How Childhood Relationships And Attachments Effect Our...

Research Assignment How childhood relationships and attachments effect our adult relationships? The program that I work for holds a provider breakfast once a year to acknowledge us, provides us with certificates of service and a special guest speaker joins us. This particular speaker was inspirational, insightful and was a pure delight to listens to. It was on June 7, 2014 and the guest speaker name was Sherry-Lynne Kirschner. The topic of her agenda was â€Å"What id Mindfulness†. She started off with a little metaphor about how nature is in away just like our mind, body and soul in the way they need nurturing and care. I cannot remember exactly how it goes and wish I had the privileged to hear it again. I have used this in relation to how nature and children’s needs are similar in the way of life. â€Å"To some people an acorn is an acorn, nothing more than just a nut. To others it represents potential. This tiny seed has the ability and the necessary elements to become the giant, majestic oak that has come to signify strength. When the proper conditions are pr ovided, the little nut will thrive and grow into an impressive adult tree providing oxygen and shade as nature intended. The most important factor to the budding tree is the environment†. Like all living things, the acorn needs care and an ideal place to call home to be able to develop and blossom properly. This is also true for humans. By providing a secure, healthy, caring and positive environment for an infant to grow,Show MoreRelatedDiscuss the Influence of Childhood on Adult Relationships. (24 Marks)810 Words   |  4 PagesDiscuss the influence of childhood on adult relationships. (24 Marks) Many attachment psychologists argue that early relationships with our primary caregivers provide the foundation for later adult relationships. Bowlby called this the continuity hypothesis. This is the claim that early relationship experiences continue in later adult relationships. According to the attachment theory, young children develop an internal working model from their first relationship with their primary carer. ThisRead MoreThe Theory Of Love By Robert J. Sternberg1458 Words   |  6 Pages With each weekly reflection written throughout this course, Looking Back On Growing Up, there has been an over arching theme pulling each lesson together: relationship. The class has intertwined the theme of relationship throughout the weeks, which with the rise of positive psychology, social psychology and related studies has become an increasingly popular area of research. Christopher Peterson, a positive psychologist, coined the phrase â€Å"other people matter† – a phrase which now is associatedRead MoreTheories Regarding Parenting Styles, Attachments, Bonds And The Relationships That Ensue1649 Words   |  7 PagesTheories abound in regards to parenting styles, attachments, bonds and the relationships that ensue. However, regardless of the theory, one subscribes to it has been noted that a child requires, warmth, security, and confidence to meet the demands of the world. Psychologists posit that how a child and their caregiver form an attachment has long-term ram ifications on all the child’s relationships. The attachment formed with the primary caregiver provides the child with the expectations they will carryRead MoreA Basic Principle Of Attachment Theory Essay1585 Words   |  7 Pagescontinues throughout a child s development soon after a child is born, an attachment begins. This attachment begins with imprinting which some call the sensitive period. During this time the child will become attached to the first caregiver seen (usually the mother) and look to it for any sort of comfort. This was discovered through Bowlby s experiment with ducks in the 1970 s, Bowlby defined attachment theory as â€Å"Attachment theory conceptualizes the propensity of human beings to make strong affectionalRead MoreAttachment Style As A Predictor For Romantic Adult Relationships Or Attachment Styles1297 Words   |  6 PagesThroughout the life span, attachment style is consistent; the theory of attachment, created by John Bowlby, describes attach ment as â€Å"the lasting psychological connectedness between human beings† (McLeod). Attachment style forms during childhood through early school years and accommodates for experience and the environment we immerse in (Feeney Noller, 281). Through careful study, the three different attachment styles serve as a predictor for romantic adult relationships or attachment styles. The threeRead MoreCorrelation Between Parental Affection And Positive Adult Relationships Essay1694 Words   |  7 PagesAffection and Positive Adult Relationships Teena John The University of Texas at Tyler Research Methods, Fall 2016 The Correlation between Parental Affection and Future Adult Relationships A recent study showed that a person’s upbringing is the core foundation and influence on future relationships. According to Currie (as cited in Tayler, 2015) it has been shown that a child’s early encounters shape the brain foundation for future behaviors. Parent to child relationship is the core foundationRead MoreThe Effects Of Personal Attachment Style On Romantic Relationship Satisfaction1718 Words   |  7 PagesThe Effects of Personal Attachment Style on Romantic Relationship Satisfaction Our earliest relationships in life can be deeply formative in shaping our development. Created by John Bowlby, attachment theory relates the importance of attachment in regards to personal development. According to Bowlby, attachment is the leading factor in our ability to form and maintain relationships as adults (Levy 2012, pg. 157). As human beings, we need to feel as if we belong (Cherry, 2016). We find this belongingnessRead MoreAttachment Styles and Relationships1171 Words   |  5 PagesAttachment Styles and Relationships Jennifer Oliver PSY/220 Adam Miller Part One When you have two individuals and they share an emotional attachment, we call this an attachment style. According to Bolt (2004), there are three main elements. Care, commitment and closeness. I like to remember them easily by calling them the 3 C’s. Attachment styles start at birth. It is important to realize that although nature and nurture are both important elements that help develop our attachmentRead MoreThe Priming Of Attachment Style And The Effects On Romantic Relationship Satisfaction1734 Words   |  7 Pages Attachment Style and Relationship Satisfaction: The Priming of Attachment Style and the Effects on Romantic Relationship Satisfaction Milynn C. Scheer Point Loma Nazarene University â€Æ' Introduction Our earliest relationships in life can be deeply formative in shaping our development. Created by John Bowlby, attachment theory relates the importance of attachment in regards to personal development. According to Bowlby, attachment is the leading factor in our ability to form and maintain relationshipsRead MoreAttachment Theory. Haley Woodley . Texas Woman’S University.1007 Words   |  5 PagesAttachment Theory Haley Woodley Texas Woman’s University Attachment Theory When we were a child we all had something to be attached to rather it was a toy or our parents. Where does this feeling come from or how do we become attached to these certain things? According to Merriam Webster dictionary the meaning of attachment is â€Å"the state of being personally attached or the physical connection by which one thing is attached to another† (Webster, 1828). Attachment is learned when we are infants and

Questions For A Philosopher On The Real World - 1505 Words

According to Augustine there are two essential questions for a philosopher examining the real world. The first question has to do with the human soul, in which we would concentrate on examining the self. And the second question has to do with God, which helps us better understand our existence. We become more capable of a happy life by getting to better know ourselves. However, the only way we can become truly happy is by getting to know who God is. By knowing both your self and by knowing who God is, is when we are able to get a hold of the true order of reality; not necessarily our own definition of reality but the order of our creator. Being human, we are born with a desire for love, and we thirst to move closer and closer to†¦show more content†¦It s occupied the minds of great Christian thinkers since the beginning, including St. Augustine (354-430). For a great part of his life, Augustine s approach was not only incredibly brilliant; but it made sense. His vision was both intellectually credible and emotionally satisfying in a way that allowed the Christian to make sense out of life in a fallen world by offering a sense of hope. The two aspects of the problem of evil can be presented in several ways. One approach addresses the origin of evil, prompting a series of statements that form a reasoned argument; (A) God created all things; (B) evil is a thing; and (C) therefore, God created evil. If the first two premises are true, the conclusion is unable to be denied. If this concept is uninterrupted, it is devastating for Christianity. If God knowingly created evil, then that would mean that He is not good. Augustine realized that the answer to this went hand in hand to the question: â€Å"What is evil?† This argument depends on the idea that the idea of evil is a thing. But what if evil is not a thing in that sense? Then evil did not need to be created. If so, our search for the source of evil will take us in a another direction Now Augustine would approach the argument in a different manner. He asks: Is there any solid evidence indicating that a good God exists? If there is evidence that leads us to think that God is indeed all good, then He would be incapable of creating evil.

Candida by George Bernard Shaw free essay sample

Plays sociopolitical messages, ideas on marriage male-female relations, womens roles, power love. The purpose of this research is to examine Candida by George Bernard Shaw. The plan of the research will be to set forth the pattern of ideas emerging in the work and the means by which such ideas are put forward, and then to discuss the character of the male-female relationships that surface in the action of the play. The sociopolitical climate of Shaws England appears to have offered the playwright the subject of his conflict. In his 1895 essay on the problem play, Shaw states the primacy of social issues in modern drama, expressing himself in dramatic rather than directly sociopolitical terms. One critical point is that a good problem play is good chiefly because of the emotional content of the human condition portrayed in the text. Social questions are produced by the conflict of human institutions with human feeling. We will write a custom essay sample on Candida by George Bernard Shaw or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . . . Now the material of

Leadership Organization Development at RCDP

One of the most notable aspects of a contemporary living in Saudi Arabia is the fact that, as time goes on; people are being exposed to the exponentially increased amounts of information about what appears to be the discursive essence of the surrounding natural, social and cultural reality.Advertising We will write a custom essay sample on Leadership Organization Development at RCDP specifically for you for only $16.05 $11/page Learn More This situation has been predetermined by the recent breakthroughs in the field of IT – particularly, by the rise of Interment, which is the main driving force behind the process of this planet becoming increasingly ‘flat’, in the allegorical sense of this word (Globalisation). In its turn, this has a strong effect of the qualitative dynamics within Saudi society – something that is being reflected by the fact that more and more citizens come to realise that there is a strong call for the qual itative reformation of the country’s system of education. The actual objective, in this respect, is to make it more adjusted to the worldwide discourse of post-modernity, which presupposes that it is essential for people to be able to understand the overall discursive significance of their professional careers. In plain words, there is the objectively predetermined need for a number of Saudi colleges/universities to be transformed (by the mean of organisational change) from being the places where students acquire knowledge (often socially irrelevant), into the places of helping them to grow wise about the actual ways of the world. In this paper, I will illustrate how it can be accomplished, in regards to the Riyadh College of Dentistry and Pharmacy (RCDP). RCDP was founded in 2004. As of today, it offers post-secondary courses (lasting 3 years) in the pharmacy/dentistry-related disciplines, such as dental surgery, dental hygiene, pharmaceutical science, nursing, etc. The numb er of this College’s students is estimated to account for about a thousand, with the annual number of graduates ranging from 100 to 150 (Rahman, 2011).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even though RCDP is being commonly referred to as such that does provide high-quality education in the affiliated fields of specialisation, many of its graduates have shown the lack of competence in defining the most effective approaches towards disease-prevention. According to the Rector Abdullah Al Shammery, â€Å"Students must be encouraged to become more adept in preventive dental care than treatment† (Jara-Puyod, 2015, para. 4). This, of course, suggests that RCDP is the legitimate subject of organisational change. The sub-sequential phases of this change (expected to be implemented within the matter of twelve months) are as follows: The expansion of the College’s curr iculum to include the so-called ‘liberal sciences’, such as history, art and politics. In its turn, this will result in elevating the overall rate of the graduates’ intellectual refinement – hence, increasing their value as healthcare professionals. The elimination of the College’s ‘Ethical Review Committee’ (consisted of individuals with the degrees in theology), which currently assess the ethical appropriateness of field-practices, associated with every particular course. This initiative aims to ensure that graduates would be able to adopt a proper professional stance, within the context of addressing real-life situations. The establishment of ‘College Council’, as the institution’s main governing body, the members of which will be in the position to partake in the making of executive decisions, concerned with the College’s functioning. The members of this Council are to be selected (by the College’s owners) out of the most academically successful students and most distinguished educators. The proposed establishment is meant to increase the extent of the RCDP’s functional flexibility, as an educational organisation. It is understood, of course, that the wished-for organisational change will have a considerable effect on both: professors and students, in the sense of requiring them to adjust to the College’s newly adopted operational philosophy.Advertising We will write a custom essay sample on Leadership Organization Development at RCDP specifically for you for only $16.05 $11/page Learn More Consequently, the likelihood for this change to be successfully implemented, will positively relate to the ability of the change-agents to benefit from understanding what account for the affiliated change-driving and change-restraining forces, which can be outlined as follows: Change-driving forces The stakeholders’ (students and professo rs) understanding of the fact that there are indeed a number of fully objective reasons for RCDP to undergo a qualitative transformation. The rational realisation of the would-be affected parties that, in the aftermath of having proven themselves capable of coping with the proposed change, the measure of their professional adequacy will reach a new height. The fact that RCDP enjoys the reputation of having its teachers and students endowed with the sense of corporate loyalty, which in turn presupposes that they would be willing to adapt to the organisational change in question. Change-restraining forces The stakeholders’ awareness that, as the integral part of their adjustment to change, they will be required to apply an additional effort into ensuring that they do qualify for being associated with RCDP. This perspective, however, can hardly be considered utterly encouraging – at least, as seen by most students and teachers. The fact that the proposed change does not quite correlate with the main principle of educational philosophy in Saudi Arabia – the requirement for the deployment of just about any educational strategy in colleges and universities to be assessed from the theological perspective. This, of course, will cause some of the would-be affected professors and students to resist the proposed organisational restructuring. The above-mentioned implies that the most appropriate approach towards ensuring that RCDP does succeed in adopting the suggested principle of functioning would be concerned with increasing the discursive relevance of change-driving forces, on the one hand, and reducing the acuteness of the change-restraining ones, on the other. The main methodological guidelines, as to how this can be accomplished, are as follows: Holding informal conversations with professors and students about the sheer importance of the intended change, which in turn should help them to grow emotionally comfortable with the change-imposed re quirements. Encouraging students to reflect (in either written or verbal form) on what they believe should be the change’s career-boosting implications. Educating participants that it is in their best interest to adapt to the proposed change, as the main precondition for them to be able to remain on the path of attaining a social prominence. Thus, it will be fully appropriate to define the suggested strategy for implementing change, as such that is being concerned with facilitation/support, on the one hand, and negotiation/agreement, on the other. The conceptual essence of this strategy is predetermined by the actual premise behind the functioning of the places of post-secondary learning – while in the process of designing educational strategies (teachers) and coping with their academic assignments (students), the College’s affiliates proceed with doing it in the largely autonomous manner. What it means is that it would be utterly inappropriate to apply any coe rcive action, as the mean of inducing change.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More My change-related proposal draws heavily from Lewin’s theory of what accounts for a proper strategy to induce the organisation’s functional restructuring. The theory’s central provision is concerned with the assumption that the functioning of just about any organisation is highly systemic, which in turn implies that it would be wrong to think that this organisation’s overall quality is summative of the qualities of its integral elements (Rosch, 2002). The reason for this is that the factor of the mentioned change-facilitating and change-restraining forces never ceases to affect the structural integrity of such an organisation – hence, justifying the soundness of the ‘dynamic’ outlook on change. What it means is that it is specifically the change-agents’ aptness in convincing the would-be affected individuals to be willing to adapt to change, which should be deemed the main prerequisite for the planned action to prove effective. According to Kritsonis (2004), the key to success, in this respect, is, â€Å"Persuading (change-participants)†¦ to agree that the status quo is not beneficial to them and encouraging them to view the problem from a fresh perspective† (p. 2). The adoption of Lewin’s theory of change, as such that provides us with the circumstantially adequate methodological framework for tackling the subject matter in question, correlates perfectly well with the post-modern outlook on quality in education. As Alnaweigah (2013) noted, â€Å"The education quality is a series of communications with customers (students), with a view to providing them with knowledge, skills and attitudes that enable them to meet organizations’ expectations† (p. 56). Because the proposed change-approach emphasises the importance of providing teachers and students with both: the emotionally-charged and rationale-based incentives to adapt to change, it can also be discussed within the discur sive framework of the ‘symbolic-interpretative’ conceptualisation of organisational change, as the instrument of bringing the would-be affected organisation to a new operational level. According to Hatch (2013), â€Å"Symbolic theorists see (organisational) structures as human creations, they are dynamic works-in-progress that emerge from social interaction and collective meaning-making† (p. 113). This, of course, presupposes that instead of being defined in terms of a rigidly defined structure, just about any modern organisation should be perceived as a continually evolving ‘organism’ – especially if it is concerned with the matters of education. The reason for this is that such an organisation is especially sensitive towards the philosophical implications of the currently prevalent socio-cultural discourse. The proposed organisational change also implies that, in order to be successful, it must be sustainable, in the sense of never ceasing t o appeal to the potentially affected stakeholders. Consequently, this presupposes that, in order to implement it, its agents will be required to convince the former that the intended restructuring is indeed objectively predetermined. In its turn, this can only be achieved if the change-agents choose in favour of the circumstantially sound leadership-model. In light of what has been said earlier, it is specifically the Transformational model of leadership, which appears to be most consistent with the proposed change’s actual goal. This model is based upon the assumption that the main precondition for a particular organisation to remain functionally effective is the sense of a corporate solidarity, experienced by this organization’s affiliates, regardless of what happened to be their hierarchical status within it (Weiss, 2011). The model’s another essential provision is that, in order for the agent of change to be able to ensure the stakeholders’ compliance , he or she would have to convince them that their change-related cooperation will help them to achieve the state of self-actualisation (Pedler, Burgoyne Boydell, 2010). This once again confirms the legitimacy of the suggested change-plan, as such that depends on the change-agents’ ability to win conscious support of students and teachers at RCDP. The appropriateness of the proposed plan for reforming RCDP can also be illustrated, in regards other theoretical considerations, which clearly apply in our case. One of them has to do with the fact that the realities of post-modern (Globalised) living presuppose that, while in the process of designing its educational policies, a particular college or university must remain one step ahead of the currently predominant social discourse. This idea correlates with Leithwood’s (2008) suggestion that, within the realm of education, the ‘next’ (consistent with the ways of the future) practices represent a higher value, as compared to the ‘best’ (as seen by their contemporaries) ones. The reason for this is that, as it was implied earlier, in the near future the actual worth of a highly trained professional will not only be assessed, in regards to the extent of his or her de facto professionalism, but also in regards to the measure of the concerned individual’s ‘quick-mindedness’. What it means is that, along with studying the dentistry-related and pharmacology-related disciplines, students must also learn how to relate their would-be acquired technical knowledge to the humanity’s overall historical legacy – hence, making them emotionally comfortable with the idea that in the field of their specialisation, ‘prevention’ is just as important as ‘treatment’. What also justifies the proposed organisational change is that its format is consistent with the idea that the key to ensuring the successfulness of such a change, is making it thoroughly participative. This, however, can only be achieved if throughout the process’s entirety, the affected stakeholders are being kept fully informed, as to the actual reason why the organisation’s restructuring needed to be undertaken, in the first place. As Self and Schraeder (2009) pointed out, â€Å"Management must provide evidence that the current ways are no longer acceptable or appropriate if the organization is to remain successful or regain success† (p. 171). What makes the adoption of my change-plan especially appropriate, in this respect, is that the sub-sequential phases of its practical implementation are highly interactive, which in turn will ensure the integrity of the informational transactions between the agents of change, on the one hand, and the potentially affected second and third parties, on the other (Syed, Azhar Shahid, 2013). Essentially the same line of argumentation can be applied, when it comes to justifying the establishme nt of ‘College Council’, as the crucially important phase of the proposed organisational change. After all, one of its primary functions will be concerned with providing teachers and students with the opportunity to socialise informally, which in turn will allow it to act as the mediating body between the former and the latter. Given the fact that, as it was implied earlier, communication is the actual ‘force’ that binds the organisation’s structural elements together, there can be only a few doubts that RCDP will indeed benefit from the institutionalisation of ‘College Council’. One of the reasons for this is quite apparent – the adoption of the mentioned initiative should result in inducing the state of mutual understanding between teachers and students, which will have a positive effect on the measure of the College’s systemic resilience. This simply could not be otherwise, because as Branson (2007) noted, â€Å"The cur rently acknowledged widespread resistance to organisational change is caused by a failure of current organisational change strategies to attend to a values alignment process for all those people affected by the desired change† (p. 376). There is, however, even more to it – the uninterrupted functioning of this semi-legislative body within the College, will create the objective preconditions for RCDP to become ever more competitive, as an educational organisation. There are two objective reasons for this to be the case. First – the initiative’s implementation will pave the way for teachers to be prompted to act as ‘participative’/Transformational leaders (who are willing to take into consideration the feedback from their followers), within the context of how they would go about designing a particular educational policy. This, in turn, will necessarily result in making RCDP a ‘change-friendly’ organisation – something that ma y only have a strong beneficial effect on the College’s ability to be perceived as a thoroughly legitimate academic establishment in the future. Second – the founding of ‘College Council’ will set RCDP on the path of becoming a ‘proactive’ (rather than merely ‘reactive’) educational organisation, which should come in particularly handy through the times of economic instability. I believe that the provided line of argumentation, as to what are the main indications that the proposed plan for organisational change at RCDP is indeed discursively appropriate, correlates well with the initially outlined rationale for this change to take place. References Alnaweigah, A. (2013). Total quality management role in organizational change and development – case study: Taif University. International Journal of Business Administration, 4 (4), 55-67. Branson, C. M. (2008). Achieving organisational change through values alignment. Journal of Educational Administration, 46 (3), 376-395. Jara-Puyod, M. (2015). Curriculum in Arab dental colleges needs overhaul, says  specialist. Retrieved from https://www.gulftoday.ae/ Kritsonis, A. (2004). Comparison of change theories. International Journal of  Scholarly Academic Diversity, 8 (1), 1-7. Leithwood, K. (2008). Should educational leadership focus on best practices or next practices? Journal of Educational Change, 9 (1), 71-75. Rahman, G. (2011). Use of computers among students of dental college in Saudi Arabia. Journal of Education Ethics In Dentistry, 1 (1), 12-17. Rosch, E. (2002). Lewin’s field theory as situated action in organizational change. Organization Development Journal, 20 (2), 8-14. Self, D. Schraeder, M. (2009). Enhancing the success of organizational change. Leadership Organization Development Journal, 30 (2), 167-182. Syed, S., Azhar, S. Shahid, M. (2013). Strategic orientations and organisational types: A theoretical link. Journal of Organisa tion and Human Behaviour, 2 (3), 17-31. Weiss, J. (2011). An introduction to leadership. San Diego, CA: Bridgepoint Education, Inc. This essay on Leadership Organization Development at RCDP was written and submitted by user Kaliyah S. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.