Cyber Bullying And Its Effects On Children - 1314 Words

Bullying, according to Oxford Dictionary, is the use of â€Å"superior strength or influence to intimidate, typically to force someone to do what one wants.† Growing up, the only bullying that I have witnessed is on the television. The majority of people perceive a bully as a tough boy threatening another for his lunch money, but times have changed in unison with technology evolving. One of the overwhelmingly popular uses of the internet is to contact friends and relatives by posting pictures and sending comments on social media websites. For example, according to Jay Baer, a social media researcher, â€Å"56% of Americans have a profile on a social networking site†. The outcomes of these sites when used appropriately are enjoyable, but for children ages ten to eighteen, cyber bullying is a frequent activity through the sites. Social media websites need filters to decrease cyber bullying since young users have no remote understanding of the unsafe environment and of the depth the effects cyber bullying has on their victims, as well as themselves. Social media websites do not provide a safe and friendly environment for all age ranges. Consequently, â€Å"81% of teens use some kind of social media† making it a popular, yet cowardly source for bullying. Since smart phones and computers surround each one of us, teens hide behind them. It is easier to send a rude message or comment on a website than actually saying it to someone’s face. The people social media sites are molding us to be isShow MoreRelatedCyber Bullying And Its Effects On Children866 Words   |  4 Pagesabundant with violent content. Studies show that 90% of American teenagers use the Internet which is vastly unregulated (Lenhart). Thus, children have easy access to pornography, websites with cruel and racist content, and real-life scenes of violence. With pornography and profanity just being a Google-search away, free, and mostly without age restrictions, children tend to develop sexual curiosity at a very young age. According to Network World Inc., terms related to â€Å"sex and porn were near the topRead MoreCyber Bullying And Its Effects On Children And Adults Alike921 Words   |  4 Pages Technology has consumed our generation of children and adults alike, such luxuries such as cell phones and internet, have made our ways of communication much more convenient and accessible. Whether it be for pleasure,intimidation, or education our children are interracting more and more via the internet and social media accounts. This new media has created two new problems for students and teachers to deal with, cyber bullying and sexting. The biggest consequence is how to punish them. As peopleRead MoreCyber Bullyin g And Its Effects On Children And Adults Across The Globe1693 Words   |  7 PagesIntroduction Bullying doesn’t just happen on the playground or in the workplace; it has now taken over the Internet and popular social media platforms such as Facebook, Twitter and Instagram. The term for online bullying is referred to as â€Å"cyber-bullying†. â€Å"Cyber-bullying is defined as the use of email, cell phones, text messages, and Internet sites to threaten, harass, embarrass, or socially exclude† (Patchin, 2015). Much like the face-to-face bullying some may encounter in school can cause physicalRead MoreCyber Bullying Must Be Improved And Consistent1267 Words   |  6 Pages Amanda Bridges Ms. Shultz / Mrs. Seymore English 5th Period 28 January 2015 Cyber Bullying Have you ever been cyber bullied? The effects of cyberbullying are greater than many people have come to realize. Cyber bullies have been around for a long time, but technology now gives them a whole new way to get to their victims easier and faster. Cyberbullying is the use of information technology to repeatedly harm or harass other people in a deliberate manner (abouthealth). Cyberbullying happensRead MoreThe Social Problem Of Peer Pressure1659 Words   |  7 Pagespressured into bullying by their peers and conforming to peer pressure that leads to Cyber-bullying and Cyber-crimes. Bullies are misinterpreted as perpetrators; however, they were at some point victims too and created due to lack of social intervention and significantly affected by the victimization by their peers. Cyberbullying: Through the eyes of children and young people, it acknowledges how bullying has entered a â€Å"digital era† and the need for professionals and adults to protect the children by helpingRead MoreEssay about Cyber Bullying1223 Words   |  5 Pagesbut to those who have been or are currently victims of cyber bullying words can be the difference between life and death. â€Å"Words hurt, and they hurt much more when repeated in the echo chamber of the Internet.† (Rep. Linda Sanchez via FoxNews.com) There are at least 4 examples in the United States where cyber-bullying has been linked to the suicide of a teenager [1]. What is Cyber Bullying? Cyber bullying is defined as â€Å"bullying through information and communication technologies, mediumsRead MoreCyber Bullying And Its Effect On Society1536 Words   |  7 PagesBullying has been an extreme issue all around the world for hundreds of years, and since modern technology has advanced, so has cyber bullying. â€Å"‘Gimme’ your lunch money† has turned into texting and posting gruesome threats and embarrassing material all over social media. Millions of kids all over the world have taken their own lives due to the harmful effects of cyber bullying. Problems that cannot be resolved independently are brought to court, and the government has become increasingly involvedRead MoreCyber Bullying And Its Effect On Our Youth930 Words   |  4 PagesCyber-bulling â€Å"Cyber-bullying and its Effect on our Youth,† has released some useful information to American Osteopathic Association directed by unknown author and Dr. Jennifer N. Caudle, certified family physician. Dr. Caudle approaches to parents while she breaks down some statistics that could potentially prevent cyber bullying. Although, the author of the article along with Dr. Caudle does not reveal sufficient information of cyber bullying, the information given can be wisely incorporatedRead MoreCyber Bullying1493 Words   |  6 PagesPLAYED ON MEAGAN IS KNOWN AS CYBER BULLYING. IN THE YEARS SINCE I FIRST HEARD THIS STORY I’VE HEARD PLENTY MORE STORIES THAT FIT THIS CATEGORY SUCH AS THE SUICIDE OF RYAN HALLIGAN, AND TYLER CLEMENTI JUST TO NAME A COUPLE. CONSTANTLY HEARING THESE STORIES IN THE NEWS LET ME KNOW THAT CYBER-BULLYING IS A GROWING PHENOMENON AFFECTING MANY LIVES AROUND THE WORLD WHICH IS WHY I CHOSE THIS TOPIC TO RESEARCH. TODAY I WANT TO TELL YOU WHAT PROFESS IONALS DESCRIBE AS CYBER-BULLYING ,SOME OF THE ACCREDITED RESEARCHRead MoreAn Analysis of Cyber-Bullying in a Multiethnic Sample Essays974 Words   |  4 Pagesand teachers alike in combating what is popularly known as cyber-bullying. Cyber-bullying emerged from the anonymity technology provides bullies, the victims’ would receive repeated taunts, flames, in the form of emails, text messages, messages lefts on the victims’ social networking sites up to exclusion from those media sites. Goebert, D., Else, I., Matsu, C., Chung-Do, J., and Chang, J.Y., (2011) looked into the effects of cyber bullying on the mental health of ethnic high school students. The

Gibbs Nursing Model on Reflection Free Essays

Introduction There are a number of different models of reflection that are utilised by professionals to evaluate past experiences. The two main types of professional reflection are reflection-on-action and reflection-in-action (Somerville and Keeling, 2004). Reflection-on-action encourages individuals to re-live past events, with an emphasis on developing a more effective action plan for any future, similar events that may occur. We will write a custom essay sample on Gibbs Nursing Model on Reflection or any similar topic only for you Order Now However, this type of reflection does tend to focus more on the negative aspects of our actions rather than the positive behaviours that were demonstrated during the event that is being reflected upon (Somerville and Keeling, 2004). Reflection-in-action is a deeper and more interactive form of reflection that encourages individuals to observe and reflect on past situations from the point of view of themselves and of others around them at the time of the event. Self-reflection and reflection upon events that happened within a work environment are important for individuals within the nursing profession (Paget, 2001). Reflection allows medical professionals to challenge and develop their existing knowledge, maximising the opportunity for learning and to avoid mistakes that may have been made in the past (Royal College of Nursing, 2012). The Gibbs (1988) model of reflection suggests that the process of reflection is systematic and follows a number of specific steps in order to be successful. This model of reflection is a type of formal reflection, which draws on research and puts forward a theory as to how most effectively put into practice to process of reflection. The process can be broken down into six key steps: Description: this step explores the context of the event and covers fine details such as who was present at the event, where it happened and what happened. Feelings: this step encourages the reflector to explore their thoughts and feelings at the time of the event. Evaluation: this step encourages the nurse to make their own judgement about the event and to consider what went well and what went less well about the event. Analysis: this step delves even deeper into reflection on the event and encourages the nurse to break the event down into smaller episodes in order to facilitate analysis. Conclusions: this step explores the potential alternatives that may be used to deal with the situation that is being reflected upon. Action Plan: this is the final step in the reflection process. The action plan is put into place in order to deal more effectively with the situation if or when it may arise again. The Royal College of Nursing (2012) believes the Gibbs (1988) model of reflection to be particularly superior because emphasises the role of emotions and acknowledges their importance in the reflection process. Nursing can often be an emotionally charged career, especially for nurses working in areas such as psychiatric health and palliative care. Therefore, reflection on these emotions and exploration of how to manage them and improve management of them in the future is of particular importance in the nursing profession. Case Study Step One (Description) A young male patient aged 16 years came into the clinic around three days ago. He complained of low self-esteem and is feeling fed up and depressed because of pimples and spots on his face. The patient was worried thatgirls would not be attracted to him because of the spots. The consultation took place with just myself present, no other nurses were in the room at the time of the appointment. The consultation lasted around half an hour, during which time myself and the patient discussed the history of his problems with his skin and the emotional distress that the spots were causing him. The patient disclosed that he had begun to get spots at around age 14 when he had started puberty and that it had begun to make him feel extremely self-conscious. The patient described the negative effect that the acne was having. For example, he has been bullied at school and is feeling apprehensive about starting sixth form in September because he believes that he will be the only sixth former with s pots. Based on the reasonably lengthy history of the acne, the presence of acne on the face and the negative emotional effect that the acne was having, a three month dosage of oxytetracycline was prescribed for the patient. Step Two (Feelings) During the consultation I had a number of feelings. Primarily I felt sympathy for the client because his situation reminded me of my own time as a teenager. I suffered from bad skin from the ages of 14 to about 20 and it severely affected my own self-esteem. In a review of the literature, Dunn, O’Neill and Feldman (2011) have found that patients suffering from acne are more at risk of depression and other psychological disorders. However, the review also found that acne treatment may lead to improvement of the psychological disorder that are so often co-morbid. This made me feel re-assured that prescribing oxytetracycline had been the right thing to do. My own experiences of acne also meant that I was able to relate well to the patient. I also felt some anger during the consultation. This anger was directed at the patient’s peers who had been cruel enough to taunt and tease the patient because of his acne. I also felt regret and guilt. I regretted not referring the pati ent onwards for emotional support and for not exploring the psychological impact of the acne in more detail. I also felt a sense of pride that this young man had the courage to come to the clinic by himself to seek help for his acne. I remembered how upsetting acne was as a teenager and I remembered that I would have been too embarrassed to have ever gone to a clinic or to have sought help from an adult. In turn, I also felt happiness. I felt happy that this young man had come to the clinic and I felt happy that I was able to help him. Step Three (Evaluation) On evaluation, the event was good in a number of ways. Firstly it added to my experience of dealing with young people and in dealing with the problems that are unique to this population of patients. I have not had many young patients during my nursing career and I welcome the opportunity to gain experience with this group. Furthermore, it re-affirmed my career choice as a nurse. During your career you always have doubts as to whether you have chosen the correct path. However, there are points in your career when you feel sure that you have made the right choice. However, there were also some negative elements. Firstly, the appointment was quite short and I am worried that this may have made the patient feel rushed and uncomfortable. After the consultation I did some research into the effects of acne in young people. Purvis et al. (2006) have found that young people with acne are at an increased risk of suicide and that attention must be paid to their mental health. In particular, the authors found that directly asking about suicidal thoughts should be encouraged during consultations with young people. This information only served to make me feel more anxious and I wished that I had bought this up with the patient. Step Four (Analysis) On reflection, being able to relate to the patient increased my ability to deal more effectively with the situation. I feel that the patient was able to open up more to me because he sensed my sympathy for him and his situation. Randall and Hill (2012) interviewed children aged between 11 and 14 years about what makes a ‘good’ nurse. It was found that the ability to connect to them was extremely important and so I think this is why the patient felt comfortable opening up to me. On reflection, I am also now convinced that the patient coming to see me was a very positive event. The patient could have chosen to go on suffering and could have chosen not to open up and talk about the problems his acne was causing. In a review of the literature, Gulliver, Griffiths and Christensen (2010) found that young people perceived embarrassment and stigma as barriers to accessing healthcare. Therefore, it could have been very easy for the patient to have avoided coming and seeking help. I felt a range of both positive and negative emotions during the consultation, and I think this re-affirmed for me that I enjoy nursing and enjoy helping others. It is important to genuinely care about patients and to provide them with the best care possible. This would be hard to do if you did not feel empathy for patients. The experience also helped me realise that I need to actively search out training and learning opportunities regarding working with young people with mental health issues. Step Five (Conclusion) If the same situation was to arise again I think that I would approach it in a slightly different way. In particular, I would have offered to refer the patient to further support services. During the consultation the patient mentioned that he felt that the spots on his face made him unattractive to the opposite sex. In addition to providing medication to get to the biological and physiological roots of the problem, on reflection I think it would have been beneficial to the patient to have provided information about charities that offer self-esteem and confidence building. Such charities that offer these services include Young Minds (http://www.youngminds.org.uk/) and Mind (http://www.mind.org.uk/). In retrospect, I also believe that I should have given the patient a longer consultation time in order for us to have explored the psychological impact of his acne in more detail. Coyne (2008) has found that young people are rarely involved in the decision-making process when it comes to t heir consultations. Therefore, giving the patient more time to discuss his problems may have improved his sense of wellbeing as he felt more involved in his care process. Step Six (Action Plan) There are a number of elements to my action plan. Firstly, I will make sure that in the future the consultation room has leaflets and information pertaining to mental health problems in young people. This way, young people can access the information if they perhaps feel too embarrassed to talk about it. Hayter (2005) has found that young people accessing health clinics put a high value on a non-judgemental approach by health staff. Therefore, in future I would be sure to be aware of my attitude and make sure that either subconsciously or consciously; I am not making any judgements about the patient. Hayter (2005) also found that young people had serious concerns regarding confidentiality, especially during busy times at the clinic. Therefore, in the future I would be certain to reassure young people that their details and consultations are kept completely confidential. To re-assure young patients, I may ask them to sign a confidentiality form, which I will also sign in front of them. Furthermore, my action plan will include improving my knowledge and awareness of working with young people as a nursing professional. This will allow me to increase the tools and skills I have for dealing with young people with complex needs. During the consultation I felt anger toward the patient’s peers who had teased him. In the future, I will focus on being more objective when dealing with a patient who has been the victim of bullying. References Coyne, I. (2008) Children’s participation in consultations and decision-making at health service level: A review of the literature. International Journal of Nursing Studies, 45(11), pp. 1682-1689. Dunn, L.K., O’Neill, J.L. and Feldman, S.R. (2011) Acne in adolescents: Quality of life, self-esteem, mood and psychological disorders. Dermatology Online Journal, 17(1). Available at: http://escholarship.org/uc/item/4hp8n68p [Accessed 20 October 2013]. Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit. Gulliver, A., Griffiths, K.M. and Christensen, H. (2010) Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review. BMC Psychiatry, 10(1), pp. 113. Hayter, M. (2005) Reaching marginalised young people through sexual health nursing outreach clinics: Evaluating service use and the views of service users. Public Health Nursing, 22(4), pp. 339-346. Paget, T. (2001) Reflective practice and clinical outcomes: practitioner’s views on how reflective practice has influenced their clinical practice. Journal of Clinical Nursing, 10(2), pp. 204-214. Purvis, D., Robinson, E., Merry, S. and Watson, P. (2006) Acne, anxiety, depression and suicide in teenagers: A cross-sectional survey of New Zealand secondary school. Journal of Paediatrics and Child Health, 42(12), pp. 793-796. Randall, D. and Hill, A. (2012) Consulting children and young people on what makes a good nurse. Nursing Children and Young People, 24(3), pp. 14. Royal College of Nursing (2012) An exploration of the challenges of maintaining basic human rights in practice. London: Royal College of Nursing. How to cite Gibbs Nursing Model on Reflection, Essay examples

Hamleto Essay Example For Students

Hamleto Essay EmotionsFar too often we see men and women with noble causes lose their motive because of their emotional behavior. Their emotions cause them to lose track. We see no finer example of a man with a noble cause whose emotions cause him to lose sight of his noble cause: the character of Laertes in the play Hamlet. Laertes has a vendetta against Hamlet for killing his father. Although Laertes meant well in avenging his fathers death, his emotional behavior overtook him in the process. If we look at other characters in the play, we find a similar struggle between a noble goal and ones emotions. Hamlet fights the same battle as Laertes does; however, Hamlet is better able to control his emotions. To maintain a noble goal without faltering, one must be able to rid ones self of emotions that lead to undesirable actions. To understand Laertess erratic behavior, we must first establish his proper motive. The play Hamlet takes place in Denmark around the medieval times. Laertess desire to avenge his fathers death is an honorable trait in his society. In the play, the fathers put on a role as the giver of values. Laertess father, Polonius, gives Laertes certain values on living life: Give every man thine ear, but few thy voice;/ Take each mans censure, but reserve thy judgment(1.3.72). Polonius instructs Laertes how to behave properly in life. Laertes needs his fathers opinions to make decisions in life. Laertes asks permission from Claudius to go to France only after Polonius has given his consent to go. Laertes did not ask to leave until his father agreed. Laertes values his fathers opinion so much that he does not wish to disobey it. Polonius tells the king that Laertes was persistent in seeking his permission: By laborsome petition, and at last/ Upon his will I sealed my hard consent(1.2.61). Laerte s could have easily left for France on his own, yet he waited until he had his fathers approval. As Laertes embarks for his journey to France, he delights at a second chance to say goodbye: Occasion smiles upon a second leave(1.3.58). Ophelia, sister to Laertes, also receives advice on behavior from Polonius. Polonius advises Ophelia to make herself less available to Hamlet. When Ophelia is confused as to how to behave, she asks her for advice: I do not know, my lord, what I should think(1.3.111). Polonius then replies, Marry, I will teach you!(1.3.112). Ophelia turns to Polonius for the proper guidance in how to behave. Ophelia values Polonius far above all other characters, including Laertes and Hamlet. When Polonius inquires what Laertes told her, Ophelia readily tells her father what Laertes told her. Later, when Hamlet asks Ophelia where her father is, she lies to Hamlet to protect her father: At home, my lord(3.1.144). Ophelia cherishes the values that Polonius gives more than her love for her brother or even Hamlet. Not only do fathers set values on how to live, they also bring stability to the children. Once Polonius is murdered, Laertes and Ophelia lose their stability in life. The once happy Laertes quic kly turns into a raging man bent on revenge. The stability of his fathers advice is gone. Laertes solitude quickly turns to anger. When Claudius beseeches Laertes to calm himself, Laertes replies angrily, That drop of blood thats calm proclaims me bastard(4.5.124). Laertes is so angry that he cares for nothing but revenge. His lack of control shows that he lost a certain stability that Polonius had instructed in him. The counsel Polonius gave to Laertes about reserving judgment is all but lost when Laertes rants out that he dares damnation(4.5.144) and he promises that he shall be revenged most thoroughly for my father(4.5.146). Laertes complete turnaround is directly caused by the loss of his father. Ophelia, likewise, experiences a loss in stability once Polonius dies. Instead of going mad, she instead goes insane.A gentleman reports of Ophelias insanity: She speaks much of her father; says she hears/ Theres tricks in the world, and hems, and beats her heart(4.5.3). Before Poloniuss death, Ophelia would turn to him for complete advice. Once Polonius has died, Ophelia lacks the guidance and counsel to lead her life. She ends up going insane because she has no one to guide her in life. Once the stability that Polonius gave Ophelia leaves, she goes insane and eventually dies. The loss of a father also affects the stability of another character, Hamlet. After Gertrudes remarriage with Claudius, Hamlet rejects any notion of a stepfather. When Claudius calls Hamlet his son, Hamlet replies that he is a little more than kin, and less than kind(1.2.68). This means that Hamlet knows Claudius is his stepfather, but he does not want to have any further relations with him. Hamlets sulkiness is heightened by his mothers quick marriage, which he considers incestuous. Hamlet cries out that Frailty, thy name is woman(1.2.152) because he watches his mother quickly marry another man only two months after his fathers death. Hamlet wants to maintain stability in his ever-changing world. Hamlet rejects any affection from his father and he abhors his mothers quick marriage. The two changing aspects are effects of Hamlet Sr.s death. The Evolution Of The Microprocessor Argumentative EssayClaudius not only infuriates Laertes, but he also lies to Laertes to anger Laertes more. Claudius lies to Laertes that Hamlet pursued to kill him, but instead killed Polonius. Laertes responds by asking why Claudius did not retaliate himself. Claudius again lies by saying that it was Gertrudes deep love for Hamlet and the great love the general gender bear him(4.7.20). Yet, before Laertes returns from France, Claudius exiles Hamlet to England with a death message. Claudius is not being completely open with Laertes. When Gertrude reports Ophelias death to Laertes, he runs out in a fit of rage. After Laertes leaves, Gertrude asks Claudius about Laertess anger and he claims that he had much to do to calm his rage!(4.7.212). Laertes thinks that he can confide in Claudius when all the while Claudius is merely using Laertes for his advantage. Claudius wants Laertes to kill Hamlet and deceitfully convinces Laertes to attack Hamlet qui ckly. The struggle to control ones emotions plagues more than just Laertes in Hamlet. Hamlet, much like Laertes, fights to restrain his emotions. However, Hamlet is better able to control his emotions and eventually conquers them toward the end of the play. Hamlets struggle to control his emotions begins after his first meeting with the ghost of Hamlet Sr.. The ghost tells Hamlet that Claudius murdered his father and that revenge must take place. Hamlet responds with his desire for wings as swift/ As meditation or the thoughts of love, / May sweep to my revenge(1.5.34). Hamlets first reaction is to avenge his fathers deaths. However, through the play, Hamlet lacks the desire to commit the revenge. Hamlet attempts to find any excuse not to commit the revenge. While Laertess emotions cause him to act imprudently, Hamlets emotions cause him not to act. Hamlet starts giving soliloquies about his desire not to act. At one point, he questions if not acting entirely would be better than committing revenge. He asks himself whether tis nobler in the mind to suffer/ The slings and arrows of outrageous fortune/ Or to take arms against the sea of trouble(3.1.67). Hamlets emotions take such a strong hold on Hamlet that he questions his actions entirely. Hamlet goes on to say that, conscience does make cowards of us all(3.1.91). Hamlets emotions cause him to fear to take action. His reasoning leads him to find any excuse not to take any actions. When Hamlet sees Claudius kneeling in prayer and vulnerable to attack, he refuses to act because he assumes Claudius will go to heaven. Yet Claudius believes that his prayers will never reach heaven: My words fly up, my thoughts remain below;/ Words without thoughts never to heaven go(3.4.100). Hamlet thinks that Claudius is in deep prayer while in reality Claudius is merely doing the motions of praye r. Even though Hamlets reasoning in not killing Claudius was completely untrue, Hamlets emotions were too strong for Hamlet to act otherwise. Though Hamlets emotions seduced him not to act, he attempted to fight them.Hamlet say that he is pigeon-livered and lack gall(2.2.584). Hamlet taunts himself because of his reluctance to act. He constantly insults himself for his delaying. Hamlet constantly tries to overcome his emotions to generate the courage to act. He asks Horatio show him a man that is not passions slave, and I will wear him/ In my hearts core(3.2.73). The struggle to conquer his emotions heightens when Hamlet meets Fortinbras. Hamlet admires Fortinbrass ability to act properly: Rightly to be great/ Is not to stir without great argument,/ But greatly to find quarrel in a straw when honors at stake(4.4.55). Hamlets emotions fall apart here because Hamlet finally realizes that one must act when ones time in called. Hamlet now knows that his emotions are interfering with his purpose of vengeance. Hamlets ultimate battle with his emotions happens right before the fencing match with Laertes. With just one phrase, Hamlet defeats the emotions that have been plaguing him not to act: Readiness is allLet be(5.2.221). These two words signify Hamlets preparedness to exact revenge for his fathers murder. Before this quotation, Hamlets emotions were impeding his actions. Now that his emotions are gone, Hamlet is ready to act. Hamlets ability to eradicate his emotions allows him to pursue his noble cause in a proper manner. Although he and Laertes both had noble causes, Hamlets control over his emotions allows him to exact his revenge without any regrets or treachery. The play Hamlet, contrasts the characters of Laertes and Hamlet to show how deleterious emotions can be to a noble cause. For many people, a high level of emotions obstructs them in their daily actions. Only by conquering ones emotions, much like Hamlet accomplished, can one pursue a noble cause properly.