Humerous Themes In Othello :: essays research papers

When the well-known English dramatist William Shakespeare began writing Othello, he had already been educated in the classics and in literature. Although his contemporary Ben Jonson said that Shakespeare knew "little Latin and less Greek," scholars know that Shakespeare knew, at least, about Greek ideas about comedy and tragedy. He was not incredibly educated, but he was aware that his play would comment on ideas about comedy. By looking at a few crucial scenes in the play, this paper will demonstrate that, although most people consider Shakespeare’s Othello a tragedy, it is actually a black comedy. In Act V, Scene I (17-30) lines Iago comments comically on the murder scene he has set up himself. This is the scene: Iago. O murderous slave! O villain! [Stabs RODERIGO] Rod. O damn’d Iago! O inhuman dog! Iago. Kill men i’ the dark! Where be these bloody thieves? How silent is this town! Ho! murder! murder! What may you be? are you of good or evil? Lod. As you shall prove us, praise us. Iago. Signior Lodovico? Lod. He, sir. Iago. I cry you mercy. Here’s Cassio hurt by villains. Gra. Cassio! Iago. How is it, brother? Cas. My leg is cut in two. Iago. Marry, heaven forbid, Light, gentlemen; I’ll bind it with my shirt. Iago has the audience and everyone other than Roderigo believe that he is looking for thieves. If you think about it, that is a funny statement. He has committed a murder, but he pretends that he has not. Further, he pretends that he is looking for the killer and is the only one who cares enough to do so, and cannot believe "how silent" the town is. Even his final gesture, of trying to "bind" the wound with his shirt, is a supremely comic one, perhaps for Shakespeare more than Iago. Iago may be able to stem the flow of blood coming from Cassio’s leg. But it would be silly for the audience to believe what Iago implicitly asks them to believe, that anyone or anything can stem the tide of destruction that he has already unleashed on the play’s characters, and by implication, in the play’s plot. Earlier in the play, in Act II, Scene I (lines 87-95), a similar event occurs, when Cassio greets Desdemona and speaks about Othello and Iago: Cas. She that I spake of, our great captain’s captain, Left in the conduct of the bold Iago, Whose footing here anticipates our thoughts A se’nnight’s speed. Great Jove, Othello guard, And swell his sail with thine own powerful breath,

Personality Analysis on ‘The Breakfast Club’ Essay

Released in 1985 and directed by John Hughes ‘ The Breakfast Club’ is a film about teenagers that seem different on the surface but come to discover otherwise . When five students from different high school cliques are forced to spend their Saturday in detention, the brain, athlete, basket case, princess and the criminal together are faced with the question of who they think they are. The five characters put aside the ir dissimilarities in aid to survive the painful eight hour detention and in the process they discover they aren’t as unalike after all. The Breakfast Club is a n all time classic film that portrays a number of individual and complex personalities. It is visible in the film that each teenager has their own traits and characteristics due to various circumstances such as; environmental and parental influences . The character focus will be John Bender, the so-called ‘the criminal’ of the five teenager s . Upon first glance, Bender seems to be the average high school ‘bad boy’ getting his position in this specific detention for pulling a false fire alarm . This gives viewers th e idea that his character does whatever he can for attention. Bender also has a tendency to say and do things that will get a negative reaction out of a person, by insul ting and antagoni sing every character at some point in the film . By applying Maslow’s hierarchy of needs and B. F. Skinner’s theory of personality you ge t a more intellectual psychological understanding of Bender’s personality. Abraham Maslow developed his Hierarchy of Needs theory in 1954 to help himself and other humanistic theorists to better understand what motivates people. Maslow believed that people are motivated to satisfy specific needs, in saying this he created a five stage pyramid that depicts the order of importance of these specific needs. Maslow has suggested that o nce one need or category is satisfied and fulfilled by person they can then move on to fulfilling the next need . (McLeod 2007) Figure 1 (Maslow’s Hierarchy of Needs diagram- 1954) Thus according to Maslow; if a person does not fulfil their basic physiological needs they lose motivation to satisfy belonging and esteem needs. When this occurs the person feels a disinterest to socialise and make friends, typically leading in said person to become disrespectful and inconsiderate of the feelings of others and their opinion. (NetMBA 2010) Bender is clearly portrayed throughout the film as a person who has failed to meet the first two basic needs of the hierarchy table; refer to figure 1 . In the film, when lunch break is commenced it is showed that Bender has come with no food for lunch, whilst the other characters have all got substantial packed lunches. This could be classified as a sign that shows that Bender’s physiological needs are not being fulfilled. When Bender pulls out a pocket knife during a heated discussion you get the idea that Bender clearly doesn’t feel safe and that he needs a weapon as form of protection, showing that Bender is clearly lacking a sense of security and safety . Further construction of the idea that Bender does not have substantive or rewarding home life takes course when Bender shows the group a scar on his fore arm, given to him by father as mere punishment for accidentally spilling paint in the garage. That being said, it is seen throughout the film that Bender is failing to adequately satisfy his physiological and safety needs, leaving him disinterested in fulfilling social needs and lacking in self-esteem and respect. Bender’s lack of motivation in socialising and making friends is the most dominant aspect of his ‘bad boy’ personality, he constantly insults the other characters in the film about things that genuinely upset them -evidently pushing them away. Bender also suffers from low self-esteem which is why he compensates by putting on a tough, ‘bad boy’ front. You see this through the way in which he dresses, disobeys the Principals orders, constantly challenge s another male character and also in the way that disrespects the school and its property. In behavioural theorist B. F. Skinner’s perspective; an individuals personality development is heavily influenced by their environment and prior experiences (Sincero 2012) , he wrote that ‘A person does not act upon the  world, the work acts upon him’ (Skinner 1971) . Skinner proposed that the development of an individuals personality is largely dependant on the way in which significant adults in their lives would reward or punish then throughout the course of their childhood. (Carter Grivas 2005, p. 407-408) Therefore, children and adolescents raised by abusive and aggressive parents are more inclined to also be come aggressive and hostile towards peers. (Hellesvig-Gaskell n.d) Throughout The Breakfast Club (Hughes 1985) there are multiple scenes that express the negative home life in which Bender is being raised and how it is influencing his personality. In a specific scene Bender imitates a previous heated discussion between him and his father and according to Bender his father called him â€Å"stupid, worthless, no good, goddamn, freeloading son of a bitch. Retarded, big mouth, know-it-all, asshole, jerk† then Bender pantomimes getting punched in the face by his father as a result of Bender retaliating. In a behaviourists perspective this would justify Benders aggressive personality and tendency to lash-out and insult the other characters. When comparing Bender to Brian Johnson; the character portrayed as the ‘brain’ or the nerd of the group, it is visible that as result of polar opposite home environments that Brian and Bender have e qually opposite personalities. Brian’s family are shown as very over supportive and pushy in his school work, yet still compassionate. T his is well symbolised again in the lunch scene of the film when Brian unpacks his nutritious, home-made lunch , whilst Bender has been sent to school with nothing to eat. Brian’s personality comes off as very timid and anxious, and not once throughout the film does Brian retaliate towards Bender when he acts in a hostile or cruel manner- although if the roles were reversed and Brian was acting in a similar fashion toward Bender he w ould lash-out violently or show signs of aggression in return , just as father would to him. By comparing Brian’s personality with Bender ‘s; you come to understand the impact an abusive  home environment and negative parental influences has on Bender’s personality. Al t hough both Maslow’s and Skinner’s theories o f personality assist in better understanding Bender’s character; the two theorists have are entirely opposite perspectives on personality and how it is developed. Behaviourists believe that personality is determined by environment and the way an individual reacts to different stimuli (Sternburg 1995, p.589), whilst Humanistic theories state that personality is a conscious and free choice for the individual to control. (Coon 1998, p.543) Behaviourist s also state that personality is motivated by all kinds of drives, whilst Humanists think that personality is motivated by the want to fulfil self-actualisation. In conclusion, the application of Maslow’s humanistic perspective and Skinner’s behaviour ist views help to understand Bender’s personality efficiently. Discarding the point that both theorists completely contradict one another they both give a deeper explanation into why Bender chooses to be insulting and why he lacks interest in making friends, along with justifying Bender’s rage and aggression struggles. Overall humanist and behaviourist theories on personality assist in the process of understanding and evaluating the personality that makes John Bender of The Breakfast Club. (Hughes 1985) Bibliography- Coon, D 1998, Introduction to Psychology Exploration and Application , Brooks/Cole Publishing Company , California, United States of America. Grivas, J, Carter, L 2005, Psychology VCE Units 1 & 2 , John Wiley & Sons Australia , Queensland, Australia. Hellesvig- Gaskell, K n.d, Parental Influence on Personality , Viewed 12 th March 2014, http://everydaylife.globalpost.com/parental-influence-personality-5605.html McLeod, S 2007, Maslow’s Hierarchy of Needs , Viewed 12 th March 2014, http://www.simplypsychology.org/maslow.html n.a, 2010, Maslow’s Hierarchy of Needs, Viewed 12 th March 2014, http://www.netmba.com/mgmt/ob/motivation/maslow/ Sincero, S 2012, Behaviourists Theories of Personality, Viewed on 12 th March 2014, http://explorable.com/behaviourist-theories-of-personality Skinner, B 1971, Beyond Freedom and Dignity , Hackett Publishing Company, Inc. Indianapolis, Indian, United States of America. Sternberg, R 1995, In Search of the Human Mind , Earl McPeek , Orlando, United States of America. Van Lersel, H, Bradley, K, Clarke, V, Coon, Koerner, J, Montalto, S, Rossborough, A, Spackman-Williams, M, Stone, A 2005, Nelson Psychology VCE Units 1 and 2 , Nelson, Southbank, Victoria.

Further Implementing Trauma Informed as Social Workers in The United States - Free Essay Example

Sample details Pages: 10 Words: 2943 Downloads: 10 Date added: 2019/03/18 Category Society Essay Level High school Tags: Social Work Essay Did you like this example? Introduction Hard to acknowledge, and even harder to talk about, is the shocking aftermath of trauma looks like for children in the United States, and around the world. More than two thirds of children in the United States experience a traumatic event or circumstances-such as abuse or neglect, death of a loved one, or community violence-by the time they turn 16. Young children (birth to age five), in particular, are disproportionately exposed to traumatic events and circumstances (Bartlett, 2016). Exposure to trauma during childhood can dramatically increase a persons risk for 7 out of 10 of the leading causes of death in the U.S. This includes high blood pressure, heart disease, and cancer. Aftermath from childhood trauma is now being treated as a national public health crisis (Harvard, 2015). After several decades of research and investigation, many medical professionals are shifting to utilizing a concept known as Trauma Informed Care, so that instead of asking What is wrong with you? the question becomes What happened to you? (Kelly, 2014). According to the Substance Abuse and Mental Health Services Administration (SAMHSA), they define the trauma-informed approach as A system that realizes the widespread impact of trauma and understands potential paths for recovery; 1. Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system 2. Responds by fully integrating knowledge about trauma into policies, procedures, and practices 3 . Seeks to actively resist re-traumatization. (SAMHSA, 2018). Don’t waste time! Our writers will create an original "Further Implementing Trauma Informed as Social Workers in The United States" essay for you Create order The goal of this paper is to educate and emphasis the problem at hand, which is that soldiers are not the only people who experienced horrific traumas: they are our neighbors, siblings, and students. Many of them are children and young adults. As mentioned previously, trauma informed care asks a patient what has happened to them, as an attempt at getting to the root. Children, teens and young adults are some of the most vulnerable populations in our society. Children all over the country, and world, experience trauma and do not have the ability to advocate for themselves. Indicators of trauma include having an alcoholic parent, experiencing sexual abuse, natural disasters, accidents, and human trafficking (Van Der Kolk, 2014). Dr. Van Der Kolk, as well as Dr. Nadine Burke (another famous psychiatrist who has devoted her life to working with trauma victims), and many others believe that the way in which we treat trauma patients can drastically improve not only their quality of life bu t expected life span as well. With children, this is crucial, and can alter the course of their lives. The question posed in this paper is this: what mental health professionals can do in implementing Trauma Informed Care for children and teens, who are need of protection due to the traumas that they have experienced. We will be referring to literature written by leading researchers in this field, as well as studies performed on outcomes, in supporting my case. Trauma Informed Care We have learned that trauma is not just an event that took place sometime in the past; it also the imprint left by that experience on mind, body, and brain. This imprint has ongoing consequences for how the human organism manages to survive in the present. (Van Der Kolk, 2014) Humans have been experiencing trauma since the dawn of time, but it is in the last 30 years that it has become widespread through multiple disciplines, as mental health workers, doctors, substance-abuse treatment centers, are more actively aiming to address how trauma does change somebodys life. The emergence of the feminist movement, and the voices of survivors of interpersonal trauma, (as seen in the rape crisis centers and the domestic violence movements) paired with developments in the scientific world resulted in significant shifts in treatment practices. In 1985, the International Society for Traumatic Stress was founded in the United States and served as a focal point for professionals searching for answers to support highly traumatized populations. By 1989, the United States Department of Veterans Affairs had created the National Center for Post-Traumatic Stress Disorder (Wilson, Pence, Conradi, 2013). According to Dr. Bessel Van Der Kolk, author of The Body Keeps Score, more than half of the people who seek psychiatric care have been assaulted, abandoned, neglected, raped as children, or witnessed violence in their family (Bessel, 2014). He notes I was often surprised by the dispassionate way patients symptoms were discussed and how much time was spent on trying to manage their suicidal thoughts and self-destructive behavior, rather than on understanding the possible causes of their despair and helpless. This, of course, occurs in adults who have often spent a life time in misery. If we could identify the event and begin work with children, it could save years of misery. Another lead figure in TIC, Dr. Nadine Burke stated this in a Ted talk about Trauma Informed Care: instead of writing prescription after prescription, for people drinking water from the same well with the same symptoms, she wants to march up to the well, look inside, and figure out just what is in that well. This is the public health perspective, and patients who have experienced trauma are so widespread and common, that Dr. Burke labels trauma as The biggest public health crisis facing our country. So, what does it mean to be Trauma-Informed? 2005 marked the creation of the National Center for Trauma- Informed Care (NCTIC). The NCTIC suggested that every part of an organization seeking to be trauma-informed-its organizational structure, its management systems, and its service delivery. To be assessed and potentially modified to include a basic understanding of how trauma affects the life of an individual seeking services. Trauma-informed organizations, programs, and services are based on an understanding of the vulnerabilities or triggers of trauma survivors that traditional service delivery approaches may exacerbate, so that these services and programs can be more supportive and avoid re-traumatization. (National Center for Trauma-Informed Care, 2012). It is crucial to emphasize that the goal is to avoid re-traumatization. The following will list ways in which we can avoid this. The Oxford University School of Social Work has identified central themes essential for optimal trauma informed care. For the purpose of this paper, these themes will apply for Social Workers specifically. The first essential component is to maximize physical and psychological safety. The last thing that we should ever do is re-traumatize a patient. In focusing on treatment for those age 18 and under, an example that maximizes the safety of a child or teen, would be in removing a child from a dangerous home setting, and placing them in a physically-safe foster home. The Oxford School of Social Work states, however, that although the child may be physically safer, they may not feel psychologically safe, despite leaving the toxic setting. When feeling psychologically unsafe, we tend to see (often) maladaptive coping mechanisms emerge. This can include substance abuse, aggression and violence, high-risk-taking activities, and self-mutilation. The child (and his or her siblings) may continue to feel psychologically unsafe long after the physical threat has been removed or he or she has been relocated to a physically safe environment. (Wilson et al., 2013). Secondly is the notion of partnering with clients. Patients should be given choices and an active voice in decision-making on both an individual and systemic level, allowing choice and collaboration. This can help them reclaim the power that was taken away from them during the trauma, enhance their resilience, and provide important information to providers and the system. (Wilson et al., 2013). Third, it is crucial to identify trauma-related needs of clients. The following includes the 12 Core Concepts of Understanding Traumatic Stress Responses in Childhood, created by The National Child Traumatic Stress Network. The interventions have been written specifically for children. Traumatic events are inherently complex. (NCTSN, 2012) Trauma occurs within a broad context that includes childrens personal characteristics, life experiences, and current circumstances. (NCTSN, 2012) Traumatic events often generate secondary adversities, life changes, and distressing reminders in childrens daily lives. Examples of adversity include family separations, financial hardship, relocations to a new residence and school, social stigma, ongoing treatment for injuries and/or physical rehabilitation, and legal proceedings. Children can exhibit a wide range of reactions to trauma and loss. (NCTSN, 2012) Post-traumatic stress and grief reactions can develop over time into psychiatric disorders, including post-traumatic stress disorder (PTSD), separation anxiety, and depression. Childrens post-trauma distress reactions can also exacerbate preexisting mental health problems including depression and anxiety. Awareness of the broad range of childrens potential reactions to trauma and loss is essential to competent assessment, accurate diagnosis, and effective intervention. Danger and safety are core concerns in the lives of traumatized children. Exposure to trauma can make it more difficult for children to distinguish between safe and unsafe situations and may lead to significant changes in their own protective and risk-taking behavior. (NCTSN, 2012) Traumatic experiences affect the family and broader caregiving systems. (NCTSN, 2012) Protective and promotive factors can reduce the adverse impact of trauma. Examples include having a primary caregiver, possessing a strong social support network, the presence of reliable adult mentors, and a supportive school and community environment. (NCTSN, 2012) Trauma and post-trauma adversities can strongly influence development. (NCTSN, 2012) Developmental neurobiology underlies childrens reactions to traumatic experiences. Exposure to multiple traumatic experiences carries a greater risk for significant neurobiological disturbances, including impairments in memory, emotional regulation, and behavioral regulation. Conversely, ongoing neurobiological maturation and neural plasticity also create continuing opportunities for recovery and adaptive developmental progression. (NCTSN, 2012) Culture is closely interwoven with traumatic experiences, response, and recovery. (NCTSN, 2012) Challenges to the social contract, including legal and ethical issues, affect trauma response and recovery. (NCTSN, 2012) Working with trauma-exposed children can evoke distress in providers that makes it more difficult for them to provide good care. (NCTSN, 2012) IMPLICATIONS FOR SOCIAL WORK Stated in the last section, we identified the 12 Core Concepts of Understanding Traumatic Stress Responses in Childhood, created by The National Child Traumatic Stress Network. These 12 concepts provide clear cut considerations for working within the framework of Trauma Informed Care. At the same time, there is no manual on how best to treat trauma victims. Much of what a social worker can do exists in the small details. The publication Social Work Today has created a comprehensive list of what it means to be trauma informed. These are things that a client will notice and will help them in treatment. Environment of Care/Staff Appearance/Staff Behavior For starters, when a client walks in to your facility, the goal is for them to feel comfortable and safe. Social workers can create a comforting environment with seating arrangement, music, colors, and plants. When working with traumatized children, this is especially crucial. Staff should wear clothing that is not distracting and is professional. When interacting, social workers use eye contact, are speaking clearly, and are attentive to the client (Ko, 2008) Organizational Understanding Next there are components on a grander scheme that the company as a whole must practice. First and foremost, the company needs to have a trauma-trauma-informed policy in place. The staff members will have been educated in trauma informed care and are continuously assessing for trauma. Staff should have an organizational plan for handling behavioral crisis. Feedback must be given amongst the staff members, to ensure that they are always growing and communicating (Ko, 2008) Treatment Considerations With the patient first mentality, treatment goals should reflect consumer preferences at all times. The treatment will then be implemented across disciplines. We must offer choices as often as possible. Our language should be casual, and responsive. Noticing details such as seating for the client must be taken into consideration. Working in an anti-oppressive manner by considering the culture of origin and incorporating this in the treatment plan is vital. A key area to be practiced with the utmost respect is in practicing boundaries for our patients. This includes physical boundaries, being aware of touching the patients: even a handshake is something that could be considered triggering. In addition to physical boundaries there are social boundaries as well. Jokes and certain stories could convey a sense of risk or threat (Ko, 2008). Social Work: Core Values and Ethics Trauma Informed Care can be directly applied to the 6 core values and ethics of social workers. The following will discuss ways that the values are best applied to TIC for social workers specifically. Service Social workers regularly elevate the needs of others above their own personal interests and use their skills and knowledge (from education and experience) to help people. Social workers often volunteer their time-in addition to their paid services-with no expectation for financial reward (Social Work Core Values, 2018). This statement is pertinent to TIC because many of the children/young-adults who have experienced trauma and are receiving service are in pain and working with them will likely not be an easy feat. Social Justice Social workers advocate on behalf of the oppressed, the voiceless, and others who are unable to advocate for themselves (Social Work Core Values, 2018). Many victims of trauma have unable to fight for themselves, and it is our role as social workers to aide in any way that we can. Dignity and Worth of the Person Every person is different, with different cultural and social values. Social workers are mindful of those differences, treating each person with dignity and respect and promoting their clients capacity and opportunity to address their own needs and improve their personal situations. Social workers must be cognizant of their duties to both individual clients and to society as a whole and seek solutions for their clients that also support societys broader interests. (Social Work Core Values, 2018). Respect and dignity are often lacking in the lives of trauma survivors, so it is the social workers role to help in learning how to ask for respect and dignity, and how to practice it within ourselves. Importance of Human Relationships Social workers connect people who need assistance with organizations and individuals who can provide the appropriate help. Social workers recognize that facilitating human relationships can be a useful vehicle for creating change, and they excel at engaging potential partners who can create, maintain, and enhance the well-being of families, neighborhoods, and whole communities. (Social Work Core Values, 2018). Having some degree of trust between patient and provider are mandatory for practicing TIC effectively. We can build this trust with trauma victims by listening, brainstorming, and doing our best to access as many resources as possible. Integrity In order to facilitate these relationships and improve others lives, social workers must exhibit trustworthiness at all times. Each social worker must be continually aware of the professions mission, values, and ethical principles and standards, and set a good example of these components for their clients. By behaving honestly and responsibly, social workers can promote the organizations with which they are affiliated while also creating the most value for the populations they serve. (Social Work Core Values, 2018). In working with a vulnerable population, being trustworthy is the only way to operate. Competence The importance of ethics and values in social work is more than just compliance with regulations and requirements. In a profession in which the clients are often vulnerable and unable to advocate for themselves, its necessary that those advocating for them be passionate about empowering those who are vulnerable, oppressed, or poverty-stricken. (Social Work Core Values, 2018). Findings and Conclusions The question posed in the beginning of this paper asked how best social workers can operate from a trauma informed lens in practice with children and teens under the age of 18. 17,000 people were asked to complete a 10 question survey names ACES (Adverse Childhood Experiences) questionnaire. Doctors found that regardless of social class or race, an alarmingly high number of adults had experienced at least one event that the doctors classified as a traumatic event as children. Two thirds of the 17,000 people in the ACE Study had an ACE score of at least 1. 87 percent of those had more than one. A traumatic event according to ACES includes; witnessing violence in the home, being a victim of sexual or physical abuse, neglect, having a family member in prison, and living with someone using alcohol or drugs excessively. The effects of these traumas have profound impacts. Shortened life span, risk of mental illness, risk of disease and cancer, and risk of forming addictions are what makes this a public health crisis. Strengths and Limitations The Body Keeps Score is a crucial and informative book and holds its place as one of the most influential sources of information about Trauma Informed Care. In addition, the Adverse Childhood Experiences concept, created by Kaiser Permanente, is considered ground breaking. The limitations of TIC are prominent and have resulted in its slow emergence in the medical field. According to some psychologists, TIC is too grand of an idea, that might be too vague to implement on a grand scale. Wisconsin is considered the state to have the most success in being trauma informed, but at a cost. Taxpayer dollars pay for the difference in medical treatment. (Scheeringa, 2017). For now, it is crucial that more longitudinal studies be conducted in proving the efficacy of TIC. For now, it is still a relatively novel concept that has yet to become the staple for how we treat patients. Moving Forward In order to treat all people from a trauma informed lens., it is up to the professionals to create a standard for which an entire company will operate. Following the values of TIC, and holding each other accountable in doing so, this can aid in creating a standard for practice. More research must be done, and the long-term effects of trauma scrutinized further. By making Trauma Informed Care a top priority, we can get to the root causes of symptoms, and treat it for what it truly is.