Childhood Memories Essays and Research Papers

Instructions for Childhood Memories College Essay Examples

Title: Child Abuse And Domestic Violence

  • Total Pages: 7
  • Words: 2178
  • Sources:8
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: We will pay $112 for the completion of this order.

I need a 7 page Research Prospectus Paper(Abstract-Introduction-Hypothesis-Literature Review- Methods-Conclusion. The topic is Child Abuse and Domestic Violence and I need to have it complete by Friday Dec 12, 2008- Early afternoon(12-3 pm). I have 5 sources that i will provide to you and the other 3 you would provide(8 total). It is a college Junior level writing assignment and the format is APA American.


Sorces:
Kristine T. Futa., Cindy L. Nash., David J. Hansen., Calvin P. Garbin (2003).
Adult Survivors of Childhood Abuse: An Analysis of Coping Mechanisims Used for Stressful Childhood Memories and Current Stressors. Journal of Family Violence, Vol 18:

Alissa C. Huth-Bucks., Alytia A. Levendosky., Michael A. Semel (2001).
The Direct and Indirect Effects of Domestic Violence on Young Children’s Intellectual Functioning. Journal of Family Violence, Vol 16:

Kelly L. Jarvis., Erin E. Gordon., Raymond W. Navaco (2005).
Psychological Distress Of Children and Mothers in Domestic Violence Emergency Shelters. Journal of Family Violence, Vol 20:

Tanya M. Morrel., Howard Dubowitz., Mia A. Kerr., Maureen M. Black (2003).
The Effects of Maternal Victimization on Children: A Cross Informant Study. Journal of Family Violence, Vol 18: 29

Kimberly A. Wolf., Vangie A. Foshee (2003). Family Violence, Anger Expression Styles and Adolescent Dating Violence. Journal of Family Violence, Vol 18:


In response to your email I will not be sending any faxes to you. I have enclosed reference information in my order.

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Excerpt From Essay:
Sources:

References

Baker, L.L. et al. (2002). Children Exposed to Domestic Violence. Retrieved from ttp://72.14.235.132/search?q=cache:sWf-p3OsUz4J: www.lfcc.on.ca/ece-us.PDF+domestic+violence&hl=tl&ct=clnk&cd=16&gl=ph-on Dec. 11, 2008.

Coid, J. et al. (2001). Relation between childhood sexual and physical abuse and risk of revictimisation in women: a cross-sectional survey. The Lancet, 358, 450-454.

Domestic Violence Resource Center. (2008). Domestic Violence Statistics. Retrieved at http://www.dvrc-or.org/domestic/violence/resources/C61/on Dec. 9, 2008.

Family Health International Website. (n.d.) Qualitative Research Methods: A Data Collector's

Field Guide. Retrieved from www.fhi.org/NR/rdonlyres/eprvylcljxmbssmuizj3rcnycde2pnlowtoa7nxedbjl23jqjpitifimwv6v2tmsmyocepirpjpfrd/interviews1.pdfon Dec. 9.

Futa, K.T. et al. (2003). Adult Survivors of Childhood Abuse: An Analysis of Coping Mechanisms

Used of Stressful Childhood Memories and Current Stressors. Journal of Family

Violence, 18(4), 227-239.

Hensing, G. & Alexandersen, K. (2000). The Relation of Adult Experience of Domestic

Harrassment, Violence, and Sexual Abuse to Health and Sickness Absence. International Journal of Behavioral Medicine, 7(1), 1-18.

Huth-Bocks, a.C. et al. (2001). The Direct and Indirect Effects of Domestic Violence on Young

Children's Intellectual Functioning. Journal of Family Violence, 16(3), 269-290.

Innocenti Digest. (2002). Domestic Violence Against Women and Girls. Florence, Italy: United

Nations Children's Fund Innocenti Research Centre

Jarvis, K.L, Gordon, E.E., & Novaco, R.W. (2005). Psychological Distress of Children and Mothers in Domestic Violence Emergency Shelters. Journal of Family Violence, 20(6),

Morrel, T.M. et al. (2003). The Effect of Maternal Victimization on Children: A Cross-Informant

Study. Journal of Family Violence, 18(1), 29-41.

Nachmias, C.F. & Nachmias, D. (1996). Research Methods in the Social

Sciences 5th ed. London: St. Martin's Press Inc.

Patton, M. (2002) Qualitative data gathering: a summary. Retrieved at http://edweb.sdsu.edu/Courses/Ed791BCF02/QualitativeGathering.docon Dec. 11, 2008.

Wolf, K.A. & Foshee, V.A. (2003). Family Violence, Anger Expression Styles, and Adolescent

Mating Behavior. Journal of Family Violence, 18(6), 309-316.

____. (2006). Forms of Domestic Violence. Retrieved from www.stopvaw.org/Forms_of_Domestic_Violence.html. On Dec. 10.

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Title: Dysthymia

  • Total Pages: 48
  • Words: 13264
  • References:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: I will EMAIL materials (Proposal, sample case study/dissertations).

The type of document is DISSERTATION/CASE STUDY

My 75 page dissertation (needs to be APA style), and is a Case Study/Dissertation on a woman/client with Dysthymia (depression) using Cognitive Behavioral Therapy. I?m including the proposal here and please incorporate the proposal into the dissertation and elaborate where needed. I will also email the proposal and sample case studies.

I need the following in the dissertation: Title page (FREE); Signature page (FREE); Preface; Acknowledgments page (FREE); Dedication page (FREE); Table of Contents (please use the table of contents from the proposal); Executive Summary; Statement of the Problem; Hypothesis; Rationale; Literature Review; write-up of the individual case notes (24) sessions; the write-up of the case notes could be a half page to a page for each of the 24 sessions; (for example, Session One; Session two, etc. (for 24 sessions) with an "assessment" at the end of each session (a paragraph or so of how the session went); Results; Discussion; Conclusion; Recommendations; 30 References (FREE) --- (APA style).

A brief duscussion of the diagnosis as it relates to the client (DSM-IV).

I also included (at the end) examples of ?sessions? from other sample dissertations.

What I wrote in the proposal needs to be included in the dissertation, for example, the different CBT techniques that I wrote in the proposal and how they helped the client, etc. --- weaved into the sessions.

FORMAT and REFERENCE STYLE
* Times New Roman font
* 12-point font size
* approximately 275 words per page
* double-spaced pages
* APA
* 1-inch margins
* FREE bibliography/references (30 references)
The references can be different from the ones that I?ve listed.

Please say something about the title (A Budding Therapist and the Caterpillar) and weave it into the case study.

This is the PROPOSAL:

A Budding Therapist and the Caterpillar
Undergoing a Metamorphosis
From a Cognitive Behavioral Perspective
by
Murrey C. Donaldson

A Proposal for a Clinical Case Study Dissertation
To be Submitted in Partial Satisfaction of the Requirements for
the degree of
Doctor of Psychology in Clinical Psychology




Case Study Proposal
Overview of the Study
Dysthymic patients are chronically depressed. Dysthymia is a depressive disorder in which irritable mood is observed by others for 2 years or more in adults and at least 1 year or more in children and adolescents. Dysthymia lasts longer and shows milder symptoms than depression (Butcher, 1987). Symptoms are similar to major depressive episodes (including low mood, fatigue, hopelessness, difficulty concentrating and disruption in appetite and sleep). Absent from the criteria are thoughts of suicide or death. There is a 6.4 percent lifetime prevalence for Dysthymia (Austrian, 2000). This is a proposal for a Clinical Case Study on the treatment of a woman diagnosed with Dysthymia.
The client selected for my dissertation study is a 43-year-old single parent. I chose this client for the following areas of clinical interest: (a) her self-esteem, depression, and anxiety issues; (b) her continuing difficulties in romantic relationships with men; and (c) her fight with obesity from an eating disorder.
The relational model I will be using, Cognitive Behavioral Therapy (CBT), is a relatively short-term, focused psychotherapy for a wide range of psychological problems including depression, anxiety, and personality problems. The focus is on how the client thinks, behaves, and communicates currently rather than on early childhood experiences.

Client Information
The client, as described above, is the oldest of three children of a Middle-Eastern family that emigrated to the United States.
The client took the initiative to request counseling and therapy as part of her own plan to help herself adjust to the demands of community living and to manage her illness. She presented herself with a flat affect and expressed anxiety related to her interpersonal situations and tasks. Interpersonally, she was withdrawn and socially isolated. Behaviorally, she was inactive and unable to work, but able to live independently.

The client reported struggling throughout childhood to live up to her mother?s expectations and secure her father?s love; failing at both. Depression and self-hate were her ever-present and unwelcome companions. They were accompanied by an insatiable craving for food, and (from adolescence on) by a similar craving for sex with inappropriate men. She was plagued with intermittent episodes of depression throughout her life.

She claims to have empathy for the needs of others, both family and friends, that is seldom reciprocal; but feels that she gets little in return. She begrudgingly admits that this is a source of annoyance and bitterness to her.
She has not formulated even vague details of a satisfying adulthood. Instead of looking ahead full of energy and plans, this client is clamped in a vise of psychic conflict and behavioral paralysis. The diagnosis was as follows:
Axis I 300.4 Dysthymic Disorder
Axis II None
Axis III None
Axis IV None
Axis V GAF = 50 (on admission)
GAF = 75-80 (at discharge)
Treatment History
As therapy commenced, the focus was on using cognitive interventions to produce changes in thinking, feeling, and behavior in the client (Kendall, 1991). The client was provided with ideas for experimentation, helped to sort through experiences, and aided in problem solving. Emphasis was placed on influencing the client to think for herself, maximize personal strengths, and acquire cognitive skills and behavior control.
Cognitive Behavioral Therapy focused on how the client responded to her cognitive interpretations and experiences rather than the environment or the experience itself, and how her thoughts and behaviors are related. It combined cognition change procedures with behavioral contingency management and learning experiences designed to help change distorted or deficient information processing (Kendall, 1991).
These new experiences helped to broaden the way the client viewed her world -- they do not remove unwanted prior history, but helped to develop healthier ways to make sense of future experiences. The focus of CBT was not to uncover unconscious early trauma or biological, neurological, and genetic contributions to psychological dysfunction, but instead endeavored to build a new, more adaptive way to process the client?s world.
CBT was used to help the client achieve lasting, positive change in therapy. This was also accomplished by modifying psychological structures through (a) relaxation strategies; (b) guided imagery; (c) meditation; (d) incentives and self-rewards; and (e) social skills training.


Outline for Dissertation
I. Introduction
II. Client Information
A. Presenting problem
B. Client's current symptoms
C. Therapist's observations of client's symptoms
D. Family history
E. Medical history
F. Psychotherapeutic history
G. Substance use/abuse
H. Initial diagnosis
I. Impressions of client
III. Theoretical Bases for Clinical Treatment
A. Beck: Cognitive Behavioral Therapy
IV. Storm Clouds ? Beginning Phase
A. Sessions 1-4
V. Unbearable Pain ? Middle Phase
Looking for Relief in All the Wrong Places
A. Sessions 5-15
VI. Making Peace ? Final Phase
A. Sessions 16-24
VII. Future Treatment Consideration
IX. Concluding Thoughts
References
THE REFERENCES DON?T HAVE TO BE THESE NECESSARILY:

References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th Ed.). Washington, DC: Author.
Becker, J. (1991). Psychosocial aspects of depression. Hillsdale, NJ: Lawrence Erlbaum Associates.
Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
Beck, A. T., Steer, R. A., Ball, R., & Ranieri, W. F. (1996). Comparison of Beck depression inventories -IA And-II in psychiatric outpatients. Journal of Personality Assessment, 67(3), 588-597.
Bolton, D., Hill, J., O'Ryan, D., Udwin, O., Boyle, S., & Yule, W. (2004, July). Long-term effects of psychological trauma on psychosocial functioning. Journal of Child Psychology and Psychiatry, 45(5), 1007.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brewin, C. R. (1996). Theoretical foundations of cognitive-behavior therapy for anxiety and depression. Annual Review of Psychology, 47, 33-57.
Brewin, C. R. (1996). Cognitive interference: Theories, methods, and findings. In G. R. Pierce, B. R. Sarason, & I. G. Sarason, (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Cowan, P. A., Cowan, C. P., Cohn, D. A., & Pearson, J. L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: Exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64, 53-63.
Dia, D. A. (2001). Cognitive-behavioral therapy with a six-year-old boy with separation anxiety disorder: A case study. Health and Social Work, 26(2), 125.
Goble, W., & Jones, V. (Speakers). (2000). ATTACH conference session: Assessment and diagnosis. (Cassette Recording No. 26-2016). Brookfield, VT: Resourceful Recordings, Inc.
Grinberg, L. (1992). Guilt and depression. London: Karnac Books.
Jacobson, N. S., Dobson, K. S., Truax, P. A., Addis, M. E., Koerner, K., Gollan, J. K., Gortner, E., & Prince, S. E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.
Levy, T. M., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press.
Marcotte, D. (1997). Treating depression in adolescence: A review of the effectiveness of cognitive-behavioral treatments. Journal of Youth and Adolescence, 26(3), 273.
Needleman, L. D. (1999). Cognitive case conceptualization: A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum Associates.
Omdahl, B. L. (1995). Cognitive appraisal, emotion, and empathy. Mahwah, NJ: Lawrence Erlbaum Associates.
Perlmutter, M. R. (Ed.). (1986). Cognitive perspectives on children's social and behavioral development. Hillsdale, NJ: Lawrence Erlbaum Associates.
Reber, K. (1996) Children at risk for reactive attachment disorder: assessment, diagnosis and treatment. Progress: Family Systems Research and Therapy, 5, 83-98.
Reilly, C. E. (1998). Cognitive therapy for the suicidal patient: A case study. Perspectives in Psychiatric Care, 34(4), 26.
Schwebel, A. I., & Fine, M. A. (1994). Understanding and helping families: A cognitive-behavioral approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sroufe, L. A., Carlson, E. A., Levy, A. K., & Egeland, B. (1999). Implications of attachment theory for developmental psychopathology. Development and Psychopathology, 11, 1-13.
Willimer, J. F. (Eds.). ams, M. B. & Som (1994). Handbook of post-traumatic therapy. Westport, CT: Greenwood Press.
Wright, L. M., Watson, W. L., & Bell, J. M. (1996). Beliefs: The heart of healing in families and illness. New York: Basic Books.


EXAMPLES OF SESSIONS FROM OTHER DISSERTATIONS

Session Seventeen

She spoke again about her altercation with this older man. She asserted that she did not want to be treated that way. She noted that he accused her of being too sensitive, which she resented. She stated, however, that she did not know how to tell him how she felt without jeopardizing what had been, in many ways, a satisfying relationship. I reflected the sadness in her recognition that this man could not be who she wanted. She became sad at this point, and almost tearful. She was more calm and centered during this session. She again took notes, using her computer notebook. As a result, there were long pauses during which she typed in notes, letter by letter.

I reframed her sensitivity in a positive light, noting that she had a right to be aware of and value her own feelings. I restated the conflict between maintaining her own integrity and safety while attempting to get her needs met.

She took note of this comment, but I failed to pursue more fully what this conflict felt like, what the risk was to her safety, how this issue had arisen and been resolved in previous relationships, etc. I think that, in part, I had been trained by her to "tie things up" at the end of sessions in such a way that the most painful but possibly important observations were left unexplored.

The next Monday was a holiday, so we did not meet until the next Wednesday.

Session Eighteen

She presented as unfocused and emotionally distant from the information she was providing. She talked about her unresolved relationship with the older male friend. She also indicated that a man with whom she had a casual acquaintance was coming to town. She hoped to spend time with him, and discussed the possibility of their becoming intimate. After some discussion, she decided that she wanted only a close, platonic relationship.

She spent the remainder of the session describing her feelings of depression, which she reported had been present much of her adult life, in greater or lesser measure. She described her lethargy, fatigue, lack of motivation, tendency toward procrastination, inability to clean her home and tendency to retire to bed early in the evening to "avoid" certain unpleasant realities, including her significant financial problems. I explored these symptoms in greater detail, including their history of development. I explored her history of treatment for depression, including a prior trial of Prozac, prescribed by an internist, which she had found helpful. She said she had thought of making an appointment to obtain another prescription for this medication. We discussed the pros and cons of this decision, and I described to her the psychiatric services offered at the Maple Center. She talked about feeling dysfunctional, and I asked her what that meant to her and felt like. I noted that it was painful to get in touch with those feelings of not functioning as she would like and needing help to feel better.


SIXTH SESSION

Frank and Nina had had a terrible fight this week. He had overheard Nina having a conversation with her family on the telephone. Frank doesn?t speak any Persian, so what he had mistaken for screaming and yelling at her family members, was actually an excited conversation about her brother?s new BMW. He had been upset by the loudness, had said that he couldn?t stand it anymore, slammed the back door and left.
Nina: I didn?t sleep all night. I thought he was gone for good. And then he comes back the next morning like nothing was wrong.
Therapist: Frank, what?s that like for you to hear your partner sound so afraid and helpless?
Frank: I don?t know . . . just everyone screaming. It felt so harsh, I just want to run away from it.
Therapist: So when you heard Nina, in your experience, screaming and seeming harsh, who did she get to be for you in that moment?
Frank: I don?t know what you mean.
Therapist: Well, who did she remind you of?
Frank: (Silence). . . My father. He would scream and yell, and then someone, usually me, would get hurt.
Therapist: I see, so, when you experienced Nina being harsh and loud, childhood memories of your father got reactivated. Nina, what's that like for you to hear?
Nina: Well, it helps me try to understand what happened. I always think about me. Me being too fat. Frank had really wanted to play tennis and I said no. For me its the same as the bathing suit. He always wants me to swim, or play tennis, or dance. And yet when I wear leggings and a sweater and ask him how I look, he makes a face and says he prefers me in a skirt and sweater. He can be so critical. He never compliments me.
Therapist: So, when you experience Frank as rejecting or critical, whose face
does he have on for you?
Nina: Oh, I get it. He gets to be my father too. My father always rejected me because of my weight. He and my brothers were so critical.
From the couples initial interview and from their individual sessions, I had understood that the parents? sexual dysfunction represented the net result of their individual histories.
Frank, like Nina had grown up in a family in which hopes for love were frustrated and substituted for physical and verbal abuse. I began to believe this resultant fear of sex was something they shared, even though both carried hopes for emotional intimacy and mutual support.
Nina?s open acknowledgement of her ?love of sex? matched Frank?s unconscious fear of sex. In trying to rid himself of his own sexual wishes, trying to protect Nina (much like his mother), he was, through projective identification, trying to protect himself from ?a bad father.? It was clear that the couple had a fear of sex and an idea that a mother would be harmed by a bad father, especially his penis. It became clear to me that I was keeping both of their fathers at bay, at least symbolically.
Progression of exercises went slowly for this anxious and phobic couple. One month later, they were still at the Sensate Stage, massaging each other including now breasts and genitals, with only a moderate level of arousal. Frank and Nina?s sexual life, as in other aspects of their coupled life was lacking in ?contextual holding? and ?centered relating,? that is, communication necessary to attenuate the strain put on the dyadic relationship. The frame around their relationship seemed almost invisible at times. In session we continued to work on the negative transferences to each other, reframing them, and understanding what was fueling them. They often experienced each other as rejecting or persecuting. Both felt unaccepted by their partner. Nina, hurting, fearing that Frank is not attracted to her and Frank because he can?t ?give? her what she wants. Both, in the meantime longing to be accepted.
We explored Frank?s inability to ?take,? rather than to ?give.? This insight was immediately relieving for Frank. We also worked on the details of communication between exercises. Specifically, telling each other what they liked and did not like the other to do. I found that with both of them, they were often saying the same things, but the other wasn?t getting ?it.? I also introduced the topic of visual of erotic material to aid in fantasy, and in distraction, so that Frank could begin to focus inwardly, and on what might please him. Nina was not open to this suggestion, again, wedded to her ?ideal? fantasy of how a couple makes love and only thinks of the other. I tried several times to normalize this for her, but to no avail. She repeatedly saw this as further proof that Frank was not attracted to her. Try as I did, I could not get Frank to begin to express any negative feelings toward her or his fantasies of other women.
At the end of the sixth session, Frank announced, that because they were both in couple?s counseling, as well as their own therapy, that they would only be able to afford to come every other week. I explored this with them, and even offered to reduce my fee so that they might be able to stay in couples work every week.
Both Nina and Frank suffered from fear of exposure. For Nina, exposing herself fully to Frank in therapy, and Frank, fearful of doing the exercises wrong, or revealing that he had sexual fantasies, or negative thought about his wife. These were equivalent of the unprotected gaze of family and peers. Sex therapy and marriage too had meant being stared at, looked at , and exposed. I made this interpretation, aimed at their resistance to actively engage in treatment.


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Excerpt From Essay:
References:

References

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th Ed.). Washington, DC: Author.

Austrian, S.G. (2000). Mental disorders, medications and clinical social work. New York: Columbia University Press.

Beck Contributors: Aaron T. - author, Gary Emery - author, Ruth L. Greenberg - author. Anxiety Disorders and Phobias: A Cognitive Perspective. Publisher: Basic Books. Place of Publication: New York. Publication Year: 1985

Becker, J. (1991). Psychosocial aspects of depression. Hillsdale, NJ: Lawrence Erlbaum Associates.

Barsalou, L.W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Beck, A.T., Rush, A.J., Shaw, B.F. & Emery, G. (1979). Cognitive Therapy of Depression. New York: Guilford.

Beck, A.T., Emery, G., & Greenberg, R.L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.

Beck, A.T., Steer, R.A., Ball, R., & Ranieri, W.F. (1996). Comparison of Beck depression inventories -IA And-II in psychiatric outpatients. Journal of Personality Assessment, 67(3), 588-597.

Bernal, G., Hargreaves, W.A. & Miller, L.S. et al. (1995). Prevention of Depression with Primary Care Patients: A Randomized Controlled Trial. American Journal of Community Psychology, 23(2), 199.

Blau, S.F. (1993). Cognitive Darwinism: Rational-Emotive Therapy and the Theory of Neuronal Group Selection. ETC.: A Review of General Semantics, 50(4), 403.

Bolton, D., Hill, J., O'Ryan, D., Udwin, O., Boyle, S., & Yule, W. (2004, July). Long-term effects of psychological trauma on psychosocial functioning. Journal of Child Psychology and Psychiatry, 45(5), 1007.

Bower, B. (December 6, 2003). Allies in Therapy. Science News, 164(23), 357.

Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.

Brewin, C.R. (1996). Theoretical foundations of cognitive-behavior therapy for anxiety and depression. Annual Review of Psychology, 47, 33-57.

Brewin, C.R. (1996). Cognitive interference: Theories, methods, and findings. In G.R. Pierce

Butcher, J.N. & Spielberger, C.D. (1987). Advances in personality assessment, Vol 6. Hillsdale, NJ: Lawrence Erlbaum Associates.

Cowan, P.A., Cowan, C.P., Cohn, D.A., & Pearson, J.L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: Exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64, 53-63.

Crosby, R.D., Eames, S.L. & Westermeyer, J. (1998). Substance Use and Abuse among Patients with Comorbid Dysthymia and Substance Disorder. American Journal of Drug and Alcohol Abuse, 24(4), 541.

Dia, D.A. (2001). Cognitive-behavioral therapy with a six-year-old boy with separation anxiety disorder: A case study. Health and Social Work, 26(2), 125.

Fein, M.L. (1992). Analyzing psychotherapy: A social role interpretation. New York: Praeger.

Goble, W., & Jones, V. (Speakers). (2000). ATTACH conference session: Assessment and diagnosis. (Cassette Recording No. 26-2016). Brookfield, VT: Resourceful Recordings, Inc.

Grinberg, L. (1992). Guilt and depression. London: Karnac Books.

Hammond, W.A. & Romney, D.M. (1995). Cognitive Factors Contributing to Adolescent Depression. Journal of Youth and Adolescence, 24(6), 667.

Helm, H.W., Jr., Boward, M.D. & McBride, D.C. et al. (2002). Depression, Drug Use, and Gender Differences Among Students at a Religious University. North American Journal of Psychology, 4(2), 15.

Ellis, A. & Olevitch, B.A. (1995). Using cognitive approaches with the seriously mentally ill: Dialogue across the barrier. Westport, CT: Praeger.

Fine, M.A. & Schwebel, A.I. (1994). Understanding and helping families: A cognitive- behavioral approach. Hillsdale, NJ: Lawrence Erlbaum Associates.

Helm, H.W., Jr., Boward, M.D. & McBride, D.C. et al. (2002). Depression, Drug Use, and Gender Differences Among Students at a Religious University. North American Journal of Psychology, 4(2), 15.

Jacobson, N.S., Dobson, K.S., Truax, P.A., Addis, M.E., Koerner, K., Gollan, J.K., Gortner, E., & Prince, S.E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.

Jensen, J.L. & Rodgers, R. (2001). Cumulating the Intellectual Gold of Case Study Research. Public Administration Review, 61(2), 235.

Kessler, R.C., McGonagle, K.A., Zhao, S. et al. (1994). Lifetime and 12-month prevalence of DSM-III-R psychiatric disorder in the United States: Results from the National Comorbidity Survey. Archives of General Psychiatry, 51, 8-19 in Bernal et al., 1995, p. 199.

Klein, D.N. (1991). Toward Further Clarification of Barlow's Model of Depression. Psychological Inquiry, 2(1), 78.

Klerman, G.L., Markowitz, J.C. & Weissman, M.M. (2000). Comprehensive guide to interpersonal psychotherapy. New York: Basic Books.

Levy, T.M., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press.

Marano, H.E. (March 1999). Depression: Beyond Serotonin. Psychology Today, 32(2), 30.

Marcotte, D. (1997). Treating depression in adolescence: A review of the effectiveness of cognitive-behavioral treatments. Journal of Youth and Adolescence, 26(3), 273.

Marcotte, D., Fortin, L., & Potvin, P. et al. (Spring 2002). Gender Differences in Depressive Symptoms During Adolescence: Role of Gender-Typed Characteristics, Self-Esteem, Body Image, Stressful Life Events, and Pubertal Status. Journal of Emotional & Behavioral Disorders, 10(1), 29.

Maruish, M.E. (2000). Handbook of psychological assessment in primary care settings. Mahwah, NJ: Lawrence Erlbaum Associates.

McBride, D.C., Van Buren, H. & Terry, Y., M. (2000). Depression, drug use and health services need and utilization. Emergent Issues in the Field of Drug Abuse. In Helm et al., 2002, p. 16.

Miletich, J.J. (1995). Depression: A multimedia sourcebook. Westport, CT: Greenwood Press.

Myslinski, N.R. (April 2004). Offering Hope to the Emotionally Depressed. World & I, 19(4), 150.

Needleman, L.D. (1999). Cognitive case conceptualization: A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum Associates.

Nighswonger, T. (April 2002). Depression: The Unseen Safety Risk. Occupational Hazards, 64(4), 38.

Omdahl, B.L. (1995). Cognitive appraisal, emotion, and empathy. Mahwah, NJ: Lawrence Erlbaum Associates.

Perlmutter, M.R. (Ed.). (1986). Cognitive perspectives on children's social and behavioral development. Hillsdale, NJ: Lawrence Erlbaum Associates.

Rakel, R.E. (2004). Disorders of mood. In Encyclopedia Britannica [premium service].

Reber, K. (1996) Children at risk for reactive attachment disorder: assessment, diagnosis and treatment. Progress: Family Systems Research and Therapy, 5, 83-98.

Reilly, C.E. (1998). Cognitive therapy for the suicidal patient: A case study. Perspectives in Psychiatric Care, 34(4), 26.

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Title: Literary Analysis for some memories of my father by dean bakopoulos

  • Total Pages: 3
  • Words: 895
  • Works Cited:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: My thesis statement was..."Some Memories of My Father by Dean Bakopoulos, recalls childhood memories of himself and his father. But my teacher said,"This is not a thesis statement. It simply is a statement that tells what the story. A thesis statement will answer the question WHY was the story written OR HOW (what techniques) did the author use to write the story."

Therefore I need a revised thesis statement.

These are the instructions for my paper:

Concentrate on ONE idea that you want to PROVE for your paper. Use the same thesis that was approved in the assignment which asked you to submit your thesis and support for your thesis.

In the introductory paragraph, create a strong thesis statement which you can support. (Remember that the thesis should be ONE sentence within the introduction which clearly gives what the focus of the paper will be. Review the specifications on the course content page about a clear thesis statement. Read all the external links (bookmarks) about writing literary analysis.

Within the introduction. This should include your thesis statement and a preview your main points.

This paper should be an absolute minimum of 5 paragraphs (intro, one paragraph on each of 3 main points with specific details from the text put in quotation marks, conclusion ). It may be longer.

All papers must be submitted to www.turnitin.com. I will send everyone a sign in and password. Procedure is listed under the literary analysis assignment in the course content.

If any outside resources are used, they must be cited and put in a works cited page at the end or the paper will be considered plagiarized and you will fail the assignment. I would prefer you just use your own analytical abilities for this assignment. This is not meant to be a research paper, but that doesn't mean you have to rely solely on your own ideas. Do some research if it will help you to understand the story JUST be sure to cite it. Put any quotes in quotation marks.

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Works Cited:

Works Cited

Bakopoulos, Dean. Please Don't Come Back From The Moon. Orlando: Harcourt Books, 2005. Print.

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Title: Scholarship Essay for Culinary School

  • Total Pages: 3
  • Words: 949
  • Bibliography:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: ****There are two questions for this order: THIS ESSAY IS TO GET A SCHOLARSHIP TO ENTER FCI COOKING SCHOOL.*********
Question 1 requires two pages; around 600 words. For this question, you can use the essay provided below and the information provided about the restaurants. The question is: " describe the applicant’s restaurant/hospitality concept, and reasons for entering the field. Include a list of the top three favorite restaurants (noting their location), and explain why they have earned that ranking."

Question 2 should be between a paragraph up to half a page (no more than that); the question is : "Please describe how and when any unusual family or personal circumstances have affected your achievement in school, work experience, or your participation in school and community activities. "

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This essay is to use as a guide to answer the first part of question 1, not to use verbatim for the answer. It is to describe my restaurant concept and reasons for entering the field. The top three favorite restaurants are : Blue Hill (New York City), WD50 (New York City) and Jean-Georges (New York City). Blue Hill has earned my number one ranking due to it having cultivated distinctive fine dining, farm-to-table. It's food and chef's commitment is to pursue the connection between the farmer, and the customer at the table. It's range of flavors and it's chef places his emphasis on pristine, farm-fresh produce and artisanal ingredients at both Blue Hill and Blue Hill at Stone Barns. WD50 helped introduce American palates to molecular gastronomy. This is a place for people who think food is fun. If you're cautious, this is not the place. But if you're up for something different, you should trust WD50's Michelin star more than the so-so food score here. Every new little dish causes taste sensations that make us laugh out loud. Amid NY's endless choices, this place is a one-of-a-kind that belongs at the top of the list of any adventurous "food is fun" person. Nothing scary, but your eyes will tell you one thing while your taste buds tell you something else. The food will make you smile. Chef Wylie Dufrense was also an FCI graduate, who also worked with my next favorite chef, Jean-George. Jean-Georges is known for his New French cuisine with Asian influences, showcased at restaurants like Jean Georges. Together with it's three michelin stars, all the dishes had something unique and unexpected, but always balanced and great. *****THIS INFORMATION IS TO BE RESEARCHED MORE, AND DEVELOPED MORE FROM THIS PARAGRAPH AS A GUIDELINE AND MY ESSAY. ********

ESSAY:

My earliest childhood memories unfold in a wave of tastes and smells. My father, an experienced cook, always let me watch him as he prepared dinner or harvested vegetables from our small garden. It was from my father that I learned about the healing power of food: the healing power of a good meal to reinvigorate the soul, and the healing power of fresh and healthy plants and herbs to make a young body grow. It was from my father??"and the Mother Earth of our garden??"that I learned to respect the land. My father allowed me to cook and eventually to plant my own peppers, herbs, and tomatoes. As I grew bolder I began to seek out cooking books and experiment with new recipes. I also created a compost heap for my garden.
Sometimes life presents great obstacles that turn out to be blessings in disguise. Despite the golden memories of my childhood, when I was twenty, my family began to experience financial difficulties. I assumed the burden of paying for my own college, medical insurance and living expenses. I wanted to help my family financially. Because of my love of caring for people, I took a full-time job as a Residential Counselor at Silver Hill Hospital, running an acute transitional unit for mentally-ill patients. Once again, during this difficult time in my own life, I was reminded of the healing power of food. I was given the task of teaching the residents how to cook and grow crops during the spring and summer. Watching the residents find confidence within themselves as their cooking skills improved was one of the proudest times of my life. Cooking and feeding yourself is a tremendous source of empowerment. Nurturing others with food can give the most depressed or distracted person hope. I taught the community how to grow a wide variety of lettuce, carrots, eggplant, broccoli, tomatoes, peppers, and herbs. The garden was located at the back of the unit, and instead of watching television or aimlessly wandering the halls, I witnessed the residents spend hours tilling the soil, planting seeds, tending the young shoots, harvesting the fruits of their labor, and finally cooking and serving their creations. What can be more inspiring than knowing you can feed yourself and your friends? The change in their appearance was remarkable. Gardening and cooking was not just a hobby, it was a metaphor for their ability to regenerate themselves in mind and body.
My dream is to own my own restaurant, a place where all of the food on the menu is grown and raised on-premises. I would also like to employ members of the community along with professional hospitality staff to serve in the restaurant and tend the garden. My hero is Dan Barber, a man who has successfully united his passion for food with his desire to improve the planet. Interning with him someday is my dream, and a possibility for my next-step after school. Surviving in the hospitality industry can be grueling, but Barber illustrates it is possible to do so without sacrificing higher principles.
Over the course of my own career, I see myself fighting to change laws that impede access to healthy food and also hosting workshops and courses on cooking and agriculture for children and adults. At FCI I hope to gain the necessary technical knowledge and networking skills to create my vision of a sustainable restaurant. I have lived in rural and urban areas and am personally familiar with the cuisines and cooking techniques of Europe and the Caribbean. Fusing old cultures and new flavors with an ancient respect for the land and the environment is my signature as a chef: an ideal that I learned at my father’s side.
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**Question 2****
Also use the guideline provided in the essay, however you can also add this information:

Since high school, I have been diagnosed with ADHD, in addition to finishing school with my at that time economically stable parents realizing they had to declare bankrupcy due to my father losing his job, and my mother being the sole income working 7 days a week. This created a ripple between my family, were I caught myself having to get a job to be able to afford paying my bills, my rent and utilities. Unable to leave the job to find something better due to not having any degree to fall back on besides my high school diploma, I have been forced to stay in my present job moving every possible stone to go to cooking school, and make my dream a reality. After applying to several scholarships last year, and requesting co-signers, I had to face the decision of putting my approved application to FCI to the side until I found more financial backing. This year, my determination to succeed, and the lessons of appreciating the little you get, and being grateful has made me realize to use my superb references and job performance to good use. After 3 employee of the month nominations and 4 years with great people experiences, I can say that I will not stop until I become a chef.

There are faxes for this order.

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