Best Character Analysis Myrtle Wilson - The Great Gatsby

Best Character Analysis Myrtle Wilson - The Great Gatsby SAT / ACT Prep Online Guides and Tips In most books and movies, the â€Å"other woman† – the woman having an affair with a married man – is often painted as a villain. But what about in The Great Gatsby, a novel in which both married women (Myrtle Wilson and Daisy Buchanan) are having affairs? Especially given that one (Daisy) ends up killing the other (Myrtle), is Myrtle just a one-note â€Å"other woman,† or is there more to her? Myrtle’s role in the story isn’t as large as Daisy’s, Gatsby’s, or Tom’s. However, she is crucial to the plot of the story, and especially to its tragic conclusion. Find out more about Myrtle’s role in Gatsby in this guide! Article Roadmap Myrtleas a character Physical description Myrtle's history before the novel begins Actions in the novel Character Analysis Myrtle quotes Common discussion topics and essay ideas Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. Myrtle Wilson's Physical Description Then I heard footsteps on thestairs and in a moment the thickish figure of a woman blocked out the light from the office door. She was in the middle thirties, and faintly stout, but she carried her surplus flesh sensuously as some women can. Her face, above a spotted dress of dark blue crepe-de-chine, contained no facet or gleam of beauty but there was an immediately perceptible vitality about her as if the nerves of her body were continually smouldering. She smiled slowly and walking through her husband as if he were a ghost shook hands with Tom, looking him flush in the eye. (2.15) Unlike Nick’s description of Daisy, which focuses on her voice, mannerisms, and charm, and unlike his description of Jordan, which focuses on her posture and athleticism, Nick’s description of Myrtle focuses almost entirely on her body itself. Perhaps this fits with her role as Tom’s mistress, but it also indicates Nick sees little in Myrtle in terms of intellect or personality. This description also speaks to the strong physical attraction between Tom and Myrtle that undergirds their affair. This attraction serves as a foil to the more deep-seated emotional attraction between Gatsby and Daisy, the novel’s central affair. Myrtle Before the Novel Begins We don’t know a ton about Myrtle Wilson’s background except what we can gather from the passing comments from other characters. For example, we get the sense Myrtleloved her husband when they got married, but has since been disappointed by his lack of cash and social status, and now feels stifled by her twelve-year marriage: "I married him because I thought he was a gentleman," she said finally. "I thought he knew something about breeding, but he wasn't fit to lick my shoe." "You were crazy about him for a while," said Catherine. "Crazy about him!" cried Myrtle incredulously. "Who said I was crazy about him? I never was any more crazy about him than I was about that man there." She pointed suddenly at me, and every one looked at me accusingly. I tried to show by my expression that I had played no part in her past. "The only crazy I was was when I married him. I knew right away I made a mistake. He borrowed somebody's best suit to get married in and never even told me about it, and the man came after it one day when he was out. She looked around to see who was listening: " 'Oh, is that your suit?' I said. 'This is the first I ever heard about it.' But I gave it to him and then I lay down and cried to beat the band all afternoon." "She really ought to get away from him," resumed Catherine to me. "They've been living over that garage for eleven years. And Tom's the first sweetie she ever had." (2.2-7) She begins her affair with Tom Buchanan after he sees her on the train and later presses against her in the station: I was going up to New York to see my sister and spend the night. He had on a dress suit and patent leather shoes and I couldn't keep my eyes off him but every time he looked at me I had to pretend to be looking at the advertisement over his head. When we came into the station he was next to me and his white shirt-front pressed against my armand so I told him I'd have to call a policeman, but he knew I lied. I was so excited that when I got into a taxi with him I didn't hardly know I wasn't getting into a subway train† (2.120). Myrtledesperately wants to come off as sophisticated and wealthy despite herhumble roots. Nick finds her efforts tacky and vulgar, and he spends a lot of time commenting on her clothes, mannerisms, and conversational style. She is oblivious about upper-class life: she tells her sister at one point Tom doesn’t divorce Daisy because Daisy is Catholic. This is a small inside joke on Fitzgerald's part - since Tom and Daisy are part of the community of uber-WASPy residents of East Egg, there's almost nochance that Daisy could be Catholic. That Myrtle thinks accepts Tom's lieshows that she is not a well-schooled as she thinks she is about the life and customs of the elite class she wants to be a part of. Still, before the novel begins, Tom has gotten comfortable showing Myrtlearound in popular restaurants and doesn’t hide the affair. Perhaps this causes Myrtle to misunderstand what she means to Tom: she doesn’t seem to realize she’s just one in a string of mistresses. To see Myrtle's life events alongside those of the other characters, check out our timeline of The Great Gatsby. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Summary of Myrtle's Action in the Novel The idea of Myrtle Wilson is introduced in Chapter 1, when she callsthe Buchanans’ house to speak to Tom. We get our first look at Myrtle in Chapter 2, when Nick goes with Tom to George Wilson’s garage to meet her, and then to Myrtle’s apartment in Manhattan for a party.On that day, she buys a dog, has sex with Tom (with Nick in the next room), throws a party, and is fawned on by her friends, and then ends up with a broken nose when Tom punches her after she brings up Daisy. This doesn’t prevent her from continuing the affair. Later on, in Chapter 7, George starts to suspect she’s having an affair when he finds her dog’s leash in a drawer at the house. He locks her upstairs in their house, determined to move out west once he gets the money from the car sale he’s waiting on from Tom. Myrtle glimpses Tom, along with Nick and Jordan, as they drive up to Manhattan in Gatsby’s yellow car. Myrtle and George fight later that evening, and Myrtle manages to run out of the house after yelling at George to beat her and calling him a coward. Just then, she spots the yellow car heading back for Long Island. Thinking it’s Tom, she runs toward and then out in front of the car, waving her arms. But Daisy is driving the car, and she decides to run over Myrtle rather than get into a head-on collision with an oncoming car. She hits Myrtle, who dies instantly. Myrtle’s death emotionally and mentally devastates George, which prompts him to murder Gatsby (who he mistakes for both his wife’s killer and lover), and then kill himself. The death car. Key Myrtle Wilson Quotes Mrs. Wilson had changed her costume some time before and was now attired in an elaborate afternoon dress of cream colored chiffon, which gave out a continual rustle as she swept about the room. With the influence of the dress her personality had also undergone a change. The intense vitality that had been so remarkable in the garage was converted into impressive hauteur. Her laughter, her gestures, her assertions became more violently affected moment by moment and as she expanded the room grew smaller around her until she seemed to be revolving on a noisy, creaking pivot through the smoky air. (2.56) Here, we see Myrtle transformed from her more sensuous, physical persona into that of someone desperate to come off as richer than she actually is. Wielding power over her group of friends, she seems to revel in her own image. Unlike Gatsby, who projects an elaborately rich and worldly character, Myrtle’s persona is much more simplistic and transparent. (Notably Tom, who immediately sees Gatsby as a fake, doesn’t seem to mind Myrtle’s pretensions – perhaps because they are of no consequence to him, or any kind of a threat to his lifestyle.) "Daisy! Daisy! Daisy!" shouted Mrs. Wilson. "I'll say it whenever I want to! Daisy! Dai" Making a short deft movement Tom Buchanan broke her nose with his open hand. (2.125-126) Here we see Myrtle pushing her limits with Tom – and realizing that he is both violent and completely unwilling to be honest about his marriage. While both characters are willful, impulsive, and driven by their desires, Tom is violently asserting here that his needs are more important than Myrtle’s. After all, to Tom, Myrtle is just another mistress, and just as disposable as all the rest. Also, this injury foreshadows Myrtle’s death at the hands of Daisy, herself. While invoking Daisy’s name here causes Tom to hurt Myrtle, Myrtle’s actual encounter with Daisy later in the novel turns out to be deadly. "Beat me!" he heard her cry. "Throw me down and beat me, you dirty little coward!" (7.314) When George confronts his wife about her affair, Myrtle is furious and needles at her husband – already insecure since he’s been cheated on – by insinuating he’s weak and less of a man than Tom. Also, their fight centers around her body and its treatment, while Tom and Daisy fought earlier in the same chapter about their feelings. In this moment, we see that despite how dangerous and damaging Myrtle’s relationship with Tom is, she seems to be asking George to treat her in the same way that Tom has been doing. Myrtle's disturbing acceptance of her role as a just a body - a piece of meat, basically - foreshadows the gruesome physicality of her death. Michaelis and this man reached her first but when they had torn open her shirtwaist still damp with perspiration, they saw that her left breast was swinging loose like a flap and there was no need to listen for the heart beneath. The mouth was wide open and ripped at the corners as though she had choked a little in giving up the tremendous vitality she had stored so long. (7.317) Even in death, Myrtle’s physicality and vitality are emphasized. In fact, the image is pretty overtly sexual – notice how it’s Myrtle’s breast that’s torn open and swinging loose, and her mouth ripped open at the corners. This echoes Nick’s view of Myrtle as a woman and mistress, nothing more – even in death she’s objectified. This moment is also much more violent than her earlier broken nose. While that moment cemented Tom as abusive in the eyes of the reader, this one truly shows the damage that Tom and Daisy leave in their wake, and shapes the tragic tone of the rest of the novel. The graphic and bloody nature of Myrtle's death really sticks with you. Common Essay Topics/ Areas of Discussion You will most likelybe asked towrite about Myrtlein relation to other characters (especially Daisy), or in prompts that ask you to compare the â€Å"strivers† in the book (including also Gatsby, George Wilson) with the old money set (Tom, Daisy, Jordan). To learn how best to approach this kind of compare and contrast essay, read our article on common character pairings and how to analyze them. It’s less likely, but not impossible, that you will be assigned a Myrtle-specific essay. In either case, Myrtle’s most important chapters are 2 and 7, so close read those carefully. When writing about her, pay close attention to Myrtle’s interactions with other characters. And if you’re writing an essay that discusses Myrtle as someone trying to live out the American Dream, make sure to address her larger influences and motivations. We’ll take a look at some of these strategies in action below. Why Do Tom and Myrtle Get Together? What Do They See in Each Other? For readers new to Gatsby, Tom and Myrtle’s relationship can seem a bit odd. There is obvious physical chemistry, but it can be hard to see why the classist, misogynist Tom puts up with Myrtle - or why Myrtle accepts Tom's mistreatment. For Tom, the affair – just one in a string he’s had since his honeymoon – is about taking and being able to get whatever he wants. Having an affair is a show of power. Especially since he’s been taking her around popular restaurants in Manhattan (2.4), it’s clear he’s not exactly hiding the relationship – instead, he’s flaunting it. He’s so assured of his place in society as a wealthy man, that he’s free to engage in some risky and socially inappropriate behavior – because he knows no one can actually touch his wealth or social position. For Myrtle, the affair (her first) is about escape from her life with George, and a taste ofa world – Manhattan, money, nice things – she wouldn’t otherwise have access to. It’s clear from how Myrtle moves and speaks that she’s confident and self-assured, and assumes that her relationship with Tom is a permanent ticket into the world of the wealthy – not just a fleeting glimpse. The fact that Tom sees Myrtle as disposable but Myrtle hopes for more in their relationship is painfully apparent at the end of Chapter 2, when she insists on bringing up Daisy, and Tom responds by breaking Myrtle’s nose. But despite this nasty encounter, the two continue their relationship, suggesting that this kind of abuse is the norm for Tom’s affairs, and Myrtle is too eager to stay in the new world she’s found – or even believes that Tom will still leave Daisy for her – that she stays as well. By the end of the novel, Myrtle doesn't seem to have been completelymistaken about Tom's affection for her. After all, Tom says he that he â€Å"cried like a baby† (9.145) when he found dog food for the dog he's bought her in Myrtle’s apartment. Of course, since it's Tom, his grief is probablyself-pitying than selfless. Either way, their relationship is indicative of both their values: Myrtle's ambition and Tom’s callousness. What Does Myrtle’s Life (and Tragic Ending) Say About the American Dream? Myrtle, like George and Gatsby, was obviously not born into money, and instead is relying on her own wits to make it in 1920s America. In a manner quite similar to Gatsby’s, she consciously adopts a different persona to try and get access to a richer circle (while George seems to be the only one relying on honest work – his shop – and honest relationships, through his loyalty to Myrtle, to improve his lot in life). But Myrtle aims too high, and ends up killed when she mistakes Gatsby’s yellow car for Tom’s, and runs out in the road assuming the car will stop for her. In the same way that Gatsby overestimates his value to Daisy, Myrtleoverestimates her value to Tom. Even if Tom had been driving the car, and even if he had stopped for her, he would never have whisked her away from George, divorced Daisy, and married her. Furthermore, the fact she assumed the garish yellow car was Tom’s shows how little she understands the stiff, old money world Tom comes from. Myrtle’s complete misunderstanding of Tom, as well as her violent death, fit the overall cynical message in the book that the American Dream is a false promise to those born outside of the wealthy class in America. As hard as anyone tries, they don’t stand a chance of competing with those in America born into the old money class. They will never understand the strange internal rules that govern the old money set, and will never stand a chance of being their equal. How Does Myrtle's Home Reflect Her Character, Attitudes, Beliefs, and Values? This is a prompt that you can obviously use for any of the characters, but it’s especially interesting in Myrtle’s case, since she has two residences: the house above the auto shop that George owns, and the apartment that Tom Buchanan rents for her in the city. Myrtle'shome with George is a dark, hopelessimage of working class life in America: it's an apartment above a baregarage, nestled in the dreadful Valley of Ashes. George is utterly mired in this home, even coated with a thin layer of ash from the factories outside. In contrast, Myrtle is vivacious and free of the ash, which gives her a layer of separation from her actual home. Myrtle’s apartment with Tom is overstuffed and gaudy, and she seems much happier and more at home there. The mix of high-brow pretension in the decor with her low-brow entertainment speaks to how Myrtle values the appearance of wealth and sophistication, but doesn’t actually understand what upper-class taste looks like the way Tom and Daisy Buchanan do. So while the Wilson’s garage is a testament to the struggle of the working class in American in the 1920s, Myrtle and Tom’s apartment is a physical representation of the airs Myrtle puts on and the appearances of wealth she values. Myrtle's taste in decor overlaps quite a bit with King Louis XIV's. Why Exactly Does Myrtle Run Into the Road? One of the novel’s most important events is also one that can be confusing for students: namely, Myrtle’s death at the end ofChapter 7. How exactly does she end up in the road? What does it have to do with her strange encounter with Tom, Nick, and Jordan in the garage earlier in the day? The incident is confusing because we come at it from many narrative angles: Setup from Nick's point of view Michaelis’s inquest testimony about the accident Nick'sdescription of the accident sceneright after Myrtle's death Gatsby's explanation of the accident to Nick after the fact Additional information from Michaelis in Chapter 8 about George’s actions both before and after Myrtle’s death A final revelatory confession from Tom about his role in George's violence in Chapter 9 Piecing together these three takes on the incident, this is what happens, in order: Before the accident, George has begun to suspect Myrtle's affair. George locks Myrtle up above the garage, saying "She’s going to stay there till the day after to-morrow, and then we’re going to move away† (7.3). Michaelis, uncomfortable, finds an excuse to leave. Tom, Jordan, and Nick driveup to the gas station in the yellow car. Tom brags that the car is his. Myrtle looks downstairs and concludes two things: first, that Jordan is Tom’s wife, and second, that Tom owns the yellow car. Later that evening, Myrtle fights with George about being locked up. We don’t see much of this fight. All we know is that she cries â€Å"throw me down and beat me!† (7.314) to George. Meanwhile, Gatsby and Daisy are driving back from Manhattan to East Egg after the Plaza Hotel showdown. Myrtle runs outside. Outside, Myrtle sees the yellow car and assumes it’s Tom on his way back to Long Island. Myrtle runs out to the car, waving her arms, likely because she thinks Tom will stop for her and rescue her from George. At the same time, another car is driving in the opposite direction towards Manhattan. When Daisy sees Myrtle in the road, she has to make a quick decision: either run over Myrtle, or swerve into the oncoming car to avoid Myrtle. Daisy first drives toward the oncoming car, but at the last second, turns back into her own lane and hits and kills Myrtle instead. What’s Next? Still a bit confused about the climax of the novel? Get a detailed recap of Chapters 7,8and 9 to understand exactly how the three deaths play out. Learn more about Myrtle’s marriage and her relationship with Tom over at our post about love and relationships. Still a bit confused about the old money/new money/working class themes? Read about social class in the novel in our post on the role of social classes in this novel. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Building Relationships Using Community Resources Social Work Essay Essays

Building Relationships Using Community Resources Social Work Essay Essays Building Relationships Using Community Resources Social Work Essay Essay Building Relationships Using Community Resources Social Work Essay Essay It is truly of import that we build positive relationships with our pupils and their households. It is normal for households to fight with different issues. The kids s school itself may non be able to assist. But if they are familiar with the different bureaus in the communities and the services they offer. It can be really good to all the parties involved. They are able to work together as a squad and assist each other. This paper will foremost discourse the community resources that are available in my country, 2nd how I will do the information available to my households, and eventually how it fits with my Vision, Mission, and Philosophy statement. There are tonss of resources available in my community. There is the Guildford Department of Public Health which a few services like kid attention nursing who are registered nurses who are Child Care Health Consultants ( CCHC ) with accomplishments in public wellness, paediatric nursing and kid attention licensing demands. The CCHC strive to advance the healthy development of kids and the decrease of unwellnesss in the kid attention puting. ( Guilford County Government, 2012 ) There is child care/preschool alveolar consonant services are provided by a dental hygienist in kid attention centres and kid attention places. They have Care Coordination for Children that s a plan which provides formal instance direction to eligible kids, birth to five old ages of age, at hazard for or who have diagnosed particular demands. The staff includes registered nurses or societal workers who provide entree to needed preventative and specialised support services for kids and their households throug h coaction. ( Guilford County Government, 2012 ) The last 1 is Community Transition Coordinator ( CTC ) is a registered nurse who screens all kids born at Women s Hospital of Greensboro and all paediatric admittances to Moses Cone Health Systems to place kids birth to age five who are at hazard for developmental holds or have diagnosed holds or chronic unwellnesss. ( Guilford County Government, 2012 ) The North Carolina Early Intervention Branch ( NCEI ) is a portion of the N.C. Division of Public Health. It is the lead bureau for the N.C. Infant-Toddler Program ( ITP ) . The Infant-Toddler Program provides supports and services for households and their kids, birth to three who have particular demands. ( NC Dept. of Health and Humans Services, 2012 ) They offer service coordination, physical, occupational and speech-language therapies, household support, particular instructions, assistive engineering, and other services. To assist aid parents that have kids with identified disablements is a plan called Guilford County Partnership for Exceptional Children. They put together a directory of different local organisations that serve multiple disablements in our community. They include plans for kids with autism, ocular and hearing damages, orthopedically impaired, speech/language damages, and other wellness damages. We have the Mental Health Association to assist supply information and aid refering mental wellness issues. This Association creates plans that encourage better mental wellness, and supply support to those who suffer from mental unwellness and strives to cut down the stigma associated with mental unwellness, through instruction and service. It is a topographic point that helps households with domestic force. It is called Family Service of the Piedmont this plan offers domestic force shelters. These shelters provide safety, therapy, and tribunal protagonism for beat-up adult females and their kids. They have Children Advocacy Centers who coordinates the probe and intervention of child sexual maltreatment. They offer single and household guidance for victims of depression, anxiousness, relationship jobs, substance dependence or other mental wellness issues. They besides have Family Preservation that s an intercession for households at hazard of holding their kids removed from th e place. ( Family Service of the Piedmont, 2010 ) This plan besides works with those with substance maltreatment. They offer diagnostic, assessment and referral services are designed to supply comprehensive appraisal and referral to persons with intoxicant, drug or other substance maltreatment jobs which include appropriate rating of the demands of co-dependent persons, household members, and important others. Co-dependency reding provides comprehensive appropriate rating of the demands of co-dependent persons, household members, and important others. A ( Family Service of the Piedmont, 2010 ) Since there are a batch of resources in my country there are a few different ways I can acquire the information to the households at the centre. I can hold like a community twenty-four hours at the centre, ask for some of the workers of these bureaus to come speak during a parent dark, or inquire them for flyers/packets of information to direct place to the parents. The preschool working with bureaus like these in the community we are able to transport out our mission to function and move on the demands, rights and wellbeing of all immature kids with primary focal point on the proviso of educational and developmental services and resources. ( About NAEYC, 2009 ) Sometimes kids are exposed to conditions that undermine their wellbeing. But by acknowledging and edifice on bing strengths within communities and households, we can back up all households in supplying a healthy, safe, and loving environment for their kids. ( U.S. Department of Health and Human Services, 2011 ) This paper merely touched on a few bureaus in my country that can be used as community resources, how the information can be presented to the households, and discourse how they will work with us to carry through the ends for the kids at my centre.

Issues In Media Ethics Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Issues In Media Ethics - Annotated Bibliography Example Crook shows that the direct impact of media on the public’s perceptions led to the formulation of principles, which govern the relationship between media content and the public. Now, we can objectively comprehend the significance of media ethics in national and global communication. Jacobs argues that media ethics describes the social and economical behavioral standards meant to depict the morally acceptable media practices within any given social setting. He maintains that media channels, which include the internet, television or motion pictures, are expected to adhere to the ethical guidelines in the pursuit of their economic objectives. Media ethics is concerned with the morality levels of the media content within a society. He points out that the consumers with admiration for their societal and educational values should consume the materials, and scenes contained in internet photos as well as motion pictures comfortably. Rich substantiates his argument by giving the example of the aspect of nudity in internet pictures may not be within the acceptance by the social principles of a certain community, especially in the context of the children consumers. Therefore, the media content ought to remain within the boundaries of the social and cultural principles of the subject society. Smith in this book talks about how media ethics is often applicable in the journalism profession. He shows that journalism ethics are clearly defined to regulate the profession’s practices. The book mentions that some of the areas accumulated within the boundaries of journalism ethics include the public interests, manipulation and media content preference. Public interests refer to the expected ideal media content by the public. The depiction of the unexpected media content falls contrarily to the public interests thus constituting a gap of ethical principle.

Fair Trade Coffee Industry in Britain Research Proposal

Fair Trade Coffee Industry in Britain - Research Proposal Example Coffee itself has a profound relationship with the British culture and economy. The industry has grown rapidly and in the recent years it is now almost impossible to walk down a British high street without being mesmerized by the scent of freshly roasted coffee beans. The coffee culture has created a new and unique social space in Britain. Neither work nor home, nor the pub, the coffee shop has survived criticism of being over- subscribed to become, at least for now, an integral part of everyday life. It is worth noting at the outset that Fair Trade is still considered a niche in the commercial world since as of the year 2002 it has only represented 0.24% of the coffee marketplace. The relations with customers under a Fair Trade approach establish channels of communications so that the producers can better understand the needs of its customer base .The two economic forces that coincide to create the FT marketplace is a two way relationship between developing and developed nation in w hich the emerging markets or developed entities act as the producers of the valuable commodity while the population in the developed worlds act as the consumers and distributors of FT coffee. During its inception FT coffee used to be specialty premium products whose availability was limited to specialty gourmet shops or special food item stores. (Plunkett Research. 2007) . The market structure of the FT segment of the coffee industry has change a lot in scope and the amount of opportunities for players that desired to capitalize by becoming a member of some part of the supply chain of the business which includes the farmers, international commodity distributors, or the final sales point distributor which may be involved in the business of selling pounds of coffee prepared or hot drinks that fit the needs of customer of consuming a great tasting coffee product. It is worth noting then the scope of Free trade coffee on this lucrative market and predicts a way ahead for marketers and corporate giants eyeing this segment of the market share. The nature of Fair Trade in coffee has been classified as"a trading partnership, based on dialogue, transparency and respect, that seeks greater equity in international trade.. Fair Trade organisations (backed by consumers) are engaged actively in supporting producers, awareness raising and in campaigning for changes in the rules and practice of conventional international trade". (official definition adopted by the European Fair Trade Association (EFTA)) This conception of the Fair Trade definition is thus meant to engulf the ambit of welfare objectives of higher incomes; improved working conditions; support for local craft traditions; and greater security through guaranteed prices (Hines, Charlotte and Ashley Ames. 2000.) The last factor relates to the economic aspect here as the high fluctuations in commodity prices cause problems for the growers by leading to incomes insufficient to repay loans and subsequent eviction from the land (Hines, Charlotte and Ashley Ames. 2000.) The coffee crisis dates back to the Coffee agreement of 1989.

Mental Health Care for Latin Americans Essay Example for Free

Mental Health Care for Latin Americans Essay Abstract The Hispanic population in the United States has rapidly increased over the last decade and is underrepresented and cared for in mental health services. By understanding their culture and learning about the environment they live in therapists can better meet the patient’s needs. This paper covers Historical content, Family structure, Education, Rates of Psychiatric Disorders symptoms, and what to do as a therapist for Latino/Hispanic clients. Also discussed will be some research showing patterns of mental health changes between Hispanics that were born in America and those that were born in South America. This paper shouldn’t end your study in this area but serve as a motivator for further education. Mental Health Care for Latin Americans and Hispanic Americans When learning to counsel Latin/Hispanic Americans it is important to know a few facts about their culture and rates of mental illness. There are a few cultural bonds shared be Latin/Hispanic Americans. One of the biggest bonds is the Spanish language. The Spanish language and culture are common bonds for many Hispanic Americans, regardless of whether they trace their ancestry to Africa, Asia, Europe, or the Americas. The immigrant experience is another common bond. Nevertheless, Hispanic Americans are very heterogeneous in the circumstances of their migration and in other characteristics. To understand their mental health needs, it is important to examine both the shared and unique experiences of different groups of Hispanic Americans. One of the most distinguishing characteristics of the Hispanic/ Latin American population is its rapid growth. In the 2000 census the number of Hispanics counted rose to 35. 3 million, roughly equal to the number of African Americans (U. S. Census Bureau, 2001a). In fact, census projections indicate that by 2050, the number of Latinos will increase to 97 million; this number will constitute nearly one-fourth of the U. S. population. Projections for the proportion of Hispanic youth are even higher. It is predicted that nearly one-third of those under 19 years of age will be Hispanic by 2050 (Spencer Hollmann, 1998). Persons of Mexican origin comprise the largest proportion of Latinos (almost two-thirds), with the remaining third distributed primarily among persons of Puerto Rican, Cuban, and Central American origin, (U.S. Census Bureau, 2001b). It is noteworthy that nearly two-thirds of Hispanics (64 %) were born in the United States (U. S. Census Bureau, 2000c). Another common bond is migration or immigration. Puerto Ricans began arriving in large numbers on the U. S. mainland after World War II as Puerto Ricos population increased. High unemployment among displaced agricultural workers on the island also led to large-scale emigration to the mainland United States that continued through the 1950s and 1960s. In the 1980s, the migration pattern became more circular as many Puerto Ricans chose to return to the island. One distinctive characteristic of Puerto Rican migration is that the second Organic Act, or Jones Act, of 1917 granted Puerto Ricans U. S. citizenship. Although Cubans came to the United States in the second half of the 19th century and in the early part of the 20th century, the greatest influx of Cuban immigrants began after Fidel Castro overthrew the Fulgencio Batista government in 1959. First, an elite group of Cubans came, but immigration continued with people making the dangerous crossing to the United States by makeshift watercraft (Bernal Shapiro, 1996). Some of these immigrants, such as the educated professionals who came to the United States during the early phase of Cuban migration, have become well established, where-as others who arrived with few economic resources are less so. Unlike immigrants from several other countries, many Cubans have gained access to citizenship and federal support through their status as political refugees. Central Americans are the newest Latino subgroup in the United States. Many Central Americans fled their countries â€Å"por la situacion†, a phrase that refers to the political terror and atrocities in their homelands. Although the specific social, historical, and political contexts differ in El Salvador, Guatemala, and Nicaragua, conflicts in those countries led to a significant immigration of their citizens. About 21 percent of foreign-born Central Americans arrived in the United States between 1970 and 1979, and the bulk (about 70 %) arrived between 1980 and 1990 (Farias, 1994). The circumstances that caused various Hispanic groups to migrate greatly influence their experience in the United States. Cubans fled a Communist government, and, as a result, the U. S. Government has provided support through refugee or entrant status, work permits (Gil Vega, 1996), and citizenship. More than half (51 %) of Cuban immigrants have become U. S. citizens, compared to only 15 percent of Mexican immigrants (U. S. Census Bureau, 1998). Puerto Ricans, whether born on the mainland or in Puerto Rico, are by definition U. S. citizens and, as a result, have access to government-sponsored support services. However many Central American immigrants are not recognized as political refugees, despite the fact that the war-related trauma and terror that preceded their immigration may place them at high risk for post-traumatic stress disorder (PTSD) and may make adjustment to their new home more difficult. Many Latinos who arrive without proper documentation have difficulty obtaining jobs or advancing in them and live with the chronic fear of deportation. Finally, many Mexicans, Puerto Ricans, Central Americans, and recent Cuban immigrants come as unskilled laborers or displaced agricultural workers who lack the social and economic resources to ease their adjustment. Hispanics are highly concentrated in the U. S. Southwest In 2000, 60 percent lived in five Southwestern States (California, Arizona, New Mexico, Colorado, and Texas). Approximately half of all Hispanic Americans live in two States, California and Texas (U. S. Census Bureau, 2001b). While many Southwestern Latinos are recent immigrants, others are descendants of Mexican and Spanish settlers who lived in the territory before it belonged to the United States. Some of these descendants, particularly those in New Mexico and Colorado, refer to themselves as Hispanos. More recent immigrants from Mexico and Central America are drawn to the Southwest because of its proximity to their home countries, its employment opportunities, and its established Latino communities, which can help them, find jobs. Outside the Southwest, New York, Florida, and Illinois are home to the largest concentrations of Hispanics. New York has 8. 1 percent, Florida, 7. 6 percent, and Illinois, 4. 3 percent of all the Latinos estimated to reside in the United States in 2000 (U. S. Census Bureau, 2001b). Two-thirds of Puerto Ricans on the mainland live in New York and New Jersey, and two-thirds of Cuban Americans live in Florida (Population Reference Bureau, 2000). Although specific subgroups of Latinos are associated with specific geographical regions, important demographic shifts have resulted in the increased visibility of Latinos throughout the United States. From 1990 to 2000, Latinos more than doubled in number in the following six states: Arkansas (170 %), Nevada (145 %), North Carolina (129 %), Georgia (120 %), Nebraska (108 %), and Tennessee (105 %) (U. S. Census Bureau, 2000c). Of the six States, Nevada is the only one located in a region with traditionally high concentrations of Latinos. Thus, in addition to growing in numbers, Hispanic Americans are spreading throughout the United States. Latinos are often referred to as family oriented (Sabogal et al. , 1987). It is important to note that familism is as much a reflection of social processes as of cultural practice (Lopez Guarnaccia, 2000). Specifically, the shared experience of immigrating to a new land or of experiencing difficult social conditions in ones homeland can promote adherence to family ties. In many cases, family connections facilitate survival and adjustment. The importance of family can be seen in Hispanic living arrangements. Although family characteristics vary by Latino subgroups, as a whole, Latinos, like Asian Americans and Pacific Islanders, are most likely to live in family households and least likely to live alone. In addition, children (especially the females) tend to remain in the family until they marry Overall, Hispanics have less formal education than the national average. Of Latinos over 25 years of age, only 56 percent have graduated from high school, and only 11 percent have graduated from college. Nationally, 83 percent and 25 percent of the same age group have graduated from high school and college respectively (U. S. Census Bureau, 2000b). Hispanics educational attainment is related to their place of birth. In 1999, only 44 percent of foreign-born Hispanic adults 25 years and older were high school graduates, compared to 70 percent of U. S. -born Hispanic adults (U. S. Census Bureau, 2000b). The dropout rate for foreign-born Hispanics ages 16 to 24 is more than twice the dropout rate for U. S. -born Hispanics in the same age range (Kaufman et al. , 1999). A recent study of middle school Latino students questions why foreign-born adolescents and adults have the worst educational outcomes (C. Suarez-Orozco M. Suarez-Orozco, 1995). The study concluded that recent immigrants from Mexico and El Salvador had at least the same, or in some cases greater motivation to achieve than white or U. S. -born Mexican American students. The educational achievement of three of the main Hispanic subgroups reveals further variability. Cubans have the highest percentage of formally educated people. Of persons over 25 years of age, 70 percent of Cuban Americans have graduated from high school, whereas 64 percent of Puerto Ricans and 50 percent of Mexican Americans have graduated from high school (U. S.Census Bureau, 2000d). Moreover, one-fourth of Cuban Americans have graduated from college, which is identical to the college graduation rate of Americans overall. In contrast, Puerto Rican and Mexican-origin adults have lower college graduation rates, 11 percent and 7 percent respectively. Although Latinos as a group have poorer educational outcomes than other ethnic groups, there is sufficient variability to offer hope for them to catch up. Another shared area is income. The economic status of three of the main subgroups parallels their educational status. Cuban Americans are more affluent in standing than Puerto Ricans and Mexican Americans, as reflected in median family incomes (Cubans, $39,530; Puerto Ricans, $28,953; Mexicans, $27,883), the percentage of persons below the poverty line (Puerto Ricans, 31 %; Mexicans, 27 %; Cubans, 14 %) and the unemployment rates of persons 16 years and older (Puerto Ricans, 7 %; Mexicans, 7 %; Cubans, 5 %) (U. S. Census Bureau, 2000d). The current income levels of the Latino subgroups are also related to the political and historical circumstances of their immigration. Elite Cuban immigrants have contributed in part to the relatively strong economic status of Cuban Americans. Their experience, however, stands in stark contrast to that of Mexican Americans, Puerto Ricans, and Central Americans, most of who came to the United States as unskilled laborers. Historical and Sociocultural Factors That Relate to Mental Health Historical and sociocultural factors suggest that, as a group, Latinos are in great need of mental health services. Latinos, on average, have relatively low educational and economic status. In addition, historical and social subgroup differences create differential needs within Latino groups. Central Americans may be in particular need of mental health services given the trauma experienced in their home countries. Puerto Rican and Mexican American children and adults may be at a higher risk than Cuban Americans for mental health problems, given their lower educational and economic resources. Recent immigrants of all backgrounds, who are adapting to the United States, are likely to experience a different set of stressors than long-term Hispanic residents. Key Issues for Understanding the Research Much of our current understanding of the mental health status of Latinos, particularly among adult populations, is derived from epidemiological studies of prevalence rates of mental disorders, diagnostic entities established by the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 1994). The advantage of focusing on rates of disorders is that such findings can be compared with and contrasted to findings from studies in other domains (e. g. , clinical studies) using the same diagnostic criteria. Although there are several advantages to examining DSM-based clinical data, there are at least three disadvantages. One limitation is that individuals may experience considerable distress-a level of distress that disrupts their daily functioning-but the symptoms associated with the distress fall short of a given diagnostic threshold. So, if only disorder criteria are used, some individuals need for mental health care may not be recognized. A second disadvantage is that the current definitions of the diagnostic entities have little flexibility to take into account culturally patterned forms of distress and disorder. As a result, disorders in need of treatment may not be recognized or may be mislabeled. A third limitation is that most of the epidemiological studies using the disorder-based definitions are conducted in community household surveys. They fail to include nonhousehold members, such as persons without homes or those who reside in institutions. Because of these limitations, it is important to broaden the review of research on mental health needs to include not only studies that report on disorders but include high-need populations not usually included in household-based surveys. Mental Disorders Adults A study found that Mexican Americans and white Americans had very similar rates of psychiatric disorders (Robins Regier, 1991). However, when the Mexican American group was separated into two sub-groups, those born in Mexico and those born in the United States, it was found that those born in the United States had higher rates of depression and phobias than those born in Mexico (Burnam et al. , 1987). The study found that relative to whites, Mexican Americans had fewer lifetime disorders overall and fewer anxiety and substance use disorders. Like some other findings, Mexican Americans born outside the United States were found to have lower prevalence rates of any lifetime disorders than Mexican Americans born in the United States. Relative to whites, the lifetime prevalence rates did not differ for Puerto Ricans, or for Other Hispanics. However, the sample sizes of the latter two subgroups were quite small, thus limiting the statistical power to detect group differences (Ortega et al. , 2000). A third study examined rates of psychiatric disorders in a large sample of Mexican Americans residing in Fresno County, California (Vega et al. , 1998). This study found that the lifetime rates of mental disorders among Mexican American immigrants born in Mexico were remarkably lower than the rates of mental disorders among Mexican Americans born in the United States. Overall, approximately 25 percent of the Mexican immigrants had some disorder (including both mental disorders and substance abuse), whereas 48 percent of the U. S. -born Mexican Americans had a disorder (Vega et al. , 1998). Furthermore, the length of time that these Latinos had spent in the United States appeared to be an important factor in the development of mental disorders. Immigrants who had lived in the United States for at least 13 years had higher prevalence rates of disorders than those who had lived in the United States fewer than 13 years (Vega et al. , 1998). It is interesting to note that the mental disorder prevalence rates of U. S. -born Mexican Americans closely resembled the rates among the general U.S. population. In contrast, the Mexican-born Fresno residents lower prevalence rates were similar to those found in a Mexico City study (e. g. , for any affective disorder: Fresno, 8 %, Mexico City, 9 %) (Caraveo-Anduaga et al. , 1999). Together, the results from the ECA, the NCS, and the Fresno studies suggest that Mexican-born Latinos have better mental health than do U. S. -born Mexican Americans and the national sample overall. A similar pattern has been found in other sets of studies. One study examined the mental health of Mexicans and Mexican Americans who were seen in family practice settings in two towns equidistant from the Mexican border (Hoppe et al. , 1991). This investigation found that 8 percent of the Mexican American participants had experienced a lifetime episode of depression, whereas only 4 percent of Mexican participants had experienced depression. The most striking finding from the set of adult epidemiological studies using diagnostic measures is that Mexican immigrants, Mexican immigrants who lived fewer than 13 years in the United States, or Puerto. Ricans who resided on the island of Puerto Rico had lower prevalence rates of depression and other disorders than did Mexican Americans who were born in the United States, Mexican immigrants who lived in the United States 13 years or more, or Puerto Ricans who lived on the mainland. This consistent pattern of findings across independent investigators, different sites, and two Latino subgroups (Mexican Americans and Puerto Ricans) suggests that factors associated with living in the United States are related to an increased risk of mental disorders. Some authors have interpreted these findings as suggesting that acculturation may lead to an increased risk of mental disorders e. g. , Vega et al. , 1998. The limitation of this explanation is that none of the noted epidemiological studies directly tested whether acculturation and prevalence rates are indeed related. At best, place of birth and numbers of years living in the United States are proxy measures of acculturation. However, acculturation is a complex process (LaFromboise et al. , 1993); it is not clear what aspect or aspects of acculturation could be related to higher rates of disorders. Is it the changing cultural values and practices, the stressors associated with such changes, or negative encounters with American institutions (e. g. , schools or employers) that cause some of the different prevalence rates (Betancourt Lopez, 1993)? Before acculturation can be accepted as an explanation for this observed pattern of findings, it is important that direct tests of specific acculturation processes be carried out and that alternative explanations for these findings be ruled out. More research would be especially helpful in identifying the key predictors of Latinos mental health and mental illness. Older Adults Few studies have examined the mental health status of older Hispanic American adults. A study of 703 Los Angeles area Hispanics age 60 or above found over 26 percent had major depression or dysphoria. Depression was related to physical health; only 5. 5 percent of those without physical health complications reported depression (Kemp et al. , 1987). Similar findings associated chronic health conditions and disability with depressive symptoms in a sample of 2,823 older community-dwelling Mexican Americans (Black et al. , 1998). The findings from in-home interviews of 2,723 Mexican Americans age 65 or older in Southwestern communities revealed a relationship between low blood pressure and higher levels of depressive symptomatology (Stroup-Benham et al. , 2000). These data are somewhat difficult to interpret. Given the fact that somatic symptoms (e. g. , difficulty sleeping and loss of appetite) are related to poor health, these studies could simply document that these somatic symptoms are elevated among older Hispanics who are ill. On the other hand, presence of physical illness is also related to depression. Taken together, these findings indicate that older Latin/Hispanics who have health problems may be at risk for depression. Furthermore, a recent study suggests that the risk for Alzheimers disease may be higher among Latin/Hispanic Americans than among white Americans (Tang et al. , 1998). Symptoms The early epidemiological studies of Latinos/Hispanics examined the number of symptoms, not the number of mental disorders, reported by groups of Latin/ Hispanic Americans, and in some cases compared them to the number of symptoms reported by white Americans. Much of this research found that Latinos/Hispanics had higher rates of depression or distress than whites Frerichs et al. , 1981. In a large-scale study of Latin/ Hispanics Americans, Cuban Americans (Narrow et al. , 1990) and Mexican Americans (Moscicki et al. , 1989) were found to have lower rates of depressive symptoms than Puerto Ricans from the New York City metropolitan area Moscicki et al. , 1987; Potter et al. , 1995. In another line of inquiry, Latin/Hispanic American mothers who have children with mental retardation were found to report high levels of depressive symptomatology. It is important to note that measures of symptoms may reflect actual disorders that may not be measured in a given study, as well as general distress associated with social stressors but not necessarily associated with disorders. Two studies provide evidence that depressive symptom indices used with Latinos tend to measure distress more than disorder. In one study, rates of depressive symptoms were found to be similar among poor Puerto Ricans living in New York City and in Puerto Rico (Vera et al. , 1991), even though earlier analyses indicated different rates of major depression for the two samples Canino et al., 1987; Moscicki et al. , 1987. In the second study, symptoms of depression were less related to diagnosis of depression for those Hispanics who were economically disadvantaged than for those Hispanics more socially advantaged (Cho et al. , 1993). If an index of depressive symptoms were an indicator of both general distress and disorder, then that index would have been related to a diagnosis of depression for both economically advantaged and disadvantaged samples. Culture-Bound Syndromes DSM-IV recognizes the existence of culturally related syndromes, referred to in the appendix of DSM as culture-bound syndromes. Relevant examples of these syndromes for Latin/Hispanic Americans are â€Å"susto† (fright), â€Å"nervios† (nerves), and â€Å"mal de ojo† (evil eye). One expression of distress that is most commonly associated with Caribbean Latinos but has been recognized in other Latinos as well is â€Å"ataques de nervios† (Guarnaccia et al. , 1989). Symptoms of an ataque de nervios include screaming uncontrollably, crying, trembling, and verbal or physical aggression. Dissociative experiences, seizure-like or fainting episodes, and suicidal gestures are also prominent in some ataques. In one study carried out in Puerto Rico, researchers found that 14 percent of the population reported having had ataques (Guarnaccia et al. , 1993). Furthermore, in detailed interviews of 121 individuals living in Puerto Rico (78 of who had had an ataque), experiencing these symptoms was related to major life problems and subsequent psychological suffering (Guarnaccia et al. , 1996). There is value in identifying specific culture-bound syndromes such as ataques de nervios because it is critical to recognize the existence of conceptions of distress and illness outside traditional psychiatric classification systems. These are often referred to as popular, lay, or common sense conceptions of illness or illness behavior (Koss-Chioino Canive, 1993). Some of these popular conceptions may have what appear to be definable boundaries, while others are more fluid and cut across a wide range of symptom clusters. For example, many people of Mexican origin apply the more general concept of nervios to distress that is not associated with DSM disorders, as well as to distress that is associated with anxiety disorders, depressive disorders (Salgado de Snyder et al., 2000), and schizophrenia (Jenkins, 1988). Though it is valuable for researchers and clinicians alike to learn about specific culture-bound syndromes, it is more important that they assess variable local representations of illness and distress. The latter approach casts a wider net around understanding the role of culture in illness and distress. In the following quote, Koss-Chioino (1992) (page 198) points out that a given presenting problem can have multiple levels of interpretation: the mental health view, the folk healing view (in this case, spiritist), and the patients view. The same woman, during one episode of illness, may experience depression in terms of hallucinations, poor or excessive appetite, memory problems, and feelings of sadness or depression, if she presents to a mental health clinic; or, alternatively, in terms of backaches, leg aches, and fear, if she attends a Spiritist session. However, she will probably experience headaches, sleep disturbances, and nervousness regardless of the resource she uses. If we encounter her at the mental health clinic, she may explain her distress as due to disordered or out-of-control mind, behavior, or lifestyle. In the Spiritist session she will probably have her distress explained as an obsession. And if we encounter her before she seeks help from either of these treatment resources, she may describe her problems as due to difficulties with her husband or children. Individuals with Alcohol and Drug Problems Studies have consistently shown that rates of substance abuse are linked with rates of mental disorders (Kessler et al. , 1996). Most studies of alcohol use among Hispanics indicate that rates of use are either similar to or slightly below those of whites (Kessler et al. , 1994). However, two factors influence these rates. First, gender differences in rates of Latinos use are often greater than the gender differences observed between whites. Latinas are particularly unlikely to use alcohol or drugs (Gilbert, 1987). In some cases, Latino men are more likely to use substances than white men. For example, in the Los Angeles ECA study, Mexican American men (31 %) had significantly higher rates of alcohol abuse and dependence than non-Hispanic white men (21 %). In addition, more alcohol-related problems have been found among Mexican American men than among white men (Cunradi et al., 1999). A second factor associated with Latinos rates of substance abuse is place of birth. In the Fresno study (Vega et al. , 1998), rates of substance abuse were much higher among U. S. -born Mexican Americans compared to Mexican immigrants. Specifically, substance abuse rates were seven times higher among U. S. -born women compared to immigrant women. For men, the ratio was 2 to 1. U. S. -born Mexican American youth also had higher rates of substance abuse than Mexican-born youth (Swanson et al. , 1992). The study of mental disorders and substance abuse among Latinos suggests two specific types of strengths that Latinos may have. First, as noted, Latino adults who are immigrants have lower prevalence rates of mental disorders than those born in the United States. Among the competing explanations of these findings is that Latino immigrants may be particularly resilient in the face of the hardships they encounter in settling in a new country. If this is the case, then the identification of what these immigrants do to reduce the likelihood of mental disorders could be of value for all Americans. One of many possible factors that might contribute to their resilience is what Suarez-Orozco and Suarez-Orozco (1995) refer to as a dual frame of reference. Investigators found that Latino immigrants in middle-school frequently used their families back home as reference points in assessing their lives in the United States. Given that the social and economic conditions are often much worse in their homelands than in the United States, they may experience less distress in handling the stressors of their daily lives than those who lack such a basis of comparison. U. S. -born Latinos are more likely to compare themselves with their peers in the United States. Suarez-Orozco and Suarez-Orozco argue that these Latino children are more aware of what they do not have and thus may experience more distress. A second factor noted by the Suarez-Orozcos that might be related to the resilience of Latino immigrants is their high aspiration to succeed. Particularly noteworthy is that many Latinos want to succeed in order to help their families, rather than for their own personal benefit. Because the Suarez-Orozcos did not include measures of mental health, it is not certain whether their observations about school achievement apply to mental health. Nevertheless, a dual frame of reference and collective achievement goals are part of a complex set of psychological, cultural, and social factors that may explain why some Latino immigrants function better than Latinos of later generations. A second type of strength noted in the literature is how Latino families cope with mental illness. Guarnaccia and colleagues (1992) found that some families draw on their spirituality to cope with a relatives serious mental illness. Strong beliefs in God give some family members a sense of hope. For example, in reference to her brothers mental illness, one of the informants commented: We all have an invisible doctor that we do not see, no? This doctor is God. Always when we go in search of a medicine, we go to a doctor, but we must keep in mind that this doctor is inspired by God and that he will give us something that will help us. We must also keep in mind that who really does the curing is God, and that God can cure us of anything that we have, material or spiritual. (p. 206) Jenkins (1988) found that many Mexican Americans attributed their relatives schizophrenia to nervios, a combination of both physical and emotional ailments. An important point here is that nervios implies that the patient is not blameworthy, and thus family members are less likely to be critical. Previous studies from largely non-Hispanic samples have found that both family criticism and family blame and criticism together (Lopez et al., 1999) are associated with relapse in patients with schizophrenia. Mexican American families living with a relative who has schizophrenia are not only less likely to be critical, but also those who are Spanish-speaking immigrants have been found to be high in warmth. This is important because those patients who returned from a hospital stay to a family high in warmth were less likely to relapse than those who returned to families low in warmth. Thus, Mexican American families warmth may help protect the relative with schizophrenia from relapse. The spirituality of Latino families, their conceptions of mental illness and their warmth all contribute to the support they give in coping with serious mental illness. Although limited, the attention given to Latinos possible strengths is an important contribution to the study of Latino mental health. Strengths are protective factors against distress and disorder and can be used to develop interventions to prevent mental disorders and to promote well-being. Such interventions could be used to inform interventions for all Americans, not just Latinos. In addition, redirecting attention to strengths helps point out the overemphasis researchers and practitioners give to pathology, clinical entities, and treatment, rather than to health, well-being, and prevention. Availability of Mental Health Services Finding mental health treatment from Spanish-speaking providers is likely to be a problem for many Spanish-speaking Hispanics. In the 1990 census, about 40 percent of Latinos reported that they either didnt speak English or didnt speak English well. Thus, a significant proportion of Latinos need. Spanish-speaking mental health care providers. Presently there are no national data to indicate the language skills of the Nations mental health professionals. However, a few studies reveal that there are few Spanish-speaking and Latino providers. One survey of 1,507 school psychologists who carry out psychoeducational assessments of bilingual children in the eight States with the highest percentages of Latinos found that 43 percent of the psychologists identified themselves as English-speaking monolinguals (Ochoa et al. , 1996). In other words, a large number of Engli.

The Teaching Profession Essays -- Teacher Education

I am a teacher, an educator of our youth. I am amongst the thousands of educators that facilitate the learning process to children ages five to eighteen. Along with my peers, I guide, mentor, inform, inspire, encourage, and provide many opportunities that allow our youth to learn for themselves. We do not just read from books or give exams, we interact with each student, building a relationship so we may help create well-rounded learners so they may be able to reach their full potential and surpass their goals. As a teacher, we know how to intervene, provide positive reinforcement, and allow students to make mistakes so they may try for themselves and build confidence within themselves and reap the fruits of achievement. When a student achieves, we all achieve. A true educator teaches as a way of life rather than teach to live. Teachers are always learning and wanting to gain more knowledge to pass along to their students. As a teacher, I must have a belief system that guides my actions as an educator. 1. I believe than education is the most single important aspect in a person’s life. As a teacher, we are the life source of discovery and knowledge. It is our duty to nurture each individual student by allowing him or her to excel not only intellectually but also developmentally, emotionally, physically and socially. 2. I believe that all students should be treated equal regardless of any special needs. 3. I believe my classroom will be an accessible and safe environment that fosters respect, trust, dignity and participation that allows students to learn. 4. I believe that my curriculum should and will be adjusted, so that all of my students may be able to compete on an equal level. 5. I believe that if I demonstrate a pos... ...es Department of Education, Office of Elementary and Secondary Education. Retrieved from http://www2.ed.gov/admins/lead/account/cornerstones/ny.pdf Douglas Davis. (2007). A Quality Education? Journal of Philosophy and History of Education, 57, 18-25. Office of Educational Management - NYSED: Contracts for Excellence: Model Programs. (2010). Ed Management Services. Retrieved December 10, 2010, from http://www.p12.nysed.gov/mgtserv/C4E/htm/ModelPrgmsforLEP-ELLs8-08.html Taylor, J., Stecher, B., O'Day, J., Naftal, S., & Carlson Le Floch, K. (2010). State and Local Implementation of the No Child Left Behind Act (No. Volume IX) (pp. 1-294). U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Retrieved from http://www2.ed.gov/rschstat/eval/disadv/nclb-accountability/nclb-accountability-final.doc

My Cherished Memory

My Cherished Memory There are couple of memories of mine have a special glow around them, and i always smile from ear to ear whenever i start treasuring them, those special ones that keep me accompanied and leave a significant note as i grow older and become wiser as days go by. The nostalgia hits every time when i think of those memorable times that i had, some are fun, some are crazy and yet some are dreadful but i managed to learn from it. There's this particular memory i that i would like to share about is regarding my first time taking flight alone to meet up with my dad. It happened this year, around March. It was quite a spontaneous trip because I didn’t really do much planning nor mentally prepared for this whole thing. In fact, my mind was filled with questions and doubts about my studies because I was undecided about where to go to when my dad didn’t allow me to join the March intake at the local colleges. Although he tried to convince me to accept his advises by joining the STPM but my eyes were blinded with hatred, my infantile behavior at that time made me chose to blame him for not supporting my decision, and all he wanted to do was to make me surrender under his pride that I’m most certainly not willing to do so. After discussing with my parents for a few days (through skype), I was determined to have a face-to-face meeting with my dad to persuade him again by taking a plane to Guangzhou, China. After making a flight booking on the internet, I started doing some last minute research on that place before I depart three days later and soon, the day had finally came. My mum wasn’t even free to send me to the airport therefore I had to take the LRT to KL Central, and there’ll be busses to pick up passenger to the airport. Usually my parents or teachers will be the one taking care of the checking ins and outs whenever there’s a trip, but I was the one responsible that time, no one will be there to help out if there’s a mistake, I had to keep myself alert throughout the whole journey. I checked the printed boarding pass and tried to memorize the gate number so that i could straight away look out for that place once I’ve reached the airport, I checked my wallet to ensure there were money inside so that I won’t starve when i needed food, and most importantly I checked my passport again and again to make sure I brought the right one but not the one with my sister’s picture on it! I reached Baiyun International Airport at 9pm, tried to look out everywhere to search for my dad’s shadow but I couldn’t. I started to panic when my phone was out of battery, but somehow I managed to reach him after several attempts using the staff’s phone, he said he was on the way on a train and the burden in my body went away immediately. I spotted him 20 minutes after the call, he looked tired but I could feel the relief in him too. We took the same train to dad’s working area, the streets were quiet as we reached the place around 11pm. Only a few fast food restaurants are available, I had my supper before we went back to hotel, and no, we didn’t talk about the study issue yet. We had a great breakfast to start up the next beautiful morning, before we headed to dad’s factory, he bought me a local yogurt-like milk, it tasted funny to me anyway but I still finished it. I was told to stay in the office while dad went busy with his work, but I started to feel bored after hours of sitting and playing with the computer games. I went out from the office room and found my dad squatting down fixing his printing machine, with his bare hands stained with different colours of inks. The sweat gathered on his forehead and he was really concentrating on his work till I had to tap his shoulder to tell him that I wanted to go for lunch and asked if he needed any food. With an empty stomach and head filled with questions again, I went to search for food at the factory area. Why does he have to do the dexterity work? There are plenty of staffs and workers at the factory but why did he do that until colours stained all over his hands and I could barely see his original nail colour? I asked myself as I bit on the local chicken wrap. I went back to the factory about an hour, the staffs came to talk with me and