Case study dealing with depression

Case study dealing with depression Depression is one of the most common and widespread psychiatric disorders in the UK. Of over 5000 British residents, approximately 5.9% of males and 4.2% of females suffer from depressive illnesses (Based on DSM-IV criteria) (Ohayon, 1999). Consequently there has been much emphasis on implementing techniques and psychotherapy to solve these issues and find effective treatments for depression. This essay will explore, psychodynamic and CBT therapy, in treating depression. There are clear disparities between these two forms of therapy in regards to their theoretical underpinnings as well as the arguments both for and against their effectiveness in treating depression. Throughout this review particular attention will be paid to the similar features which run through both approaches in order to gather a much more conclusive view regarding psychotherapy in the treatment of depression. The essay will begin by briefly outlining depression and discussing the development of psychotherapy in treating it. After this, psychodynamic therapy which is one of the most traditional psychotherapeutic methods of dealing with depression will be explored, in order to gather an understanding of its views on solving the problem of depression. Before moving on to compare this too, the much more modern and focused intervention CBT, developed by Beck (1979). After each approach has been outlined the essay will go on to critically evaluate each approach, firstly in terms of its empirical grounding in research before moving on to gather an understanding of the arguments regarding their theoretical grounding. Before finally going on to conclude as to what is the best option for dealing with such a common and problematic condition. Depression is a condition which is characterized by negative moods and unpleasant states of mind which can undermine our ability to function normally (Gilbert, 2007). In some cases people are born with a predisposition to depression through neurological disorders . However, for many others, depression is likely to occur as a consequence of changing life circumstances. (Hollon, Thase, & Markowitz, 2002) For many years clients were effectively treated with medicines such as anti-depressants. However, the stigma and the side effects that are associated with this medication, mean that many patients diagnosed with depression are reluctant to use them. A survey carried out by Priest, Vize, Roberts, Roberts and Tylee (1996) used questionnaires and interviews to discover the lay person’s beliefs and attitudes to pharmaceuticals as treatment of depression. The study found that 78% of the 2003 participants from across the UK, regarded antidepressants as negative and addictive. This demonstrates that the general public are still very sceptical about using medication as a quick fix to their depression. (Priest et al, 1996) Psychotherapists believe it is addressing the central psychological underpinnings of depression which is essential to long te rm recovery. (Gilbert, 2007) One of the first alternative forms of treatment was psychodynamic therapy. Psychodynamic therapy is based on the belief that that the majority of mental functioning occurs in our unconscious. Jacobs (2004) explains that, according to Freud the structure of the psyche is constructed from birth, and therefore the child’s relationship with significant others in the early years of their life, notably their mother and father, are vital to the individual’s future developments.

How do ex-prisoners social exclusion impact upon access to Learning Essay

How do ex-prisoners social exclusion impact upon access to Learning - Essay Example An ex-prisoner can explain this best based on the experience the person had when behind the bars. Being denied so many privileges could also mean being denied to access learning. When such happens outside the prison circles, the ex-prisoner may take time to connect to the world hence denying the person chances to learn. Learning for an ex-prisoner is important for reconnection to the free world. Though such involvement has positive consequences for the person and the community, it might be faced by challenges (Portes 1998). One of the major challenges that face this venture is the society unwillingness to protect the ex-prisoner. This sense of social exclusion affects the person’s learning ability even after they are out of prison. According to Blewett (2005), too much power forms a chain of contradiction that isolates the subject hence leading to a form of instability. The instability caused by the power exercised in prison also affects them mentally and socially (Gaventa 2003). Most of the ex-prisoners find themselves in a state of exclusion where nobody wants to be associated with them. An ex-prisoner may have a desire to learn but the desire may die out of mental instability and the state of exclusion experienced outside prison. Social exclusion has an effect in creating accumulative experience of class oppression. This saturates around the entire social body in that both the ex-prisoner and the people around him feel the exclusion (Lucas 2004). Any efforts to access skills when such saturation has taken place are rendered futile since concentration is not guaranteed. The person’s feeling of oppression may act negatively towards concentration and willingness to participate in the learning process. Both the team and the ex-prisoner may not be at ease with one another for fear of the unknown. However, the above discussion does not dismiss the fact that access to learning for ex-prisoners may be attainable at certain instances. When

Motivation in Educational Institutes Essay Example | Topics and Well Written Essays - 2500 words

Motivation in Educational Institutes - Essay Example And he who is versed in the science of numbers can tell of the regions of weight and measure, but he cannot conduct you thither. For the vision of one man lends not its wings to another man. And even as each one of you stands alone in God's knowledge, so must each one of you be alone in his knowledge of God and in his understanding of the earth. The profesion of teaching has had far more impact on development of a society than most people realise. After parents, the teacher is the most important person in the toddler's life. This interaction forms the foundation for the future life of the child, as to how he or she will contribute to the betterment of the society when he grows up to be an adult. With such an important role to play in lives of the future citizens of a nation, neither parents nor a country can afford to take chances. If a teacher is motivated, he or she can turn around the very lives of the children who come into their contact. This author has personal experiences with some such teachers, who actually turned life upside down in a short period of few years spent with them in a school. However, in today's context, thin budgets, materialistic lifestyles and big fat payscales available for other jobs have made teaching a last resort for most professions. In these circumstances, the teacher cannot be expected to stay motivated enough towards his students, and a good teacher is always an exception than rule. Under these circumstances, the administration has no choice but to evolve ways and means to increase motivation levels of teachers so that they can perform their jobs upto required levels of competencies without compromising the future of the the very students they are entrusted with. AIM This paper aims at bringing out some novel ways of improving motivation levels of teachers in modern educational institutions. BACKGROUND THEORIES Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well. - Aristotle During past few decades, most governments and local schools have enacted some plans to recruit, reward, and retain the best teachers. Merit pay and career ladders were intended to provide financial incentives, varied work, and advancement opportunities for seasoned teachers. These, along with across-the-board pay raises, work environment premiums for difficult assignments, and grants or sabbaticals for research and study, were expected to improve teacher performance and motivation. Things did not move as expected and motivation levels of teachers continue to concern authorities even now. Additional aspects given due consideration were the historical contexts, factors affecting them internally and externally, and how new opportunities are devised for better motivation of teachers. - www.osba.org/lrelatns/teacherq/motivate.htm According to Johnson (1986), motivation aspects of teachers can be improved by three theories: Expectancy theory. Individuals are more likely to strive in their work if there is an anticipated reward that they value, such as a bonus or a promotion, than if there is none. It is true that monetary compensation is still the most important motivator in the present times. Teachers also belong to the same society as any other professional; have same dreams about lifestyles and the life they want to