels in U.K e.g. If it is too high, the economy is overheating, if it is too low it is stagnating –resources, unemployed, an actual growth of 2-2.5% is seen as being sustainable and is ‘appropriate’ †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If growth rates get too high the economy is expanding too quickly and people spend too much money which leads to an overheating of the economy and inflation. There is also a fear of whether it is sustainable to have it expanding that quickly. If it is too low resources may be unused/underused (e.g. labour) and this leads to unemployment. This is with low economic growth, not a recession. The u.k economy has not hit the targets it wished, but was not shrinking like U.S.A and Japan and Japan went into recession (2 quarters, or 6 months of a shrinking market.

Malignant Hyperthermia: What You Need to Know

Malignant Hyperthermia: What You Need to Know Ivy O. Corlew, BSN, RN, CNOR Conneaut Medical Center–OR Malignant Hyperthermia: What You Need to Know What is Malignant Hyperthermia or MH Malignant Hyperthermia (MH) is a rare, life threatening, pharmacogenetic disorder characterized by hypermetabolic state of skeletal muscle induced by inhalation anesthetics like halothane, sevoflurane, desflurane and the depolarizing muscle relaxant agent like succinylcholine (Rosenberg et al, 2007).Clinical signs are; Increased end tidal CO2 production which is an early sign, tachycardia, tachypnea, trunk or total body rigidity, masseter (jaw) muscle rigidity after succinylcholine which occurs commonly in children, marked temperature elevation (maybe a late sign), respiratory and metabolic acidosis, myoglobinuria(MHAUS, 2011). If left untreated the patient will experience cardiac arrest, kidney failure, blood coagulation problems, internal hemorrhage, and possibly death (slideshare, 2010) Nursi ng AssessmentNurses taking care of surgical patients must be knowledgeable regarding MH so they can identify clinical signs and symptoms early on, its emergent treatment, and be able to respond promptly and appropriately. Preoperative assessment by nurses are crucial in identifying the patient, who could be at high risk for Malignant Hyperthermia, so MH triggering agents can be avoided during anesthesia. Example of questions to ask to help screen for MH susceptibility are (AORN 2012): 1. Has anyone ever told you that you had a â€Å"bad† reaction to anesthesia? 2. Has anyone ever told you that you or your family member had a problem with anesthesia? . Have you or a family member experienced a high fever while under anesthesia? 4. Has anyone ever told you or a family member they had a difficult time opening your jaw during general anesthetic? 5. Has anyone in your family died unexpectedly in the operating room? 6. Have you or anyone in your family experienced sunstroke or heat stroke resulting in hospitalization? 7. Have you ever noticed dark â€Å"cola-colored† urine after a general anesthetic or after experiencing a heat-related illness? Treating MH Dantrolene IV is the only drug available in the market to treat Malignant Hyperthermia.It is difficult to mix and is time consuming to reconstitute. It comes in yellowish colored powder that when fully mix with non-bacteriostatic sterile water, the color stays the same. The new brand Dantrium IV (dantrolene sodium for injection) mixes in just 20 seconds (MHAUS, 2011). However, this is not what we have stocked in our cart. According to MHAUS (2011), dantrolene suppresses the exaggerated rise in muscle cell calcium that seems to trigger MH by binding to the calcium channel site in muscle that is responsible both for calcium release and, likely, calcium entry into the cell.Dantrolene may cause significant muscle weakness in patients with preexisting muscle disease and should be used with extreme caution in those patients. When used with calcium channel blockers (verapamil or diltiazem), dantrolene may produce life-threatening hyperkalemia and myocardial depression. Once a patient has been successfully treated for 36 hours with intravenous dantrolene, he/she may be switched to oral dantrolene until the CK or Creatine Kinase level is trending down and there is no further evidence of acidosis or hypermetabolism and temperature spikes. A recommended 36 vials be stocked.Treating Malignant Hyperthermia crisis is a complex nature, and it involves several staff members. The first thing to do in the event of suspected MH crisis is to recruit extra staff. The following steps are outline by role (MHAUS, 2011): The surgeon should stop or complete the procedure as soon as possible. The anesthesia provider stops inhalation agents; stops warming blanket; increase minute ventilation; inserts esophageal temp probe; inserts NG tube for lavage as needed; administers dantrolene IV; inserts an arteria l line; draws blood for chemistry, ck, coagulation, ABG.If peaked T waves on ECG, administers calcium then glucose and insulin. If T waves are not peaked and arrhythmia present, injects bicarbonate. The circulating nurse brings in MH cart; mixes dantrolene based on 2. 5 mg/kg with 60 ml of non-bacteriostatic sterile water, repeat dose until the signs are controlled. The circulating nurse should document the event. A second nurse assist in mixing dantrolene and hands syringe to anesthesia provider. A third nurse brings in emergency crash cart; places urinary catheter; assist in drawing blood or with other task.A fourth nurse brings in plastic bags with ice and cold IV fluids; places ice bags on exposed parts like groin, axilla, and neck (without compromising sterility); iced saline lavage of any open body cavities such as the stomach, bladder, or rectum. Cold I. V. fluids are administered using 0. 9% sodium chloride, but Lactated Ringer’s is avoided so that acidosis is not wor sened (Martin, 2009). Stop cooling measures when temperature falls to 38 °C (MHAUS, 2011). A laminated copy of MHAUS dantrolene dosage chart is located on top of MH cart to minimize precious time wasted in calculating dosage per kilogram.As soon as patient is stabilized, transfer patient to ICU or call transfer center for an emergent transfer to UH Case SICU or ED. Knowing your Role All staff involved in the MH crisis response should conduct a debriefing meeting as early as possible. Points to consider including (AORN, 2012): 8. Was the MH cart adequately stocked and immediately available? 9. Were enough staff members available to manage the crisis effectively? 10. When staff members responded, were they familiar with task expected in MH crisis? 11. Was MHAUS appropriately notified? 12. Do staff members have other ideas about planning care for a future MH crisis? 3. Has a root-cause analysis been done (MH is considered a sentinel event)? Staff Competency By using the mannequin as our patient, and mixing the expired dantrolene from MHAUS, perioperative staff did fairly well during the MH mock drill simulation by following thru with the expected roles. MH drill should be held at least quarterly to help perioperative staff practice early recognition of MH crisis and how to act accordingly. MH drill also improve OR (operating room) team coordination and provides opportunities to serve in each of the four roles mentioned (Martin, 2009). PreventionEarly detection of clinical signs and symptoms of MH, knowing your role and a prompt response to this emergent crisis can save your patient’s life. MH crisis prevention is the key and the best treatment you can provide to your patient. Knowledge about MH is a must for nurses taking care of a patient before, during and after operative care. Armed with this knowledge, you can make a difference in your patient’s lives. References AORN (2012). AORN Malignant Hyperthermia Guideline. In Perioperative Standards an d Recommended Practices: For Inpatient and Ambulatory Settings (pp. 5,8-9). Retrieved from http://online. statref. om/titleinfo/fxid-234. html Martin, C. L. (2009). A Practical Guide for Malignant Hyperthermia Management. OR NURSE 2009, 24. Retrieved from www. ORNurseJournal. com Rosenberg, H. , Davis, M. , James, D. , Pollock, N. , & Stowell, K. (2007). Malignant Hyperthermia. ORPHANET JOURNAL OF RARE DISEASES. doi:10. 1186/1750-1172-2-21 Malignant Hyperthermia Mock Drill Kit. (2011). Healthcare Professionals. Retrieved from http://www. mhaus. org/healthcare-professionals/#. T6rV3VI2cTY Malignant Hyperthermia (2010, January 28). [Video File]. Retrieved from http://www. slideshare. net/wright958/malignant-hyperthermia-3015604

‘Beautiful Burnout’ by Frantic Assembly

The lights, the outstanding choreography, searing vitality, the knockouts and the unbeatable storyline, are all factors which made this particular play an unforgettable one. I had rather high expectations of the play when I read that Mark Ravenhill had directed one of the adaptations plus the engaging reviews I had read had led me to believe it was going to be brilliant. However, even though the play was spectacular, from my point of view the storyline isn't something that would have attracted me initially and to be blatantly honest a few scenes during the production lost my interest and attention several times, therefore my expectations of the play where slightly let down by the ongoing boxing chatter and masculine clichi fight scenes. A brief description of the story is the dream of a young man and his manager for the young boxer to triumph in the boxing world and become a legend, his dreams are in the blink of an eye stolen from him when during a championship game he is injured and disabled for life, showing that his abilities an love of the game when put into perspective weren't worth it due to the loss of his normal everyday abilities, this proves boxing to be a controversial sport. The play was indeed gripping, due to its controversy, mainly because boxing in the past and present day is one of the most dangerous sports ever to be conceived by our society. It creates many disputable topics and arguments in today's world. The play was undoubtedly contemporary as shown by its many predominant features. This is an obvious observation due to the swearing, colloquialism and contemporary linguistics throughout. The use of visual aids were frequently in use, which consisted of lighting and sound, these played a huge factor in the success and outcome of the play, they did so by using the lighting as an emphasis on the emotion of the storyline, both intimate and intriguing moments, for example when Cameron was struck down the lighting was changed from and exciting purple (to convey an up-beat fight) then drastically to a blood red (in order to show defeat and violence). Furthermore, there were absolutely no set changes, instead they impressively did so by depending solemnly on lighting to change it, quite impressive form my point of view. Another inspiring attribute to the settings of the play was the use of screens which were placed behind the stage, they were very useful in transmitting messages concerning the storyline, sentiments and outlook of the characters. Also the stage was combined with a boxing ring, which made the scene more realistic and believable, it was placed in the centre of the theatre, with the audience surrounding the stage accept behind it, where the screens were located. The set was ever-changing, which gave an exuberant and dramatic effect, during emotional and key moments of the play the entire stage would spin round. There were very few props, however the ones that were present, gave the set a symbolic atmosphere and deepened the meaning of the play (e. g. the washing machine). The sound was also incredibly dependent on the emotion of each scene, it played a vital part on transmitting the adrenalin the boxers were feeling, the music was very loud with an engaging and overwhelming base, which gave the audience a lively and exciting rush. On the down side, from my point of view there were limited boxing sound effects, I personally thought they could have played on it and emphasized it, for example when one of the characters hit something or someone they could have added a sound to symbolize the action, such sounds that are stereotypically featured in action pictures, this effect would have transmitted more of an enthusiastic and stimulating experience on the audience's behalf. Both the style and the form of the play were superb. However I was led to believe that the production was going to be along the lines of Berkoff stylistics, physical theatre. It did although have sufficient amounts of physical theatre, although from my perspective if the play was to have used more of it, it would have improved it, one fine example were the training/dancing sequences, the dancing was absolutely in sync, well coordinated and both matched the theme and emotion of the play. Some of the Gestus were quite mediocre and repetitive, on the other hand some created a chilling atmosphere (e. g. at the end fight when Ajay and Cameron were fighting and using still image combined with Gestus in order to make the fight more intriguing). The utter most outstanding piece of acting style in my opinion was the exaggerated still image to which represented feeling and emotions of the characters. The acting style was a mix of naturalistic at times and physical theatre. In amongst all the physical fight scenes and energetic dance scenes, there were also deep and emotional scenes, for example when Carlotta came onto the stage at the end and dressed her disabled son, I believe it was a directors message, showing how dangerous boxing is as a sport and how detrimentally staining and permanent the outcome can be injury wise, this scene was utterly entrancing. I connected most to this scene as I felt immense sympathy and sadness during this particular moment, as did everyone in the theatre. Frantic Assembly pulled off an outstanding performance, however my personal conclusion is mutual, I neither enjoyed it immensely nor did I dislike it. My final conclusion and memories of this play was that I was thoroughly impressed by the occasional build up of tension, exaggerated still images, the lighting, the shadows which echoed throughout the entire theatre and moreover the music, which was both penetrating and perfectly suited for this type of production. This production allowed the audience to uniquely enter and understand the boxing world in more depth, by expressing and transmitting the emotion into the audience, it unexpectedly highlighted the fighter's feelings and thoughts towards boxing and not just the clichi spectator view and opinion.

The process of preparing and delivering our team’s presentation The WritePass Journal

The process of preparing and delivering our team’s presentation Abstract The process of preparing and delivering our team’s presentation ). It is highly likely for group members to present conflicting opinions, which also triggers rivalry and tension within the group. Whereas conflicts might be considered as being adverse towards attainment of the team’s objectives, constructive conflicts provide a chance for group members to select the appropriate options to pursue in addressing the task at hand (Fleishman et al., 2008; De Wit et al., 2012). This is the most critical stage in group development, and issues have to be resolved before moving to the next stage (Egolf Chester, 2013). Referring to the process of delivering our team’s presentation, some of the conflicts that arose included the theories to incorporate in the presentation or the sources to be used. For instance, I questioned why the group leader insisted on using books as our main sources, yet peer reviewed journals that were readily available in the college library database could also be used to compliment books. Other group members also quest ioned why they could not use any source they come across on the internet. However, these conflicts were minor and short lived. The third stage is of group developing is referred to as norming (Egolf Chester, 2013). After the conflicts have been resolved in the storming stage, the effectiveness of the team begins to increase, trust among team members grows and the individual differences are appreciated (Garfield Dennis, 2012). This was the final stage of development for our group. For the functionality of the team, some group members stopped persisting with their ideas for the sake of avoiding conflict. There was also an increased cohesion among members, and as opposed to conflicting opinions that characterized the storming stage, team members showed support for each other, and provided constructive feedback for each others’ contribution to the team. The fourth stage of group development is referred to as productivity. According to Egolf and Chester (2013), not all groups progress to this stage. Our group did not get to this stage based on the fact that the task that was to be accomplished was short- term. In summary, the developments that took place in our group, as well as the issues that characterized them, closely relate to Tuckman’s four stage model (forming, storming norming and performance). The fact that the group exercise was short-term meant that the group development did not progress to the performance stage, but the objective of the team was met. Group Motivation Motivation in teamwork incorporates all the efforts that are made by team members to increase the cohesion and levels of productivity of the entire team (Wright et al., 2012). With reference to Hertzberg’s dual factor theory of motivation, there is a set of factors that increases the productivity of individuals in accomplishing their tasks. There is also another separate set of factors that cause dissatisfaction and thus, limit individual productivity (Sachau, 2007). This section addresses the approaches that were used to motivate group members. In group work, one of the motivation approaches is through ensuring effective communication among all people within the group (Dunin-Keplicz Verbrugge, 2011). In group work, responsibilities are divided into smaller tasks and assigned to members depending on their competence. Given that all these sub-tasks contribute towards the attainment of the overall team objective, it is necessary for all team members to communicate about the progress of their respective tasks. This will avoid situations where some members unknowingly derail, or fail to complete their tasks within the agreed upon time limits (Lencioni, 2012). During the preparation and delivery of our group presentation, we ensured that communication between us was effective. This was done by requesting all group members to provide their phone numbers and email addresses. We also followed each other on social media platforms. This ensured that if there was a breakdown in one communication channel, there was always another viabl e objective. When handling group tasks, it is vital to schedule regular meetings in consideration of the responsibilities of all group members. This ensures that every group member is available during the meeting (Dunin-Keplicz Verbrugge, 2011). Regular meetings also allow for close consultations between group members in case some group members hit a snag in completing the tasks that they have been assigned (Lencioni, 2012). Most of the members in our team were dedicated and never skipped meetings. Whereas there were team members who easily handled the tasks that they had been allocated, there are some who found it quite challenging to accomplish their tasks. We understood the fact that there are some people who are quicker than others in accomplishing their assigned tasks than others is common. Thus, instead of reprimanding them, we took to the initiative to ensure that group members who had a challenge in completing their tasks were assisted to complete them. Motivation in teamwork also entails making everybody feel like they valuable members (Hill Parsons, 2014). For instance, if a decision is to be made about a project, the opinions of all group members have to be considered. This encourages constructive debates, which are vital for rational decision making. The group members’ motivation to deliver may be adversely affected if major decisions are only made by a section of the team, which may also lead to groupthink. Groupthink is a common phenomenon in teamwork where the fear of conflicts, or desire for group conformity and harmony, causes other group members to agree with decisions made by others. This is regardless of whether they are suitable or not (De Wit et al., 2012). During our group work, all members were allowed to actively engage in discussions and every opinion presented was listened to. Even though it was not possible to implement incorporate all members’ opinions in decision making, reasons why some opinions were considered over others was also clearly explained to all group members. Our team was culturally diverse, and included people from both genders. Therefore, tasks were distributed in consideration of this diversity. Different approaches were used to motivate group members. However, even with the efforts that were made to optimize the productivity of every group member, there were some individuals who failed to attend group meetings without good reasons. Regardless of these drawbacks, the rest of the team worked diligently to the completion of the project. Learning at Work Learning at work refers to the skills and competencies that members of a team learn as they collectively accomplish a task (Zellmer-Bruhn Gibson, 2006). Typically, the abilities of each individual in the team will vary, with each being more competent in some areas, less competent in others In this regard team members learn from each other through sharing knowledge so as to compliment one another’s skills (Dunin-Keplicz Verbrugge, 2011). This section discusses the process of team learning within the group during the exercise. Team members have to ensure that they have created strong relationships and trust amongst themselves to facilitate team learning. Failure to create a team environment that allows members to learn from one another may undermine the attainment of the overall team objective (Lencioni, 2012). Learning at work or team leaning can be made possible through observations, dialogue and reflection (Hill Parsons, 2014). Team members should be willing to enable those who are not as competent as they are in certain aspects that are vital to the accomplishment of the team’s objective to improve. Likewise, team members who lack some competencies ought to take the initiative to learn through observation or asking for assistance (Zellmer-Bruhn Gibson, 2006). One of the models that can be used to understand team leaning is the action-learning cycle (Coghlan Rigg, 2012). Action learning is a continuous learning process, where individuals from their own experiences and actions, as well as those of other members of their team. Through their own experience, people learn to avoid repeating mistakes they did and continue to improve their competencies in certain disciplines. The action-learning cycle was designed to enable individuals to draw lessons from their experiences by making analytical reflections of their actions (Pedler ‎Abbott, 2013). This means that lessons from past experiences can guide present actions, while lessons learnt from the current experience can be used to guide future actions. In the course of the preparation and delivery of our group presentation, team members learnt from each other in different ways. Based on the relationship that had been developed between team members, dialogue was one of the most used approaches for team learning. Group members were willing to share information with others to improve each other’s levels of competence. For instance, one two of our team members were competent in using different data analysis approaches so as to come up with relevant conclusions on the research topic. In addition to this, while most of us were comfortable with the basic function of Microsoft Word, Excel and PowerPoint, one of the team members and I, were more competent with the more advanced options. Therefore, we spent some time during meetings learning from and teaching each other. Learning took different approaches, which included reflections and observations. Even though some of the competencies that were learnt were not improved to the extent that perfection was attained, most of the group members had improved their skills in one aspect or other. I improved my confidence and public speaking skills through the mock presentations that were held by the group in preparation for the final presentation to a larger audience.. All team members also learnt several concepts that could enable them to be more productive members of teams in future. In summary, the group exercise was instrumental in developing some competencies that every group member lacked. As mentioned, different approaches were used in learning or teaching each other about different concepts that were challenging for different group members. Conclusion The capability of an individual to be a productive member of a team is one of the vital competencies that are required for success in any aspect of life. In the preparation and delivery of our group presentation, several characteristics of groups, which relate to organizational behavioural theory, were identified. This paper has presented an overview of the factors that characterized the team working process. One of these is the process through which the ram developed through the formation, storming and norming stages. Based on the fact that the group assignment was short-term, we did not get into the performance stage. The motivation factors that contributed towards the achievement of the overall team goal have also been presented in this paper. Ways in which different group members leant from each other to improve their competencies in several areas have also been addressed in this paper. Whereas the group task was successfully accomplished, some of the few drawbacks that affected the research have also been presented. References Bonebright, D.A., 2010. 40 years of storming: a historical review of Tuckmans model of small group development. Human Resource Development International, 13(1), pp.111-20. Coghlan, D. Rigg, C., 2012. Action learning as praxis in learning and changing. Research in Organizational Change and Development, 20, pp.59-89. De Wit, F.R.C., Greer, L.L. Jehn, K.A., 2012. The Paradox of Intragroup Conflict. Journal of Applied Psychology, 97, pp.360-90. Dunin-Keplicz, B. Verbrugge, R‎., 2011. Teamwork in Multi-Agent Systems: A Formal Approach. New Jersey: John Wiley Sons. Egolf, D. Chester, S., 2013. Forming Storming Norming Performing. Bloomington: IUniverse. Fleishman, R., OLeary, R‎. Gerard, ‎C., 2008. Recent Developments in Conflict Resolution and Collaboration. London: Emerald Group Publishing. Garfield, M.J. Dennis, A.R., 2012. Toward an Integrated Model of Group Development: Disruption of Routines by Technology-Induced Change. Journal of Management Information Systems, 29(3), pp.43-86. Hill, F. Parsons, L‎., 2014. Teamwork in the Management of Emotional and Behavioural Difficulties. New Jersey: Routledge. Lencioni, P., 2012. The Five Dysfunctions of a Team: Intact Teams Participant Workbook. San Francisco: Pfeiffer. Miner, J.B., 2005. Organizational Behavior: Essential theories of motivation and leadership. New York: M.E. Sharpe. Pedler, M. ‎Abbott, C., 2013. Facilitating Action Learning: A PractitionerS Guide. Berkshire: McGraw-Hill International. Sachau, D.A., 2007. Resurrecting the motivation-hygiene theory: Herzberg and the positive psychology movement. Human Resource Development Review, 6(4), pp.377-93. Wright, B.E., Moynihan, D.P. Pandey, S.K., 2012. Pulling the Levers: Transformational Leadership, Public Service, Motivation, and Mission Valence. Public Administration Review, 72(2), p.206–215. Zellmer-Bruhn, M. Gibson, C., 2006. Multinational organization context: Implications for team learning and performance. Academy of Management Journal, 49(3), pp.501-18.

Marriage Family Therapy

Marriage Family Therapy Abstract Bowen developed a family therapy theory to facilitate the solving of family disputes that were frequently arising. To accomplish his goal, he used his model to intervene a minor problem that had occurred in his own extended family.Advertising We will write a custom research paper sample on Marriage Family Therapy specifically for you for only $16.05 $11/page Learn More As a result, it worked so well, giving a positive outcome. This he says was a significant break through for his model implementation. He dedicated his life to family therapy and, as a result, developed this theory that was named after him. Furthermore, has been cited as an excellent theoretical idea ever produced in family therapy. Introduction The individuals who first discovered the concept of family therapy acknowledged that existing social and cultural influences contour ones morals about themselves and their families. Bowen, however, was the first to discover that a familyâ€⠄¢s history plays a vital role in determining an individual’s thoughts and principles. Most importantly it facilitated the continuous flow of these thought and principles to the coming generations. Bowen was born in a large and cohesive family where he was the last child. He studied medicine and became a medical doctor by profession. Later on he seized from pursuing dyads and started pursuing triads. He attended a conference that had been convened by one of his students from where he explained his theory. He used his family as a case study in explaining the theory in relation to development and function of a family. It is evident that Bowen’s theory focuses on mutualism and individuality. History of Theory Titelman, (1998) portrays that, in the early years, the occurrence of family disputes triggered the invention of solving techniques. Thus, family therapy is identified to have originated in the 19th century in the United States and England. In the 1950s, some clinici ans started observing and providing therapy to family members through a movement called child guidance and marriage counseling. As a result, these clinicians came up with ideas about theories that relate to the family and depicted that a family is not only about an individual’s perception (Titelman, 1998).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gladding, (2002), states that Bowen Murray was born in Tennessee in 1913 and passed on in 1990. In late 1940s, he involved mothers in the treatment and study of patients suffering from schizophrenic at Menninger clinic. In 1954 after moving to the National Institute of Mental Health (NIMH) he shifted his focus from individuals to the family aspect. At NIMH, he involved more members of the family in psychotherapy and research of patients suffering from schizophrenic (Gladding, 2002). Blume (2006) reveals that he founded Georg etown family center in 1959 when he moved to Georgetown University. Most importantly his theory was transformed to emotional tribulations that were less severe. He conducted a detailed research between 1959 and 1962 which involved families in diverse age groups. Bowen’s first orderly presentation was published in 1966, and it highlighted his developing ideas. Most significant is the fact that he used his concepts to intervene an emotional crisis in his family, this yielded positive results (Blume, 2006). Philosophical Underpinnings Triangles Rasheed, Marley and Rasheed, (2010) illustrate that this is a family system that has got a three-person relationship; hence, this can consist of a child, father and mother. Furthermore, it is perceived to be more firm and as the foundation of a vast emotional system that can hold tension devoid of outside interference (Rasheed, Marley and Rasheed, 2010). Differential of self Bowen (1978) depicts that â€Å"Self† is in born but the amount of it developed by an individual in to the family relationship is determined during adolescent and childhood. Hence, if an individual develops less â€Å"self†, he ends up having a superior influence in the family. It is noteworthy that such an individual controls the performance of other family members (Bowen, 1978). Nuclear emotional systems Rassool and Gafoor (1997) depicts that this identifies core issues that govern the on set of family disputes. One issue is the marital conflict whereby it has been noted that an increase in tension results to more anxiety among spouses, thus they are required to drop the anxiety and focus more on the problem without dictating to one another.Advertising We will write a custom research paper sample on Marriage Family Therapy specifically for you for only $16.05 $11/page Learn More Another issue identified was the dysfunction in one spouse, which majored on, the dictation by one spouse that might lead to s elf control by the other spouse incase of tension. Impairment of one child is a core issue that was identified whereby the parents focus on one child positively or negatively. Hence, the child becomes more reactive to such attention resulting to his disintegration from the other children. A core issue also discovered was the emotional distance where one family member decides to reduce the family relationship intensity by distancing themselves (Rassool and Gafoor, 1997). Family projection According to Falicov, (1991) this illustrates the idea of parents passing on their emotional tribulations to the children and, as a result, prejudice the performance of the child leading to disputes in the family. Multigenerational transmission process Cottrell and Boston (2002) give a picture in which a family’s emotional progression is passed on and upheld over several generations. Thus, the onsets of troubles are generation related. Emotional cut off Reiger (1981) discloses that those indi viduals who have emotional disputes with family members and end up solving these disputes by cutting off emotional contact with them. Sibling positions Skynner*, (1980) divulges that individuals that are raised in similar sibling position most likely have identical characteristics. Hence, elder children settle in the direction of leadership while the young ones have a preference to be followers. Societal emotional process Kog, Vandereycken, and Vertommen (1985) make known that this procedure depicts how emotional system presides over the conduct in any society, encouraging both advancement and suppressive interlude.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More History of Founder Bowen Murray was born in 1913 in Tennessee and was the oldest of five children. In 1934, he attained his Bachelor of Science degree and later a master’s degree in 1937 at the university of Tennessee medical school. He served in the army from where he changed to psychiatry from surgery (Herbert, Castronova, McNeil, and Mossman, 2000). While at National Institute of Mental Health he started to build up his theory, this was in 1954 to 1959. He then moved to Georgetown University where he founded Georgetown family center in 1959. He remained focused and dedicated to family therapy, as a result, producing one of the purest theoretical ideas. In 1978 to 1982, he became the first president of the American family therapy association. He later succumbs to cancer in 1990 (Herbert et al., 2000). Assumptions Boss, Doherty and LaRoss (2008) highlighted that, one of the assumptions of family therapy is that, family relationships are the primary cause of psychological wel l being and psychopathology for people. This means that in order to understand individuals conduct, his relationship with the family should be put in to consideration. Another assumption depicts that family communication models have a tendency to recur across generations. According to Boss et al., (2008), the third assumption stated that Family health entails equilibrium of correlation and individuation. This illustrates that for a family to have a healthy relationship there must be freedom of conduct and togetherness amongst its members. It further states that the triad is the least component for the multifaceted understanding of family relations (Boss et al., 2008). Role of Therapist According to Pernice-Duca, (2010), the role of the therapist is to get involved with problem solving without getting emotionally attached to the family. Furthermore, a therapist is supposed to remain neutral to any issues that come up. Thus, the family will realize it is an emotional system. Bowen inc ulcates the therapists to avoid a situation where a family desperately needs their help, but rather they should make them accept the responsibility to work towards their own change. Bowen cautions therapists against placing themselves in the meditative role, in a family triangle, (Pernice-Duca, 2010). Techniques/Interventions Bentovim, (1979) discloses that, Bowen never considered â€Å"therapeutic bag of tricks†. A Boweian therapist needed to construction a family genogram and questions. The therapist needs to motivate the family members to enlighten themselves with the history of the family. Furthermore, activities like visiting or writing letters to distant family members are encouraged. Some interventions involved in Bowen family therapy theory according to Elizur, (1990) include the following: Joining This is the process of connection between the family and the therapist resulting into a beneficial system. Similarly, it involves trailing, mimesis and substantiation. Refr aming This involves altering a concept by illustrating from a diverse perspective, as a result, altering the meaning but not the fact. Enactment Family members presenting difficult behavioral progression in to the therapy session Working with impulsive interaction Therapists identify the dynamics and series of conducts during therapy sessions and thus deliberate on the course, not the issue. Restructuring This constitutes the alteration of the family structure, for example, rising up against dictatorial behavior of the father. Conclusion Bowen’s theory gives attention to the arrangement and functioning of the emotional system. Furthermore, it involves sessions between individuals and the actions of â€Å"self† in the system. This theory insists on use of outlying factors to solve the current problem. As a result, a solution is achieved within a short time. Devoid of current, noteworthy socio-political accompaniments, this theory decontextualises affiliation models that are strongly conversant with gender, class and ethnicity. Bowen’s theory has been evident to produce positive outcomes everywhere it has been implemented. It is outstanding in the fact that it makes the therapists experience its roles in their own families of origin before acknowledging its practical application. References Bentovim, A. (1979), Theories of family interaction and techniques of intervention. Journal of Family Therapy, 1: 321 Blume, T. (2006). Becoming a family counselor: a bridge to family therapy theory and practice. New Jersey. John Wiley publishers Boss, P. Doherty, W and LaRoss, R. (2008). Sourcebook of Family Theories and Methods: A Contextual Approach. New York. Springer Science + Business media. Bowen, M. (1978). Family therapy in clinical practice. Michigan. Jason Aronson. Cottrell, D. and Boston, P. (2002), Practitioner Review: The effectiveness of systemic family therapy for children and adolescents. Journal of Child Psychology and Psychiatry, 43: 57 3–586. Elizur, J. (1990), ‘Stuckness’ in live supervision: Expanding the therapists style. Journal of Family Therapy, 12: 267–280 Falicov, C. (1991).Family Transitions: Continuity and Change over the Life Cycle. New York. Guilford Press Gladding, S. (2002). Family therapy: history, theory, and practice. Michigan. Merrill Herbert, M, Castronova, F, McNeil, B and Mossman, J. (2000). Biography and Genealogy Master Index 2000: A Consolidated Index to More Than 300,000 Biographical Sketches in 90 Current and Retrospective Biographical Dictionaries. Michigan. Gale group Kog, E., Vandereycken, W. and Vertommen, H. (1985), the psychosomatic family model. A critical analysis of family interaction concepts. Journal of Family  Therapy, 7: 31–44. Pernice-Duca, F. (2010), Family Network Support and Mental Health Recovery. Journal of Marital and Family Therapy, 36: 13–27. Rasheed, J, Marley, J and Rasheed, M. (2010). Family Therapy: Models and Techniques . California. SAGE. Rassool, H and Gafoor, M. (1997). Addiction nursing: perspectives on professional and clinical practice. London. Nelson Thornes. Reiger, K. (1981), Family therapys missing question, why the plight of the modern family? Journal of Family Therapy, 3: 293–308. Skynner, A. C. R. (1980), Recent developments in marital therapy. Journal of Family Therapy, 2: 271–296. Titelman, P. (1998). Clinical applications of Bowen family systems theory. New York. Routledge