1. Demonstrates The Necessary Knowledge, Ability, And Skill For Assess

1. Demonstrates the necessary knowledge, ability, and skill for assessing the physical, emotional, and mental capabilities of concerned persons to carry out an intervention. 2. Demonstrates commitment to ABCI principle that the primary goal of intervention is to secure immediate help for the chemically dependent person first and foremost. 3. Demonstrates commitment to ABCI's principle that pre-intervention counseling sessions for concerned persons are short term an time limited and should not be prolonged to the extent that immediate help for the chemically dependent person is postponed. 4. Ensures that during the intervention statements by concerned person to the chemically dependent person are not shameful or demeaning but instead take the form of I-statements that describe facts and feelings. 5. Has completed an ABCI approved training and certification process for Board Certified interventionists. 6. Treats all persons included in the intervention process with care and concern, and works to preserve the dignity and self-respect of the chemically dependent person. 7. Demonstrates a commitment to help families by directing each family member involved in the intervention into their own process of recovery. NATURE OF DISEASE We believe... ?Alcoholism/chemical dependency are diseases that are * Primary * Progressive * Chronic * Fatal ?In the later stages of the disease the person is incapable of the spontaneous insight needed to seek remedial care, largely due to * Blackouts * Repressions * Euphoric recall * Their combined delusional thought process ?Those living with chemically dependent persons often become emotionally distressed to the point where they * Enable the addiction to continue despite best intentions * Attempt to manipulate the situation to make it "go away" * Show similar symptoms * May require remedial care Completion of two levels Level I ? Through an educational-therapeutic process the significant others can identify their misunderstandings of the disease process, see it (and their own behavior) for what they are, and commit themselves to no longer protect the addicted individual from the consequences of his/her behavior. Level II ? The addicted person can be helped to see the love of those around him/her and the negative effects of his/her addictive behavior, and to accept treatment as appropriate. ?This disease is successfully treatable with the concurrent approaches to * Attend to physical complications * Reduce the symptoms of mental mismanagement * Expunge the emotional distress * Rebuild family communications * Establish a workable spiritual connection ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE FAMILY RULES Don't Talk The home of a chemically dependent person often becomes a household of conspiracy and cover up. Often family members do not talk about the problems caused by alcohol and other drugs. They do not talk about any problems. An unwritten rule of silence encases the whole house. Dependent Family Behavior ?After a brother and sister sit silently watching their parents fight about their mother's drinking, neither child initiates a conversation with the other about the incident even when they are safely by themselves. ?The spouse and children of a chemically dependent person have an undeclared agreement to not are family secrets It does not occur to the children to talk about the bizarre behavior of their parent to a neighbor, relative, or friend. ?There is a false hope that if a problem or negative event is not talked about , it may not be real. If drunkenness, the embarrassment, and the disappointment are not verbalized, maybe they are not really there. Don't Trust The disease of chemical dependence does not allow for honest or consistent behavior. Therefore, there is no basis for trust to be established in the family or a chemically dependent person. In order to trust, there first must be a feeling of safety. Dependent Family Behavior ?A mother stays up waiting for her daughter. She doesn't know if her daughter has told the truth about her plans for the evening. Her daughter's drinking seems to be more than just experimental use. ?A child asks her mother why she is feeling so sad. The mother says she isn't feeling sad. She may try to smile or hum or say something light and pleasant. The child knows her mother is sad, but does not question her any further. ?A wife/mother comes home from a party very drunk. The children watch their father assist their mother to bed. The next morning the father tells the children to play very quietly because mother is coming down with the flu. The children do not correct the lie. Don't Feel Real feelings get lost by chemical dependence. Because there is no trust, each member of the family also learns

The Need for External Acknowledgement Essays

The Need for External Acknowledgement Essays The Need for External Acknowledgement Essay The Need for External Acknowledgement Essay deed. , The Arden Shakespeare: King Lear, New York: Bloomberg, 2014, p. O, that way madness lies (3. 4. 19-21) As the storm continues, Learns hardened selfless softens. In trying to stave off madness, Lear shifts his focus away from his desire for retribution against Reagan and Goner. No longer fixated on his desire for vengeance against his daughters, Lear finally speaks of the common people in England. Lear shifts his focus from his psychological offering to his physical suffering. His physical suffering breaks down his hardened resolve to maintain his selfless unchanged by recent events. Lear states: Poor naked wretches, wherefores you are, That bide the pelting of this pitiless storm, How shall your housefuls heads and unfed sides Your looped and windowed raggedness, defend you From seasons such as these? (3. 4. 28-32) Cold and wet, Lear experiences the suffering and pains of the commoners first hand. His physical suffering forces Lear to think beyond himself and feel sympathy for others. Instead of seeking retribution against his daughters, now Lear thinks of his rime in ignoring the harsh plight of his subjects. In a true moment of introspection Lear faults his tenure as king. Removed from the people he ruled, Lear focused more on courtly endeavors than humanity. Lear states: O I have eaten Too little care of this. (3. 4. 32-3) When focused on revenge, Learns thinks from a perspective of self-centered desire. When Lear concludes he did not govern well as king, he thinks from a perspective of compassion and a sense of community. Shakespeare has Lear come to understand the poor naked wretches, to prepare Lear for his encounter with Poor Tom. In exposing Lear to the suffering of humans when tripped away of all protection of civilization, Lear can know understand Poor Tom and develop a kinship with Poor Tom. Lear states: Expose thyself to feel what wretches feel, That thou mast shake the superglue to them And show the heavens more Just. (3. 4. 34-6) Without Learns enlightenment regarding the poor naked wretches, Lear would not be able to develop a community with Poor Tom. The first step in preparing for an adjustment in selectivity requires a willingness to seek community. Lear cannot receive external acknowledgement for a new self-identity without first developing an openness to community. In feeling the pain of the cold storm, Lear engages his senses that all humans have in common. In connecting with his basic human senses, Lear becomes more open to enter into a community with an external other. From a Hegelian approach the storm clearly prepares Lear to adjust his self-identity. Before the storm, Learns hardened self-identity remained focused on his self-interest. As a powerful king all Lear focused on was maintaining and wielding power. Before the storm the former king remains rigid in holding onto his self-identity associated with power. At the start of the storm a zeal for revenge represents the only emotion which Lear can summon. In discovering he was remiss in not caring for his common subjects, Lear softens and opens himself to an adjustment in his self-identity. By the end of the storm, Lear can now display the emotions of empathy and guilt. Lear is now a less rigid character and assumes a range of flexibility with his emotions. Shakespeare uses the storm not as a moment of rebirth for Learns personality, but as a moment of psychological breakdown. Only through breaking down his strong self- identity could Shakespeare prepare the character to finally resolve his identity crisis. Following Learns feting in the storm, Lear engages Poor Tom from a more malleable psychological state than the Lear who argued with Reagan and Goner. Inside the Hovel: Establishing a Community Inside the hovel, Lear interacts with a person he considers his equal. Lear finds himself on par with Poor Tom. Unlike the Fool, whom Lear considers one of the trappings of his former power, Lear perceives Poor Tom as a psychologically troubled person Just like himself. In identifying with Poor Tom, Lear can finally gain the knowledge to free himself from constriction of his former conception of selfless. Lear redefines himself by his own humanity rather than by his former wealth, status, and privilege. Poor Tom replaces the Fool as the foil to Learns outward conversations with himself. Shakespeare uses these conversations as a means for allowing the audience access to the psychological struggle taking place inside the mind of Lear. In other words, the drama within a drama which plays out in Learns self-conscious. The dialog between Lear and Poor Tom in the hovel does little to move the plot forward other than resolving Learns identity crisis. While he does not link King Lear to Hedges hilltops on selfless, literary critic James Carney does support this point when he asserts: Shakespeare gives us a scene? completely unmotivated in terms of its significance to the plot?in which Lear responds viscerally to his exposure to the laterality of the other person. 9 Only through Poor Toms madness, does Lear find what he perceives as an external equal to provide acknowledgment for Learns newly formed internal definition of selfless. 19 Kerrey, James. Phenomenology and Ethics This is above all strangeness: King Lear, Ethics, and the Phenomenology of Recognition in Criticism, Summer 2012, Volvo. 54, No. 3, p. 457. But, can Lear, in his own state of madness, recognize Poor Tom as a madman and consider Poor Tom his equal from who he can gain knowledge? Professor R. A. Folks, of UCLA, contends that Edgers disguise as a mad beggar does not influence Learns interaction with Poor Tom. In his introduction to The Arden Shakespeare King Lear, Folks argues: Edgers masquerade as the possessed Poor Tom is pretty much confined to one scene, and has little or no effect on the mad Lear, who sees him as a learned Thebes10 (102). I reject Folklores argument based on Learns initial perception of Poor Tom as being driven to madness by the neglect of his daughters. While Lear does not consider Poor Tom as possessed by the devil, he does perceive Poor Tom as psychologically troubled. Lear states: Didst thou give all to thy two daughters? And art thou come to this (3. 4. 48-9). In first seeing Poor Tom as a suffering creature shivering in the hovel without clothes, Lear projects his own problems and madness onto Poor Tom. In my view, Folks overlooks the value placed on Learns first assessment of Tom as a madman Just like himself. In his unity of effort, Shakespeare intentionally has Lear first bond with Poor Tom as one madman to another madman. Only through bonding on some level of equality an Lear become open to gaining knowledge from Poor Tom. One critic even argues that in his suffering as an outcast, the disguised Edgar may also suffer an identity crisis propelling him into madness. Emollient Bell argues that Edgers assumed madness becomes indistinguishable from the frantic despair to which he has been driven. el As the former king, Lear must find a manner in which to Fakes, R. A. , deed. , Introduction in The Arden Shakespeare: King Lear, New York: Bloomberg, 2014, Bell, Emollient. Naked Lear, in Raritan, Spring 2004, Volvo 23, No 4, up. 55-70. P. 102. Connect with Poor Tom as a wise man. Before Lear can philosophize with Poor Tom, Lear first must consider Poor Tom as an equal. In finding an equal, Lear can end his self-imposed solitude and enter into a community. Through a community Lear can finally end his identity crisis by gaining external acceptance for his selfless. In encountering a near naked man, Lear finds himself connected to Poor Toms base humanity. Poor Tom represents the true nature of humanity stripped down to the essential. Poor Tom represents the image of Lear stripped away of all the trappings of wealth and power which he had known while he was king. After his experience in he storm, Lear can identify with Poor Tom as a poor naked wretch. During his time in the hovel, Lear refers to Poor Tom as the thing itself (3. . 104). Lear refers to Poor Tom as representative of human poverty. In his perception of Poor Tom as humankind without the varnish of society, Lear finds the common ground which allows him to establish a community with Poor Tom. A key aspect to Poor Tom representing humanity in a base form is the connection of Poor Tom to nature. Shakespeare hints at Poor Toms strong connection to nature early in the play. When Ed mund discusses how planetary influence explains his evil tendencies, he ascribes himself using the attributes of a mad beggar (1. 2. 125). Edmund states: My cue is villainous melancholy, with a sigh like Tom bedlam (1. 2. 135-6). By linking the mad beggar with astrology, Shakespeare indirectly hints at a link between Poor Tom and nature. When Edgar describes how he will disguise himself, the description invokes images of an animal. Edgar states: To take the barest and most poorest shape That ever penury in contempt of man Brought near beast. My face Ill grime in filth, Blanket my loins, elf all my hair in knots (2. 2. 178-80) When Poor Tom describes the eating of small prey, he describes himself as an animal. He states: Poor Tom eats the swimming frog, the toad, the tadpole, the wall- newt (3. 4. 125-6). Linking Poor Tom to nature reinforces the character as a representation of humankind at a base level without the comforts of society. After experiencing the storm, Lear finds the unvarnished truth of the human condition in Poor Toms unvarnished appearance and vulnerable existence. Poor Tom serves as a mirror by which Lear can see his own interpretation of the world. In further defining his initial perception of Poor Tom, Lear states: Have his daughters brought him to this pass?

A ritical Analysis of UK Teaching Standard Essay

A ritical Analysis of UK Teaching Standard - Essay Example The teacher took the initiative of class management and assigned me as a representative. I, therefore, oversaw pupils attainment and outcomes of each stage of the progress. I build on pupils capabilities and prior knowledge of working. Furthermore, the institution empowered a counseling department. The counseling listens to student innate problems (Mills and Niesche, 2014, p. 122). I worked alongside the counseling department to ensure that I generate skills to build working abilities. As well, the institution developed courses related to moral and social behavior as well as, courses related to communication skills. At the end of the semester, the teacher evaluated at the end of the semester. The evaluations improved the understanding of the course in general. The assessment provided a detailed account of how the student was aware of virtues of responsibility, respect, and truthfulness. As a result, I guided the students throughout a professionalization agenda, where positive virtues of education were taken. The teacher heavily involved with the student and the institution hence expanding the overall interactivity level. As well, I welcomed students in a life of academics where interactivity was relatively high. Likewise, I encouraged pupils to take up responsibility and conscientious attitude, it was possible to increase the interactivity level. In summary, the student’s progress depended on the nature of the DEAN department.  The teacher provided the curriculum outline.