Feeling Into Words
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“Dialectical” Open-Mind Thinking
Open Minded Thinking “Dialectical” Open-mind thinking. Dialectical means that 2 ideas can both be true at the same time. There is always more than one TRUE way to see a situation and more than one TRUE opinion, idea, thought, or dream. Two things that seem like (or are) opposites can both be true. All people have something unique, different, and worthy to teach us. A life worth living has both comfortable and uncomfortable aspects (happiness AND sadness; anger AND peace; hope AND discouragement; fear AND ease; etc). All points of view have both TRUE and FALSE within them. Examples: You are right AND the other person is right. You are doing the best that you can AND you need to try harder, do better, and be more motivated to change. You can take care of yourself AND you need help and support from others. Being dialectical means: Letting go of self-righteous indignation. Letting go of “black and white”, “all or nothing” ways of seeing a situation. Looking for what is “left out” of your understanding of a situation. Finding a way to validate the other person’s point of view. Expanding your way of seeing things. Getting “unstuck” from standoffs and conflicts. Being more flexible and approachable. Avoiding assumptions and blaming. 7 Guidelines for Dialectical Thinking Do: Move away from “either-or” thinking to “BOTH-AND” thinking. Avoid extreme words: always never, you make me. Example: Instead of saying: “Everyone always treats me unfairly,” say “Sometimes I am treated fairly AND at other times I am treated unfairly.” Practice looking at ALL sides of a situation/points of view. -
Homesickness at Day and Resident Camps Part I: Helping with Homesickness
Homesickness at Day and Resident Camps Part I: Helping with Homesickness Definition: Homesickness is distress or impairment caused by an actual or anticipated separation from home. Homesickness is characterized by acute longing and preoccupying thoughts of home and attachment objects (parents, pets, friends). Different people miss different things about home. Symptoms: Symptoms of homesickness include depression, anxiety, withdrawn behavior, somatic complaints (infrequently), and acting-out behaviors (rarely). Cabin leaders are pretty good at detecting moderate and severe cases of homesickness, but milder cases often go undetected. Prevalence: More than 95% of all campers report having some homesick feelings on at least one day of their camp stay. It’s normal! Some 20% report moderate or severe levels of homesickness. Only 7% have severe depressive and anxious symptoms along with their homesick feelings. Behaviors: Homesickness is most commonly associated with withdrawn behaviors, anxious and depressed behaviors, and somatic complaints. Surprisingly, the data suggest that homesick girls show more acting-out behaviors than homesick boys. Not all homesick children look homesick. Progression: Conventional wisdom held that homesickness usually went away after the first few days at camp. It's not that simple. As it turns out, the most homesick children begin their stay with a high level of homesickness, and, without any intervention, it can get worse and worse until just before they go home. (See graph below.) When campers know returning home is imminent, the severity of their homesickness decreases. Predictors: There are a variety of factors that predict 2-week Progression homesickness. These include Experience factors, Personality 8 factors, Family factors, and Attitude factors. -
The Book of Psalms Session 6: Psalm 137 1) Theme: the Sufferings
The Book of Psalms Session 6: Psalm 137 1) Theme: The sufferings and feelings of people who experienced the conquest and destruction of Jerusalem in 587 BC, who were deported to Babylon in captivity. It gives vent to intense feelings of homesickness, depression, desire for revenge, patriotism, and rage. a) Verse 1: Verb is in the Past Tense i) How far back we don’t know. ii) Could be after the return to Jerusalem. iii) Could be while they were there in Babylon b) His mind goes back to the agonizing hours when they sat sadly from his homeland i) Tearful eyes and homesick hearts ii) They began to sing their songs of lament and play their harps in accompaniment. iii) Not only homesick, but they felt separated from God and the Temple. iv) It is a theological challenge: Can God have any power in a foreign land? (1) Has God rejected us forever?, Do we have access to God?. Are we being punished? 2) Verses 2-3: a) They cannot mourn in private. b) They hang up their harps on willow trees c) They hear their tormentors walking towards them. d) To make the prisoners aware of their power i) They call upon them to sing happy songs, a song of Zion (Psalms 46, 48, 84, 122) to entertain Gentiles! 3) Verse 4 a) They indignantly refuse. i) Would it be an affront to God? ii) Or is it because God can’t hear them so far away? b) What is clear is that not all situations are appropriate for praising God. -
Wood-Destroying Insect Diagnostic Inspection
Wood-Destroying Insect Diagnostic Inspection Category 12 Study Guide for Commercial Applicator August 2020 - ODA - Pesticide and Fertilizer Regulation- Certification and Training Section Acknowledgements The Ohio Department of Agriculture would like to thank the following entities that helped develop this study manual. Their time, effort, and expertise are greatly appreciated. Authors Susan Jones The Ohio State University Extension – Entomology Joanne Kick-Raack The Ohio State University Extension – PAT William Pound Ohio Department of Agriculture Members of the Ohio Pest Control Assoc. Editors Kelly Boubary – ODA Stephanie Boyd – ODA 3 OHIO WOOD DESTROYING INSECT INSPECTION PROGRAM TABLE OF CONTENTS Introduction 6 Chapter 1 Training and Licensing Requirements for WDI 7 Chapter 2 Understanding the Real Estate Transaction 10 Chapter 3 Reportable Wood-Destroying Insects of Ohio 13 Chapter 4 Miscellaneous Insects and Fungi Associated with Wood in Structures 33 Chapter 5 Understanding Basic Construction Technology 38 Chapter 6 Inspecting Structures 51 Chapter 7 Management Options for Wood-Destroying Insects 58 Chapter 8 Ohio Guidelines for Completing the NPMA-33 Form 70 Chapter 9 Guidelines for Soil Termiticide Treatments 75 Appendix Glossary of Terms 83 Appendix A Chapter 921 of the Ohio Revised Code (ORC) 84 Ohio Wood-Destroying Insect Inspection Program Introduction The Ohio Department of Agriculture receives numerous inquiries and complaints each year from Ohio consumers and other interested parties with concerns about Wood-Destroying Insect (WDI) inspections and reports performed during the process of real estate transactions. Based on this fact, the Ohio Department of Agriculture and the Ohio Pest Control Association have collaborated to develop and implement a mandatory training program that will establish training guidelines and provide uniform inspection procedures for all individuals performing WDI inspections and uniform guidelines for reporting the results of these inspections for real estate transactions. -
A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs a Thesis Presented to the Faculty
Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs A thesis presented to The faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Master of Science Lu Wu May 2013 © 2013 Lu Wu. All Rights Reserved. This thesis titled Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs by LU WU has been approved for the E. W. Scripps School of Journalism and the Scripps College of Communication by Ellen J. Gerl Associate Professor of Journalism Scott Titsworth Dean, Scripps College of Communication ii ABSTRACT WU, LU, M.S., May 2013, Journalism Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs Director of Thesis: Ellen J. Gerl This study investigates the differences in the delineation of post-traumatic stress disorder in newspapers and in military blogs. Through thematic analysis of selected newspaper articles and blog posts, the research examines the different categories and themes that exist in newspapers’ and weblogs’ coverage of PTSD among military members and veterans. Marked differences are found among newspaper and blogs. It further discusses the function of both media in the PTSD “imagined community.” The content of newspaper articles is focused on the overall picture of PTSD in the military society, but overlooks the individual struggles. In addition, newspaper coverage tends to frame PTSD negatively. The blog contents are more personalized and emotion-driven, providing details of daily life and experience, but could not compete with newspapers on quality journalism. -
The Effect of Homesickness on Air Force Academy Cadets" (2010)
Philadelphia College of Osteopathic Medicine DigitalCommons@PCOM PCOM Psychology Dissertations Student Dissertations, Theses and Papers 2010 The ffecE t of Homesickness on Air Force Academy Cadets Earl J. Banning Philadelphia College of Osteopathic Medicine, [email protected] Follow this and additional works at: http://digitalcommons.pcom.edu/psychology_dissertations Part of the Clinical Psychology Commons Recommended Citation Banning, Earl J., "The Effect of Homesickness on Air Force Academy Cadets" (2010). PCOM Psychology Dissertations. Paper 155. This Dissertation is brought to you for free and open access by the Student Dissertations, Theses and Papers at DigitalCommons@PCOM. It has been accepted for inclusion in PCOM Psychology Dissertations by an authorized administrator of DigitalCommons@PCOM. For more information, please contact [email protected]. Philadelphia College of Osteopathic Medicine Department of Psychology THE EFFECT OF HOMESICKNESS ON AIR FORCE ACADEMY CADETS By Earl J Banning Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Psychology Month Year PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE DEPARTMENT OF PSYCHOLOGY Dissertation Approval This is to certifY that the thesis presented to us by 6(1/ 8Q nn i"(} on the ~I-~ day of At/5471 ,20/0, in partial fulfillment of the requirements for the degree of Doctor of Psychology, has been examined and is acceptable in both scholarship and literary quality. Committee Members' Signatures: Donald P. Masey, Psy.D., Chairperson Robert A. DiTomasso, Ph.D., ABPP Dr. Frederick W. Gibson Robert A. DiTomasso, Ph.D., ABPP, Chair, Department of Psychology EFFECT OF HOMESICKNESS 111 Acknowledgements I wish to acknowledge my gratitude to my wife Lindsey, who has been with me through this process. -
Homesickness
Coping with Homesickness Perspectives on Homesickness: From a college-bound Yurok student from Two Rivers: “To be away from my family is a big thing. I have tons of relatives, at least 80 first cousins alone, and I’m around them constantly. They live within 20 miles of me, and that’s going to be hard to get used to, not having my family around because they support me” (Fann, 2004). From a Lakota student in his second year of college: “I think if you didn’t have some type of support, you wouldn’t make it. Because, you know, we grew up in an extended family, we’re used to being, having lots of our people around us. Our aunts, you know, are all concerned about our welfare and there’s that constant support. You leave that and come to this totally new place” (Huffman, 2008). From a Huffington Post parenting blog: “Homesickness is really about the transition: between two worlds. [College students] are displaced for the moment. They are anxious not just about leaving the familiar, but facing the great unknown. If [a student] is unhappy, it's not that they are in the wrong place. Until they have located themselves in their new context, they're not going to feel totally at ease” (Chansky, 2014). DISCUSSION: What have your experiences been with being away from home? What is most difficult? What has been helpful in coping with missing and being away from home? Risks and Protective Factors (Thurber & Walton, 2012) RISKS PROTECTIVE FACTORS Little previous experience away from home Some experience away from home Low perceived control Feeling capable -
Relationship Between Homesickness, Self-Efficacy, and Achievement Motivation Among Non-Nativesstudents of Urmia University of Medical Sciences
Relationship between Homesickness, Self-Efficacy, and Achievement Motivation among Non-NativeSstudents of Urmia University of Medical Sciences Marzieh Arefi, Islamic Azad University, Iran Roya Ghodsi shekh Jan, University of Medical Sciences, Iran The IAFOR International Conference on Education - Dubai 2016 Official Conference Proceedings Abstract The transition to university often involves separation from home can lead to the challenge of adapting to a new academic environment. For most new students, adjusting to an unfamiliar academic setting can induce homesickness. The present study investigated the relationship between homesickness, achievement motivation, self-efficacy among non-native students of Urmia University of Medical Sciences in the academic year of 2013-2014. The sample comprised 150 females and 129 males first year university students which living in university dormitory. The instruments for data collection were academic motivation scale (Vallerand et al., 1992), self-efficacy scale (Owen & Froman, 1988), and homesickness questionnaire (Archer et al., 1998). The gathered data were analyzed through stepwise regression and Pearson correlation by SPSS software. Results indicated that self-efficacy and achievement motivation have a significant correlation and reverse relationship with homesickness, implying that increased self-efficacy and achievement motivation decreased the level of homesickness among students. Furthermore, regression analysis revealed that demotivation, gender and self-efficacy significantly predict homesickness, -
Cultural & Heritagetourism
Cultural & HeritageTourism a Handbook for Community Champions A publication of: The Federal-Provincial-Territorial Ministers’ Table on Culture and Heritage (FPT) Table of Contents The views presented here reflect the Acknowledgements 2 Section B – Planning for Cultural/Heritage Tourism 32 opinions of the authors, and do not How to Use this Handbook 3 5. Plan for a Community-Based Cultural/Heritage Tourism Destination ������������������������������������������������ 32 necessarily represent the official posi- 5�1 Understand the Planning Process ������������������������������������������������������������������������������� 32 tion of the Provinces and Territories Developed for Community “Champions” ��������������������������������������� 3 which supported the project: Handbook Organization ����������������������������������������������������� 3 5�2 Get Ready for Visitors ����������������������������������������������������������������������������������������� 33 Showcase Studies ���������������������������������������������������������� 4 Alberta Showcase: Head-Smashed-In Buffalo Jump and the Fort Museum of the NWMP Develop Aboriginal Partnerships ��� 34 Learn More… �������������������������������������������������������������� 4 5�3 Assess Your Potential (Baseline Surveys and Inventory) ������������������������������������������������������������� 37 6. Prepare Your People �������������������������������������������������������������������������������������������� 41 Section A – Why Cultural/Heritage Tourism is Important 5 6�1 Welcome -
Homesickness and Alienation
Emotional Signs . Behavioral Signs Alienation Confusion No friends Judgmental “Self-imposed” isolation Stereotyping Limited intercultural skill development Communication problems Poor decision making Questioning Self (identity, role, purpose) Anger, Frustration, Irritability Acting out (physical, verbal) Excessive drinking Depression Ethnocentrism Insomnia Defensivness Substance abuse Complaining about the host culture/people Weight change Appetite change Social/Academic withdrawal Anomie, Loneliness Emotional swings Isolation Irritability/Anger Withdrawal (social, academic) Decline in self-care Discontinues pleasurable activities Writing or calling home a lot Obsessions Injury Anxiety Inadequacies Nervousness Not being understood Tension (muscles, “nerves”) Threat/harm/persecution Insomnia Contamination Poor concentration Fear of being misunderstood Compulsions Apathy Compensation Regressive behaviors Acting out behaviors Social and academic withdrawal Withdrawal, defensive Lack of care for self/others No appropriate risk taking Poor personal hygiene Hand-washing, clothes Avoidance behaviors Taken from Notre Dame University, Mental Health and Crisis Management. For Education Purposes Only. Homesickness is one of the most common adjustment problems related to culture shock and loneliness. Experienced by students from every country, homesickness is a universal side-affect to being away from home. Psychologists often refer to homesickness as “separation anxiety” because students — in particular those moving away from home — feel separated from all that is familiar. Feelings of homesickness may even start before your leave to study abroad and you may find yourself mildly depressed or anxious several weeks before leaving. The anticipation and preparation for this major change of lifestyle can trigger pre-departure homesickness, or sudden feelings that you don’t want to leave, or even a want to back out of your decision to study abroad. -
University of Oklahoma Graduate College
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE WOMEN’S SHAME RESILIENCE: EXAMINING VARIOUS THEORETICAL ASSUMPTIONS OF SHAME RESILIENCE THEORY A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By JENNY M. BENDURE Norman, Oklahoma 2014 WOMEN’S SHAME RESILIENCE: EXAMINING VARIOUS THEORETICAL ASSUMPTIONS OF SHAME RESILIENCE THEORY A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY BY ______________________________ Dr. Melissa Frey, Chair ______________________________ Dr. Denise Beesley ______________________________ Dr. Lara Mayeux ______________________________ Dr. Laurette Taylor ______________________________ Dr. T. H. Lee Williams © Copyright by JENNY M. BENDURE 2014 All Rights Reserved. For Sophia Marie May you always know your worth. May you endeavor to challenge the messages that would threaten to tame your wild heart, stifle your bold creativity, and silence your authentic voice. May you never be afraid to fly on your own wings. And when you grow weary from the struggle, may you always know that your father and I are nearby to lighten your load, champion your cause, and celebrate your imperfections. Acknowledgements Behind every successful woman is herself … and along the way there also are those wholehearted souls who, through their generosity, strength of spirit, and authenticity, make the journey more rewarding than the destination. Michael, your devotion and courage are unequivocal. You enthusiastically paved the road, took up the slack, and set aside your own ambitions to support my aspirations. You are my best friend. Sophia, I am amazed by your self-assured nature, kind heart, and sense of humor. You are the coolest person I know. My worries were always for naught. -
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