Literary Analysis of The Girls in Their Summer Dresses Essay

Scholarly Analysis of The Girls in Their Summer Dresses - Essay Example The contention that results shows this isn't the first occasion when they contended over something very similar. This story delineates how correspondence, regard, and bargain is important so as to spare a relationship. Character Analysis Michael Loomis, the spouse, is a static character. He is a shallow man who has a wandering eye and an outright absence of regard for his better half. He is heartless, yet he appears to appreciate the hilarious trades he has with his significant other. Sadly, he is a static character in light of the fact that in spite of the few enthusiastic contention and passionate interests made by his significant other, he stays unaffected and unaltered. He is by all accounts worried about what his significant other feels, however until the end, he neglects to truly acknowledge what his better half needs from him. Like Michael, Frances is likewise a static character. She is appealing yet uncertain. She clearly adores her significant other and makes a decent attemp t to make him giggle and have great occasions with him. Be that as it may, she needs boldness to mention to her significant other to stop what he is doing. She neglects to understand that she is really permitting her sentiments to be disregarded in light of the fact that she generally attempts to give way. At long last, perusers would understand that this equivalent scene will rehash again and again in the couple's lives since there is no character change in both of them. Strife The outside clash is basic: Michael and Frances don't agree with respect to their marriage and their job to one another. Frances needs to stand out enough to be noticed, while Michael is by all accounts set on offering it to other ladies. Their inside clash is more mind boggling than the outside one. Frances attempts to see how it is with men so as to resolve her relationship with her significant other: â€Å"Some men're that way, I let myself know, they need to perceive what they're missing† (Shaw). Then again, Michael doesn't feel excessively content with how this is influencing his better half: â€Å"...that Michael felt appallingly upset for her† (Shaw). The two of them attempt to battle their with themselves so as to satisfy the other yet the outside or increasingly shallow wants win. Besides, what adds to this contention is the refusal of the two included people to determine the issues between them by profound correspondence. Rather, they decide to disregard it, which makes a similar issue come up again and again. Setting The story is set with clear portrayals of New York and the ladies that walk around its avenues. This is a significant detail in the story since it extraordinarily furnishes the perusers with an away from of what Michael and Frances see. Setting the story in a relentless city makes the scene an agreeable background for a contending couple. Besides, fifth Avenue Manhattan is a renowned spot loaded up with historical centers, high end eateries, and bo utiques, which makes the depiction of the delightful, fresh, chic ladies so convincing. It adds to the contention in the story in light of the fact that being in a major city as New York uncovered the couple to the significant concern they have in their marriage - Michael's wandering eyes as he meets the sorts of ladies he has for the longest time been itching to have. Story Point of View The story is told in a constrained third individual perspective. The account is seen for the most part through Michael's eyes, since his musings are all the more significantly talked about contrasted with Frances'. Perusers get the chance to comprehend Frances' considerations simply through her responses to Michael. This is powerful in keeping the story in a constrained point of view, where it gives more

The Language Of Laughter :: essays research papers

Giggling is a piece of the all inclusive human jargon. All individuals from the human species get it. In contrast to English, French, or Swahili, one doesn't need to figure out how to talk it. We’re brought into the world with the ability to chuckle. An amazing aspect regarding giggling is that it happens unknowingly. You don’t choose to do it. While we can intentionally hinder it, we don’t deliberately produce giggling. That is the reason it’s extremely difficult to giggle on order or to counterfeit chuckling. It gives ground-breaking, uncensored experiences into our oblivious. It basically rises from inside us in specific circumstances. We additionally realize that chuckling is a message that we send to others. We know this since we seldom snicker when we are distant from everyone else. Chuckling is social and infectious. We giggle at the sound of chuckling itself. An entire room can howl uncontrollably when in reality just about 33% of the individuals may know the joke. That is the intensity of giggling. Most chuckling isn't about humor; it is about connections between individuals. At the point when we giggle, we’re regularly conveying fun loving purpose. So giggling has a holding capacity inside people in a gathering. As Victor Borge once stated, â€Å"Laughter is the briefest separation between two people.† It’s frequently constructive, yet it tends to be contrary as well. There’s a contrast between â€Å"laughing with† and â€Å"laughing at.† People who giggle at others might be attempting to constrain them to acclimate or throwing them out of the gathering. Chuckling places things into another point of view. Everything that makes us snicker is regularly something we identify with, however by chuckling our mind is opened and sees everything in an alternate manner. Chuckling has the wonderful intensity of making an article come very close, of bringing it into a zone where one can finger it naturally on all sides, flip around it, back to front, and tear open its outside shell.

Native American mascot controversy Essay Example | Topics and Well Written Essays - 750 words - 1

Local American mascot contention - Essay Example A Mascot is an article, creature or individual that speaks to an association; for instance; the Fuwa of the 2008 Beijing Olympic Games and the Otto of Syracuse University. It is an image of the association and is emblematicâ of the organization’s great wishes. At the beginning of the twentieth century; colleges and expert groups started to utilize pictures and words from the Native Americans as their mascot to speak to their associations. In any case, during the 1940s, the National Congress of American Indians propelled a battle planned for killing the generalizations towards Native Americans in the media particularly in sports (Hylton, 2010). As per Goddard, the word ‘Redskin’ was utilized as an identifier by the individual networks in the early history. That is the means by which the Native Americans separated the two racess. The word ‘redskin’ was first utilized in 1769 while Piankashawsand and Col. John Wilkins were arranging. Local Americans regularly utilized the word during the 1800s at whatever point they haggled with the French and later the Americans (Goddard, 2005). Washington’s DC Redskins were at first known as the Boston Braves in 1932 when the group was shaped. It was the standard right now to have a similar name for the groups at whatever point the football and the baseball had a similar arena. The name was changed when they moved to Boston Red Sox home. The name was changed to Boston Redskins preceding moving back to Washington in 1933. Local American’s names and symbolism utilized by this group began before 1933. In 1937, the group formally changed their name to the Washington Redskin when they moved to Washington, Dc (Nauright and Parrish, 2012). Since the Native America mascot is ill bred and offending to Native Americans, a few schools and groups changed their mascots or names. Stanford University changed from â€Å"The Stanford Indian† to Stanford Cardinal. Syracuse University

Jewish society Essay

Bread Givers offers an understanding into the life of Jews, especially Jewish ladies during the mid 1900s. This semi-fiction is an excursion of the then Jewish pioneers in virgin America. The plot is interlaced with various clashes basic in that period. Anzia Yezierska has delightfully written a tale about the life of a Jewish lady, her two sisters and her folks; how she worries about the concern of being the bread worker of the family, but then have every one of her choices made by her dad. The book shows us numerous features of the lives of the Jewish pilgrims in the mid 1900s. Through its subjects it grandstands the numerous jobs the Jewish individuals particularly the ladies, needed to satisfy after their migration into the United States. In this time, general law in the Jewish society was that the man had the last say in everything . which was apparent from the way that Reb Smolinsky had the option to whip each and every one of his little girls sentiments. In the event that we follow the life of Sara we will see that sexual orientation jobs in this time were obviously changing, as Sara settled on her own choices and carried on with her own life. Be that as it may, society didn't acknowledge this change and toward the day's end she didn't be anything in excess of an outsider. It’s unexpected that by the day's end joy just went to her after she had discovered Hugo. Approaching over the leaders of the females in this period was the contention between ages. We see that â€Å"family† wards the young ladies from running off and doing what they need throughout everyday life. As indicated by old conventions, guys rule the choices according to custom. In any case, here we see the most youthful of the three sisters, Sara defying these conventions and conflicting with the tide and doing what she has confidence in and not what the ages have instructed her. An unavoidable circumstance emerges and the heaviness of desire pushes Sara into bringing her dad into her own home. Hugo, her life partner, sees just the network conviction of what is anticipated from them and takes their dad in truly. In spite of how far she has come, the existence her way of life requires and expects is as yet hanging tight for her, prepared to exploit the smallest slip. As the story advances, we perceive how every one of the three sisters’ grows up and yearns for a man in her life. In any case, their course in life shows a sharp differentiation between their desires and reality. After they are hitched, Eternal joy and fulfillment escapes them while the activities of their male partners smack them in the face and take them back to the real world. We can see that every one of the young ladies thinks marriage or in Sara’s case, accomplishing her objectives would take care of their issues, yet it turns out it isn’t the otherworldly arrangement they figured it would be. Bessie and Fania get hitched, just to confront the way that life wasn’t all ruddy and lighthearted as they suspected it would be. When Sara gives her own room on lease, she envisions about how stunning and improving it will be, just to end up incredibly aching for somebody to converse with. Basically every one of the three have set thoughts of affection in their psyches and later on acknowledge exactly how extraordinary genuine truly is. The book grandstands whole ages that moved to America. It was the brilliant time of chance and the part that the Jewish ladies played in the public arena is of amazing interest. Reference index Takaki, Ronald. , A Different Mirror: A History of Multicultural America (New York: Little, Brown and Co. , 1993), 508 pages Gjerde, John. , ed. Serious Problems in American Immigration and Ethnic History: Documents and Essays. (Cengage Learning, 1998) Jacobs, Harriet. Episodes in the Life of a Slave Girl (1861, rep. 2001). Reimers, David. Unwanted Strangers. (New York : Columbia University Press, c1998). Yezierska, Anzia. Breadgivers. (1925)

Names of Animals and Insects Formed by Folk Etymology

Names of Animals and Insects Formed by Folk Etymology Names of Animals and Insects Formed by Folk Etymology Names of Animals and Insects Formed by Folk Etymology By Mark Nichol This post records words got from words in different dialects because of society historical underpinnings, a procedure by which speakers embrace the remote terms in the wake of modifying them by utilizing existing components from their local language. honey bee: This word originates from the Middle English word humbul-be, yet by relationship with bombeln, which means â€Å"boom† or â€Å"buzz,† the underlying sound changed. caterpillar: The word for a butterfly or moth hatchling originates from the Old French word catepelose (â€Å"hairy cat†); the change of the third and fourth syllables to - column (from Middle English piller, which means â€Å"plunderer†) may have created from the thought of its dangerous impact on plants. cockroach: This word is gotten from the Spanish expression cucaracha and utilizes two words that, when consolidated, sound like the first word. cockatoo: This bird’s name is from the Malay word kakatua by method of the Dutch expression kaketoe. crayfish/crawfish: Although these are varieties of a name for an amphibian creature, the second syllable in each isn't identical to the word fish; the whole word, eventually from a Germanic language, originates from the Anglo-French term creveis by method of the Middle English word crevis and is identified with crab (and maybe to cut). geoduck: This name for a Pacific Northwest mollusk, which originates from a neighborhood Native American term, has nothing to do with ducks-or with the Latin prefix geo-, meaning â€Å"earth†; likewise, the spelling of the initial two syllables is baffling, since they are articulated like gooey. greyhound: The main syllable of this word doesn't allude to the canines shading; it is from the Old English term grieg, alluding to a female pooch. lapwing: This word for a types of feathered creature began as the Old English term hläapewince (â€Å"leap wink†), propelled by the bird’s fluttering method of flight. mandrill: This word for a sort of monkey got from endeavors of English speakers to articulate the name of the creature in an African language. mongoose: The animal’s name originates from mamgusa in Prakrit, an Indic language. (It has nothing to do with geese, so the plural is mongooses.) muskrat: This creature is a rat, however its name isn't gotten from its aroma or its connection with rodents; the word from which it determines is of Algonquian root. peacock/peahen/peafowl: The main syllable of these words originates from pavo, the Latin (and Spanish) name for it. Peafowl is excess, while peacock and peahen signify the male and female of the species. polecat: The principal syllable of this name for a well evolved creature in the weasel family (likewise an elective name for the polecat’s relative, the skunk) is gotten from the French expression poul (the base of poultry), from its farm plunders. peacock: This more seasoned term for a parrot, presently solely applied to a pompous individual, is at last from the Arabic word babghä . quahog: This word for a sort of shellfish originates from poquauhock, from the Narragansett language, and has no connection to pork. sockeye: The name for a kind of salmon doesn't allude to its eyes; it begins from an endeavor to articulate a Native American word for the fish. wheatear: This thrush was initially called a wheatears; that name is a code word for â€Å"white arse,† a reference to its light-shaded backside. white rhinoceros: White, for the sake of this creature, isn't a reference to its shading; it comes from the Afrikaans descriptor weit, which means â€Å"wide,† a depiction that recognizes its wide upper lip from the sharp lip of the dark rhinoceros. woodchuck: This elective name for the groundhog gets from the task of two English words whose sounds look like those of a Cree word. Need to improve your English in a short time a day? Get a membership and begin getting our composing tips and activities every day! Continue learning! Peruse the Vocabulary class, check our famous posts, or pick a related post below:Homograph ExamplesAmong versus AmongstComma Before Too?

The Physical Effects of Methamphetamine Use

The Physical Effects of Methamphetamine Use Addiction Drug Use Meth Print The Physical Effects of Methamphetamine Use By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on September 02, 2014 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 14, 2019 More in Addiction Drug Use Meth Cocaine Heroin Marijuana Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery A highly addictive and powerful stimulant, methamphetamine (most commonly known as meth) affects the central nervous system and results in a number of adverse physical effects on the body, some of which appear immediately while others develop over time. Methamphetamine belongs to a class of drugs known as amphetamines or stimulants. Adderall (amphetamine/dextroamphetamine), which is used to treat attention-deficit hyperactivity disorder (ADHD), also belongs to this class. But unlike FDA-approved medications like Adderall, illicit methamphetamines like crystal meth (which gets its name from its glassy appearance) and powdered street meth have long been thought to have a higher potential for misuse. There are many  effects of methamphetamine use, some of which have a shocking effect on a persons physical appearance. Other devastating health issues, such as those that affect the heart and brain, may not be outwardly visible. Dental Problems Long-term methamphetamine use results in severe dental problems (sometimes called meth mouth).?? The dental problems from methamphetamine use typically are caused by a combination of poor nutrition and poor dental hygiene as well as conditions caused by the drug. The use of meth often results in a condition known as xerostomia, or dry mouth, which can result in tooth decay and gum disease. Use can also lead to the development of bruxism, grinding and clenching of the teeth, which can cause tooth enamel to fracture over time.?? One analysis reported that 96% of people who used methamphetamine had cavities, 58% had tooth decay that was untreated, and 31% had six or more missing teeth.?? People who use methamphetamine also have higher rates of periodontal disease and are more likely to have other conditions such as disorders of the temporomandibular joint. Contrary to popular belief, research shows that individuals who smoke methamphetamine do not have higher rates of dental disease than those who snort or inject the drug.?? Skin Issues Skin issues are among the most highly visible effects of methamphetamine use. Methamphetamine inhibits the bodys ability to repair itself. People who use meth can develop a host of skin issues including acne. Over time, the skin may begin to lose its luster and elasticity. Most notably, skin sores can develop as a result of formication, which is the sensation of insects crawling underneath your skin. The sensation commonly leads to obsessive, skin-damaging picking and scratching. Weight Loss Another physical effect of methamphetamine use is weight loss. Continued use of the drug can result in a gaunt, frail appearance. The drugs stimulant properties can create excessive spells of physical activity while at the same time suppressing the appetite.?? People who use methamphetamine not only have a decreased appetite, but are often agitated and energetic leading to fast weight loss. Nutritional deficits take a toll on the skin as well, contributing to an older appearance. Heart Damage Methamphetamine is responsible for a variety of cardiovascular problems, including rapid heart rate, irregular heartbeat, and increased blood pressure.??  Chronic use can cause the heart muscle to become enlarged, thick or rigid, making it harder for the heart to pump blood. According to one analysis, methamphetamine use can also exacerbate pre-existing underlying cardiac disorders like coronary atherosclerosis or cardiomyopathy, which increases the risk of myocardial infarction or even sudden cardiac death.?? And people who misuse methamphetamine appear to be at the highest risk for cardiovascular damage like premature coronary artery disease. Psychosis and Mental Health Concerns Significant anxiety, confusion, violent behavior, insomnia, and mood disturbances can all occur in people who misuse methamphetamine. In addition, a long-term user may present with various psychotic features such as paranoia, visual and auditory hallucinations, and delusions. Unfortunately, psychotic symptoms may last for years after a person has quit using methamphetamine, and stress can trigger spontaneous recurrences of methamphetamine psychosis.?? Structural Changes in the Brain Methamphetamine alters the brain structures that are instrumental in decision-making, hinders the ability to suppress counterproductive, useless behaviors, and impairs verbal learning. Methamphetamine use also is associated with structural and functional changes in the parts of the brain that are linked with memory and emotion, which could explain the emotional and cognitive problems seen in people who use methamphetamine, according to studies.?? The Drugs Adverse Effects May Be Reversed The good news is that certain neurobiological effects of chronic methamphetamine misuse appear to be reversibleâ€"at least partially. One study showed that although the biochemical markers for nerve damage persisted in the brain through six months of meth abstinence, the markers returned to normal after a year or more of being off meth.??

Ellis Behaviour Therapy

Active Suggestive Therapy View of Human Nature In the world, everyone is unique. They usually differ on the basis of family in which they grew up and the values, culture, unique experiences and the perceptions they have about their circumstances. I agree with the view of Adler that a persons perception of the past and interpretation of early events influence their behaviours (Corey, 2005). According to Albert Ellis, the belief is that we contribute to our own problems and by this way; we interpret events and situations (Corey, 2005). The basic hypothesis of REBT is that our emotions stem mainly from our beliefs, evaluations, interpretations, and reaction to lifes situations (Corey, 2005, p. 272). Behaviour is learned. Cognitive behaviour therapy states that during childhood we learn our irrational beliefs form others (Corey, 2005). As it is learned, so I believe that we can learn new ways of thinking and behaving. All humans have free will. Adler also supports that the concept of a creative force enables people to make their own decisions and develop their own opinions (Oberst Stewart, 2003). Albert Ellis says that we can learn to control our emotions by avoiding irrational beliefs (Ellis MacLaren, 2005). I agree with Adler that the people are social, creative and can make their own decisions (Corey, 2005). I also believe that people also have certain limitations. I believe that biology and genetics play a role in our behaviour and that we are predisposed to some types of mental illnesses. I believe that some forms of depression like extreme anxiety, bipolar disorder and schizophrenia can be the result of genetics or a chemical imbalance in the brain. Arnold Lazarus, the founder of multimodal therapy states that when any doubts arise about the probable involvement of biological factors, it is imperative to have them investigated (Lazarus, 1997, p. 28). I agree with William Glasser that we have basic needs. He stated that we have the need for survival, love and belonging, power and achievement, freedom or independence, and fun that drive our lives (Corey, 2005). These needs relate to some of the concepts of Adler. The need for love and belonging goes along with Adlers concept of social interest and community feeling. The need for power and achievement is similar to Adlers concept of striving for significance and superiority. Theoretical Orientation Multimodal therapy Multimodal therapy creates interests because of the concept of technical eclecticism. It states that the therapist uses a collection of techniques from many approaches and from different theories of therapy (Corey, 2005). I like this approach because Arnold Lazaruss concept of the seven major areas of personality is made up of BASIC ID (Corey, 2005). These are behaviour, affect, sensation, imagery, cognition, interpersonal, and drugs/biology (Lazarus, 1997). It looks at behaviour and addressing self-defeating actions, emotions and reactions; sensory complaints, such as tension and pain; fantasies and images, flashbacks; the persons attitudes, values, beliefs, and opinions; aspects involving relationship with others; and the health of the individual including medical conditions, sleep, exercise, diet, use of drugs, etc. (Lazarus, 1997). The reason why it appeals to me is that it explores many different aspects of our well-being that can affect our mental health. This type of therapy appeals to me because it uses concrete tests to simplify the process of therapy and get to the problem in an efficient way. The problem identified in the Multimodal Life History Inventory encourages the therapist and client to focus on specific problems; it helps to set goals for treatment (Lazarus, 1997). The multimodal assessment coincides with my view of human nature, as it implies that we are social beings who move, feel, sense, imagine, and think, and that at base we are biochemical-neurophysiologic entities (Lazarus, 1997, p. 3). This theory is brief and effective, which is very important in todays society with insurance issues. Lazarus states that perhaps one would agree that effective therapy depends far less on the hours you put in than on what you put into those hours (Lazarus, 1997, p. 6). This theory puts the emphasis on breadth more than depth. This theory applies to the unique needs and problems of the client. Lazarus says, In my estimation, we need bespoke therapy methods that are carefully tailored and custom-made (Lazarus, 1997, p. 16). The multimodal method uses several methods to find out what the problems are and the strategies to find out what treatments fit uniquely with each client. It is very flexible and open. Multimodal therapy has clear goals for therapy and focuses on current issues. It starts out with an initial interview, after this the client takes the Multi-Modal Life History Inventory and uses it to draw up a Modality Profile that lists the complaints and the areas of treatment that should be addressed (Lazarus, 1997). I like the systemic approach because there is a logical pattern to follow in order to find out the problem. Many therapies spend too much time just trying to figure out the problem, which can increase the number of sessions. Other Theories Some aspects of other theories that I would like to integrate when using multimodal and Adlerian therapy include some of the concepts from psychoanalytic therapy, such as ego defense mechanisms and Ericksons psychosocial stages of development. I can see the benefit of exploring defense mechanisms and seeing how they play a role in behaviour. Ericksons stages of development are a good framework for understanding development (Corey, 2005). REBT therapy is behaviour therapy, as is multimodal therapy. The A-B-C theory of personality is a concept that I would integrate with multimodal therapy. It is a common sense approach to show people how they can change their irrational beliefs into rational belief. It assists clients in recognizing their self-defeating thoughts, particularly the absolutist thoughts, such as the shoulds, musts, and oughts (Corey, 2005). With person-centered, I would like to draw on the empathetic relationship aspect of this type of therapy. The use of the concept of unconditional positive self-regard is essential. Adler describes social interest in terms of empathic understanding. Adler sums it by saying, To see with the eyes of another, to hear with the ears of another, to feel with the heart of another (Ansbacher Ansbacher, 1956, p. 135). Reality therapy is a lot like multimodal and Adlerian therapies in that it is directive, active and educational. The five basic needs of survival, i.e. love and belonging, power and achievement, freedom or independence, and fun is something that I would integrate into my own therapy (Corey, 2005). Some aspects of solution-focused therapy and narrative therapy appeal to me. Solution-focused therapy takes on a positive and optimistic view of the future and looks for what is working. I would use the three questions of solution-focused therapy; the exception question, the miracle question, and the scaling question (Corey, 2005). Narrative therapy is similar to Adlers concept of early recollections. This is a very interesting form of therapy and I would like to learn a lot more about it. I would like to take some of the aspects also of Asian therapy, such as aromatherapy and creating an atmosphere of relaxation. Multicultural Therapy It is extremely important to consider differences in culture when engaging in therapy with a client. Adler focuses on the person in their environment, allowing exploration of cultural issues. Behaviour therapys focus is on behaviour rather than feelings, which can be compatible with many cultures (Corey, 2005). Adlerian Therapy The concepts of Adlerian therapy state about social interest, birth orders and sibling relationships, fictions, and early recollections. Adlerian counselors educate clients in new ways of looking at their lives. The process of therapy used by me would be to foster social interest, which would help the clients to overcome the feelings of discouragement and inferiority, modify their lifestyle, assisting clients in feeling a sense of equality and help people to be contributing members of society (Corey, 2005). The four phases of the therapeutic process are a part of Adlerian therapy that I would integrate with other methods. These are establishing a proper therapeutic relationship, doing a Lifestyle Assessment, encouragement and insight into purpose, and reorientation and education (Corey, 2005). The Adlerian concept of the five basic mistakes people make developed by Mosak is of interest to me. These are overgeneralization, false and impossible goals, misperceptions of life and lifes demands, denial or minimization of ones worth, and faulty values (Corey, 2005). This is very similar to the core irrational belief concept used in REBT. The core irrational beliefs are awfulizing and I-cant-stand its over generalizing, jumping to conclusions, focusing on the negative, disqualifying the positive, minimizing good things, personalizing, phoneyism, and perfectionism (Lazarus, 1997). Therapist/Client Relationship The importance of the therapeutic relationship varies among different types of therapy. Some therapies focus on the personal relationship as crucial to therapy while other therapies do not give so much emphasis on the relationship. The importance of the therapist/client relationship in relation to my philosophy is that it is important, but is not the central focus. I agree with Adlers view on joint responsibility between the client and the therapist (Corey, 2005). My focus as a therapist is to engage the client in a learning process and to act as a teacher and consultant. I agree that there needs to be empathy and positive self-regard for the clients who want to change. The relationship needs to be a good working relationship. Encouragement from the therapist is essential. Two major theories that I am going to discuss in regards of the therapist/client relationship are cognitive behaviour therapy and person-centered therapy. With person-centered therapy, the main focus is on the relationship. It is the primary focus of therapy. Rogers emphasizes the attitudes and personal characteristics of the therapist and the quality of the client-therapist relationship as the prime determinants of the outcomes of therapy (Corey, 2005, p.85). With cognitive behaviour therapy, the therapist functions as a teacher and is highly directive. The relationship is important, but not as important as in the person-centered therapy. The success of cognitive behaviour therapy depends on certain characteristics of the therapist, such as warmth, accurate empathy, nonjudgmental acceptance, trust and rapport with the client (Corey, 2005). Both theories rely on the concept of unconditional positive self-regard and empathetic listening. The caring is unconditional; it is not contaminated by evaluation or judgment of the clients feelings, thoughts, and behaviour as good or bad (Corey, 2005, p. 172). Cognitive therapy describes it as unconditional acceptance. Ellis states that, In addition to modeling unconditional acceptance for your client, it is vital that you actively teach the theory and practice of unconditional self-acceptance (USA) and unconditional other acceptance (UOA) (Ellis MacLaren, 2005, p. 85). Therapeutic Techniques Specific techniques that I would use come from multimodal therapy, REBT, and Adlerian therapy. With multimodal therapy technique, I would use the Multimodal Life History Inventory. The Multimodal Life History Inventory is a 15-page questionnaire used for problem identification and patient history pertaining to the seven major areas of personality, or the BASIC ID, which I described earlier in the paper (Corey, 2005). I would also use bridging, which is used when clients do not want to talk about their feelings. The bridging technique consists of entering the clients preferred mode (cognitions) and then, asking about a different (presumably more neutral) modality (e.g., imagery, or sensations) (Lazarus, 1997, p. 48). The Marital Satisfaction Questionnaire would be a technique I would use when working with couples, which covers major areas of concern that most couples have. These concerns include communication, sex, money, togetherness, friendship, parenting, etc. (Lazarus, 1997). Some specific techniques that I would use from REBT are disputing of irrational beliefs which would include the REBT Self-Help Form, humor, rational-emotive imagery, role playing, homework and educational materials. (Corey, 2005). Adlerian techniques I would use are the Lifestyle Assessment, early recollections and The Question (Corey, 2005). I like the concept of The Question. It is a subjective question of, How would you like your life to be different, and what would you do differently, if you did not have this symptom or problem (Corey, 2005). This is very similar to the miracle question in solution-focused therapy. Early recollection techniques ask the client to talk about their earliest memories. Early recollections use an assessment tool to see how clients feel about themselves and others, in order to discover the clients strengths and assets (Corey, 2005). In contrast, cognitive behavioural techniques focus on tailoring the therapy to suit the individual and focus on changing the thinking patterns and behaviour of the client. There are several techniques available to use with this theory. With existential therapy and person-centered therapy, very few techniques are used. A history of the client, questioning and probing, and testing are not used in person-centered therapy or existential therapy, whereas in cognitive therapy it is the basis for the therapy. Existential therapy does not appeal to me because it is not technique oriented and there is a lack of direction from the counselor. As far as similarities between the person-centered technique and cognitive behaviour therapy are concerned, I really do not see any. They are completely different types of therapies. Self-Awareness As far as my strengths as a therapist are concerned, I am very insightful and in tune with how people are feeling. I am not afraid to be myself as a therapist. Realizing my imperfections, I do not feel that I need to be perfect in my style of counseling. Trustworthiness is essential to me regarding my role as a therapist. Listening is one of my strong points. Realizing my limitations and accepting the fact that I will not be able to help every client or get along with every client, it is important that I refer them to seek help from another counselor. Boundaries are crucial in the therapy setting. Taking on the responsibility of the clients obligation is something that I would be very aware of and try to avoid. Something that I would like to add to my role as a therapist and something that I feel very strongly about is the role of spirituality. Incorporating clients religious and spiritual beliefs in the counseling process is important, and I feel it needs to be addressed. Regarding my limitations as a therapist, I tend to give people advice and I need to be careful with this. It will be difficult for me to deal with certain types of clients. I would not be able to work with sex offenders, pedophiles, abusive men or severely mentally ill patients. Helping people who do not want to be helped is also a difficult issue for me. I would need to learn some techniques on how to deal with this problem. At times, I like to tell my own story and share my own experiences in an attempt to show others how my experiences have affected me. Getting off track in thinking that this would be helpful to the client is something I need to be aware of. I still question my ability as a counselor and feel I have not had enough classes to make this judgment yet. Conclusion In concluding the paper, I realize the importance of trying to find my own unique style. Finding what fits with my personality and what I feel comfortable with is a thing that will make me a competent therapist. Cognitive behavioural therapy (multimodal and REBT) and Adlerian therapy are concepts I want to work with, and I would like to do more reading and research into these theories in order to learn more about the processes and techniques used. Learning about the variety of theories, the techniques used, the goals of therapy and view of human nature has really opened my eyes to the vast amount of information about the theories of psychology. The reason I called my theory active suggestive therapy is that I want to take an active role as a therapist and make therapy a learning process. I would like to make suggestions to clients on how they can deal with their problems and offer concrete ways of learning that they can apply outside of therapy. Some would say that suggestions would be giving advice, but I feel that it would be beneficial to some clients. The suggestions are presented in a way as to make the client feel responsible and active in coming up with a plan on how to use the suggestions given. This class has given me a well-rounded view of the theory and practice of counseling and psychotherapy. References Ansbacher, H. L. Ansbacher, R. R. (1956). The Individual Psychology of Alfred Adler. New York: Harper Perennial. Corey, G. (2005). Student Manual: Theory and Practice of Counseling Psychotherapy (7th Edition, p. 85). California: Brooks/Cole Corey, G. (2005). Theory and Practice of Counseling Psychotherapy (7th ed.). California: Brooks/Cole. Ellis, A. MacLaren, C. (2005). Rational Emotive Behaviour Therapy: A Therapists Guide (2nd Edition). California: Impact Publishers. Lazarus, A. A. (1997). Brief but Comprehensive Psychotherapy: The Multimodal Way. New York: Springer Publishing Company. Oberst, U. E. Stewart, A. E. (2003). Adlerian Psychology: An Advanced Approach Individual Psychology. New York: Routeledge.