What I Can Offer Your University Essay - 604 Words

What I Can Offer Your University Shakespeare once said, We know what we are, but know not what we may be. While I do not know what my future holds or how I will spend the bulk of my adult life, I know that only education will give me the opportunity to detect my interests and enrich my soul. I believe the University will provide me with the perfect atmosphere for bettering my life and my creative abilities. One of the most important factors that I look for in a college is a low student-to-teacher ratio and an accessible faculty willing to work with students. I believe faculty accessibility plays a key role in helping to inspire students to be passionate about their fields of study and in preventing them from growing†¦show more content†¦I also look for a breadth of program offerings in a potential college. Since I am not completely certain what field I will pursue, I need a college with a wide array of majors, but most of all, I need a college with excellent departments in the areas I am seriously considering majoring in. I am very interested in psychology, and for the next three months, I will be volunteering at the Dylan Child Study Center in Brooklyn, New York. There, I will be able to learn and gain a better understanding of what the job of a child psychologist entails. From this experience, I hope to gauge my interests in psychology. Since I have dreamt of becoming a psych ologist since childhood, I am optimistic that I will major in psychology at University. After asking many questions pertaining to the reputation and excellence of the psychology program at a recent University open house, I found that the school has a strong psychology program and would provide me with an excellent background with which to pursue a further degree. In addition to my interests in psychology, I will bring my background in swimming to the University. For as long as I can remember, swimming has been a big part of my life, and I have been swimming competitively for over eight years. I plan to continue swimming during my college years. When I toured University?s new sports complex, I was thoroughly impressed by the magnificent Olympic-sized pool. After speaking with the swim coach, IShow MoreRelatedThe History and Reputation of DeVry University1553 Words   |  6 PagesDeVry University was original opened in 1931 in Chicago when Dr. Herman DeVry established DeForest Training school which was to prepare students for technical work involving of electronics, motion pictures, radio and later came of television. In 1957 the first associate degree in electronics engineering technology was being offered to students. It officially became DeVry Institute in 2002 with enrollment of 80,000+ in both graduate and undergraduate students. Accord ing to the University there haveRead MoreQuestions For Study In Australia1099 Words   |  5 Pagesdetails of your family who will be remaining home during your study in Australia. Ans: My mother and my step mother will stay at home during my studies in Australia. My mother is the owner of Amaze boutique. And my step mother gets the pension of my father. Ques: Your work letter submitted during application is dated in March 2017. Please explain what you have done since then up to the date of your course commencement. Please provide documented evidence to support your answer. Ans: I applied myRead MoreWhy Do I Want To College Essay752 Words   |  4 PagesSince the first time I received information from the University of Chicago in the fall of 2015, I have been intrigued and pulled towards the campus and its prized alumni. 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This univer sity offers many different majors and programs. The University has many sports for both men and women besides the sports there are clubs anyone from the school can join. It offers a big campus where most of its activities and events. In this Essay I will discuss information about Albany and why I choose it as my college. The University of Albany founded on1844, as a normal school. It trained teachersRead MoreHigh School and Four-year College1282 Words   |  6 Pages1. How would you describe the quality of your high schools educational resources (such as teachers, counselors, assistance with course selection and college admission planning, books, facilities, size and location)? Faculty often discouraged students to have curriculum that they deem to competitive. Red Bluff High is the only local public school in the area. The teacher to student ratio is about a 30 students to one teacher. 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Sex Between Children s Toys Of Non Human Primates (...

Sex differences in response to children s toys in non-human primates (cereopithecus aethiops sabaeus) The study of sex difference in toys boys and girls tend to play wit, has always been classified as gender socialization. According to researchers such as, Connor and Serbin, 1977; Liss, 1981, the explained that boys favour construction and transportation toys, while girls favour doll. Research also shows that boys do tend to be more active (Campbell and Eaton, 1999; Eaton and Enns, 1986) and show more physical play than girls (Dipietro, 1981). These sexual characteristics of play style is said to have derived from learning and cognitive mechanisms in association with gender socialization. Bandura, 1977; Fagot and Hagan, 1991; Langlois and Downs, 1990 state that sex differences in play actions and toys preference arise from modelling and reinforcement of sex typical paly, based on learning theory. Cognitive theories connote that as children grow, they tend to develop awareness of their gender identity, which results in a mental representation of what gender is defined as socially, app ropriate behaviour and show a positive understanding of toys and activities associated with their individual gender (Maccoby, 1988; Martin, 1999, Martin, Wood, and Little, 1990). Biological factors can also influence sex difference in paly behaviour. In a research test conducted on both female rats and rhesus monkeys, treated with androgen during periods of pre-or natal development, showed

Mental health consumer free essay sample

Experience of Stigma Mental illness can be considered one of the most apprehensive health issues in Australia as it has becoming increasingly obvious and deteriorated (Australian Institution of Health and Welfare 2010). According to Australian Bureau of Statistics (2008), in 2007, approximately 45. 5% of total Australian people experienced a mental health problem over their lifetime, whereas 20% suffered symptoms of a mental health problem over one year. People who have been diagnosed with mental illness are among the most stigmatized, disregarded, discriminated, helpless, underprivileged and impuissant groups in Australian society (Overton Medina 2008). To be specific, individuals with mental health problems are affiliated with twin challenges (Corrigan Watson 2002). On the one hand, they are suffered by the symptoms and incapacity of disease itself (Corrigan Watson 2002). On the other hand, they often cope with the stereotypes, prejudice, and discrimination that emerge from misunderstandings of this disease (Corrigan Watson 2002). Negative conceptions and assumptions related to mental illness possibly as destructive as illness itself (Overton Medina). Social stigma of mental illness remarkably restricts opportunities for individuals such as good housing, intimate relationship, and employment (Corrigan, Roe Tsang 2011). More importantly, the mental illness stigma is one of the significant obstacles t o the speed of recovery and provision of care for people with this health problem (Sartorius 2007). The aim of this paper is to provide a comprehensive understanding of mental illness related stigma, and discuss the possible sources and consequences of stigma for individuals who experience mental health problems through an examination of, and references to a range of relevant literatures, along with consumers’ experiences. The term ‘stigma’ was initially generalized in sociology by Golffman (1963), who used it to refer to a characteristic that is extremely dishonoring, disgracing and decreases a entire and normal individual to a stained and disregarded one (Mental Health Council of Australia 2011). Contemporarily, stigma has been considered as the recognition of some identified people who have less worthy of respect than other people (Carr Halpin 2002; Stuart, 2008). It is involuntary and often caused by a deficiency of understanding and fear (Carr Halpin 2002). Stigma against individuals with a mental illness often consists incorrect and scathing representations of them as brutal, ridiculous and incapable, which can finally result in individuals having negative attitudes, behaviours and feelings of themselves (Overton Medina 2008). There are several possible sources that severely develop and reinforce stigma on mental illness such as media, health professionals and members of family. The mass media is not only one component in altering people and public attitudes to mental health problems, but it is also considered as a powerful and crucial source in disseminating messages (Chiroiu 2004). However, most mass media representations of mental illness often create the incorrect information displayed to the general public Consumers’ Experience of Stigma about mental illness patients and the events related to them (Babic 2010). Media images have contributed the misperception and myths that such people are violent, incapable and even dangerous (Klin Lemish 2008). Several Australian and international studies claimed that negative reporting in the media affects attitudes towards mental illness (Chiroiu 2004). As a result, people who seek information basically from media may tend to have more negative attitude about mental illness patients (Chiroiu 2004). In the other hand, these incorrect news stories have a significant effect on mental illness patients reducing their desire to obtain medical support when symptom first emerged (Chiroiu 2004). One of patients indicated that: â€Å"I was diagnosed with schizophrenia a decade ago and in my search to understand my new illness, the media offered me a skewed vantage point where it appeared schizophrenia was simply a licence for bad behaviour. Now, on the inside looking out, I recognise what an inaccurate portrayal this is, the exception rather than the rule. † (SANE 2008) Mental health professionals are another possible sources that develops mental illness related stigma. Healthcare professionals commonly use words that are stigmatizing and discriminated, for example, using ‘nuts’, ‘crazy’, ‘psycho’ to describe their patients, or use of disparaging terms to explain patients symptoms of illness rather than appropriate and professional medical terminologies (Sartorius 2007). Furthermore, health professionals may reject to provide care to those mental illness patients who have physical disease or other illness (Sartorius 2007). Mental health professionals are without exception in this unawareness of how their attitudes and behaviours intensify the development of stigma (Sartorius 2007). Those diagnosed with mental illness resulted to a lost of self-confidence overtime contributes to a negative self-image which in turn does not present to their health and sustenance (Sartorius 2007). According to Mental Health Council of Australia (2011), there was approximately 35% of total mental health patients indicated that health professionals had decreased the patient in seeking self-help therefore as a result, avoiding treatment from health professionals in mental health facilities. And nearly half of total mental health consumers complained that the healthcare professionals had changed their working attitudes and performances towards them once they recognised that they had suffered mental illness (MHCA 2011). One 26-year-old male patient quoted that: ‘‘What happened to me was that a nurse who was a therapist advised my girlfriend, whom I had met in hospital, to get herself a healthy boyfriend. I think it was a form of discrimination. Everyone has the right to be happy, even the mentally ill’’ (Switaj et al.2012). The last major possible source of mental illness related stigma is members of immediate family. Many mental illness patients pointed that their family members often humiliate them and treat them with contempt when they are in situation of wrangle; and family members usually talk their abnormal symptoms and illness to damage their dignity and feelings, for instance, through using disparaging terms connecting to mental illness (Switaj et al. 2012). Other forms of stigma generated by family Consumers’ Experience of Stigmamembers may involve arrogant and patronizing manners or ignoring their individual opinions (Switaj et al. 2012). For example, one of patient complained of his family members: ‘‘My family members prefer not to inform me of important family matters, for the fear of my mental condition getting worse. For example I was not told of my aunt’s death’’ (Switaj et al 2012). The consequence of stigma on mental illness is pervasive and significant. In general, patients with stigma of mental illness often experience such negative impacts: decreased self-confident, limited access to healthservices, constricted life changes, and increased social isolation (Tsao, Tummala Roberts 2008). More specifically, the impact of mental illness stigma has two main features: public stigma and self-stigma. Both of them consist of three key elements – stereotypes, prejudice and discrimination (Corrigan 2004). Public stigma relates to the reactions of general public to those individuals who have diagnosed with mental illness and it mainly robs individuals’ social opportunities (Corrigan 2004; Link Phelan 2006). People with mental illness are usually hard to get suitable employment or seek good house because of employers and landlords are the two main prejudice components in their community (Corrigan 2004). One of patients wrote that, I was in employment for 12 years, but when I took three months off from work due to illness I wasnt allowed back to full time work, not even for a trial period (Switaj et al 2012). Public stigma of mental illness is also associated with the criminal justice system (Corrigan 2004). Criminalizing mental illness directly managed by polices rather than the mental health services, therefore resulting in a large number of mental illness people in prison (Corrigan 2004). The adverse effect of public-stigma is also found in the health care services (Corrigan 2004). People who are identified as mental illness are often unable to obtain deep and comprehensive physical treatment than people without this illness (Corrigan 2004). While self-stigma relates to the responses of people who are identified as stigmatized group and then turn this stigmatizing perspectives against themselves potentially.

Sports Psychology free essay sample

Sports Exercise Psychology Chapter One Review May 21st, 2013 I. Summary: 1. Describe what sport and exercise psychology is. a. Sport and exercise psychology is the scientific study of the behavior of people engaged in sport and exercise activities and the application of the knowledge gained. Researchers in the field have two major objectives: a) to understand how psychological factors affect a person’s motor performance and b) to understand how participating in physical activity affects a person’s psychological development. Despite enormous growth in recent years, sports psychology dates back to the early 1900’s and is best understood within the framework of its six distinct historical periods. 2. Understand what sport and exercise psychology specialists do. a. Contemporary sport and exercise psychologists engage in different roles, including conducting research, teaching, and consulting with athletes and exercisers. 3. Know what training is required of a sport and exercise psychologist. a. Not all sport and exercise psychology specialists are trained in the same way. We will write a custom essay sample on Sports Psychology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Clinical sport and exercise psychologists are trained specifically in psychology to treat athletes and exercisers with severe emotional disorders, such as substance abuse or anorexia. Educational sport psychology specialists receive training in exercise and sport science fields; they serve as mental coaches, educating athletes and exercisers about psychological skills and their development. They are not trained to assist people with severe emotional disorders. 4. Understand major developments in history of sports and exercise psychology. . Sport and exercise psychology has a long and rich history dating back more than 100 years. Its history falls into six periods. i. First period: the early years (1893-1920) was characterized by isolated studies. ii. Griffith Era: (1921 – 1938) Coleman Griffith became the first American to specialize in the area. iii. Third period: preparation for the future (1939 – 1965) was characterized by the field’s scientific development at tributable to the educational efforts of Franklin Henry. iv. Establishment of Academic Discipline (1966-1977) sport and exercise psychology became a valued component of academic discipline of physical education. v. Fifth Period: Multidisciplinary science and practice (1978 – 2000) was characterized by tremendous growth as the field became more accepted and respected by the public. Interest in applied issues and the growth and development of exercise psychology were evident. Training in the field took a more multidisciplinary perspective and the field wrestled with a variety of professional practice issues. vi. The Final period of contemporary sport and exercise psychology (2001 – Present) has been distinguished by continued growth worldwide, considerable diverse research, and interest in application and consulting. Exercise psychology flourishes. 5. Distinguish between scientific and professional practice knowledge. a. Sport and exercise psychology is above all a science. For this reason you need to understand the basic scientific process and how scientific knowledge is developed. Scientific knowledge alone, however, is not enough to guide professional practice. You must also understand how professional practice knowledge develops. 6. Integrate experimental and scientific knowledge. a. Scientific knowledge must be integrated with the knowledge gained from professional practice. Integrating scientific and professional practice knowledge will greatly benefit you as you work in applied sport and exercise settings. 7. Compare and contrast orientations to the field. a. Several approaches can be taken to sport and exercise psychology, including the psychophysiological, social-psychological, and cognitive-behavioral orientations. Psychophysiological sport psychologists study physiological processes of the brain and their influence on physical activity. Social-psychological sport psychologists focus on how complex interactions between the social environment and personal makeup of the athlete or exerciser influence behavior. Cognitive-behavioral sport psychologists examine how an individual’s thoughts determine behavior. 8. Describe career opportunities and future directions in the field. a. Although there are more career opportunities today than ever before, only limited numbers of full time consulting positions are available. Sport and exercise psychology is flourishing and has much to offer those interested in working in sport and physical activity settings. Trends point to such future directions as an increased interest in psychological skills training and applied work, more counseling and clinical training for sport psychologists, increased emphasis on ethics and competence, increased specialization, some continuing tension between academic and applied sport psychologists, more qualitative research, and the need to take a global perspective. II. Key Terms: Sport and Exercise Psychology Clinical Sport Psychologists Educational Sport Psychology Specialists Scientific Method Systematic Approach Control Empirical Critical Theory Social Facilitation Theory Study Experiment Experimental Group Control Group Unbiased Data Reductionistic Internal Validity External Validity Professional Practice Knowledge Introspection Systematic Observation Case Study Shared Public Experience Intuition Psychophysiological Orientation Social – Psychological Orientation Cognitive – Behavioral Orientation III. Review Questions What is sport and exercise psychology, and what are its two general objectives? a. Sport and Exercise Psychology: b. Objectives: i. ii. Describe the major accomplishments of the six periods in the history of sport and exercise psychology. What contributions did Coleman Griffith and Franklin Henry make to Sport and Exercise psychology? 1. 2. 3. 4. 5. 6. Coleman: Henry: Describe three roles of sport and exercise psychology specialists. 1. 2. 3. Distinguish between clinical and educational sport psychology. Why is this distinction important? Define science and explain four of its major goals. Science: Goals: 1. 2. 3. 4. What is a theory and why are theories important in sport and exercise psychology? Theory: Importance: Distinguish between research study and an experiment. Research Study: Experiment: Identify the strengths and limitations of scientifically derived knowledge and professional practice knowledge. How does each develop? Scientifically derived knowledge: Professional practice knowledge: Describe the gap between research and practice, why it exists, and how can it be bridged. Briefly describe the psychophysiological, social-psychological, and cognitive-behavioral orientations to the study of sport and exercise psychology. Psychophysiological: Social – Psychological: Cognitive – Behavioral: Why is there a need for certification in contemporary sport and exercise psychology? Identify and briefly describe the six major ethical principals in sport and exercise psychology. 1. 2. 3. 4. 5. 6. What career opportunities exist in sport and exercise psychology? Why do contemporary sport psychologists need to take a global perspective? Describe the active approach to using sport and exercise psychology.