Why a sense of identity is important

Why a sense of identity is important There are many definitions of resilience but most have similar components. Gilligans (2000) definition states a set of qualities that helps a person to withstand many of the negative effects of adversity. Bearing in mind what has happened to them, a resilient child does better than he or she ought to do is one of the more straightforward. Critically, most authors consider that resilience is a mixture of nature and nurture. Attributes that some children are born with, such as good intellectual ability and a placid, cheerful temperament, are associated with resilience. Children who are born prematurely and/or with disabilities, who cry and cannot be comforted, who cannot sleep or who will not accept being held are more vulnerable to adversity and may be less likely to be resilient. The term resilience is used to describe why some people struggle hard to cope with life experiences while others survive with self-esteem, identity and their level of wellbeing intact. The concept of resilience has been used to refer to: a positive outcome despite the experience of adversity; continued positive or effective functioning in adverse circumstances; or recovery after a significant trauma. (Masten quoted in Schoon, 2006, p. 7) Johnston-Wilder and Collins quote: What constitutes adversity, adverse conditions and trauma varies among individuals and between cultures. Like adults, children vary considerably as to what they find easy, hard or impossible to deal with. When children are exposed to a stimulus that might offer a threat to self-image or self-esteem, they respond differently. (Johnston-Wilder and Collins, 2008 pg 54) Very little distresses parent/carers more than witnessing their children struggle to cope with lifes difficulties. Trouble, whatever its form or source, holds the potential of engendering negative emotions in children and exhausting their coping resources. If the trouble is serious or long lasting, it may reduce a childs chances of attaining life enhancing goals and experiencing sustained episodes of emotionally invigorating pleasure. It may also move a child on a course of maladaptive functioning. Parent/carers typically devote considerable energy trying to eliminate the source of difficulty or control. However, the government initiatives such as Every Child Matters: Change for Children (DfES, 2004) attempt to address the issue of identity and self-esteem, stressing the importance of supporting all childrens social and emotional development. Such support needs to be based on an understanding of identity formation, which involves a consideration of definitions of identity and of the complexity of the term. John Bowlbys theory of attachment argued that a childs emotional bond to their familial caregiver was a biological response that ensured survival. The quality of attachment, he quotes, has implications for the childs capacity to form trusting relationships. To put Bowlbys theory into practice, Pound states the main positive outcomes of good attachment experiences in the early years seem to be social ones: †¢ Self confidence †¢ Efficacy †¢ Self-esteem †¢ The capacity to care for others and to be cared for. (Pound, 2008, pg 44 and 45) Consequently, the attachment theory suggests that childrens self-esteem is profoundly affected by the quality of early relationships between children and their parents, carers or significant others. Knowledge of attachment and separation behaviours can be useful in supporting children who show unusual signs of stress in unfamiliar social situations, such as the transition to school (Barrett and Trevitt, 1991). Critcially both, Johnston-Wilder and Collins quote: But even exponents of attachment theory recognise that attachment history is only partially useful in predicting some outcomes for children, and even these would not be uniquely predicted by attachment history. Practitioners need to use a range of theories and knowledge to understand the behaviour of children with whom they work and be tolerant of individual differences and needs. There can, however, be pressures on such tolerance: schools, for example, often justify their exclusion policies with reference to the need to educa te all children and keep them safe from harm. (Johnston-Wilder and Collins, 2008 pg 44) Valerie Daniels quotes Being able to communicate is a real asset when working with children. Body language says a lot. What you say, what, the way you behave, even to the other adults in the room makes a very real impact on children. But if at all possible try and be as natural as possible with children. (Open University, 2008) The UNICEF document, An Overview of Child Well-being in Rich Countries provided an overview of the state of childhood in the majority of economically advanced nations of the world. The document states The UK ranked in the bottom third of the country rankings for five of the six dimensions reviewed. While the country ranked higher in the educational well-being dimension, the UK lags behind in terms of relative poverty and deprivation, quality of childrens relationships with their parents and peers, child health and safety, behaviour and risk-taking and subjective well-being. (UNICEF: 2007, pg Report Card 7). Critically, there is still considerable work to be done, to enhance all dimensions of child welfare, despite increased government investments in improving childrens services over the past 10 years. Daniel Coleman quotes critically, parents/carers are asked to attend emotional needs of their children and are prompted to train themselves to handle their interpersonal relations wisely. It is critical, that as a parent/carer, they should know about origin of their emotions, functioning of their brain and positive usage of their feelings. Critically, they need to control their emotions while making decisions; otherwise they have the capability to hijack their rationality. Many may face different situations and make spur of the moment decisions, followed by their emotions. Decisions may not be logical even though they may have sharp logics (Coleman, 1996). Consequently, responsibility for school readiness lies not with the child, but with the parent/carers who care for them and the educational systems. Parent/Carers therefore, need to attend to the emotional needs of their children and prompted to train themselves to handle their own interpersonal relations wisely. Foley and Leverett , quote There are a number of aspects of emotional literacy that may usefully be grouped, such as recognising your own emotional state, managing your own emotions, recognising others emotions, being able to be explicit about feelings, and being able to talk about talking. These skills and understandings are important components with which to build and sustain relationships with others. Here a child describes how, in her school, a simple bully box can encourage children to communicate worries and feelings (Foley and Leverett, 2008 pg 17) This work complements existing national initiatives to promote social and emotional well-being. It should be considered in the context of the Social and Emotional Aspects of Learning (SEAL) programme and related community-based initiatives. SEAL supports childrens social, emotional and behavioural skills. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. It looks at helping children develop skills such as understanding anothers point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. These initiatives stress the importance of such programmes to enable children to participate fully in the development to ensure their views are heard. However, a growing body of research indicates how identity formation is an important indicator of feelings of wellbeing and self-worth (Canino et al., 2004; Rapee et al., 2006). Our individual perception of, and how we value, ourselves is linked to our behaviour and social performance. This process becomes important to all who work with children because identity formation and feelings of wellbeing are strongly linked to life experiences and success (Kernis, 1995). Poor self-esteem is associated with anxiety development among young children (Canino et al., 2004; Rapee et al., 2006), identity conflict (Kendall and Kessler, 2002) and, in extreme cases, psychiatric distress and disorder (Burns and Rapee, 2006). The United Nations Convention on the Rights of the Child (United Nations, 1989), including the participation rights of the child, and so incorporates a dimension solely based on childrens own sense of wellbeing. International measurements and comparisons such as these should give an indication of a countrys strengths and weaknesses and of what is achievable; childrens wellbeing in rich countries is, in reality, policy-susceptible. It would appear that the UK has rather more weaknesses than strengths; the UK, at the time of writing, was in the bottom third of the rankings for five of the six dimensions of childrens wellbeing in the UNICEF report. Critically, practitioners face a dilemma around needing to both accept and change childrens perceptions of themselves in order to promote their wellbeing. Developing resilience is also of vital importance if children are to face up to and cope successfully with the challenges that come their way. Consequently, Susan Rodger states Youth Inclusion Project was developed to encourage young people with disabilities to access mainstream clubs and groups. I think its important they attend clubs like everybody else. They should be allowed to have that sense of belonging in these organisations without having to have their mum perhaps going along with them. (Open University, 2008). Lorraine states: If you see her body language, when she walks in, and shes walking up high and her shoulders are back and shes walking in and she thinks shes the bees knees. And shes saying bye to her brothers and you know, theyre quite high because they think its great that their sisters doing the same things as an y other girls and thats really important for their self-esteem too. It speaks volumes. I think its a struggle to get a child like Vanessa involved in just normal activities, usually because of peoples attitudes, because that attitude can be based on fear, it can be based on ignorance, it can be based on a whole variety of reasons, but it was a struggle. I mean like most things with a child with disability, to actually get to the point baseline almost, where other parents are, you know, starting off from, is a struggle. So it wasnt easy because not all the Guide groups in Stirling wanted to take her. (Open University, 2008). Other important issues are: what working effectively with others means; how the relevant skills develop; how children can be enabled to make choices about fitting in; where things may go wrong; and how positive intervention strategies can be applied. Nicola Fry quotes Children need to development their sense of responsibility not just to others but themselves. If I am talking to a group of children we all have to respect that  a particular  child has the right to be listened too and views taken seriously, then that child must realise that applies to the other children too and it then becomes his responsibility to listen.. and so on. (Open University, 2010). Critically, Identity is a complex term and process and consequently influenced by a myriad of social factors, an identity develops and evolves as a life story. Identity formation begins prior to birth and is influenced by social context, interpersonal relationships and the social construction of meaning. An understanding of the complexity and fluidity of identity development can help us to question ascribed labels, which may create barriers for children and between children. This provides practitioners working with children with a methodological instrument that urges them to examine the importance of the whole child and the whole child in context. Childrens wellbeing is connected to finding out about themselves and who they want to be. In the light of a childs right to preserve his or her identity (United Nations Convention on the Rights of the Child, United Nations, 1989), practitioners have a responsibility to ensure that the children with whom they work can develop an identity in an atmosphere that challenges discrimination and prejudice. Consequently, adults need to know the children with whom they work, to work to build positive relationships with them and between children themselves, understanding and respecting their individual and emerging frames of reference. As professionals who work with families, our willingness to talk openly about identity and to help foster a positive sense of self in children can make an enormous difference in affirming the rich diversity of our human community and helping children make bridges across cultures and traditions. Children need to be treated as individuals; one size fits all responses are not helpful. Remember that communication of your interest and concern in the child is essential; it is often the little things where, for instance, you have gone the extra mile beyond the call of duty, where you have bought something the child particularly treasures or you have just been there to listen and comfort, that matter and are remembered. Residential workers who have a determined resilience perspective will often make a positive and long lasting difference to looked after childrens lives.

Practices of Leadership contribute to managing sustainability Essay

In this essay I will undergo a critical argument that expresses there are practices of leadership which contribute to managing sustainability of a business in the post-bureaucratic era. ‘†¦The process of directing, controlling, motivating, and inspiring staff toward the realization of stated organizational goals†¦Ã¢â‚¬â„¢ (Cleg, Kornberger & Pitsis 2011). The decisions that are made by management or leadership can have effects on the businesses reputation; hence whether the organization wants to maximise profits or place an emphasis on the ethical decisions made; portraying the idea the decisions made may be legal but is it ethical. In section one through Cameron, Bright & Caza (2004) and others I will explain how individual virtuousness expands to organizational virtuousness which is influenced by leadership, and is therefore expressed through the nature of the business. Further on I will examine the link between the influences of religion, ethical values, age and gender to the variations within levels of relativism and idealism to the ‘trait leadership theory’ which influences a leaders decision making in relation to ethical issues to a certain extent. Through Stubbs & Cocklin (2008) and others I am able to analyse how the leaders; mainly conscious leaders, within the business initially drove the changes through the emphasis on concept of stakeholders within the business to incorporate a ‘sustainability business model’. Therefore it is evident that practices of leadership develop and nurture certain aspect of creating a sustainable business, whether it be ethical decisions or stakeholders over shareholders. Through Cameron, Bright and Caza studies explore how organizational performance is related and linked to virtuousness within the organization. Therefore highlighting how leadership practices affect the outcomes and actions that the business will take in relation to their ethical decisions. Such studies express the differences within leadership practices and attitudes affect how they can lead to different actions taken within the business. Timberlands CEO, Jeffrey Schwartz stated ‘If we don’t make money, no amount of virtue will do our firm any good. Wall Street will ignore us,  and we will soon be out of business. We must have bottom line performance for virtuousness in our firm to be taken seriously’ (Cameron, Bright & Caza, 2004, p 770). Therefore this highlights that the idea of virtuousness in certain organizations have no benefit if there are no pragmatic outcomes, reinforcing the idea of a classical business theory to maximise profits. Hence highlighting an authentic post-bureaucratic leadership where there is pressure on enhancing performance within the business and less emphasis on virtues in comparison to a conscious leadership. However the conscious leadership aspect highlights the notion of integrity and virtue which is therefore expressed through the virtuousness idea of providing an amplifying affect. â€Å"†¦love, empathy, awe, zest, and enthusiasm . . . the sine qua non of managerial success and organizational excellence† (Fineman 1996, p 545). This notion expresses the idea that an emphasis on integrity and emotional intelligence portrayed by the leader can lead to improved cognitive functioning, enhanced decision making and quality relationships between organizational members. Hence through a conscious leadership perspective i.e. an individual virtuousness will then expand throughout the organization, creating organization virtuousness. The central meaning of virtuousness is not the same concept of ethics or corporate social responsibility, but is simply an extension. ‘The entire organization is influenced positively when virtuousness is displayed, especially by individuals in leadership positions’ (George 1995, p 130). Therefore it is evident that different practices of leadership will either adopt practices of virtuality. However it is difficult to manage to effects of the outcome as leaders can have different standards, ‘..,who decides what is good outcome, for whom†¦Ã¢â‚¬â„¢ (Wray-Bliss 2007). Depending on the leaders attitude they may adopt practices depending if there are beneficial profit outcomes or if it creates a positive organizational environment which will increase business benefits in the longer run i.e. managing the business sustainability decisions. Through studies conducted by Fernando, Dharmage and Almedia we are able to understand the link between decisions made by a leader and how it is influenced to a certain extent by the idea of the ‘trait leadership theory’. However it is evident that ethical values, age, religion and gender to the  variations within levels of relativism and idealism i.e. the traits of a leader create different standards of ethical decisions within an organization. Forsyth’s perception on idealism ‘†¦assume that desirable consequences can, with the right action, always be obtained†¦Ã¢â‚¬â„¢ (Forsyth 1980, p. 176). Relativism on the other hand is defined by Forsyth as ‘†¦the extent to which an individual rejects universal moral rules†¦Ã¢â‚¬â„¢ (Forsyth 1980, p. 175). Through Karande et al I was able to observe that ‘†¦models of ethical decision-making posit that organizational factors, such as an organization’s ethical values influence a manager’s ethical decision-making†¦ (Ferrell and Gresham, 1985 p 3). It is evident that the ‘trait leadership theory’ has an effect on this idea to a certain extent i.e. religion. Through studies conducted it is evident that religion had a high effect on the leaders decisions, which is highlighted through Hunt and Vitell ‘A priori, compared with nonreligious people, one might suspect that the highly religious people would have more clearly defined deontological norms and that such norms would play a stronger role in ethical judgments’’ (Fernando, Dharmage & Almeida 1993, p. 780). Therefore highlighting the idea that a leader (that has characteristics of the trait theory) with a perspective in religion will have more incorporation of Corporate Ethical Sustainability within the decisions they make in their organization. It is evident that age plays a role in the decisions that leaders make, the older in age the more life experiences which causes moral development. Hall stated that ‘†¦older the managers tend to be exposed to a variety of ethical problems and become more sensitive to the harm that ethical transgressions can do to the organization and its stakeholders†¦Ã¢â‚¬â„¢ (Hall 1976, p 148). Therefore highlighting that a leader’s age is negatively related to relativism, hence the older a leader is take into consideration universal moral rules. However there are certain aspects such as gender that doesn’t play a major role in ethical decision making, as gender isn’t significantly related to both idealism and relativism. Fr om this study it highlights the importance of leadership’s traits i.e. age, religion when they are making ethical decisions internally and externally of their organization. Through the study conducted by Cocklin and Stubs it is evident that a conscious leader is able to have an effect and change the organization both  internally and externally i.e. understanding the importance of the stakeholders within the organization. The notion that organizations previously focused on profitability i.e. the shareholders importance has decreased to a certain extent in comparison to the stakeholders of the company, hence expressing the power that leadership has in modifying the idea of utilitarianism. It is evident that the conscious leader highlights the importance of the stakeholders, hence ‘†¦visionary CEOs will push the sustainability agenda throughout organizations and stakeholder networks†¦sustainability becomes more embedded in the organizational structure and culture†¦Ã¢â‚¬â„¢ (Cocklin & Stubs 2008, p 123). This highlights the idea that a sustainable business with a humble leader will adopt a stakeholder perspective, emphasising the idea that an organizations success is intimately linked to success of their stakeholders rather than the shareholders. It is evident that companies such as Shell petroleum highlight their importance on their stakeholders, and believe that engaging correct ethical decision making towards stakeholders will be more profitable and responsive in the long run, ‘We remain convinced that engaging with stakeholders and integrating social and environmental considerations better throughout the lifetime of our projects makes us a more responsive, competitive and profitable company, in the long and short term.’(Knights & Wilmott, 2007 p. 4) Through Mackey’s article it highlights the differences between a conscious business and corporate social responsibility. ‘†¦emphasis on conscious business on higher purpose, stakeholder interdependence, conscious leadership and conscious culture apart from corporate social responsibility†¦Ã¢â‚¬â„¢ (Mackey 2011, p 5). These differences are driven by a conscious leader which affects the decisions that one may make i.e. they focus on reconciling caring and profitable through higher synergies in comparison to CSR decisions are focused on adding ethical and financial burden to business goals. However through data produced by O’Toole and Vogel it was evident that their there was the idea to treat all stakeholders equally and fairly. This idea is quite uncontrollable and unrealistic hence Mackey stated that it would be impossible for a conscious leader to achieve anything like this. Hence there is the notion that there will be ‘conflicts’ between stakeholders, which may cause unethical decisions made by the management. It is evident that the conscious leader has enhanced the idea of the stakeholder’s theory which has evolved from the idea of utilitarianism. It is evident that practices of leadership have an effect in the development and management of ethics and CSR. Through the articles I was able to analyse the effects that CEO’s have on their own organization in decision making, whether variables such as age, religion etc have an influence in the ethical decisions that are made by the leaders. The emphasis of a conscious leadership business portrayed the beneficial longer term benefits for the business when stakeholders are seen as the center rather than shareholders. Reference List Cameron, K.S., Bright, D. & Caza, A. 2004, ‘Exploring the relationships between organizational virtuousness and performance’, American Behavioral Scientist, vol. 47, no. 6, pp. 766-90. Clegg, S.R., Kornberger, M. & Pitsis, T. 2012, Managing and organizations: An introduction to theory and practice, 3rd edn, Sage, London. Fernando, M., Dharmage, S. & Almeida, S. 2008, ‘Ethical ideologies of senior Australian managers: An empirical study’, Journal of Business Ethics, vol. 82, no. 1, pp. 145P55. Ferrell, O. C. and L. G. Gresham: 1985, ‘A Contingency Framework for Understanding Ethical Decision Making in Marketing’, Journal of Marketing 49, 87–96. Fineman, S. (1996). Emotion and organizing. In S. R. Clegg, C. Hardy, & W. R. Nord (Eds.), The handbook of organizational studies (pp. 543-564). London: Sage. Forsyth, D. R.: 1980, ‘A Taxonomy of Ethical Ideologies’, Journal of Personality and Social Psychology 39(1), 175–184. George, J. M. (1995). Leader positive mood and group performance: The case of customer service. Journal of Applied Social Psychology, 25, 778-794. Hall, E. T.: 1976, Beyond Culture (Anchor Books, Doubleday, Garden City, NY). Knights, D. & Wilmott, H. 2007, Introducing organisational behaviour and management, Thomson, Australia. Mackey, J. 2011, ‘What conscious capitalism really is, California Management Review, vol. 53, no.3, pp. 83-90. Stubbs, W. & Cocklin, C. 2008, ‘Conceptualizing a â€Å"sustainability business model†Ã¢â‚¬â„¢, Organization & Environment, vol. 21, no. 2, pp. 103-27. Wray P Bliss, E. 2007, ‘Ethics in work’, in D. Knights & H. Willmott (eds), Introducing organizational behaviour and management, Thomson Learning, pp. 506-33. Reflective response: Argument: From the feedback I received I needed to ensure that all my points within my essay correlated and linked from one aspect to anther critiquing what changes had occurred instead of describing the leadership practices. In Assignment 2 I ensured that I only critiqued and I ensured that my main points flowed and related to the question. Organisation and Structure: Assignment 1 my flow of my arguments were not effective they jumped from one point to another, hence in the Assignment 2 I ensured that my essay structure related cohesively so one can read and understand the flow and my main points. Critique: I didn’t score very high in this section as I described the practices of leadership in too much detail. In essay 2 I ensured that I didn’t describe the ideas because the reader already understand the practices I had to critique the ideas, and ensure that I did only describe to the very minimum. Understanding and Content: I scored quite well; I feel I grasped a pretty good understanding of the lectures and the readings. However for assignment 2 I ensured I used more readings and based my arguments from the readings and lectures that I had analysed. Academic English: I made some of my sentences to complicated when they could have been cut down to minimal words. In assignment 2 I ensured that I went straight to the point without any extra words. References: I wasn’t very confident on referencing in assignment 1. For assignment 2 I went onto uts library and it showed me how to reference properly for every type of media. Formatting and presentation: I didn’t follow all the formatting procedures for essay 1. For assignment 2 I went to the assignment guideline and followed all the steps and even went to the rubric and saw what additional formatting need to take place.

Analysis Of The Movie How Father Time A Deadbeat

Saba - â€Å"ComfortZone† â€Å"How father time a deadbeat Maybe I m adopted That ll explain why all of my shit been so timeless†¦Ã¢â‚¬  When I woke up on the sunny morning of May 2, 2013 I had no clue that hip-hop, in my eyes, would change forever. But that’s exactly what happened when I hopped in my car, plugged in my iPod, rolled the windows down and turned the volume just past blaring as â€Å"Even better than I was the last time†¦Ã¢â‚¬  poured through my speakers. For a lot of reason’s Chance the Rapper’s critically acclaimed mixtape Acid Rap morphed the rap genre for me: No longer do rhymes have to be structured and/or neat. Beats don’t have to bang. And it really is okay for hip-hop, which has long been a â€Å"tough guys† genre, to be eccentric. Plainly put, Acid Rap was outside the box. Out of my comfort zone. Plus it acted as a flood gate – opening wide and unleashing a unending hoard of pent-up talent from Chicago into the realms of legitimacy on the national scene. The movement couldn’t have happened at a better time, either, as the popular â€Å"drill movement† had seemingly taken a strangle hold on the bloody streets of Chi-raq. One of those talents – A barely 19-year-old Tahj Chandler, aka Saba from the West-Side collective PivotGang, has had my attention ever since he spit the multifaceted lines above. Saba easily had one of the standout feature verses on Acid Rap, and closed out out of my favorite tracks â€Å"Everybody’s Something† with a self-fulfilling prophecy – his music really is

Racism Incarceration of a Household Member and Hispanic...

Many Americans pretend that the days of racism are far behind; however it is clear that institutional racism still exists in this country. One way of viewing this institutional racism is looking at our nation’s prison system and how the incarceration rates are skewed towards African American men. The reasons for the incarceration rate disparity are argued and different between races, but history points out and starts to show the reason of why the disparity began. Families and children of the incarcerated are adversely affected due to the discrimination as well as the discrimination against African American students and their likelihood of going to prison compared to the white student. African American women are also affected by the†¦show more content†¦This difference in reasoning makes sense because many white Americans no longer believe that racism exists when it clearly does especially through police bias. History starting in the 1970’s also shows that pover ty may not be the reason and that white Americans should start to listen to the perspective of African Americans. Statistics show that throughout American history, African American’s incarceration rates have always been higher than white American’s incarceration rates. The actual incarceration rate in America started dramatically increasing during the 1970’s and the US continues to be the country with the highest incarceration rate. To get a sense of just how much it has grown, in 2011 the prison population was at more than two million compared to 300,00 in 1970. Just in 2009 alone, the incarceration rate of African Americans was 3,119 per 100,000 Americans, compared to the rate of white Americans which was only 487 per 100,000 Americans.2 The gap is huge, especially since white American incarceration rate wasn’t even close to being in the thousands and this statistic makes the disparity glaring. 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