Tuesday, January 28, 2020
Metal Health Support for Youth Depression
Metal Health Support for Youth Depression Introduction Feeling sad, unhappy, or down in the dumps occasionally is not unusual, however when these feelings outweigh a youths happiness or excitement it is concerning. Depression is a common and severe disorder amongst adolescences. Depression has lasting effects on an individuals feelings, thoughts, self-worth, behaviors, social relationships, physical functioning, biological developments, work productivity, and life fulfillment. It is a common psychiatric disorder that often affects adolescences and has been ranked as the fourth leading cause of disability and early death worldwide. Depression not only affects emotions but is a serious condition which makes coping difficult and leaves a person feeling sad most of the time. Feelings of sadness and low self-worth are overwhelming and can last for weeks, months or even longer for individuals (Beyondblue, n.d.). Incorporating mental health programs into the lives of youth is valuable to send a message to individuals that depression is treatable, people can help, and that things can improve. Children and adolescents spend a considerable amount of time at school, and it is necessary for schools to offer mental health programs that include prevention and intervention services targeted at youth suffering from depression (Stallard, 2013). This paper will discuss the causation of adolescent depression, physical manifestations, educational supports, and professional supports. Causation Everyone experiences depression differently and there is not an easy answer for why youth develop the condition, but there is a combination of reasons. It is a mental illness that significantly affects youth. Depression is more common amongst girls than boys but boys often find it hard to share their feelings (Beyondblue, n.d.). Some of the common causes of youth depression are the same as adults such as biological causes, stress, and trying life events. Other causes of youth depression include parenting, substance abuse, and low self-worth (Coleman, Walker, Lee, Friesen, & Squire, 2009). According to Mental Health America, depressed youth can have too much or too little of certain brain chemicals which also causes depression. Other sources of depression are having a family history of depression, side-effects from medications, and persistent negative thought patterns (Depression in Teens, 2016,).  It is normal for people to feel sad or discouraged at times because we all feel these emotions at some point due to various life events. Such life events like fighting with a friend, a breakup happening, getting a poor grade on an assignment or test, or the death of someone can all create feelings of sadness or disappointment. Non-depressed individuals experiencing these events and feelings manage to deal with the emotions and get past them with a little time and care. However, depressed people experience these events differently because the feelings last longer and affects not only the persons mood but their thinking too (Lyness, 2016,). Many things can change how we think, feel, and behave; however stressful life events can cause youth to develop depression. Symptoms might present with feelings of sadness, distress, and anxiety, however over time they become more intense and overwhelming. Prevalent causes of depression in youth are loss and grief, bullying, alcohol and drug use, low self-esteem and body image, discrimination, physical health problems, life events, family breakups, and loneliness. Stress is another common factor in an adolescent’s life and when young people are under stress, it can increase their likely hood of developing depression. At times problems can seem too big and overwhelming to solve, but the best thing adolescents can do is talk to someone. Youth who take steps and recognize how they feel are on their way to recovery (Andersen, & Teicher, 2008; Beyondblue, n.d.).   Physical Manifestations One in five youth suffer from clinical depression, and more than 25% of adolescents will experience a major depressive disorder by age nineteen. Depression is also prevalent amongst 1% of the population under age twelve, but between age fifteen to eighteen is dominant amongst 17% to 25% of youth. Depression is not an easy diagnosis amongst youth because they have different signs compared to adults. Moodiness amongst youth is common, but when it lasts for more than two weeks help should be sought. Adolescents are likely to be irritable without visible signs of sadness. On the other hand, depressed youth will have low school performance, withdraw from friends and activities, feel hopeless, lack enthusiasm and energy, overreact to criticism, have low self-esteem, lack concentration, feel restless and on edge, have a change in eating and sleeping patterns, develop problems with authority, and exhibit suicidal thoughts or actions. Young people feeling depressed have increased feelings of irritability, sadness, stress, anger, restless, and over analyze what is on their mind. Other feelings youth might experience are guilt, worthlessness, frustration, unhappiness, indecisiveness, and disappointment (Depression in Teens, 2016). Adolescents experience more emotional and behavioral problems than do non-depressed youth. Young people who are depressed can have co-occurring disorders such as anxiety, difficulties paying attention and hyperactivity, aggression, substance use, and Post Traumatic Stress Disorder (PTSD) symptoms. Youth who are experiencing depression not only have personal issues, but their social relationships are affected too. Depressed adolescents feel unsupported by friends and adults. Youth also show more signs of a lack of interest in activities they find enjoyable, feel extremely sleepy throughout the day, have a decreased ability to think and focus, feel deeply saddened, and suicidal. Suicide unfolds with age, therefore before the age of ten it is rare for children to have suicidal thoughts or actions, but increases between the age of ten and fourteen, and rises ten times higher in youth ages fifteen to nineteen (Andersen, & Teicher, 2008). Educational Support Implications Since depression is a common mental health diagnosis amongst youth, it is important to know depression screening is one possible method for managing depression. Then again, there are risk factors for screening youth. A few risk factors are testing is costly, it can cause harm to some people due to misdiagnoses and in proper treatment, and there could be false positive results if screening tools are not administered properly. Across the United States, screening programs have been implemented in some schools and medical settings. Screening is an early intervention to help detect signs and symptoms amongst youth who otherwise show none. Depression symptom questionnaires and small sets of questions are used for testing to identify individuals who may have current depression that has not been recognized (Thombs, Roseman, & Kloda, 2012). Depression is not easy to determine amongst youth due to the different symptoms, on the other hand few children are identified and referred for treatment. Schools are natural and convenient setting for mental health prevention programs to be offered. Youth regularly spend a substantial majority of their time at school. Many adolescents who have depression have no contact with mental health services. Schools can provide universal programs to target all youth regardless of risk, or they can provide selective interventions which target selected groups with an increased risk. When providing a global approach schools can cover a larger population and mental health is less stigmatizing; however, the programs can result in smaller treatment effects. Programs can be appealing and have a significant impact on mental health if supported and implemented correctly (Stallard, 2013).   At school youth also need to be able to talk with a counselor or social worker about their feelings. They also need to be provided with adequate daily exercise, exposure to daylight, and healthier eating options. School personnel can teach relaxation skills to help increase sleep and decrease feelings of worry. Many adolescents find it beneficial to confide in and talk to a trusting adult. Educators can listen and show empathy, remind the youth that things can get better and that they are there for them, help them see things that are already good in their life, find enjoyable things to do, and give honest compliments and smiles. Youth need to be educated on how to manage sad feelings. In order to help youth gain positive coping skills, schools need to provide educational curriculum on eating healthy foods, getting the right amount of sleep, exercising, taking time to relax, and taking time to notice the good things in life (Lyness, 2016, August). Schools can be a common place for stu dents to see a mental health professional; therefore, it is important for schools to have effective school-based programs to address mental health issues in the schools. It is vital for schools to provide school personnel opportunities for training in recognizing youth depression. Classroom teachers have contact with students throughout the school day and are likely to see changes in students behaviors. Not only is it important to recognize depression in youth, but it is necessary to evaluate and treat depressed adolescents. School counselors, school nurses, school psychologist, and school social workers can help students experiencing depression, especially if youth are not receiving professional outside counseling. These school personnel are trained to recognize and plan for mental health issues in students and should be utilized to help students with depression. School mental health professionals can screen students for mental health, develop interventions and plans, provide prevention programs, and provide individual or group counseling. Although schools have resources, to be most helpful, schools should connect with resources outside of school (B eyondblue, n.d.; Stallard, 2013).      Professional Supports Youth struggling with depression need immediate treatment because if left untreated it can lead to death. Some adolescents may refuse treatment; however significant adults in their life can seek professional help. Depressed youth should see a therapist to assist them in understanding why they feel the way they do and to learn how to use coping skills to handle stressful situations. There are individual counseling options available along with group and family counseling opportunities. When working with a mental health professional, youth may be presented with the possibility of medication to help feel better. Several factors contribute to youth depression, but prompt and appropriate treatment are critical in helping youth cope with depression. When working with a therapist young people can do psychotherapy, cognitive-behavioral therapy, interpersonal therapy, and medication (Depression in Teens, 2016). With the right care and treatment, depression can get better and easier to manage. Individuals who are depressed should not wait to get help because things can only get worse. Youth who feel depressed should talk to a parent or an adult and get the right help. A medical doctor can provide a checkup and look for symptoms causing depression. Different medical conditions that might cause depression include hypothyroidism and mono. Another resource for youth is to utilize a therapist or counselor to talk about his/her emotional state. Speaking to a counselor or therapist allows individuals to understand emotions, put feelings into words, feel understood and supported, builds confidence, increases problem-solving skills, helps change negative thinking, increases self-worth, and increases experiencing positive emotions (Lyness, 2016). Conclusion Youth depression is growing at a fast rate. When young people are feeling down, they can try to make new healthy friendships, participate in sports, a job, other school activities, or hobbies, join an organization, and ask a trusted adult for help. However, sometimes these will not help an individual, and they become depressed (Depression in Teens, 2016, December 08). Even though schools provide mental health programs for youth at risk, many students with mental health diagnoses are being untreated. In schools, it is common for school counselors, school nurses, school psychologist, and school social workers to provide mental health services to students. Schools are a safe place for youth to become educated positive, healthy ways to cope with stressful life circumstances. Depression can go unrecognized because people do not realize they are depressed, it might be misunderstood as a bad mood, or some people with depression have co-occurring mental health issues. Without recognition of a change in mood, thoughts, and behaviors many depressed adolescents will turn to unhealthy coping mechanisms such as alcohol, tobacco, and drugs; therefore, depression education for all individuals is essential (Depression in Teens, 2016). References Andersen, S. L., & Teicher, M. H. (2008). Stress, sensitive periods and maturational events in adolescent depression. Trends in Neurosciences,31(4), 183-191. doi:10.1016/j.tins.2008.01.004 Beyondblue. (n.d.). Retrieved July 6, 2017, from https://www.youthbeyondblue.com/understand what%27s-going-on/depression Coleman, D., Walker, J., Lee, J., Friesen, B., & Squire, P. (2009). Childrens Beliefs About Causes of Childhood Depression and ADHD: A Study of Stigmatization. Psychiatric Services,60(7). doi:10.1176/appi.ps.60.7.950 Depression in Teens. (2016, December 08). Retrieved July 07, 2017, from http://www.mentalhealthamerica.net/conditions/depression-teens Lyness, D. (Ed.). (2016, August). Depression. Retrieved July 06, 2017, from http://kidshealth.org/en/teens/depression.html# Stallard, P. (2013). School-based interventions for depression and anxiety in children and adolescents. Evidence Based Mental Health,16(3), 60-61. doi:10.1136/eb-2013-101242 Thombs, B. D., Roseman, M., & Kloda, L. A. (2012). Depression screening and mental health outcomes in children and adolescents: a systematic review protocol. Systematic Reviews,1(1). doi:10.1186/2046-4053-1-58
Monday, January 20, 2020
Hawaii Essay -- essays research papers fc
Hawaii: Paradise Island Specific Purpose: To inform my audience about the physical geography, history and culture of Hawaii. Central Idea: We will see that Hawaii is a special place, by looking at its physical geography, history, and culture. Introduction I.     What comes to mind when you think of palm trees, beautiful beaches, luaus and hula dances? A.     Hawaii B.     The â€Å"Aloha†state.                         II.     Do you know what aloha means? A.     Aloha is the Hawaiian word meaning love. B.     It is also used to say hello or goodbye to visitors. III.     During my visit to Hawaii, I was able to learn a great deal about its geography, history and culture. IV.     Today I will like to share with you some of the geographical, historical and cultural values of Hawaii. (Transition: Let’s start with the physical geography.) Body I.     Hawaii is the only state made up of islands and islets formed from volcanoes. A.     It is the southernmost state in the United States 1.     Located south of the Tropic of Cancer. 2.     The only state located in the tropics, and the without territory on the mainland of any continent. B.     Hawaii has eight major islands that are inhabited. 1.     Hawaii (known as The Big Island), Oahu (capital city is Honolulu), Maui, Moloka’i, Kaua’i, Lana’i, Ni;ihau, and Kaho’olawe are the eight islands that are inhabited. 2.     The remaining 132 islets are uninhabited. 3.     Has more than 70 state parks and recreation areas. C.     Hawaii has mild temperatures all year, and rainfall due to its rainforest. 1.     Summer temperatures average about 82 degrees Fahrenheit. 2.     Winter temperatures average 77 degrees Fahrenheit. 3.     The average annual precipitation in Hawaii are 110 inches. D. &n... ...p;  Polynesian cultural center – traditions of different ethnic groups are displayed and performed. 4.     Became a national tourist place. B.     Hawaii has its own alphabet and languages. 1.     Official languages: Hawaiian and English 2.     Alphabet consists of twelve letters: a, e, i o, u, h, k, l, m, n, p, and w. Conclusion I hope you see from the diversity of Hawaii’s geography, history, and culture why it is a special place to live as well as visit. Thank you Bibliography Books Hintz, Martin. â€Å"America the Beautiful: Hawaii†. New York: Children’s Press, 1999. This author describes the geography, plants, animals, history, languages, and people of Hawaii, a state made up of Pacific islands. Foster, Jeanette. Frommer’s Hawaii. New Jersey: Wiley Publishing Inc, 2004 In summary, the author of this book explains Hawaii’s tourism, as well as its traditions and cultures. Fradin, Dennis Brindell. From Sea to Shining Sea: Hawaii. Chicago: Children’s Press, 1994. This author discusses the wildlife, events, cultures and traditions of Hawaii.
Saturday, January 11, 2020
Poetry Criticism Essay
Write a critical appreciation of the poem INCENDIARY by Vernon Scannell. You should comment on theme, diction, tone and structure. An incendiary is a bomb which sets things on fire, which gets across the idea that the boy was like a dangerous weapon, ready to explode at any time. This poem is about a boy who sets a farm on fire in hope that he receives the attention he has been longing for. In the first line, the poet describes the boy to have a face â€Å"like pallid cheese†. This simile is depicts the boy to look quite sick and weak. We immediately feel pity and realize that the boy is uncared for. The poet also describes the boy to have â€Å"burnt-out little eyes†implying that, with reference to fire, his eyes have died out showing that he has lost hope. The fire was huge, boiling and all-consuming, as implied in this quote: â€Å"As brazen fierce and huge, as red and gold and zany yellow. †This suggests that the fire was a multitude of colours- â€Å"red, gold and zany yellow†. It was also bold, savage and extremely big- â€Å"Brazen, fierce and huge†. The word zany also suggests it being, uncontrollable or wild. The poet shows the extent of damage caused by the fire through the quote â€Å"spoiled three thousand guineas†worth of crops. The fact that he uses â€Å"guineas†could imply that the poem was set some time ago. Scannell portrays the scene as frightening and very damaging: â€Å"Is frightening- as a fact and a metaphor†. He describes the flames as â€Å"flame-fanged tigers†. This is a metaphor in which the flames are compared to tigers; wild animals which are perceived as viscous and ferocious. These large flames are said to be â€Å"roaring hungrily†. The use of the word â€Å"hungrily†implies that the flames are consuming while the use of the word â€Å"roaring†is an onomatopoeia showing that the fire was loud. The reader no longer feels a sense of pity towards the boy because he has caused so much irreversible damage. The feeling of hostility is heightened through this quote: â€Å"And frightening too that one small boy should set the sky on fire and choke the stars†. This use of personification portrays the image of the large amount of smoke rising so high that it blocks out the stars. This could possibly be another indication of lost hope as the light of the stars is no longer visible. The poet once again tries to make us feel pity for the boy: â€Å"Such skinny limbs and such a little heart which would have been content with one small kiss had there been anyone to offer this†. This quote once again introduces the theme of neglect. His â€Å"skinny limbs†show that he is malnourished. The boy is longing for â€Å"one warm kiss†which gives the reader an idea of his motives. He is probably seeking attention, in an effort to be loved. The poem doesn’t have a particular rhyme scheme however rhyming couplets appear three times throughout the poem, one of them appearing at the end. Like this, the poet emphasises specific lines in which he may want to be particularly powerful. When a poem ends in this way after not having much rhyme throughout, it can make it more emotionally moving. Due to the lack of punctuation and the effect of the rhyming couplets that appear, the tone is quite fast which possibly indicates the short amount of time in which the farm caught fire. It may also create a lively atmosphere to bring the energy of the fire to life. In this poem, Scannell uses an exaggerated but possible example of what a child may do when he or she is uncared for. Through this he tries to show us the consequences and dangers of neglecting children and the desperate measures they may turn to.
Friday, January 3, 2020
Essay Museum of Modern Art in New York - 1623 Words
Museum of Modern Art in New York Roxanne Briano The Museum of Modern Art in New York City is the world’s leading modern art. Its exhibits have been a major influence in creating and stimulating popular awareness of modern art and its accompanying diversity of its styles and movements. The museum’s outstanding collections of modern painting, sculpture, drawings, and prints range from Impressionisms to current movements. Moreover, there are exhibits of modern architecture, industrial design, sculpture, photography, prints and electronic media. The museum presently has a modern art library of 300,000 books and impressive collections of films that are shown regularly. The Museum is said to be the complementary of the Metropolitan Museum†¦show more content†¦Barr submitted the concept of what was to become of the museum. It had to be organized as a multi-departmental structure each devoted for Architecture and Design, Photography, Film and Video, and they should stand side by side with traditional arts such as Painting and Sculpture. Architect Philip Johnson built on this idea. The multi-departmental structure seemed to best fit with the burgeoning International Style, a modernist architectural movement from which Philip Johnson belonged. In this architecture, buildings are designed with simple geometric lines and clean, precise surfaces and with minimum decoration. Walls are made almost entirely of glass, known as curtain wallsâ€â€a signature Johnson was known forâ€â€that are used to give the building a light and airy appearance. The Museum of Modern of Art was the first to use the words â€Å"International Style†, which was a fitting term to introduce modernist arts to the world. Johnson and another renowned architect Henry-Russell Hitchcock organized a major show under the title â€Å"Modern Architecture: International Exhibition†. There they described the International Style that expresses several design principles, that concerns with volume rather than mass and solidity, regularity instead of axial symmetry, and the proscription of â€Å"arbitrary applied decoration†. Exhibits featured leading European and American architects, especially the likes of Le Corbusier and Ludwig Mies van derShow MoreRelatedDesign Architecture And Urban Planning Essay1437 Words  | 6 PagesAs evidenced throughout history, the emergence of the museum as architecture and its typological expansion have been achieved thanks to important moments of creativity. Through creativity usage the ideation of new mil estones are reached thus, creating innovative designs that serve as springboards from where architectural projects and the representation that sustains them; are propelled to new standards that gradually try to be overcome with new paradigms. The creativity of architecture plays a keyRead MoreDesigning Architecture And Urban Planning Essay1529 Words  | 7 PagesAs evidenced throughout history, the emergence of the museum as architecture and its topological expansion have been achieved thanks to important moments of creativity. Through creativity usage the ideation of new milestones is reached thus, creating innovative designs that serve as springboards for where architectural projects and the representation that sustains them; are propelled to new standards that gradually try to be overcome with new paradigms. The creativity of architecture plays a keyRead MoreThe New York Stock Exchange787 Words  | 3 PagesNew York Stock Exchange The stock exchange is a place where individuals or investors can buy and sell shares of stock in any company on the list of exchange. Most people in the United States talk of stock exchange, referring to the New York Stock Exchange (NYSE). NYSE is the largest in the world with increasing importance of Internet trading, moving more and more from a physical trading floor to a global network of exchanges linked electronically from cyber space (Jill, 2006). Solomon R. GuggenheimRead MoreThe New York City Need A Marble Clad Building1580 Words  | 7 Pageshappens to a city when it loses reliable points of association with extraordinary moments in the past? Did New York City need a marble-clad building with Venetian motifs and a curved faà §ade fronting on one of its few major important intersections and Central Park, an edifice designed by a Edward Durell Stone whose work is not much in evidence in the city? Even the most majestic cities like New York City are pockmarked with horrors. The knowledge that every shade of architectural experience, from sublimeRead More comparison of the Met and Guggenheim Essay1657 Words  | 7 Pages New York City has been called â€Å"the greatest city in the world†numerous times by its own people and visitors to the city. New York is civilization’s greatest world within a city. It gives the overpowering impression of being a magnet and mirror for all of humanity and all that humanity does. For a city so young, New York is home to number of architectural classics. Two of these masterpieces of architecture are the Metropolitan Museum of Art and the Guggenheim Museum. Both continue the metaphor ofRead MoreEssay on Roy Lichtenstein893 Words  | 4 PagesRoy Lichtenstein Roy Lichtenstein was born in New York City on October 27th, 1923. He described his childhood as quiet and uneventful. His father was a realtor; his mother was a housewife. Art was not taught at the school Roy attended, but when he turned fourteen he began taking Saturday morning classes at the Parson’ School of Design. After he graduated from high school in 1940 he attended the School of Fine Art at Ohio State University. He was drafted however in 1943 in the middle of his educationRead MoreArt Museum Of Fort Worth Texas877 Words  | 4 Pagescontinued at the Kimbell Art Museum in Fort Worth Texas. Louis Kahn is a modern architect that designed the Kimbell Art Museum. Kahn emerged from the Beaux-Arts movement but became one of the foremost American Modernist architects of the 1950’s and 60’s (Kimball, 1990). Kahn created a building for the Kimbell Art Museum that also complimented the art and did not distract the viewer (Kimball, 1990). He was commissioned to design the Kimbell Art Museum from 1966-1972). â€Å"Kahn’s museums are individual toRead MoreThe Museum Of Contemporary Art Cleveland1316 Words  | 6 PagesEuclid Avenue to the east, visitors will enjoy the various buildings in Cleveland. From the Rock and Roll Hall of Fame to the Tower City, to the University Circle, where there are many of amazing museums. No matter the famous Cleveland museum of art or Natural History Museum. The Museum of Contemporary Art Cleveland, is undoubtedly a unique one. During the day, pedestrians and passersby see themselves reflected in the surface. As dusk sets in the building s interior reveals itself and guests get clearRead MoreSalvador Dali Research Paper1116 Words  | 5 PagesEldis Lima Art 100 Professor: Plourde 9 April 2013, Spring Qtr 2013 5 Page Research Paper Salvador Dali Biography Salvador Dali was a pioneer. Few pages are not enough to tell the story of an eccentric, hardworking, disturbed and misunderstood master. Born in Figueras, Spain on May 11, 1904 near France into a middle class family. Childhood was turbulent, difficult, and abusive. Raised full of indulgences by his mother that resulted in the known eccentricities he had. (Dali, SecretRead MoreRufino Tamayo Essay1126 Words  | 5 Pages â€Å"Art is a means of expression that must be understood by everybody, everywhere. It grows out of the earth, the textures of our lives, and our experience†(Rufino Tamayo). Rufino Tamayo or full name Rufino Arellanes Tamayo was born on August 26, 1899. Rufino Tamayo was a Mexican painter that combined European painting styles with Mexican folk themes. As a painter, a sculptor Rufino Tamayo earned many levels of achievement and his painting have been showcased in many prestigious museums around
Subscribe to:
Posts (Atom)