Race and Ethnicity Essay Example for Free

Race and Ethnicity Essay Crash is highly ambiguous in the depiction of multiculturalism in American society. Almost all the ethnicities depicted in Crash question the perception others have their particular group, but at the same time affirm the different stereotypes surrounding their ethnic group. For example, one of the black characters (‘Anthony’) remarks that they should be afraid in a white neighborhood, due to their group’s association with crime. Following this intelligent observation, he and his friend (‘Peter’) proceed to steal a car from a white couple (Rick and Jean Cabot), affirming the stereotype whites have of them. Another example would be the Persian-American father, who is accused by a gun-store owner to be a danger to society, The father denies this fact, but ends up shooting a child. This ambiguous portrayal shows us one of the dilemmas of Multiculturalism in American society. While it strives to acknowledge diversity, it also promotes color consciousness by rejecting color-blind solutions. To quote Gordon and Newfield â€Å"Multiculturalism in the 1980’s sponsored renewed protests against white racism and yet it appeared to replace the emphasis on race and racism with an emphasis on cultural diversity. Multiculturalism rejected racial subordination but seemed sometimes to support itâ€Å". While Gordon and Newfield also attest that â€Å"multiculturalism often avoided race. It designated cultures†, but multiculturalism in Crash inexorably comes down to race and ethnicity. The characters in Crash think in terms of race or ethnicity, not culture. Despite the fact that every major character is culturally ‘American’, race is the definitive factor in determining identity. The upper-class African-American Cameron is accused of not being ‘black’ enough. The Persian-American father is angered that he is mistaken for being an Arab (traditionally considered to be part of the Hamitic race), while both ethnicities can be considered part of Islamic culture. The Asian-American characters and the Cambodian immigrants are first and foremost ‘Asian’ and no attempt is made to distinguish them culturally. This can clearly be seen at the end of the movie; Anthony drops the Cambodians off in Chinatown, an ‘Asian’ neighborhood, inhabited by Chinese-Americans whose culture and language is completely foreign to the Cambodians. Furthermore everyone from South-American is labeled as Latino or Hispanic, despite the fact that Brazilians are culturally and linguistically Portuguese and that Argentina is more ‘white’ than the United States. Detective Ria is called Mexican (the most common Hispanic group in Los Angeles) multiple times in the movie, despite having a shared Puerto Rican and El-Salvadorian background. One must understand that there is a racial divide or a perceived racial divide in American society, not just between the white American majority and minority groups but between different minority groups as well. This is best seen during Crash’s opening scene, where a ‘native’ Asian-American woman (Kim Lee) accuses the ‘native’ Hispanic Ria of being an illegal immigrant in broken English. Another example would be the privileged African-American Cameron. After an attempted carjacking, he is mistaken for one of the carjackers, due to his belligerent attitude and encounters a racial divide that completely nullifies his privileged position. In other words, his upper-class job gave him a degree of ‘whiteness’, which dissipates when he is mistaken for a ‘black’ thug. The racial divide is best described by Ronald Takaki, a Japanese-American and a professor on multicultural American during an encounter with a taxi driver. The taxi driver asked how long he had been in the US; Takaki interpreted his question in terms of race: â€Å"Somehow I did not look ‘American’ to him; my eyes and complexion looked foreign. Suddenly we both became aware of a racial divide between us†. For the taxi driver, an Asian man speaking good English was somehow remarkable and likely made his comment without any racist connotations. For the Japanese-American Takaki, it was a reminder that the notion of ‘Americaness’ was still closely related to race. Another Academic, Schlesinger notes that â€Å"The bonds of cohesion in our society are sufficiently fragile, or so it seems to me, that it makes no sense to strain them by encouraging and exalting cultural and linguistic apartheid. The American identity will never be fixed and final; it will always be in the making†. Despite being an assimilationist, Schlesinger has a valid argument, at least with this quote. ‘American’ is not a fixed identity; it means different things to different minority groups. For the Asian-American woman, speaking broken English raised no questions regarding her Asian-American identity, while the Hispanic Ria was dumbfounded by the fact that the women accused her of being an illegal in broken English. Schlesinger correctly notes how fragile the bonds between the different ethnic groups are. This returns in Crash, where almost every ‘multicultural’ interaction is the result of a crash or conflict. As Gordon and Newfield point out in their essay, multiculturalism might have placed the emphasis on cultural diversity, rather than race or racism, but it has done little to deal with the underlying racial divide that exists in American society. Bibliography â€Å"Argentina Demographics Profile 2010†, Index Mundi, accessed 10-3-2010, http://www. indexmundi. com/argentina/demographics_profile. html Avery Gordon and Christopher Newfield, Mapping Multiculturalism (Minneapolis: University of Minnesota Press, 1996), 3-4 Schlesinger, Arthur M. , The Disuniting of America: Reflections on a Multicultural Society (New York: Norton, 1992) 137-138 Takaki, Ronald, A Different Mirror: A History of Multicultural America (New York: Back Bay Books, 1993) 1-2.

Every Child Counts :: Teaching Education Careers Essays

Every Child Counts Growing up I loved being surrounded by children. Looking back on my earlier years, I realize that teaching has always been a desire of mine. As a child I read to my dolls, pretended to be a teacher to my friends, and baby-sat every opportunity that arose. No matter what the situation was, if there were children involved, you could count me in. I love the feeling of being around children; the joy they bring to a room is what makes them so special. Children are wonderful beings that make me laugh and realize how precious life can be. I have chosen to teach elementary age students because these are the most crucial years they will encounter as they are shaping who they will become. I believe I am taking my God-given gift of loving others, especially children, and using it to benefit the people around me. So many students are neglected, ignored, and abused because people fail to see their worth. I know that kids are creative, spontaneous, loving human beings and they have a hunger to learn. I feel I have many gifts to offer these children and hope I can have a true impact on their lives. My hope is to learn about each individual and touch them each in different ways. I know I will have classrooms filled with diversity but it will be a priority to learn something unique of each student. One thing I have noticed that happens a lot in our world is prejudices. Children are so vulnerable to different cultures and are quick to make judgments. It is my job to teach my students about these different cultures so when they see someone unlike themselves they will not make fun of them. Instead I want these children to be curious and willing to understand why people are different because it is what makes our world unique. While I am learning about them, my hope is that they are willing to learn about each other as well. I hope to unite children of all cultures by teaching them to be curious about others, learn about them, and appreciate their differences. In doing this maybe we can stop some of the prejudices they may have and build a loving community of people who think about each other instead of only themselves.

Role of Cognition in Counseling

ROLE OF COGNITION IN COUNSELING TABLE OF CONTENT. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Cognitive therapy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Cognitive-Behavioral Therapy†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Characteristics of cognitive-behavioral therapy†¦. 5 Virtual Reality Therapy†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Rational Emotive Therapy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Transactional ANALYSIS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 conlusionâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Role of cognition in counseling Introduction Cognitive therapy centers on the belief that our thoughts are influenced by how we feel.There are a number of different cognitive therapies, including Cognitive-Behavioral, Reality, Rational Emotive and Transactional Analysis. Each of these cognitive approaches to counseling can help a client through the counseling process, by providing further understanding of the way our thoughts are sometimes distorted. Cognitive therapy focuses on the present. This means that issues from the past that are influencing current thinking, are acknowledged but not concentrated on. Instead a counselor will work wi th the client on identifying what is causing distress in present thinking.What links these different forms of cognitive therapy is the way in which the counseling relationship, between a counselor and client, develops. Assertiveness exercises, role-playing and homework are also part of the supportive one-to-one sessions a client will have with a counselor. In this paper will review and analyze the role cognition in counseling. Cognitive therapy Studies have shown that cognitive therapy is an effective treatment for depression. It is comparable in effectiveness to antidepressants and interpersonal therapy or psychodynamic therapy.The combination of cognitive therapy and antidepressants has been shown to be effective in managing severe or chronic depression. Cognitive therapy has also proven beneficial to patients who have only a partial response to antidepressants. There is good evidence that cognitive therapy reduces relapse rates. In addition, some evidence has shown that cognitive therapy is effective in treating adolescent depression. Here are a number of the different cognitive therapies, including Cognitive-Behavioral, virtual Reality, Rational Emotive and Transactional Analysis. Cognitive-Behavioral TherapyThis cognitive approach to counseling is based on the belief that learning comes from personal experience. Counseling will focus on a client’s ability to accept behavior, clarify problems and difficulties and understand the reasoning behind the importance of setting goals. With the help of self management training, assertive exercises and role-playing the counselor can help a client work towards goals. Characteristics of cognitive-behavioral therapy Cognitive-behavioral therapy is based on the idea that our thoughts cause our feelings and behaviors, not external things, like people, situations, and vents. The benefit of this fact is that we can change the way we think to feel / act better even if the situation does not change. Cognitive-behavior al therapy is considered among the most rapid in terms of results obtained. The average number of sessions clients receive (across all types of problems and approaches to CBT) is only 16. Other forms of therapy, like psychoanalysis, can take years. What enables CBT to be briefer are its highly instructive nature and the fact that it makes use of homework assignments.CBT is time-limited in that we help clients understand at the very beginning of the therapy process that there will be a point when the formal therapy will end. The ending of the formal therapy is a decision made by the therapist and client. Therefore, CBT is not an open-ended, never-ending process. A sound therapeutic relationship is necessary for effective therapy, but not the focus. Some forms of therapy assume that the main reason people get better in therapy is because of the positive relationship between the therapist and client.Cognitive-behavioral therapists believe it is important to have a good, trusting relati onship, but that is not enough. CBT therapists believe that the clients change because they learn how to think differently and they act on that learning. Therefore, CBT therapists focus on teaching rational self-counseling skills. Cognitive-behavioral therapists seek to learn what their clients want out of life (their goals) and then help their clients achieve those goals. The therapist's role is to listen, teach, and encourage, while the client's roles is to express concerns, learn, and implement that learning.Not all approaches to CBT emphasize stoicism. Rational Emotive Behavior Therapy, Rational Behavior Therapy, and Rational Living Therapy emphasize aspects of stoicism. Beck's Cognitive Therapy is not based on stoicism. Cognitive-behavioral therapy does not tell people how they should feel. However, most people seeking therapy do not want to feel they way they have been feeling. The approaches that emphasize stoicism teach the benefits of feeling, at worst, calm when confronted with undesirable situations. They also emphasize the fact that we have our undesirable situations whether we are upset about them or not.If we are upset about our problems, we have two problems — the problem, and our upset about it. Most people want to have the fewest number of problems possible. So when we learn how to more calmly accept a personal problem, not only do we feel better, but we usually put ourselves in a better position to make use of our intelligence, knowledge, energy, and resources to resolve the problem. Cognitive-behavioral therapists want to gain a very good understanding of their clients' concerns. That's why they often ask questions.They also encourage their clients to ask questions of themselves, like, â€Å"How do I really know that those people are laughing at me? † â€Å"Could they be laughing about something else? † Cognitive-behavioral therapists have a specific agenda for each session. Specific techniques / concepts are taught duri ng each session. CBT focuses on the client's goals. We do not tell our clients what their goals â€Å"should† be, or what they â€Å"should† tolerate. We are directive in the sense that we show our clients how to think and behave in ways to obtain what they want.Therefore, CBT therapists do not tell their clients what to do — rather, they teach their clients how to do. CBT is based on the scientifically supported assumption that most emotional and behavioral reactions are learned. Therefore, the goal of therapy is to help clients unlearn their unwanted reactions and to learn a new way of reacting. Therefore, CBT has nothing to do with â€Å"just talking†. People can â€Å"just talk† with anyone. The educational emphasis of CBT has an additional benefit — it leads to long term results. When people understand how and why they are doing well, they know what to do to continue doing well.A central aspect of rational thinking is that it is based o n fact. Often, we upset ourselves about things when, in fact, the situation isn't like we think it is. If we knew that, we would not waste our time upsetting ourselves. Therefore, the inductive method encourages us to look at our thoughts as being hypotheses or guesses that can be questioned and tested. If we find that our hypotheses are incorrect (because we have new information), then we can change our thinking to be in line with how the situation really is.If when you attempted to learn your multiplication tables you spent only one hour per week studying them, you might still be wondering what 5 X 5 equals. You very likely spent a great deal of time at home studying your multiplication tables, maybe with flashcards. The same is the case with psychotherapy. Goal achievement (if obtained) could take a very long time if all a person were only to think about the techniques and topics taught was for one hour per week. That's why CBT therapists assign reading assignments and encourage their clients to practice the techniques learned.Virtual Reality Therapy This form of therapeutic approach works well in treating fears and phobias. This is because virtual reality therapy (VRT) concentrates on accurately duplicating the distressing situations. Counselors, who use this form of cognitive approach, during counseling sessions, will recreate situations in order to expose the client to what triggers their fear. VRT also works well in treating anxiety disorders. Rational Emotive Therapy Rational Emotive Behavior therapy (REBT) centers on the belief that human beings have a tendency to develop irrational behavior and beliefs.These are the ‘musts’ and ‘shoulds’ that many people fill their lives with, and which influence thought and deed. REBT acknowledges that past and present conditions affect a person’s thinking and utilizes a framework so that the counselor can apply activating events that allow the client to identify beliefs and conseque nces. Transactional Analysis TA, as Transactional Analysis is also known, is based on the notion that our personality consists of three states of ego – parent, adult and child. During interaction with others one of our ego states will predominate, depending on the situation we find ourselves in.Certain types of behavior are associated with each of the ego roles, and using this form of cognitive approach to counseling allows the client to understand the different ego stages and how they interact with each other. conlusion In conclusion, Cognitive therapy (or cognitive behavioral therapy) helps the client to uncover and alter distortions of thought or perceptions which may be causing or prolonging psychological distress. However, there are key principles that aim counselors with the best tools to provide the kind of supportive guidance that is conducive to creating a positive counseling outcome for their clients.References David, Daniel. , Szentagotal, A. , Eva, K. , & Macavei, B. (2005). A synopsis of rational-emotive behavior therapy (REBT): Fundamental and applied research. Journal of Rational &Cognitive-Behavioral Therapy Josefowitz, N. , & Myran, D. (2005). Towards a person-centered cognitive behavior therapy. Counseling Psychology Quarterly Retrieved January 20, 2006, fromAcademic Search Premier. Kirschenbaum, H. (2004). Carl Rogers’s life and work: An assessment on the 100

Attention Deficit Hyperactivity Disorder ( Adhd ) - 906 Words

ADHD, attention deficit hyperactivity disorder, also known as ADD, is a common disability with an estimated affected population of 17 million in the United States (Amen XV). The disorder mainly results in a lost of focus due to low brain activity leading not only to learning disabilities, but also to numerous social problems such as relationship breakups, job failures, and drugs or alcohol abuse. Medical experts consider genetics, head injury, toxic exposure, and poor diet to be the primary causes of ADHD. Although a significant number of people are unaware, there are remedies for ADHD; it can be effectively treated with medication, behavior therapy, and proper diet. First of all, people who suffer from ADHD are often â€Å"hyperactive, restless, impulsive, disorganized, distractible, and trouble concentrating† (Armen 77). Hence, ADHD patients have difficulty focusing on most tasks in school or works, and have trouble completing projects. Specifically, â€Å"35 percent never finishes high school, 52 percent of untreated teens and adults abuse drugs or alcohol† (Armen). The disorder was originally considered as a behavioral problem in children; however, today, it is also a serious problem in adults. The main cause of ADHD is still unclear, yet doctors believe that a child can inherit this disorder from their parents making genetics the most likely cause of ADHD. Daniel G. Amen, M.D., an award winning child and adult psychiatrist,and brain disorder specialist, claims that from hisShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd )1710 Words   |  7 Pages Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it s a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. 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