THERAPIES AND TREATMENTS Due to the harmful effects created by the traumatic experience of being bullied some victims have a hard time recovering from the said situation. They are greatly affected not only socially but mentally‚ emotionally and personally as well. Some even have the psychotic tendency of retreating to their personal haven because of the fear that they will again be experiencing the traumatic experience. Mostly these victims are so affected that their self-esteem suffers great damage
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My placement was set up at Northwest Middle School‚ Reading Pa. The makeup of the student community is extremely diverse on the RSD‚ with an 83% of Hispanic population. The socio-economic background of most students ranged from middle class to low income households. Inclusion was practiced throughout the school and was cause for some very interesting situations. This perspective was useful in my observation for the purpose of understanding students’ behavior and the different techniques that were
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both international journals as humour). I will examine humor in the first article as a construct. It is utilized as a tool‚ as a component of therapy but I will examine the very basic underlying nature of humor as a construct and as a phenomenon that can be appropriately and adequately utilized in a gestalt modality (particularly tied to existing gestalt therapy tools). In the second article I will examine the actual use of humor – the specific functioning of humor as a therapeutic tool or therapeutic
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Asses the view‚ that working class children underachieve because they are culturally deprived. Middle class children have a higher tendency of achieving more than pupils of the working class. A few explanations pay attention on the external factors outside school. This includes cultural deprivation – working class pupils are portrayed as having a lack of correct attitude‚ values‚ language and knowledge for educational success. Whilst material deprivation means that working class pupils are most
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Theory Outline Project Assignment Raymond McCall March 28‚ 2013 Grand Canyon University PCN-500 Instructor: Gigi Sofia Theory Outline I. Theory: Person Centered Therapy a. Key Concepts i. A client can find away to resolve their issues when they make themselves aware. Some client result to faith to gain a sense of self direction. The client must figure out what he or she want to be verses what he or she is. During that time the client focus is on the present
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Green). As teachers we can teach the standards set by the state but unless our students can relate the concepts being taught to real world experiences they may have trouble understanding the concept. This is referred to as Culturally Relevant Teaching (CRT). Culturally relevant teaching as describe by Gloria Ladson-Billings in 1992‚ “as a way that would empower students to excel because of the way in which they experience the curriculum makes sense in the context of their lives and helps them
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Standards of Culturally Competent Care Nur 531 April 8‚ 2013 Annette Marget Standards of Culturally Competent Care In 1963 Bob Dylan wrote the words "For the times they are a-changing" as part of the lyrics for a popular song of his. During the current millennium the term "global economy" has become a key word throughout the world of finance. These two well-known expressions are precursors to today ’s major issue of "cultural competency". The world has changed and is global in many aspects
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Diverse Students 1 Diverse Students with Special Needs XXXXX XXXXXX XXXXXX February 2012 Diverse Students 2 Hart‚ J. (2009). Strategies for culturally and linguistically
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Leading a Diverse Workforce 1.0 Introduction This report is an introduction to the circumstances of the diverse workforce. It explains the causes of diverse workforce leads into past‚ present trends. Where focus has centred on the consequences‚ there are some advantageous and disadvantageous outcomes which lead to “pay-off” of the organization. Therefore‚ discussion moves forward to the difficulties that managers would face and the management solution. The report concludes with a discussion
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Culturally responsive pedagogy is a student-centered approach to teaching. Students’ cultural strengths are identified and nurtured to promote student achievement and sense of well-being about the student’s cultural place in the world. Applying culturally responsive pedagogy‚ students receive equal opportunities to achieve full potential. It also allows students preparation for
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