Annotated Bibliography Example | Topics and Well Written Essays - 750 words - 7

Annotated Bibliography Example Most of the authors reviewed agree that enough adequate research has not been carried out to understand post traumatic stress disorder and its symptoms. Some articles brought up controversial issue by making an assertion that the rates suicide among militants is higher than that of the general public. They have differed on the most common symptom observed from PTSD sufferers. The articles are helpful when carrying out literature review on symptoms and treatment of PTSD. Most of the articles reviewed making reference to The Diagnostic and Statistical Manual 4th Edition Text Revision as a valuable reference for understanding the symptoms of PTSD. This is critical when carrying literature review since they can act as a guide in choosing materials for the review. Bryan, C., & Anestis, M. (2011). Reexperiencing symptoms and the interpersonal-psychological theory of suicidal behavior among deployed service members evaluated for traumatic brain injury. Journal Of Clinical Psychology, 67(9), 856-865. Finley, E., Baker, M., Pugh, M., & Peterson, A. (2010). Patterns and Perceptions of Intimate Partner Violence Committed by Returning Veterans with Post-Traumatic Stress Disorder. Journal Of Family Violence, 25(8), 737-743. doi:10.1007/s10896-010-9331-7 Gibbons, S. W., Hickling, E. J., & Watts, D. (2012). Combat stressors and post-traumatic stress in deployed military healthcare professionals: an integrative review. Journal Of Advanced Nursing, 68(1), 3-21. doi:10.1111/j.1365-2648.2011.05708.x Herzog, J., Everson, R. R., & Whitworth, J. (2011). Do Secondary Trauma Symptoms in Spouses of Combat-Exposed National Guard Soldiers Mediate Impacts of Soldiers Trauma Exposure on Their Children? Child & Adolescent Social Work Journal, 28(6), 459-473. doi:10.1007/s10560-011-0243-z Polusny, M., Erbes, C., Murdoch, M., Arbisi, P., Thuras, P., & Rath, M. (2011). Prospective risk factors for new-onset post-traumatic stress disorder in National Guard soldiers deployed to

Consider knowledge issues Essay Example for Free

Consider knowledge issues Essay â€Å"That which is accepted as knowledge today is sometimes discarded tomorrow.† Consider knowledge issues raised by this statement in two areas of knowledge. Nowadays, due to for example technological development, every day can bring us a new knowledge. Something that yesterday was unthinkable, today turned into reality. Does that work in the opposite way? Does knowledge from hundreds of years ago is still considered as truth? Does knowledge have a period of validity? I found it very interesting considering the fact that most people believe in everything what famous scientists say. They are learning things, which are written in books or newspapers and they consider it as truth. But how do we know that something is truth? There are various of theories which are created every day and overturned after few days or even hours. While thinking about all knowledge theories, one question is coming to our mind, how do we know that previously accepted knowledge is timeless, and when it is accountable to be inverted as new thinking emerges? On those questions I will try to answer in my essay. To accurately answer the question posed in the task, areas of knowledge to which I am going to relate my work are history and human sciences. Technological development which was mentioned before allowed us to verify whether created theories are true or false. Theories from which we obtains our knowledge are changing constantly. Some of them could be overturned after they were assessed as unreliable. Such assessment can be done due to development which we already obtained. However, technology can also be used to improve the reliability of such knowledge. As an example of such theory I will use biological cell theory. In 1590, Hans and Zacharias Janssen invented a microscope under which in 1665 Robert Hooke firstly discovered cells, the basic units of structure and function of all living organisms. There was not many informations about this new discover. For years, scientists have expanded their knowledge about cells and they are doing it even now. Thanks to technology, now we know almost everything about cells. How they replicate, what they contain inside of them. The theory has been improved so this is still considered as reliable knowledge. Another example of improvement in sources of knowledge could be found in physics. In ancient Greece, Democritus discovered the smallest unit of matter atom. Due to  many various experiments performed till now, theory about atom has changed many times and it is still not over. Scientists are always looking for new informations, therefore they are collecting new knowledge. From this knowledge new theories are created and then, by new technologies those are considered as true or false or improved. Another example of knowledge which was discarded after a long time is psychoanalysis. Psychoanalysis is a method of understanding and treatment of human psychology and the theory allows to explain the different social and cultural phenomena. It was begun in the late nineteenth and early twentieth century by the Viennese physician Sigmund Freud. For many years, psychoanalysis was considered as the best method of treatment of mental disorders based on assumptions psychoanalytic theory. It assumes that the primary cause of the symptoms is unconscious memory, which involves strong emotions, resulting in a traumatic situation. Goal of psychoanalysis as a therapeutic method is to restore the consciousness of those memories. Critics of psychoanalysis as a scientific theory argue that it cannot be verified experimentally, so it cannot be classified as science, but only to literature, pseudoscience or para-science. In addition, many authors believe that Freud in many places falsify his observ ations to confirm his theory. Karl Popper took example of psychoanalysis as a theory unfalsifiable, and therefore unscientific. Unfalsifiable of psychoanalysis can be represented by the following example. A person smokes a cigar. Psychoanalysis claims that in this way this person satisfies his oral needs. If this person confirms, it would constitute proof of the veracity of the claims of psychoanalysis. If, however, deny that the reasons for the denial of that to be found in ignorance and denial. Thus, it also confirms the truth of the claims of psychoanalysis. Except Freud, there are many other psychoanalysts. As an example I will use Alfred Adler. Alfred Adler was an Austrian medical doctor and psychotherapist who found school of individual psychology. Different case in point how knowledge can be discarded we can find in case of penicillin. It was the first antibiotic found in 1928 by Alexander Fleming. Firstly, it was considered as the best known to humanity treatment for almost all the diseases. The mechanism of action of penicillin as  antibiotics by blocking the activity of bacterial enzymes. It lend a hand to a lot of people with their diseases and sufferings and it brought a great success to scientists which found it. They even got the Nobel Prize in 1945 for inventing penicillin. However, after a few years when penicillin was on the market, many people started to complain on side effects of penicillin. It turned out that a lot of them are allergic to penicillin and therefore they have huge problems with their health. Some people even had anaphylactic shock after first dose. Moreover, users of penicillin were complaining from fever, chilling, profuse sweating, cyanosis or hypotension. These facts have rejected the recogniti on of penicillin as the best antibiotic and therefore knowledge that penicillin is the best antibiotic was discarded. Nowadays due to technology we have much better kinds of antibiotics. Many of them are antiallergic and therefore may be used by all people suffering from different diseases. Except science, knowledge changes also on historical ground. It mainly refer to revisionist historians. History we learn is changing all the time, as revisionist historians change things so as to fit the truths more likely than it is. As it is known, history is always incomplete. There are many facts about we do not have a clue or we dont know why something happened. Thanks to revisionist historians, old theories are in fact changed into the new ones, which are considered as better and therefore more accurate truth of the world is created. In this case, old theories are not discarded, but evolved to adjust to the flow of time and new informations possessed. Therefore, theories created by earlier generations are accepted but changed in future to fit the truth more likely. This brings us to consensus that even though a few years ago something was considered by historians as truth, today due to technology and revisionist historians it may be considered as totally different. As we can see, nothing stays forever on our planet. Everyday everything changes, new knowledge is discovered and new theories are created. World is constantly evolving and brings us new technology by which we can discover new informations and therefore knowledge. Psychoanalysis, discover of penicillin, cell theory, revisionist historians and discover of atom are all  an examples of how can knowledge change due to the passage of time and technology development. Taking this into consideration, the statement mentioned in the subject That which is accepted as knowledge today is sometimes discarded tomorrow. perfectly represents the idea and speed of development of modern world. Even though today we think that something is true and different theory is unacceptable, in few years or centuries it could be discarded or evolved into the new theory.

Why Educate? :: Essays Papers

Why Educate? As I ponder what my educational philosophy is, and what I hope it will become, I find it necessary to consider why we educate our children in the first place, and why we finance countless public school systems with local tax dollars and federal funds only to hear over and over that schools are failing, our teachers are inadequate, and our students unprepared for life. The majority of high school graduates can read. They can perform basic arithmetic. They know some literature, history, and civics. They are more computer literate than ever before, yet the U.S. Department of Education's National Commission on Excellence in Education concludes in â€Å"A Nation at Risk:† If an unfriendly power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament" (NCREL 2002). This â€Å"educational disarmament† is really a failure to produce students that are truly competitive in the world marketplace, a failure to make the same technological advances as other industrialized nations. Joel Spring, in The American School (1997), asserts that beginning with the founding of the common school in the nineteenth century, education has been seen as a way of â€Å"ending poverty, providing equality of opportunity, [and] an increasing national wealth† (6). It is the â€Å"increasing national wealth† that students are tested on now, and found lacking. According to Sebastian de Assis, author of Teachers of the World, Unite! (2000), it was during the Industrial Revolution that â€Å"mathematics, sciences, technical and vocational education became pivotal to the sustenance of the new economic order† in the United States (p. 24). Students have become just another part of the great machinery that is America. Either they contribute and m ake the country, and themselves, richer, or they are failures, who have, in turn, been failed by an educational system that did not teach them how to grow rich or help the nation grow rich. Like de Assis (2000), I find the commoditization of students to be more than a little disturbing.

Why Childcare is Good for Children

Charndrea Johnson Composition Instructor:   Linda  O'Connor Week 12: Individual work Introduction This Essay I choose is basically to tell you why you should choose childcare for your child and why it’s good for children. Also why I approve of my child being in one. Choosing an appropriate childcare for your young children seems very overwhelming. But as a parent it’s your responsibility to ensure that your children are safe and happy in a childcare that is fun, educational, and nurturing all at the same time, so that you know your child is comfortable in their environment.Whether it’s an in-home, center based daycare or preschool. And you should also know your children’s temperament, which are their likes, dislikes, health, interests, and behavior. Yes they might give you a hard time the first few times you drop them off but once they get use to their care taker they are going to be comfortable around them. I choose my topic to be about child care, be cause I feel that it could be good for any child but I do and don’t like some parts of child care.For instance I would prefer for my child to be in a facility where they are active with other children, learn educational material that can prepare them in the long run. Not sitting in someone’s home watching TV, playing, and taking naps. That more like you’re paying a teenager to babysit your child while you’re at work not somewhere professional. But I approve of an exalt professional child care where you know your child is safe and happy. Not somewhere where you are having second thoughts about putting your child.The child care where my child go I love it, because I know that while she is there she’s safe and happy playing with children her age and learn real educational material not just sitting on a couch watching cartoons. In many important ways, our preschool years determine our future competitive role in the global economy, the public safety of our communities, the cost-effective investment of public and private dollars, and the success of welfare reform. When child care becomes necessary for families; quality child care becomes critical for children.If done well, child care benefits us all. The economic structure of society has significantly influenced how families care for their children. Because women are usually the primary caregivers, the nature of their work roles has an important effect on childcare. In some societies, mothers as well as fathers can provide childcare, food, clothing, and shelter for their families through work located in or near the family home. In other situations, men are employed away from home and the daily care of children becomes the primary responsibility of women (Carnoy 2000).Some women work only before marriage, before children are born, or after children are mature enough to care for themselves. However, for a variety of personal and economic reasons, including single parenthood, many mot hers with young children today work outside the home and can no longer fill the traditional responsibilities of home and childcare. Because children's early experiences and relationships with caregivers have a significant influence on their future development and achievements, the quality of their care is an important concern for all.And this is why I choose the topic about childcare, because I feel every child should have a chance at on early education in childcare. And not just sitting at home looking at their parents or watching cartoons all day. And the good thing about it is that you can get a break from your children and they can also get a break from you. And yes they have help for you if you can’t afford to pay the full amount of childcare in certain states. I don’t know about every state but I know you can get help with childcare if you’re in school, working or both.But childcare is good for both the child and the parent, so this is why I feel you shoul d choose childcare. Reference Textbook Roen, D. , Glau, G. , Maid, B. (2010). The McGraw-Hill guide: Writing for college, writing for life (2nd Ed. ). New York: McGraw-Hill. Why choose childcare http://family. jrank. org/pages/220/Childcare-Why-Childcare-Important. html choosing childcare http://kidshealth. org/parent/positive/family/child_care. html DCF http://www. dcf. state. fl. us/programs/childcare/ ELC www. elcalachua. org/

Italian Migrants to Australia

History Assignment- Extended Response Describe the experiences of the Italian migrants from their arrival after WW2, through to the multicultural period in the 1970s The experiences of the Italian Migrants have changed from the time of their arrival after WW2 to the present day. The Italian migrants were forced to leave Italy after the war due to the fact that many of them were displaced as a result of sheer destruction that some areas had undergone. What was once a home, was now no more than a pile of rubbish.Also, with many loved ones dead, leaving and making a new start was very tempting. When they first arrived in Australia, the Italians experienced considerable cultural shock. They found that Australia was insensitive to their culture and traditions and therefore expected them to change. The Italians were mainly like the â€Å"black sheep† of the population. The feud between the Italian migrants and the Australians got to a point were the Italians had to go out in groups in fear for their own safety. It also appeared that the Australian government was not well prepared to accept them.However, after their work on the Snowy Mountains Scheme and other enterprises, life changed for the better. The Italians overcame the resentment and social isolation to achieve a better future for themselves and their children. Australia was a country for white people. The migrants had to be white and from the British Isles of English speaking parts of the empire. However, after the bombing attack, Australia realised that their population was not big enough to defend itself and therefore, they must â€Å"Populate or perish†. Immigration was the only answer.On the border of Australia, the Italians had to pass a medical examination and if they passed they were allowed to live in Australia. If not, they were sent back. However, by this time Australia was 99%(most of the population being british) white, and the Australian public wanted to keep it that way. The Austra lian population reacted badly to the Italians and the minister was attacked by vicious criticism. When the Italians arrived in Australia, they were confronted with new and unfamiliar things, and were expected to change to match the â€Å"Australian way†.This was known as the policy of assimilation; think white act white. The Italians were allowed to migrate to Australia only if they left all their customs and traditions behind and lived the Australian way. Shortly after this was replaced by the policy of Integration. This policy allowed the Italians to practice their traditions and culture in the privacy of their own home, but still had to act Australian in public. Culturally based organisations were formed to help provide welfare and support for migrants.When the Italian migrants began to look for work, they had to travel to find jobs. The Italian Prisoners of War were barely seen as a danger and often worked on farms without guards. Most of the early Italian migrants were u nskilled and came from the poorer parts of Italy. Even those who did have skills, their qualifications were not recognised in Australia. As a result the Italians were forced to do tough, labouring work. One of the huge employment schemes such as the ‘Snowy Mountain Scheme’ contributed greatly to the multiculturalism of Australia.The work was hard and the conditions were tough however the Italians were attracted by the relatively high wages. Due to ninety-eight percent of the project being underground, there was a lot of tunneling, often through solid granite rock. Work conditions in the tunnels were dirty, wet, noisy, smelly and sometimes dangerous. More than 120 workers died in the projects twenty-five year period. Even though work was difficult and sometimes dangerous, it developed, on its workers, a sense of community and companionship. The ‘Snowy Mountains Scheme’ was the first real experience of multiculturalism in Australia.It gave the chance for peop le from many countries around the world to communicate, accept and understand the culture and background of others without judging. It also encouraged all these people to work together as a team and put aside all their differences as there was no room for racial prejudice. Multiculturalism accepts the notion that Australia is a nation of many different cultures but that, as Australians, we all live together as one people. The policy of multiculturalism was introduced by the 21st Prime Minister of Australia, Gough Whitlam.The Whitlam government keenly supported multiculturalism. Grants were made to ethnic organisations to promote their culture. Legislation was introduced to end discrimination and it was now illegal to discriminate people on the basis of their racial background. Some Australians did not want to see the British culture be diluted by other cultures. They had a fear of ‘invasion’ and that the Italians would take jobs from existing Australians. However, a maj ority of Australians were open minded to the new policy and began to look at the Italians form another perspective.Overall the experiences of the Italian migrants when they first arrived in Australia were difficult. They felt very much out of place and little was done to help them. They were not part of the Australian community. However their involvement in areas like the Snowy Mountains Scheme played an important part in helping the Italians because it gave them a decent wage, and also because it allowed them to work and bond alongside people of other races which made them work as a community and helped racism to greatly minimise. Italians nowadays have had a great impact on Australia.Italian migrants have made an enormous contribution to cultural and economical life. They introduced new foods and ingredients and their restaurants continue to be very popular. Their music is continued to be enjoyed by many Australians. Their contribution to building and construction is crucial. The italian migrants have made an economical effect on Australia by creating employment be opening large and small businesses. Also, they have had a large contribution in incorporating Italian teachings into the school curriculum.

Free Essays on Abuse Or Neglect

Abuse or Neglect When most people think of child maltreatment, they usually think of one general category concerning any type of harm inflicted upon a child. What most people do not realize is there is a second category known as child neglect. Child neglect happens to be the most common form of child maltreatment, and sometimes the most overlooked. Child abuse and child neglect both share some common traits. Both categories are punishable by law, carrying heavy penalties in court. They each cause developmental issues physically, socially, and emotionally. Also, child abuse and child neglect are equally detrimental and could cause the death of a child. Child abuse and child neglect, even with their similarities, have very different definitions and characteristics. Child abuse is any intended or actual harm done to a child by the parent or primary caregiver. A child being physically, sexually, or emotionally abused would fall under the category of child abuse. Child neglect is the parent or primary caregiver denying a child his or her basic needs. Abandoning a child or failing to provide adequate food, shelter, or clothing is child neglect. Even failing to provide educational and health services for a child would be considered child neglect. Child abuse and child neglect, however similar, are two different forms of child maltreatment. They each deserve their own category to make it easier to recognize, define, and judge the exact extent of wrong done to a child.... Free Essays on Abuse Or Neglect Free Essays on Abuse Or Neglect Abuse or Neglect When most people think of child maltreatment, they usually think of one general category concerning any type of harm inflicted upon a child. What most people do not realize is there is a second category known as child neglect. Child neglect happens to be the most common form of child maltreatment, and sometimes the most overlooked. Child abuse and child neglect both share some common traits. Both categories are punishable by law, carrying heavy penalties in court. They each cause developmental issues physically, socially, and emotionally. Also, child abuse and child neglect are equally detrimental and could cause the death of a child. Child abuse and child neglect, even with their similarities, have very different definitions and characteristics. Child abuse is any intended or actual harm done to a child by the parent or primary caregiver. A child being physically, sexually, or emotionally abused would fall under the category of child abuse. Child neglect is the parent or primary caregiver denying a child his or her basic needs. Abandoning a child or failing to provide adequate food, shelter, or clothing is child neglect. Even failing to provide educational and health services for a child would be considered child neglect. Child abuse and child neglect, however similar, are two different forms of child maltreatment. They each deserve their own category to make it easier to recognize, define, and judge the exact extent of wrong done to a child....

Assess the use of cognitive counselling approach to help the client through the process of change and cope with depression. The WritePass Journal

Assess the use of cognitive counselling approach to help the client through the process of change and cope with depression. Introduction Assess the use of cognitive counselling approach to help the client through the process of change and cope with depression. IntroductionIn conclusionREFERENCES  BIBLIOGRAPHYRelated Introduction This essay will assess the use of cognitive counselling approach to help the client through the process of change and cope with depression. Joan is 28 years old woman, suffering from depression; the Gp referred her to the counsellor who will help her to overcome it. Due to the nature of the problem, Cognitive behavioural therapy can be used to treat Joans depression condition. This therapy is an effective approach that is used for helping people to change their behaviour, thoughts and feelings. NICE 2009 illustrated that depression is a common mental health problem and it affects nearly 1 in 6 in the United Kingdom. The main signs of depression are losing interest in the normal activities as well as isolating from other people. A person suffering from depression might experience sadness feeling, crying, irritable or feeling exhausted, feeling low, blaming and feeling unworthy to live, changes in appetite and having sleepless night and the person might experience poor memory and concentration. For these reasons, the person can become critical and holding negative thoughts about himself or herself. These feelings can lead to suicide or harm. Cognitive therapy is simply a kind of psychotherapy that was created by Aaron T. Beck and Albert Ellis. This therapy is believed to alter unrealistic views and the way of thinking psychologists’ use cognitive therapy approach to view psychological problems for instance, depression develops from different areas of life experience. Beck discovered that cognitive therapy was an efficient intervention for treating depression. Cognitive therapy assists clients to feel better, to be aware of their feelings and to battle with their negative thoughts and perceptions (Beck, 1995; Beck, 2005). Behavioural therapy was originated from classical learning theories which come from the work of Ivan Pavlov -respondent conditioning, John B. Watson and B. F. Skinner- operant conditioning. Behavioural therapy helps the person to tackle the problems by behaving positively. For instance the person who has fear of a dog, the therapist usually helps the person by spending more time on the situation in order to make the person feels comfortable in this particular situation (Masters. et. al, 1987). Therefore cognitive behavioural therapy adds both the two techniques and normally it is performed in a structured environment with the main objective of overcoming the specific problem. A person requires doing tasks within sessions, for example using a diary to record events and finally the person learns to become his or her own therapist (Freman.et.al). In Joans case as a depressive person, the diary can be used to monitor the mood and activities as this would be useful and helpful for both the counsellor and Joan to obtain more objective view of the problem and assess possible causes and changes of symptoms during the day or week (Foreman et.al. 2009). Cognitive behavioural therapy is cheap and also a short term treatment with long lasting outcomes. It is a proficient treatment for many psychiatric conditions. The National Institute for Health and Clinical Excellence (NICE) suggested that   Cognitive behavioural therapy has a reputation in treating diverse problems such as relationship problems, emotional problems, stress, schizophrenia, fear, phobia and eating disorders, anxiety, depression. Several controlled trials have shown its positive outcome (www.nice.org.uk/CG91publicinfo). According to the therapeutic research, the duration of cognitive therapy is offered for 10-20 sessions. But The National Institute of mental health study on depression indicated that   16-20 sessions of cognitive behavioural therapy are not enough for most patients to overcome depression . A study in British Medical Journal in 2002, reported that people with severe depression received treatment from their general practitioners which included behavioural and educational self help materials. In November 2007,the government decided to spend  £170 million as a strategy to better psychotherapy service program and to make it more viable especially for patients with depression and anxiety. Most of them cannot afford to pay private therapists and also they have to be on the waiting lists (rcpsych.ac.uk/default.aspx). Counsellor needs to work within the British Association Code of Practice which are values, principles and personal moral qualities (bacp.co.uk/ethical_framework/. Actually these are similar to Rogerian three core conditions, empathy, non-judgement, warmth and genuiness (Sanders, 2002). Cognitive behavioural therapy needs counsellors who have experience and knowledge on how to perform interview with the patients. As (Sanders, 2002) pointed out depressive people need help, support and encouragement. Cognitive behavioural therapy usually encourages a patient to talk freely about whatever comes in his/ her mind because sometimes the patient can turn up without being prepared or planned on what to talk about (Foreman, et. Al., 2009) The counsellor should totally address the confidentiality issues with the client to make him or her feel secure in advance before the session starts (Sanders, 2002) During the session, for example looking at Joan as a depressive person she will be required to learn and practice specific strategies in every session and she will have an assignment to do such as recording events in the diary and bringing the result to the next session. The aim of this is to improve her present condition. Although this needs a lot efforts for a person who is feeling depressed. Therefore, the counsellor plays a big part and becomes very important in engaging Joan in the therapy. This can be achieved when Joan realises that the counsellor understands her situation and empathise with her feelings and able to proffer solutions to her problem (Hough,2006) Rogerian interviewing techniques are very helpful in creating good environment in therapeutic. The interviewing techniques involve paraphrasing, reflection of feelings, and summarising (Hough, 2006) Paraphrasing include repeating what the patient spoke, the counsellor supposes to use his or her own words. This indicates that the counsellors has understood accurately and reassure the client that the counsellor has been concentrating and obtaining the key message. In this point if the counsellors misinterpret the clients key points, then the client can rectify the counsellors fault (Sutton Williams). Reflection of feelings entails the statements; the counsellor usually expands the clients factual feeling and elaborates in his or her own words. This way again indicates that the counsellor has been listening accurately and identifies clients emotional state. Actually, in this section, the counsellor will be informing the client that they are emphasising together. Furthermore at this stage, the counsellor also shows his emotional reaction towards the story (Sutton Williams). Summarising is carried out throughout the session; it includes gathering and breaking down the final few moments of the discussion. As a result, this would help the client to see and understand the situation more effectively (Sutton Williams, 2002) Above all, the counsellor has to ensure that during this time in dealing with a depressive client, there should be some boundaries. Joan can feel helpless and aimless with the situation; this does not mean that the counsellor should step back. The counsellor must make sure that he is not too carried away with the clients emotions as he needs to be strong before the client and find possible way of uplifting the client (Sutton Williams, 2002). In counselling session, active listening skills are regarded as the main vessel in communicating with the client. To break the communication barrier, the counsellor needs to consider listening effectively to his clients verbal means of communication as well as understanding the non-verbal means of communication. Suppose, in Joans depressive condition, the counsellor must be able to identify and work on the clues such as negative statements that need contradiction and short phrases (Egan, 1998). However asking questions sometimes can be problematic in counselling as it reflects on external rather than internal reference. The method of asking questions enables the counsellor to get facts for their own use instead of having a desire to understand clients subjective experience of things (Sanders, 2006). On the other hand, difficulties in therapeutic alliance might happen as some of the clients can find it difficult to express themselves and to explore their interpersonal problems particularly to those problems that are connected to personal belief, others and relationships. For example (i must never let anyone to see my true self). Thus, In this situation the clients might not be willing to discuss their problems openly. This can cause the therapists behaviour to be misinterpreted because the therapist might activate his or her own negative belief and dysfunctional assumptions. As a result of this, dismiss the development of warm, equal collaborative alliance (Safran Segal, 1990). The behavioural approach helps to treat undesirable behaviour and sometimes, the problems can be deep rooted from inside. For example, in counselling session, a depressive client might re-act positively well to behavioural approach. The problem can still persist until the source of depression is recognised then lasting cure of the depression is unlikely (Hough, 2006). Furthermore, to solve this problem, it appears that a depressive client will need to be committed and starts to show high level of stress in the beginning of the session while the behavioural is occurring. Thus, counsellor who works as a strict behavioural perspective might overlook client’s view. Because of the basic principle of approach which lies on peoples reaction in an automatic way to stimuli. This view does not take into account the influence of thinking or cognition in determining behavioural (Hough, 2006). In comparison, cognitive behavioural approach to psychodynamic approach, these two approaches have dissimilar features; firstly cognitive behavioural therapy gives client a reason for the approach and techniques used. A cognitive behavioural therapy is an educative, as well as inspires clients to actively involve in the therapeutic process. Unlike psychodynamic therapy, Cognitive behavioural therapy normally pays attention on a persons functions at present time by searching the connection between feelings, belief, thoughts, attitudes, goals and behaviour. Rather than trying to evaluate unconscious psychic facts and events. Cognitive behavioural therapy assumes that persons emotional reaction is caused by his thoughts and belief about a particular event or situation (Hough, 2006). In Joans depressive condition, using psychodynamic approach, the counsellor will look at various factors that are influencing or causing depression. For instance, early childhood experiences and how these are related to an early attachment with her parents. Moreover, the counsellor will also link to Joans present relationships and the things she is doing without being aware of them as to protect herself from depressive thoughts and feelings as a result of experiencing a traumatic event (Gabbard Western, 2003). Counselling at work place module,   links with life span development module and sociology of health module. In life span development, Erick Erickson theory of eight stages of psychosocial development which stress the important of helpful and supportive environment in human life to meet psychological needs. Freud, psychodynamic theory looks at the important of relationship with other people and also considering their early childhood experience or present experience. Psychodynamic theory gives us an idea to think about other peoples feelings especially in a difficult time as it is normal for a human being to feel anxious (Bee Boyd, 2006). Counselling in the work place module,   links to sociology of health and healthcare, in terms of social behaviour and how to deal with people in professional manner. Biological model and social model of health and illness are explored and we looked at the mental health problem which can be treated not only with medicine but also with talking therapies such as psychodynamic therapy and cognitive therapy (Taylor Field, 2007). Cognitive behavioural therapy can be adequate for people who suffer from major depression. This is especially true for people who experience severe resources problems such as living in dangerous environment, food and shelter. Hence, it is obviously that these people depression is not in their head or neurotransmitter. Because of the hardship life they are experiencing, to dedicate time and make an effort to deal with depression can be inconvenience for them (Williams, 2006). In conclusion There are several evidences which have shown cognitive behavioural treatment approach in various studies. Although it should be remembered that cognitive behavioural therapy has shown a lot of achievement in treating different health problems with various studies have supporting its desirable outcomes. Cognitive behavioural therapy has its weaknesses and strengths since it requires treating the clients’ main problems. For example, a client who suffers from depression, anxiety and phobia needs a therapist who identifies both the rewards and criticisms available for the cognitive behavioural therapy. So, the client should be wise and careful to choose experienced and knowledgeable therapist who can bring about some changes in the clients psychological problems. In the past, when behavioural therapy was newly established, it was a non-humanistic approach to treatment. Behavioural therapy was unable to produce warmth and emotions to the client. But it is crucial to be aware that these behavioural plans have emerged from far away until now. In the past, behavioural therapy process included repetitious training sessions involving pairing a stimulus with a reinforcer. Since the cognitive treatment strategies added with cognitive behavioural strategies, cognitive behavioural therapy has considered and reflected on the person. REFERENCES   Beck, A.T. (2005). The current state of cognitive therapy. Archives of General Psychiatry, 62, 953-959. Beck, J.S. (1995). Cognitive Therapy- Basics and Beyond. New York: Guilford Press. Bee, H., Boyd, D.,( 2006). Lifespan Development. 4th ed Pearson education.Printed in the United States of America. Clark, D. A. Steer, R. A. (1996). Empirical status of the cognitive model of anxiety and depression. In Frontiers of Cognitive Ttherapy (ed. P. M. Salkovskis), (ed. P. M. Salkovskis), pp. 75-96. New. Collaborative Research Program. Archives of General Psychiatry, 49, 782-787 Egan, G., (1998). The Skilled Helper, 6th edition. Pacific Grove, California: Brooks/Cole Publishing Company, . follow-up. Findings from the National Institute of Mental Health Treatment of Depression Foreman, I.,E.,   Elliot,H., C., Smith, L., L. .(2009). Anxiety Depression Workbook For Dummies.John wileyS ons publishing. Gabbard, G,O,, Westen, D, (2003). Rethinking therapeutic action. International Journal of Psychoanalysis,84, 823-41. Hough M., (2006).Counselling Skills and Theory, 2nd ed.,Brooks/Cole Publishing Company in California. bacp.co.uk/information/education/ rcpsych.ac.uk/default.aspx accessed on 10/03/2011 Masters, J,C., Burish, T,G., HoHon, S,D., Rimm, D,G.(1987).   Behavior Therapy. Techniques of Congress Cataloging Russell, D.E. Norvig, P., (2009). Artificial Intelligence: a modern approach, 3rd ed., Prentice-Hall Safran, J. Segal, Z. V. (1990) Interpersonal Process in Cognitive Sanders, P.,2002. First Steps in Counselling. A students companion for basic introductory courses. Third (edition). Shea, T., Elkin, I , Imber, S.D., Sotsky, S.M., Watkins, J.T., CoUins, J.F., Pilkonis, P.A., Backham, E., Glass, D.R., Dolan, R.T., Parloff, M.B. (1992). Course of depressive symptoms over follow-up. Findings from the National Institute of Mental Health Treatment of Depression Collaborative Research Program. Archives of General Psychiatry, 49, 782-787 Sutton, J., Stewart, W., (2002). Learning to Counsel:Develop the skills you need to counsel others.2rd ed., How to Books Ltd in United Kingdom., Taylor, S., Field,D.(2007).Sociology of health and health care, 4th ed. BIBLIOGRAPHY Beck, A.T. (2005). The current state of cognitive therapy. Archives of General Psychiatry, 62, 953-959. Beck, J.S. (1995). Cognitive Therapy- Basics and Beyond. New York: Guilford Press. Bee, H., Boyd, D.,( 2006). Lifespan Development. 4th ed Pearson education. Printed in the United States of America. Clark, D. A. Steer, R. A. (1996). Empirical status of the cognitive model of anxiety and depression. In Frontiers of Cognitive Therapy (ed. P. M. Salkovskis), (ed. P. M. Salkovskis), pp. 75-96. New. Collaborative Research Program. Archives of General Psychiatry, 49, 782-787 Egan, G., (1998). The Skilled Helper, 6th edition. Pacific Grove, California: Brooks/Cole Publishing Company, . follow-up. Findings from the National Institute of Mental Health Treatment of Depression Foreman, I.,E.,   Elliot,H., C., Smith, L., L. .(2009). Anxiety Depression Workbook For Dummies.John wiley Sons publishing. Gabbard, G,O,, Westen, D, (2003). Rethinking therapeutic action. International Journal of Psychoanalysis,84, 823-41. Hough M., (2006).Counselling Skills and Theory, 2nd ed.,Brooks/Cole Publishing Company in California. bacp.co.uk/information/education/ rcpsych.ac.uk/default.aspx accessed on 10/03/2011 Masters, J,C., Burish, T,G., HoHon, S,D., Rimm, D,G.(1987).   Behavior Therapy. Techniques of Congress Cataloging Russell, D.E. Norvig, P., (2009). Artificial Intelligence: a modern approach, 3rd ed., Prentice-Hall Safran, J. Segal, Z. V. (1990) Interpersonal Process in Cognitive Sanders, P.,2002. First Steps in Counselling. A students companion for basic introductory courses. Third (edition). Shea, T., Elkin, I , Imber, S.D., Sotsky, S.M., Watkins, J.T., CoUins, J.F., Pilkonis, P.A., Backham, E., Glass, D.R., Dolan, R.T., Parloff, M.B. (1992). Course of depressive symptoms over follow-up. Findings from the National Institute of Mental Health Treatment of Depression Collaborative Research Program. Archives of General Psychiatry, 49, 782-787 Sutton, J., Stewart, W., (2002). Learning to Counsel. Develop the skills you need to counsel others.2rd ed., How to Books Ltd in United Kingdom., Taylor, S., Field, D.(2007).Sociology of health and health care, 4th ed.Library Therapy. Northvale, NJ: Jason Aronson. Williams, C,. (2006). Overcoming depression and Low mood. A   Five areas approach. 2nd ed. Hodder Arnord. Oxford University Press. New York.