Childhood Obesity A Condition That Affects Children

Childhood obesity is a condition that affects children in the United States. According to the Centers for Disease Control and Prevention (CDC) the rates of obesity in children have more than doubled in children in the past 30 years. There was increase of 18% from 1980 to 2012 in children 6 to 11 years of age, estimating that more than one third of children are overweight or obese. (Childhood Obesity Facts, 2014) Obesity usually begins in children during the ages of 5 and 6. The most troublesome fact is that studies have shown that obese children between 10 and 13 have a predisposition of becoming an obese adult. (Obesity in Children and Teens, 2011) Consequently, overweight teenagers have a 70 percent chance of becoming obese or overweight adults, and if at least one parent is obese the child’s predisposition rate increases to 80 percent. (Bishop et al., 2005) What is obesity? Obesity is defined in terms of Body Mass Index (BMI), a number calculated from a person’s height and weight. Although it does not measure body fat directly, it is considered an alternative for direct measures of body fat. The formula to calculate Body Mass Index (BMI) is weight (lb) / [height (in)]2 x 703. From this formula, the result obtained is used to determine the state of obesity in the patient. (About BMI for Children and Teens, 2011) In children ages 2 to 19 years of age, BMI is assessed by age and sex specific percentiles. Obesity is a BMI above the 95th percentile andShow MoreRelatedChildhood Obesity : A Serious Medical Condition That Affects Children And Adolescents991 Words   |  4 Pagesadolescent obesity rates continue, predictions say by 2035 there will be more than 100,000 additional cases of heart disease linked to obesity (Collins 1). Childhood obesity has become more of an epidemic over the last few years. Although there are debates of childhood obesity being a problem, several factors contribute to childhood obesity such as parental feeding styles and fast food, nonetheless, which can all be prevented. Childhood obesity is a serious medical condition that affects children and adolescentsRead MoreChildhood Obesity : A Serious Medical Condition That Affects Children And Adolescents Essay1116 Words   |  5 Pagesquestion will identify the leading causes of childhood obesity in New Zealand. Childhood obesity is a serious medical condition that affects children and adolescents (Mayo Clinic, 2014). It occurs when a child is well above the normal weight for his or her age and height (Mayo Clinic, 2014). This enquiry question will mainly focus on children who are obese in New Zealand. Through survey, The 2012/13 New Zealand Health Survey found that 1 in 9 children aged 2–14 years were obese (11%), in New ZealandRead MoreChildhood Obesity : A Serious Medical Condition That Affects Children And Adolescents878 Words   |  4 Pages Research Paper on Childhood Obesity Childhood obesity is a serious medical condition that affects children and adolescents. It occurs when a child is overweight and well over the normal weight for his or her age and height. Child obesity is an important issue because the extra weight can lead children down the wrong path to health problems, such as high blood pressure, high cholesterol, and diabetes to name a few. Childhood obesity can cause children to become depressed and have poor self-esteemRead MoreChildhood Obesity : A Serious Medical Condition That Affects Children And Adolescents Essay1736 Words   |  7 Pageshealth risks that children face today is not an atrocious disease like cancer nor is it learning or behavioral problems—it is obesity! The Mayo Clinic, a nonprofit organization committed to clinical practice, health education and research, defines child hood obesity as â€Å"a serious medical condition that affects children and adolescents, that occurs when a child is well above the normal weight for his or her age and height† (Mayo). The Mayo Clinic goes on to say that childhood obesity is particularlyRead MoreChildhood Obesity Affects The Children s Emotional Health1717 Words   |  7 PagesChildhood obesity has been a crucial global concern for the past years, especially in the United States. Obesity within children has become a concern because it can develop multiple health risks. Although some of the health risks can be treated, there are many that could follow them for a lifetime. Some of the health risks could be minor, but many of the health issues are deadly. Childhood obesity has been related to affecting the majority of the child’s main body systems. For example, childhoodRead MoreChildhood Obesity And Its Effect On Children s Wellbeing And Health999 Words   |  4 PagesChildhood obesity is described as a condition whereby excessive body fat interferes or affects child’s wellbeing and health. The condition is often diagnosed based on the Body Mass Index (BMI) since it is considerably difficult to determine the body fat directly. This condition is now recognized as a serious issue requiring public health concern owing to the increased of its prevalence among the children. To avoid stigmatization, overweight is often used in children rather than obese (Ogden, 2014)Read MoreChildhood Obesity And Its Effect On Children1273 Words   |  6 Pagesincline, childhood obesity is one of the most important issue. Often times, parents are willing to do anything for their child with the idea that it is â€Å"healthy.† When they figure out that not everything is healthy, some even take efforts to sue the company. Parents do not realize the underlying factors that cause this type of obesity. Childhood obesity can be a result of many factors in this upcoming society. Many consider genetics and hormonal development as a proof for childhood obesity. HoweverRead MoreChildhood Obesity : An American Epidemic1263 Words   |à ‚  6 PagesChildhood Obesity: An American Epidemic America is facing a serious challenge! Children’s health is becoming a critical concern. Childhood obesity has become an â€Å"epidemic disease† that has rapidly grown over the years in the United States. According to the National Center for Health Statistics in 2011 states that, â€Å"childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years. In 2012, more than one- third of children and adolescents were overweight or obese†Read MoreChildhood Obesity : Obesity And Obesity1505 Words   |  7 PagesChildhood Obesity Introduction Childhood Obesity has become more critical public health issue worldwide. However, obesity ratio varies from country to country. In addition, up to a quarter of Australian children are suffering from childhood obesity and obese children are at higher risk to become obese adult. For this reason, child’s weight always matters because it can impact on their health in future. There may be many reasons which affect childhood obesity including sedentary life style, lack ofRead MoreChildhood Obesity : Is It Being Taken Seriously?957 Words   |  4 PagesIn the article Childhood obesity: is it being taken seriously?† the author, Honor Whiteman, quickly explains how childhood obesity affects children. She goes into detail on how outside influences affect children and brainwash them into having unhealthy lifestyles. These bad habits, that Whiteman describes, lead children into a tunnel that ends with lifetime obesity. There are moves people can take that will allow them to avoid this preventable issue, yet hardly anyone considers them. This article

I think that animal testing is a cruel and inhuman thing...

I think that animal testing is a cruel and inhuman thing to do especially if you are hurting the animal on purpose. Even though animals dont have rights you should still not abuse them by burning them, pulling their eyes out, or just beating them. Did you know that over hundred million animals are abused in U.S. labs every year? Imagine if you were in the animals place how would you feel, would you try to do something about it? Animals are used to test on for things like medical studies, cosmetic testing, and behavioral studies. Animal testing first started in early Greek in the 2nd and 4th centuries BCE. Some famous researchers from the early ages who tested on animals are people like Abenzoar, an arab physician and Moorish Spain who†¦show more content†¦And only about 36 percent that are in pain are given anesthesia to help relieve the the pain, so that means that the other 64 percent of animals are are in pain. I think that rules for animal testing should be strict so that not every year 100 million animals are in pain, suffering, or slowly dying because of us humans. There are many different things we can use instead of testing on animals and killing them like for example we can use human cells or we can use dead humans but the person being researched on has to know and be okay with it just like a donor. Most of the test that are tested on are for cosmetic testing, toxicology testing, drug testing, biomedical research, and also for educational reasons. And most the animals that get tested on usually the drugs work on them but end up not working on humans, another reason w hy animal testing is bad. Rabbits get tested on for contact lenses and after researchers have put the lenses in the rabbits the take lenses out and take the rabbit’s eye out. Humans have rights and animals are pretty similar to humans so why shouldn’t animals have rights. Animal testing laws should be more strict so not a lot of animals end up dying. Animals are an important part of this world, and if we don’t take good care of them and keep on killing them, then what are researchers going to do. Just like if you take out an animal out of a food chain then the whole entire food chain gets affected, if we take out animals

Educational Change in the UAE-Free-Samples-Myassignmenthelp.com

Question: Summarise the article "Teacher resistance to educational change in the United Arab Emirate" by Ibrahim. Answer: Article Summary The article investigated the four factors that may be the reason for the resistance that is portrayed by the teachers towards the educational change in the UAE. These four factors include the personal factors, those related to the school culture, personal factors and the organizational factors. The United Arab Emirates educational systems have been undergoing tremendous changes with respect to the rhetoric of decentralization. The change in the system had taken birth after the education ministry had delegated the Abu Dhabi Education Council or the ADEC with the responsibility of education in the region of Abu Dhabi. The article suggests that the teachers involved in the study were supportive of the change and felt that the principals of and the other agents who advocated the change. The teachers needed to be psychologically prepared to be exposed to the proposed change as they were apprehensive of the outcomes that may follow the implementation of the change. The frequent implementat ions of various changes had already exhausted the teachers. The study had also pointed out that the implementation of the English language as a medium of instruction had led the teachers to face a huge amount of difficulties in helping the slow-learners to grasp the studies that were brought forward by the recently imposed curriculum. The efforts of the changes that are made by the ADEC face many obstacles that rise from the end of the administrators, teachers, parents or guardians and the students. The most important of these obstacles is the one that arises from the end of the teacher. The teacher, in most of the cases, resists a change based on the administration and the initiation of the change. In case of the changes that were implemented on the curriculum, the teachers adapted to those parts of the change that they found themselves acquainted with. Observations revealed that they were distressed due to the parts of the curriculum on which they needed to devote extra amount of effort. The same observation was recorded for the changes that were implemented on the methods of teaching. A group of teachers believed that the traditional teaching methods were advantageous over the ones that the Education Council was trying to implement. Purpose and Review of previous studies The purpose of this paper was to examine the factors that were responsible for the resistance of the teachers towards the change in the patterns of education in the government schools of Al-Ain region. The study in discussion, as mentioned above, specifically aims to find out the underlying factors that are responsible for the resistance of the teachers towards the changes in the educational patterns that are currently taking place in the government schools in the Al-Ain region of the United Arab Emirates (Ibrahim, Al-Kaabi and El-Zaatari 2013). This study had concentrated on the government schools situated in Al-Ain region only and thus is not capable to be generalized across all the territories that fall under the United Arab Emirates. The resistance towards the change in the educational pattern has been a significant problem that does exist within the educational societies all over the world. This has been one of the main challenges that needs to be overcome in order to successful ly implement the change in the education systems. Educational change refers to the developments of the skills, knowledge and the disposition of the teachers, the students and the other administrative officials. These changes help the present education system to strive in the ever-changing and competitive global society. Literature has been extensively reviewed in order to aid the identification of the various factors that have been instrumental in the resistance of the change by the teachers. The teachers had to transfer from a known realm to an unknown one thereby triggering the feelings of discomfort and doubts in them. Researchers have also suggested that the teachers may consider that the reforms might threaten their professional identities. They may also resist the change if they had not been allowed the proper time span that should have been allowed in order to get themselves accustomed to the changes. Research portrays that a teacher may be resisting the change in the educational system due to the disagreement of the changes with the skills and specialties of the concerned teacher. The values and norms that are related to the change must be in agreement with the basic values and the culture of the targeted organization. The resistance to the change may also be avoided by training the teachers on the different components of the change as well as helping them to stay aware of the upcoming changes that are about to take place. Main Findings The main findings of the authors may be listed as below. The teachers were overwhelmed about the changes that were incorporated. Most of the changes did not pertain to the activity of teaching. The teachers were also observed to have been worried about the fact that the school hours would get prolonged. The most important change needed was the change in the psychology of the teachers. They needed to be psychologically stable in order to implement the change. The teachers were observed to be highly interested in the changes that were to be implemented in the educational system. The teachers who participated in the survey brought to the surface that they might be facing while implementing the curriculum changes. They put forward the problem that many of the students were not ready to use the English language. They also added that the changes that needed to be implemented need to abide by the norms that are set by the United Arab Emirates. The teachers have expressed their support towards the need for the change in the education system that is being currently followed in the United Arab Emirates. The teachers brought to the limelight the fact that the change has been implemented on them and that they were not a part of the planning procedures that the implemented changes had to go through. The teachers preferred the principals who encouraged collaborative nature at work in order to help the successful implementation of the change in the educational system. There should be a regular and effective communication between the teachers and the principal and the concerned authorities in order to guide and support the teachers in the implementation of the change. The teachers opined that the changes that need to be brought about should be tested at a smaller level before implementing them on the total system. They argued that the changes must be brought about at a gradual pace and the goals set should be achievable and realistic. The teachers also complained about the lack of proper communication between the ADEC, the districts of the schools and the administration of the schools. Discussion by the authors In the article in discussion, the authors discuss the fact that though the teachers want the change in the education and are willing to be a part of the same, yet they seem to complain about the ways in which the changes are brought about. Researches have brought to limelight the fact that the teachers seem to resist the changes whenever they feel that the change is not necessary for the students. The teachers were also found to be unhappy about the added responsibilities that they had to face as well as the prolonged working hours. The teachers felt left out because they were not involved in the process of planning that preceded the implementation of the plan. It seemed that the changes were imposed on them and they lacked the appropriate training that they should have in order to follow the change that have been set by the authorities. The principal of the institution may be considered to be the agents who advocate the need of the change in an institution. They play very important roles in the motivation of the teachers to accept the change in the processes thereby aiding the creation of a culture in the schools. The appointment of foreign teachers in the schools may also lead to the resistance of the existing teachers, who may feel that the behavioral and cultural patters that are followed by the foreign teachers may contradict the conservative cultures followed by the students. Researches also suggest that the lack of support and guidance during the change implementation may also lead the teachers to resist the changes. Conclusions by the author The authors concluded their study on the note that the changes that were implemented by the ADEC would face more resistance from the teachers if the changes were not planned well. The involvement of the teachers would lessen the resistance from the teachers. The teachers should be provide with proper training that is required in order to implement the proposed changes. There should exist the prevalence of the willingness to change, the existence of a culture that fosters learning and a system of rewarding in order to lower the resistance of the teachers towards the proposed changes of the ADEC. The implemented changes should be well-directed in order to achieve the desired results in the education system. The teachers should be involved in the planning of the change. They should be provided with adequate training in order to help them implement the change. The teachers need to be favorable to the idea of the change that the UAE government is planning to implement in the educational s ystem. There should be provisions for a rewarding system that works in the support of the implemented changes. The frequent changes in the curricula might aid the creation of the feelings of distrust among the teachers who are employed in the government schools. The implemented changes in the curricula should not interfere with the cultural and the social ideologies of the educational institutions. Comments The ADEC officials, the superintendents of the schools and the principals must spend more time for the alleviation of the fears of the teachers regarding the consequences of the changes that have been undertaken by the government schools in the Al-Ain region. The +teachers should be well versed with the rationale behind the implementation of the change. The policy-makers should review the curricula to make it more acceptable to the needs of the students. The curricula should also be aligned to the academic requirements of the students as well as the culture of the United Arab Emirates. There should be involvement of the employees on an administrative level to judge their reactions on implemented changes in the educational system. Researchers and investigators should be urged to replicate their study on the implemented changes in the educational system in the various other schools in the districts in the country. A deep exploration of the adversities encountered during the implementat ion of the change using a qualitative research design is necessary Reference Ibrahim, A.S., Al-Kaabi, A. and El-Zaatari, W., 2013. Teacher resistance to educational change in the United Arab Emirates.International Journal of Research Studies in Education,2(3), pp.25-36.

Watching the Leader Being Born Leadership Theories

Introduction: The Research Background Being a leader is not an easy task – to co control a certain group of people and specific organizational processes, be it a multinational corporation with several affiliates all over the world or a school sports team, one has to possess specific features, apply certain theories and create a well thought-out strategy.Advertising We will write a custom essay sample on Watching the Leader Being Born: Leadership Theories specifically for you for only $16.05 $11/page Learn More However, a lot of endeavors that have started in a quite inspiring way have been cancelled because of incompetent leadership and inconsistent measures. Therefore, it can be suggested that, to be an efficient leader, one has to combine specific theories and use a mixed approach. With the help of efficient leadership which has been backed up by a bunch of strong theories, one can lead any team to glorious victory. The topic: leadership theory tested In the given paper, the consistency of the major existing leadership theories is going to be tested basing on their practical efficacy. Therefore, the paper is going to focus on the reasonability of using a specific leadership theory, as well as the theory’s overall value and applicability. Concerning the purpose Since in the present-day world of corporate management, the leadership approach is considered the cornerstone of the company’s success and a number of leadership theories which sometimes prove quite the opposite of each other have been spawned, it is necessary to determine the approaches that truly work. With the right bunch of theories behind one’s back, one can turn any company into a huge corporation. Picking the right approach In the given paper, the method of a narrative research is going to be undertaken to analyze the existing types of theories and to evaluate their significance for shaping the leader’s personality. The research sig nificance It can be suggested that the given research will help summarize the essence of the most common leadership theories and verify their consistency. In addition, the famous question whether a leader is born or raised is going to be considered once again. When Theory Meets Practice However, the role of a theory in leadership must not be underestimated either. Even with a strong leader and a strong team of staff, the company is most likely to lose unless a proper theory or a set of theories is used to polish his/her skills and choose a proper leadership approach.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Great Men theory One of the most famous and, perhaps, the least challenging of all, the Great Men theory presupposes that certain people are born with a specific set of qualities which allow them to become leaders in future. Indeed, the ability to communicate and inspire (Samson Daft, 2012) seems an inborn quality. However, if considering such leader’s traits as the ability to set vision and strategy (Samson Daft, 2012), one must admit that one can train to become a leader, since communication skills are quite improvable. Trait theory Quite close to the Great Men theory, traits theory actually takes the basic premises of the latter and pushes them even further, analyzing the traits of the most famous leaders in the world history to distil the perfect image of an ideal leader. However, unlike the Great Men theory, the trait theory allows to suggest that the above-mentioned traits can be acquired, which opens new opportunities for the people in charge of projects and organizations. Behavioral theory A logical follow-up to the previous theory, the idea that the efficiency of the leader’s actions depends on his/her behavior is the key concept of the behavioral theory (Lussier Achua, 2009, 70). Indeed, since one’s actions depend on the kin d of a temperament which a person has, it is logical to suggest that the leader’s behavior is the key to the company’s efficiency. Participative theory Offering a rather unusual turn in the way the leader’s role is viewed in leadership theories, the participative theory focuses not on the leader’s qualities, but rather on the actions triggered by the leader’s characteristics. Participative theory, unlike other theories of leadership, concerns the relationships between the leader and the company staff, which is rather innovative. Management theory A huge step forward in defining the role of a leader in a company, the management theory allowed to drive the line between management and leadership, making it obvious that the two are quite different concepts.Advertising We will write a custom essay sample on Watching the Leader Being Born: Leadership Theories specifically for you for only $16.05 $11/page Learn More It is wor th mentioning, however, that the given theory does not seem to help much in identifying the role of a leader – it actually lists the differences between a leader and a manager (Cole, 2003). However, in terms of telling the role of a manager from the one of a leader and specifying the issues which should not concern the leader at all, the management theory is quite useful. Relationships theory A huge step forward in determining the role of the staff in the leadership process and the process of decision-making, relationships theories make it clear that employees’ role in running the company is just as important as the one of the leader. As Richman puts it, the relationship theory is â€Å"directly related to productivity, esprit de corps, and other group dynamics† (Richman, 2006, 23). Hersey and Blanchard’s situational theory As Samson and Daft explain, the key point of Hersey and Blanchard’s situational theory is the fact that the leader has to make sure that the behavior which (s)he chooses corresponds to the task which (s)he assigns to the employees, as well as to the specified employees’ character traits and peculiarities (Samson Daft, 2012). Therefore, the given theory links the behavioral ones and the ones which are staff-oriented, making the leadership style more flexible. Fiedler’s contingency theory According to Samson Daft (2012), the given theory is based on the same concept of establishing strong and trustworthy relationships between the leader and his subordinates. However, there is an important detail that makes Samson and Daft’s theory stand out is the fact that, to offer the best performance possible, a leader has to be both task- and people-oriented. Substitutes for leadership However, as Samson and Daft claim, there are instances when there is no need to assign a leader; as the former claim, in case of the staff’s high competency rates, no leader is required (Samson Daft, 2012). However, the concept of a substitute for leadership does not seem suitable for the entrepreneurships which involve solving multiple tasks and demands proficiency in various fields. Neutralizers Though the idea that there are situations when no leadership is required seem rather far-fetched, it is still necessary to consider such phenomenon as neutralizers. Presupposing that in certain cases, no leadership is needed, these substitutes allow employees to handle the emerging issues on their own.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Though rather democratic, the given substitute for leadership hardly seems legitimate, since the working process is not controlled and no clear plan for the future actions is provided. The Role of a Leader, Rediscovered Though it is generally considered that a leader performs only one role, and that is the one of a person who is in charge of a certain group of people, there are, in fact, several roles which a good leader has to play to make the company prosper. Encompassing not only the working processes, but also the relationships within the team of staff, as well as planning the further actions, a true leader has to use a specific theory when performing each of these roles. The power of teamwork There is no doubt that coordinating the work of the subordinates is one of a leader’s key functions. To deliver the best performance possible, a leader can utilize the trait theory, which can help the leader convince the employees that his/her example is worth following and, therefo re, create a strong and well-coordinated team. Tempest in a teapot: conflicts solving No matter how sad it sounds, conflicts are an integral part of working in a team. However, if solved in a constructive way, conflicts can be even helpful (Kriesberg, 2007). Hence, to control the emerging difficulties and make sure that the conflicts among the employees and the managerial are solved in a constructive way, the participation theory should be utilized. With the help of the postulates of the participation theory, the leader will be able not only to evaluate the conflict objectively, but also involve the opponents into the objective discussion. In search for a guidance Another essential function of a leader, company guidance and planning of the further actions will require the use of the management theory. While drawing the line between a manager and a leader, the given theory also specifies the means to structure the further work of the employees, which is quite helpful for the company leader (Bach Ellis, 2011). Representing the company When it comes to representing the company, which is also among the key functions of a leader, one must admit that the leader’s personality is just as important as his/her competence and skills. As a matter of fact, in the first ten minutes, the leader’s personality is the only thing that matters, for the audience is trying to get a general idea of the company judging by what the leader says. Hence, the Great Men theory and the Trait theory factor in the given situation quite well. Knowing the basic characteristics which are usually attributed to leaders, one can easily create an impression of a born leader. A king in his castle: about control The last, but definitely not the least, the process of controlling the organization and the employees is the function worth considering. Using the contingency theory, which helps to hit the chord between the employees’ interests and the ones of the company, and utilizing the approach of the behaviorist theory, which allows to set an example for the employees, one can achieve impressive results. Conclusion: The Winner Takes It All Judging by the ideas offered above, one can claim with certainty that strong and efficient leadership presupposes that not one, but a number of various leadership theories should be used. Once utilizing a mixed approach and considering the company strategy in correspondence with the situation and its factors, one can reach stunning success in organizational leadership. In addition, it has been proven that the moods within the team of staff must also be taken into account, since the latter predetermine the working efficiency and the company profit. Therefore, a good leader has to learn to combine numerous theories, which goes way beyond inborn qualities and requires daily training. Reference List Cole, G. A. (2003). Management: Theory and practice. Stamford, CT: Cengage Learning. Bach, S., Ellis, P. (2011). Leadership, mana gement and team working in nursing. Thousand Oaks, CA: SAGE. Kriesberg, L. (2007). Constructive conflicts: From escalation to resolution. New York, NY: Rowman Littlefield. Lussier, R. N., Achua, F. A. (2009). Leadership: Theory, application, skill  development. Stamford, CT: Cengage Learning. Richman, L. (2003). Improving your project management skills. New York City, NY: AMACOM. Samson, D. Daft, R. L. (2012). Leading in organizations. In Fundamentals of  management (4th ed.) Australia: Cengage Learning. This essay on Watching the Leader Being Born: Leadership Theories was written and submitted by user Lina L. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What Astronomers Mean By Thermal Radiation

What Astronomers Mean By Thermal Radiation Thermal radiation sounds like one a geeky term youd see on a physics test. Actually, its a process that everyone experiences when an object gives off heat. It is also called heat transfer in engineering and black-body radiation in physics. Everything in the universe radiates heat. Some things radiate much MORE heat than others. If an object or process is above absolute zero, its giving off heat. Given that space itself can be only 2 or 3 degrees Kelvin (which is pretty darned cold!), calling it heat radiation seems odd, but its an actual physical process.   Measuring Heat Thermal radiation can be measured by very sensitive instruments - essentially high-tech thermometers. The specific wavelength of radiation will entirely depend on the exact temperature of the object. In most cases ,the emitted radiation isnt something you can see (what we call optical light). For example, a very hot and energetic object might radiate very strongly in x-ray or ultraviolet, but perhaps not look so bright in visible (optical) light. An extremely energetic object might emit gamma rays, which we definitely cant see, followed by visible or x-ray light.    The most common example of heat transfer in the field of astronomy what stars do, particularly our Sun. They shine and give off prodigious amounts of heat. The surface temperature of our central star (roughly 6,000 degrees Celsius) is responsible for the production of the white visible light that reaches Earth. (The Sun appears yellow due to atmospheric effects.) Other objects also emit light and radiation, including solar system objects (mostly infrared), galaxies, the regions around black holes, and nebulae (interstellar clouds of gas and dust).   Other common examples of thermal radiation in our everyday lives include the coils on a stove top when they are heated, the heated surface of an iron, the motor of a car, and even the infrared emission from the human body. How it Works As matter is heated, kinetic energy is imparted to the charged particles that make up the structure of that matter. The average kinetic energy of the particles is known as the thermal energy of the system. This imparted thermal energy will cause the particles to oscillate and accelerate, which creates electromagnetic radiation (which is sometimes referred to as  light). In some fields, the term heat transfer is used when describing the production of electromagnetic energy (i.e. radiation/light) by the process of heating. But this is simply looking at the concept of thermal radiation from a slightly different perspective and the terms really interchangeable. Thermal Radiation and Black-body Systems Black body objects are those that exhibit the specific properties of perfectly absorbing every wavelength of electromagnetic radiation (meaning that they would not reflect light of any wavelength, hence the term black body) and they also will perfectly emit light when they are heated. The specific peak wavelength of light that is emitted is determined from Wiens Law which states that the wavelength of light emitted is inversely proportional to the temperature of the object. In the specific cases of black body objects, the thermal radiation is the sole source of light from the object. Objects like our Sun, while not perfect blackbody emitters, do exhibit such characteristics. The hot plasma near the surface of the Sun generates the thermal radiation that eventually makes it to Earth as heat and light.   In astronomy, black-body radiation helps astronomers understand an objects internal processes, as well as its interaction with the local environment. One of the most interesting examples is that given off by the cosmic microwave background.   This is a remnant glow from the energies expended during the Big Bang, which occurred some 13.7 billion years ago. It marks the point when the young universe had cooled enough for protons and electrons in the early primordial soup to combine to form neutral atoms of hydrogen. That radiation from that early material is visible to us as a glow in the microwave region of the spectrum. Edited and expanded by Carolyn Collins Petersen

Placement Three - Critical reflection The WritePass Journal

Placement Three - Critical reflection Introduction Placement Three Critical reflection IntroductionDiscrimination and empowermentLinking theory to practiceEmotional intelligenceLegislationRiskRehabilitationMulti-professional working SupervisionConclusionReferencesRelated Introduction According to Doel (2010) social work placements provide not just the opportunity for practice learning, ‘they are about a wider philosophy, linking practice to academic learning, research and continuing professional development’ (p4). Consequently, placement forms an integral part of the journey of Social Work Education.  Ã‚  My third and final placement has been within the Social work team on Thames ward, River House, Bethlem Royal Hospital which is a Medium Secure Psychiatric facility providing treatment and rehabilitation for 15 male, mentally disordered offenders with a diagnosis of mental illness and or personality disorders. Through this critical reflection on my placement I will be looking at my learning in areas such as law and policy, risk, linking theory to practice, communication and multi-professional working which have all formed an integral part of my placement. Moreover, I will also be exploring my learning and personal development in areas such as anti- discriminatory practice, reflective practice and the role of supervision in my development throughout placement.   Having successfully completed all of my academic modules as well as two practice placements I felt somewhat better prepared for this placement than I did with my first. I felt that I had grown as a professional and now possessed proven practical skills. Moreover, I felt more confident in my ability to work with service users; linking social work theories and values to my practice.  Ã‚  However, having no experience of working with this service user group I felt slightly anxious about my placement, especially as it was within a Secure Unit and that I would be working with purely male service users. This was not helped by my first visit to River House, the high perimeter fences and strict security procedures led to me feeling that I was entering a prison as opposed to a hospital environment. Upon reflection I felt that my anxiety was largely due to my negative preconceptions about mental illness especially my belief that mentally ill people are violent, unpredictable, and dangerous. These views were not only a result of a lack of knowledge about mental illness and personality disorders but also about the influence of negative media and cultural stereotypes that I had grown up with. I realised that these views were something that I would need to continually be aware of throughout this placement so as to work in an anti discriminatory manner (Unit 19). According to Thompson (2006) good practice is anti-discriminatory; therefore, being aware of avoiding assumptions which are discriminatory or oppressive can contribute positively to empowerment of service users. Mullen (2000) highlights that forensic mental health involves the assessment and treatment of those who are both mentally disordered and whose behaviour has led, or could lead, to offending (p309). Additionally, McInerny (2004) highlights that although secure hospitals are not prisons it is important that the relationship between security and therapy is properly managed. Through working as part of the clinical team I came to understand that the role of the unit is the treatment and rehabilitation of the patients with a large focus on risk management and care planning. I initially found it challenging to not look at patients from a purely medical perspective, for example by immediately attributing patients offending as a consequence of their mental illness. I benefited from a teaching session with the Clinical psychiatrist who clarified that mental illness does not cause patients to commit crimes rather, the propensity to commit a criminal offence is demographically determined. Additi onally, I learnt that certain mental illnesses gave patients the propensity to commit particular crimes for example that there is a link between personality disorders and antisocial behaviours. Discrimination and empowerment Although patients were transferred on and off the ward throughout my placement I noted that there were disproportionate amount of black African and Caribbean men on the ward. As the placement progressed I noted that that throughout River house black and ethnic minority men formed a large proportion of the patients. A number of studies including one by Harrison (2002) have found that in comparison African-Caribbean men are more likely to be admitted to psychiatric hospitals, diagnosed with schizophrenia and sectioned under the Mental Health Act. Additionally a 2008 mental health services census found that that overall rates of detention were higher than\ average among the black Caribbean and black African men by 20 to 36 per cent (Commission for Healthcare Audit and Inspection 2008). According to Harrison (2002) negative attitudes towards mental distress can be compounded by other forms of discrimination such as race for example the belief that black men are more likely to be violent than their white counterparts. The majority of staff on the ward including myself and my practice teacher were from black and ethnic minority groups and I initially wondered whether the patients took this as a positive and empowering factor in that they could identify with the nurses and social worker.   Conversely, whether given that those who could be said to hold the ‘real decision making power’ such as the psychiatrist were white, additionally the majority of the ethnic minority staff were female, I wondered whether the patients felt disempowered by this. However as the placement developed it emerged that all professionals on the ward worked in unison and that decisions were always made by the multi professional team as a whole (Unit 17). I felt that this projected a message to the patients that none of the professional worked in isolation; as such they could attribute respect to us all as part of their care team. I found that that there was a good level of patient involvement in their own care plans as wells patients’ views being taken into consideration in decision making processes. Consequently I felt that this helped to empower the patients to a degree (Unit 5, Unit 7). Chinman et al (1999) contends participation treatment planning can also be empowering, in addition, that people with severe mental illness being able to actively participate in designing their own treatment plans could lead to an improved self-image and a greater likelihood that they will reach their treatment goals. However, authors such as Rosenfeld and Turkheimer (1995) and Linhorst et al (2002) argue, the severity of mental illness can be the main barrier to empowerment as some patients may lack the full capacity to process information, weigh choices and make informed decisions about their treatment. Furthermore, there is a danger that some patients especially those who have been in-patients for extended periods of time, may have become institutionalised or dependant on mental health services and as such do not ever have a fully desire to engage in and progress through patient recovery pathways. According to Golightley (2004) social workers need to work in unison with medical and other health professionals whilst remaining at the forefront of processes that include and empower services users. As a result I found that it was important to develop as good of a relationship as I could with each of the patients I worked with (Unit 1, Unit 2, Unit 5). According to Mason (2011) â€Å"Relationships are recognised as an integral and influential component of the therapeutic process and highly influential within service users’ care and treatment. This is even more important due to the power imbalance exists between patients and professionals† The patients on the ward engage in many therapeutic activities including groups such as understanding mental illness, index related work, substance misuse. Although patients may find it empowering to engage in therapeutic activities and groups as these would aid their recovery and rehabilitation; this for me raised questions about the power that professionals hold over the patient as well as the genuine nature of the patient’s engagement. That is because patients engagement in such activities directly correlated with the amount of progress they made towards discharge. Authors such as Lowry (1998) argue that within forensic mental health settings, patients are contained in an environment which automatically restricts choice, and autonomy. Consequently, the focus has tended to be on ‘compliance’ rather than active service user ‘engagement’ in therapeutic interventions. Rogers et al (1997), defined empowerment as â€Å"the connection between a sense of personal competence, a desire for and a willingness to take action in the public domain’’. Through my time on the ward I directly empowered patients in a number of ways (Unit 2, Unit3, Unit 5, Unit 6, Unit 10). This includes ensuring I incorporated their views in my assessments and allowed them to read my assessments and raise any concerns that they had before the final drafts were submitted (Unit 3, Unit 11, Unit 14, Unit 16 ). Moreover I ensured I gained their consent to gather information about them from their family or other services. I ensured that I provided patients informed choice over how they handle their finances as some patients’ finances were managed by their family. Additionally, I did some specific work supporting a patient to re-establish contact with his sister where he had previously no contact with any family members. I also supported another patient to make an informed decision about his relinquishing the tenancy of his flat. Although these patients have no choice about being in hospital I found that being able to make such decisions and take corresponding actions was very empowering for them. This is supported by Jones Meleis (1993) who contend that empowerment is both process and outcome, which encompass people’s rights, strengths and abilities, implying competence or the development of potential. Linking theory to practice Being in a hospital environment there was undoubted a large emphasis on the medical model in which mental health is looked at in relation to illness and illness management. However, especially where a patient was due to be discharged great emphasis was placed on the social model which included the understanding that social exclusion and stigma could present as ‘the greatest barrier to social inclusion and recovery’ for the patients (Social Exclusion Unit 2004). This is because of society’s negative perceptions about people with mental health problems can lead to them being stigmatised, labelled as being violent, and dangerous. Although at the beginning I held some of these views, working closer with the patients on my ward, as well as spending time in community hostels and community mental health teams, I came to see how difficult it is for our patients to reintegrate back into society and the anxiety that this caused them prior to discharge (Unit 19). This is bec ause they not only suffered from a mental illness but the fact that they had also been through the criminal justice system, leading to them possibly suffering discriminated on multiply grounds. Thus with regards to my role I found that the social model in addition to the dominant medical model formed the underlying rationale for the work I did. Through conducting various assessments I was able to gain a better appreciation for the need to take a multi-faceted approach in working with patients and as such developed my ability to link social work theories to practice. According to Golightly (2008) the likely cause of mental disorder is a complex interaction between a range of factors; encompassing biological, psychological and social factors (p36). Consequently, mental health should always be addressed from a perspective that ‘reflects the understanding that human beings are biological, psychological and social creatures all at the same time’ (Dombeck and Wells-Moran, 2006, p52) (Unit18). Using Collingwood’s (2005) model I noted that I used theories such as systems theory, theories on attachment and loss, as well as a biological and psychological models to inform my practice and assessments. A systemic approach takes the view that an individual is best understood through assessing the interactions within their family, community and wider socio-political environments (Payne 1997, p123). This is important especially as the majority of our patients fit within a particular demographic that being males from ethnic minority backgrounds many of who have experienced disadvantaged upbringings and disruptive family backgrounds. This is also the reason why theories relating to attachment and loss are pertinent in informing assessments. Biological and psychological models provide an important basis for the formation of understanding, treating and managing mental illness and personality disorders.   Through this placement I have learnt that it is important to combine know ledge from these theoretical perspectives in order to produce a comprehensive assessment (Unit 1, Unit 2, Unit 3, Unit 6). As well as theories which are used to inform practice there are also theories which are used to intervene, these include biological and psychological models through the use of medication and both group and individual therapies. I found that I largely took a person centred approach in working with the patients especially in the assessment process in that I strove to identify what was important to the patient from their own perspective and strove to find appropriate solutions (Brewis, 2007, p.4) (Unit 18) . In doing so, I also used task centred practice. According to Howe (1987 p82) in task centred practice, problems are defined as identifiable pieces of behaviour, goals are set and mutually agreed with service users, involvement proceeds by way of small sequential, manageable steps. Payne (1997) argues that task centred work aims for collaboration between worker and client to target problems where the goal is to utilise, extend and consolidate the service users strength and abilities (p.108). However Doel (1994) argues that although this would not be an equal partnership, in the sense that powers roles and responsibilities would differ, however, true partnership is open about these differences as ‘partnership should be based on a common understanding of the reason for doing the work’ (p30). For example after undertaking an assessment of a patient I would give them the assessment to read within a given time frame and ask them to make note of any errors or questions that they had about their assessment. As with my first placement I learnt that the process of assessment is an intervention within itself in that I was able to challenge patients to think about their overall progress as well as specific inappropriate behaviours, but also to look into their insight into their mental illnesses and index offences (Unit 9). Underpinning my use of theories are the social work values, in this placement there was a heavy focus on anti-discriminatory practice, advocacy and empowerment (Unit 19). Moreover, I learnt that as a professional I was also a resource in that I was able to communicate patient needs and concerns to the clinical team, advocate for and provide information to the patients where necessary (Unit 10). I felt that as the placement progressed and my knowledge in areas such as the Mental Health Act 1983 (as amended by the Mental Health Act 2007) and awareness of support services and agencies increased, I was able to provide a better service to the patients. Emotional intelligence During both my first and second placements I developed a greater understanding of the term ‘emotional intelligence’ as developed by Salovey and Mayer (1990). Emotional intelligence is about being an aware of my own emotions and the need to not only manage but also to reflect upon them so as to see how they might affect my interactions with patients and ultimately how they impact upon my assessments (Unit 18, Unit 20). According to Howe (2009) emotional intelligence can have an affects on behaviour, I found that this was important to note as from the onset of this placement I was aware that I held negative stereotypes about mental illness and as such was concerned as to how this would affect the way that I worked. According to Taylor and White (2000) ‘the assumptions we have about social problems and the people who experience these problems have ethical and practical consequences’ (cited in D’Cruz, Gillingham and Melendez (2007). I found that as the pl acement progressed and as I gained greater knowledge and understanding of mental illness and personality disorders I was able to overcome some of my fears and prejudices. However, due to the nature of the work I always remained aware of the potential risks and the need to manage this risk by for example carrying my ASCOM alarm at all times whilst on the ward, ensuring I sat close to exits and alarms when alone with patients in the interviews rooms etc. (Unit 13). I felt that my ability to manage and reflect upon my own emotions and those of others was tested during this placement especially on one occasion when I felt caught in an ongoing issue between a challenging patient and his family (Unit 20). In this instance in as much as I could understand the family’s concern about the patient, who was spending his money erratically, I tried to impart on the family the many difficulties I was faced with in working with the patient. However it soon emerged that, as I continued to liaise with the patient and his family, both parties were challenging to work with. This was due not only to the patient’s perception that decisions were being made about him without his involvement but also the families concerns that the patient was being allowed to spend his money despite there being a ward policy in place allowing only  £40 weekly. In this situation I found it difficult to manage the patients emotions (especially as he was quite unwell at times became verbally aggressive), those of the family as well as my own and had to turn to the multi disciplinary care team to help me to deal with the situation (Unit 17). My ability to manage and contain the emotions of others was also tested whilst shadowing my Practice Teacher in her capacity as an Approved Mental Health Professional. In this instance a decision was made to assess a man under section 2, Mental Health Act, (1983, amended in 2007), who was felt to be suffering from a mental disorder. The police were called due to the fact that he had assaulted one of the assessing psychiatrists and he needed to be safely conveyed to hospital to minimise further risk to others. I found the whole experience quite difficult to handle emotionally, especially as I spent the majority of the assessment with his mother who became quite very distressed at seeing her son being taking away by police even if it was to hospital for treatment. I found remaining calm and professional in this instance very difficult in that dealing with the emotions his mother as well as the chaotic manor of the situation was quite overwhelming. Upon reflection I feel that this situa tion highlighted some of my initial reservations about working with mentally ill service users but it also highlighted to me the impact that mental illness can have on the families of the patients. The situation also highlighted that I needed to continue to build my emotional resolve as I would undoubtedly experience more distressing situations in my role as a qualified social work practitioner (Unit 20). Legislation Similar to my first placement I quickly learnt how legal and policy requirements direct practice, with the Mental Health Act (1983) as amended by the Mental health Act (2007) being the main legal instrument in use in this setting. The Mental Health Act (1983) covers the detention of people who are deemed to be a risk to themselves or others. The Act sets out the legal framework for the care and treatment of mentally disordered persons, by providing the legislation under which people suffering from a mental disorder can be detained in hospital to have their disorder assessed or treated against their wishes (Unit 18). The Act gives powers for Crown or Magistrates Courts to remand an accused person to hospital either for treatment or for a report on their mental disorder. It also provides powers for a Court to make a hospital order for the detention in hospital of a person convicted of an offence who requires treatment and care; this is done on the basis of two medical recommendations. A restriction order under section 41 may be imposed at the same time which places restrictions on movement and discharge of a patient detained under section a 37 hospital treatment order; all movement is then subject to agreement   from the Ministry of Justice this is necessary to minimise risk to the public. Moreover, the Act also contains powers to transfer prisoners to hospital for treatment of a mental disorder under section 48/49. Patients may apply to Mental Health Review Tribunals (First Tier Tribunals) who consider whether the conditions for continued detention are still present and have the power to order a conditional or absolute discharge. Patients can also apply to the Hospital Managers to review their case. Throughout this placement I was continually developing an understanding of the application of the Mental Health Act (Unit 18). I became especially interested in the effect of section 41, I found it interesting that for some patients this provided impetus for them t o work towards their own recovery and discharge by engaging fully in their care plans, through partaking in therapeutic groups, not using illicit substances, or posing as management problems in order to evidence to the Ministry of justice that their overall risks had decreased. However others appeared content to remain in hospital and were not actively working towards their discharged. This led to me considering whether some patients had become dependent on institutional care. Risk In my first placement in a Children’s Services safeguarding team I found the concept of ‘risk’ difficult to fully understand. I found it difficult to identify risk and as such address how it could be minimised and managed. In my second placement work with The AIDS Support Organisation in Uganda, risk was an obvious concept to appreciate. Throughout this placement I feel that I have really developed a greater understanding of the concept of risk and as such I have gained greater confidence in the identification of risk and assessment of how it can be managed (Unit 9, Unit 12, Unit 13). According to Scott (1977) ‘risk’ is defined by an assessment of a particular behaviour, the potential damage or likely harm from that behaviour and the probability that it will occur and under what circumstances. Moreover, following research on mental illness and violent behaviour Mossman (1994) argues that past behaviour can be used as the best predictor of future behav iour. I was able to use this knowledge whilst working with the patients on a daily basis but crucially I used this knowledge to inform my assessments so as to be able to identify and assess risks posed by the patients using past and present behaviours.   Mullen (2000) argues that mental health services have a responsibility  to do all that they can to provide appropriate care and support  to those mentally disordered people with the aim to identify and manage risks before they manifest  in violence. Throughout this placement I have had to be conscious of ‘risk’ on a daily basis, I have learnt that in as much as the patients could pose a risk to themselves as well as others, their mental illness also leaves them vulnerable and at risk of harm themselves (Unit 12). Rehabilitation Throughout this placement risk was strongly linked with the concept of rehabilitation. As with everything else on this placement I found that rehabilitation was a multi faceted exercise that involved a variety of professionals, treatments and approaches. This includes medication for the treatment and management of the symptoms of mental health, therapies such as art and relaxation, groups to improve social functioning and provide patients with greater insight not only into mental illness but also issues such as substance misuse. A theory that I found that was used whenever the term ‘rehabilitation’ was mentioned was the ‘Recovery Model’. The Recovery Model is an approach to the treatment of mental illness that emphasizes and supports an individuals potential for recovery. Recovery is seen as a personal journey as opposed to a destination that may involve developing hope, a secure base and sense of self, supportive relationships, empowerment, social inclusion , coping skills, and meaning (Jacobson and Greenley (2001). Due to the complexities of need presented by service users within the setting of the medium secure unit, it is important that a range of approaches and treatments is taken in order to aid recovery. As I have previously stated this includes therapeutic group-work such as the managing mental health group which I co-facilitated (Unit 8). I learnt the importance of constantly reviewing the therapies and services that are provided to the patients in order to measure their effectiveness for example in the group I facilitated at the end of the group sessions I was involved in writing individual patient evaluations where I looked at each patients’ engagement to see what they were gaining from the process (Unit 15). This is important as authors like Heinzel (2000) argue that it cannot be forgotten that groups although therapeutic they are also cost effective as they allow for the delivery of relevant support to a larger numbe r of patients at the same time, consequently reviewing their performance is of grave importance. Social work also played a role in this by ensuring that patients’ social needs were met through liaising and facilitating visits from family and friends and ensuring patients were receiving the correct benefits etc. This was more important for patients that were due to be discharged as I was involved in looking for appropriate accommodation and daytime occupation for patients all of which are fundamental part of rehabilitating patients back into the community.   Moreover, I learnt that giving patients leave from the ward and hospital premises was also important in allowing them to become reintegrated back into society. According to Mullen (2000) rehabilitation is a preventative process as striving to decrease the risk posed by an individual is not only beneficial for others but also for the individual themselves in enabling them to move closer to living safely in the community. The focus on treatment, care and rehabilitation highlighted to me that despite being a secure envi ronment unlike prison, the aim is not to confine and contain offenders as punishment but rather to treat and provide care. Part of rehabilitation involves being reintroduced back into the community, I was involved in an in numbers referrals to hostels as well as accompanying patients to their assessment visits. Also when the facilitation of a move into a community hostel placement broke down, I was also involved in gaining new funding for a new placement as well as completing the referral to the new provider in a short space of time (Unit 4, Unit 15). Multi-professional working Risk management, rehabilitation and care planning are all heavily reliant on effective multi professional working (Unit 17). A great example of this that I took part in during placement was the Care Programme approach (CPA). Section 117 of the Mental Health Act (1983) places a duty on health and social services to provide after care to patients detained under the Act. The CPA was originally developed as a response to poor after care services in mental health services and provides a framework for care coordination and resource allocation. Consequently, CPA is essential to providing seamless care for service users. Within this framework multi-disciplinary working is seen as the main vehicle for the assessment, planning, organising, delivering and monitoring of services (Wix and Humphreys 2005). This is because the CPA focuses on both the health and social care needs of the patient with the aim to ensure that service users have access to the full range of community support they need in order to promote their recovery and integration (Unit 5, Unit 7, Unit 14, Unit 16, Unit 17). Consequently, I have learnt that multi-disciplinary work and multi-agency working plays a central role in producing comprehensive assessments and care plans (Unit 11).   According to Wigfall and Moss (2001), multi-agency work is ‘about bring various professions together to understand a particular problem, in this sense they afford different perspectives on issues at hand’ (p71 cited in Walker (2008) p13). Unlike my first placement I felt a greater part of the multi professional team and that the professionals were able to work in unison for the benefit of the patients. Supervision Supervision formed an integral part of this placement. According to Noble and Irwin (2009) supervision is underpinned by a shared commitment to fostering a learning-centred partnership and that this learning partnership becomes an essential component of professional development. Similar to my first placement I found this statement to be true as supervision enabled me develop reflective as well as reflexive practice (Unit 18, Unit 19, Unit 21). However, due to the unfamiliar nature of this placement setting, supervision became even more important as â€Å"a bridge across the education-practice gap† (Tsui, 2005) in that it was in supervision that I received teaching around mental illnesses and other related areas such as law. This was especially important as unlike my first placement where I had already undertaken an entire academic module on assessment in Children and Families, I had not received as much focused learning on mental health. Consequently, supervision became a valu able tool in not only increasing my knowledge in this area but also for my overall professional development (Unit 18). Supervision also enabled me to think about research and best practice guidance and to work towards incorporating evidence-based methods into my practice. Through supervision I felt that I was able to develop what Urdang (2010) refers to as ‘centred and stable professional self’ (p.525) ensuring that I did not become overly-involved with the patients but maintained professional boundaries, keeping in mind risk and safety procedures whilst maintain a good working relationship with patients. Moreover I was able to work toward promoting values of best Social Work Practice, especially ensuring that I worked in a holistic manner as authors such as Kadushin (1990) argue that ‘the myth of sameness can result in oppression’. Additionally, Thompson (2009) argues that â€Å"treating everybody the same’ simply has the effect of reinforcing exis ting inequalities’ (p.140). That was very important to bare in mind as the patients had been already labelled and categorized as ‘mentally ill offenders’, I had to work to ensure that I treated them all as individuals. Additionally, supervision provided the opportunity to think about the ethical issues that were raised in working with the patients for example balancing my own feelings about some of the clients’ offences and ensuring that this did not impact on the working relationship I had with them (Unit 20). Thompson (2009) highlights that such considerations are important because of the tension that balancing care and control creates in such a working environment. Conclusion Reaching the end of this placement has allowed me to reflect back on my personal and professional progress not only in this placement but also throughout my studies as a whole. I feel that this placement has afforded me greater understanding and knowledge of mental illness and has made me less anxiety about working with mentally ill people in the future. In my first placement I identified a future learning goal as increasing my capacity to manage stress as well as prioritising my work so as to be more effective. I felt that I was able to achieve this more within this placement than before and I can attribute that to the great amount of support I received not only from my practice teacher but from the entire multi-professional team on Thames ward. This placement has also provided me with the opportunity to work with groups of individuals in order to achieve positive change; I was able to refine my skills in presenting information and engaging individuals in group discussions and debates. I felt that overall I found it easier having already completed two placements to link theory and academic learning to my practice and felt that this was demonstrated in the assessments that I undertook as well as my direct work with patients (Unit 3).   Unlike the first placement I felt a greater sense that I was part of a multi professional team and felt that I had greater involvement in the decision making processes including Hospital Managers meetings and Mental Health Review Tribunals. In as much as I learnt a lot on this placement I have identified some future learning needs. Although, this placement was not as emotive as my first placement I feel that I will need to continue to develop my emotional resilience and ability to manage stre ss and stressful situations including dealing with difficult clients and their families. I feel that as I go on to practice as a qualified social worker I will need to continually strive to be a reflective and reflexive practitioner, I will need to continue to use evidence based practices and promote best social work practice. Overall I have thoroughly enjoyed this placement; I feel that my practice teacher provided me with interesting and varied learning opportunities which enabled me to get a comprehensive understanding and experience of forensic mental health social work. I felt that I was able to form positive working relationships with staff and patients as reflected in my service user and colleague feedback; I hope that I made a positive contribution to the team and also to the patients. References 1.  Ã‚  Ã‚  Ã‚  Ã‚   Brewis, R. (2007) A Voice and A Choice: self-directed support by people with mental health needs, a discussion paper   in-control.org.uk/media/6235/a%20voice%20and%20a%20choice%20.pdf Chinman MJ, Allende M, Weingarten J, Tworkowski S, Davidson L (1999). A Road To Collaborative Treatment Planning And Provider Perspectives. Journal Of Behavioral Health Services And Research, 26:211–218 Collingwood P. (2005) ‘Integrating theory and Practice, the three stage theory framework’ Journal of Practice Teaching in Health and Social Work. Vol 6, No 1, p 6-23 Commission For Healthcare Audit And Inspection (2008). Count Me, Results Of The 2008 National Census Of Inpatients In Mental Health And Learning Disability Services In England And Wales London: Commission For Healthcare Audit And Inspection. D’Cruz, H., Gillingham, P. Melendez, S. (2007). Reflexivity, its meanings and relevance for social work: A critical review of the literature. British Journal of Social Work, 37, 73-90. Doel, M. (1994) Task Centred Work in Hanvey, C. and Philpot T. (Eds.) Practising Social Work London Routledge pp. 22-34 Doel, M. (2010], Social Work Placements: A Travellers Guide, London: Routledge Dombeck, M. and Wells-Moran, J. (2006) The Bio-Psycho-Social Model available online at centersite.net/poc/view_doc.php?type=docid=9709cn=353 accessed 13/06/2011. Golightley M (2004) Social Work And Mental Health, Learning Matters, Exeter Golightly, M, (2008) Social Work and Mental Health, (3rd edition), Learning Matters, Exeter. Harrison, G., 2002, ‘Ethnic Minorities And The Mental Health Act’, The British Journal Of Psychiatry (2002) 180: 198-199 Heinzel, R. (2000). Outpatient psychoanalytic individual and group psychotherapy in a nationwide follow-up study in Germany. Group Analysis, 33. Howe, D (2009) The Emotionally Intelligent Social Worker. Basingstoke Howe, D. (1987) An Introduction to Social Work Theory. Aldershot, Wildwood House. 15.   Jacobson, N. and Greenley, D. (2001). ‘What Is Recovery? A Conceptual Model and Explication, Psychiatric Services, 52, pp 482-485. 16.   Jones P.S and Meleis A.L (1993). Health Is Empowerment. Advances In Nursing Science, 15:1–14 17.   Kadushin, A (1990) The Social Work Interview, New York: Columbia University Press Linhorst D.M, Hamilton G, Young E, Eckert A (2002). Opportunities And Barriers To Empowering People With Severe Mental Illness Through Participation In Treatment Planning. Social Work, 47:425–434 Lowry (1998), Issues Of Non-Compliance In Mental Health. Journal Of Advanced Nursing, 28: 280–287 Mason, Kathryn And Adler, Joanna R. (2011) Factors That Influence Engagement In Therapeutic Group-Work Within A High Security Hospital Environment: Male Service User Perspectives. British Journal Of Forensic Practice Mcinerny, T. Minne, C. (2004). Principles Of Treatment For Mentally Disordered Offenders. Criminal Behaviour Mental Health, 14 Suppl 1, S43-S47. Milner, J. and O’Byrne, P. (2002). Assessment in Social Work . Basingstoke: Palgrave. Mossman, D. (1994) Assessing Predictions of Violence: Being Accurate about Accuracy. Journal of Consulting and Clinical Psychology, 62 (4) 783-792. Mullen, P.E, (2000) Forensic Mental Health The British Journal Of Psychiatry   176: 307-311 Noble, C. Irwin, J. (2009). Social work supervision: An exploration of the current challenges in a rapidly changing social, economic, and political environment. Journal of Social Work, 9 (3), 345-358 Payne, M. (1997) Modern Social Work Theory, Basingstoke, Palgrave Macmillan Publications, Rogers SE, Chamberlin J, Langer EM, Crean T (1997). A Consumer Constructed Scale To Measure Empowerment Among Users Of Mental Health Services. Psychiatric Services, 48:1042–1047 Rosenfeld B.D, Turkheimer E.N (1995). Modelling Psychiatric Patients’ Treatment Decision Making. Law And Human Behavior, 19:389–405 Scott, P. D. (1977) Assessing dangerousness in criminals. British Journal of Psychiatry, 131, 127–142 Social Exclusion Unit (2004) Mental Health And Social Exclusion. London: Office of The Deputy Prime Minister. Thompson, N (2009) Understanding Social Work, Basingstoke: Palgrave Thompson, N. (2006) Anti Discriminatory Practice (4th Edition) Basingstoke, Palgrave Macmillan. Tsui, Ming-sum (2005). Social Work Supervision: Contexts and Concepts. New Deli: Sage Urdang, E (2010) ‘Awareness of self – a critical tool,’ Social Work Education, vol 29:5 pp.523-538 Walker, G. (2008) Working Together for Children: A Critical Introduction to Multi-Agency Working. London: Continuum International Publishing Group Wix S Humphreys M, S.   (2005) eds. Multidisciplinary Working in Forensic Mental Health Care.) Oxford: Elsevier Science Zastrow, C. (2009). Introduction To Social Work And Social Welfare: Empowering People: Cengage Learning.

Starwood Group of Hotels and Resorts Marketing Plan Essay

Starwood Group of Hotels and Resorts Marketing Plan - Essay Example The essay "Starwood Group of Hotels and Resorts Marketing Plan" aims at analyzing the profile of "Starwood group of Hotels and Resorts" company and recommending a one-year marketing plan for the company to improve the revenues and current standing of the company. The paper briefly touches upon the current standing of the group.Starwood has a large number of hotels worldwide naming a few: St. Regis, The Luxury Collection, Westin, Sheraton, Le Meridien, Aloft, Four Points, W, and Element. As of 31st December 2007, Starwood group’s portfolio included a total of 897 Hotels with 275,000 rooms across 100 countries that primarily cater to the upscale markets of the lodging industry. The company employs about 145,000 people and has its head quarters in White Plains, New York. Starwood has created a brand name for itself worldwide and has been able to gain a high number of loyal customers. The group has provided good service to customers and has received a number of positive feedbacks from the customers. The popularity of the group is seen clearly by its ranking in the Worldwide Top 10 hotels. Starwood has over 897 hotels worldwide which show the large operational scale. Starwood has grown by 3.0% in one year and this shows how rapidly the company is expanding and now has almost half the number of rooms as its biggest competitor. The main assets of a hotel are the properties owned by it. Starwood has ensured to get very distinct properties and has built the hotels in locations that are very sophisticated.