A Culturally Competent Psychologist Social Work Essay

A Culturally Competent Psychologist Social Work Essay Culture as a construct is difficult to define. Definitions of culture often refer to a set of contexts, specifically man-made elements of the environment (e.g., institutions, values, and traditions), that form a part of the collective experience among members of a society or group and that are also trans-generational as a consequence of social learning (Betancourt Lopez 1993). Some psychologists consider ethnoculturalism as the fourth force in psychotherapy (Betancourt Lopez 1993, p.629). Implicit in this is the notion that culture is a factor in influencing behaviour. To be a culturally competent psychologist, therefore, it is important to plan and implement psychological practice and research that respects group identities, local communities, indigenous values, and national and cultural differences. Cultural competence is not about being politically correct. Cultural competence has real world consequences for individuals that, in relation to psychology, are typically vulnerable or in need. The national enquiry into the stolen generations, where Aboriginal and Torres Strait Islander children were removed from their families (Human Rights and Equal Opportunity Commission 1997), for example, inferred that health workers participated in the calculated effort to assimilate out of existence indigenous individuals and cultures, an example of genocide. This apparent lack of cultural competence by health workers, psychologists among them, has contributed negatively to indigenous individuals psychological and physical health through mourning the loss of culture (Eisenbruch 1991), stress associated with interacting with a foreign culture (Westerman 2004), and trans-generational abuse (Atkinson 2002). Cross-cultural psychology endeavours to explicitly acknowledge the need for cross cultural awareness and competence in the discipline of psychology. Cross-cultural psychology is the systematic study of relationships between the cultural context of human development and the behaviors that become established in the repertoire of individuals growing up in a particular culture (Berry, Poortinga Pandey 1997, p.x). The goals for cross-cultural psychology include investigating the generalizability of existing theory and research results, investigating other cultures in order to identify unique cultural experiences in behaviour, and the integration of this research to establish a more universal discipline of psychology (Berry, Poortinga, Segall Dasen 2002). An investigation into behaviour as it occurs in another culture reduces ethnocentrism (Betancourt Lopez 1993) and enhances the discipline of psychology. Cross cultural research findings have observed that cultural explanations of mental illness held by psychologists are strongly correlated with shaping their response to individuals with affective problems and the subsequent course of those problems (Jenkins 1988). Also, in relation to affective problems, an individuals immediate social environment appears crucial to its sequence and prognosis (Harding, Zubin Strauss 1992). Finally, findings also suggest that members of minority groups defined by race and ethnicity are vulnerable to patterns of misdiagnosis due to a bias by clinicians to over-pathologize their problems (Good 1992). In the United States, for example, psychologists, regardless of race, have been found to diagnose more severely, and attribute more violence, dishonesty, and dangerousness to, patients that are black (Loring Powell 1988). Policy clearly has a role to play. The American Psychological Association (APA), often the policy guide for the Australian Psychological Society (APS), has made the inclusion of course components that pertain to multicultural issues, encouraging cultural competence, compulsory across training (American Psychological Association 2011) although in reality they are not compulsory as core or primary courses (Hills Strozier 1992). Also, cultural competency is not mandatorily assessed in relation to gaining registration in the United States (Sue 1998) and what assessment occurs during training differs from that done in relation to other training areas (Altmaier 1993). In addition to training, the APA Office of Ethnic Minority Affairs (1993) has published guidelines to assist with the provision of culturally aware psychological services for the practising psychologist. Training and practice constitute the areas upon which cultural competence policies are defined, as they are for Australian psychologists. To be registered as a psychologist in Australia one must complete an Australian Psychology Accreditation Council (APAC) accredited and Psychology Board of Australia approved course (Australian Psychology Accreditation Council 2011). APAC is the accreditation authority responsible for accrediting education providers and programs of study for the psychology profession (APAC 2011) whilst the Psychology Board of Australia functions as a subsidiary of the federal governments Australian Health Practitioner Regulation Agency (AHPRA) (Psychology Board of Australia 2011). Finally, the APS, like the APA in the United States, is a voluntary organization that endeavours to represent psychology and psychologists in Australia. Despite this, the Psychology Board of Australia has adopted the APS Code of Ethics (2007) for the profession (Psychology Board of Australia 2011). Ethnoculturalism is recognized as important to the discipline of psychology and, as such, APAC (2010) has nested cultural competency within training for the discipline. Courses must encourage knowledge and understanding of: intercultural diversity and indigenous psychology; how the science and practice of psychology is influenced by social, historical, professional, and cultural contexts; the cultural bases of behaviour and organisational systems; issues for minority or marginalised groups; limitations of psychological tests with particular reference to cultural issues; and interpersonal skills in communicating effectively with clients, other psychologists, other professionals, the community, individuals, small groups, and agencies from varied cultural, ethnic, religious, social, and political backgrounds (APAC 2010). Training eventually gives way to practice. The APS Code of Ethics (2007) references ethnoculturalism in a more general way through three general ethical principles. The APS Code of Ethics (2007) is based on the respect for the rights and dignity of people and peoples; propriety; and integrity. In the first general principle, respect for the rights and dignity of people and peoples, (APS Code of Ethics 2007) psychologists are encouraged to have positive regard for diversity and uniqueness of individuals and their right to linguistically and culturally appropriate services. Acknowledging the particular needs of indigenous Australians, the APS has also published guidelines for the provision of psychological services for, and the conduct of psychological research with, Aboriginal and Torres Strait Islander individuals (APS 2003b). Whilst there are no other specific ethnocultural guidelines, there are guidelines for other groups such as women (APS 2003a), and groups defined by sexual orientation (APS 2000). The Code of Ethics frames practice. Essentially there are three types of psychologists; clinical psychologists, applied psychologists, and research psychologists (Nairne 2009). Clinical psychologists diagnose and treat psychological problems; applied psychologists extend psychological principles to practical, non-clinical, problems; and research psychologists conduct research to elucidate essential principles of behaviour and cognizance (Nairne 2009). Whilst registered psychologists can arguably do little in regards to their initial training content, ongoing professional development and supervision are two areas where cultural competency can actively be developed and maintained. In addition to this, if involved in research, a culturally competent approach could be nested within it. So, it is in the areas of professional development, supervision, and research where the cultural competence of the practicing psychologist may be developed and honed. Continuing professional development (CPD) is a requirement for annual renewal of psychology registration (Psychology Board of Australia 2011). Identifying professional development to enhance cultural competence initially requires an assessment by the psychologist of their needs in relation to culturally competent awareness, knowledge, and skills (Pedersen 2011). Once an assessment is made, the psychologist can actively address deficits. CPD can then be identified that further develops an awareness that culturally learned assumptions exist and interact with those of a patient; develops meaningful information and insight into the patients unique cultural context; and finally develops a skill set that can facilitate patient change (Pedersen 2011). Early career psychologists may find the identification of necessary CPD daunting. Supervision, then, may assist in accurately identifying CPD needs in relation to cultural competency. Supervision is mandatory for psychologists (Psychology Board of Australia 2011) and can play an integral role in regards to cultural competency skill acquisition and expertise (Sue Sue 2008). Supervision may be defined as a process whereby a more experienced clinician mentors or imparts specialist knowledge to a clinician, or group of clinicians, less experienced (Bernard Goodyear 2004). Formative and summative assessment of cultural competency can assess the degree of supervisee cultural competency and guide further cultural competency training (Hays 2008). A supervisor, therefore, needs to encourage the development of cultural awareness, the reduction of bias, and developing strategic interventions in relation to future patients (Sue Sue 2008). Psychologists need to integrate cultural competence into their professional undertakings in recognition of the increasing diversity of their social context (Sue Sue 2008). For applied and clinical psychologists, interactions with patients are central to their provision of service. In relation to this patient / psychologist interaction, Pedersens (2011) Triad Training Model underscores the need for cultural competency and, by extension, its development through supervision and CPD. Pedersen (2011) suggests that when two individuals communicate there are actually three conversations occurring simultaneously. There is the uttered exchange; the psychologists own internal dialogue; and finally the internal dialogue of the patient (Pederson 2011). Cultural competency is imperative, according to Pederson (2011), as the greater the cultural difference between the psychologist and patient, the less likely the psychologist will accurately hear the internal dialogue, positive and negative messages, of the culturally different patient. Research too, then, needs to become more sophisticated, expanding the utility and generalizability of any findings. Psychological research, in regards cultural competency, is lacking in three areas: diversity amongst researchers; appropriate ethnocultural studies; and culturally appropriate assessment instruments (Gil Bob 1999). Firstly, the lack of diversity may be addressed by actively recruiting students from diverse backgrounds as co-researchers (Casas Thompson 1991) as well as striving for a culturally diverse research team matched to that cultural group being investigated (Atkinson, 1993). Secondly, cultural groups identified for research should be engaged in the development of research questions and that subsequent research should be monitored by members of these groups for community relevance and general quality (Casas Thompson 1991). Finally, assessment selection should consider cultural orientation, particularly as instruments are often Eurocentric (Dana 1996), and that any translations be accurately assessed in regards to their meaning (Brislin 1993). CPD, supervision, and research are three areas that the psychologist can actively develop cultural competence. The development of cultural competency is not a finite exercise but, rather, a lifelong process of learning. Being a culturally competent psychologist encourages research that is both sophisticated and more generalizable, and relationships between psychologist and patient that are more explicitly anchored in a cultural context, enhancing therapeutic outcomes in a wider range of therapeutic settings. To be a culturally competent psychologist, therefore, it is important to plan and implement psychological practice and research that respects group identities, local communities, indigenous values, and national and cultural differences.

Shyness And Awkwardness In Everyday Encounters Psychology Essay

Shyness And Awkwardness In Everyday Encounters Psychology Essay Maybe at the bus, or the lobby of a dental clinic, or even while waiting for that delicious fill of coffee, those are some of the times that you find yourself looking at the ceiling, checking your phone for that unread message or even noticing how exceptionally elegant are the wrinkles of your hands. In less than ten minutes, you have already analyzed all the posters glued to the metal stool, and you can name by heart every one of the magazines sitting on the lobby table. That is when you try to start a nonchalant conversation with the stranger standing next to you, but suddenly you feel uncomfortable as you are preoccupied with concerns about your self-presentation. This discomfort or inhibition in interpersonal situations is defined as shyness. It can be described as a form of excessive self-focus, and preoccupation of ones thoughts, feelings and even physical reactions. Shy people tend to feel uncomfortable and awkward in social situations. They try to abide to the rules of social interactions, but emotional and physical inhibitions prevent them from doing so. Shy individuals, contrary to the common belief, are not introverts. Introverts prefer being alone and enjoy the lack of human interaction. On the other hand, shy individuals crave for human interaction and social recognition as a part of a group. However, their self-consciousness and often the lack of assertiveness prompt them to give up opportunities to socialize. They are extroverts, but they handicap themselves by not entering social groups or speaking to strangers, and subsequently pass up the chances to practice the social skills necessary for a social rehabilitation. Being shy can be painful to watch, and even more disturbing to experience. Shyness can lead to the most awkward situations. American adolescents have hard-won expertise in this issue with their unadorned exclamation Awkward!, trying to ease the tension of the most uncomfortable situations. Furthermore, there are tons of self-help books to deal with awkward co-workers, and also on weekends or holidays we must face the awkwardness of the family gatherings, where people connected by blood kinship cannot share the most innocuous opinions without risking emotional or physical tension. Men are uncomfortable at seduction, knowing that an unwelcoming approach will result to rejection- a discomforting situation- and women never know if making the first move will be considered as a welcome relief or a manifestation of castrating pushiness. Our lives are all filled with examples of awkwardness, which we avoid by individualizing ourselves. Socially awkward or shy individuals often withhold their objective opinions in the pursuit of avoiding a potential discomfort, further building the barrier between them and other participants in social interactions. We so much despise the feeling of awkwardness that we develop techniques or rituals to avoid the aforementioned situations. These techniques are often executed subconsciously and are interconnected with the self-reflection process which hinders socially-awkward people from being socially active in a group of people. Avoiding eye contact followed by texting or calling from a cell phone, or intentionally revealing the cable of your headphones are some of the techniques used to create a barrier between human interactions. Other techniques like slightly leaning towards someone, grunting or laughing aloud while reading a joke in the newspaper are examples of indirect approach of shy individuals, who on the other hand try to participate in social occasions. In general, it is believed that most people arent comfortable being observed or approached. This is connected to the insecurity and low self-esteem that embodies a lot of socially awkward individuals, and also to the upbringing or culture of others. Some cultures of the East do not allow unmarried women to interact with men, and others even prohibit women from being in public without a spousal or blood-related male companion. On the other hand, western cultures raise their children to be more independent and support social interactions between them and their peers. It can be inferred that responses to shyness are not universal, for example shyness is negatively associated with peer acceptance in the United States of America, but positively in China. Leaving aside the cultural factors, even small things, such as the directions of the chairs in an auditorium or in a bus facing towards the front of the stage or the vehicle respectively, with no overlapping visual field between the peop le seated- play a substantial role in forming, or preventing social connections. Although the research of shyness is relative new, researchers have been able to discover the social behaviors and the factors that influence the phenomenon of social awkwardness and shyness. Shyness seems to be a form of social anxiety, where the shy individual may experience a range of feelings from mild anxiety in the presence of unfamiliar individuals to panic attacks with more serious symptoms for the individual. Additional research shows that there are different kinds of shyness. Buss, writer of the book Personality: temperament, social behavior and the self (1995), argues that there are only two of this phenomena: anxious shyness and self- conscious shyness. The differences between these two can be summarized to the time of appearance, type of emotion or feelings generated, and the immediate or enduring causes. Buss states that the events that evoke the two kinds of shyness are different. The  primary causes of anxious shyness can be grouped into two categories. The first is novelty  of persons, environment and social role. The second is evaluation, which occurs because the situation is structured that way or because of failed self-presentation. He further reiterates that the immediate causes of self-conscious shyness are more complex, involving conspicuousness, breach of privacy, others actions and ones own social mistakes. Although it is almost unbelievable to think that shyness is genetically inherited, Buss states that anxiously shy people are most probably born that way. The inheritance may be a direct inheritance of a certain gene or the combination of inherited traits that are genetically expressions of low sociability. Also, he argues that attachment in the infancy causes low self-confidence and renders anxiously shy people sensitive to evaluation. Children from the moment of birth, tend to be curious beings. From the early stages of their lives, they express curiosity towards the human body and the environment surrounding them: babies try to reach and touch their parents face, are caught at staring at certain individuals, et cetera. These practices, however, are slowly suppressed, while the social norms trample over the so-called childrens curiosity as the children grow up. On the other hand, overly attached children show signs of anxious shyness from the very beginning of their lives: certain b abies cry when strangers touch them or when they are taken away from their parents, children of ages 1-2 hide behind their parent when a stranger is approaching, et cetera. In the attempt of researching in depth the phenomenon of shyness Pilkonis, a researcher from Stanford University, designed an examination to investigate the differences between shy and non-shy individuals. To assess possible gender differences in the manifestation of shyness, both males and females were included as subjects. In a research by Pilkonis, shy people often report that their anxiety is evoked by ambivalent situations in which they are unsure about how to behave. In addition, one would anticipate the presence of a stranger during an anxiety-arousing task to hamper the performance of a shy person; therefore, the presence or absence of a confederated during the delivery of the speech was also varied (Pilkonis, 1977). In  the  research, differences among shy subjects themselves were also explored. A shy individual has yielded two major types: those persons who are privately shy and focus on internal events in describing their shyness, and those who are publicly shy and reg ard their behavioral deficiencies as more critical aspects of their shyness (Pilkonis, 1977). For research purposes, students enrolled in a psychology course at Stanford University participated in the experiment. Subjects were selected from opposite extrema of the shyness continuum on the basis of responses to a short form of the Stanford Shyness Survey that had been administered during a class hour. The procedures for this study were confederates, opposite-sex interaction, interaction with the experimenter, and development and delivery of speech. One of the inferences of the research was that one of the major differences between shy and not shy people is the ability of the latter to initiate and build conversations. During the opposite-sex interaction, people who were not shy showed a shorter latency to their first utterance, spoke more frequently, and spoke for a larger percentage of the time. They allowed fewer silences to develop and were willing to break a larger percentage of the silences which did occur. (Pilkonis, 1977). Shy objects reported themselves to be more nervous when delivering their speeches and also to be more nervous when doing their speeches. Despite their greater anxiety, shy participants delivered speeches which were not judged to be poorer on any of the evaluative dimensions (Pilkonis, 1977). According to the experiment, shyness seemed to be less relevant in the structure of preparing and delivering the speech than unstructured interpersonal encounter. An experiment of self-reported shy and not shy persons revealed huge differences between the two groups in verbal behavior. Both situational factors and sex of participant influenced the expression of shyness. But also within the realms of the shy group, behavioral and affective differences between publicly and privately shy subjects emerged, providing further evidence for the validity of this distinction. But when are shy people going to resort, where their craving for human interaction reaches its climax? The answer is the internet. Social networking, and tons of other free means of online communication such as chat rooms, have given the opportunity to shy individuals to socialize without the limits of social inhibitions present in the real life. Research shows that shy people feel much less inhibited in social interaction online than they do offline, and consequently they are able to form a number of online relationships. Clark and Leung indicated that the higher the tendency of being addicted to the Internet, the shyer the person is. This correlation of internet addiction and social shyness is statistically correct, but the reliability of the inferences of the study regarding these distinctions is not very high. However, nobody can deny that the internet has hindered social inhibitions but instead of closing the gap of communication between shy and non-shy individuals, it has actua lly widened it through fake personas of the internet scene.

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2.2. Usage of Credit Cards versus Debit Cards Undoubtedly, if credit cards are compared to debit cards, then studies have shown that there are some perceived barriers that create hindrances in the adoption of credit cards far and wide. Rysman (2009) used the data from Survey of Consumer Finance, conducted by Federal Reserve Bank and applied Regression analysis technique to control all the related explanatory variables. Results confirmed that age and income are strong predictors in payment choice. However, Reward programs do not have a major influence on the overall usage of debit and credit cards. Additionally, payment size has U-shaped relationship with credit and debit card; credit cards are mainly used in low dollar amount and debit in high dollar amount transactions. Several studies have also kept their focus on the consumer choice of using debit cards as compared to other payment methods. A study found that credit card revolvers are more probably to use debit card and less probably to use credit cards, as compared with the customer who repay their balance each month. These both groups are different in their perception of payments, like revolvers have the perception that debit cards are not for the ease of use and acceptability but for the budgeting purpose and for control over money (Sprenger & Stavins, 2008). In addition, Zinman (2004) collected the data from approximate 4,000 US Households Survey of Consumer Finances (SCF) 2001, to figure out the consumer choice among Debit and Credit card at the Point-of-Sale. Results indicated that debit-card users rationally choose to use debit rather than credit for minimizing transaction costs and for not facing a binding credit limit. King (2005) analyzed the reasons that why consumer... ...(2003) surveyed internet users in 2001 to analyze the choice of payment instrument at point of sale (POS) and for bill payments and found that consumers who easily adopt new technology are more prone to use electronic payment channels. Results also depicted that factors like transaction value, bill’s frequency and physical characteristics of POS (cashier presence and self-service) determine the choice of payment mode. On the other hand, Nnaemeka, Ernest and Onuoha (2011) examined the level of plastic money usage and found that despite the popularity of plastic money in payment methods, cash usage is still leading over the e-purse (electronic purse) usage in Nigeria. The reasons for the result found in study are, risk to security, privacy, customer inertia (psychology effect), illiteracy and lack of operational facilities (less number of â€Å"Point of Sales† terminals).

Brief History and Introduction of Privacy and Human Rights Essay

Brief History and Introduction of Privacy and Human Rights From Article 21 of the Japan Constitution states, â€Å"Freedom of assembly and association as well as speech, press and all other forms of expression are guaranteed. No censorship shall be maintained, nor shall the secrecy of any means of communication be violated.† Article 35 states, â€Å"The right of all persons to be secure in their homes, papers and effects against entries, searches and seizures shall not be impaired except upon warrant issued for adequate cause and particularly describing the place to be searched and things to be seized . . . Each search or seizure shall be made upon separate warrant issued by a competent judicial officer.†1 A 1988 Act for the Protection of Computer Processed Personal Data Held by Administrative Organs governs the use of personal information in computerized files held by government agencies. It imposes duties of security, access, and correction. Agencies must limit their collection to relevant information and publish a public notice listing their file systems. The Japanese government has followed a policy of self-regulation for the private sector, especially relating to electronic commerce. Essentially, there were no set privacy laws other than the general issues stated in the constitution, but when needed the Japanese government will intervene and regulate. In June of 1998, former Prime Minister Ryutaro Hashimoto announced that he had signed an agreement with U.S. President Clinton for self-regulation for privacy measures on the Internet except for certain sensitive data. â€Å"If data in a certain industry is highly confidential, legal methods can be considered for that industry.†2 Several committees have been ... ...s not safe. We need to take more time.†4 References 1 Constitution of Japan, November 3, 1946. 2 U.S. Japan Joint Statement on Electronic Commerce, May 15, 1998. 3 Japan: More Crime, Less Privacy, 2 Jun 1999, 4 James Brooke, Japan in an Uproar as 'Big Brother' Computer File Kicks In, 5 Aug. 2002, 5 Lies and Secrets: Japan's National ID Network Has Gone Live Already, 31 Jul. 2002, 6 Japan ID System Raises Big Brother Fears, 5 Aug. 2002,

The Contribution of George and Myrtle Wilson in The Great Gatsby Essay

The Contribution of George and Myrtle Wilson in The Great Gatsby The Great Gatsby is a novel written by F. Scott Fitzgerald. It is about the rise, the promise and the failure of American Dream. Some minor characters such as George and Myrtle Wilson have contributed to the development of the novel by providing us a contrast of their society that they are living in to the richer society in Long Island as well as a contrast of ideas in terms of modern American Dream. First of all, George and Myrtle Wilson are husband-and-wife who lives in the Valley of Ashes, as depicted in Chapter 2. They are the by-products of the corruption of the American Dream. As a result, their lives – bordered on hardship – can only be described as sustainable. In contrast, people such as Tom and Daisy Buchanan and Gatsby are the ones who have benefited from the corruption of the American Dream. This is clearly portrayed in Chapter 1 and Chapter 3 respectively on the lavish, excessive and careless lifestyle and the grandeur of residence that the Buchanans and Gatsby possess. The Wilsons’ barely sustainable lifestyle is clearly shown in the beginning of Chapter 2 whereby the type of place that they are living in is described as â€Å"a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens and the interior of their house is depicted as unprosperous and bare. On the contrary, the Buchanan’s house is narrated as à ¢â‚¬Å"a cheerful red-and-white Georgian Colonial mansion overlooking the bay, the lawn started at the beach and ran towards the front door for a quarter of a mile, jumping over sun-dials and brick walls and burning gardens†, while Gatsby’s house is illustrated as â€Å"an imitation of some Hotel de Ville in Normandy, with a tower o... ...ney and fame as she struggles to escape from her poor vicinity. However, this is not done through the hard and honest way as she chooses to associate herself with the rich people in an attempt of gaining wealth. The fact that the still physically-intact marriage of the Wilsons symbolises that both the corrupted and true values of American Dream are co-existing together. By pairing up two people with opposite personality as a couple, Fitzgerald has allowed us to understand and compare the ideas of American Dream through the Wilsons’ personality. To conclude, Fitzgerald has intelligently given various important roles to certain minor characters such as George and Myrtle Wilson so that comparisons and similarities can be made out and understood. This will allow us to make our own judgement and most importantly, to fully understand the underlying themes and intention.

Filipino nationalism Essay

Jose Rizal first and probably most known novel, Noli Me Tangere certainly illustrates Filipino nationalism. The novel was truly significant in the establishment of national identity amongst the Filipinos. This novel stirred a great amount of controversy as Rizal illustrated the affairs of the Spaniards in the Philippines. According to the Spaniards officials, the novel of Jose Rizal was full of rebellious ideas and schemes in opposition of the Spanish government. But for Jose Rizal, this novel was his way of giving confidence and pushing his countrymen to struggle against the bad qualities and doings of the Spanish government. The novel presented how Filipinos were powerless and poor in their own country under the rule of the Spaniards (Rizal, 290). Rizal truthfully depicted the Filipino nationality through his emphasis of the Filipinos’ qualities like a deep sense of appreciation and gratitude, the commitment and dedication of a Filipina together with her influence to a Filipino’s life, and the total genuine common sense shared by the Filipino people under the Spanish system. The intense messages brought by the novel and Rizal’s other work El Filibusterismo, made some Spanish officials really furious as these novels portrayed immense abuse and corruption by the Spanish regime in the Philippines. Subversive and heretical are the descriptions that the Catholic Church had for Noli Me Tangere and the Spanish authority had banned the novel in some parts of the country during that time. Maria Clara’s is one of the lead characters of Noli Me Tangere. She is the heroine in the novel personifying the ideal Filipina, warm, loving and committed to her partner Crisostomo Ibarra who was the hero of the novel. Other characters had symbolisms in the real-life events in the Philippines during Jose Rizal’s time. Padre Damaso (Father Damaso) was another character with significance as he was a representation of the covert or secret fathering of illegitimate children by the Spanish clergy that time. Throughout the novel, Rizal captured the attention of the Filipinos by illustrating the prejudices of the Indios and the brutality and fraud of the Spanish priests through his writings. The fictional revolution Rizal had visualized in his novel, with middle-class intellects leading never occurred. However, Noli Me Tangere still influenced a revolution against the Spaniards indirectly. With Emilio Aguinaldo as the leader, the revolution of 1896 took place; the Philippines finally got its independence in 1898 (Rizal, 290). The novel that Rizal had written may not be the weapon used during the revolution, but it certainly played a huge role in stirring the emotions and rage that the Filipinos had against the Spanish rule. Noli Me Tangere served not only a novel that attacked the Spanish colonial rule, but also as a character of Filipino nationalism. It was an essential instrument in forming a unified consciousness and national identity amongst the Filipinos, as numerous Filipino people up to that time were identified with their own regions to the benefit and advantage of the Spaniards. The novel openly criticized and exposed the many elements of the Spanish colonial society. The novel sent its message to the Filipinos, calling out for them to recover self-confidence and recognize the value of their own worth. Noli Me Tangere encouraged the Filipinos to go back to the heritage of their ancestors and asserts themselves of equal status to the Spaniards. Works Cited Rizal, Jose. Noli Me Tangere (Touch Me Not). Penguin Classics: Tra Edition, 2006. Print. Rizal, Jose. Noli Me Tangere article.

As Level Physical Education Acquiring Movement Skills

AS Level Physical Education Acquiring Movement Skills Scheme of work – MCW |Lesson Title |Learning objectives |Homework | |Skill and Ability |Know the term ‘skill’; |Identify three gross motor abilities required for badminton. Justify your answers. | | |Understand different skills and explain how they influence sporting performance. Identify three perceptual (psychomotor) abilities required for volleyball. Justify your | | |Be able to explain the interaction between ‘skill’ and ‘ability’. |answers. | | | |Outline the difference between skill and ability and explain the relationship that exists | | | |between them. |Classification of motor skills |Know why skills are classified using continua. |Skill analysis on main skills from your number 1 sport. At least 10 skills. | | |Understand the different classifications of skills. |Place on each continuum. | | |Be able to identify specific sporting examples and justify your decisions for placin g them on| | | |a specific continuum. | |Classification of practice |Know the factors that need to be considered before a skill is taught. |Discuss the advantages and disadvantages of using the whole and part methods of practice | | |Understand the different practice and teaching methods used to facilitate learning and |when developing a sports skill. (10 marks) | | |performance. | | |Be able to critically evaluate these methods and their effectiveness in the learning of | | | |skills. | | |Stages of learning |Know the terms ‘learning’ and ‘performance’. According to Fitts and Posner, performers pass through three stages of learning when | | |Understand the characteristics of the cognitive, associative and autonomous stages of |developing movement skills. | | |learning. |Use a practical example to explain the characteristics of each stage of learning | | |Be able to apply these phases of learning to practical activities. (cognitive, associative, and auto nomous). (3) | | | |Describe the type of feedback used at the cognitive, associative and autonomous stages of | | | |learning. (3) | |Types of guidance |Know the types of guidance used in the learning of skills. Using the example of a novice swimmer, explain how a teacher could use the four methods of| | |Understand which type of guidance is most suited to improve performance at each stage of |guidance to develop the pupil’s swimming skills. (4 marks) | | |learning. |What are the advantages and disadvantages of using manual and mechanical guidance for | | |Be able to critically evaluate these different types of guidance. teaching swimming to beginners? (6 marks) | |Types of practice and mental rehearsal |Know the factors that need to be considered before a skill is taught. |Discuss the advantages and disadvantages of distributed, massed, fixed and varied practice| | |Understand the appropriate use of practice methods to maximise effectiveness, including the |methods on the p erformance of movement skills. 10 marks) | | |role of mental rehearsal. | | | |Be able to critically evaluate different types of practice methods and their application to | | | |the performance of movement skills. | |Exam analysis |Know the areas of the exam which are areas of strength and those that are in need of |Re-write ‘model answers’ to exam paper. | | |improvement. | | |Understand how answers are marked in order to maximise your chances of scoring all available | | | |marks. | | |Be able to write model answers using the mark scheme as a guide. | | |Information processing |Know the key components of information processing. |Draw out your own copies of each of the models that we identified. | | |Understand and draw Welford’s and Whiting’s models of information processing. Choose one of the two models that we have identified (Whiting’s or Welford’s). | | |Be able to apply these models to the learning and performance of physical activi ties |Use a skill or a number of skills in your chosen activities to explain and illustrate how | | | |each component of the model works in that activity. |Memory |Understand the multi-store model of the memory process. |Revision | | |Understand the strategies that can be used to improve both short-term memory storage and | | | |long-term memory storage. | | |Be able to apply the memory process to the learning and performance of physical activities. | | |Reaction time |Know what is meant by reaction time, movement time and response time. |Identify and explain four factors that affect response time in practical activities(4 | | |Describe the impact of reaction time on performance. marks) | | |Understand factors that affect response time in practical activities |By using a practical example in sport, explain what is meant by simple reaction time in | | |Be able to apply the theories relating to reaction time to the performance of physical |sport. (2 marks) | | |activities. Choice r eaction (Hick’s law) can be explained through the use of a graph. Sketch a graph | | | |to illustrate the effect of choice reaction time on physical performance. (4 marks) | |Exam analysis |Know the areas of the exam which are areas of strength and those that are in need of |Re-write ‘model answers’ to exam paper. | |improvement. | | | |Understand how answers are marked in order to maximise your chances of scoring all available | | | |marks. | | |Be able to write model answers using the mark scheme as a guide. | | |Psychological refractory Period |To consolidate knowledge of reaction time in information processing. |5-10 minute revision presentation | | |Understand the role of anticipation in reaction time. Delivered on the topic you are assigned | | |Be able to apply the ‘psychological refractory period’ to practical activities. |Use the specification to guide you | | | |Need to provide a handout | | | |All presentations will be saved to share d area for whole group benefit |Feedback |Know the different types of feedback available to a performer. |With reference to the learning and performance of movement skills, critically evaluate the| | |Understand the links between use of feedback and the stages of learning. |use of feedback that a coach could use for a performer in the cognitive stage of learning. | |Be able to critically evaluate the different types of feedback to detect and correct errors. |(10 marks) | |Motor programmes |Know the nature of motor and executive programmes. |Plenary wheel activity | | |Understand the types of the motor programmes stored in the LTM. | | |Be able to explain the links to open loop control and the autonomous phase of learning. | | |Schema theory |Know the links between schema and motor programmes. |Page 10 – 2008 exam paper | | |Understand the sources of information used in schema theory. (Revision) | | |Be able to discuss the links between development of schema and organisat ion of practice. | | |Exam analysis |Know the areas of the exam which are areas of strength and those that are in need of |Re-write ‘model answers’ to exam paper. | | |improvement. | | |Understand how answers are marked in order to maximise your chances of scoring all available | | | |marks. | | | |Be able to write model answers using the mark scheme as a guide. | |Arousal |Demonstrate knowledge and understanding of arousal as a drive affecting levels of motivation. |No homework – Bring in folders next lesson. | | |Understand the major motivation and arousal theories: Drive Theory, Inverted U Theory and | | | |Catastrophe Theory. | | |Be able to represent each of the theories graphically | | |Motivation |Know about drive reduction theory and its impact on a lifelong, balanced active and healthy |What is meant by the dominant response?Why might the dominant response be of a good | | |lifestyle. |quality at the autonomous phase of learning? (4 marks) | | |Unde rstand motivational strategies and their application to learning and performance of |What is meant by arousal? Why might high levels of arousal be detrimental to the learning | | |physical activities. and performance of someone in the cognitive stages of learning? (4 marks) | | |Be able to critically evaluate motivation and arousal theories and the application of |Drive reduction is one method that can be used to motivate a performer in physical | | |motivational strategies. |education & sport. Use a practical example to explain Drive Reduction Theory. 4 marks) | |Theories of learning |The associationalist/connectionist theory of operant conditioning (Skinner); |Poster activity | | |The cognitive theory related to the work of Gestaltists; | | |Observational learning theory |Know the predication made by Social/observational learning theory; |Operant conditioning is one way of learning movement skills. Use a practical example to | | |Understand the importance of significant others i n the adoption of a balanced, active and |explain Operant Conditioning. (4 marks) | | |healthy lifestyle; |Social psychologists believe skills are best learned through observation.Explain how this| | |Be able to explain Bandura’s model and the factors that affect modelling. |happens and the impact that significant other can have on young people adopting an active,| | | |healthy lifestyle. (4marks) | | | |Identify and explain the four factors that Bandura identified as potential limiting | | | |factors in a learner’s use of modelling. 4 marks) | |Reinforcement of learning |Know the differences between positive reinforcement, negative reinforcement and punishment. |Use practical examples to explain what is meant by the terms ‘S-R bond’; positive | | |Understand Thorndike’s Laws. |reinforcement, negative reinforcement and punishment. (4 marks) | | |Be able to discuss the appropriate use of reinforcement in skill learning and promoting |Thorndike sug gested three methods (Thorndike’s Laws) to strengthen the S-R bond. Use a | | |positive, healthy lifestyle behaviour. |practical example to explain each of these methods. 3 marks) | | | |Use practical examples to show how appropriate use of reinforcement in skill learning and | | | |promoting positive, healthy lifestyle behaviour. (4 marks) | |Exam analysis |Know the areas of the exam which are areas of strength and those that are in need of |Re-write ‘model answers’ to exam paper. | | |improvement. | | | |Understand how answers are marked in order to maximise your chances of scoring all available | | | |marks. | | |Be able to write model answers using the mark scheme as a guide. | | |Transfer of learning |Know the types of transfer that occur in practical performance. |Explain each of the five types of transfer and give examples to support your answer (5 | | |Understand ways of optimising the effect of positive transfer. |marks). | | |Understand ways of limit ing the effect of negative transfer. |How can a teacher or coach ensure that positive transfer takes place? (5 marks) | |Impacts of transfer on learning Understand the effects of transfer of learning on schema development and the importance of |Explain the links between varied practice, transfer of learning and Schema development (6 | | |variable practice. |marks) | | |Be able to critically evaluate the different types of transfer and their impact on the |Evaluate critically the different types of transfer and their impact on the development of| | |development of movement skills. |movement skills. (10 marks) |