Human Development - 1668 Words

HSV 504: Human Development-Early Memory Development Dianne Wright Post University Introduction Many human development specialists have examined memory loss of adults later in life. During the past fifty years, there have been many studies in children’s cognitive development and earlier childhood memory loss. Ernest G. Schachtel conducted studies on why people forget childhood memories as they grow older. He described the processes that could be involved in early memory loss (Crain, 2005). He was influenced by Sigmund Freud’s cognitive theory (Crain, 2005). Lev S. Vygotsky, however, described children’s early memory development as a holistic process that involved society, physiological, cultural, and economical environments. (Vygotsky,†¦show more content†¦However, he said that they are discouraged from that experience by their caregivers (Crain, 2005). It is considered rude in the west to discriminate based on smell. To say someone’s breath smells bad in public is not considered polite, so that sentiment is rarely spoken in public. Yet, bod y odor is the primary smell that would intrigue a very young child, said Schachtel (Crain, 2005). Their parents tell them that it is not good and the child learns to distance herself from that sensory pleasure. Schachtel also said that with passing of time the highly sensitive sensory experiences are lost to the children because they are repressed (Crain, 2005). Schachtel believed that adults are less sensitive to their earlier sensory perceptions due to socialization (Crain, 2005). The senses become defined as either good or bad, and adults have extensive vocabulary labeling things they see, but not food that they taste or odors they smell (Crain, 2005). Schachtel further explains the only adults that would still have their earlier perceptions intact after parental and peer socialization would be creative individuals like writers and painters (Crain, 2005). When a child gets older, many things that were accepted in infancy can become less intense because their orientation changes toward the outside senses, sight and touch. Schachtel also said that babies enjoyed the warmth of protective environments (Crain, 2005). Crain (2005) added that Schachtel was a pioneer inShow MoreRelatedThe Theories Of Human Development774 Words   |  4 PagesTheories of Human development are relevant and matter in the â€Å"real world†. In my clinical practice as a psychologist-in-training, I have found human development theories to be very useful in conceptualizing and understanding my client’s distress. I used theoretical frameworks that are based on theories of human development to guide my interventions in therapy. For example, as a brief psychodynamic clinician, I look to Freud’s theory of anxiety to understand how distress was developed for my clientsRead MoreAn Interview On Human Development2242 Words   |  9 PagesHuman develop ment is a complex lifelong process that begins when a person is in the womb of their mother and it extends to their death. Every person moves through similar stages of life as they age and move from infancy, childhood, and adulthood. However, every person within this world has their own personal development with individuality, thought process, and life as they are exposed to different environmental experiences and biology. An interview was conducted with two different individuals thatRead MoreLanguage As An Important Part Of Human Development1419 Words   |  6 Pagesdefines language as â€Å"the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way†, however this statement is not completely correct. Language is the ability to use and understand complex forms of communication, through symbols, sounds and gestures. According to the American Speech, Language and Hearing Association, language goes beyond ju st being able to speak. It is an important part of human development â€Å"The ability to understand andRead MoreHuman Development Index1601 Words   |  6 Pages The critical difference between most development models and the human development index is that most development models only focus on income while the human development index includes the enlargement of all human choices – economic, political, social and cultural which all affect income. Comparing countries’ Gross National Product/Gross Domestic Product per capita is the most common way of measuring the level of development today. This model of economic growth assessment is based on a weak foundationRead MoreHuman Development Index1635 Words   |  7 PagesIntroduction: The Human Development Index (HDI) is a composite statistic used to rank countries by level of human development and separate very high human development, high human development, medium human development, and low human development countries. The Human Development Index (HDI) is a comparative measure of life expectancy, literacy, education and standards of living for countries worldwide. It is a standard means of measuring well-being, especially child welfare. It is used toRead MoreEssay Case Study of Human Development736 Words   |  3 PagesCase Study of Human Development Anne is a 22-year-old Caucasian female currently enrolled in college. She is enrolled as a full time student majoring in Criminal Justice. She lives in a single room on campus and is three hours away from her family. She is currently in the Later Adolescence stage of development and is dealing with several different life issues. During the previous life stage, Early Adolescence, several developmental tasks had to be dealt with by the subject. While physicalRead MoreHuman Development Report1826 Words   |  8 PagesAccording to the interactive map corresponding to the latest human development report, more developed areas in the world are Europe, North America, most countries in South America, North part of Asia, North part of Africa, Australia, New Zealand, Japan, South Korea and Malaysia. Most countries in Africa and South part of Asia are considered as less developed areas. On the line graph we can see an upward trend in development for most of the countries. Moreover, some countries have been developingRead MoreAnalysis Of Human Development And Development Stages2768 Words   |  12 PagesAnalysis of Human Development David W. Miller Liberty University â€Æ' Abstract How one goes through different development stages in one’s life, can drastically affect how they are later in life. During one’s life, there are different development stages one goes through: starting with infancy and heading up to one’s death. One’s family background, culture background, social environment, etc. has a huge impact on how we deal with the development milestones in our life. It will also play out how we viewRead MoreThe Human Development Index ( Hdi )922 Words   |  4 PagesThe Human Development Index (HDI) does a pronounced disservice to India. India, a country that, through economic miracles and perseverance, has risen from the ranks of the poorest in the world to a middle-income country in the span of only a few decades. The HDI Report, which is not universally applicable and applies too much weight in certain areas, makes certain countries look better than they should or, in India’s case, artificially lower its ranking among t he world. So, although skewed, whatRead MoreQuestions On The Human Development Index1748 Words   |  7 PagesIB Mathematical Studies 2015- Internal Assessment What is the relationship between percent of the population that uses the internet and the human development index? 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The 2nd Amendment Free Essays

Most people would link violence and crime problems with gun control in America. The debate that Americans face today is the freedom the Second Amendment gives citizens and whether or not the country should repeal it. While some people feel that repealing it should solve the problem, others believe that it is one of the most important basic freedoms we have as Americans. We will write a custom essay sample on The 2nd Amendment or any similar topic only for you Order Now Federal gun control laws are unconstitutional, and I believe the Second Amendment is both an individual and state right.The second amendment states: â€Å"A well regulated Militia, being necessary to the security of a Free State, the right of the people to keep and bear Arms, shall not be infringed† (The United States Constitution). Most gun control supporters will claim that this was written during a time when militias were needed during the war with the British and that we now have the U. S. Military to protect us. These people who fight against the Second Amendment do not understand that we will always have enemies.When a citizen is attacked or robbed, the first reaction is to call the police. Why, because police officers have guns! According to the International Association of Chiefs of Police, there are only 1. 8 full time police officers to protect 25,000 to 49,000 citizens (â€Å"Police Officers to Population Ration†2010). It seems almost impossible for one or two police officers to protect that many citizens, and I personally would rather use my right to protect myself until a police officer arrives. The Stanford Encyclopedia of Philosophy says that â€Å"John Locke (b. 632, d. 1704) was a British philosopher†, he was very successful in government and much of our country was built around his ideas. He believed that a free person should be allowed to protect himself and his property. If the Second Amendment is repealed then this would take away our basic human rights that our country was founded upon. I believe most people that support gun control do not understand why we need to protect ourselves, law enforcement officials are only able to react if they witness a crime or a citizen informs them of a crime being committed.The National Rifle Association is an interest group that supports our right to bear arms. They have been around for over a century and continue to lobby in Congress to help protect our Second Amendment. They currently have 4. 3 million members that support the Second Amendment and other groups that educate citizens on gun safety. This group has made a tremendous difference on how our government and society views gun control and is probably the biggest reason we still have our right to bear arms. (www. nraila. org) The majority of gun crimes are committed with handguns and assault riffles. Assault riffles should be banned from retail all together, and there should be a more detailed process when purchasing handguns. The Brady Handgun Violence Prevention Act requires purchasers to complete a background check and a five day waiting period before they are allowed to purchase a gun. This seems to help so that we aren’t putting guns into criminal’s hands straight from the store, but it is not an overall solution. (www. nraila. org) The supporters of gun control want our government to eliminate the sales of guns to the public. This will make a tremendous difference as far as gun crimes are concerned. Kids and teenagers would no longer be exposed to guns inside the households and this will prevent these kids and teens from making bad uneducated decisions. As long as the Second Amendment is still in effect, there are other things I believe that gun control groups could place more focus on to help teens in an effort to stop gun violence. I grew up in a family of hunters, I began shooting hunting rifles at age seven, and I have never committed any sort of crime. I was educated at a very young age on how to handle a gun and the dangers that could come from it.Most kids today were not raised like I was and this where parents and mentors can make a difference. More steps should be taken to educate kids at an early age before they are influenced by things such as television, movies, and the inappropriate music. (www. med. umich. edu) Today’s popular culture is one of the reasons we have seen violence rates rise. Parents and guardians have come to rely on television and video games to entertain there children. They are unaware of the types of games kids play, and the types of people there kids are hanging out with.When my dad was a kid in the 1950s, he said that disputes between kids were handled by fighting, and that guns and other means of violence were considered unfair and unmanly. What happened to these times? Crimes and robberies will continue to happen even if we eliminate our right to bear arms. The black market will always be around and criminals will stop at nothing to get what they want. I believe that we can prevent much of this by creating more community watch groups, understanding and educating our communities on the effects of violence, and enforcing stricter laws for purchasing and carrying handguns.As humans we need to protect ourselves, and many of us still rely on hunting rifles to feed our families. If you take that away, then we are defenseless and can no longer consider this a free country to live in. In today’s scary world, criminals go to extreme measures to hurt others, these people will find new ways if we took guns from there hands. I feel like I would not be able to protect my wife and two year old daughter if someone approached me with a gun, this is something that every man should be able to do.I know if my right to bear arms was taken from me, it would hard for me to give up my guns that I use for hunting and protection. It is easy to look at the bad things that can come from owning a gun instead of the good things. People today get so one track minded and do not understand that there is history, sportsmanship, beauty, and pride in owning a gun. Let’s put focus as individuals and groups towards fighting crime instead of fighting guns and I believe that our country will then see a difference. Remember, it’s not the gun that kills people, it is the person who pulls the trigger. How to cite The 2nd Amendment, Papers

Microeconomics Solutions Assignment

Questions: 1. Explain the following statements, the use of tables, diagrams and graphs will greatly enhance the assignment. a. When bad weather ruins a crop of bananas in Queensland the price of bananas rises in grocery outlets around the country. b. Accommodation in motels, hotels and caravan parks is cheaper during the off-season. c. If the price of oil rises substantially and remains high the price of used V8 cylinder cars falls. d. Consider the hypothetical demand schedule below. Answers: 1. The quantity demanded of any good is the amount of the good that buyers are willing and able to purchase at a particular level of price. Similarly the quantity supplied of any good or service is the amount that sellers are willing and able to sell at a given level of price. The market equilibrium occurs at the point where the demand and supply curves intersect resulting in the equilibrium output and price when buyers buy the entire amount that sells offer, i.e., at the market clearing price. Now supply and demand changes depend on many factors such as income, input prices, prices of related good, expectations and many other factors. We analyse the problems below based on the shifts in the demand and supply curves due to their dependence on the changes in such other factors and how these shifts changes the equilibrium output and price in the market. (a) As bad weather in Queensland ruins banana crops, a part of the supply of bananas is ruined indicating the fall in supply of bananas from the previous equilibrium point. Now due to the cut down in the supply, producers need to charge higher prices to earn revenue and profits, the higher price also arises out of the free moving market equilibrium. Hence, the supply of bananas in the country falls which leads to a rise in price. Fig 1(a) shows the supply curve shift from S0 to S1 , an upward shift which is due to fall in supply and hence resulting in rise in price from P0 to P1. The equilibrium point moves from E0 to E1 where the equilibrium output is much lower than the previous one and the equilibrium price is higher to bring the demand supply in equilibrium. Fig 1(a): Fall in supply shifting the supply curve upwards from S0 to S1 resulting into rise in price from P0 to P1; demand curve is denoted as D and equilibrium point moves from E0 to E1 with new output at Q1. (b) During the off-season the demand for accommodations in motels, hotels or caravan parks falls, as people tend to travel less at those times. Therefore, there occurs a fall in demand which the hotel owners face by dropping the prices. A fall in demand is shown by the shift of the demand curve downwards. The demand curve shift results in moving the equilibrium output at a lower quantity and a lower equilibrium price. Thus, the fall in demand forces the motel/hotel owners to lower the price to attract more customers. We see in Fig 1(b) demand curve D0 shifts downward to D1 as demand falls and leading to fall in price from P0 to P1. The equilibrium point moves from E0 to the new point E1 indicating fall in output from Q0 to Q1 and a fall in price from P0 to P1. Fig 1(b): Fall in demand for accommodations results the demand curve to shift downwards which in turn leads to fall in price. Shift of demand curve D0 to D1, output falls from Q0 to Q1 and price falls from P0 to P 1 as equilibrium point moves from E0 to E1. (c) Oil and V8 cylinder cars are related goods other words complementary goods. As per the nature of complementary goods, the changes in price of one good affects the quantity demanded of the other good. Similarly here as oil is an input to run V8 cylinder cars both are complementary goods. Hence with rise in oil price, there occurs lower demand for V8 cylinder cars because to run the cars consumers have to face higher prices which they cant afford. Therefore there occurs a downward shift of the demand curve for the car cylinders. A downward shift of the demand curve results into the fall in price of the cars to bring the market at a new equilibrium which occurs at a lower output and a lower price. We see in Fig 1(c), due to rise in price of related good oil, the demand for the cylinder cars fall, and curve D0 shifts downward to D1 leading to fall in price from P0 to P1. We also see the new equilibrium point E1 is at a lower output and price, the previous equilibrium point being E0. The equilibrium output falls from Q0 to Q1. Fig 1 (c): Rise in price of oil leads to fall in demand for V8 cylinder cars; demand shifts downward for cylinder cars leading to fall in price of cylinder cars. Shift of demand curve D0 to D1, output falls from Q0 to Q1 and price falls from P0 to P 1 as equilibrium point moves from E0 to E1. (d) The price elasticity of demand measures how much the quantity demanded responds to the change in price of a particular commodity. The demand for the commodity is said to be elastic if the quantity demanded responds substantially to the change in prices of that commodity. On the other hand demand of a good is said to be inelastic if the quantity demanded responds only slightly to the changes in price of that commodity. Hence, we see that the price elasticity of demand for any particular good measures how willing the consumers are to move away from the good as its price rises or in the reverse case how willing the consumers are to buy the good if its price falls. Below is given the different price levels with the levels of quantity demanded for respective prices. PRICE (Pi) QUANTITY (Qi) 25 20 20 40 15 60 10 80 5 100 Price elasticity of demand is reprented as the following ratio: (Percentage change in quantity demanded/ Percentage change in Price) To calculate the price elasticities of demand we consider the following mid-point method formula: [(Q2-Q1) /{(Q2+Q1)/2}] / [(P2-P1)/{ (P2+P1)/2}] Where Pi is the ith price of the commodity and Qi is the Quantity at the ith price Pi. Here the price elasticities of demand are with negative signs because demand and price have an inverse relationship, i.e., a rise in price indicates a fall in demand. Now higher the absolute value of the price elasticity of demand, it indicates that demand is more elastic and a lower absolute value indicates that demand is inelastic. We consider each calculation as follows: Price elasticity of demand between prices $25 and $20 = [(40-20)/{(40+20)/2}]/[(20-25)/{(20+25)/2}] = (20/60)/(-5/22.5) = -3 Price elasticity of demand between prices $20and $15 = [(60-40)/{(60+40)/2}]/[(15-20)/{(15+20)/2}] =(20/50)/(-5/17.5) = -1.4 Price elasticity of demand between prices $15 and $10 = [(80-60)/{(80+60)/2}]/[(10-15)/{(10+15)/2}] = (20/70)/(-5/12.5) = -0.74 Price elasticity of demand between prices $10 and $5 = [(100-80)/{(100+80)/2}]/[(5-10)/{(5+10)/2}] =(20/90)/(-5/7.5) = -0.33 We see that as the price fall, the demand for the product rises which goes by the normal price demand behaviour. We calculated the elasticities between the successive price levels and we see that as the price fall the absolute value of elasticities of demand falls. This fall in the absolute value indicates that as price falls the consumers are less likely to move away from the commodity. In other words as price falls the consumers will be more willing to buy the commodity and will not move away from it. As we see at the highest price of $25, the amount demanded is just 20 units and then as the price falls to $20 the quantity demanded increases to 40 units. Now the price elasticity of demand between these two prices is calculated by the ratio of the percentage changes in quantity to the percentage change in price. We see that a 20% fall in price leads to a 100% rise in quantity demanded and via mid-point method we get the price elasticity of demand as -3, which show high elasticity in dicating that the consumer responds substantially to the fall in price. As price keeps falls and we calculate the elasticities between the successive prices, the value keeps falling as the consumer can afford the commodity more and more with fall in price and would not move away from it. Similarly for the prices $20 and $15 we get the price elasticity of demand to be lower than the previous one coming to -1.4 indicating that as price fell from $20 to $15, quantity demand substantially increased showing that people substantially responded to the change in price and now with lower price the consumers are less likely to move away from buying the commodity. Next for price level $15 and $10 the elasticity of demand further falls to -0.74, again indicating that consumers become more willing to buy the product and indicate an inelastic demand such that they will respond less to price changes now. In the end for the last pair of price levels, the price elasticity of demand between $ 10 and $ 5 is just -0.33, which indicates that demand is fairly inelastic to changes in price of the commodity as the value is close to zero( price elasticity of 0 implies demand to be perfectly inelastic). At this point consumers are least likely to respond to price changes with a high quantity demanded of 100 units at $5. References: Mankiw, G 2007, Economics: principles and applications, Cengage Learning, New Delhi Mankiw, G 2003, Macroeconomics, Worth publishers, New York Pindyck, R, Rubinfeld, D Mehta, P 2009, Microeconomics, Pearson, South Asia Varian, H 2010, Intermediate microeconomics, Affiliated East-West Press, New Delhi Samuelson, P Nordhaus, W 2010, Economics, Tata McGraw Hill, New Delhi help, viewed 20 May 2016, https://www.economicshelp.org/microessays/equilibrium/price-elasticity-demand/ Sen, A 2007, Microeconomics, Oxford, New Delhi Lipsey, R Chrystal, A 2011, Economics, Oxford, New Delhi Investopedia, Price elasticity of Demand, viewed 20 May 2016, https://www.investopedia.com/terms/p/priceelasticity.asp Sowell, T 2010, Basic economics, Basic books, USA Hall, R Lieberman, M 2010, Economics: Principles and applications, Cengage learning, USA Deaton, A Muellbauer, J 1980, Economics and consumer behaviour, Press syndicate of the university of Cambridge, Cambridge.

North Korean Nuclearisation

Introduction Nuclearisation has in reality become a significant political matter in the world for the past ten years. This has concurrently been marked by the nuclearisation of North Korea, United States, South Asia, Iran, India, Libya and many other states.Advertising We will write a custom essay sample on North Korean Nuclearisation specifically for you for only $16.05 $11/page Learn More North Korea’s interest in nuclear weapons capacity has long aggravated heated arguments between policy makers and researchers. Such arguments are mostly about the reasons for engagement and repeated dissatisfaction in attempts to confer to Korean denuclearization. These debates widely reveal divergent opinions of the North Korean government and its sustainability as an independent political, financial and martial system. They also reflect the likely consequences of prolonged nuclear development in this secluded and highly eccentric state (Sidney, 2007). Efforts to hold back North Korea’s interest in nuclear weapons is among the topmost running and least victorious sagas in global security. It is however highly unfortunate that North Korea keeps on deceiving the international community through its open attitudes and mischief. This is in contrast to the advancement in international nuclear disbarment and non- proliferation. The subject of North Korean nuclearisation has been deteriorating over time. This essay will assess North Korea’s venerable quest for nuclear weapons and its potential insinuations for national security. It will establish whether North Korea is a responsible nuclear weapon state in comparison with other states. Discussion North Korea is not a responsible nuclear weapons state. Its irresponsibility is seen especially when US and Russia, which are the largest nuclear powers globally put their signature on the New Start Treaty promising to lower the number of planned nuclear warheads.Advertising Looking f or essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consequently, the Nuclear Security Summit met to build up a shared agreement on the gravity of the menace of nuclear terrorism. North Korea’s irresponsibility in this case is seen when it continues working against international laws and requirements while at the same time declining to abandon its nuclear drives. Not only did it not take part in these encouraging developments but also acted as a key impediment to the global community’s efforts to create a world that is nuclear weapons free. North Korea’s irresponsibility as a nuclear weapons state is also seen when it goes against the individual rights of people. It is one of the countries whose people are mistreated by denying the citizens rights to choose their own ways of living. Although North Korea claims that their nuclear weapons are not instruments for assaulting and threatening others, they use them to offset aggression and attacks from the other countries. For instance, North Korea states that their nuclear deterrents can in no way be abandoned and should further be made stronger. United States further asserts that it would at no point recognize North Korea as a nuclear weapon country. It argues that North Korea present path is a â€Å"dead end â€Å". It has developed nuclear weapons for its own benefits, safeguarding its sovereignty and existence rights. The irresponsibility of North Korea as a nuclear weapons state has further been confirmed. It is irresponsible and ethically repugnant for any nation to produce and own weapons for arbitrarily killing billions of people. For instance, on March 2010, North Koreas torpedo led to the sinking of the ROK naval craft Cheonan. This assailment claimed 46 blameless lives (Nathan Daniel, 2009).Advertising We will write a custom essay sample on North Korean Nuclearisation specifically for you for only $ 16.05 $11/page Learn More India is the most responsible nuclear weapons state compared to North Korea, Pakistan, Iran and other nuclear weapons. It has taken significant efforts to establish the export legislations for nuclear weapons. This has been taken as unexpected progress to lessen war threats in these country something North Korea has not even thought of. North Korea keeps proclaiming that it would make reliable efforts for denuclearization which has so far remained doubtful among other states. Conclusion The Possession of nuclear weapons by North Korea has augmented the stakes in disagreements. It has also threatened victims on an incredible scale. North Korea should thus discard its nuclear weapons programme and pursue the example of other countries such as India and Libya. The present trends in worldwide politics towards conflicts and wars must be abandoned in preference for dialogue and conformity with international law. Engaging in dialogue just for the sa ke is North Korea’s long preferred approach for holding up denuclerisation.This must not be contemplated any longer. North Korea must demonstrate honesty of its words by taking actual and irreversible steps towards denuclearization. The Korean government is however taking some approaches to minimize the use of nuclear weapons. These approaches include a no nuclear North Korea, two track approach and the approach of grand bargain. The two track approach emphasizes that North Korea should not be simply rewarded for going back to dialogue after performing provocative deeds. It first needs to demonstrate a strong commitment to denuclearization and take tangible steps regarding that end (Alagappa, 2009).Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the grand bargain approach, The North Korean government is seeking a broad and elemental resolution to the North Korean nuclear weapon matter. This aims to take in all the steps associated with North Koreas irrevocable denuclearization. It is therefore clear that while the accountability for nuclear security lies with individual states, international attempts are required to sustain national standards at an acceptable level. References Alagappa, M. (2009). The long shadow: nuclear weapons and security in 21st century.  DC: US Press. Nathan, E.B Daniel, J. (2009). Combating weapons of mass destruction: the future of  international nonproliferation policy. Georgia: University of Georgia Press. Sidney, D.D. (2007). Nuclear weapons, scientists, and the post-Cold War challenge.  NY: World Scientific Press. This essay on North Korean Nuclearisation was written and submitted by user Fallen One 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.

Chicken Basketball and Jamal Essay

Chicken Basketball and Jamal Essay Chicken: Basketball and Jamal Essay Born to Run Jamal King was born to run. All he ever did was run track. When he didn't a have track meet he would go to his favorite place to run, Jamal's favorite place was a 300 yd field and run five laps around the whole thing. One morning Jamal woke up and went to the field and there was a fence around the whole thing and the fence said NO TRESPASSING. Jamal went home balling out tears. Jamal found his first dog Sparky and would sometimes go there and run and play with his dog Sparky. That's also where Jamal first heard about track. So Jamal quit track and said "I should play a different sport." Jamal tried soccer and said no I can't play this. Then he went to football tryouts at his Middle school and didn't make the team. So he went to Basketball tryouts and made 6 out of 8 three pointers and he said I can still run. Jamal made the cut and he was so happy that he could run again. Jamal started out at Point Guard and was already a star. He led his District in assists, points, rebo unds, and steals. He led his team to a undefeated season going 10-0. But in the first game of the playoffs he struggled but he still had 6 assists and 21 points. In the second game the game before the championship, Jamal made a huge comeback down by 13 points then his teammates got 4 points and then Jamal got 2 three pointers to tie the game. It was 65-65 then the opponents got a three pointer which made the game 68-65. Jamal ran as hard as he could down the court he shot a three pointer and he missed but he got fouled. Jamal went up to the line, he shot his first shot and made it. He shot his second shot and made it. He shot his third shot and missed, but he got the rebound and threw the ball up and the ball went in. The crowd went wild Jamal was going to the Championship, which was played in Miami at the Heat stadium. In the Championship Jamal had 33 points, 10 assists, 4 steals, 6 rebounds and was still losing 67-56. But Jamal didn't give up he stole the ball ran down the court and dunked the ball nobody could do that in his league but he had the hops to get up there he really wanted to win the game. So the score is now 67-59.The opponents name was the Hokies and Jamal's team was the Cyclones. The Hokies shot a 3 pointer and missed Jamal got the rebound and passed it to his teammate and his teammate scored a 3 pointer then the score was then 67-62.Jamal's teamate got fouled and shot his free-throw

Elephant Toothpaste Chemistry Demonstration

Elephant Toothpaste Chemistry Demonstration The elephant toothpaste chemistry demonstration is a dramatic demo which produces copious amounts of steaming foam that sort of looks like the toothpaste an elephant might use. Heres how to set up this demonstration and a look at the reaction behind it. Elephant Toothpaste Materials The chemical reaction in this demonstration is between the hydrogen peroxide and the potassium iodide solution. The detergent captures the gases to make bubbles. Note the hydrogen peroxide solution is much more concentrated than the kind you can buy at a pharmacy. You can find 30 percent peroxide at a beauty supply store, science supply store, or online. 50-100 ml of 30% hydrogen peroxide (H2O2) solutionSaturated potassium iodide (KI) solutionLiquid dishwashing detergentFood coloring500 mL graduated cylinderSplint (optional) Safety Wear disposable gloves and safety glasses. Oxygen is evolved in this reaction, so do not perform this demonstration near an open flame. Also, the reaction is exothermic, producing a fair amount of heat, so do not lean over the graduated cylinder when the solutions are mixed. Leave your gloves on following the demonstration to aid with cleanup. The solution and foam may be rinsed down the drain with water. Elephant Toothpaste Procedure Put on gloves and safety glasses. The iodine from the reaction may stain surfaces so you might want to cover your workspace with an open garbage bag or a layer of paper towels.Pour ~50 mL of 30% hydrogen peroxide solution into the graduated cylinder.Squirt in a little dishwashing detergent and swirl it around.You can place 5-10 drops of food coloring along the wall of the cylinder to make the foam resemble striped toothpaste.Add ~10 mL of potassium iodide solution. Do not lean over the cylinder when you do this, as the reaction is very vigorous and you may get splashed or possibly burned by steam.You may touch a glowing splint to the foam to relight it, indicating the presence of oxygen. Variations of the Elephant Toothpaste Demonstration You can add 5 grams of starch to the hydrogen peroxide. When the potassium iodide is added, the resulting foam will have light and dark patches from the reaction of some of the starch to form triiodide.You can use yeast instead of potassium iodide. Foam is produced more slowly, but you can add a fluorescent dye to this reaction to produce elephant toothpaste that will glow very brightly under a black light.You can color the demonstration and make it into an Elephant Toothpaste Christmas Tree for the holidays.There is also a kid-friendly version of the elephant toothpaste demo that is safe for hands. Elephant Toothpaste Chemistry The overall equation for this reaction is: 2 H2O2(aq) → 2 H2O(l) O2(g) However, the decomposition of the hydrogen peroxide into water and oxygen is catalyzed by the iodide ion. H2O2(aq) I-(aq) → OI-(aq) H2O(l) H2O2(aq) OI-(aq) → I-(aq) H2O(l) O2(g) The dishwashing detergent captures the oxygen as bubbles. Food coloring can color the foam. The heat from this exothermic reaction is such that the foam may steam. If the demonstration is performed using a plastic bottle, you can expect slight distortion of the bottle from the heat. Elephant Toothpaste Experiment Fast Facts Materials 30% Hydrogen PeroxideConcentrated potassium iodide solution OR packet of dry yeastLiquid dishwashing detergentFood coloring (optional)Starch (optional) Concepts Illustrated This demonstration illustrates exothermic reactions, chemical changes, catalysis, and decomposition reactions. Usually the demo is performed less to discuss the chemistry and more to raise interest in chemistry. It is one of the easiest and most dramatic chemistry demonstrations available. Time Required The reaction is instantaneous. Set-up can be completed in under half an hour. Level The demonstration is suitable for all age groups, particularly to raise interest in science and chemical reactions. Because the hydrogen peroxide is a strong oxidizer and because heat is generated by the reaction, the demonstration is best performed by a science teacher with chemical experience. It should not be performed by unsupervised children.

It is going to be report format Essay Example | Topics and Well Written Essays - 2500 words

It is going to be report format - Essay Example In Joe’s case, a partnership relationship usually existed between him and his sister: they used to buy tickets together and discuss the possibility of using their shares of the ticket. According to Beyer G.W. and Petrini J. â€Å"If a taxpayer purchased a lottery ticket with the intent and understanding that the proceeds would be shared with others, the courts have treated the proceeds of the ticket as income to all the recipients rather than as income to just the purchaser.†1 However, on that particular week, Joe’s stepsister did not contribute to the purchase of the ticket and the partnership relationship between the two of them stopped at that moment. It is possible to talk about an intention of sharing the profit in the past weeks, when Joe’s stepsister contributed to the lottery ticket’s purchase, which explains Joe’s intention to share the prize. Joe was the only person who bought the ticket and it is clear that under these circumstance s the intention of sharing the possible profit did not exist. ... on that particular week, Joe was the only buyer of the lottery ticket 3. the fact that his stepsister did not contribute to the purchase of the winning lottery ticket may serve as proof in Joe’s favour to show that on that week he did not buy the ticket with the intention of sharing the prize with his stepsister I would advise Joe not to worry about having to share the prize with his stepsister. Word count: 481 words b) I believe that Lawrence & Co can be held liable for inducing Joe to conclude the contract by creating a false representation on the capacity of the premises. According to Richards P. (217) â€Å"A misrepresentation may be defined†¦ as a false statement of fact that induces another to enter into a contract.†2 It is obvious that Lawrence & Co has made a false statement regarding its premises in order to induce Joe to enter into a contract with it. Even though at the beginning of the negotiations Tim actually believed that the premises were big enough to fit 25 of Joe’s courier vans, the fact that the premises were actually smaller than believed was discovered by Tim during the negotiation process. The disclosure of this discovery at that moment would have stopped the negotiation process and lead to a lost deal for Tim’s business. Therefore, Tim voluntarily hid the discovered fact, believing that there will be no legal consequences against him. Moreover, the belief that all 25 courier vans will fit into the premises was practically the reason that convinced Joe to sign the contract. In the case of Derry v Peek3 the House of Lords concluded that â€Å"Fraud is established where it is proved that a false statement is made: (a)

Human Aanatomy and Physiology Essay Example | Topics and Well Written Essays - 500 words

Human Aanatomy and Physiology - Essay Example Human males are capable of producing sperm throughout their lives that numbers in the millions. In females however, eggs are produced only in the hundreds. In fact, when females are still in utero, they produce all of the eggs that they will produce in a lifetime. These eggs then enter into Prophase I and stay dormant in this state until such time that the female begins puberty. At this time, eggs may continue undergoing meiosis to completion. This takes place with each egg one by one until menopause, resulting in monthly cycles until then. It is also important to note that not all of a female’s eggs will ever resume meiosis. Some will simply be reabsorbed by her body. In addition, at time of menstruation, the female will release one egg from the ovaries into the uterus to await fertilization. Males on the other hand have millions of sperm that can be released in mass proportion upon each ejaculation. The pathway taken by sperm as they leave the testes and travel through the body is as follows: sperm originate in the seminal vesicles which are located at the bladder’s base. Each seminal vesicle is joined with a vas deferens in order to form an ejaculatory duct. These ducts are fused with the urethra. During the path taken from the vasa deferentia into the urethra, the sperm acquire a thick, alkaline liquid. This liquid id provided by the prostate and is a nutrient rich solution for the health and motility of the traveling sperm. Upon ejaculation, the bulbourethral glands emit a mucous like secretion, followed by expulsion of sperm from the male body. The structure and function of male accessory glands are as follows: male accessory glands are composed of the ductus deferens, the epididymis, the urethra and the ejaculatory duct. This is a network of ducts in which the sperm travels to get from inside the body (the testes) to the outer portion of the body (the penis). The

The US Policy of Marshall Aid Essay Example for Free

The US Policy of Marshall Aid Essay Assess the view that the US Policy of Marshall Aid was motivated mainly by the altruistic desire to help the economic recovery of Europe. Following advice from U.S General Marshall, Marshall Aid was introduced to Europe in 1947. Some argue this policy was motivated mainly through altruistic desire to help the economic reconstruction of Europe; however the four interpretations dismiss this argument, focusing on the need to boost capitalism, preventing communism. The main reasons for Marshall Aids introduction were political and economic, not altruistic. The theory that Marshall Aid was mainly motivated through altruism isnt credibly acknowledged in any interpretation. Judt acknowledges altruism in his interpretation by stating aid was offered to all European countries, without distinction and Enthusiastic American New Dealers had urged upon European colleagues virtues of freer trade, international collaboration and inter-state integration, however he dismisses altruism and argues other influences had great significance, aid was part of a program to reform the European economy as a whole; Europe would need to collaborate in planning and confer.with each other. Enthusiastic American New Dealers supported aid through their own self-interests, not altruistic desire. Balfour, McCauley and Gaddis fail to acknowledge altruism in their arguments, supporting Judts dismissal. However Europe was devastated following the war and Marshall Aid had reduced the problem, so altruism was not completely absent. America lacked any altruistic desire to help Russia. Fear of Soviet domination and the spread of communism was key to the introduction of aid in the first place, this is argued in each interpretation, adding credibility to each view. Gaddis argues the immediate psychological benefits produced by economic assistance would halt the spread of communism. However in contrast to Gaddis, Judt draws focus to productivity missions funded by the Marshall Plan in his interpretation, which brought thousands of managers, technicians and trade unionists the U.S to study the American way of business. There is evidence to make this a credible argument as it ties in with revisionist theory that America intended to use Marshall Aid as a form of economic imperialism to asset their authority over Europe. Gaddis concedes Russia refusing aid would strain relationships, enabling the U.S to seize the geopolitical and moral initiative in the emerging Cold War, thus strengthening Judts argument that aid favou red American interests as well as containing communism. Balfour suggests a main objective of the Marshall Plan was to win the mouths and minds of the West European peoples so as to prevent them from turning Communist, again focusing on Americas fear of communism. This meant boosting capitalism, which was being resuscitated and given a prosperity highly alluring to countries on the fringes of the USSR, to encourage Cominform nations to denounce communism, a fairly forceful argument acknowledged by each interpretation. Judt implies aid was part of a programme to reform the European economy and is correct when stating Stalin and Molotovs suspicions of the terms Marshall was proposing being quite incompatible with the closed Soviet economy. Neither the US or USSR were prepared to accept each others economic system, Judt again references the differing ideologies and argues that as well as reducing Soviet influence, boosting capitalism and encouraging free trade would have the desired effect of containing communism. Further evidence to make thi s a credible argument is within Balfours interpretation, Molotov viewed aid as an attempt by American capitalists to capture additional markets. In contrast to Balfour and Judt who focus on differing ideologies as a key motivation, the counter revisionist argument that Marshall Aid was motivated by U.S self-interest re-emerges in McCauleys interpretation, an expanding European market would take more U.S goods. Nations accepting aid would be open to U.S markets, the incentive of viable trading partners which would in turn avoid depression, as Molotov believed. Americas need for a viable trade partner is expressed further by Gaddis, arguing that economic assistance would provide immediate psychological benefits and material ones that would reduce this trend where goods and capital could move freely, boosting capitalism. Introducing Marshall Aid would solve two problems by containing communism and providing a badly needed trade partner for America, adding credibility to the two arguments. Balfours interpretation also focuses on economic factors as the main motivation behind Marshall Aid, which could be used to turn countries to capitalism and recover the position which had been lost between 1944 and 1947, despite the fact Balfour implies that Eastern Europe was not a market for the West, Molotovs belief supports Balfours argument. McCauleys interpretation also focuses on economic recovery; containing a speech by John Foster Dulles, putting the future of Germany in the context of the economic unity of Europe rather than the Potsdam view of Germany as an economic entity. German recovery would lead to production of industrial and capital goods so vital to Europes earnings, and would open up the German market for other European manufacturers, hence the link to re-establishing inter-European trade1. McCauleys argument that small economic units in a divided Europe could not prosper and Europe had to unite.to provide a market large enough to justify modern mass-production techniques, suggests that in order for the European economy to strengthen, and win the mouths and minds of the West European peoples as Balfour argues, Europe must collaborate. This posed serious problems European political ideologies varied, some countries would have problems working together. European collapse would be a disaster for America too, and revival in Germany was key to re-establishing European economies, further validating McCauleys argument on the importance of economic recovery. Opportunities would open up for other European manufacturers as a result of industrial revival in Germany. Washington believed that reestablishment of multilateral trade was key to boosting the economy, the protective device of aid intended European countries to switch from the bilateral to the multilateral as soon as possible. McCauley references the benefits of multilateral collaboration throughout his interpretation, strengthening Judts argument that economic reasons were the main motivation behind Marshall Aid. The subsequent boom led to an economic divide as obvious as the political one, with the rich West and poor East. European markets had exceeded pre-war levels of production and income by the 1950s, reducing the influence of the communists and verifying Ryans argument that Marshall Aid would negate the appeal of communism. The West had no incentive to turn communist now it was booming. All four interpretations agree Marshall Aid would gain popularity if it would have a negative impact on communism. Gaddis outlines the greatest threat to the West wasnt military intervention, rather the risk that hunger, poverty and despair might cause Europeans to vote their own communists into office, who would obediently serve Moscows wishes, this is a credible argument because communism was benefitting with many European economies bankrupt Soviet domination was a real danger. Gaddis further acknowledges the U.S knew they had to intervene as the communists were an electoral threat throughout Europe especially France and Italy. Ryan agrees, arguing that Communism was perceived to thrive on fear, desperation and chaos, summing up the state of Europe in 1945, and aid would in part negate the appeal of the left.2 McCauley furthers the anti-communism view; by linking it to anti-Communism the concept would be very popular in the USA and Balfour backs this up, stating funds required for aid would never have been approved by Congress unless a considerable amount of emphasis had been laid on the danger of communism in Europe, and on the significance of US aid as a protective device. He also suggests the threat would have to be exaggerated to gain enough support, however Soviet domination was already a serious threat to the West, there was no need to exaggerate its severity. Judt agrees with Balfour, arguing that because aid would be confined to the West, with Greece and Turkey being honorary West Europeans, it undoubtedly made it easier for Truman to secure passage of the ERP through Congress. Judt has acknowledged aid was offered without distinction and Ryan implies Poland, Czechoslovakia, Hungary and Ukraine were willing participants, but ultimately, Stalin pressured them into withdrawing3,.Gaddis also acknowledges Russia would not accept such aid or allow its satellites to, which is a credible argument because Stalin feared U.S economic domination, believing economic integration with the West would threaten Soviet control over Eastern Europe. Judt also focuses on the fact Stalin and Molotov were of course suspicious. Stalin had felt betrayed by the West during the war and he lacked trust, which is justifiable. Gaddis further acknowledges this, even though the Marshall Plan didnt yet distinguish the areas of Europe under Soviet control, the thinking behind it certainly did. Deputy Minister Vyshinsky argued the US was attempting to impose its will on other independent states, doing little to reduce Soviet tension. Despite several Cominform states being willing participants in desperate need of help and Judts argument that Russian sentiments were not widely shared elsewhere, aid was refused with Stalins persuasion, which strained relationships according to Gaddis. The four interpretations agree the U.S aimed to use European desperation for aid to boost capitalism. Judts view that aid was offered without distinction is challenged by Kunz, arguing that the State Department knew that Congress would never approve aid for Russia fear of Soviet domination was a key motivation for aid in the first place which validates Kunzs argument who adds that fortunately Stalin never called the bluff4. Russian acceptance would have caused problems as the Marshall Plan was based on the assumption that Russia would decline aid. McCauley implies European Governments were required to plan ahead and calculate future investment needs and to negotiate and confer with each other to aid economic reconstruction. There are numerous examples to validate McCauleys argument. By cooperating, economies would benefit. During the years of aid, countries in receipt experienced economic growth of between 15-25%. Without cooperation, this would not have been possible. McCauley further argues the German economy would improve as Frances desperate need for German reparations would be replaced by U.S credits, solving the French problem. Versailles had previously crippled Germany, and with German recovery important to revitalising Europe, it was vital to avoid a repeat despite Stalins wishes. The marrying of French and German economies would reduce French fears of German economic power. France would know if German expansionism posed a threat as the two were cooperating; they feared a future offensive due to geographical location. Judt focuses on the Americans whod blocked any return to the temptations of the interwar economy, and by encouraging Europe to cooperate, prevented future European conflict and promoted trust and reacceptance of Germany. American desire for a peaceful, united Europe expresses a degree of altruism. Balfour in his interpretation draws focus to an underlying military reason for the Marshall Plan; it later came to be given a more military significance, intending to recreate the military power of Western Europe. Britain and France could resume their roles as Great Powers allowing them to provide armies which would be strong enough, and backed by American atomic weapons in order to recover the position which had been lost by force. However the other arguments do not acknowledge militarism which severely undermines the credibility of this view. Britain and France received significant aid, revitalizing their economies, however no further military action took place in Europe. However Balfour goes on to concede that other events had greater significance, such as differing ideologies and fear of communism. Since Truman didnt want war in election year, these two factors combined dismiss this view. Several motivational factors were involved in implementing the Marshall Plan. A plan to boost capitalism, argued by Balfour, the economic concerns argued by Judt, and argued by McCauley and Gaddis to be interlinked with political concerns, along with hints of militarism and altruism. However, Gaddis argument that the US was following a political grand strategy through economic means, and the interlinking economic concerns established by McCauley reference the greatest motivational theory, along with the differing ideologies between U.S and USSR, implied by Judt and Balfour. The Marshall Plan wasnt motivated through altruistic desire to help Europe, despite Churchills statement that it was the most unsordid act in history5 1 How successful was the Marshall Plan? Scott Newton, History Today (2000) 2 David Ryan, The United States and Europe in the Twentieth Century (2003) 3 David Ryan, The United States and Europe in the Twentieth Century (2003) 4 The Marshall Plan reconsidered: A complex of Motives Diane Kunz (1997) p162, 9pgs 5 The American Past, A Study of American History. Joseph Conlin (2009) p. 724

Western Views of Women in Islam Essay example -- Essays Papers

Before venturing into the ideals and movements of Islamic feminism, it is important to recognize some of the biased views Westerners often take when it comes to women in Islam. Because of the portrayal of women in the Arab world through pop-culture and the media, some Westerners may believe that Islam creates a society in need of modernity. The concepts of religious government are also foreign to the Western world. Feminists often focus on the practice of veiling women in Islamic tradition as a law made to minimize the importance of women as citizens. It is important for us to recognize where our biased views exist, and what sorts of root assumptions we make about women in Islam. The truth is, Islamic culture is highly misunderstood, and the customs within Islam are often misinterpreted by Westerners. Often we point to the Arab world as an example of poor treatment of women, without evaluating our own laws and practices. In an article in the Start Tribune published in 1989, Dr. Fatma Reda, a scholar from Egypt who came to the U.S. with her husband the year before, experienced some of the Western stumbling blocks for women and longed for her Islamic country. She decided to buy a parcel of land for herself, but in the U.S., she needed a co-signature of her husband. She had been used to more equality in Egypt between men and women. â€Å"Under Islamic law, women can own property independently of their husbands†¦ in Islamic teaching, women are entirely equal to men†¦ many times Muslim women make choices that look on the surface like we don’t have as much freedom, but it is just different† (p. 1). Many Islamic cultures do in fact see women as secondary citizens, but Islamic women are becoming much... ... It is time they realized they have much common ground† by Arzu Merali, the author points out what feminists have assumed of Muslim women. â€Å"The Islamic Human Rights Commission receives case after case of employers and educators using this image of the downtrodden Muslim woman to excuse discrimination. Muslim women are denied many opportunities on the assumption that they will- if not on a whim then by force- get married, or have many children. Or they face the horrendous dilemma of having to choose between employment and their Islamic garb.† We are not prepared to enter a discussion on Muslim women if we do not understand that our stereotypical images are not accurate. The purpose of this project is to bring light to the facts of Islam, of women, and of the Qur'an. After obtaining these facts, only then can we interact for the common goal of feminism.

Solution Focused Therapy

Social Work Department Faculty of Humanities University of Johannesburg Student Surname| Le Roux| Student Initials| C| Student First Name| Charlene| Student Number| 201170104| Assignment Title| Practice Model| Date of Submission| 15 March 2013| Course Title| B Social work| Lecturers Name| Prof. Adrian Van Breda| Course Code| SW2A11| Plagiarism Declaration| I, Charlene Le Roux 201170104, declare that this assignment is my own original work. Where secondary material has been used (either from a printed source or from the internet), this has been carefully acknowledged and referenced in accordance with departmental requirements.I understand what plagiarism is and aware of the department’s policy in this regard. | Name| Charlene Le Roux| Signature| | Index Page 1. 2. 3. 4. 5. 5. 15. 25. 35. 45. 55. 65. 767. 8. | Introduction History of Solution Focused TherapyUnderlying theoryKey principlesApplication to the PCPEngagementAssessmentPlanningImplementingEvaluationTerminationFollow-up Critical reflectionConclusionReference list| Page 334-55-66-116-77-88991010-11111213| 1. Introduction I have chosen to do the Solution focused therapy practice model (Hereafter referred to as SFT).I chose this model because I was interested in finding out more about how to use one’s own resources and strengths to empower oneself. My hardest issue with counseling is learning how to teach clients how to use their own resources instead of supplying it myself and also encouraging clients to come up with their own solutions and just giving them advice and my opinion. SFT discusses the different techniques one can use to ensure they are empowering their clients and not doing everything for them. 2. History The two founding theorists for SFT are Insoo Kim Berg and Steve De Shazer.Together they adapted existing theories to mold into a theory of their own. They strongly believed that true positive change lies within the client themselves and not in the relationship between the client and worker. Berg was the cofounder of a center in Milwaukee in 1978 whose intention was to launch the mental research institute and it used Brief Family therapy. This was an organization that made no profit and was used to serve the needs of people in surrounding areas and people and families that were poor or living in poverty (O’Connell, 2005).Four years later this became the home of SFT (Lee, 2011). De Shazer later worked in the center and was thoroughly trained in brief family therapy. According to Milton Erikson, brief therapy models were hugely influenced by the strengths perspective and social constructivism. The strengths perspective is about using one’s own strengths, assets and resources to come up for solutions that are best suited for them and their problem rather than simply providing everything for one’s client.It goes with the famous saying â€Å"Give a man a fish and he will eat for a day, but teach him how to fish and he will eat for a lifetime †. Berg and De Shazer developed this model by listening to and using the feedback of their clients. They created this model by observing therapy sessions to observe the techniques and skills the therapist used, by listening to the feedback of their clients about what was or was not working for them and by observing the progress of their own clients (Lee, 2011). 3. Underlying theory of practice model Social constructivism strongly influences SFT (O ‘Connell, 2005).This perspective states that human beings create their own reality through different linguistic means. In other words, we create our own realities through conversations and by our own view of the truth so therefore each person has a different meaning that has been created which in turn means that there is no ‘objective truth’ that is true in any situation. This all implies that each person’s problems are constructed by the way in which they talk. As a result of each person having their own li nguistic style, there is no fixed meaning attached to a problem or a solution.In order for a person to see their created reality from another perspective, the therapist or practitioners main goal is to change the language the client uses. Practitioners encourage clients to use solution talk as opposed to problem talk. One thing that stands out from the social constructivist perspective is that the clients perception and experiences have main priority. This theory also takes into account the context in which the client lives and emphasizes that people do not exist in social isolation but rather are products of the interactions that surround them.The relationship between the practitioner and the client is of utmost importance in this perspective because it is within this relationship that a new style of language can be created for the client to build new realities. The systems theory is another perspective that influences solution focused therapy. The systems theory expects a practiti oner to look at all the systems surrounding an individual so that the best interventions can be used. To understand the systems theory fully there are some terms that are the most important (Kirst-Ashman & Hull, 2006).Every individual is viewed as the product of interactions between different micro systems in that individuals life and practitioners look at their clients as a person-in-environment where they are constantly interacting with the various systems around them. These systems function reciprocally and change in one system means there will be change in another. The systems approach is also dynamic. It is ever changing and evolving from one particular view to another yet maintains a relatively stable homeostasis. All systems are interrelated.The systems theory basically states that because no two client systems are alike, no two solutions will be alike either and therefore every problem needs a unique and suitable intervention (Kirst-Ashman & Hull, 2006). Lastly, the strength s perspective has had an influence on SFT. The main view of the strengths perspective is that every individual, family or community has already got strengths, resources and assets that should be used in intervention strategies and it is the responsibility of the practitioner to uncover these different strengths.The strength perspective doesn’t see hard times such as traumatic experiences, struggles and sicknesses as demotivating experiences but rather as opportunities and challenges that can be overcome and in the end be used to the benefit of the client even if it is just a lesson that was learned. A worker should never limit their clients capacities and capabilities but rather believe in their goals and dreams and help them achieve it in any way that they can and another important aspect to remember here is that their goals and dreams can only be achieved if the client and worker work together to achieve these.One last thing that is important for people to know about the st rengths perspective is that it believes that every environment also has strengths and that the client should always look for help in their own environments rather than other environments. 4. Key principles As seen above and as previously mentioned, SFT was founded by bringing many different theories together. In this section the main principles of SFT will be discussed. First and foremost, it is set on the notion that if something is not broken there is no need to fix it (O ‘Connell, 2005).In other words, workers should not look for problems where there are none. If a situation is working for a client the worker shouldn’t try fix it even if it is different to the way the worker thinks it should be working. This is a theory that believes in the strengths of clients and the fact that people are resilient and can bounce back from traumatic experiences with the right support and resources. It draws on the importance of people to emerge as stronger people after the traumas b y relying on their own resources and coping methods that they themselves have learned (Van Breda, 2011).If the client’s way of solving a problem is working then the worker should encourage the client to do it more often and if a resolution is not working then there is no point in continuing to try it so the worker should encourage the client to stop that way and try to find another way of dealing with the problem. It should be kept as simple as possible so as not to confuse the client but rather to encourage them to find new and improved solutions to dealing with individual problems. This process of therapy should not be drawn out longer than necessary and should be to the point with as little intervention from the therapist as possible.This theory believes that one change ultimately brings about another change until all the required change has been achieved. Therefore, this theory does not seek to make big changes but rather a chain of smaller changes. Another reason why sma ller changes are encourages is because it helps the client feel less intimidated as they would feel by implementing one big change at one time. As always with positive change, a worker needs to recognize it and praise the client for the change they themselves have implemented.Since language is such an important aspect in this theory, the worker should never assume that there is only one possible solution to a problem but the worker should be open-minded and should try using many different paths to try and find a suitable solution. Since this theory focuses on solutions rather than problems, the worker should not spend time analyzing the problems but should jump into finding solutions that will work for that specific client and their circumstances (Malherbe & Greef, 2005). . Application to the PCP The planned change process is a set of stages that a social worker can follow and the stages overlap and flows into one another (Kirst-Ashman & Hull, 2006). 5. 1Engagement â€Å"Engagement is when a social worker begins to establish communication and a relationship with other but also addressing the problem† (Kirst-Ashman & Hull, 2009, p. 34). Engagement starts from the very first interaction a worker has with a client.The main goal of engagement is to build rapport by using different skills such as acceptance and warmth. It is very important that the worker does not judge their client at any stage and shows acceptance as acceptance is a necessary tool for change. Part of engagement in SFT is for the worker to help the change process along from the very beginning. Change needs to be spoken about and visualized. In the engagement stage it is important for rules and expectations to be set and this can be done by a means of contracting.Contracting is when the client and the worker discuss the roles, norms and expectations for sessions and this is where the boundaries are set for the client-worker relationship (Kirst-Ashman & hull, 2006) Contracting also helps esta blish roles between the client and the worker which is important in the formal relationship so that boundaries can be set in place. Firstly, the worker needs to enquire about the â€Å"pre-session change†. Pre-session change is that happened in the clients life that pushed them to make the appointment in the first place.The worker can do this by asking questions like â€Å"Tell me more about why you are here today† or â€Å"What made you seek help? †. Giving compliments to the client eases their anxiety and affirms the belief that positive regard increases the chance of change for people (Rasheed, Rasheed & Marley, 2011). 5. 2 Assessment â€Å"Assessment is differential, individualized and accurate identification and evaluation of problems, people and situations and of their interrelations to serve as a sound basis for differential helping interventions† (Siporin as cited in Kirst-Ashman & Hull, 2009, p. 34).Assessment is usually when the worker assesses what the problems are that the client is facing but because SFT focuses on solutions the worker needs to change problem talk into solution talk and already start thinking about possible solutions to the problem. A worker using SFT needs to pay attention to detail and listen to the clients carefully during the assessment stage. Once the worker has heard the clients issues they need to respond empathically as this helps create empowerment for the client as well as lets the client know that the worker is paying attention and understanding the clients’ point of view.There are many different types of questions that should be used in the assessment stage of SFT. The miracle question is the first. The answer to this type of question is usually on the path of the fitted solution. This type of question helps the client vision their preferred future. These questions are asked to find out about the clients story, strengths and resources and their own expectations for the solution. This type of question would be something like â€Å"Imagine you were sleeping tonight and a miracle happens that solves the problem you came to speak to me about.When you wake up in the morning, what would be the change that would make you realize something must have happened to solve your problem? † a client could possibly reply with answers similar to this, â€Å"my children weren’t moody and crying, my husband and I were smiling and organized. We left on time for work and when we came home we had food on our plates and the children were playing. † Another type of question is an exception question. This type of question helps the worker to get an idea of the good times in a client’s life. It helps the client remember that there were times when they knew what to do nd how to do it in order for them to function normally. Helping a client remember times when they were managing better gives them hope that they can do it again. A worker would ask this question â €Å"can you think of a time in the past month, year or ever that you did not have this problem? What were you doing differently during those times that helped prevent the problem then? † (De Shazer as cited in Lee, 2011). Coping questions are also important questions when assessing and planning for implementation. This question is useful for clients who feel completely helpless because it can give ideas to solutions that could help serve their problems.This type of question helps the worker get to know more about the clients coping strategies. A coping question would be something along the lines of â€Å"wow, how have you managed to carry on during all of these hard times? † Lastly, scaling questions can be used. These questions can be used during the evaluation stage as well. This question helps the client track their own progress which helps them identify where they are at (Lee, 2011). This is a question that asks the clients to choose a number between 1 and 10 to de termine their progress.A worker would ask a question like â€Å"from a scale of 1 to 10, 10 being the best, how are you feeling now compared to when we started? † (Nichols & Schwartz, 2008). 5. 3 Planning â€Å"Planning specifies what should be done† (Kirst-Ashman & Hull, 2009, p. 370. Planning in this theory goes hand in hand with assessment because in assessment the worker will not spend too much time focused on the problem but rather on already finding possible solutions. It is also important to remember that changes should be planned as small rather than one big change. 5. 4 Implementation Implementation is the actual doing of the plan. The Client and worker follow their plan to achieve their goals. Progress during implementation must be constantly monitored and assessed. Sometimes, new issues, situations and conditions require the plan to be changed† (Kirst-Ashman & Hull, 2009, p. 40). The most important aspect to the implementation is the changes need to sm all so as to not overwhelm the client with major changes. When a small change is achieved, it leaves the client feeling empowered and motivated to start change in another dimension of their lives.It gives the client courage to try for new and bigger changes (Lee, 2011). The above mentioned questions can also be asked to stimulate change (Macdonald, 2011), therefore intervention starts during the assessment stage. Intervention by the worker should be limited ensuring that the changes will be as a result of the clients new ways of doing things while at the same time making sure the client gets a sense of independence rather than relying on the worker to do all the work. 5. 5 Evaluation â€Å"Each goal is evaluated in terms of the extent to which it has been achieved.The decision must be made about whether the case must be terminated or reassessed to establish new goals† (Kirst-Ashman & Hull, 2009, p. 41). Evaluation in SFT basically combines all the above mentioned techniques. The worker uses the questions to find out how much change and progress has been made. Once the worker realizes what those changes are he or she points these out and celebrates together with the client for making these changes (Macdonald, 2011). The miracle question is used to monitor the progress and to keep the client in a positive frame of mind in order for them to continue progressing to their full potential.It is important for the worker and client to reflect to evaluate what has been improved and how. Evaluation in SFT does not necessarily only occur after implementation. The worker also evaluates the client at the beginning of every session to see what changes have been made and how the client is progressing. 5. 6 Termination â€Å"The worker/client relationship must eventually come to an end. Termination in Generalist Practice involves specific skills and techniques† (Kirst-Ashman & Hull, 2009, p. 41). Termination begins from the very beginning in order to prepare clie nts for the ending of sessions.SFT is meant to be brief and not carry on for long periods of time. The worker needs to keep reminding the client that the therapy will not be long and the client should have the goals of finding new solutions quicker than in other types of therapy. In the last session, the client is asked to describe in detail what changes they experienced so the change can be maintained and the worker should point out what worked and what did not work in the clients’ progress. One way of knowing when a client is ready for termination is by asking them a scaling question (Macdonald, 2011).This is when a client answer from a scale of 1 to 10, 10 being the best level of functioning. If a client’s answer is 7 or higher then the client is ready to terminate. These types of questions can be â€Å"What would you rate your level of functioning as on a scale from 1 to 10, 10 being the best? † or â€Å"Consider that when we started you were on a level 3 s cale of functioning, what would you rate your level as now between 1 and 10? †. It is important to remember that terminating with an open door policy is of benefit to this client.This means that even though the sessions are over, you let the client know they are always welcome back should they encounter any other problems but the worker can also encourage the client to come visit in a few months to let the worker know how everything is going. this makes the client feel important and valuable and is a positive way to terminate. 5. 7 Follow-up Although not a stage of the planned change process I do think it is important for a social worker to follow up with their clients to ensure that everything is still going alright.Following-up with a client also empowers them in a way because it makes them feel like they are still cared for and worried about and not like they were just forgotten by the social worker. Following up can be done in many different ways. A worker can request that the client comes back for one last session just to follow-up and ensure that everything is okay. It can also be done telephonically or via e-mail. If a client does not respond to the email or does not come in for the session it is the responsibility of the worker to find out what the reason is just to make sure the client is still on track. . Critical reflection There are some concerns surrounding SFT. One of the concerns is that it is so focused on solutions that it does not focus on curing the root cause of the problems. A therapist using this model could say that the deep rooted cause was in fact also just a form of the clients’ distortion of reality. This therapy also relies too much on the client. In some cases people may not understand that what they want is not what they need and clients sometimes need a counselor to give them a new view point to look at their situation from.For example a married couple may sometimes not know what it is they need and a worker can step in to give some ideas for solutions they can try instead of relying on the client to recognize what it is they really need. I would use this practice model if I could change a few things. I would focus more on the way a client is feeling about their problems because sometimes all somebody needs is someone to listen to their problems and not just think of solutions. Sometimes it is important to try and understand a client in a bit more of an informal way rather than strictly professional.It is important though to remember boundaries and that a client may never be friend with a worker as there may then be conflict of interest. Although there are holes in this model, there are also things I really like about SFT. It is good to focus on the positive things rather than continuously analyzing the negative to get to a solution. Focusing on a solution puts the client in the future and motivates them to get to that level of functioning. It is a model that can help clients succeed a lot quic ker than other models.I also like the fact that SFT has specific types of questions that are direct because other models can sometimes take a long time just to assess the problem leaving the client feeling like there has been no progress over a period of time because the worker has just been assessing. With SFT the client will start to see changes quite soon and will feel empowered just by the questions that they will be asked. 7. Conclusion I like the idea of SFT because it focuses on strengths and it has always fascinated me to know how a client can use their own strengths.After researching this practice model I understand a lot more about how I can recognize what a client’s strengths are and how they can be used for solutions. It is a therapy that is direct and results can be seen soon after the first session. This therapy promotes the empowerment of people and is easy to follow in order to empower one’s own clients. It is a widely used therapy and has a high succes s rate. I am glad I have learned about this model because I can now apply it to my practice this year.Instead of focusing on my clients weaknesses (low self-esteem) we can focus on building confidence and not on what has caused the low self-esteem. This is great because often speaking about the causes can be re-traumatizing to the client when all they want to do is more forward instead of focus on the past. 8. Reference List Kirst-Ashman, K. K. , & Hull, G. H. (2009). Understanding Generalist Practice (5thed. ). Belmont, CA: Brooks/Cole, Cengage Learning. Lee, M. Y. (2011). Solution-focused theory. In F. J. turner (Ed. ), Social work treatment: Interlocking theoretical approaches (5th ed. pp. 460-476). New York: Oxford University Press. Macdonald, A. (2011). Solution focused therapy. In R. Nelson-Jones (Ed. ), Theory and practice of counselling and therapy (5th ed. , pp. 371-391). Los Angeles, CA: Sage. Nichols, M. P. , & Schwartz, R. C. (2008). Family therapy: concepts and methods (8th ed. ). Boston, MA: Pearson. O’Connell. B. (2005). Solution focused therapy (2nd ed. ). London: Sage Publications ltd. Rasheed, J. M. , Rasheed, M. N. , & Marley, J. A. (2011). Family therapy: models and techniques. Los Angeles, CA: Sage. Solution Focused Therapy Social Work Department Faculty of Humanities University of Johannesburg Student Surname| Le Roux| Student Initials| C| Student First Name| Charlene| Student Number| 201170104| Assignment Title| Practice Model| Date of Submission| 15 March 2013| Course Title| B Social work| Lecturers Name| Prof. Adrian Van Breda| Course Code| SW2A11| Plagiarism Declaration| I, Charlene Le Roux 201170104, declare that this assignment is my own original work. Where secondary material has been used (either from a printed source or from the internet), this has been carefully acknowledged and referenced in accordance with departmental requirements.I understand what plagiarism is and aware of the department’s policy in this regard. | Name| Charlene Le Roux| Signature| | Index Page 1. 2. 3. 4. 5. 5. 15. 25. 35. 45. 55. 65. 767. 8. | Introduction History of Solution Focused TherapyUnderlying theoryKey principlesApplication to the PCPEngagementAssessmentPlanningImplementingEvaluationTerminationFollow-up Critical reflectionConclusionReference list| Page 334-55-66-116-77-88991010-11111213| 1. Introduction I have chosen to do the Solution focused therapy practice model (Hereafter referred to as SFT).I chose this model because I was interested in finding out more about how to use one’s own resources and strengths to empower oneself. My hardest issue with counseling is learning how to teach clients how to use their own resources instead of supplying it myself and also encouraging clients to come up with their own solutions and just giving them advice and my opinion. SFT discusses the different techniques one can use to ensure they are empowering their clients and not doing everything for them. 2. History The two founding theorists for SFT are Insoo Kim Berg and Steve De Shazer.Together they adapted existing theories to mold into a theory of their own. They strongly believed that true positive change lies within the client themselves and not in the relationship between the client and worker. Berg was the cofounder of a center in Milwaukee in 1978 whose intention was to launch the mental research institute and it used Brief Family therapy. This was an organization that made no profit and was used to serve the needs of people in surrounding areas and people and families that were poor or living in poverty (O’Connell, 2005).Four years later this became the home of SFT (Lee, 2011). De Shazer later worked in the center and was thoroughly trained in brief family therapy. According to Milton Erikson, brief therapy models were hugely influenced by the strengths perspective and social constructivism. The strengths perspective is about using one’s own strengths, assets and resources to come up for solutions that are best suited for them and their problem rather than simply providing everything for one’s client.It goes with the famous saying â€Å"Give a man a fish and he will eat for a day, but teach him how to fish and he will eat for a lifetime †. Berg and De Shazer developed this model by listening to and using the feedback of their clients. They created this model by observing therapy sessions to observe the techniques and skills the therapist used, by listening to the feedback of their clients about what was or was not working for them and by observing the progress of their own clients (Lee, 2011). 3. Underlying theory of practice model Social constructivism strongly influences SFT (O ‘Connell, 2005).This perspective states that human beings create their own reality through different linguistic means. In other words, we create our own realities through conversations and by our own view of the truth so therefore each person has a different meaning that has been created which in turn means that there is no ‘objective truth’ that is true in any situation. This all implies that each person’s problems are constructed by the way in which they talk. As a result of each person having their own li nguistic style, there is no fixed meaning attached to a problem or a solution.In order for a person to see their created reality from another perspective, the therapist or practitioners main goal is to change the language the client uses. Practitioners encourage clients to use solution talk as opposed to problem talk. One thing that stands out from the social constructivist perspective is that the clients perception and experiences have main priority. This theory also takes into account the context in which the client lives and emphasizes that people do not exist in social isolation but rather are products of the interactions that surround them.The relationship between the practitioner and the client is of utmost importance in this perspective because it is within this relationship that a new style of language can be created for the client to build new realities. The systems theory is another perspective that influences solution focused therapy. The systems theory expects a practiti oner to look at all the systems surrounding an individual so that the best interventions can be used. To understand the systems theory fully there are some terms that are the most important (Kirst-Ashman & Hull, 2006).Every individual is viewed as the product of interactions between different micro systems in that individuals life and practitioners look at their clients as a person-in-environment where they are constantly interacting with the various systems around them. These systems function reciprocally and change in one system means there will be change in another. The systems approach is also dynamic. It is ever changing and evolving from one particular view to another yet maintains a relatively stable homeostasis. All systems are interrelated.The systems theory basically states that because no two client systems are alike, no two solutions will be alike either and therefore every problem needs a unique and suitable intervention (Kirst-Ashman & Hull, 2006). Lastly, the strength s perspective has had an influence on SFT. The main view of the strengths perspective is that every individual, family or community has already got strengths, resources and assets that should be used in intervention strategies and it is the responsibility of the practitioner to uncover these different strengths.The strength perspective doesn’t see hard times such as traumatic experiences, struggles and sicknesses as demotivating experiences but rather as opportunities and challenges that can be overcome and in the end be used to the benefit of the client even if it is just a lesson that was learned. A worker should never limit their clients capacities and capabilities but rather believe in their goals and dreams and help them achieve it in any way that they can and another important aspect to remember here is that their goals and dreams can only be achieved if the client and worker work together to achieve these.One last thing that is important for people to know about the st rengths perspective is that it believes that every environment also has strengths and that the client should always look for help in their own environments rather than other environments. 4. Key principles As seen above and as previously mentioned, SFT was founded by bringing many different theories together. In this section the main principles of SFT will be discussed. First and foremost, it is set on the notion that if something is not broken there is no need to fix it (O ‘Connell, 2005).In other words, workers should not look for problems where there are none. If a situation is working for a client the worker shouldn’t try fix it even if it is different to the way the worker thinks it should be working. This is a theory that believes in the strengths of clients and the fact that people are resilient and can bounce back from traumatic experiences with the right support and resources. It draws on the importance of people to emerge as stronger people after the traumas b y relying on their own resources and coping methods that they themselves have learned (Van Breda, 2011).If the client’s way of solving a problem is working then the worker should encourage the client to do it more often and if a resolution is not working then there is no point in continuing to try it so the worker should encourage the client to stop that way and try to find another way of dealing with the problem. It should be kept as simple as possible so as not to confuse the client but rather to encourage them to find new and improved solutions to dealing with individual problems. This process of therapy should not be drawn out longer than necessary and should be to the point with as little intervention from the therapist as possible.This theory believes that one change ultimately brings about another change until all the required change has been achieved. Therefore, this theory does not seek to make big changes but rather a chain of smaller changes. Another reason why sma ller changes are encourages is because it helps the client feel less intimidated as they would feel by implementing one big change at one time. As always with positive change, a worker needs to recognize it and praise the client for the change they themselves have implemented.Since language is such an important aspect in this theory, the worker should never assume that there is only one possible solution to a problem but the worker should be open-minded and should try using many different paths to try and find a suitable solution. Since this theory focuses on solutions rather than problems, the worker should not spend time analyzing the problems but should jump into finding solutions that will work for that specific client and their circumstances (Malherbe & Greef, 2005). . Application to the PCP The planned change process is a set of stages that a social worker can follow and the stages overlap and flows into one another (Kirst-Ashman & Hull, 2006). 5. 1Engagement â€Å"Engagement is when a social worker begins to establish communication and a relationship with other but also addressing the problem† (Kirst-Ashman & Hull, 2009, p. 34). Engagement starts from the very first interaction a worker has with a client.The main goal of engagement is to build rapport by using different skills such as acceptance and warmth. It is very important that the worker does not judge their client at any stage and shows acceptance as acceptance is a necessary tool for change. Part of engagement in SFT is for the worker to help the change process along from the very beginning. Change needs to be spoken about and visualized. In the engagement stage it is important for rules and expectations to be set and this can be done by a means of contracting.Contracting is when the client and the worker discuss the roles, norms and expectations for sessions and this is where the boundaries are set for the client-worker relationship (Kirst-Ashman & hull, 2006) Contracting also helps esta blish roles between the client and the worker which is important in the formal relationship so that boundaries can be set in place. Firstly, the worker needs to enquire about the â€Å"pre-session change†. Pre-session change is that happened in the clients life that pushed them to make the appointment in the first place.The worker can do this by asking questions like â€Å"Tell me more about why you are here today† or â€Å"What made you seek help? †. Giving compliments to the client eases their anxiety and affirms the belief that positive regard increases the chance of change for people (Rasheed, Rasheed & Marley, 2011). 5. 2 Assessment â€Å"Assessment is differential, individualized and accurate identification and evaluation of problems, people and situations and of their interrelations to serve as a sound basis for differential helping interventions† (Siporin as cited in Kirst-Ashman & Hull, 2009, p. 34).Assessment is usually when the worker assesses what the problems are that the client is facing but because SFT focuses on solutions the worker needs to change problem talk into solution talk and already start thinking about possible solutions to the problem. A worker using SFT needs to pay attention to detail and listen to the clients carefully during the assessment stage. Once the worker has heard the clients issues they need to respond empathically as this helps create empowerment for the client as well as lets the client know that the worker is paying attention and understanding the clients’ point of view.There are many different types of questions that should be used in the assessment stage of SFT. The miracle question is the first. The answer to this type of question is usually on the path of the fitted solution. This type of question helps the client vision their preferred future. These questions are asked to find out about the clients story, strengths and resources and their own expectations for the solution. This type of question would be something like â€Å"Imagine you were sleeping tonight and a miracle happens that solves the problem you came to speak to me about.When you wake up in the morning, what would be the change that would make you realize something must have happened to solve your problem? † a client could possibly reply with answers similar to this, â€Å"my children weren’t moody and crying, my husband and I were smiling and organized. We left on time for work and when we came home we had food on our plates and the children were playing. † Another type of question is an exception question. This type of question helps the worker to get an idea of the good times in a client’s life. It helps the client remember that there were times when they knew what to do nd how to do it in order for them to function normally. Helping a client remember times when they were managing better gives them hope that they can do it again. A worker would ask this question â €Å"can you think of a time in the past month, year or ever that you did not have this problem? What were you doing differently during those times that helped prevent the problem then? † (De Shazer as cited in Lee, 2011). Coping questions are also important questions when assessing and planning for implementation. This question is useful for clients who feel completely helpless because it can give ideas to solutions that could help serve their problems.This type of question helps the worker get to know more about the clients coping strategies. A coping question would be something along the lines of â€Å"wow, how have you managed to carry on during all of these hard times? † Lastly, scaling questions can be used. These questions can be used during the evaluation stage as well. This question helps the client track their own progress which helps them identify where they are at (Lee, 2011). This is a question that asks the clients to choose a number between 1 and 10 to de termine their progress.A worker would ask a question like â€Å"from a scale of 1 to 10, 10 being the best, how are you feeling now compared to when we started? † (Nichols & Schwartz, 2008). 5. 3 Planning â€Å"Planning specifies what should be done† (Kirst-Ashman & Hull, 2009, p. 370. Planning in this theory goes hand in hand with assessment because in assessment the worker will not spend too much time focused on the problem but rather on already finding possible solutions. It is also important to remember that changes should be planned as small rather than one big change. 5. 4 Implementation Implementation is the actual doing of the plan. The Client and worker follow their plan to achieve their goals. Progress during implementation must be constantly monitored and assessed. Sometimes, new issues, situations and conditions require the plan to be changed† (Kirst-Ashman & Hull, 2009, p. 40). The most important aspect to the implementation is the changes need to sm all so as to not overwhelm the client with major changes. When a small change is achieved, it leaves the client feeling empowered and motivated to start change in another dimension of their lives.It gives the client courage to try for new and bigger changes (Lee, 2011). The above mentioned questions can also be asked to stimulate change (Macdonald, 2011), therefore intervention starts during the assessment stage. Intervention by the worker should be limited ensuring that the changes will be as a result of the clients new ways of doing things while at the same time making sure the client gets a sense of independence rather than relying on the worker to do all the work. 5. 5 Evaluation â€Å"Each goal is evaluated in terms of the extent to which it has been achieved.The decision must be made about whether the case must be terminated or reassessed to establish new goals† (Kirst-Ashman & Hull, 2009, p. 41). Evaluation in SFT basically combines all the above mentioned techniques. The worker uses the questions to find out how much change and progress has been made. Once the worker realizes what those changes are he or she points these out and celebrates together with the client for making these changes (Macdonald, 2011). The miracle question is used to monitor the progress and to keep the client in a positive frame of mind in order for them to continue progressing to their full potential.It is important for the worker and client to reflect to evaluate what has been improved and how. Evaluation in SFT does not necessarily only occur after implementation. The worker also evaluates the client at the beginning of every session to see what changes have been made and how the client is progressing. 5. 6 Termination â€Å"The worker/client relationship must eventually come to an end. Termination in Generalist Practice involves specific skills and techniques† (Kirst-Ashman & Hull, 2009, p. 41). Termination begins from the very beginning in order to prepare clie nts for the ending of sessions.SFT is meant to be brief and not carry on for long periods of time. The worker needs to keep reminding the client that the therapy will not be long and the client should have the goals of finding new solutions quicker than in other types of therapy. In the last session, the client is asked to describe in detail what changes they experienced so the change can be maintained and the worker should point out what worked and what did not work in the clients’ progress. One way of knowing when a client is ready for termination is by asking them a scaling question (Macdonald, 2011).This is when a client answer from a scale of 1 to 10, 10 being the best level of functioning. If a client’s answer is 7 or higher then the client is ready to terminate. These types of questions can be â€Å"What would you rate your level of functioning as on a scale from 1 to 10, 10 being the best? † or â€Å"Consider that when we started you were on a level 3 s cale of functioning, what would you rate your level as now between 1 and 10? †. It is important to remember that terminating with an open door policy is of benefit to this client.This means that even though the sessions are over, you let the client know they are always welcome back should they encounter any other problems but the worker can also encourage the client to come visit in a few months to let the worker know how everything is going. this makes the client feel important and valuable and is a positive way to terminate. 5. 7 Follow-up Although not a stage of the planned change process I do think it is important for a social worker to follow up with their clients to ensure that everything is still going alright.Following-up with a client also empowers them in a way because it makes them feel like they are still cared for and worried about and not like they were just forgotten by the social worker. Following up can be done in many different ways. A worker can request that the client comes back for one last session just to follow-up and ensure that everything is okay. It can also be done telephonically or via e-mail. If a client does not respond to the email or does not come in for the session it is the responsibility of the worker to find out what the reason is just to make sure the client is still on track. . Critical reflection There are some concerns surrounding SFT. One of the concerns is that it is so focused on solutions that it does not focus on curing the root cause of the problems. A therapist using this model could say that the deep rooted cause was in fact also just a form of the clients’ distortion of reality. This therapy also relies too much on the client. In some cases people may not understand that what they want is not what they need and clients sometimes need a counselor to give them a new view point to look at their situation from.For example a married couple may sometimes not know what it is they need and a worker can step in to give some ideas for solutions they can try instead of relying on the client to recognize what it is they really need. I would use this practice model if I could change a few things. I would focus more on the way a client is feeling about their problems because sometimes all somebody needs is someone to listen to their problems and not just think of solutions. Sometimes it is important to try and understand a client in a bit more of an informal way rather than strictly professional.It is important though to remember boundaries and that a client may never be friend with a worker as there may then be conflict of interest. Although there are holes in this model, there are also things I really like about SFT. It is good to focus on the positive things rather than continuously analyzing the negative to get to a solution. Focusing on a solution puts the client in the future and motivates them to get to that level of functioning. It is a model that can help clients succeed a lot quic ker than other models.I also like the fact that SFT has specific types of questions that are direct because other models can sometimes take a long time just to assess the problem leaving the client feeling like there has been no progress over a period of time because the worker has just been assessing. With SFT the client will start to see changes quite soon and will feel empowered just by the questions that they will be asked. 7. Conclusion I like the idea of SFT because it focuses on strengths and it has always fascinated me to know how a client can use their own strengths.After researching this practice model I understand a lot more about how I can recognize what a client’s strengths are and how they can be used for solutions. It is a therapy that is direct and results can be seen soon after the first session. This therapy promotes the empowerment of people and is easy to follow in order to empower one’s own clients. It is a widely used therapy and has a high succes s rate. I am glad I have learned about this model because I can now apply it to my practice this year.Instead of focusing on my clients weaknesses (low self-esteem) we can focus on building confidence and not on what has caused the low self-esteem. This is great because often speaking about the causes can be re-traumatizing to the client when all they want to do is more forward instead of focus on the past. 8. Reference List Kirst-Ashman, K. K. , & Hull, G. H. (2009). Understanding Generalist Practice (5thed. ). Belmont, CA: Brooks/Cole, Cengage Learning. Lee, M. Y. (2011). Solution-focused theory. In F. J. turner (Ed. ), Social work treatment: Interlocking theoretical approaches (5th ed. pp. 460-476). New York: Oxford University Press. Macdonald, A. (2011). Solution focused therapy. In R. Nelson-Jones (Ed. ), Theory and practice of counselling and therapy (5th ed. , pp. 371-391). Los Angeles, CA: Sage. Nichols, M. P. , & Schwartz, R. C. (2008). Family therapy: concepts and methods (8th ed. ). Boston, MA: Pearson. O’Connell. B. (2005). Solution focused therapy (2nd ed. ). London: Sage Publications ltd. Rasheed, J. M. , Rasheed, M. N. , & Marley, J. A. (2011). Family therapy: models and techniques. Los Angeles, CA: Sage.