Effect of Violent Video Games on Self-Perception

Effect of Violent Video Games on Self-Perception In their 50th  volume, the Journal of Experimental Social Psychology published an article named â€Å"Intense acts of violence during video game play make daily life aggression appear innocuous: A new mechanism why violent video games increase aggression† in which scientists examined the effects of violent video game play on perception of aggression regarding both the actions of one’s self as well as the actions of others, and how these altered perceptions of aggression can then lead to increased aggression in the subjects. In the first experiment the subjects played either a neutral or a violent video game and then were asked to answer questions regarding theoretical aggressive actions taken by the subject or another person. These questions gauged how seriously and how aggressive the subjects considered certain actions, such as shouting or shoving, to be when performed by others or themselves. The second experiment aimed to both reaffirm the findings of the first and further prove that decreased sensitivity to aggressive actions can directly result in an increased level of aggression in the subjects who played violent video games. The subjects again played either a violent or neutral video game, but after the video game, they were asked to decide how much chili sauce another participant would have to consume in a separate experiment. The subjects were told that there was a separate experiment and that the scientist could not choose how much chili to give the subjects in order to prevent bias. The subjects of the original experiment were informed that the subjects of the other, â€Å"fake† study did not like spice, and that they would likely not enjoy the chili. Experiment one proved to be a relative success, but also provided more questions than answers when it was shown that violent video games affect self-perception significantly harder than perception of others. As predicted, subjects who played violent video games rated behaviors as less aggressive than the control group, furthermore playing the violent video game also led to more negative mood scores. Interestingly enough, playing the violent video game did not have a statistically significant impact on the perceived aggression of theoretical actions performed by people other than themselves. In other words, playing violent video games caused subjects to perceive less aggression in their own actions but not in the actions of others. In the second experiment, the hypothesis was again supported as those who had previously played the violent video game chose to administer higher quantities of chili to who they thought were study participants that did not like spice. Essentially it was sho wn that playing a violent video game led to decreased scrutiny regarding the aggressiveness of one’s own actions and as a result led to the subjects subconsciously choosing to cause more discomfort to another person than they might have if they hadn’t played a violent video game. All in all the experiments proved to be a success, the first experiment provided sound reason to believe that playing violent video games leads to a decrease in the self-perceived aggression of our own actions, and the second experiment provided proof that a decrease in self-perceived aggression could translate into an unconscious increase in the aggression of our own actions. It seems that violent video games may have an adverse effect after all, as this study stands as evidence that playing violent video games can influence a person to regard their own aggression with less gravity and in turn act with more aggression towards other, whether they are aware of it or not.

islam :: essays research papers

In last couple of years I have studies very hard trying to reach to the truth. I have found an answer to my quest and I remembered how there are people who can go away from the path but just needs some guidance to reach it. As a Muslim I am enjoined to use eloquent, intelligent, and polite words to invite a fellow man to the one and only truth. So I am writing you to ask you to inquire if my writings and sayings have any feeling in your heart.... One time some questions came to my head. Is GOD present or science prevails GOD? Did the miracles preached in the Bible and Quran actually happened even though science claims otherwise? If it did happen, why were they shown to mankind? Why can't we have one now? Why are we here? How come things happen to us that are so unfair, such as poverty, hatred, betrayal etc? Will there ever be an ultimate justice for all the wrongs that happen to us and or others? Or is this life it and the unfortunate people will always remain unhappy because there is no real justice? I needed to see something to make myself happy and not go down in despair. These are the questions I came to pondering. I needed to see something to make myself happy and not go down in utter loss. I asked that, if there is God please help me see the light and make me become a firm believer and not just a blind believer. I wanted to use logic and reason to believe. Thanks to God, the most compassionate and merciful, out of His infinite mercy he let me get some light. Now I want to share the light with you so no matter what happens to you in this world you will never despair or lose hope ever again because you will be guided by the only eternal truth and stay happy in this world and in the hereafter. Then when I was searching for some answers I found a website. www.submission.org/miracle.html It assured me of GOD and explained his miracles. I am ordered to preach the religion of God and do so as the way He showed. It all started with a single verse [74:30]; â€Å"Over it are 19†Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ------Do not argue with the people of the scripture (Jews, Christians, and Muslims) except in the nicest possible manner - unless they transgress - and say, "We believe in what was revealed to us and in what was revealed to you, and our god and your god is one and the same; to Him we are submitters.

Ethical practice in counseling Essay

Part A What is ethical practice in counseling? How is this reflected in the skills, competencies and qualities of an effective counselor? Ethical practice within counselling is practice that adheres to a strict set of guidelines created for the purpose of ensuring patient and client safety as well as maximizing the overall outcome of the therapy sessions. These guidelines are essential whether the counselling taking place is under a professional derestriction or between friends and acquaintances. This essay aims to outline the importance of these ethical guidelines and the boundaries they create. It will also take a look at the skills and practices that counsellor’s use and develop to maintain theses boundaries safely and fairly. The ethical framework s aim and purpose is to shape the practice of counselling into a safe, monitored and effective treatment. Due to the trust in place between client and practitioner, as well as the vulnerability of those seeking therapy, extra care has to be taken to protect their mental and physically well-being. The framework is also used to help with the clients understand of the treatment involved and allow the counselor to discuss session times and costs with ease. ‘Ownership and responsibility to practice ethically is an individual process’ British Association for Counselling and Psychotherapy (2013). Meaning that, although the ethical framework is essential to all counselling and therapy, the practices and skills used by the professionals within these sessions are put in place and used at their own discretion depending on the individual clients needs. The first part of this essay will focus on some of the main points within the British Association of Counselling and Psychotherapy’s ethical framework and how they are maintained using particular practices and qualities. Boundaries One of the main ways that ethical counseling can be maintained is through the correct use of client counsellor boundaries. This practice can be relevant in professional and friendly counselling sessions. It is very important that the counsellor makes clear the boundaries between themselves and their client and also exactly what they entail. This can be session times and costs as well as their aims for the healing experience. This is essential to avoid confusion and upset later on in therapy. McLeod, J (2008) These boundaries are generally discussed and outlined during the first counseling session, although they may need to be discussed and adjusted at a later date. It is important to note that these boundaries are and can be different for every client. For example some may benefit from having the additional support of knowing they can contact their therapist outside of counselling sessions, whereas in some situations this may promote the individual in becoming far too reliant on the therapist and therefore prohibit them from making positive steps. Another important boundary to made clear is that of what is being offered. This could be especially important when the counseling is happening between friends and nothing more than a listening ear is being offered. It is therefore necessary and common for a verbal agreement to take place to protect those concerned and to form a base for a trusting relationship to begin. McLeod, J (2008) Throughout time these boundaries will be pushed and stretched as the client relies and connects more with their therapist. It is therefore important that the therapist is not only kind and reassuring, but is self aware at both a personal and professional level as they will be required to recognise when boundaries are being overstepped and ensure that relationships do not occur or change because of personal interests. In line with boundaries, at the end of each session a counsellor may request a statement of clarification from the client. This as well as summarizing can help confirm the end of session boundary and also ensure the client that the counsellor is trying to understand the situation as best they can. Being Trustworthy/Confidentiality As with boundaries, being trustworthy and therefore confidentiality is essential to create and maintain the client counsellor relationship regardless of whether it is occurring professionally or as friends. Without the trust associated with confidentiality, successful therapy cannot occur, as a client will not talk freely about personal issues without that reassurance. According to the framework laid out by British Association for Counselling and Psychotherapy (2013), all information shared in a counselling situation, should be kept strictly confidential at all times, except when the counsellor has evidence to make them believe that the clients or someone else’s safety is at risk. The acting therapist must however discuss the information with the individual to try and solve the issue without breaking trust. The sharing of information is therefore a last call motive to prevent harm when all other attempts at reason have been unsuccessful. It is important to note that the client/patient must be informed beforehand that their information is being/will be disclosed to the relevant persons. Confidentiality is essential for creating integrity between the client and counsellor and in order for trust to develop at its maximum potential, it is important that the counsellor appears to be trust worthy and treats the client with the upmost respect. One way that a counsellor might encourage their patient to trust in them and feel at ease is through the common verbal communication called paraphrasing. Paraphrasing is a method used commonly amongst therapists that require the counsellor to briefly repeat the clients issue to get confirmation, reaffirm trust and also to allow the therapist to confirm tot the client that they are listening and trying to understand completely. Advice To maximize the results from therapy, counsellors are deterred from giving  their clients advice. The British Association for Counselling and Psychotherapy (2013) framework states that it is rarely appropriate or advisable as a counsellor to give advice during therapeutic sessions and that it is much more advisable to encourage patients to develop their own advise or plans. This links in with another ethical principle within counselling that states that the clients should be encouraged to develop and use their own initiative and instincts. By encouraging this behavior, over time, the counsellor will find that the client’s confidence and rationality will rise. Counsellors may use a variety of verbal and non-verbal communication skills to help their client/patient build upon their initiative and progress with their treatment. One way that a therapist might encourage their patient to create their own advice and come to their own confusion is through the asking of open questions. Although it is important to remember that questions should be kept to a minimum throughout sessions, open questions may be necessary to nudge a client into exploring worries and certain activities further. McLeod, J (2008). To be successful with asking the correct open questions, the counsellor would have to be very strong willed and honest to prevent them from asking questions to satisfy their own personal curiosity. Non-maleficence/ Emotional and Mental Safety. All of the ethical guides mentioned combined ensure the safety of the client and counsellor whilst maintaining their dignity. Client safety is paramount and it is essential that the client feel they can full express their emotional needs and feelings without fear of judgment, betrayal or ridicule. Two practices have been mentioned that can help build the relationship and trust between the client and counsellor. It is important during counselling sessions that the counsellor has some kind of input, whether verbal (Paraphrasing) or non-verbal aspects of listening such as eye contact or  head movements. However, counsellors must take great care to adapt these practices and skills to suit each clients individuality as every person’s needs are different, for example a blind client would require more verbal s acknowledgements, whereas some people avoid direct eye contact. Therefore the counsellor should act with and encourage sincerity. To see how important all of these ethical principles and practices are it is necessary to view the detrimental effect that bad unethical counselling may have on an individual. From the D171 Developing Counselling Skills DVD it is obvious to see the harm that the counsellors bad practice is having. From showing a lack of empathy, interest and sincerity, the counsellor is destroying patients’ confidence and self-esteem whilst abusing all trust. The effect on the patient is immediate and shows how even just the common courtesy of acknowledgement or reassurance can really make a difference to the mental stability of someone struggling. D171 Developing Counselling DVD (2008) In conclusion, by being aware of the negative impact that counselling can so easily have upon a patient through negligence, it is necessary for ethics to be reflected and maintained within procedure to allow the effective treatment and practice of therapy. It is also important that counsellors skills and qualities reflect these ethics and are used in according with the guides to maximize the treatment standards. References British Association for Counselling and Psychotherapy (2013). Ethical Framework for Good Practice in Counselling and Psychotherapy, http://www.bacp.co.uk/admin/structure/files/pdf/9479_ethical%20framework%20jan2013.pdf (Accessed 14/01/14). McLeod, J (2008) Introduction to Counselling [Ed. D. Langdridge], Maidenhead/Milton Keynes, Open University Press/The Open University The Open University (2008) D171 Developing Counselling Skills DVD, Milton Keynes, The Open University. Part B Briefly set out how your own ethical beliefs, behaviours and values have developed and why they are important. I think my behavior towards boundaries may have changed. It had never occurred to me how important boundaries are within counselling and psychotherapy and realistically I often find myself being ‘friends’ with people who have sought my help, when I may not have necessarily wanted to. I will definitely aim to make my boundaries more clear in the future to minimize the risk of mixed signals. I think this is definitely important, as it is unfair to allow someone to believe they have closeness with an individual when they may in fact not. It is difficult however to maintain that distance when comforting someone who is clearly distressed and upset and in need of affection and comfort. Self Evaluation 1) I definitely feel like I got to grips with the use of some of the counsellors practices, ie paraphrasing and open questions and I feel I can easily recognise when these are being used and when it would be suitable to use them. 2) I very much struggled with the main textbook. I am an avid reader and although I am used to reading very complex material, I found that the way the textbook was written did not agree with me in the slightest. I found it very difficult to absorb and extract the content and found that it made me enjoy this module much less than I thought I would.

Focus on the Learner Essay Essays

Focus on the Learner Essay Essays Focus on the Learner Essay Essay Focus on the Learner Essay Essay Part 1 The pupils go toing the pre-intermediate class are largely Czech subjects ( except one Polish pupil ) and are in their early mid-thirtiess to 1960ss. They all have a good degree of motive and their grounds for larning English include personal development. relocating to an English speech production state. obtaining a better occupation. going. learning English at a higher degree. and pass oning with native talkers or household members populating abroad. : Most of them have learnt the linguistic communication at school and/or university for at least 4 old ages ( frequently with long interruptions ) and were taught by instructors who used both Czech and English in the schoolroom. The lessons were teacher-centred and focused on grammar. command and prep. go forthing few chances for speech production pattern. One pupil has besides been go toing English class offered by her employer. and besides learns English independently. Two of the pupils are multilingual ( they speak either German or Gallic ) . A figure of them have attended English lessons at Akcent IH in the yesteryear. which they enjoyed because they were exposed to assorted speech patterns of native talkers. They prefer lessons where merely English is spoken and are really receptive to CELTA learning schemes. Students are happy to work in braces or groups. though some would wish to be corrected more frequently and experience they learn more when speaking to the instructor. They enjoy a mixture of speech production pattern and grammar work. which most perceive as hard. but easier than listening or talking â€Å"because grammar can be learned† . They are all eager to pass on efficaciously with native English talkers. develop their hearing accomplishments ( hard because of accents/talking velocities ) and talking accomplishments ( eloquence. bettering their speech patterns ) . The pupils besides want to broaden their vocabulary and better their authorship accomplishments. All pupils are passionate about going. music. dance and athleticss. and actively prosecute these avocations. Part 2A: Description of mistakeMistake illustrationCorrectionssReason Grammar Not utilizing the right proper noun when mentioning to a peculiar state It is the same in Britain or in Gallic.It is the same in Britain or in France.Most probably a faux pas. though perchance pupil doesn’t know the right word for the state or hasn’t had adequate pattern utilizing it. Excluding â€Å"-s† in the present simple 3rd individual remarkableShe drink a batch of java.She drinks a batch of java.SS are cognizant of the regulation but haven’t internalized it yet. Probably confounding for them because the verb signifier merely changes in the 3rd individual seaborgium. Vocabulary Using the incorrect adjectival ( intending )difficult baggageheavy baggageL1 intervention: difficult and heavy are the same in Czech ( tezky ) Using incorrect verb ( collocation: you ride a motorcycle. but drive a auto ) Do you cognize how to sit autos?Make you cognize how to drive a auto?Drive in Czech ( ridit ) is similar to sit. Student learned the significances of drive/ride in the past but mixes them up. Pronunciation Incorrect sounds/ven// wen/Student hasn’t had adequate pattern utilizing the sound /w/ . which does non be in Czech. and uses the sound /v/ alternatively. Incorrect sounds + wrong word emphasis?/d? ? : pan/?/d? ? P? n/L1 intervention: in Czech. word emphasis is ever on the first syllable. Student would besides profit from boring pronunciation to rectify the vowel sounds. Part 2B: Skill 1: ListeningThe pupils handle listening for effect and specific information good if the context is really clear from the start. undertakings are graded to their degree and the activity is prosecuting ( as was the instance when listening to a vocal ) . Essential vocabulary must be clarified before the hearing undertaking. Because they are non exposed to talk English outside the schoolroom really much and hold had small listening pattern in their old larning experience. they sometimes struggle with the different speech patterns of English talkers ( indigens who speak rapidly are peculiarly hard to understand ) . Skill 2: SpeakingTalking undertakings work good with the group. particularly if the subject is something the pupils can associate to ( like New Year’s traditions. or their avocations: traveling and vacations were peculiarly stimulating subjects ) and have/are taught the necessary vocabulary. Free speech production undertakings work best when preceded by guided pattern. At times. the speech production undertakings progress easy and pupils are hesitating to speak. They frequently stop to believe about the truth of what they are traveling to state and ever profit from discoursing their thoughts in braces before prosecuting in the activity. This has to make with their old English acquisition experiences. in which accomplishments development was neglected – they were non encouraged to portion their thoughts or develop eloquence. Part 3 Activity 1: /v/ vs. /w/Purpose: To clear up and pattern the pronunciation of the sounds /v/ and /w/ in normally encountered words. Rationale: Students have problem articulating the sound /w/ . Often they say /vi: kend/ alternatively of /wi: kend/ or /ver/ alternatively of /w? r/ . The sound /w/ does non be in their native linguistic communication. so they use the closest sound in Czech: /v/ . I found that this mistake is widespread amongst the pupils. The activity I have chosen is suited because. apart from boring the pronunciation of /w/ and /v/ . it encourages pupils to place regulations as to which of sound to utilize in which words. I’ve adapted the undertaking to include some of the words they had problem with in category. Activity 2: Summer cantonment Purpose: To give pupils pattern utilizing the right signifier of the present simple 3rd individual singular in the context of forming a summer cantonment. Rationale: Students are already familiar with the regulation for organizing the present tense for the 3rd individual singular. However. particularly during talking undertakings. they omit the â€Å"-s† at the terminal of the verb and utilize the bare infinitive signifier. The activity I have chosen is a speech production undertaking. because I believe that pupils will profit from pattern to avoid doing this sort of mistake in a productive undertaking and it will promote eloquence. BibliographyMillin. S. ( 2011. June 18 ) – Pronunciation jobs for Czech talkers of English Retrieved from hypertext transfer protocol: //sandymillin. wordpress. com/2011/06/18/pronunciation-problems-for-czech-speakers-of-english/