Consequences of Unethical Behavior Essay

I had not heard of this until now, actually. Google paid their way out of CEO prosecution last year. Not only was their behavior unethical, and illegal, it was very socially irresponsible to the American people. Google was taking part in advertising narcotics and other prescription drugs for an illegal Canadian pharmacy on the American internet; making all of these drugs readily available to the American people. David Whitaker, a federal inmate and convicted con-artist became posed as an American government agent who went undercover to prove Google knew exactly what was going on. Google advertisement executives accepted the $200,000 worth of the government’s â€Å"set-up† money to begin advertising. Whitaker collected emails and recorded calls to prove that Google knew what they were doing were illegal. Even though it was obvious through the evidence to see that Google representatives knew that the advertisements were illegal, they extended Whitaker a â€Å"very generous credit line and allowed me to set my target advertising directly to American consumers. On August 24th, 2011, Google paid $500M dollars to pay their fines and avoid prosecution of their C. E. O. Larry Page. Through the emails and recordings, it is made obvious that Page knew exactly what was going on. Google was allowing illegal Canadian pharmacies to platform their ads on Google and target the American population. Google allowing American consumers to be targeted is absolutely outrageous. Google’s $500M fine covers the advertising costs and profits of the companies. The Department of Justice also has a â€Å"non-prosecution† agreement with Google. Now, what exactly is a â€Å"non-prosecution† agreement? To me, this all sounds like something illegal all the way around. How can a company, any company, buy their way out of prosecution? How can a C. E. O. not be classified as a drug peddler who well knows of what is going on within his company? How does this make him any different that Bernie Madoff or the Goldman Sachs C. E. O.? Google was allowing drugs to be sold through their network, period point blank; with the citizens of America being the target. How can a company buy their way out of prosecution? I just do not understand. If I was caught selling drugs, or giving people a platform to sell, I would be prosecuted to the fullest extent. Would I be able to buy my way out of prosecution? I absolutely would not! The American government would lock me away and take their sweet time about taking me to trial and finishing my case. Why was this not made more public? Now, it seems, Google is being looked into from every aspect, in which they should.

Mrs. Turner Cutting the Grass Essay

In the short story â€Å"Mrs. Turner Cutting the Grass† by Carol Shields, the ideology of not judging a book by its cover can be seen as a main theme of the story as it shows the main character, Geraldine being judged by everyone that surrounds her all throughout her life. Shields demonstrates this by taking the audience on a journey through her life giving the reader flashbacks of her life as a young teen to a sight to see on a hot afternoon in June, giving a perspective of a static character development as she remains stubborn and oblivious all throughout her life. This is depicted through third person narration, which presents a conflict of man vs. society point of view within Mrs. Turner’s life. The narration throughout the story is in third person as the narrator always refers to the main character as Mrs. Turner, Geraldine or Girlie instead of using the first person perspective. The point of view is from a single narration that is omniscient since we are given other characters perspectives towards Mrs. Turner and how they feel about her. Throughout the story, she is depicted as impulsive, rebellious, getting herself stuck in bad situations and instead of working out her problems she runs away. The Man vs. Society conflict perspective can be seen through the way other people evaluate her and her life choices. She is negatively judged, for example, by the way she carelessly the cuts the grass, her negligent use of the weed killer and even in the professor’s poem â€Å"The Golden Pavilion†, which contrasts the American tourist, in this case represented by Geraldine and her sisters, describing Geraldine as a â€Å"little pug of a women† against the majesty and beauty of the golden pavilion of Kyoto Japan. The professor, in this poem, depicts her ignorance and outward appearance in a negative light implying a shallow, superficial life. Interestingly, we are told little about how the character sees herself. Given the fact that Geraldine dropped out of high school at the age of sixteen and worked at the Boissevain Dairy until the age of nineteen, it could be assumed that perhaps her life was really quite difficult.

Jean Piaget Essay Example | Topics and Well Written Essays - 500 words

Jean Piaget - Essay Example The main role in the process of cognition belongs to mental abilities of person: infants are born with certain schemes operating at birth (reflexes), but while in animals these schemes control behavior throughout life human beings use them to adapt to the environment and develop their cognitive abilities. Piaget identifies four periods of cognitive development: sensory-motor, pre-operational, concrete-operational, and formal-operational. Each of these periods is associated with mastering certain skills and abilities such as use of symbols, abstract thinking, etc: Pre-operational stage (toddler and early childhood): intelligence is demonstrated through the use of symbols, improvements in the use of language, development of memory and imagination. However, thinking remains illogical and nonreversible; egocentric thinking dominates during this stage; Concrete operational stage (elementary and early adolescence): intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible) while egocentric thinking diminishes. Formal operational stage (adolescence and adulthood): intelligence is demonstrated through the logical use of symbols related to abstract concepts.

Performence and reward answers Essay Example | Topics and Well Written Essays - 750 words

Performence and reward answers - Essay Example als include â€Å"high volunteer retention level†, the â€Å"where the company’s going† it could do that by defining appropriate processes, the â€Å"how the company’s going to get there†. These could include award ceremonies to recognize and reward good performers, or set policies on how to conduct appraisals of performance. Finally, the â€Å"Content Level†, or the â€Å"what† needed to achieve the goal, for these could simply include managing difficult behavior of the volunteers or setting their goals. This approach is followed by companies throughout the world, including Microsoft. In the review process, a rater or raters evaluate the performance of the employees. All employees are given goals and targets to achieve. These expected results are compared with the actual results and the individual employee is evaluated based on the targets he could achieve or perhaps, exceed. This performance appraisal is a good source of motivation for employees when salary increases, bonuses, etc. are tied with it. It builds up a sense of trust between the employees and the employers and encourages employees to work harder and more efficiently. (Bauer & Erdogan, 1969) However, it is also possible that the appraisal process backfires. If it is not done accurately and the right kind of work and employees are not appreciated, employees would be highly frustrated and de-motivated resulting in dissatisfaction, low morale, and high turnover rate. (Bauer & Erdogan, 1969) There are theories that relate to the needs that employees have and it is important for managers and organizations as whole to understand these needs and cater to them. The Abraham Maslow’s Hierarchy of Needs Theory talks about the five differnet levels of needs for individuals and how these needs act as motivators for them (Wagner). The five levels, starting from the bottom, are psychological needs, safety needs, social needs, esteem needs and self-actualization. Once a level is achieved by an individual, those

Music Concern Report Essay Example | Topics and Well Written Essays - 500 words

Music Concern Report - Essay Example couple of moments, the music seemed to capture cadences of Mexican art in ways that evoke the sensibilities of art as lived and experienced in the traditional forms. The disjunctive chords of the first theme artfully gave way to conjunct chords that morphed into each other in a perfect continuum. Tone, pitch, and rhythm were some of the tools expertly exploited to unite the meaning and beauty of the symphony. There is a sense in which the music achieved some unity in meaning by evoking the emotions of the super-real and somewhat celestial beauties as brought out in the Mexican art forms. Another telling aspect of the maturity of talent as brought out by the ensemble was manifest in the variations in tone and pitch throughout the course of the music. The auditory qualities seemed to mesh into the imaginative element of the audience hence creating a quality of art that was both arresting and relieving in equal measure. Although parts of the themes at the middle appeared to course in disharmony, there is a sense in which much of the performance achieved a harmonious flow that rose and fell with expertly rendition. In a way, the themes explored by the chords brought out multiple messages that seemed to fit into the multi-faceted life and troubled life of the artist. One would feel a connection deeper than the casual meanings as brought out in the fragmented beginnings of the themes. The rising and falling of notes was representative of the different phases that marked the tumultuous social life of the performer including his chequered music career. In a way the main theme appeared to be a cathartic and psychological evocation of the artiste’s inner feeling and a deep search for connection with a world that has often remained strange and aloof for him. There is always a way in which soulful music evokes a sense of yearning for things beyond the physical. Sometimes the music is rendered in such a manner that captures the essence of spiritualism for troubled souls

Conclusion and Recommendations Essay Example | Topics and Well Written Essays - 750 words

Conclusion and Recommendations - Essay Example This essay analyzes that the curriculum must be revised in such a way that less importance is given for punishments and more care is given for personal counseling with those students who drop out from their studies. The U.S. Department of Education, Office of Educational Research and Improvement, has to say that children from a rich financial background often tend to continue their studies, but the worst hit is the poor because they are bound up by their family responsibilities. This essay demonstrates that In a survey conducted to find out the reforms that have been brought out to enhance the drop out children in terms of readmission into schools and colleges, the following thing was seemed to be made 1. Incentive programs- which will strengthen the link between the student’s school life and life out of the campus. This also includes special offers to those students whose behavior stands well in and out the school. 2. The reward system will focus on encouraging students to pay more interest on studies. 3. The school should make academic programs meaning full and bring the students for more participation. And the schools should maintain certain policies to maintain a balance between the student’s life in and out the school. 4. Parents should be informed immediately and if needed they should be asked and informed about their children’s activities. Even a small indifferent action should be informed immediately to the parents. As society pl ays a major role in shaping the character of a child.

JCT Design & Build Contract Coursework Example | Topics and Well Written Essays - 1000 words

JCT Design & Build Contract - Coursework Example One other significant change to the payment provisions is the outlawing of the clause ‘pay when paid’. The new act also sets timescales to follow when making payments for contracts. Another change regarding the payments is that if one party fails to issue notice of payment as the contract requires, the other party can step in and issue such notice, extending the date for final payment. Any such payments specified by notice ought to be paid before the final date of payment. Contracts stand to benefit a lot from these amendments. Unlike in the previous law, contractors have an active role in the payment provisions. For instance, contractors can recover some of their funds for the work done when a contract is suspended. This was not possible in the previous legal framework. Contractors can also benefit from the fact that contracts no longer have to be in written. Some of the matters agreed upon by the parties verbally can also be incorporated in the contract. This ensures that the contractors are not shortchanged whenever they make verbal agreements with their clients. Additional works in a contract comprise of variations to the original scope of the building contract. This is a common occurrence in building contracts where variations can occur due various emerging issues in performing contractual obligations. JCT 2011 Design and Build Contract provides various provisions on how contactors should deal with alterations to the original terms of the contracts when valuing additional works. Clause 2.11 of the law, for instance, states that â€Å"Subject to Clause 2.15, the Contractor shall not be responsible for the contents of the Employer’s Requirements or for verifying the adequacy of any design contained within them.†This clause protects the contractor from suffering losses when the client or employer changes terms or requirements of the contract. In a

Paper 4 Term Example | Topics and Well Written Essays - 250 words

4 - Term Paper Example The magazine empowers its female readers by encouraging them to use their minds to analyze and reflect upon world issues, national concerns, and even local politics if the article permits. The advertising in the magazine evokes the sexiness that women look for in their product ads but also encourages them to reach for a higher potential. Cosmopolitan magazine on the other hand lives up to its name as being the sexy magazine for the urban woman. Its cover alone promotes the sensuality of women and advertises ways and means that women can make themselves more sexually appealing to men. The concerns of the magazine are not as deep as that of Ms as Cosmopolitan contains mostly articles that promote the sexuality of women. However, Cosmopolitan is similar to Ms in the sense that they both promote female empowerment. Just in highly different terms. Cosmopolitan advises that women sell their sex, even in their advertising. Ms decided to market itself as the thinking womans magazine instead by promoting female empowerment through equality of the genders and discussing issues that are important to the feminist cause. That said, both magazine serve a solid and clear purpose in promoting their own female causes. Neither magazine can really be called better than the other. Instead, they are equal and relevant to the female cause in their own

Obsession gone wrong Essay Example for Free

Obsession gone wrong Essay It is often said â€Å"there’s a thin line between genius and insanity†. From Einstein with his shaggy hair and stuck-out tongue to Archimedes running about the street naked shouting â€Å"eureka! † after making a discovery, one can’t help but agree with whoever made that statement. Mary Shelley, Nathaniel Hawthorne, John Steinbeck and Jeremy Bernstein all wrote stories of scientists who were all geniuses – they all had devoted years of study into their fields. Yet, some of them acted irrationally without considering the consequences of their actions (Frankenstein; Aylmer), some did things against their nature (Frankenstein; Phillips), and you couldn’t help but question the sanity of others (the narrator in Bubble and Squeak; Aylmer). In Mary Shelley’s Frankenstein, Victor Frankenstein was â€Å"forced to spend days and nights in vaults and charnel-houses†. Of course, no one forced him to– he was driven by the ambition to discover the source of life. And when he did, an even greater ambition drove him – to create and give life to a human being and eventually, â€Å"a new species would bless me as its creator and source; many happy and excellent natures would owe their being to me†. To make this dream a reality, he subjected himself to many experiences that the next human would find extremely repulsive and disgusting. In his own words, â€Å"†¦often did my human nature turn with loathing from my occupation. † But the ambition always overpowered his human nature. A beautiful summer came and passed, but he was too busy with his studies to notice. He had also lost touch with his family and friends, even though he knew his father would be anxious. It was telling on him, too. He had become emaciated, and many sleepless nights had his eyes bulging from their sockets. He deteriorated to the extent that he became a nervous, solitary wreck, and a fever came upon him every night. Nathaniel Hawthorne in his book â€Å"The Birthmark† said the scientific hero Aylmer had â€Å"devoted himself too unreservedly to scientific studies to be weaned from them by any second passion. His love for his young wife might prove the stronger of the two, but it could only be by intertwining itself with his love for science and uniting the strength of the latter to his own. † Aylmer had a young, beautiful wife; unfortunately Georgiana had a tiny flaw on her face, which made her imperfect in his sight. From then on, his obsession was to get rid of the birthmark from her face, and he had come to hate it so much that the sight of it made him shudder. Other men saw the birthmark and saw beauty and charm, Aylmer saw it and saw a defect, a representation of all imperfections. Even Aminadab, Aylmer’s lab assistant, said that â€Å"if she were my wife, I’d never part with that birthmark. † Because the birthmark was in the shape of a tiny hand, it was often remarked that it was the print of a fairy’s hand on her cheek, which made her â€Å"hold such sway over all hearts. † However, Aylmer was a man of science, and most likely did not believe in fairies and all the whatnot, and so he considered the birthmark as â€Å"a frightful object, causing him more trouble and horror than Georgiana’s beauty, whether of soul or sense, had given him delight. † In other words, his horror at the birthmark for making Georgiana imperfect became stronger than his appreciation of Georgiana’s beauty. Further along in the story, Aylmer became extremely devoted into creating a mixture to get rid of the birthmark that he secluded his wife. Once, Georgiana followed him into his lab and was frightened, not by the scientific apparatus, but by what she saw of her husband. â€Å"He was pale as death, anxious and absorbed. † Georgiana once wondered if she could satisfy him, and realized that she couldn’t, as â€Å"his spirit was ever on the march, ever ascending, and each instant required something that was beyond the scope of the instant before. † Dr Phillips in John Steinbeck’s â€Å"The Snake† was a man who â€Å"could kill a thousand animals for knowledge, but not an insect for pleasure. † He had no problem with killing for study, as was shown when he was petting cats and feeding them in one minute, and in the next put one of them into a killing chamber for biology classes. His research about the starfish also shows that. But we know killing animals is not in his nature when he â€Å"felt that it was profoundly wrong to put a rat into the [rattlesnake’s] cage, deeply sinful† when the strange woman asked him to feed the snake. It was something he did regularly himself, when he needed to feed the snakes, but because the snake had already had its rat for the week, Dr Phillips felt sickened. Probably because he felt the rat was going to die for no reason. For science, Dr Phillips went against his nature. Jeremy Bernstein’s â€Å"Bubble and Squeak† is the story of a mathematician who had become so analytical it was comical. For example, normal people emphasize the scariness of ghosts in ghost stories; instead, he tries to explain ghosts as apparitions caused by atmospheric densities. He always tried to draw a mathematical and scientific parallel to everything he saw. He calculated probabilities of events, and even wondered if it was possible to measure feelings. What these four scientific heroes had in common was obsession. Victor Frankenstein’s obsession was to become a creator of humans; Aylmer’s obsession was perfection, as expressed by wanting to get rid of his wife’s birthmark; Dr Phillips numbed his nature for the study of science, he was obsessed with biology; and the narrator in Bubble and Squeak had become too mathematical and scientific for his own good. Science in its nature is rather addictive. The more you discover, the more you want to discover – It’s like a never quenching thirst for knowledge. In the words of Victor Frankenstein, â€Å"†¦ in a scientific pursuit there is a continual food for discovery and wonder. † It is as a result of this persistent pursuit of science that many inventions that we take for granted today, the same inventions we can’t imagine living without, were created. However, the danger is in letting our pursuit of knowledge or any other thing control us, such that we do things that are against our nature, or fail to appreciate the simple pleasures of life. As Victor Frankenstein eventually learnt, â€Å"A human being in perfection ought always to preserve a calm and peaceful mind and never to allow passion or a transitory desire to disturb his tranquility. I do not think that the pursuit of knowledge is an exception to this rule. If the study to which you apply yourself has a tendency to weaken your affections and to destroy your taste for those simple pleasures in which no alloy can possibly mix, then that study is unlawful, that is to say, not benefitting the human mind. † (Shelley 40) SADE MABA HUM 101 WORK CITED: Lynch, Robert; Swanzey, Thomas and Coakley, John. The Example of Science. 3rd ed. Boston: Pearson Custom Publishing, 2003. Shelley, Mary. Frankenstein. 30th ed. New York: New American Library, Penguin Group (USA) Inc. , 2000.

Counseling Models Essay Example for Free

Counseling Models Essay Most counseling models make use of the core conditions; empathy, unconditional positive regard and congruence. A. Psychoanalytic Model Sigmund Freud’s psychoanalytic system is a model of personality development and approach to psychotherapy. Psychoanalytic: The original so called talking therapy involves analyzing the root causes of behavior and feelings by exploring the unconscious mind and the conscious minds relation to it. Many theories and therapies have evolved from the original Freudian psychoanalysis which utilizes free-association, dreams, and transference, as well other strategies to help the client know the function of their own minds. Traditional analysts have their clients lie on a couch as the therapist takes notes and interprets the clients thoughts, etc. Many theories and therapies have evolved from the original psychoanalysis, including Hypnotherapy, object-relations, Progoffs Intensive Journal Therapy, Jungian, and many others. One thing they all have in common is that they deal with unconscious motivation. Usually the duration of therapy is lengthy; however, many modern therapists use psychoanalytic techniques for short term therapies. Psychoanalytic counseling or Freudian psychology prompts patients to imagine lying on a couch and divulging personal information. This type of counseling relies on patients history and an analysis of their thoughts, behavior and feelings. NYU Medical Schools Psychoanalytic Institute holds that psychoanalysis is based on observations of patient behavior and recognition of symptoms and explores how unconscious factors play a role in relationships and behavior patterns. Psychoanalysts provide help to clients through the diagnosis of disorders and the utilization of talk therapy. Clients work through issues with the assistance of a trained counselor. Psychodynamic (psychoanalytic): Sees childhood as cause of present problems and focuses on exploring past in some depth. Explores transference – displaced feelings from early childhood experienced in adult situations. Uses ‘free association’. Long term. Psychoanalytic therapy is the model where clients lay down with no eye contact or relationship with the therapist. (Less common these days) Counseling Implications Some counselors find combined psychosexual and psychosocial perspective a helpful conceptual framework for understanding developmental issues as they appear in therapy. The key needs and developmental tasks, along with the challenges inherent at each stage of life, provide a model for understanding some of the core conflicts clients explore in their therapy sessions. The Therapeutic Process Therapeutic Goals Ultimate Goal: To increase adaptive functioning which involves the reduction of symptoms and the resolution of conflicts. The two goals of Freudian Psychoanalytic Therapy are as follows, (1) to make the unconscious conscious and (2) to strengthen the ego so that behavior is based more on reality and less on instinctual cravings or irrational guilt. Successful analysis is believed to result in significant modification of the individual’s personality and character structure. Therapeutic methods are used to bring out the unconscious material. Then childhood experiences are reconstructed, discussed, interpreted and analyzed. It is clear that the process is not limited to solving problems and learning new behaviors. There is also deeper probing into the past to develop the level of self understanding that is assumed to be necessary for a change in character. Therapist’s Function and Role In classical psychoanalysis, analysts typically assume an anonymous stance, which is sometimes called the â€Å"blank screen approach†. They engage in very little self disclosure and maintain a sense of neutrality to foster a transference relationship in which their clients will make projections onto them. Central functions of analysis is to help clients acquire the freedom to love, work and play. Other functions include assisting clients in achieving self awareness, honesty and more effective personal relationships; in dealing with anxiety in a realistic way; and in gaining control over impulsive and irrational behavior. Roles Establish a working relationship with the client and then do a great deal of listening and interpreting. Empathic attunement to the client facilitates the analysts apprehension and appreciation of the of the client’s intra psychic world. Particular attention is given to the client’s resistances. The analyst listens, learns and decides when to make appropriate interpretations. A major function of interpretation is to accelerate the process of uncovering unconscious material. The analyst listens for gaps and inconsistencies in the client’s story, infers the meaning of reported dreams and free associations, and remains sensitive to clues concerning the client’s feelings towards the analyst. Client’s Experience in the Therapy Clients interested in traditional (or classical) psychoanalysis must be willing to commit themselves to an intensive and long term therapy process. After some face-to-face sessions with the analyst, clients lie on a couch and engage in free association. *Free association allows the client to say whatever comes to mind without self-censorship. This is known as the ‘fundamental rule’. Clients report their feelings, experiences, associations, memories and fantasies. Lying on the couch encourages deep, uncensored reflections and reduces the stimuli that might interfere with getting in touch with internal conflicts and productions. It reduces clients’ ability to read their analyst’s face for reactions and hence, fosters the projections characteristics of transference. At the same time, the analyst is freed from having to carefully monitor facial cues. Therapeutic Techniques and Procedures The therapy is geared more to limited objectives than to restructuring one’s personality The therapist is less likely to use the couch There are fewer sessions each week There is more frequent use of supportive interventions such as reassurance, expressions of empathy and support and suggestions There is more emphasis on the here-and-how relationship between therapist and client There is more latitude for therapist self-disclosure without ‘polluting the transference’ Less emphasis is give n to the therapist’s neutrality There is focus on mutual transference and counter transference enactments The focus is more on pressing practical concerns than on working with fantasy material Six (6) Basic Techniques of Psychoanalytic Therapy (1) Maintaining of the Analytic Framework This refers to a whole range of procedural and stylistic factors such as the analyst’s relative anonymity, maintaining neutrality and objectivity, the regularity and consistency of meeting starting and ending the sessions on time, clarity on fees, and basic boundary issues such as the avoidance of advice giving or imposition of the therapist’s values. (2) Free Association It is the central technique in psychoanalytic therapy. In free association, clients are encouraged to say whatever comes to mind, regardless of how painful, silly, trivial, illogical, irrelevant it may seem. (3) Interpretation The analyst points out, explains and teaches the client the meanings of behaviors that are manifested in dreams, free association, resistances and the therapeutic relationship itself. (4) Dream Analysis This is an important procedure for uncovering unconscious material and giving the client insight into some areas of unresolved problems. During sleep, defenses are lowered and repressed feelings surface. Freud sees dreams as the â€Å"royal road to the unconscious†. 2 Levels of Dream Content Latent Content Manifest Content (5) Analysis and Interpretation of Resistance This is anything that works against the progress of therapy and prevents the  client from producing previously unconscious material. Resistance helps the client to see that cancelling appointments, fleeing from therapy prematurely are ways of defending against anxiety. (6) Analysis and Interpretation of Transference The client reacts to the therapist as he did to an earlier significant other. This allows the client to experience feelings that would otherwise be inaccessible. Its analysis allows the client to achieve insight into the influence of the past. *Counter transference – is the reaction of the therapist toward the client that may interfere with objectivity. Limitations of Classical Analysis This approach may not be appropriate for all cultures or socioeconomic groups Deterministic focus does not emphasize current maladaptive behaviors Minimizes role of the environment Requires subjective interpretation Relies heavily on client fantasy Lengthy treatment may not be practical or affordable for many clients B. Client-centered Model Person-centered therapy (PCT) is also known as person-centered psychotherapy, person-centered counseling, client-centered therapy and Rogerian psychotherapy. PCT is a form of talk-psychotherapy developed by psychologist Carl Rogers in the 1940s and 1950s. The ultimate goal of PCT is to provide clients with an opportunity to develop a sense of self wherein they can realize how their attitudes, feelings and behavior are being negatively affected and make an effort to find their true positive potential. The aim is directed towards achieving a greater degree of independence and integration. Two primary goals of person-centered therapy are increased self-esteem and greater openness to experience. Some of the related changes that this form of therapy seeks to foster in clients include closer agreement between the clients idealized and actual selves; better self-understanding; lower levels of defensiveness, guilt, and  insecurity; more positive and comfortable relationships with others; and an increased capacity to experience and express feelings at the moment they occur. Rogers wanted to assist the clients in their growth process so clients can better cope with problems as they identify them. In this technique, therapists create a comfortable, non-judgmental environment by demonstrating congruence (genuineness), empathy, and unconditional positive regard toward their clients while using a non-directive approach. This aids clients in finding their own solutions to their problems. It places much of the responsibility for the treatment process on the client, with the therapist taking a nondirective role. Basic Characteristics In the Person Centered approach the focus is on helping the client discover more appropriate behavior by developing self-awareness ways to fully encounter reality. Through this encounter the client gains insight of themselves the world. Core Conditions Rogers (1957; 1959) stated that there are six necessary and sufficient conditions required for therapeutic change: 1. Therapist-Client Psychological Contact: a relationship between client and therapist must exist, and it must be a relationship in which each persons perception of the other is important. 2. Client in-congruence: that in-congruence exists between the clients experience and awareness. 3. Therapist Congruence or Genuineness: the therapist is congruent within the therapeutic relationship. The therapist is deeply involved him or herself they are not acting and they can draw on their own experiences (self-disclosure) to facilitate the relationship. 4. Therapist Unconditional Positive Regard (UPR): the therapist accepts the client unconditionally, without judgment, disapproval or approval. This facilitates increased self-regard in the client, as they can begin to become aware of experiences in which their view of self-worth was distorted by others. 5. Therapist Empathic understanding: the therapist experiences an empathic understanding of the clients internal frame of reference. Accurate empathy on the part of the therapist helps the client believe the therapists unconditional love for them. 6. Client Perception: that the client perceives, to at least a minimal degree, the therapists UPR and empathic understanding. Processes Rogers asserted that the most important factor in successful therapy is the relational climate created by the therapist’s attitude to their client. He specified three interrelated core conditions: 1. Congruence The willingness to transparently relate to clients without hiding behind a professional or personal facade. genuineness or realness  The helper does not deny his or her own feelings: the opposite of hiding behind a professional mask. â€Å"I find that I am closest to my inner, intuitive self,when I am somehow in touch with the unknown in me, when perhaps I am in a slightly altered state of consciousness†¦Then simply my presence is releasing and helpful.† (Rogers) 2. Unconditional Positive Regard The therapist offers an acceptance and prizing for their client for who he or she is without conveying disapproving feelings, actions or characteristics and demonstrating a willingness to attentively listen without interruption, judgment or giving advice. Unconditional positive regard acceptance and caring, but not Approval of all behavior Related Terms: Acceptance of the other’s reality with kindness Non-possessive caring Prizing Non-judgmental attitude 3. Empathy The therapist communicates their desire to understand and appreciate their client’s perspective. Accurate empathic understanding – an ability to deeply grasp the client’s subjective world Helper attitudes are more important than knowledge Empathy is a consistent, unflagging appreciation of the experience of the other. It is active attention to the feelings of the client It involves warmth and genuineness The Therapist Rogers believed that a therapist who embodies these three critical attitudes will help liberate their client to more confidently express their true feelings without fear of judgment. To achieve this, the client-centered therapist carefully avoids directly challenging their clients way of communicating themselves in the session in order to enable a deeper exploration of the issues most intimate to them and free from external referencing. Rogers was not prescriptive in telling his clients what to do, but believed that the answers to the patients questions were within the patient and not the therapist. Accordingly the therapists role was to create a facilitative, empathic environment wherein the patient could discover for him or herself the answers. Therapists are used as instruments of change but are not to direct the change in client Therapist helps develop an environment in which the client can grow Through attitudes of genuine caring, respect, and understanding the client is able to let their defenses down become more self aware Therapist reflects client’s view of the world (Phenomenological approach) The Therapist must be: Congruent  able to approach client with unconditional positive regard  demonstrate accurate understanding and empathy Focuses on the quality of the therapeutic relationship Serves as a model of a human being struggling toward greater realness is genuine integrated, and authentic, without a false front Can openly express feelings attitudes that are present in the relationship with the client Therapeutic Process Main focus is on the person not on the persons problems This allows the client to reconnect with him/her.  Client is assisted in therapy so that they can deal with current problems as well as problems that develop in the future Focuses on helping a person  become aware of their true self develop congruency Client’s Experience Through therapy client is able to let down his/her defenses become more true to him/her selves They gain perception into themselves, which allows them to better understand accept others Application: Therapeutic Techniques and Procedures One of the major contributions of Rogers in the counseling field is the notion that the quality of the therapeutic relationship, as opposed administering techniques, is the primary agent of growth in the client. The therapist’s ability to establish a strong connection with the clients is the critical factor determining successful counseling outcomes. The person-centered philosophy is based on the assumption that clients have the resourcefulness for positive movement without the counselor assuming an active, directive or problem-solving role. What is essential for clients’ progress is the therapist’s presence, being completely attentive to, and immersed in the client as well as in the client’s expressed concerns. In a study conducted in the 1990s, it was revealed that the effectiveness of person-centered therapy with a wide range of client problems including anxiety disorders, alcoholism, psychosomatic problems, agoraphobia, interpersonal difficulties, depr ession, cancer and personality disorders. Moreover, an effective therapy is based on the client-therapist relationship in combination with the inner and external resources of the client. Learning to listen with acceptance to oneself is a valuable life skill that enables individuals to be their own therapists. The basic concepts are straight forward and easy to comprehend, and they encourage locating power in the person rather than fostering an authoritarian structure in which control and power are denied to the person. The person-centered approach is especially applicable in crisis intervention such as an unwanted pregnancy, an illness, a disastrous event, or the loss of a loved one. When people are in crisis, one of the first steps is to give them an opportunity to fully express themselves. Communicating a deep sense of understanding should always precede other more problem-solving interventions. C. Rational Emotive Model Albert Ellis founded rational therapy in the mid-1950s and was one of the first therapists to emphasize the influential role of cognition in behavior. In 1960s, he changed the name to Rational Emotive Behavior Therapy (REBT), because of his contention that the model had always stressed the reciprocal interactions among cognition, emotion and behavior. Rational emotive behavior therapy (REBT), previously called rational therapy and rational emotive therapy, is a comprehensive, active-directive, philosophically and empirically based psychotherapy which focuses on resolving emotional and behavioral problems and disturbances and enabling people to lead happier and more fulfilling lives. REBT is based on the assumption that we are not disturbed solely by out early or later environments but we have strong inclinations to disturb ourselves consciously and unconsciously. We do this largely by taking our goals and values, which we mainly learn from our families and culture, and changing them into absolute â€Å"shoulds†, â€Å"oughts† and â€Å"musts†. REBT therapists employ active/directive techniques such as teaching, suggestion, persuasion, and homework assignments and they challenge clients to substitute a rational belief system for an irrational one. It emphasizes the therapist’s ability and willingness to challenge, confront, and convince the members to practice activities that will lead to constructive changes in thinking and behaving. The approach stresses action – doing something about the insights one gains in the therapy. ORIGINS OF EMOTIONAL DISTURBANCE A central concept of REBT is the role that absolutist â€Å"shoulds,† â€Å"oughts,† and â€Å"musts† play when people become and remain emotionally disturbed. We forcefully, rigidly, and emotionally subscribe to many grandiose â€Å"musts† that result in our needlessly disturbing ourselves. According to Ellis (2001a, 2001b), feelings of anxiety, depression, hurt, shame, rage, and guilt are largely initiated and perpetuated by a belief system based on irrational ideas that were uncritically embraced, often during early childhood. In addition to taking on dysfunctional beliefs from others, Ellis stresses that we also invent â€Å"musts† on our own. Ellis (1994, 1997; Ellis Dryden, 2007; Ellis Harper, 1997) contends that most of our dysfunctional beliefs can be reduced to three main forms of â€Å"musturbation†: 1. â€Å"I absolutely must do well and be approved of by signiï ¬ cant others. I must win  their approval or else I am an inadequate, worthless person.† 2. â€Å"You must under all conditions and at all times treat me considerately, kindly, lovingly, and fairly. If you don’t, you are no damned good and are a rotten person.† 3. â€Å"Conditions under which I live absolutely must be comfortable so that I can get what I want without too much effort. If not, it is awful; I can’t stand it and life is no good.† Rational emotive behavior therapy is grounded on existential principles in many respects. Although parents and society play a signiï ¬ cant role in contributing to our emotional disturbance, we do not need to be victims of this indoctrination that takes place in our early years. We may not have had the resources during childhood to challenge parental and societal messages. As psychological adults now, however, we can become aware of how adhering to negative and destructive beliefs actually hampers our efforts to live fully , and we are also in a position to modify these beliefs. THE A-B-C THEORY The A-B-C theory of personality and emotional disturbance is central to REBT theory and practice. The A-B-C theory maintains that when we have an emotional reaction at point C (the emotional Consequence), after some Activating event that occurred at point A, it is not the event itself (A) that causes the emotional state (C), although it may contribute to it. It is the Belief system (B), or the beliefs that we have about the event, that mainly creates C. For example, if you feel depressed (C) over not getting a promotion at work (A), it is not the fact that you weren’t promoted that causes your depression; it is your belief (B) about the event. By believing that you absolutely should have been promoted and that not receiving it means that you are a failure, you â€Å"construct† the emotional consequence of feeling depressed. Thus, we are largely responsible for creating our own emotional disturbances through the beliefs we associate with the events of our lives Ellis (2011) maintains that we have the capacity to signiï ¬ cantly change our cognitions, emotions, and behaviors. We can best accomplish this goal by avoiding preoccupying ourselves with the activating events at A and by acknowledging the futility of dwelling endlessly on the emotional consequences at C. We can choose to examine, challenge, modify, and uproot B—the irrational beliefs we hold about the activating events at A. GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group members with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. CONFRONTING IRRATIONAL BELIEFS REBT group leaders begin by teaching group members the A-B-C theory. When they have come to see how their irrational beliefs are contributing to their emotional and behavioral disturbances, they are ready to Dispute (D) these beliefs. D represents the application of scientiï ¬ c principles to challenge  self-defeating philosophies and to dispose of unrealistic and unveriï ¬ able hypotheses. Cognitive restructuring, a central technique of cognitive therapy, teaches people how to make themselves less disturbed (Ellis, 2003). One of the most effective methods of helping people reduce their emotional disturbances is to show them how to actively and forcefully dispute these irrational beliefs until they surrender them. This process of disputation involves three other Ds: (1) Detecting irrational beliefs and seeing that they are illogical and unrealistic, (2) Debating these irrational beliefs and showing oneself how they are unsupported by evidence, and (3) discriminating between irrational thinking and rational thinking (Ellis, 1994, 1996). After D comes E, or the Effect of disputing—the relinquishing of self destructive ideologies, the acquisition of effective new beliefs, and a greater acceptance of oneself, of others, and of the inevitable frustrations of everyday life. This new philosophy of life has, of course, a practical side—a concrete E, if you wish. In the previous example, E would translate into a rational statement such as this: â€Å"I’d like to have gotten the job, but there is no reason I have to get what I want. It is unfortunate that I did not get the job, but it is not terrible.† According to REBT theory, the ultimate desired result is that the person experiences a healthy negative emotion, in this case, disappointment and sadness, rather than depression.Group members learn to separate their rational (or functional) beliefs from their irrational (or dysfunctional) beliefs and to understand the origins of their emotional disturbances as well as those of other members. Participants are taught the many ways in which they can (1) free themselves of their irrational life philosophy so that they can function more effectively as an individual and as a relational being and (2) learn more appropriate ways of responding so that they won’t needlessly feel disturbed about the realities of living. The group members help and support one another in these learning endeavors. The Therapeutic Process GOALS OF A REBT GROUP The basic goal of REBT is to help clients replace rigid demands with ï ¬â€šexible preferences. According to Ellis (2001b; 2011), two of the main goals of REBT are to assist clients in the process of achieving unconditional self-acceptance (USA) and unconditional other acceptance (UOA), and to see  how these are interrelated. To the degree that group members are able to accept themselves, they are able to accept others. The process of REBT involves a collaborative effort on the part of both the group leader and the members in choosing realistic and self enhancing outcome goals. The therapist’s task is to help group participants to differentiate between realistic and unrealistic goals and self-defeating and self-enhancing goals (Dryden, 2007). Further goals are to teach members how to change their dysfunctional emotions and behaviors into healthy ones and to cope with almost any unfortunate event that may arise in their lives (Ellis, 2001b). REBT aims at providing group membe rs with tools for experiencing healthy emotions (such as sadness and concern) about negative activating events rather than unhealthy emotions (such as depression and anxiety) about these events so that they can live richer and more satisfying lives. To accomplish this basic objective, group members learn practical ways to identify their underlying irrational beliefs, to critically evaluate such beliefs, and to replace them with rational beliefs. Basically, group members are taught that they are largely responsible for their own emotional reactions; that they can minimize their emotional disturbances by paying attention to their self-verbalizations and by changing their irrational beliefs; and that if they acquire a new and more realistic philosophy, they can cope effectively with most of the unfortunate events in their lives. Although the therapeutic goals of REBT are essentially the same for both individual and group therapy, the two differ in some of the speciï ¬ c methods and techniques employed, as you will see in the discussion that follows. Role and Functions of the Counselor The therapeutic activities of an REBT group are carried out with a central purpose: to help participants internalize a rational philosophy of life, just as they internalized a set of dogmatic and extreme beliefs derived from their sociocultural environment and from their own invention. In working toward this ultimate aim, the group leader has several speciï ¬ c functions and tasks. The ï ¬ rst task is to show group members how they have largely created their own emotional and behavioral disturbances. The leader helps group members to identify and challenge the irrational beliefs they originally unquestioningly accepted, demonstrates how they are continuing to  indoctrinate themselves with these beliefs, and teaches them how to modify their thinking by developing rational alternative beliefs. It is the group leader’s task to teach members how to stop the vicious circle of the self-blaming and other-blaming process. REBT assumes that people’s irrational beliefs are so deeply ingrained that they will not change easily. Thus, to bring about a signiï ¬ cant cognitive change, leaders employ a variety of active cognitive and emotive techniques (Ellis, 1996, 2001b; Ellis Dryden, 2007). REBT group practitioners favor interventions such as questioning, confronting, negotiating homework assignments, and helping members experiment with new ways of thinking, feeling, and doing. REBT group leaders are active in teaching the theoretical model, proposing methods of coping, and teaching members strategies for testing hypotheses and solutions. REBT group leaders assume the role of a psychological educator, and they tend to avoid relating too closely to their members and thus avoid having them increase their dependency tendencies. They provide unconditional acceptance rather than warmth and approval (Dryden, 2009b). However, REBT group practitioners demonstrate respect for the members of their groups and also tend to be collaborative, encouraging, supportive, and mentoring. REBT practitioners employ a directive role in encouraging members to commit themselves to practicing in everyday situations what they are learning in the group sessions. They view what goes on during the group as important, but they realize that the hard work between sessions and after therapy is terminated is even more crucial. The group context provides members with tools they can use to become self-reliant and to accept themselves unconditionally as they encounter new problems in daily living. Application: Therapeutic Techniques and Procedures Ellis originally developed REBT to try to make psychotherapy shorter and more efï ¬ cient than most other systems of therapy; hence, it is intrinsically a brief therapy. As applied to groups, REBT mainly employs interventions that teach group members how to tackle practical problems of living in a brief and efï ¬ cient way (Ellis, 2001b). From the origin of the approach, REBT has utilized a wide range of cognitive, emotive, and behavioral methods with most clients. Like other cognitive behavioral therapies, REBT blends techniques to change clients’ patterns of thinking, feeling, and acting. It  is an integrative therapy, selectively adapting various methods that are also used in existential, humanistic, phenomenologically oriented therapeutic approaches, but the emphasis is on the cognitive and behavioral dimensions (Ellis, 2001b). REBT focuses on speciï ¬  c techniques for changing a client’s self-defeating thoughts in concrete situations. In addition to modifying beliefs, this approach helps group members see how their beliefs inï ¬â€šuence what they feel and what they do; thus, there is also a concern for changing feelings and behaviors that ï ¬â€šow from rigid and extreme beliefs. This model aims to minimize symptoms by bringing about a profound change in philosophy. REBT practitioners are ï ¬â€šexible and creative in their use of methods and tailor their techniques to the unique needs of group members (Dryden, 2007) References A. Internet-Based http://www.allaboutcounseling.com/counseling_approaches.htm http://www.ehow.com/list_7162754_psychological-counseling-techniques.html#ixzz2cmnFA0bd http://www.ukessays.com/essays/psychology/psychoanalytic-theory-theories-of-counseling-and psychotherapy-psychology-essay.php#ixzz2cmqlANAb http://www.minddisorders.com/Ob-Ps/Person-centered-therapy.html#b#ixzz2dzABrENS B. Books Corey, G. (2012). Counseling and Psychotherapy: Theory and Practice Second Edition. Cengage Learning, Philippines.