Category: Personality Development

Introduction

Reflective practice is one of the essential techniques for personal growth. It refers to self-examination and introspection into ones actions, and decisions after the event have occurred in order to gain a deeper understanding of the potential for future improvements. This method of professional development is especially crucial for our company, as Walmarts organizational structure relies heavily on employees ability to understand customers emotions and intentions. Our company does not actively promote this practice among employees at all levels, which can be perceived as a significant disadvantage, therefore, it requires a talent development program.

Professional and personal development is inseparable from the growth of an organization. Personal achievements have a positive impact on the employees performance, thus bringing the organization additional benefit. Professional development means an employee will be able to perform their job more efficiently, increasing the value they add to the company. There are several core techniques that help people to develop their skills and expand their knowledge. A higher capacity for self-assessment makes the person more suitable for autonomy and decision making, as it gives a better understanding of circumstances and relationships (Fergusson et al., 2019, p. 294). This briefing paper aims to highlight the impact of reflective practice on the performance of both the individual and the organization.

The Importance of Reflective Practice

The growth of an organization primarily depends on the actions of its employees and leaders. In order to make the right decision in any situation, whether business-related or not, it is essential to possess the knowledge that will allow a person to take all present factors into consideration. At this point, the experience is defined as a collection of information about past events and their results. Reflective practice is a method of looking back at these events and breaking them down to the smallest details in order to gain a better understanding and, therefore, experience. What is also important, the change of habits that comes with the adoption of reflective practice gives a person a chance to improve other aspects of his or her life.

Being aware of ones actions and their consequences brings a great deal of information regarding what could have been done better. This retrospection allows the person to become a strong leader, as the accumulated experience gives him or her the more significant potential to guide, motivate, and inspire others. Fergusson et al. (2019, p. 292) state that regular reflective practice allows employees to enhance learning, practical insight, and knowledge about operating successfully when working. Moreover, a person with high self-awareness appears more trustworthy and responsive.

There are many approaches to reflective practice that are suitable for different types of situations, personalities, or goals. These models describe different kinds of events and beliefs that are being analyzed, which can be professional or personal (Hewson & Carroll, 2016). Moreover, they rely on different perspectives that are taken into consideration when a person reflects on his or her experiences (Hewson & Carroll, 2016). The most popular methods are Three Levels of Reflection by van Manen, Four Processes by Schon, and Four Lenses for Critical Reflection by Brookfield (Hewson & Carroll, 2016). They are created to help people to focus on the past to extract benefit from it in the future.

I would like to use Starbucks as an example of a company that heavily relies on reflective practices for growth. The coffeehouse chain is renowned for the hospitality and friendliness of its employees, which is largely attributed to the hiring and training procedures (Kang & Namkung, 2017). The growth of the company relies on reflective practice as a tool for exploring and adapting to the new trends in society. Moreover, its employees are highly social and exhibit superior emotional intelligence.

Emotional Intelligence

Emotional intelligence provides a significant amount of data for reflection, as emotions tend to affect ones actions to a non-negligible extent. Chowdhury (2020) describes emotional intelligence as the ability to perceive, manage, and express emotions effectively in real life. As seen from this description, this ability expands beyond ones emotions and their analysis. A person with high emotional intelligence also possesses great empathy, knows when to listen to other people, takes a more active role in conversations, and knows how to convey their thoughts efficiently. It is expected for a person who regularly employs reflective practice to have higher emotional intelligence due to the changes in behavior and strengthening self-control.

Conclusion

To conclude this briefing paper, I would like to signify the importance of encouraging employees to take time and self-reflect on their actions and decisions at the workplace. Walmart did not implement an efficient managerial strategy that will positively impact the experience of both its employees and customers. By implementing this technique in professional life, our employees and leaders can optimize their behavior, relations with customers and increase the efficiency of managerial activities. As one of the largest companies in the world, Walmart has a social obligation to its workers and customers to improve their lives and promote development.

Reference List

Chowdhury, M. R. (2019) How to improve emotional intelligence through training, Positive Psychology. 

Fergusson, L., Van der Laan, L., and Baker, S. (2019) Reflective practice and work-based research: A description of micro- and macro-reflective cycles, Reflective Practice, 20(2). pp. 289-303. Web.

Hewson, D., and Carroll, M. (2016) Approaches to reflective practice. Reflective Supervision. 

Kang, J., and Namkung, Y. (2017) The effect of corporate social responsibility on brand equity and the moderating role of ethical consumerism: The case of Starbucks, Journal of Hospitality & Tourism Research, 42(7). pp. 1130-1151. Web.

It goes without saying that traveling plays an immeasurably essential role in every person’s life. Its positive impact on personality, emotions, and even general health condition is impossible to deny. Traditionally, people have well-established life perspectives and belief systems before traveling. However, once they start to explore unfamiliar territories, they may change their attitudes to multiple aspects of life, such as family life, social life, leisure life, and cultural life (Uysal 2016).

Traveling expands people’s perspectives and makes them more culturally sensitive. Despite the fact that a prevalent number of people across the globe live in multicultural societies, they do not notice or obey other cultures. However, traveling obliged individuals to respect automatically the culture of any country where they arrive. For instance, in Arabic countries, polite and respectful tourists will not drink or eat outside in the daytime during Ramadan, the month of fasting for Muslims. In other words, traveling teaches people that there are multiple cultures all over the world, and the cultural peculiarities of other communities should be considered as well.

Traveling may substantively improve the life quality of people regardless of their age. According to the research conducted by Kim et al. (2015), traveling has a highly positive impact on elderly tourists’ well-being. In general, traveling implies leisure life satisfaction, emotional involvement, new experience, and the improvement of overall life quality (Passafaro et al. 2015). In addition, constant traveling worldwide contributes to the person’s positive development of personality and contributes to his or her self-respect, tolerance, and the ability to feel excitement, empathy, and compassion.

Traveling may be regarded as a perfect way to develop professional and personal skills. People who visit multiple countries are traditionally familiar with foreign languages or speak them fluently. In addition, the exploration of other countries frequently requires help from local citizens. In their journeys, experienced travelers try to become acquainted with native residents. It goes without saying that this practice substantively develops their communication skills.

It goes without saying that traveling may be connected with particular challenges. Adaptation to new places and the change of routine is complicated for a substantial number of people. However, the decision of being spontaneous will be regarded as less intimidating over time. In general, self-confidence, cultural sensitivity, and new knowledge received from traveling may incomparably change any person’s life.

Works Cited

Kim, Hyelin, Eunju Woo and Muzaffer Uysal. 2015. “Tourism Experience and Quality of Life Among Elderly Tourists.”Tourism Management 46: 465-476.

Passafaro, Paola, Francesca Cini, Lorenzo Boi, Michela D’Angelo, Maria Sofia Heering, Laura Luchetti, Armando Mancini, Valentina Martemucci, Giulia Pacella, Fabio Patrizi et al. 2015. “The “Sustainable Tourist”: Values, Attitudes, and Personality Traits.”Tourism and Hospitality Research 15 (4): 225-239.

Uysal, Muzaffer, M. Joseph Sirgy, Eunju Woo and Hyelin (Lina) Kim. 2016. “Quality of life (QOL) and Well-Being Research in Tourism.”Tourism Management 53: 244-261.

Introduction

Career development is a great and significant task that every person has to carry out. The path to be followed when developing one’s career is dependent on the career that one has taken up. Apart from just getting a degree in the area of interests there are various things a person can do in order to develop his/her skills. This paper discuses the development of Mechanical engineer and some of the professional bodies that a mechanical engineer ought to join in order to develop his/her career.

Personal and Professional Development

Personal development includes the gradual development that an individual attains in his/her career life through the various activities he/she undertakes on a daily basis that enables him/her continues learning various new things in that career. It is an all rounded kind of development which involves the mind, the heart, the spirit and the body. Personal development therefore enhances a wholesome development of an individual.

In personal development, an individual may require to be keen on a few areas in order to be up dated and to avoid stagnating in one position. For instance, in the engineering field, it is important to outline your goal clearly as this will make it far much easier to achieve it. Self discipline is important in helping one to develop personally. One ought to point out his/her strengths and capitalize on developing them. Again, an individual should find means of improving his/her productivity.

Professional development on the other hand refers to the skills and knowledge an individual in a certain profession seeks to attain in order to optimize his personal development and to avoid stagnating in one position in his job field thus ensuring that there is a job growth.

Professional development is established through various activities such as completing professional courses, attending professional workshops and seminars and it should be evaluated regularly to determine the qualifications and the ability of an individual. Professional development in the engineering field refers to the planned process of personal growth that facilitates development in every professional engineer to full potential.

The field of engineering like any other field involves a continuing personal or professional development and every individual is responsible for his personal and professional development. The continuing personal development is an ongoing developmental process whereby individuals drive their own learning and development through reflections and taking actions.

It is an empowering and stimulating process that gets individuals working towards their dreams in order to achieve their aspirations. By continuously examining oneself, an engineer views his career from, a wider perspective by giving him an opportunity to develop his own career and challenging him to take time to review and reflect on his personal and professional development.

Continuing personal development is a relatively new concept used by people of all career fields to ensure that they develop in their areas of careers. Continuing personal development is commonly referred to as CPD.

Continuing personal development has continued gaining popularity since most individuals in the engineering field have realized that job security is no longer determined by the organizations they work for but on the skills that an individual has. It is worth noting that continuing personal development is mainly an initiative of an individual whereby he realizes his dream in the field of engineering and puts efforts towards achieving his goal. Continuing personal development is therefore controlled by the learner.

It is an open and holistic training method that is capable of accommodating and balancing various aspects of life. In efforts to achieve the clearly outlined goal, continuing personal development involves regular reflection and evaluation thus giving an individual enthusiasm to work towards his goal. Furthermore, it is possible to achieve continuing personal development whether working for an indifferent or hostile employer and with or without the financial support of an employer.

Continuing personal development enables an individual attain personal qualities such as knowledge, experience and skills necessary in an engineering work life that enables him to maintain marketability throughout his career life. Professional recognition and accreditation begins with attaining the first degree coupled with industrial training and experience.

These are the basic requirements for an engineer without which one cannot start practicing. These qualifications just mark the beginning of a long and extensive engineering career which involves continuing personal development which is a responsibility on the key individual.

A successful continuing personal development plan will involve one carrying out proper prior career planning accompanied by the professional development guide and records. Every stage of career development should have clearly set objectives and aims which should be continually reviewed in order to accommodate and adapt to any foreseen or non foreseen changes.

An engineer has to be a member of a professional body in his field to enhance his/her development. The institute of mechanical engineers is licensed by the engineering council of UK to oversee the operations of the field of mechanical engineering. It is classified as the most outstanding professional organization for mechanical engineers in the country. It is also one of the largest bodies in the field of mechanical engineering in the whole world. In the category, it is ranked as the third largest globally.

The body currently has about 80,000 registered engineers in over one hundred and twenty countries. The body has a variety of events for its members; it organizes a variety of activities for its members. It is centrally organized in the UK with its headquarters in London from where its activities are coordinated. Membership into this body entitles a person to the professional and thorough standards of excellence that is required in the profession.

It has an extensive network with employers, academic institutions and the government thus giving its members an opportunity for sufficient exposure. The membership is subject to a fee and a yearly subscription applicable to all members. It outstandingly provides opportunities for developments and resourceful information for its members.

The professional registration can be viewed as a investment opportunity to the members. By being a member of this body, an engineer stands a better chance of being viewed as dependable by his/her clients. It grants the registered members the capability to show themselves as professional engineers.

Eligibility into this category requires both academic and professional qualifications. The required academic qualification for membership is to have a degree in mechanical engineering; having another degree will be an added advantage as it will mean that one is more skilled.

The profession qualifications include a competence that meets a required standard of experience outlined by the engineering council of UK. The council has also developed qualifications that must be met by those who register through particular industries. The career development offered by the body is to all levels of members in an attempt to improve their careers in both the horizontal and vertical dimensions. Volunteering is also open to all members of the institution on either short term or long term basis (Borowick, 1989).

The membership of the body has a number of categories. On top of the categories is honorary fellow. This is a class of people whose achievements in engineering science are distinguished or people who have offered outstanding inputs to the body. After the honorary fellows is a class of individuals called fellows. These are trained engineers in the mechanical sector who are approved by the engineering council of UK and have as well been identified as chartered or incorporated engineers.

Following the fellow category is the group known as members. The members are trained engineers from recognized institutions who in addition, have finished the duration of responsible professional practice. The members must have qualified academically and in competence and must have been approved as per the requirements of the engineering council of UK besides being chartered or incorporated engineers.

The next group is the class of associate member which is the set of engineers who have met the minimum academic requirement into the body and in addition completed or are in the process of fulfilling the competency requirement of the engineering council of UK.

For individuals who do not undertake the charter or incorporation, they can still be accommodated in the sets of affiliate engineer or companion engineer. An affiliate engineer can be an individual undertaking a course or an individual who is participating or has invested interest in the field of engineering.

The companion is on the other hand a person who has a recognized position in a profession that is related to mechanical engineering or an individual who has contributed valuable services to the institution or to the mechanical engineering field in general. Corporate membership into the institution on the other hand requires academic and professional competency needed by the engineering council of UK.

On top of the institute of mechanical engineers is the engineering council UK. This is the umbrella institution that oversees the profession of engineering. Overall, the engineering council has a record of over two hundred and thirty thousand registered engineers.

The main function of the engineering council is to establish and implement both ethical and competent standards that are internationally appreciated. Its main objective is to ensure that all the stake holders in the field of engineering possess confidence in their acquired skills and experience. The duties of the engineering council UK as explained in the year 2002 include: monitoring and provision of support for the registered engineering institutions of which the institute of mechanical engineering is part.

In this aspect, the council ensures exact and correct implementation of standards and regulations laid down for the various engineering fields. Also in the activities of the council is the developing of academic and training opportunities and mechanisms. Much of this role has been witnessed in the development learning processes like establishment of curriculum content.

The council is also on its own a member of international bodies. The professional levels in engineering are also guided by the engineering council which has got many other and diversified roles. By being a member of a professional body one gets the opportunity of developing his skills in the engineering. It also becomes possible for one to learn from professionals in the field and creating friendship with them. Having friends in your profession as such kind of friendship can be used to develop each other in the career.

Conclusion

The Engineering council and the various engineering institutions’ main goal in registering and licensing engineers is to help them to build on their professional and personal developments in order to have full potential and to be competent in their field.

Furthermore, the engineering council ensures that the institutions as well as the individuals adhere to the internationally set standards of professional competence and ethics that govern the allocation and maintenance of these professional titles. The council thus ensures confidence and reliability among the individuals, by the government and even outside the geographical borders (Aucoin, 2002).

Mechanical engineering just like the other branches of engineering is a professional field that requires high level of competency. It requires institutions to monitor and regulate the services that are rendered by members of the discipline.

The institute of mechanical engineers in conjunction with and under the guidelines of the umbrella body, the engineering council, ensures that competency and ethical values are upheld in the field of mechanical engineering.

Its activities like seminars and workshops help the members to acquaint themselves with the developing technology in the field as well as acquiring experience and further skills. Its licensing role is also as regulatory measure to ensure that only qualified individuals are allowed to practice in the field. The distinct membership classes can as well be seen as motivations to development of individual members as it promotes a healthy competition into development in competency (Megginson, 2007).

References

Aucoin, M. (2002). From Engineer to Manager: Mastering the Transition (Technology Management & Professional Development Library). New York, NY: Prentice.

Borowick, J. (1989). Career Management and Professional Development for the Engineer. New York, NY: Ginn Press.

Megginson, D. (2007). Chartered Institute of Personnel and Development. New York, NY: Cengage.

Introduction

In the Canadian population, the composition of the aboriginal people takes 4%. There has been a 90% increase in the incarceration rate of aboriginal offenders with a fast rate within a frame of 10 years.

Through the Needs Assessment of Federal Aboriginal Women Offenders – an examination of the program needs of incarcerated Aboriginal women and in their post release revealed a 69% rate of high of programming needs with a moderate 29% and a low of 2%.

Security of classification of aboriginal women determines the access level for programming with aboriginal inmates having an over classification level requiring 45% for maximum security, 44% for minimum security and 18% for minimum security.

The average cost of keeping inmates in Canada has had an increase of $88,000 in 2005-06 to over $113,000 in 2009-10 annually. The daily cost of maintaining a male inmate is around $300 with the daily maintenance cost for female inmates rising up to about $578 (Kilty, 2006).

This presents the need for correctional facilities, (federal or provincial), to incorporate personal development and programming resources in the facilities to create a reduction on the level of incarceration especially for women.

There needs to be incorporation of strategies of life skill management such as financial management, work programs and employment. Effective discharge of such programs can be effective within educational and vocational programs as well as in the management of aboriginal culture and spirituality (Davis, 2001).

Aims of the study

The aim of this study is to investigate through the development of release planning programs focusing on the possibility of the possibilities of individual tailoring, which fits in personal needs and concerns for the integration of incarcerated aboriginal women into their communities.

It will also evaluate the connection of incarcerated aboriginal women to resources, which can help in the healing process and personal growth after release. Through the study, the focus will be on the experiences of the women in the programs and the recommendations they have for needed improvements of the facilities.

Significance of the Study

The relevance of this research is in its implication of the understanding of the statuses and afflictions faced by incarcerated women.

The issue of incarceration of women concerning age, gender, economic level, crime, offences, length of sentence, re-offending, security classifications and identification is important for the determination of the consequences and mediatory approaches for their case.

In consideration of issues such as Poverty, Unemployment, Lack of Education, Addictions, Family Violence and Mental Health (Trauma, impacts of Residential Schools), it is worth creating an understanding of these issues in regard to their influence on personal lives of people (Karlene, 2011).

There are personal relationships with some sort of influences responsible for their behavior, which may lead to their incarceration. This topic is relevant to law makers and women as it will help in the development of policies and educational strategies for the support of the affected women.

It will also help in the development of an understanding of the human rights of women as well as help the women in realization and recognition of their rights.

Such knowledge is transferable to other members of the society in an educational manner for the protection of other women and avoidance of the possibilities of avoidance of instances of indulgence in activities, which can lead to their incarceration (Van and Schwartz, 2011).

This study is also significant in the influencing of the activities of social workers, as it would help them in identifying the existing gaps within existing programs.

The issue of incarceration of women is applicable in the consideration of feminist theory, empowerment theory and the anti-oppressive theoretical framework (Dohrn, 2004).

Social workers can be advocators of the protection of the rights of vulnerable people in the society such as women as a process for development of equality and justice (Goode, 2008).

With cases of incarceration of aboriginal women rising to 20% of the total population in incarceration facilities, and accounting for 32.6% of female offender population meaning that in every three women under federal incarceration one is of an aboriginal descent, it is just fair to investigate into the reasons for such scenarios.

This study can help social workers to develop means of utilizing available resources to help women in regaining confidence and avoidance of instances, which can lead to their incarceration. The history of incarceration of aboriginal women has its influences and origins from the colonial periods in Canada.

At the same time, this study is will be helpful in the development of preventive strategies for protection of aboriginal women for the protection and creation of awareness to alternatives for the management of their conditions and avoidance of incarceration (May, & Brown, 2011).

Literature Review

Introduction

The literature review section will evaluated journals and other accredited sources of information in an effort to review, analyze, critique and enumerate works of other scholars on the programs designed to assist aboriginal women who have been released from prison to transit from prison life to the outside world.

Besides, the study will explore the OCAP principles and the facilitation of personal growth of post release.

The study will as well examine the existing literature on the statistics presented by the Correctional Service Canada (CSC), articles on Federal Sentenced Women and Security Classifications as well as take an In-depth report by Federal Government (Public Safety Canada).

The article on the Federal Government’s current ‘tough on crime’ agenda also contains ample information relevant to this study (Muirhead & Rhodes, 1998).

Problem Aboriginal Women Face after Exit from Prisons

Various studies carried out in Australia as well as globally have demonstrated that after being released from prisons, women usually experience a considerably higher rate of depression, social isolation, mental illness, poor housing as well as homeless as opposed to men who have been released from prison (Baldry & Maplestone, 2005).

Some researches have also revealed that majority of women who have been released from prison and who experience difficulty in establishing constructive social link have a higher chance of suffering from mentally illness.

Moreover, studies indicate that majority of ex-prisoners who losses their live due to drug overdose are homeless in most cases (Shewan et al., 2001). These problems are attributed to lack appropriate release programs for prisoners as well as lack of commitment by government to initiate such programs.

Baldry et al.(2006) contends that the key reason why indigenous women who have released from prison fail to transit successful into the outside world is attributed to the fact that family support, mental health as well housing programs for this ex-prisoners.

Besides, majority of women who comes out of prisons have families and children to take care of and there is absence of suitable programs to assist them address this concern.

Baldry et al. (2003) opine that majority of women prisoners who have children have high probability of suffering from financial, physical as well as emotional breakdown in incarceration period.

Correspondingly, the same women experience difficulty establishing a reasonable home immediately after being released from prison.

Studies have also indicated that women ex-prisoners who are homeless and live in parks and streets are often harassed and interfered by police and are sometime re-arrested due to being public nuisance.

This situation is worsened by the fact that there is lack of appropriate pre and post programs for those indigenous women released from hospital.

Release Programs

As stipulated by Baldry and McCausland (2009), the post-release program for aboriginal inmate women entails assisting the released women to access health care facilities/services, to obtain employment and appropriate accommodation as well as assisting them to connect with their respective communities.

Post-release programs are critical because of the disruptions caused by incarceration. When women are released from prisons, they are compelled to deal with unconstructive experience associated with imprisonment.

One program that have been cited in literature and which have been designed to assist indigenous women who have just been released from prison is “Throughcare”.

Walsh (2004) asserts that this program play an integral role in assisting aboriginal women to transit from prison to the outside world.

It tailored to provide progressive education, support as well as treatment for indigenous women right away from the time they enter prison up to the time they exit prison and even afterwards. This program has been introduced in various countries including Canada and Australia.

There is sufficient evidence to suggest that the approach of this program coupled with long-term support for indigenous women after being released from hospital will be of critical importance in assisting these women transit successfully into the outside world.

However, despite the fact that they are numerous benefits associated wit this program, it is critical to note that its tenets emanated from a criminal justice system that is rooted in a colonized framework.

OCAP Principles

The principles of OCAP (Ownership, Control, Access and Possession) are described by First Nations Centre (2007) as one of the elements of 1^st nations aspirations that are geared towards self-governance as well as self-determination.

The OCAP principles highlight a detailed framework created by 1^st nations incorporate self-determination into IM (Information management) as well as into the research domain.

These principles are employed in all information/data or research initiatives that involves 1^st nation and includes the entire elements of research (review and funding included), cultural knowledge, statistics in addition to monitoring.

By emphasizing the adoption of OCAP principles, 1^st nation are taking control of all research regarding their respective communities.

Ownership as one of the fundamental principles of OCAP entails the link between the community of 1at nation and its information, data as well as cultural knowledge. This principle attests that that community owns the information belonging to a particular community collectively.

With respect to control principle, the rights and aspirations of first nation to take control and sustain the entire facets of their institution and lives encompassing data, information as well as research.

Research Methodology

Introduction

The research methodology section outlines the steps that will be taken to conduct the research study. It is a critical section as it aids the researcher to focus on the research process of data collection, data analysis in order to achieve the research aims of the study.

The research methodology in this research study will cover the sample size and description, data collection techniques as well as data analysis plan.

Sample size and description

The target population of the study will be women identified as aboriginal within federal correction facilities. The process will take a comparison of two correctional facilities located in different provinces to determine the differences and similarities within them.

The specific respondents would be those close to the end of their sentencing while there will also be an interest on re-offenders as part of the population sample.

Data Collection Methods

For a better understanding of the experiences of the participants, there will be face-to-face interviews with them. This would allow for recording of their experiences and even making a recording of their recounts.

It will be reasonable to make consideration to the literacy level of the participants with high possibilities of most of them being without education (Muirhead & Rhodes, 1998).

That makes face to face interviewing the best alternative because it would involve a communication process for creation of a comfortable environment to tell personal stories and experiences.

The choice of a qualitative and the narrative approach for the use of semi-structured interviews allows for the inclusion of a number of demographic questions regarding age, self identification as aboriginals and the relative personal classification whether First Nation Metis or Inuit.

Other questions for interviewing the participants will inquire on the length of sentencing, their security classification (max, med, or min) and incase they were re-offenders (Landrine & Russo, 2010)

I will also look at the resources they participated in by giving them a chance to make explanations on the issues and impacts; they faced during their stay in the facilities.

I will also give them the opportunity for telling their stories to understand the circumstances under, which they committed their crimes and the aspects behind the motivation to committing such crimes (Muscat, Wells, Owen, Torres & Pollock, 2011).

In the interviews, I will also seek to know their individual experiences with the programming to help in understanding the things they considered as beneficial and the aspects they felt where of no essence to them.

The questions will look for the possibilities of their thinking that the programs focused on the issues affiliated to their gender in the bid of meeting their feminine needs such as training on parenting skills (Eddy, Martinez, Schiffmann, Newton, Olin, Leve & Shortt, 2008).

Data Analysis Plan

To create a clear understanding on the situations experienced by the participants, there will be classification of collected data for management, analysis and interpretation in accordance applicable specifications to individual participants.

These will be in terms of Poverty, Unemployment, Lack of Education, Addictions, Family Violence, Mental Health (Trauma, impacts of Residential Schools).

In categorization of information, their analysis and presentation, there will be a focus on the programs and personal development programs participants accessed during their stay.

There will be analysis of the recordings collected during the interviews of the participants. I will transcribe the recordings from the participants and later have the results presented in writing.

References

Baldry, E., & Maplestone, P. (2003). Aboriginal Prison Releases in New South Wales: Preliminary Comments Based on ex-Prisoner Research. Indigenous Law Bulletin, 5(22), 7-8.

Baldry, E., & Maplestone, P. (2005). Women ex-prisoners post-release’ in Bridge Foundation: Out Of Sight, Out Of Mind: Prose and poetry about the prison. Charnwood: Ginninderra Press

Baldry, E., & McCausland, R. (2009). Mother Seeking Safe Home: Aboriginal Women Post-Release. Current Issues in Criminal Justice, 12(2), 288-301.

Baldry, E., McDonnell, D., Maplestone, P., & Peeters, M. (2006). Ex-prisoners, ccommodation and the state: post-release in Australia. Australian and New Zealand Journal of Criminology, 39(1), 20-34.

Davis, H. C. (2001). Educating the Incarcerated Female: A Holistic Approach. Journal of Correctional Education, 52(2), 79-83.

Dohrn, B. (2004). All Ellas: Girls Locked Up. Feminist Studies, 30(2), 302-324.

Eddy, J., Martinez, C., Schiffmann, T., Newton, R., Olin, L., Leve, L., & Shortt, J. (2008). Development of a multisystemic parent management training intervention for incarcerated parents, their children and families. Clinical Psychologist, 12(3), 86-98.

First Nations Centre. (2007). OCAP: Ownership, Control, Access and Possession, Sanctioned by the First Nations Information Governance Committee, Assembly of First Nations. Ottawa: National Aboriginal Health Organization.

Goode, E. (2008). Out of control: Assessing the general theory of crime. Stanford, Calif: Stanford Social Sciences.

Granger-Brown, A., Buxton, J. A., Condello, L., Feder, D., Hislop, T., Martin, R., & Thompson, J. (2012). Collaborative community-prison programs for incarcerated women in BC. British Columbia Medical Journal, 54(10), 509-513.

Karlene, F. (2011). Unruly women: The politics of confinement and resistance. New York: Seven Stories Press.

Kilty, J. M. (2006). Under The Barred Umbrella: Is There Room For A Women-Centered Self-Injury Policy In Canadian Corrections? Criminology & Public Policy, 5(1), 161- 82. doi:10.1111/j.1745-9133.2006.00107.x

Landrine, H., & Russo, N. F. (2010). Handbook of diversity in feminist psychology. New York: Springer.

May, D. C., & Brown, T. (2011). Examining the Effect of Correctional Programming on Perceptions of Likelihood of Recidivism among Incarcerated Prisoners. Journal of Social Service Research, 37(4), 353-364. doi:10.1080/01488376.2011.58202.

Muirhead, J. E., & Rhodes, R. (1998). Literacy Level of Canadian Federal Offenders. Journal of Correctional Education, 49(2), 59-60.

Muscat, B. T., Wells, J. B., Owen, B., Torres, S., & Pollock, J. (2011). Abuse on the Inside: Exploring Incarcerated Women’s Experience With Intimate Partner Violence. International Perspectives in Victimology, 5(2), 63-71. doi:10.5364/ipiv.5.2.63

Van de Sande, A. and Schwartz, K. (2011). Research for social justice: A community based approach. Winnipeg: Fernwood Publishing.

Walsh, T. ( 2004). INCorrections: Investigating prison release practice and policy in Queensland and its impact on community safety. INCorrections Network Coalition Queensland. Retrieved from: www.incorrections.org.au/Incorrections%20Report.htm

Young, D. S., & Mattucci, R. F. (2006). Enhancing the Vocational Skills of Incarcerated Women through a Plumbing Maintenance Program. Journal of Correctional Education, 57(2), 126-140.

The evolution of a human being’s perception of self becomes more stable as the person in question moves from infancy to adulthood. There are different explanations for the causality of these developments. The traditional framework of child development was largely informed by Maslow’s theory of needs, which states that children grow and develop a sense of self following how well their needs are satisfied (Noltemeyer, Bush, Patton, & Bergen, 2012).

According to van Scheppingen et al. (2016), the five-factor maturation theory claims that biological conditions (physical and mental development based on genetic inheritance) play the most crucial role in personal development and understanding of self. Skinner’s behaviorism theory, on the other hand, claims that several external and internal factors shape a child’s perception of ‘self,’ such as genetics, parental care, societal influence, and others (Lester, 2009). Thus, these theories conflict with the definition of self and the influence of various factors on it.

Killen and Smetana lend support to Skinner’s view of the concept of self by analyzing the societal and biological factors in the development of morality as an integral concept of self (2015). Phelps (2015) supports this by stating that the ability of the individual to act and perceive oneself as moral is reinforced by the ability of others to see and judge their actions. Other findings on the issue are summarized as follows:

• Biological structures and functions lead to trait levels (McCrae & Sutin, 2018).
• The concept of ‘self’ appears before the concept of ‘others’ (Eisenberg, Spinrad, & Knafo-Noam, 2015).
• Traits and perceptions of self are informed by reflexes and adaptations to the surrounding environment (Shchebetenko, 2016).
• Behavioural events that form the sense of self are subject to individual systems of analysis (Vargas, 2017).
• Physical activities and biological development are associated with a sense of self (Sutin et al., 2016).

References

Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In L. S. Liben, U. Muller, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science (pp. 1-47). New York, NY

Killen, M., & Smetana, J. G. (2015). Origins and development of morality. In L. S. Liben, U. Muller, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science (pp. 701-749). New York, NY.

Lester, D. (2009). Emotions in personal construct theory: A review. Personal Construct Theory & Practice, 6, 90-98.

McCrae, R. R., & Sutin, A. R. (2018). A five‐factor theory perspective on causal analysis. European journal of personality, 32(3), 151-166.

Noltemeyer, A., Bush, K., Patton, J., & Bergen, D. (2012). The relationship among deficiency needs and growth needs: An empirical investigation of Maslow’s theory. Children and Youth Services Review, 34(9), 1862-1867.

Phelps, B. J. (2009). Behavioral perspectives on personality and self. The Psychological Record, 65(3), 557-565.

Shchebetenko, S. (2016). Reflexive characteristic adaptations within the five-factor theory: Between basic tendencies and external outcomes. Personality and Individual Differences, 101, 35-41.

Sutin, A. R., Stephan, Y., Luchetti, M., Artese, A., Oshio, A., & Terracciano, A. (2016). The five-factor model of personality and physical inactivity: A meta-analysis of 16 samples. Journal of Research in Personality, 63, 22-28.

van Scheppingen, M. A., Jackson, J. J., Specht, J., Hutteman, R., Denissen, J. J., & Bleidorn, W. (2016). Personality trait development during the transition to parenthood: A test of social investment theory. Social Psychological and Personality Science, 7(5), 452-462.

Vargas, E. A. (2017). BF Skinner’s theory of behavior. European Journal of Behavior Analysis, 18(1), 2-38.

Introduction

Background of the study

The 21st century has presented a variety of opportunities to individuals in comparison with the 16th century. This has mainly been attributed to advancements in science and technology. In addition, the present generations have also had the opportunity to select from a variety of options available to them. For instance, the availability of different careers gives one a chance to switch from one career to another and at the same time, learn to adapt to new ideas. In addition, we have the opportunity to live longer, choose experiences, values, and social networks. These opportunities are mainly attributed to advances in scientific and technological development. Additionally, there are more opportunities in the form of global business and social development in the 21st century in comparison with the 16th century.

On the other hand, the current generation is faced with numerous challenges that they have to overcome if at all they are to remain competitive. These include corruption, crime, unemployment, human rights violations, global insecurity, climate changes, environmental degradation, and poverty, among others. These problems are common to both the developing and the developed countries as well. Interestingly, the countries, which have historically been considered less affected, are still trapped in it.

For individuals to enjoy the benefits associated with scientific and technological development, they need to develop unique personal values. This will enable one to advance in the ever-changing scientific, technological, political, business, and social environments. Therefore, individuals should ask themselves if they are ready to face an extraordinary future mired by both challenges and opportunities (Accelerated Studies Foundation, 2010, par. 4-7). This paper seeks to assess and discuss personal foresight as one of the most important personal values. It will also investigate its importance to an individual, and the world around him/her.

Personal Foresight

Definition

Personal foresight is the act of foretelling the future. It is also the human capability and capacity employed in changing the prevailing situation (Georghiou, Harper, Keenan, Miles & Popper, 2008, pp.6-7). Costanzo and Mackay argue that personal foresight is a dynamic and proactive learning process in which an individual is engaged in discovering a variety of experiences upon which he/she can make inferences that will encourage behavioral changes. Therefore, personal foresight is a process that allows an individual to learn more about the personal, business, and other global activities that provide opportunities to manage their fate (Costanzo & Mackay, 2009, p.280).

Development of personal foresight

One major challenge facing anyone who wishes to predict, explain, understand, or change a situation involves understanding the underlying mechanisms of a situation. Understanding such a situation involves a tedious process of looking for information from all the related areas (either directly or indirectly) to the situation at hand. This also includes consulting those directly involved in activities that influence that situation. Accordingly, this forms the basis for the development of personal foresight (Georghiou et al., 2008, pp. xvii).

Costanzo and Mackay argue that personal foresight can be referred to as an articulated process that involves the acquisition of knowledge in terms of skills, insights, and relationships that enables an individual to look at a given situation from a different perspective. This leads us to the second step in development, which is also described as knowledge sharing. This step involves an individual who has experienced change, communicating these changes to others in the society or the world at large. The third and final step involves integrating and assimilating this knowledge to new and evolving situations. Costanzo and Mackay further argue that the development of personal foresight is a dynamic and interactive activity that requires an individual to explore various experiences, make deductions from these experiences, amassing these deductions for problems that could arise in the future (Costanzo & Mackay, 2009, p. 280).

Foresight is a dynamic social practice that requires the participation of both the individuals and organizations such as society, family, or the government in general. Personal foresight development is thus a process that involves changes in thought and action in an individual. In this case, cognition affects the actions of an individual. Institutions, organizations, and the government could be very useful in the development of cognition. This is because these institutions are the main sources of information that an individual uses to make inferences about certain experiences (Georghiou et al., 2008, pp. 6). The main challenge however is how these institutions will develop structures that can channel the required information in a manner that the targeted individuals can best comprehend and infer. After this challenge is surmounted, it is upon the individual to use the inferences generated from this process to adjust their actions appropriately.

Importance of personal foresight

Foresight is a dynamic social process that calls for the joint participation of individuals and organizations in changing the status of complex situations. Personal foresight forms the basis for organizational development and growth (Costanzo & Mackay, 2009, pp.280). These organizational changes are divided into three levels; individual, group, and organizational. Within an organization, learning can be encouraged through social and psychological activities among individuals. These social and psychological processes include making intuitions, interpretations, integrations, and institutionalizing (Costanzo & Mackay, 2008, pp.280). Additionally, personal foresight enables an individual to overcome personal fear and to gather courage that gives him/her the chance to stay safe and face the future open-mindedly (Pavlina, 2004, pp. 1).

Despite the existence of many challenges presently, personal foresight enables individuals to live a life that is far from being described as reckless. The said foresight and courage allow one to take necessary risks and to never let fear stand in his/her way of making achievements, raising self-consciousness, moving from fear to action, and gaining personal greatness.

Personal foresight is a necessary value when relating security and individualism. Weisbrod argues that individual security lies in the arms of the family, insurance, and the government. However, each of these security arms has weaknesses in providing security. This leaves an individual without a choice but fends for personal security. This exercise requires that an individual explore and understand all that goes into the provision of security. Consequently, the ensuing findings arising from this process could be used for future security situations (Weisbrod, 2006, p.113).

Conclusion

The paper has given an elaborate account of the definition of personal foresight and the actual; development of this value. In addition, the paper has also examined the importance of personal; foresight to an individual and the society at large. An individual needs to be aware of how to engage different experiences in solving current and future complex problems. This calls for the employment of personal foresight which has proven to be essential in eliminating fear and building personal courage that would catapult an individual to greater heights.

Reference List

1. Costanzo, L. A. & Mackay, R. B. (2009). Handbook of research on strategy and foresight. Cheltenham: Edward Elgar Publishing Limited.
2. Accelerated Studies Foundation. (2010). Foresight development: personal foresight skills practice and general foresight education.
3. Georghiou, L., Harper, C. J., Keenan, M., Miles, I. & Popper, R. (2008). The handbook of technology foresight: concepts and practice. Cheltenham: Edward Elgar Publishing Limited.
4. Pavlina, S. (2004). The courage to live consciously. Personal development for smart people. Web.
5. Weisbrod, C. (2006). Grounding Security: family, insurance and the state. Burlington, USA: Ashgate Publishing Company.

In the workplace gaining power and ability to influence is not an easy thing. For a person to influence others to do something that person should not only know how to do the thing but he or she should do it. It is a clear emphasis that for an individual to gain power and influence, he or she should have a vision and a capacity to reach his goals and objectives. Those who lack vision therefore cannot influence others to do what they want as they themselves are not self-motivated.

According to Javitch (2009), for one to gain power and influence on people, one should identify what to use to influence others. One can use his or her knowledge and skill, expertise in a certain field, his or her position in the organization (being one of the management team) and even the personal characteristics like diligence and integrity. Moreover, one needs to know how he or she will influence others. This can be through creating good relationships with the people, enlightening them on what you want them to do so that they will not feel out of place, as well as working together as a team in an effort to achieve a common objective or goal. It is no wonder that Cohen (1983) asserts that individuals influence others by how they behave, what they wear, how they base their arguments and how they handle different situations.

A researcher like Myers (1996) has argued that most people have a self-gratification of feeling that they are better than others. This could be in terms of education, intelligence, physical look, social status and even their ways of doing things. They want to have influence on people in every aspect of their lives. It also happens that individuals consider those who share their perspectives as wise while those who object them are uninformed. This makes it very pleasing to have power and influence over others although it can sometimes make someone over confident in what they do. This could happen when a leader in an organization or a family member back at home exerts a lot of pressure on individuals thus leading to a negative outcome like frustration, resistance, war and unhealthy arguments.

As researchers have elaborated above the area of power and influence is a critical one for every individual. Whether in the context of business world, organizations, schools, political arena and religious settings, the ability to influence others to do as one wishes gives one a desirable personal satisfaction. It really doesn’t matter what you are to have an influence on people. What matters are one’s ability, the tools that one uses and how to undertake the influence, as well as the personal characteristics that will stimulate an influence on others. It is therefore essential for every individual to determine which influencing power he or she possesses so that he or she can capitalize on it. Otherwise, it is not an easy task to have influence on others rather it needs self-motivation and hard work to achieve it.

References

Cohen, S. (1983). A global measure of health and social Behavior. Journal of Health & Social Behavior, 24 (4), pp. 383-386.

Javitch, D. (2009). How to Achieve Power in Your Life. Newton: University press.

Myers, M. G. (1996). The pursuit of happiness. New York: McGraw-Hill.

Abstract

The research involved analysis of satisfaction, meeting life tasks and challenges and development effects of organizations. While the focus of the study was a 21-year-old female student, living in shared arrangement and partnered, it generally overlapped across 89 advanced psychology undergraduate students. The sample of study includes 24 men and 65 women. The age limits range from 18 to 30 years; the study population is additionally made up of 68.5% sample, partnered population constituting 30.4% of the population and the married constituting 1.1% of the population. Living arrangements are also considered in the research. The results indicated that the various aspects evaluated were largely affected by social factors including family and lifestyle while at the same time individual effect is largely expounded. In general, the research confirms the findings of other researches that link personal character development and influences to social, environmental and personal factors at differing levels.

Introduction

Often cited as the transition period between childhood and adulthood, the youth is a delicate stage and subject to many problems (Salmela-Aro, Aunola, & Nurmi, 2007). Many problems are non-restricted to ethnic or religious groupings, but are general in occurrence. Most discussed problems include abuse of drugs, crime engagement, sexual challenges and poverty. However, other challenges have received little or no documentation at all despite their effect on the youths. Such include identity crisis, reduced confidence and self-esteem, lack of hope, moral issues confusion and ambiguity, media effect and educational competition.

Historically, transition involved transmission of beliefs, traditions and practices by the older population to the upcoming adults (Lerner, Lerner, Almerigi, & Theokas, 2005). The impact of socialization bodies including the family unit, religious institutions, among others largely dictated transition. Today, such impact is limited and new forces are known to influence individuals at the personal level. Such forces include the internet and the media. Personal development is intensely intricate with the development of one’s social being, one’s relations and cooperation are with others, one’s feelings of security and anxiety, one’s full range of emotions, one’s emotional connectedness and distances with others, and one’s conscious view of oneself and others. Transition stages are often easily identifiable in their development tasks, transitions in roles and the life situations they encounter. In early youth, individual life goals are more experimental than practical. Generally, with special focus on a 20-year-old Chinese Hong Kong, who will form part of a larger group of 89 advanced psychology undergraduate students.

Literature review

According to Lawrence (2006) cultural identity defines how persons view themselves and fit within their environments. A number of traditions have considered the relation of personal development to the formation of social, communicative, active selves. Among those in the phenomenological tradition leading to micro interactional sociology (Heritage), the soviet socio-cultural tradition which has spawned the more recent activity theory (Tanner, 2006)), the eighteenth-century Scottish moralist and dissident traditions (Smith and Priestley, for examples), leading to the foundations of modern liberalism, and the American pragmatist tradition. Understanding of healthy, positive, or optimal person dynamic functioning development or, alternatively, variations in functioning or development that are appropriate in categorization of personality, structure, function, and development. According to Lerner et al. (2005), such delineation of normative is of course a standard component of oenological requirements of any science, because deviations from nominal cannot be identified without such specification (Arnett, 2006). However, normative specification is problematic for scholarship about personality.

Sullivan adds to the Median picture the development of the anxiety system. This anxiety system defines areas within which the person operates comfortably and the areas of discomfort that make it difficult or even impossible to operate, as one expects and fears that one’s partner in the need satisfaction will become uncooperative. The perceived potential of social rupture evokes anxiety (Lawrence, 2006).

The self-system develops from affective states in which some behaviors feel more comfortable and secure while others feel anxious or uncanny or insurmountably aversive, no matter how strong the need impulse or attraction (Luria, 2002). We can begin to see socialized behavior as a kind of tropism, where one is drawn to anticipated satisfaction and repelled by feared disruption of social bonds (Brian, 2009). The anticipation and fear grow as much from one’s history of interactions, including the highly powerful early interactions with first caregivers, as from a realistic assessment of the current circumstances (Mead, 2007). In this pull of needs and desires and push of aversions, one finds a way to act, although the conflict of these forces may at times make it difficult or even impossible to find a satisfying solution, so that one has to abandon either the need or the security.

The Eriksonian themes of biology, individual psychology, and social surroundings as ingredients of ego identity appear now in a somewhat different proportional mix compared with those responses of the younger (11-to 14-year-old) age group discussed in the preceding chapter. By age 15 to l6, the rate of biological change for both genders is declining, and changing physique no longer appears as a preoccupation in defining oneself. Biology and the physiological capacities of the individual, nevertheless, remain a cornerstone not only of one’s sense of gender identity but also of the more general capabilities of individuals themselves. Many of these teenagers will, by now, begin the identity formation process described by Erikson (1968) and will be struggling to find some optimal balance between Identity Versus Role Confusion Lawrence, Dodds, & Brooker, 2010). In addition, mid-adolescents continue renegotiating family relationships and focus attention more fully on the peer group and the beginnings of one-to-One love relationships, experimenting with expressions of sexuality, considering potential vocations, and moving toward greater participation in community roles (Lawrence & Dodds, 2007).Contemporary researchers acknowledge that reasonable accounts of exchanges between young adulthood and their social life perspectives are only achievable through tracking of multilevel changes in absorption of energies of individuals and institutions at large (Lawrence & Dodds, 2007).

The achievement of salient social developmental tasks constitutes key criteria by which children are judged in society, by others, and by themselves (Levinson, 1996). Failure in these tasks could portend negative consequences for children’s perceptions or judgments of themselves or others that lead to increased externalizing or internalizing symptoms over time (Lawrence, 2003). Cicchetti and Schneider-Rosen (1986) theorized that failure to master social and emotional (and cognitive) tasks creates vulnerabilities for future failures and depression (Lawrence, 2008). In addition, Cole’s (1990, 1991) competency-based model of depression proposed that feedback from others (parents, peers, and teachers) across different domains of performance (including social competence) affects self-image and subsequently depressive symptoms (Lawrence, 2008). Cross-sectional and longitudinal connections between social competence and internalizing behaviors from childhood to adolescence abound in the literature (Kroger, 2007).

Research methodology

Research Participants

The research is based on 89 advanced undergraduate students. The mean age of the population was 21.21 years old and the sample consisted of 24 men and 65 women. However, the age limits were restricted to between 18 and 30 years old. The partnering arrangement was different with singles constituting 68.5% of the samples of study, partnered sample constituting 30.4% of the population and the married constituting 1.1% of the population. Another interplaying factor was the participants living arrangements with 49.4% residing with parents, 27.0% living in shared houses, 12.4% alone, and 11.2% with partners. The research data sheets provide the students with a type in space to describe their culture rather than fitting them to pre-defined categories as usually done.

Materials

A computer software, life as a young adult was adopted in measurement of young person’s developmental experiences, whereby five sections of developmental experiences. In developing life maps, the 12 study life elements formed the basis for conceptual maps formation. A 4-point Likert scale was used in evaluating the overall satisfaction ranging from very dissatisfied to very ‘satisfied’. Similarly a 3-point Likert scale was adopted for 12 developmental elements ranging from ‘not applicable’ to ‘mostly satisfied.’ In assessment of Meeting life tasks and challenges, twenty-two DTs rating of participants was done on a 5-point Likert scale ranging from ‘not applicable’ to ‘fully applicable.’

Procedure

The procedure for conducting this research h involved initial individual assessment of the program to enhance understanding of its functionality. This paved way for assessment of participants’ responses. However prior to such assessment, I individually met my participant and explained to her the functionality of the program. The program presented five analytical sections. However, for purposes of this paper, only three sections were analyzed. These include satisfaction, Developmental Influences on Life Organization, and goal structures (goals, obstacles, and strategies).

Satisfaction aspects involved evaluation of three aspects namely

1. Satisfaction with Life Overall
2. Satisfaction with the Elements of Life
3. Relationship between Location and Satisfaction

In evaluating Developmental Influences on Life Organization, to code, students were asked to identify any influences on the organization of their lives. They typed in their statements about their influences, in response to the question: “What in your life experience has influenced the organization of your life now?” Again, the student data form the basis for coding your participant’s responses to this question. We coded the students’ open-ended identifications of influences using 11 coding categories. There were 202 separate mentions made by 89 students.

In evaluating ‘meeting life’s tasks and challenges, the following aspects were considered

1. Preparing the Data – Reverse Five Negative Developmental Tasks
2. Developmental Task Scale
3. Developmental Task Scale Ratings for men and Women Students

Results

Satisfaction

Overall satisfaction returned no differences between men and women whereby for 24 men (M = 2.13, SD = 0.45) while 65 women (M = 2.02, SD = 0.57). The responses obtained ranged from 0 = “very unsatisfied” = 1.1%; 1 = “mostly unsatisfied” = 9.0%; 2 = “mostly satisfied” = 74.2%; 3 = “very satisfied” = 15.7%.

Elemental satisfaction showed variations in student ratings. Satisfaction was based on twelve life elements and the results are tabulated in the table below

Satisfaction with the Twelve Elements of the Life Structure Diagrams for Eighty Nine Students

Most satisfaction levels were recorded with friends, family and lifestyle. However some levels of dissatisfaction were also recorded for the same, that is, 7.9%, 14.6% and 10.1% respectively.

Meeting life tasks and challenges

In meeting tasks and life challenges three developmental scale ratings were generally applied and the results are as summarized.

Men and Women’s Mean Scale Scores for Three Developmental Scales

Developmental Influences on Life Organization

The attached table below was developed to highlight the influence sources on the organization.

Percentage of Eleven Sources of Influence on the Organization of Their Lives Mentioned by Eighty Nine Students

Discussion

While overall satisfaction records cross-cuttingly similar results for both genres and minimal standard deviations are recorded, the same cannot be said with regard to elemental satisfaction there is a big deal of general elemental satisfaction with friends, family and lifestyle. These values decline in satisfaction with health, and subsequently in study, sports and leisure and further down to religion. Generally, it may be said the things that an individual encounters in everyday life including family, friends and lifestyle exhibit higher satisfaction levels.

In the section for meeting life tasks and challenges, this paper confirms some of the arguments earlier put forth by researchers on personal development. Social development and personal development record high levels of mean scores as compared to family planning. However, the role of social development seems to far surpass that of personal development factors as shown by the mean scores. It re-asserts the pragmatist picture developed by Sullivan where individual development is a product of a series of life interactions. The Freudian analytic school sees much of personality and the rest of life as deeply fettered by the earliest sets of social relationships within the family–primarily with the parents, and barely with sibs. The research while recognizing the importance of the earliest relations, also recognizes that the course of life brings us into important and motivating contact with others, with whom we try to get along, cooperate, and satisfy needs. With this expanding cast of characters we meet new developmental challenges explore new possibilities, learn new forms of interaction, and perhaps begin to venture into those realms in which prior experience is shrouded in anxiety. New relations, with partners more comfortable with areas of experience that were beyond the scope of previous partners, may offer intimations of security in behaviors and situations where we previously had sensed only impending difficulty. Thus life brings the potential of expanding experience, competence, opportunities and motives. These potentials do not at all deny the strength of early self-formation and the power of anxiety to lead us to keep replicating habitual behaviors, but the potentials do suggest that habit is not necessarily the end of the story. Personal development, social development and family planning record mean scores (standard deviations) of 2.45 (0.54), 3.01 (0.65), and 2.01 (1.63) respectively. Other than recording the least mean score, family palling records the largest standard deviation of 1.63 indicating divergent case responses from the participants studied. Personal development is however more uniform across the participants as evidenced by the least standard deviation recorded. Though, slightly higher, the standard deviation for social development is rather small indicating more uniform responses across the participating group.

In development influences on life organization, the trend is almost as similar as satisfaction. Family, friends and personal aspects top the list of organizational influences to personal development. However, other factors also play a critical though limiting role as illustrated in the table earlier presented in the results section.

Conclusion

In conclusion, it’s important to mention person’s development is a product of various factors. As summarized by the research, a number of factors affect such including social, personal and family among others. Like Vygotsky, the result shows an optimistic potential for learning and growth. Sullivan, however, does not see that growth as necessarily easy, as we must constantly face the anxiety of those things that stretch us beyond that which we are comfortable with. This discomforting anxiety makes it difficult to see what lies in front and around us and leads us to want to turn our eyes and thoughts elsewhere, back to the worlds we are comfortable in, where we find a familiar self-definition and perception, in interactions where both ourselves and our partners are secure. Further, in participating in growth-oriented relationships, we must not only have others be persuaded of and appropriate the innovations we create as useful to their own ends, as in the Vygotskian world, but we must also address the resistances of their anxieties, uncertainties, terrors, and senses of where self-security lies. This way can provide us means to see why development may be so difficult, why we may resist and struggle with some modes of expression, why we find some audiences easier to address than others. At the same time Sullivan provides an account of the enormous possibilities of self-formation, expansion, discovery, reflection, and growth that people regularly report associated with social interactions. And he allows us to see these issues not just as individuals in isolation struggling with individual genius or blindness, but as social-communicative issues of the difficulties and rewards of integrating with others as part of social projects.

The research increases awareness standard deviations acknowledge the particularity of each persons history, relations, communicative patterns, and anxiety systems along with the particularity of each set of social relations and the particularity of each set of events which motivates communicative action, should warn against assuming a simple, single pathway to writing. Instead he attunes us to the individual path each person must struggle through in learning to use language, in expanding through the constraints of anxiety, in fulfilling personal need and motive through literate action.

References

Arnett, J. J. (2006). Emerging adulthood: Understanding the new way of coming of age. Ch. 1. In Emerging adults in America: Coming of age in the 21st Century. (pp. 3-19). Washington DC: American Psychological Association.

Kroger, J. (2007). Identity in mid-adolescence. In, Identity development: adolescence through adulthood – 2nd ed. (pp.59-84). SAGE Publications.

Lawrence, J. & Dodds, A. (2007). Myself the project: socio-cultural interpretations of young adulthood. In, Jaan Valsiner and Alberto Rosa (eds.) The Cambridge handbook of sociocultural psychology (pp.404-419). Cambridge University Press.

Lawrence, J. A. (2006).Taking the Developmental Pathways Approach to Understanding and Preventing Antisocial Behavior. The Australian and New Zealand Journal of Criminology, 39(3), pp. 310–326.

Lawrence, J. A. (2008). The developing child and the law. In, Monahan, G. and Young, L. (eds.) Children and the law in Australia (pp.83-104). LexisNexis Butterworth’s.

Lawrence, J. A., Dodds, A. E., & Brooker, A. (2010) Constructing research knowledge with refugee young people: using computer-assisted techniques. International Society for the Study of Behavioral Development Bulletin, 58(2), 26-28.

Lawrence, J.A. (2003). Studying a life structure [Unpublished paper]. Melbourne: University of Melbourne. Subject: 512- 380.

Lerner, R. M., Lerner, J. V., Almerigi, J. & Theokas, C. (2005). Dynamics of individual context relations in human development: a developmental systems perspective. In, Thomas, J. C. & Segal, D. (eds.) Comprehensive handbook of personality and psychopathology: Vol. 1. Personality and everyday functioning (pp.23-43). John Wiley and Sons.

Levinson, D.J. (1996). Excerpts. In, Season’s of a woman’s life (pp.3-11, 22-29). Knopf.

Salmela-Aro, K., Aunola, K., & Nurmi, J-E. (2007). Personal goals during emerging adulthood: A 10-year follow-up. Journal of Adolescent Research, 22, 690-715.

Tanner, J. L. (2006). Reentering during emerging adulthood: A critical turning point in life span development. In J.J. Arnett & J. L. Tanner (Eds.). Emerging adults in America: Coming of age in the 21st century, (21-55). Washington DC: American Psychological Association.

Case

Whenever Ross call her mother, Myra, the conversation is always usual. Myra always describes that she is in the midst of cleaning her house. Ross is used to this routine. Myra takes great pride cleaning her yard and house. As a child, Ross remembers her mother continuously cleaning on weekends and when she was not working outside her house. She would clean the entire house, arrange and dust the furniture, wash the curtains, polish the furniture and even make sure the yard remained clean. Whenever the family received a company, it was assumed that the house will be scrubbed two times, once during normal cleaning and once during the day of visit.

Myra always perceived herself as an idealist who did a lot for others and demanded little in return. Despite being retired, Myra continues to clean her home. Myra always thinks that it is her job to clean the house and always oversaw house cleaning, although her husband and child could help. Myra’s mother was accountable for house cleanliness and made her believe that it was the responsibility of women to do so. In fact, her mother passed these skills to Myra. Myra’s parents believed in punishment, and they would hit Myra if something was wrong. Most of the time, she was punished if she did not thoroughly clean the house.

Myra made sure her family saved money by using plastic and sheets to cover the furniture and making sure the family ate the leftovers even if they were unappetizing. Sometimes, Myra could be disappointed if someone borrowed cash for soda and could not return it. This behavior made Myra end relationships with her friend as soon as it had begun developing. She would have a person over for a meal and then complain about some aspects of that person to Ross. Most of these argument were on the assumption that Myra was better at her friends. For example, she better at cooking, or Myra’s house was cleaner. Myra is very health, and she could take part in other activities like volunteering. However, she prefers spending time in her yard and house. Most of the time she complains how her children are dirty, whenever she visits them, and that her neighbors do not care for their household as she does.

Developmental Factors

Erik Erikson would consider Myra’s ego to have developed throughout her life and controlled by genetically defined principles which have resulted to the ego characteristic to develop in a predetermined sequence (Ashcraft, 2012). Myra’s expectation from the society, beginning with her mother, has played a determining role in the way her ego has developed (Ranson & Urichuk, 2008). The environmental and social dimension exposed to Myra’s life can be defined using Erik Erikson’s phases of growth (Ashcraft, 2012). According to Erik Erikson’s eight phases of growth, Myra is at the intimacy and isolation stage.

Myra has accomplished many economic autonomies that makes her feel more isolated, and alone at home. She stays at home, has saved money, and she has no friends. She tries to pass this stage by adopting the sadism phase of authoritarianism which has manifested by letting the household depend on her and tries to gain power over them by criticizing and being rude to them. Because of her lineless, she has resolved to destruction by seeking to destroy her friendship with her friends and relatives. The negative outcome of this phase has been absorbed in Myra’s personality and has influenced her personal growth and development.

According to Alder, every individual demands a sense of belonging to a community (Ashcraft, 2012). Issues erupt when life experiences interfere with an individual’s integration into the community. Alder hints that this complication develops in the early life of a person and family environment plays a significant role. Basing on their early life experiences, humans try to define their interpretation of the world and seek their place in the world (Stack, Serbin, Enns, Ruttle, & Barrieau, 2010).

They develop strategies to live their life to overcome adversities impacted on their childhood experiences. Consequently, the person strives for superiority or power so as to overcome this adversity (Ponzetti, 2003). Myra’s adaptive measures to her childhood experience include being authorities, being clean and being economical. Myra’s childhood experience has developed her into believing that it is the responsibility of women to clean the house, and this has made her behave like a robot without expressing her perception and she has adopted to her mother’s expected standards of cleanness, orderliness and neatness.

During her childhood development, Myra is exposed to the punishment that makes her lack affection towards others besides being hostile. Her childhood development has made her economic, hostile and clean. She always cleans and tidies the house so as not to be criticized by people. Her childhood disturbances have refrained her from taking part in any productive activities, and she prefers spending all her time working in her house and yard.

The behavior and personality of Myra have significantly contributed to her house cleanliness, her interaction with family, friends, and neighbor, and her economic traits. Relating her personality to Freudian concept, her childhood experience has made her a cathartic personality whose superego is controlling her ego with an elements of anal phase. She is insecure, isolated, and loner person who as resolved to avoid reality by being authoritative.

References

Ashcraft, D. M. (2012). Personality theories workbook (5th ed.). Belmont, CA: Wadsworth.

Ponzetti, J. J.. (Ed.). (2003). International encyclopedia of marriage and family (2nd ed.). New York, NY: MacMillan/Gale.

Ranson, K. E., & Urichuk, L. J. (2008). The effect of parent–child attachment relationships on child biopsychosocial outcomes: A review. Early Child Development and Care, 178(2), 129-152.

Stack, D. M., Serbin, L. A., Enns, L. N., Ruttle, P. L., & Barrieau, L. (2010). Parental effects on children’s emotional development over time and across generations. Infants and Young Children, 23(1), 52-69.

Since time immemorial, the issue of whether intelligence increases or is suppressed during adulthood has been a source of vexation for many psychologists. Little regard has been paid to adult developmental processes as a lot of previous developmental psychological efforts have been aimed towards infants and children. This is on the assumption that with old age, one only awaits death thus there is no more need or opportunity to grow or learn. While intellectual and personality development in adults is complicated, a lot can be said and done on their development. This essay presents a comprehensive analysis on how personality and intellect develops in adults, factors that affect their development and how to live or work with such developments.

Individuals go through various stages of development that alter their way of reasoning, feeling and acting that prepare them for a certain stage of life. According to Piaget, intellectual development is fully attained with formal operations during late adolescence and thus apart from several individual specializations, further growth is no longer necessary. However, formal operations are not enough.

The intellectual growth of adults can be explained through the stability and decrement approaches. According to the stability perspective, adult thinking basically does not change after maturity. On the other hand, while there is little proof that one’s personality doesn’t really change much with age, there is evidence that older adults especially from those above 60 years of age do actually change thus the decrement model is of the idea that owing to various factors especially biological, a person’s thinking capacity deteriorates slowly with age (Bjorklund, 2010, page).

Actually, the way an older adult thinks differs a great deal from how a young adult does. This is because as individuals grow older, there is a slight change of personality. The vigor of work and life brought on by changes in social roles help a young adult have post formal thinking that helps one be smarter or wiser. This stage of growth becomes fully fledged during old age when adults try to find meaningful existence in relation to their experiences. Majority of cultures believe that with advance in age comes increased religiosity and wisdom.

Older adults become more religious or engage more in private activities that have significant meaning to their lives (Bjorklund, 2010). As opposed to young adults who view things idealistically, older adults owing to their vast experiences tend to think more realistically and clearly. Adults tend to think more logically and with advanced age because they have experienced many social situations that enable them utilize and enhance their intellectual abilities and personalities.

The gender, environmental and cultural dispositions impact a lot on an individual’s personality and intellect. According to Kohlberg, adults especially women who go to mass tend to live much longer as religion enhances prosperous behavior, lend social assistance, instill adaptation skills, and enhance positive feelings (Bjorklund, 2010).

Intellectual and personality development in adults can be facilitated through a variety of activities Adults can adopt new concepts and undertake intellectually or cultural challenging endeavors such as religious practices like mass and prayers, deciphering puzzles and other less strenuous mind bogging activities. This way, they not only become confident of their cognitive abilities but it is also a way of relieving the effects of stress that comes with old age.

Taking a more active role in religious convictions and practices helps gain some sense of assurance as they approach the end as some activities such as prayers and forgiveness help shelter one from traumas of stress. Even without attending church, the old can still maintain their religious convictions and exclusive practices (Bjorklund, 2010, p. 157). Kohlberg argues that during spiritual growth, individuals go through several steps of conscientious reasoning that help them make ethical judgments inclined to fairness and respect. Fowler also advances that faith links us with others we live and in old age, one tries to be at peace and unity with God and life as they await the end.

Reference

Bjorklund, R. B. (2010). The journey of adulthood. (7^th ed.) Upper saddle River, NJ: Prentice Hall PTR.