Does Violence On Video Games TV Shows Have A Negative On Children And Youth

Domestic Violence Proposal

Domestic Violence Proposal

[Name of the Writer]

[Name of the Institution]

Domestic Violence Proposal

Domestic Violence

Domestic Violence is an act of viciousness in the home setting. It is mainly violence in a household setup. It can be between a married couple or even the children and elderly of the family (Johnson, 2016). This problem is far-reaching in the nation. Domestic violence is something that is skin deep in many societies and cultures. Anyone who is a victim of such violence gets scarred for life. It is an act that takes a toll on the victim's mental as well as physical health. It is unfortunate and saddening to say that every year there are around 3 million cases of domestic abuse (Choudhry & Herring, 2017). Many people lose their lives in the process, in fact, as per research around 4000 victims lose their life due to the robust violence shown by their family members.

Community Psychology

The community psychology, in general, plays a significant role in understanding the issue of domestic abuse. However, there should always be an emphasis on considering the roles of gender, culture, power that a certain group represents in a society (Pearlman, Zierler, Gjelsvik & Verhoek-Oftedahl, 2016). The community psychology helps with providing the framework of a society in which oppression based on gender is the inevitable consequence of the social standards that accept violence. So, community psychology makes it easy to understand that to eradicate domestic abuse, there needs to be a change in the societal norms.

Evaluation

The community psychologists should evaluate this matter from a different perspective. There should be a proper framework under which the victims of domestic abuse should be seen. The psychologists should make sure that they are looking into the cultural setup the victim and their family belong to so they can understand their situation better. At times aspects like immigration, gender, status, religion, social class, education, history and sexual orientation help understand the case even better (Berns, 2017). So, a victim should be diagnosed based on the environment they are in as opposed to making a diagnosis based on the behavior and symptoms that they showcase.

Awareness Plan

When a domestic issue happens, the victims should be taken through an awareness plan so they can feel safe again. Yes, the safety that is provided by the police is one thing but being cautious and taking that extra step is very important so the victim’s and their children can stay safe (Childress, Gioia & Campbell, 2018). So, there needs to be proper awareness programs that the victims can use to keep themselves safe if they are living on their own. Further, there are chances that a victim still might face as an issue at some point in life. So, a plan for self-defense also needs to be incorporated to help make the victim dodge a tricky and dangerous situation.

Intervention and Recommendations

To eradicate domestic violence there needs to be an intervention which is backed by past experiences. There is also a need for more funding as many of the interventions are not yet materialized due to lack of funding. There are various kinds of behaviors and patterns showcased by both the victim and the abuser. So, there is a need for more research regarding them to make a difference on a larger scale. So, the evaluation studies must look into all the cases of domestic abuse regardless of them being a success or a failure. This will help understand where there is a loophole and how it can be fixed for the long-run. In every single area of family violence, there are lesser preventative interventions (Cattaneo & Goodman, 2015). Most cases are those in which the victims have already gone through the abuse and are seeking help. This is one of the biggest issues that need to be addressed. Thus, the people who are in an abusive family set-up must be taught to act via awareness programs. People should be encouraged to speak up, instead of suffering. Lastly, the biggest intervention would be for society to stop questioning the victims (Woodlock, 2017). The last thing that anyone wants to hear is that why did they stay or what did they do to provoke the abuse.

References

Berns, N. S. (2017). Framing the victim: Domestic violence, media, and social problems. Routledge.

Cattaneo, L. B., & Goodman, L. A. (2015). What is empowerment anyway? A model for domestic violence practice, research, and evaluation. Psychology of Violence, 5(1), 84.

Childress, S., Gioia, D., & Campbell, J. C. (2018). Women’s strategies for coping with the impacts of domestic violence in Kyrgyzstan: A grounded theory study. Social work in health care, 57(3), 164-189.

Choudhry, S., & Herring, J. (2017). Righting domestic violence. In Marital Rights (pp. 71-96). Routledge.

Johnson, M. P. (2016). Confl ict and Control: Symmetry and Asymmetry in Domestic Violence. In Couples in conflict (pp. 125-134). Routledge.

Pearlman, D. N., Zierler, S., Gjelsvik, A., & Verhoek-Oftedahl, W. (2016). Neighborhood environment, racial position, and risk of police-reported domestic violence: a contextual analysis. Public health reports.

Woodlock, D. (2017). The abuse of technology in domestic violence and stalking. Violence against women, 23(5), 584-602.

DQ 1

DQ 1

[Name of the Writer]

[Name of the Institution]

DQ 1

Introduction

Separation Anxiety Disorder

SAD is excessive anxiety concerning separation by an adolescent from a family member or the home to whom the child is emotionally involved. In this disorder, the fright, concern, or avoidance is persistent and might take many months. Youngsters with separation anxiety disorder usually come from relations that are closely-knit. When detached from someone very close or a family, they may repeatedly display societal withdrawal, apathy, grief, or trouble concentrating.

Depending on the age of individuals, they may have developed fears of animals, the dark, abductors, accidents, traveling, and other circumstances that are observed as a danger to themselves or the family. Worries about loss and dying are usual. Youngsters may complain that no one cares for them or loves them and that they wish they did not exist. When exceedingly distressed they may display rage or sometimes lash out at someone.

When alone, particularly in the evening, young kids may report strange perceptual experiences, for instance, seeing peculiar people and frightening creatures reaching for them, a sensation of someone staring at them, etc. Children with this condition are often demanding, disturbing, and in need of constant devotion. The child’s unnecessary demands usually become a cause of parental frustration, leading to bitterness and clash in everyday life.

Treatment

There are numerous treatments for this disorder. The sooner it is intervened, and professional help is pursued, the more likely your youngster will experience constructive treatment aftermath. Finding a psychiatric therapist specialized in children is the first phase to helping the adolescent cope.

Cognitive Behavioral Therapy (CBT):

CBT is usually the primary treatment of Separation Anxiety Disorder; children learn how to identify their apprehensive moods and their physical reactions to anxious thoughts. Through a range of methods, children learn approaches to cope with their nervous feelings and manage their emotions.

Family therapy:

Parents and other family members can pick up new ways to intermingle with the child and tease out some forms of bad behavior.

Play therapy:

Younger kids may have trouble connecting thoughts, moods, and actions; play therapy can aid them exhibit and practice their sentiments and learn to manage them.

DQ 2

Anxiety, Depression & Social Factors

[Name of the Writer]

[Name of the Institution]

Anxiety, Depression & Social Factors

Introduction

The association between anxiety and depression is not unexpected — many individuals who are depressed display high levels of a stress hormone (cortisol) in their blood tests. Many individuals with Major Depression usually reports that a traumatic event was what caused their depressive experience. The initial depressing incidents generate changes in the brain's chemistry that more likely results in the future occurrences of depression. Happenstances with depression and anxiety make an individual more delicate to developing future experiences, even a small sequence of everyday irritations can generate persistent anxiety as well as depression.

Nerve-wracking experiences often take away an individual's sense of control and usually promotes a sense of defenselessness or bleakness which can lead to emotional turmoil and agony. The effects of traumatic dealings are different for unlike individuals. Stressors that don't trouble one individual may cause strong suffering for another. Sometimes even positive life alterations for instance getting married or becoming a parent can trigger anxiety or depression.

There are a variety of social and interpersonal dealings or occasions that usually trigger depression.

The demise of a close relative

Break up and other marital problems

Loss of employment, economic problems, etc.

A disordered, risky, and unsafe life such as violence in the family

Insulting relationships that demoralize self-confidence

Social failures

Moving to another place or social segregation

Feelings of loss of control in life

Severe shock such as exploitation, abandonment, and rape, etc.

Social Support System

If the societal factors as mentioned above can result in depression and anxiety, then social factors such as support can also aid in preventing it from happening. Social support is one of the most used, applicable and benefiting concerning depression and anxiety issues. Individuals can have social backing from their family, work and college associates, and other acquaintances such as friends. This kind of support offers a shoulder, guidance, affection, compassion, and entertainment during times of need and disaster. A social support system can be incredible when one is sick or overwhelmed by different uneasy circumstances. This system can also help people refrain from the unhealthy way of life and habits. Affiliates of one's support group also function as a nursing and feedback organism which will result in a reduction of anxiety and depression periods and even overcome it.

DSM-5 Paper: Narcissistic Personality Disorder

Narcissistic Personality Disorder

[Name of Writer]

[Name of Instituion]

The Narcissistic Personality Disorder or NPD is a type of personality disorder defined by an acute lack of empathy coupled with a severe sense of grandiosity. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) by the American Psychiatric Association, NPD is placed in the cluster B of personality disorders. The definition of NPD can be confused with ‘narcissism’ or harmless ‘overconfidence’ as the need for constant admiration as a result of a sensitive ego can occur without it being a personality disorder per se. However, the DSM-5 clarifies that it is clinically NPD only if the traits diagnostically associated with NPD are consistently present to an alarming degree with no flexibility and have the tendency to lead to dangerous behavior.

The most basic behavioral giveaway of the Narcissistic Personality Disorder is a drastic lack of empathy. Someone with NPD is prone to being unaware of other people’s needs. They will gaslight anyone affected by their own selfish behavior and would rather have them insulted and devalued in order to protect the inflated self. People with NPD can grow tired, restless or outright unable of watching someone talk about themselves. The grandiosity convinces them of superiority over others and hence enables the idea that their need for attention and spotlight must come at the expense of others. Although the DSM officially included NPD as a personality disorder in 1980 in its third edition, there was never a detailed criterion for pointing out this lack of empathy that was so prevalent in clinical cases of NPD. It has now been established through experimental research that NPD impairs emotional empathy while leaving cognitive empathy intact. CITATION Kat11 \l 1033 (Kathrin Ritter, 2011) It is also, perhaps, the reason why those affected by NPD are capable of maintaining a stable self-image as well as a relatively convincing outlook of a normal emotional state.

One of the most challenging features of the Narcissistic Personality Disorder that characterizes a general difficulty in its clinical diagnosis as well as in its public understanding is the heterogeneity it can claim. CITATION Eve15 \l 1033 (Eve Caligor, 2015) Although NPD is generally associated with lack of empathy, the visual manifestation of this disorder can have striking variance in the people affected by the disorder. A sense of grandiosity that harbors a need for admiration and an intense fear of failure can turn someone with NPD into a person incapable of holding a steady profession. The need for success and praise, however, can also turn the person ambitious enough to be wildly successful in the profession they pursue. Inability to take the faintest criticism of any sort can cripple the person’s social interactions. However, grandiosity and an inflated sense of self can also lead to someone with NPD forcefully entering themselves in conversations and scenarios where they enjoy limelight and attention. The DSM-5 solves this dilemma to some degree by characterizing NPD with four narrow and unrelenting features including grandiosity whether in behavior or fantasy, entitlement, lack of empathy and a need for admiration.

Another issue with the Narcissistic Personality Disorder that affects reliability in clinical diagnosis is its association with a myriad of other disorders. Studies have been conducted to examine the comorbidity patterns of the Narcissistic Personality Disorder. These usually revolve around two transdiagnostic factors while research has related NPD to both. CITATION Nic16 \l 1033 (Nicholas R. Eaton, 2016) The NPD is often also related to substance abuse and a string of other personality disorders which become the externalizing transdiagnostic factors. NPD also manifests a connection with multiple anxiety disorder which is an example for internalizing transdiagnostic factors.

Causes that can contribute to NPD have not been officially understood. However, a causative relationship to a certain extent has been developed using a biopsychosocial model. CITATION Joe14 \l 1033 (Paris, 2014) Under studies pertaining to this idea, it has been established that biological or genetic factors can contribute to about 40% of the total variance. This proves that heritable traits are significant, and it is improbable for a person to develop NPD without having family history with NPD. An observation of environmental factors left open by the genetic studies proves that although predisposed to biological factors, environmental enabling also plays a vital part in development and enhancement of NPD over time. Studies revolving around the sociocultural factors that lead to NPD have also been conducted. People from different parts of the world tend to have different ideas of vanity and sense of self.

The Narcissistic Personality Disorder is therefore a complex personality disorder with a heterogenous manifestation of its symptoms and a list of interlinked causative agents. The DSM-5 lists its pathological and behavioral components in detail.

References

BIBLIOGRAPHY Eve Caligor, K. N. (2015). Narcissistic Personality Disorder: Diagnostic and Clinical Challenges. American Journal of Psychiatry, 415-422.

Kathrin Ritter, I. D.-H. (2011). Lack of empathy in patients with narcissistic personality disorder. Psychiatry Research, 241-247.

Nicholas R. Eaton, C. R.-S. (2016). Narcissistic Personality Disorder and the Structure of Common Mental Disorders. Journal of Personality Disorders, 1-13.

Paris, J. (2014). Modernity and Narcissistic Personality Disorder. Personality Disorders: Theory, Research, and Treatment, 220-226.

Early Childhood Education

Early Childhood Education

[Name of the Writer]

[Name of the Institution]

Early Childhood Education

Part A

Question Number 1

The behavior modification is needed at any period of life, regardless of age. Operant conditioning not only strengthens or weakens the behavior of a child it also transforms the behavior an adult would want to be modified (Blackman, 2017). The problem I am having with my behavior is sudden decrease in the level of motivation while doing a task that I suddenly feel like not doing it anymore. This behavior of hastily quitting doing a job is needed to be eliminated and motivation is to be strengthened.

Question Number 2

This change will bring various benefits, but the top most one would be to accomplish all the tasks with high levels of motivation, which will in turn decrease the burnout or fatigue factor while performing the job.

Question Number 3

Behavior Modification Program consists of three distinct steps or phases as follows:

Baseline Phase

In this step behavior is assessed quantitatively by noting the duration, frequency, etiology severity, environmental controls, and quality of behavior. This step is important because it shows the level on which the treatment is to be determined (Lovaas & Bucher, 2017). The weakness of behavior which needs to be enhanced is measured through this assessment and screening, and the strength of the strong behavior which needs to be eliminated is measured. The core assessing tools are positive and negative reinforcements and punishment according to which behavior is shaped. The other tools include shaping, shaping, reinforcement schedules, modeling, extinction, stimulus discrimination or generalization, primary and secondary reinforcers.

Treatment phase

In this phase a proper design is formulated according to the tools of the program for the behavior modification. A person or an animal is provided following tools in order to weaken or strengthen the behavior.

Reinforcement

In this process negative and positive reinforcements are accordingly designed for the new behavior. The most effective one is positive reinforcer; in this a desirable stimulus will be added to enhance the behavior. The negative reinforcement removes the undesirable stimulus, thus it is used when the situation is adverse.

Punishment

The punishment decreases the behavior, such that an undesirable stimulus is added to decreases the occurrence of the behavior. Immediate punishments will decrease the unwanted behavior but it may not be advantageous in the long run.

Shaping

Shaping occurs when a successive approximation is also rewarded not only the targeted behavior. In this a behavior is broken down into tiny and achievable steps. It can be used in modifying complex behaviors. The stimulus is discriminated according to the behavior, such that a person or animal does not respond on every stimulus given (Watson, Maurer, & Hundziak, 2017). The step by step learning is important than other learning procedures.

Reinforcement Schedules

The reinforcement occurs in intervals, such that fixed interval or variable interval and fixed ratio or variable ratio. In fixed interval in set amount of time behavior is rewarded, although the variable interval uses varying amount of time which is unpredictable. The fixed ratio is the process of reinforcement in which there is set amount of numbers of responses, contrarily in variable ration this number of response is innumerous (Vandbakk, Olaff, & Holth, 2018).

Modeling

The modeling occurs where the behavior is learned by other either through observing or imitating them. If a reward s set on this behavior it will be strengthened, also to infuse a behavior in an animal or person they are attached with the stimulus of desired behavior.

Extinction

When the reinforcement or punishment stops, after some time this may lead to the extinction of the behavior and the speed of this process depends on the schedule of reinforcement. Variable ration slows down the extinction process, but others make it fast.

Primary and secondary reinforcers

The primary reinforcers are those which have innate qualities of reinforcement, and not learned through some external help. For instance food, water, shelter, sleep, touch and sex are all primary reinforcers. They provide pleasure and fulfill the internal need. Whereas, the secondary reinforcers are not inherent and they act as reinforcer only if linked to the primary reinforcers. For instance, if affection is not linked to praise there would be no use of it as a reinforcer. Every behavior is modified only if the internal being of the self is satisfied or happy.

Follow-up Phase

In follow-up phase, the maintenance of behavior is seen by adjusting the tools of behavior modification and the efficiency of treatment is determined and if needed more alterations the treatment is started again.

Part B

The theory of Multiple Intelligence by Howard Gardener distinguishes the human intelligence into eight particular modalities, and these modalities are; musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Gardner, 2018). The following are test items of a four-point Likert scale varying from never to rarely, often, and always, used for measuring all of these eight intelligences:

I would love spending my evening at home rather on a social gathering

I vividly remember places I’ve been to

My mind operates like a computerized program

I love having pets or animals

I easily remember famous sayings and quotes

I love doing outdoor activities

I day-dream about many things

When I feel down I cheer myself with songs

I understand the feelings of friends by just looking at their faces

I like being the leading person in a group

These test items can be used for measuring the multiple intelligence of a person in one go, and these can be tested originally by using Multiple Intelligence inventories designed by various scientists. To test linguistic intelligence, I would use spelling tests and tests like SATs. For conducting visual-spatial test by letting the person draw a sketch manually or on computer and to test verbal-linguistic I’ll perform a verbal test in which the person will speak different words on the bases of their pronunciations. Whereas to test logical-mathematical intelligence, I would prefer using algorithmic test and algebraic test also the word problem tests as this will indicate the problem solving mathematic ability of a person. The bodily-kinesthetic intelligence is measured through physical testing, in which they are determined to perform a physical task and it will measure their physical ability. The interpersonal intelligence is measured through testing the empathetic and sympathetic nature of a person, whereas intrapersonal intelligence is tested by finding about the inner satisfaction and motivation of a person, and naturalistic intelligence is tested with contrast to the natural environment.

All tests are conducted under one test of multiple intelligence, whereas they can be tested separately as well. As this test reflects the diversity of intelligence, if measuring one construct, this test will also measure the other constructs along with the desired item to be measured. This gives a detailed testing for all type of intelligences stated by Gardener (Pearson, 2016). The eight intelligences are innate in a person so if one is present the other is also present but may be in lower amount. These test items can be used for measuring the multiple intelligence of a person in one go, and these can be tested originally by using Multiple Intelligence inventories designed by various scientists, but primarily Howard Gardener devised this inventory.

References

Blackman, D. E. (2017). Operant conditioning: an experimental analysis of behaviour. Routledge.

Gardner, H. (2018). Multiple approaches to understanding. In Contemporary Theories of Learning (pp. 129-138). Routledge.

Lovaas, O. I., & Bucher, B. (2017). Operant Procedures in Behavior Modification with Children. In Foundations of Behavioral Therapy (pp. 36-64). Routledge.

Pearson, M. (2016). Multiple intelligences training for counsellors: reflections on a pilot programme. Asia Pacific Journal of Counselling and Psychotherapy, 7(1-2), 50-68.

Vandbakk, M., Olaff, H. S., & Holth, P. (2018). Conditioned Reinforcement: the Effectiveness of Stimulus—Stimulus Pairing and Operant Discrimination Procedures. The Psychological Record, 1-15.

Watson, L. S., Maurer, R. A., & Hundziak, M. (2017). Operant Conditioning in Toilet Training of Severely Retarded Boys. In Behavior Therapy with Children (pp. 96-101). Routledge.

Eassy

Essay

[Name of the Writer]

[Name of the Institution]

Essay

Stress is a quite normal and common condition nowadays. The feeling of unrest, anxiety and physical and emotional unrest is known as stress. It is usually a body’s reaction to any abnormal condition, any challenge or demand. There can be many causes of stress; any condition that makes a person angry, frustrated and nervous can cause stress. The nature of stress varies from person to person, according to their life patterns (Janis, 2016). A student may feel a different kind of stress and a teacher will feel a completely different kind of stress. The coping mechanisms and strategies are also different for every person.

Being a human, it is natural to feel stressful and it happens with me as well. I am a student of college-undergraduate level and usually, I undergo a lot of stress in daily life. Most of this stress is of academic nature and mostly due to my assignments and projects. As it is a piece of common knowledge that assignment, projects and creativity tasks in academic life come with deadlines, so most of the times, the reason behind my stress is these deadlines.

The nature of my stress also keeps changing according to the situation. Sometimes it is eustress and sometimes it is distress. This stress motivates me sometimes and makes me productive, whereas, in some conditions, it just exhausts me. The time period of this stress also varies time to time. Sometimes it is of chronic nature and sometimes it is acute. My coping strategies for stress are also not of a single kind. I use a mixture of both problem-focuses and emotion-focused techniques in order to handle my stress. I feel that in stressful conditions, it is extremely important to control our thoughts so that they do not deviate towards the negative side. In addition to this, I also tend to look rationally into the problem and find a solution to that by removing the cause of the stress.

References

Janis, I. L. (2016). Psychological stress: Psychoanalytic and behavioral studies of surgical patients. Academic Press.

Eassy

Essay

[Author Name]

[Institutional Affiliation(s)]

Essay

Stress is a part of life and no one can get stress free livelihood. Everyone exposed to some kind of stress in their lives which can affects the quality of life. Stress can be of different forms depending on the situation. It has a great influence on the mood, behavior, health, and sense of wellbeing. Young and healthy people often give positive response to the stressful situations. However, if stress is continuous then it can lead to damage to health, especially in older and unhealthy individuals. The maintenance of a healthy life of an individual depends on maintaining a stable psychological state under different pressures and this is known as homeostasis. The pressure or situation that threaten the homeostatic is known as stress. Any experience, event, and environmental stimulus which causes stress is known as a stressor. Adaptive processes in response to any kind of stress are known as the stress response. Within body various chemicals such as adrenaline and cortisol are released due to stress. These chemicals increase heart rate and increase blood flow to heart, muscles and other important organs. When the perceived stress is gone then systems go back to normal. Stress factors include less job satisfaction, heavy workload, long working hours, poor management, discrimination, unclear expectations, harassment at work, death of a loved one, loss of job, divorce, chronic illness, traumatic event and any kind of violence (Chovatiya&Medzhitov, 2014).

Most of the time I suffer from excessive stress. One reason for this is pressure to pass my exam with good grades as passing with good grades is the only way to find a better job in the future. Mostly it becomes difficult for me to calm myself during this stress. Another stress which I face in my daily routine is difficulty concentrating when there is excessive information on any topic as it becomes difficult for me to extract the information which I require. The demand of heavy workloads like quizzes, assignments, and examinations cause stress on me and sometimes I don’t know how to manage this. I usually take stress when my friends are late as at that time I have to sit alone and some painful memories came into mind. Another stress which I face in my daily routine is balancing my social life with academics. I always try to manage stress by talking to my friends and family as they listen to me and motivate me. In the case of a heavy workload, I try to manage time by making an effective schedule. Try to keep my academic notes organized and completing all my assignments and presentation on time by keeping in mind the given deadlines. Sometimes in case of severe stress, I watch some movies or go out with friends to some relaxing place.

I think my grandparents stressful life due to poor economic conditions, shortage of food and several wars which took the lives of millions of people. They did not have modern technologies such as health insurance, cell phones, and computers. In contemporary time, to achieve a high standard of living people are spending long hours at work. Stress leads to both physical and mental health problems such as headache, depression, anxiety, insomnia, blood pressure, backache, and fatigue. People in the past spent most of their time with their family. However,now people spent most of their time at work due to which they become overburden and hardly find time to relax. Secondly, the environment in which our grandparents lived was much better as compared to today. Nowadays most people are living in overcrowded areas and despite all the facilities prevalence of both communicable and non-communicable diseases is increasing. Thirdly due to the high cost of living unemployment and crime rate increase ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Cnu605EA","properties":{"formattedCitation":"(Al-Dubai, Al-Naggar, Alshagga, & Rampal, 2011)","plainCitation":"(Al-Dubai, Al-Naggar, Alshagga, & Rampal, 2011)","noteIndex":0},"citationItems":[{"id":1050,"uris":["http://zotero.org/users/local/mlRB1JqV/items/SEHSLTFS"],"uri":["http://zotero.org/users/local/mlRB1JqV/items/SEHSLTFS"],"itemData":{"id":1050,"type":"article-journal","title":"Stress and Coping Strategies of Students in a Medical Faculty in Malaysia","container-title":"The Malaysian Journal of Medical Sciences : MJMS","page":"57-64","volume":"18","issue":"3","source":"PubMed Central","abstract":"Background:\nStress may affect students’ health and their academic performance. Coping strategies are specific efforts that individuals employ to manage stress. This study aimed to assess the perception of stress among medical students and their coping strategies.\n\nMethods:\nA cross-sectional study was conducted among 376 medical and medical sciences undergraduates in Management and Science University in Malaysia. Stress was assessed by a global rating of stress. Sources of stress were assessed using a 17-item questionnaire. The validated Brief COPE inventory was used to assess coping strategies.\n\nResults:\nThe majority of respondents were females (64.4%), aged 21 years or older (63.0%), and were Malays (68.9%). Forty-six percent felt stress. The most common stressor was worries of the future (71.0%), followed by financial difficulties (68.6%). Significant predictors of stress were smoking (OR = 2.9, 95% CI 1.3–6.8, P = 0.009), worries of the future (OR = 2.1, 95% CI 1.3–3.4, P = 0.005), self-blame (OR = 1.3, 95% CI 1.1–1.5, P = 0.001), lack of emotional support (OR = 0.8, 95% CI 0.7–0.9, P = 0.017), and lack of acceptance (OR = 0.8, 95% CI 0.6–0.9, P = 0.010). Students used active coping, religious coping reframing, planning, and acceptance to cope with stress.\n\nConclusion:\nStressors reported by the students were mainly financial and academic issues. Students adopted active coping strategies rather than avoidance. Students should receive consultation on how to manage and cope with stress.","ISSN":"1394-195X","note":"PMID: 22135602\nPMCID: PMC3216229","journalAbbreviation":"Malays J Med Sci","author":[{"family":"Al-Dubai","given":"Sami Abdo Radman"},{"family":"Al-Naggar","given":"Redhwan Ahmed"},{"family":"Alshagga","given":"Mustafa Ahmed"},{"family":"Rampal","given":"Krishna Gopal"}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Al-Dubai, Al-Naggar, Alshagga, & Rampal, 2011).

References

Chovatiya, R., &Medzhitov, R. (2014). Stress, inflammation, and defense of homeostasis. Molecular cell, 54(2), 281-288.

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Al-Dubai, S. A. R., Al-Naggar, R. A., Alshagga, M. A., & Rampal, K. G. (2011). Stress and Coping Strategies of Students in a Medical Faculty in Malaysia. The Malaysian Journal of Medical Sciences : MJMS, 18(3), 57–64.

Eassy

Essay

[Name of the Writer]

[Name of the Institution]

Essay

Part 2

Piaget’s theory of cognitive developmental was presented by Jean Piaget. He explained the development of human intelligence at different ages. To study human intelligence, he divided the children into four different groups based on their ages (Piaget, 1976). The first stage is known as sensorimotor which consists of a group of children from newborn to two years old. Piaget’s explained that newly born knows the world through different sensations and movements. At this stage, a child can learn basic actions such as sucking, grasping, listening, etc. The second stage is called a preoperational stage that consists of a group of children ranging from two to seven-year-old. At this stage child begin to learn words and learn about pictures of different objects. However, children of this stage are egocentric as they struggle to see things based on other people's perspectives (Huitt & Hummel, 2003). The third stage is called concrete operational that consists of children from seven to twelve years old. In this stage children start to think logically. The start to grasp the concept of conversation and begin reasoning about different situations and things. The fourth and last stage is called a formal operational stage which consists of a group of children ranging from twelve years old to adulthood. At this stage adolescent begin to think about morals, ethical issues as well as social issues that require abstract reasoning (Feldman, 2014).

A toy is an object that is used to play however it can be used as an enjoyable activity as well as training children. While discussing Piaget’s cognitive developmental theory as every group of children develop differently so their toys are also different. Some examples are as follows:

Talking books: Children ranging from two to 7 years old often use talking books. These books tell stories or based on English alphabets learning or object learning that will help children to recognize symbols and pictures. This is best suited for the Piaget’s preoperational stage.

Rattle: This toy is for babies ranging from infants to two years old. This helps them to recognize the voice and develop motor skills. This is best suited for Piaget’s sensorimotor stage.

Puzzles: Children ranging from twelve years old to adulthood love to solve puzzles as at this age they learn to think logically. This is best suited for the Piaget’s formal operational stage.

References

Feldman, R. S. (2014). Essentials of understanding psychology. McGraw-Hill Education.

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational psychology interactive, 3(2), 1-5.

Piaget, J. (1976). Piaget’s theory. In Piaget and his school (pp. 11-23). Springer, Berlin, Heidelberg.

Eassy

Admission Essay

[Author]

[Institution]

Author Note

Admission Essay

New parents need to know one thing about their newborn babies, and that is that the brain activity of newborns is not like the rest of us. It is constantly changing and developing. One can say that a baby’s brain is being rewired based on their activities and what they are being taught. The environment they live in plays a key role in their cognitive, physical and language development. If they are spoken to on a regular basis, given songs and poems to listen to, they recognize words and develop language at a faster pace then children that have not been nurtured or raised in a similar manner ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"0miKsxbn","properties":{"formattedCitation":"(Feldman, 2017)","plainCitation":"(Feldman, 2017)","noteIndex":0},"citationItems":[{"id":527,"uris":["http://zotero.org/users/local/5VyEEXyp/items/TPHBFVMF"],"uri":["http://zotero.org/users/local/5VyEEXyp/items/TPHBFVMF"],"itemData":{"id":527,"type":"book","title":"Essentials of Understanding Psychology (Bound)","publisher":"McGraw-Hill Education","URL":"https://books.google.com.pk/books?id=lJfnAQAACAAJ","ISBN":"978-1-260-14770-4","author":[{"family":"Feldman","given":"Robert"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Feldman, 2017). While genetics does play a huge role in the cognitive and physical abilities that a child inherits from his or her parents, at the same time a nurturing environment where such skills are propagated and enhanced will only help the child grow and develop in an optimal manner. Since their brains are being wired at that point, they will be wired to be more productive and better suited to work in any environment and perform well. This is the reason why many psychologist consider children to be little people, as they mimic their parents in most of their ways given the environment they are in is the same as their parents. Additionally, this is probably also the reason why babies are capable of learning and developing language skill in a much better manner than adults.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Feldman, R. (2017). Essentials of Understanding Psychology (Bound). Retrieved from https://books.google.com.pk/books?id=lJfnAQAACAAJ

Eating Disorder

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Eating Disorder

Eating disorder is used to explain disorders which are often characterized by irregular eating habits, at the same time being seriously concerned and depressed about body weight and shape. Such disorders include insufficient or quite excessive intake of food which can further damage the health and well being of the person. Some of the common types of eating disorder are Anorexia Nervosa, Bulimia Nervosa, and other binge eating disorder. This particular disorder can damage and affect both males and females. Such type of disorders are not specific to any particular stage of life they can occur at any stage, but it is observed that during the teen years and young adulthood such disorders take place quite often. Because in developmental stages individuals become quite possessive about their body image and appearance to fit in the society. This particular disorder is classified as a medical illness, and there are quite effective and appropriate treatments that are used to treat effectively any kind of disorder. Although this seems to be quite simple and treatable but if not addressed then the symptoms and the consequences of this disorder can be quite detrimental for the person. Normally it has been observed that an eating disorder is accompanied by other conditions like anxiety, drug use, and abuse and depression. So it is quite apparent that any type of eating disorder can cause prominent medical conditions and other emotional stresses .

Although the causes of eating disorder are not known it is believed that this particular condition is a multifactorial condition and there are different causes due to which it can occur. In the development of these conditions, a combination of different psychological, environmental and biological condition contribute significantly in the progress of this disease. Biological factors are genetic, although it is not fully known and proper research should be done, it is quite apparent that the link between eating disorder and genetics is quite strong, nutritional shortages and other irregular hormone functions. Psychological factors include low self-confidence and negative image of the body. By far the psychological factors that are negative body image and low self-esteem are the strongest and most researched ones. In today's world teenagers and youngsters are the common and most frequent users of social media platforms like Twitter, Instagram, and Facebook. By doing so, they are also exposing themselves to body bashing and negative comments, due to which their self-esteem decreases to a significant level and they become insecure about themselves which leads towards depression and mental stress. Another reason is that women who are between the age 18-25 quite often view fitspiration pictures, which leads towards higher self-objectification and concerns related to their own appearance and body shape. Most of the American youngsters spent almost two hours on social media platforms which plays a key role in exposing them to impractical standards of beauty, weight loss post and much more . Other studies also suggest that increased use of Facebook and Instagram leads towards higher prevalence of eating disorder symptoms, which sheds light on the effect of social media on the psychological stability of an individual. On social media, everything is shared due to which it is now a prominent tool for influencing others and also it has placed value on the perfect body and shape in many ways. Pictures are shared frequently on Instagram and although most of the pictures are edited even then they affect the mental stability of an individual to such a level that the individual seeks for validation from others, which is measured by how many likes and comment a person gets on a particular picture that is shared on her social media handle. Selfies that are shared on social media give the message that basically our beauty and body appearance determine our worth which is a message that most of the patients who have eating disorder struggle the most. The social media users then start comparing themselves with others because it is human nature that we most often judge ourselves against others. For individuals who are at a depth of eating disorders, such comparisons can be quite detrimental as they continuously compare their body appearance with those they see on social media which further destabilizes their mental state.

Eating disorders are quite simple and easy to treat if addressed timely. Anyone who gets in an eating disorder can easily come out of it if proper treatment is given to the individual. The first and main concern is stabilizing any serious health condition that the person has. This can be done by hospitalizing the patient and then providing proper medications to the person. Providing a proper nutritional plan can also help address the issue. This can be done by consulting a dietician and nutritionist who can help the person by making an appropriate balanced diet meal plan; proper dietary goals are maintained and once this is done then a proper and healthy body weight is maintained. Counseling also includes educating the person about health and proper eating habits. Therapy is one of the signature treatments of this disorder in which the negative thoughts are controlled, and they are replaced with healthy and positive attitude .

Although there are no proper medications and treatment for the eating disorder and the causes are also confusing, but if the disease is addressed on time, then it is possible that it can be treated on time before enough damage is done.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Fichter, Manfred M, Norbert Quadflieg, and Anna Gnutzmann. “Binge eating disorder: treatment outcome over a 6-year course.” Journal of Psychosomatic Research 44.3 (1998): 385–405.

Melinda. “Helping Someone with an Eating Disorder - HelpGuide.org.” https://www.helpguide.org/, 2 Nov. 2018. Online. Internet. 5 Mar. 2019. . Available: https://www.helpguide.org/articles/eating-disorders/helping-someone-with-an-eating-disorder.htm.

“The Assessment and Treatment of Binge Eating Disorder : Journal of Psychiatric Practice®,” n.d. Online. Internet. 5 Mar. 2019. . Available: https://journals.lww.com/practicalpsychiatry/Abstract/1998/07000/The_Assessment_and_Treatment_of_Binge_Eating.2.aspx.

Eating Disorders

Eating Disorders

[Name of the Writer]

[Name of the institution]

[Date]

Eating Disorders

Some people face some eating disturbances that are related to the insufficient o excessive intake of their food that damages their physical as well as mental health. The most prevalent kinds of eating disorders consist of Anorexia, Bulimia Nervosa and Binge Eating disorder that adversely affects the health of both males and females. There are many factors that contribute to the development of these eating disorders in individuals mainly of which are the biological factors. Studies have found a strong contribution of inheritance in forming these issues in a person (Sahoo et al.,2015). However, there are some other factors as well which are not equally highlighted by the literature but possess a strong influence on the expansion of these eating disorders. People having these eating disorders are very afraid to face the negative experience related to their physical; appearance (Smolak & Chun‐Kennedy, 2015). They lose the self-confidence by the poor remarks of their peers and feel pressurized to change their body type. Due to this reason, their self-esteem lowers and they fall into depression.

There are generally two main types of Anorexia nervosa which are more common in youth. The first type is the restricting type in which the person voluntarily stops eating food in a conscious state whereas the second type is the Binge eating type. In this type, the person ends up eating an uncontrollable amount of food. The person in this type suffers through vomiting, enemas and etc. Eating disorders of any type are treatable if showed serious concern by the patient and he is motivated to take serious effective steps (Grilo, 2018). The treatment includes the restoration of weight, managing the psychological stress, proper medication, psychotherapy, cognitive behavioral therapy, family-based therapy, and individual therapy etc. Early diagnosis is required for the speedy recovery from these eating disorders.

Eating disorders and obesity are very similar in a way that both changes the structure of the body and disturbs the eating pattern of the person (Brownell & Walsh, 2017). Obesity can be called a mental disorder because is the result of anxiety, stress, and depression which a person experiences due to any reason (Quek et al.,2017). There is also no denying that obesity can give rise to mental health problems by overthinking about the societal pressures faced with gaining excessive weight.

References

Smolak, L., & Chun‐Kennedy, C. (2015). Sociocultural influences on the development of eating disorders and obesity. Eating disorders and obesity: A counselor's guide to prevention and treatment, 1-20.

Brownell, K. D., & Walsh, B. T. (Eds.). (2017). Eating disorders and obesity: A comprehensive handbook. Guilford Publications.

Grilo, C. M. (2018). Treatment of binge eating disorder. In Annual Review of Eating Disorders (pp. 23-34). CRC Press.

Sahoo, K., Sahoo, B., Choudhury, A. K., Sofi, N. Y., Kumar, R., & Bhadoria, A. S. (2015). Childhood obesity: causes and consequences. Journal of family medicine and primary care, 4(2), 187.

Quek, Y. H., Tam, W. W., Zhang, M. W., & Ho, R. C. (2017). Exploring the association between childhood and adolescent obesity and depression: a meta‐analysis. Obesity Reviews, 18(7), 742-754.

Education

Gino

Instructor Name

Education

15 December 2018

Blacks from the eyes of Laymon and Lee

Kiese Laymon is a professor at the University of Mississippi. He has authored three books, a novel and two memoirs that are centered on the lives of Black Men and Women. One of these books, "Heavy", is a collection of his incidents that he talks about during the early days of his life with his mother. Throughout the book, he talks about his perspective on the role and status of black men and women in American society.

Throughout his book, his primary focus seems to be the dilemmas of self-worth that he faced during his early life. He believed that, even though these problems began during his days in college, he believes that the origins of his problems began in his childhood. His mother was a highly educated black woman who had a Ph.D. Therefore, her educational achievements made her and Laymon a direct target of Alienation among the Black Community. Another problem that he highlights is the awkwardness that he faced during his early days at college. Here, the writer is trying to emphasize the role of the society in shaping his perspective that he was not supposed to be educated in the predominantly white population of his college. He is bullied in college as he is a smart kid, earning cold shoulder from his white peers. Here, he develops a view that his self-worth can only be realized if he proves his mettle among the whites, and as he fails to do so, he is tempted to reject himself as well. This proves another point that Laymon is trying to make, which is the fact that his color automatically generally exhibit stupidity and timidity in the American society, therefore he is considered inferior and out of place. This can be shown by his following lines: "There was too much at stake to ask questions, to be dumb, to be a curious student, in the front of a room of white folk who assumed all black folk were intellectually less than them."

In the course of the end of his memoir, he is of the view that the American Black must stay true to their heritage. He terms the efforts of her mother to move him away from his African-American heritage as a betrayal on her part. Finally, he concludes that the reason the Blacks of Americans are bullied and abused is that they tend to move away from their racial features, which paints a bulls-eye on their backs. If they are to improve this perspective of the blacks in American society, they should face and overcome his racial complexes.

Another activist in his regard is Shelton Jackson, also known as Spike Lee. He has been accused of black racism by the US President Trump himself as he tweeted such remarks after the director won an Academy Award, commonly known as an Oscar. These actions from the President are enough to accuse him of the same behavior that aligns with the beliefs of Anti-Semitism. However, it can be said that Lee's view is basically in line with Newton's Third Law, that is they are an equal and opposite reaction of the white’ views on the black. It can be further elaborated with this quote: “I don’t think my films are going to get rid of racism or prejudice. I think the best thing my films can do is provoke discussion.”

Works Cited

BIBLIOGRAPHY Flory, Dan. "Spike Lee and the Sympathetic Racist." The Journal of Aesthetics and Art Criticism (2006): 67-79.

Laymon, Kiese. Heavy: An American Memoir. Scribner, 2018.

Effects Of Social Media On Self Esteem

The Intervention/ Effects of social media on self-esteem

Social Media emerged as the new addiction for the youngsters aging from 12 to 21 years of age from the past few years (Gonzales & Hancock, 2011). Young adults from age 12 to 21 are seen to be more inclined towards social media as uses this platform to seek entertainment and build stronger social relations with their friends and other people (Kim & Lee, 2011). They soon become the victims of Internet Addiction Disorder (IAD) as they are being diagnosed with this newly emerged clinical disorder.

They fall at risk to lose their mental stability and might fall into further mental health illnesses if intervention is not made on time to help them. So, this intervention will be performed on those participants who use social media for more than 10 hours daily and ends up losing self-confidence and self-esteem. We suggest that early assessment is needed to monitor and analyze their behavior retrospect and proactive measures can be taken to resolve the issues they might face with this habit.

Hypothesis: Improving at-risk student’s self-confidence using effective experiences that will result in increased self-esteem. This intervention is very much needed to make them participate in certain carefully designed measures that will bring back their damaged self-esteem. The intervention is divided into three main steps that are: initial assessment of their use of social media, Retrospection, monitoring and evaluating and the final interview.

The initial assessment will take into consideration the participants presence online and their online active activities that may include their net surfing on social networking sites, chatting, stalking others etc. (Kuss & Griffiths,2011). This step will let us know what type of actions they make which then directly puts an adverse effect on their self-esteem and they lose motivation.

The second step involves retrospection which will detect and forecast their upcoming behavior because of this over and unproductive use of social media. In this step, the participants will get aware of their over-dependence on social media and might seek help. In this case, intervention strategies will be then put into action to assist them.

The third step will incorporate the part of monitoring and evaluating of these intervention strategies. The strategies implemented on them will be monitored closely to see if the plan is effective or not. They will also be evaluated with the performance of the participants. Here, participants’ behavior will be keenly observed to investigate the effect invention has made on them. Participants will also be required to corporate equally and self-monitor themselves in the time when they are not. For example, once they go home they need to put a check on themselves and avoid their presence on social media late at night (Junco, 2012).

After the completion of the duration of the other three steps, the final interview will be taken from the participants to ask for their response after participating in the intervention process. They will be asked to list down the issues they faced during intervention so that next time they should be fixed. The intervention will also help them cope up with the issues they are facing due to the overuse of social media.

Implications for School Counselors

Professional school counselors and senior administrators could participate in providing help to the students by developing a school-wide technology policy, guidance prevention plan, and intervention that aimed at increasing students’ self-esteem. The technology policy should state clear expectations for behavior online as well as consequences for misconduct. After a review of research on the impact of social networking sites on the well-being of the students, it is clear that the guidance and intervention plans are necessary to be implemented. These interventions should focus on promoting digital citizenship by preventing cyberbullying, preventing sexual risk-taking, and encouraging the development of a healthy online identity. For students who have been involved with cyberbullying or those who might be at risk for cyberbullying, school counselors should implement intervention strategies such as cognitive therapy or counseling (Mehdizadeh, 2010).

One of the most popular intervention strategies is the creation of an anti-bullying group, which could meet during lunch or after the school day. Note that students can lead anti-bullying activism groups, but counselors or trained teachers should lead small groups of cyberbullying victims. Furthermore, peer mediators or peer counselors should not be used to mediate cases of cyberbullying, as this could send the message that the victim is equally at fault with the harasser. Finally, sex intervention programs need to be developmentally appropriate and relate to the developmental age of the students.

Health Education and Health Promotion Interventions

Some more steps are there that might be effective to prevent them from damaging their mental health care to limit the access of students on social media by engaging them in more entertaining activities at school. Usually, students start using social media frequently because they are irritated by their boring routines and want to have some fun time online (Steinfield, Ellison & Lampe, 2008). This fun time soon becomes the depressed time for them without even realizing the damage they had incurred. This is why awareness campaign should be conducted at schools about the importance of mental health.

A strict schedule should be made for them to use social media only in that time period allowed for them. Online monitoring of students must be done on a student's online presence to note his performance in case he shows depressive modes. Another input the management can put into intervention strategies are by counseling and shifting the students focus from criticism to inspiration and the concept of self-love. They should be learned how to self-love and the importance of self-love in their early years of life.

There are lots of techniques of positive psychology that can be in cooperated as in intervention regarding social media effect on self-esteem. Among them, one is Gratitude Visit that is related to well-being and happiness. It can be applied with the help of appreciation and cherish, it can have a positive impact on the life of that person also whose self-esteem is affected by social media. There are four steps that come under the gratitude visit or methodology through which it can be applied. For this technique, the person has to do her/himself own their own.

Firstly the person must think about think about those who have a positive impact on their life, or they can also think about those who have done somewhat generous for them. That person can be anyone like a friend, parent, a professor, a partner (male or female), or just about anyone else. If possible, that individual should be one whom the person can visit anytime and by this visit self-esteem regarding social media can be cooperated. If the person is not available at the moment then write a letter to the selected individual by letting them how that, how they have obstructed their life for the sake of betterment. Also, let them know how they help him/her (you) for making life better.

Then ask them to read the letter and have some meeting with him/her (you). This will be helpful to reduce the stress or depression that is created in self-esteem due to the use of social media. Beside letter meeting with that person can be more helpful. The meeting can be on a regular basis or if not try to have a get-together once a week or month. This is the way in which the technique of positive psychology can be implemented. Young adults from age 12 to 21 are seen to be more inclined towards social media as uses this platform to seek entertainment and build stronger social relations with their friends and other people. They soon become the victims of Internet Addiction Disorder (IAD) as they are being diagnosed with this newly emerged clinical disorder. It is the participants’ behavior that will be keenly observed to investigate the effect invention has made on them (Soon, Brass, Heinze, & Haynes, 2008).

At the conclusion, if the intervention is carried out successfully then the students will surely regain their lost self-esteem and will be more motivated than before. They will set their goals in life and will not waste any time getting depressed by online comparison with others (Vogel et al.,2014). Limited access to social media might as well improve their grades as they will realize the harmful impact of social networking sites. This intervention can only be effective if equal efforts are put by all the parties involved in the process.

Reference

Gonzales, A. L., & Hancock, J. T. (2011). Mirror, mirror on my Facebook wall: Effects of

exposure to Facebook on self-esteem. Cyberpsychology, behavior, and social networking, 14(1

2), 79-83.

Junco, R. (2012). The relationship between the frequency of Facebook use, participation in

Facebook activities, and student engagement. Computers & Education, 58(1), 162-171.

Kim, J., & Lee, J. E. R. (2011). The Facebook paths to happiness: Effects of the number of

Facebook friends and self-presentation on subjective well-being. CyberPsychology, behavior,

and social networking, 14(6), 359-364.

Kuss, D. J., & Griffiths, M. D. (2011). Online social networking and addiction—a review of the

psychological literature. International journal of environmental research and public health, 8(9),

3528-3552.

Mehdizadeh, S. (2010). Self-presentation 2.0: Narcissism and self-esteem on Facebook. Cyber

psychology, behavior, and social networking, 13(4), 357-364.

Steinfield, C., Ellison, N. B., & Lampe, C. (2008). Social capital, self-esteem, and use of online

social network sites: A longitudinal analysis. Journal of Applied Developmental

Psychology, 29(6), 434-445.

BIBLIOGRAPHY Soon, C. S., Brass, M., Heinze, H.-J., & Haynes, J.-D. (2008). Unconscious determinants of free decisions in the human brain. Nature Neuroscience, 543–545.

Vogel, E. A., Rose, J. P., Roberts, L. R., & Eckles, K. (2014). Social comparison, social media,

and self-esteem. Psychology of Popular Media Culture, 3(4), 206.

Effects Of Social Media On Self Esteem

Social Media Use and Self Esteem

Name

Institution

Summary

Human being is thought to be the Crown of Creations. What makes him unique and distinct from other living beings are his intellectual competencies—self esteem is one of them. In this paper, after deliberate painstaking analysis of a handful of preexisting literature, it will be presented that how technological advancements impact psychological factors particularly self esteem. Conclusion section will attempt to draw far-reaching inferences from the presented text.

Introduction

Self esteem

The term self esteem was coined with the full fledge focus on personal judgment about one’s own self. Three aspects of self encapsulate real self, ideal self and perceived self. Self esteem is concerned with the last aspect of self—the perceived self. It is referred to as the belief of an individual about his competencies and innate predispositions that enable him to achieve certain goals, accomplish something meaningful or overcome hardships in life using both proactive and adaptive resources (Branden, 2001). Based on his perceived views about his identity, the extent of likeness and worth that he develops about his own self is called self esteem.

Self esteem is thought to be an intellectual predisposition because it is not amenable to be altered or modified—remains constant overtime. Moreover, the nature of beliefs that individual possess about his identity are multidimensional e.g., fulfillment of basic physical needs, appearance, thinking patterns, emotions, attitudes and behaviors. It is worth noting that self esteem is appraisal dependent (Crocker & Major, 1989).

Self esteem can overtly be measured through ability to express needs effectively and accept strengths and weaknesses with timely retrospection, remain less affected by negative experiences, confidence, ability to say no and positive outlook towards life. Maslow’s Hierarchy of Human Needs satisfactorily expresses the significance of self esteem attributing it as mandatory human need necessary to reach self actualization (NAMI, 2016).

Social Media and Self Esteem

Based on the most intriguing notion proposed by Psychosocial Perspective, technological advancements have brought tremendous and long lasting changes in the individuals’ way of thinking and personality. Interestingly, the component of self esteem, “appraisal” is limited to the likes and dislikes on the social media (Lockwood & Kunda, 1997). A bulk of literature indicates that social media (Instagram, Facebook, Yahoo, Whatsapp, Linkedin and many more) use has negative impact on individual’s self esteem. These effects can be seen exclusively in adolescents who are still on their way to develop self esteem (Vogel et. al., 2014). Its excessive use and upward comparison are terrifically responsible for addiction, somatic concerns, troubled interpersonal relationships, anxiety, depression and narcissism (Lockwood & Kunda, 1997; Valkenburg, Peter & Schouten, 2006; Walther et. al., 2008; Vogel et. al., 2014; Moreno & Kolb, 2016). Likes and positive commenting from virtual friends acts as an appraisal for adolescents increasing dopamine levels within brain and activating its rewards system. As a result, individual soon becomes addicted to appraisal just like substance drugs (Chen & Lee, 2013). Social media users and friends act as the most “unrealistic” but “powerful role models” even during trivial daily happenings because of their shared stories and pictures. This act is potent enough to generate somatic concerns within individuals who do not find a “perfect” display picture or daily stories to post (Lockwood & Kunda, 1997; Walter et. al., 2008; Vogel et. al., 2014). Excessive use of social media sites widens communication gap between individuals hence, destroying their real time relationships and leaving them alone (Moreno & Colb, 2011). Narcissism and other psychological illnesses—depression and anxiety—are other leading outcomes of excessive social media use (Mehdizadeh, 2010).

Although, social media use also has positive and constructive effects on personality but these effects are undermined by its unintentional super-colossal use that interrupts adolescents’ subjective and objective wellbeing eminently. As a result, their social, family and academic functioning is impaired.

Conclusion

This paper was aimed at analyzing, describing, explaining and documenting the effects of social media use on adolescents. After consulting a bulk of literature from last two decades, it was found that “excessive” social media use has destructive effects on the subjective wellbeing of adolescents mainly encapsulating addiction, somatic concerns, troubled interpersonal relationships, anxiety, depression and narcissism. Preventive measures are of great importance than curative interventions in this regard. Need of the hour is to use this platform carefully and moderately.

References

Walther, J. B., Van Der Heide, B., Kim, S.Y., Westerman, D., & Tong, S.T. (2008). The role of friends’ appearance and behavior on evaluations of individuals on facebook: Are we known by the company we keep? Human Communication Research, 34, 28–49. Retrieved February 10, 2019 from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2958.2007.00312.x

Vogel, E., Rose, J. P., Roberts, L. R., & Eckles, K. (2014). Social comparison, social media, and self-esteem. Journal of Educational Policy and Entrepreneurial Research, 2(1), 87-92. Retrieved February 10, 2019 from https://pdfs.semanticscholar.org/87fb/0668fe1673d02ca05027963a96ac7e9b1769.pdf

Valkenburg, P. M., Peter, J., & Schouten, M. A. (2006). Friend networking sites and their relationship to adolescents’ well-being and social self esteem. Cyber Psychology & Behavior, 9, 584 – 590. Retrieved February 10, 2019 from https://www.liebertpub.com/doi/abs/10.1089/cpb.2006.9.584

Moreno, M., & Kolb, J. (2012). Social networking sites and adolescent health. Pediatric Clinics of North America, 59(3), 601-612. Retrieved February 10, 2019 from https://www.researchgate.net/publication/264676034_Social_Media_Use_among_Adolescents_Benefits_and_Risks

Branden, N. (2001). The psychology of self-esteem.1st Ed 110. San Francisco: Jossey-Bass. Retrieved February 10, 2019 from http://www.al-edu.com/wp-content/uploads/2014/05/Branden-The-Psychology-Of-Self-Esteem-1966-2001.pdf

Lockwood, P., & Kunda, Z. (1997). Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology, 73, 91–103. Retrieved February 10, 2019 from https://psycnet.apa.org/record/1997-04812-007

Chen, W. & Lee, K. (2013). Sharing, liking, commenting, and distressed? The pathway between Facebook interaction and psychological distress. Cyberpsychology, Behavior, and Social Networking, 16(10), 728-734. Retrieved February 10, 2019 from https://www.ncbi.nlm.nih.gov/pubmed/23745614

Mehdizadeh, S. (2010). Self-presentation 2.0: Narcissism and selfesteem on Facebook. Cyberpsychology, Behavior, and Social Networking, 13, 357–364. Retrieved February 10, 2019 from https://www.liebertpub.com/doi/10.1089/cyber.2009.0257

Crocker, J. & Major, B. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96(4), 608-630. Retrieved from https://www.researchgate.net/publication/224012629_Social_Stigma_and_Self-Esteem_The_Self-Protective_Properties_of_Stigma

Why self-esteem is important for mental health. (2016, July 12). National Alliance on Mental Illness. Retrieved from https://www.nami.org/Blogs/NAMI-Blog/July-2016/Why-Self-Esteem-Is-Important-for-Mental-Health

Email

Email

[Name of the Writer]

[Name of the Institution]

Email

Dear John,

Glad to hear from you. I hope my email will find you in the best of spirits and health. I am really sorry to hear the news that you have been diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). No doubt it is a medical issue, but the good news is that it is not very serious and easily curable. A person can easily learn to manage their affairs along with the disease. Let me tell you a little more about ADHD.

ADHD is a mental disorder that affects the brain the behavior of a person. You would have experienced the symptoms yourself, but let me tell you some things in detail as well. Individuals who have ADHD are impulsive, inattentive, and hyperactive. They are easily distracted, and it is almost impossible for them to sit still at a place for a long time. They may also miss important details due to their inability to pay attention to the details. They also remain restless due to their hyperactive nature.

Let me tell you about your medical issue in terms of neurosciences (I hope I don’t make it much complex). Attention-Deficit/Hyperactivity Disorder cannot be taken as a single pathopsychological entity and seems to have complex etiology. There are a number of genetic and environmental risk factors that come together to create a neurobiological liability. All these factors work in tandem and coordination (Arns, Heinrich, & Strehl, 2014). The brains of children suffering from ADHD have been found to be comparatively smaller as the cerebellum is affected differently to the children who are not affected by it. The basal ganglia, prefrontal cortex, and the cerebellum are affected variably in different individuals.

But rest assured that it is completely normal to have ADHD. Many people, including the children, adults, and young adults, have ADHD, and they lead a completely normal life. Coming towards the treatment of this mental issue, it is completely curable and can be treated in a number of ways. The treatments range from person to person and according to the severity of the symptoms of this issue. The issue can be treated both with the help of medication and behavioral therapies. Both stimulant and non-stimulant medicines can be used in the treatment of ADHD. Although drugs are a much better and effective way to treat this issue, they come with certain side-effects as well (Castle, Aubert, Verbrugge, Khalid, & Epstein, 2007). Moreover, non-medicinal therapies include multiple behavioral therapies, social skills training, psychotherapy, and indulgence of the patient in support groups. The good news and interesting fact are that it can also be cured and controlled with the help of simple and easy natural remedies if someone does not want to go for medication.

In the end, I would like to repeat that ADHD is not at all dangerous. I hope that the information that I provided you in this email would have proven helpful for you, and it will prove to be beneficial for you in the coming future as well.

Best Regards,

Your Professor

XYZ

Psychology Department

ABC University

References

Arns, M., Heinrich, H., & Strehl, U. (2014). Evaluation of neurofeedback in ADHD: the long and winding road. Biological psychology, 95, 108-115.

Castle, L., Aubert, R. E., Verbrugge, R. R., Khalid, M., & Epstein, R. S. (2007). Trends in medication treatment for ADHD. Journal of attention disorders, 10(4), 335-342.

Emotiions And Managing

Emotions and Managing

[Name of the Writer]

[Name of the Institution]

Emotions and Managing

Emotions act as a driver of decisions; it would not be wrong to say that emotions are the surrendering tool and they can guide an individual to either productive and destructive decisions. Being a team leader, I face a lot of scenarios in which I observe my team members being overwhelmed by emotions and it is obvious that emotional decisions will not always work out equivalent to the team's benefits. I can do several things that can guide my team to a productive passage

Pairing People

One of the major initiatives I can take is, “perfect pairing”. It is evident that a group of emotional people will not lead to something beneficial and productive and all strategic minds are also not efficient. The pairing of “emotional people" with strategic minds will lead to taking decisions that are well suited for any condition.

Effective Communication

It is obvious that many of the people work with clear goals and set directions. Effective communication will impart adequate knowledge to work on; it will remove hurdles and impart comfort. This communication can be held by “daily notifications" and specific in-person meetings.

Sparking Passion

Sparkling passion is a major tool to cater to emotional minds. It will guide an emotional mind to destination, taking into account the does and don'ts. Sparking passions can guide the team members to make the best use of expertise in accordance with set realms.

Team coordination Initiatives

Team coordination initiatives such as feedbacks, bonuses, and empathy will allow emotional minds to synchronize with strategic frameworks and it can yield positive and productive results.

Adequate Evaluation

All of the above steps cannot be practiced without evaluation because evaluation of a team. The guide towards evaluation of emotions is a necessary tool to achieve the set goals because positive emotions can empower efficient working.

References

https://www.psychologytoday.com/us/blog/intense-emotions-and-strong-feelings/201012/it-or-not-emotions-will-drive-the-decisions-you

Emotional Intelligence

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Emotional Intelligence

Your Name (First M. Last)

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Emotional Intelligence

What is Emotional Intelligence

Emotional intelligence is the capability that evaluates ones own and others sentiments and sensations. Emotional intelligence is an extension of two aspects of psychological studies that rose to prominence over the past forty years. The first aspect, cognition and affect includes the relationship between cognitive and emotional methods to develop a thought process. Emotions include the feeling of happiness, rage, fear, change of moods, likings, bodily states, decision-making, tendency or inclination to perform certain tasks (Brackett, Rivers. Salovey, 2011). Secondly, progress in models of intelligence.

Usually, intelligence is considered in terms of reasoning, sharpness, judgments, overall approach, theories and analytical process. However, intelligence should be viewed as a wide range of mental capabilities. Emotionally intelligence enables people to be creative also, it gives self-awareness and control. Emotions can determine ones behaviour and affect people both in a positive or negative way (Caruso et al. 2015). Emotionally intelligent individuals manage their emotions well when they are under pressure or make any decision. In addition, emotional intelligence is helpful in building relationships (Cherniss, 2010). Furthermore, it is important at workplaces and academic institutions.

Components of Emotional Intelligence (EI)

Self-Awareness

Self-awareness refers to knowing the overall emotions and feelings. In this respect, Mayer and Stevens, 1994 employ the term meta-mood, the monitoring of meta-cognition, for major areas of emotional self-awareness. In other words, it is defined as the neural ways that operate between verbal cortex and prefrontal (Goleman, 2001). The part of the brain that suffers damage, and disconnects the amygdala from the prefrontal cortex cause an inability to express feelings in words, and that is the disorder alexithymia. Furthermore, both Emotional Self-Awareness and alexithymia may be interrelated as one reflects a shortcoming in the functions of neural substrates, while the other competence.

Self-Management

Self-Management is the second component of Emotional Intelligence, and it is the capability to control disturbing affects such as anxiety and rage and to overcome emotional impulsivity. In this manner, PET (positron-emission tomography) indicate that individual variations in metabolic activities in amygdala have a connection with the stages of worries/distress.

The ability to control negative emotions is the circuit which is present between the left prefrontal cortex and the amygdala (Legree, Mullins, Psotka, 2016). The positive emotional state in humans largely depends upon the activity in the mid-left prefrontal cortex. This system is essential as far as the motivational aspect of Emotional Self-Management is concerned (Caruso et al. 2015). In this context, it maintains a favourable response or motivational level that guides the individual to achieve their goals. Motivation emotional associative networking embedded in the structure of strengths and significance in a person. It determines the targets that individuals pursue. Left medial prefrontal cortex is the spot of emotional working memory.

Any harm to this area affects the capability to maintain a goal-oriented attitude. Moreover, the prefrontal cortex enables humans to keep in the brain or remind themselves of the good/positive sentiments that will occur when they achieve their objectives and also it empowers them to overcome negative emotions that prove to be discouraging in terms of pursuing the targets.

Social Awareness

This is the third component of Emotional Intelligence, which incorporates the skill of Empathy. Also, it includes the amygdala. Research of individuations who suffered a damage/harm to the amygdala revealed a weakness in their ability to interpret non-verbal signals for negative sentiments, especially rage and the fear, and evaluate other individuals for their credibility (Brackett, Rivers. Salovey, 2011). Similarly, Animal studies indicate a significant role in identifying sentiments regarding circuitry function from the amygdala to the cortex. Analysing both neurological results and comparative research with primates, conclude the information revealing that particular neurons in the visual cortex react exclusively to particular emotional signals. Besides, the emotion-identifying neurons are strongly associated with the amygdala.

Relationship Management

This is the fourth component of Emotional Intelligence and represents a more complex image. Primarily, the nature of peoples relation attributes depend on their capacity to adjust themselves or impact the sentiments of another individual. Subsequently, this ability develops the other components of Emotional Intelligence, especially Self-Management and Social knowhow.

Those who are unable to regulate their outburst, impulse, and do now show empathy, they may not justify their relations with society, loved ones and families. In this way, the overall lifestyle will get affected. Additionally, professional life may suffer as job or business requires a lot of patience and self-control. Self-Awareness is key to better Self-Management, which leads to great Social Skill. Empathy is an essential skill for social life it enables a person to understand others needs and how to respond to other people.

Mayer and Salovey EI model

It refers to distinct cognitive abilities (known as branches) that encompass the overall perception of emotion, using emotion to guide a thought process, understanding the emotions. Reflective emotions. The four abilities are inter-linked, and they are organised in a hierarchically in a way that fundamental aspect, i.e. perception of emotion forms the basis of the model, and much developed psychological perspective such as conscious is the uppermost. The primary or the first branch, perceiving emotions suggests the capability to recognise and distinguish sentiments in their own self and others. In this regard, the fundamental part of this ability is recognising emotions precisely in physical conditions such as bodily gestures and thinking. At an advanced stage, the capacity allows individuals to recognise the emotions of others, art-work, and different objects using signals and hints, for instance, sound, presentation, colour, style and attitude. The capacity or ability to differentiate between honest and dodgy emotional expressions in others is deemed a developed perceiving capability.

Secondly, using emotion to guide a through process refers to reinforcing sentiments to guide cognitive patterns for example reasoning, problem-solving and interpersonal skills. This ability enables individuals to prioritise their thought process by paying more attention to important things about themselves, environment and other individuals. The third branch understanding the emotions, deals with the knowledge of the language and the sense of the emotions alongside the overall comprehension of the origin or background of emotions. The fundamental skill in this respect is the classification of emotions with correct language and identifying commonalities and differences between sentiments and sentiment labels. Identifying transition between emotions such as sadness, fear, and others is the sophisticated or advanced form of this branch.

The fourth part Reflective regulations of emotions is the tendency to stop, reduce, improve, or modify an emotional response in own-self and others alongside tackling a number of emotions during decision-making process regarding the effectiveness of emotion in a particular situation.

EI in everyday life

In relation to cognitive abilities, every ability impacts emotions to guide thinking or manage sentiments to emphasise relevant information. Also, Emotional intelligence is conjectured to link with other intelligence, such as verbal, propositional intelligence. Emotional Intelligence is assumed to develop constructive social functioning by facilitating people to analyse others emotional conditions, understand others perspective, improve interaction and communication, and manage behaviours.

Some people are more active in the social context, and they have a better understanding of others feelings. In addition, they are more sensitive as far as the problems of other people are concerned, such people are known to have better personality traits. Emotional Intelligence plays a key role in success in the workplace. The communication with colleagues using good emotional skills lead to a better relationship in offices, and it impacts overall job performance. By effective management, one can cope with the work-related pressure, and manage deadline.

The relation between EI, leadership, climate and organisational performance

Emotionally intelligent individuals get good peer and supervisor ratings regarding interpersonal facilitations, stress-management, and leadership abilities as compared to those with lower emotional EI. The individual who understands the problems of others, develop empathy and takes the initiative to solve problems demonstrate better leadership quality. Senior managers, directors, and CEO are required to be emotionally intelligent. Also, they should be able to guide everyone and get the work done by their employees.

Empowering students, instructors, school leader, employees in an organisation and family members with skill-developing opportunities so that they can identify, comprehend, label, express and manage emotions to make a better decision leads to a healthy-leaning climate. In order to ensure good performance at the organisational level, employees need to be cooperative, and they should manage their emotions and sentiments. They need to control their anger if they do not like any act or policy. Also, they need to be polite, and cooperative so that others can value their efforts.

Implications of EI and Higher Education

The emotional capacities lead to EI skills that enhance the overall learning abilities for different academic subjects. Through a better understanding of the overall aptitude, and interest, a student can decide which discipline to choose for higher education. After completing basic, school, and college level education, students are able to make the decision for them regarding their endeavours.

The students with high emotional intelligence often come up with an intelligent decision, and they choose subjects that suit their interests and mental capabilities. Therefore, understanding of emotional competence is vital in individuals, groups, and in terms of organisational successes. However, seniors should guide young people and give them training so that they can utilise their skills by managing their emotions. Emotional training for students is essential.

References

Brackett, M. A., Rivers, S. E., Salovey, P. (2011). Emotional intelligence Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103.

Caruso, D. R., Salovey, P., Brackett, M., Mayer, J. D. (2015). The ability model of emotional intelligence. Positive psychology in practice Promoting human flourishing in work, health, education, and everyday life, 545-558.

Cherniss, C. (2010). Emotional intelligence Toward clarification of a concept. Industrial and Organizational Psychology, 3(2), 110-126.

Goleman, D. (2001). An EI-based theory of performance. The emotionally intelligent workplace How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations, 1, 27-44.

Legree, P. J., Mullins, H. M., Psotka, J. (2016). Comment The ability model of emotional intelligence Consistency with intelligence theory. Emotion Review, 8(4), 301-302.

Mayer, J. D., Stevens, A. (1994). An emerging understanding of the reflective

(meta-) experience of mood. Journal of Research in Personality, 28, 351-373.

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Emotional Intelligence

Emotional Intelligence

Student’s Name

Institution

Introduction

The concept of emotional intelligence is described as the ability of an individual to understand, use, and manage his or her emotions. It is one of the best positive methods to realized stress and overcomes challenges. According to Goleman (2014), it helps us to efficiently manage our behavior we behavior both in public and private. It also helps people to understand how to connect with families, friends and make an informed decision on several issues. Research has established that having strong emotional intelligence is essential because it helps individuals to become more productive and successful in what they do. People have different needs and wants and intentions, and therefore, people have different IE. The growth and level of improvement of IE is also a difference. The EI level can, therefore, not be the same, and each person level determines how individual behavior, especially the level of interaction and self-management in public and private. However, a lot of issues determine the level of IE of an individual and mostly it relates to how individual management himself or herself.

Characteristic of IE

The obvious characteristics of EI are the behavior of people, and therefore, self-awareness is an important aspect that shows the level of EI. Studies have shown that people with good EI have a proper understanding of their emotions and therefore, they do not allow their feelings to have control over them CITATION Oli17 \l 1033 (Serrat, 2017). Self-Regulation is also an important characteristic of IE and therefore, it is regarded as the ability to have control over emotions. Motivation, empathy and social skills are also other characteristics of EI. People with high EI are ready and willing to argue the results and take part in building a formidable foundation on issues that are essential to society. This means that success and happiness depend on an individual’s emotional intelligence. It is difficult for people who are high temper, and they cannot handle stress and other strong or strict personal matters. Emotional intelligence is based on the ability of an individual to efficiency manage matters and solve a problem as well. Therefore, emotional intelligence plays a key role in the number of things or decisions which are being made by the shop or business process. This shows that emotional intelligence is a valid concept that is used to manage personal issues and address a problem without causing a lot of commotion, at a place of work, and even at home. It is, therefore, important to point out that there is a big difference between emotional intelligence and education. The level of education does not reflect the emotional intelligence of a person, but it is one of the tools which are used to improve the emotion of a person.

Studies have shown emotional intelligence is inbuilt, and most people are born with high emotional intelligence CITATION Oli17 \l 1033 (Serrat, 2017). Goleman (2014) pointed out that there are people who are highly social able and understand the issues around them, but they have not to achieve the level of education most people have achieved. It is inheritance genes which are obtained from certain genes from parents or grandparents. It would be difficult to argue that IE cannot be acquired because, throughout life circles, an individual tends to learn a lot of things which in most cases build the level of reasoning and understanding of issues. It is, therefore, important to point out that at the growing stages of life, a lot of things are faced, and some of those things help build strong emotional intelligence. People with high emotional intelligence show a high level of social skills and highly motivated and these characteristics can be obtained during stages of growth or development. It is, therefore, evident that EI can be obtained and inheritance from family as well. The EI of a person is also depending on how an individual was brought up. A study has established that people who were brought up to believe in care have a high level of empathy and therefore, it can be argued that the way a person was brought up and trained throughout high or her younger age may be a deciding factor on how an individual behaves CITATION Dar14 \l 1033 (Horrigan, 2014). This is clear evidence that emotional intelligence can be taught. Children or any other person can learn some of the significant issues on emotional intelligence in school and on time. For instance, children are taught manners, empathy and to care for other people, which is one of the elements which show whether an individual has high emotional intelligence or not.

Moreover, children learn emotional intelligence by participating in various activities. As stated by Nunes (2003) children learn emotional intelligence through playing with other kids and watching various pictorial movies. It is important to the point that when children play, they learn the pain of others and how to interact effectively with their colleagues and therefore, through leaning of these concepts children’s emotional intelligence improved. Through playing, kids would be to earn how to manage themselves, and therefore, the aspect of self-management is introduced, social awareness and self-awareness are also developed. This is because children ask themselves questions and these questions improved the way a child can argue and also conduct himself or herself in public and private. Thus, playing is an important element in the life of children. It is evidence that emotional intelligence can be acquired from school and this could be through playing with other children. A study conducted by Jervis (2016)) established that emotional intelligence is also taught in class and many children have improved their emotional intelligence through classwork. It is pointed out that subjects such as science and mathematics improved the reasoning of children and therefore, they could improve the emotional intelligence of children who are still growing. According to Jervis (2016), the emotional intelligence of children is developed during the pre-school stages where children play and interact with a lot of objects.

Through teachings and playing with other children, the cognitive development of children improves. Research indicates that children who often play with other children have a higher IQ compared to others. The high EI is based on the fact that a child has learned how to reason and solve some of the problems alone without engaging other people. It is also established with computer games and other and therefore, emotional intelligence can be obtained through classwork, playing with other children, and engaging in other activities. It is, therefore, important to allow children to play more often so that they can learn more and also to help in brain development. However, studies have indicated that there is a relationship between success and studies. Research conducted by Johnson C., (2014), on the relationship between kids who plays computer games and science and mathematical performance established that computer games improve mathematic performance. This is because studies have established that children who play computer games perform better in science subjects and mathematics compared to others. The study shows that frequent playing of computer games improves the concentration of children and helps them learn how to solve problems since computer games are about solving problems. Therefore, the concept has been successfully measured and established that emotional intelligence can be acquired and taught in school as well.

The concept of EI has been used in corporate and other businesses for efficient management of company. A stated by Serrat (2017), a good manager should interact and control anger and temper to be able to deliver. The EI is used to solving problems among employees in the workplace, addressing problems with customers and in the marketing of the company. A business involved several activities and interactions with stakeholders, who are the key player for the success of the business operation. Therefore, there must be better ways of addressing issues, and with EI, a company can be able to work efficiently in solving problems to ensure that the goals and objectives of the company are achieved. Emotional intelligence is used to address various issues and general interaction and management of the company.

In conclusion, emotional intelligence is self-confidence and helps people in personal management. It is established that EI can be acquired through life experience, inheritance and learn in school. It is basically learned in school during the ore-school sessions where children are engaged in p a lot of playing. The study also shows that people have different needs and wants and intentions, and therefore, people have different IE. The growth and level of improvement of EI is also a difference. The EI level can, therefore, not be the same, and each person level determines how individual behavior, especially the level of interaction and self-management in public and private. EI is, therefore, shows the level of growth and development in children and it determines the reasoning ability of people. EI is also applied in business for business negotiation and problem-solving, as well. Managers with high EI can address organizational problems efficiently and manage the company to grow. It is, therefore, playing a critical aspect in the life of everyone especially in the decision-making process

References

BIBLIOGRAPHY Goleman, D. (2014). An EI-Based Theory of Performance From the book The Emotionally

Intelligent Workplace. Consortium for Research on Emotional Intelligence in Organizations, 8 (4), 2-34.

Horrigan, D. (2014). Characteristics of emotional intelligence. International Journal of

psychology and health science, 2-34.

Jervis, J. C. (2016). Emotional intelligence development in pre-school children. Journal of Social

Psychology. Journal of Social Psychology, 12-38.

Johnson, C., G. R. (2014). Emotional intelligence. Research has shown that EI is very high in

chimpanzees, 2-25.

Nunes, R. (2003). Working With Emotional Intelligence.

https://pdfs.semanticscholar.org/5af3/bdbbea824c3980b460b52310c389d87af265.pdf, 2-15.

Serrat, O. (2017). Understanding and Developing Emotional Intelligence.

https://www.researchgate.net/publication/318018981_Understanding_and_Developing_Emotional_Intelligence, 2-15.