Post Traumatic Stress Syndrome in Military Personnel Essay Example for Free

Post Traumatic Stress Syndrome in Military Personnel Essay Post traumatic stress syndrome (PTSS) is defined as a psychological disorder which arises from life-threatening experiences; affecting the physical or emotional state of the individual. Examples of these experiences are motor accidents; natural disasters such as earthquakes, floods and the like; man-made tragedies such as plane crash and hijacking; abusive experiences in childhood; traumatic personal experience such as rape or torture; and violent military associated events. The symptoms associated with this disorder include those homologous to anxiety attacks or depression. The patient will also experience sleeping problems, emotional numbness, psychological catatonia, lack of affection for other people and even aggressiveness. One outstanding symptom of PTSS patients is avoidance of specific places and situations that is associated to the primary cause of the disorder. Since these will trigger memories related to their traumatic experience, it is of utmost importance for them to avoid any contact and encounter with these scenarios. Also, the patient usually has recurrent flashbacks or hallucinations of this particular, damaging event (University of Virginia Health System, 2007). Post traumatic stress syndrome can be observed in a varied class of individuals: regardless of sex, age, culture or economic status. In short, PTSS can be observed in any kind of character, given enough dose of traumatic experience. In the United States, the percentage of the population affected by PTSS is estimated to be between 1% to 12%. It was estimated that around 7. 7 million Americans are suffering from PTSS and that 30% of individuals who were in war-stricken areas will suffer from PTSS (University of Virginia Health System, 2007). In specific classes in society, PTSS is observed to occur at 0. 2% in post partum women, 18% in fire fighters, 34% in adults involved in vehicular accidents, 48% in female rape victims and 67% in prisoners of war. (Lange, 2000) In this paper, the impact of this phenomenon will be studied on military personnel: the factors contributing to the advent of the disorder, the statistics of military personnel with PTSS, the medical intervention and treatment used for PTSS and the effectiveness of the treatment used by the military to cure PTSS. History of Post Traumatic Stress Syndrome in the US Military: Various Wars through the Years Post Traumatic Syndrome in military personnel was correlated with a number of pre-military, military and post-military factors. These three pertain to the background of the soldier before joining the military, the activities one engaged in as a military personnel and one’s life after military service. For pre-military risk factors, some of these were emotional instability, age of entry into the military, past child abuse, minority status, socioeconomic status, substance abuse and years of education. For military risk factors, these were degree of atrocities witnessed or participated in of a soldier, combat exposure, captivity, injury in combat and danger threatening the soldier’s life. Post-military risk factors, on the other hand, include time of discharge from the military, substance abuse, available social support and socioeconomic status (Bremmer, 2005). Post traumatic stress syndrome was first observed in war veterans who were assigned in the war against Vietnam during the 1980’s. This was the first time the scientific and psychological community acknowledge this disorder. Since PTSS was not yet known to the world, it was initially called battle fatigue and shell shock (University of Virginia Health System, 2007). In this war, it was estimated by the National Vietnam Veterans Readjustment Survey (NVVRS) that 15. 2% of male veterans and 8. 1% of female veterans; 479,000 out of 3,140,000 and 610 out of 7,200, respectively; were diagnosed with PTSS during a two year study in 1986. In terms of delinquency observed in these Vietnam War veterans, almost half of male soldiers who were diagnosed with PTSS were arrested or jailed at least once after their diagnosis. The percentage of those who were convicted was estimated to be at 11. 5%. In 2004, there were around 161,000 veterans who are still receiving PTSS disability compensation from the government. But even before this decade, military men and women had already suffered from war-related disorders. In World War II, it was estimated by the National Center for Post-Traumatic Stress Disorder that in every 20 deployed military, there was one individual who suffered PTSS-related symptoms such as irritability, nightmares and flashbacks. The actual number of PTSS affected soldiers was estimated to be at 25,000 based on the number indicated by the Department of Veterans Affairs back in 2004. These soldiers were still receiving PTSS disability compensation from the department during this time. A prisoner of World War II’s (POW) tendency to developed PTSS was also investigated by various studies long after the war was over. According to Speed, 50% of those who were involved in WW II developed PTSS a year after the war and 29% still developed PTSS even after 40 years (Speed, 1989). Meanwhile, in terms of recovery, Klusnik determined that among the 188 POW who suffered PTSS, only 36 of them had recovered from the disorder (Klusnik, 1986). If the war between Korea and the United States will be considered, the approximate percentage of soldiers who suffered PTSS is around 30%, according to an independent study by a Korean researcher. The Persian Gulf War back in 1991 is also noteworthy to mention. This war was also an avenue for soldiers to suffer post traumatic stress syndrome. In 1999, a study conducted by Journal of Consulting and Clinical Psychology found out that among the 697,000 soldiers deployed to this war, there was an increasing number of soldiers who were suffering from the disorder. Initially, the rate of PTSS development for men and women were 3% and 8%, respectively. But after 18 to 24 months of returning to the United States of America, the rate increased from 7% to 16%. In the recent years, wars launched against Iraq and Afghanistan were enough reasons for the government to revive studies focusing on PTSS and its impact on the soldiers deployed to this heavily-bombarded countries. In Afghanistan, it was showed that 18% of the 45,880 soldiers deployed to this country suffered some kind of psychological disorder (PD), while the number of PTSS cases reached 188. In Iraq, from the 155,000 US soldiers in this country, 20% were diagnosed with PD and 1,641 were with PTSS. Women personnel who were affected with this disorder was from 8%-10% (Epstein Miller, 2005). When these data are combined, 46. 4% of soldiers sent to Iraq and Afghanistan suffered PTSS in 2007, totalling to 40,000 cases in a five-year period. The distribution of the cases is as follows: for the Air Force-2,476; Army-28,365; Navy-2,884; and Marines-5,641 (Morgan, 2008). Treatment for Post Traumatic Stress Syndrome from the Military A special division of the US government is devoted to treating PTSS patients, and this is the Department of Veterans Affairs (VA). Through the years, since the late 1970’s, VA had developed programs that continuously monitor and improve the state of soldiers once they return to their home country after being deployed in a war-stricken zone. There are three approaches that the department uses in order to achieve this goal: one, through outpatient approach; two, through varying length inpatient stay; and three, through residential care. These ways vary in the length of stay of the PTSS cases in the medical facility. Some of the treatments given to the cases were group counselling, educational support and psychological assessment of the soldiers. It was determined that there was no statistically significant difference between the length of stay of a PTSS patient in the facility. Since the duration of the soldiers in the treatment facility is equated to monetary costs, it was recommended that treatment not be prolonged, since the same results will be achieved with shorter treatment duration (Broschat, 1998). Another form of treatment for this disorder came from the military itself. In the core’s training program, each soldier is taught how to recognize post traumatic stress syndromes among themselves and among their comrades. This program is called the Post Traumatic Stress Disorder and Mild Traumatic Brain Injury (PTSD/MTBI) Chain Teaching Program, with the main objective of putting the knowledge and power in the soldiers themselves in order to take care of one another (U. S. Army Medical Department, 2007). Summary and Conclusion Since time immemoria, post traumatic stress syndrome was observed to plague war combatants since World War II. In every conflict that the United States government engaged in, there was the inevitable rise of PTSS cases documented. From The Persian Gulf War, to the Korean War, to the latest invasion of Iraq and Afghanistan, soldiers continuously suffered from this disorder in an increasing fashion. Post traumatic syndrome is a serious problem faced, not only by military personnel, but also by the government. With an increasing number of PTSS cases through the years in every war launched by the government, there is also an increase in the corresponding amount of budget to be used for the treatment and rehabilitation of the soldiers. With this, it is imperative that this disorder be given enough attention and support from those in authority. Soldiers are the backbone of the country’s security. Without them, invasion by foreign and local enemies is likely to happen. But defence without psychologically sound soldiers will not be possible. Therefore, for a land to be secured and safe from any threat, the well-being of soldiers must be valued, thus, post traumatic syndrome must be answered with utmost urgency.

Global Monetary Depression Essay -- World History, Chinese Economy

Whether or not one believes that the 17th century global monetary depression actually occurred or if there even was a â€Å"general crisis† to begin with, it has been widely apparent that from 1601 to 1680, a transformation in economic history and a decline in transnational finance was underway. We cannot mistaken—though richly diverse the economy—a specific geographical region as if it fiscally rose or declined in isolation. Comparative studies are crucial; however, â€Å"it is yet another argument against the narrow parochialism which still afflicts the teaching of history in too many universities† (Aston 3). Those of us who have suffered while studying the Western past must not plummet into the similarly devastating Asian strain; therefore, while juxtaposing the two influential economies of the 17th century, Europe (Spain) and Asia (China), it is crucial to bear in mind the transnational fluctuations in domestic and oversea trade with regards to the glo bal consequences: monetary inflation. Unlike their European counterpart, Chinese feudalism consisted of peasants, especially in the late Ming and early Qing, that were not directly tied to landlords—rather, their atypical Chinese socioeconomic feudalism was more of a â€Å"commercialized peasant economy† where market imports were driven by the demands of the general public (Kishimoto-Nakayama 228). On the surface, an unfathomable torrent of New World silver deposits controlled by Spain alleviated much of the amounting debt and dissolved the liquidity crisis in Europe; however, it also unleashed a devastating increase of bullion in China’s over-heated economy which demoted global price levels on silver—leading to the deleterious monetary inflation (Glahn 429). Since the source of profit from... ...y-rocketed levels of international trade, government spending, and population—the main reason for China’s financial inflation was due to global climatic changes that diminished agricultural yields, caused outbreaks of epidemic and ultimately depreciated the purchasing value of money by increasing market prices of staple goods. In this same context, despite the fact that one nation’s economy was in decline, it did not Moreover, the instance of China’s financial crisis during the 17th century demonstrates the ultimate full scale of changes in a global economy and with respects to environmental factors. The significant economic downturns during the period brought to light the constantly shifting organizations of the first markets during the modern era and the indigenous demands for natural resources which determined the direction of a country’s economic stability.

Exploring and Sharing Youth Work Practice

Exploring the Values and Principles of Youth Work â€Å"Youth work, enables, helps, encourages and celebrates young people’s achievements and efforts. It walks beside a young person on their journey to transition to the adult world. It does not judge but rather provides an open ended support at times and in places where no other service can. † Professor Ted Milburn, CBE President YMCA Scotland Youth work is a process of engaging and building relationships with young people and providing a safe, secure and fun environment where young people feel supported and valued.Young people are central to the planning and delivery of youth work as it responds to youth issues. This offers a range of opportunities and programmes that reflect the many different requirements such as age difference, gender, special needs and race enabling young people to fulfil their potential. The purpose of youth work is well defined in the Youth Work Manifesto 2011, and is as follows: †¢ build se lf-esteem and self-confidence †¢ develop the ability to manage personal and social relationships †¢ create learning and develop new skills encourage positive group atmospheres †¢ build the capacity of young people to consider risk, make reasoned decisions and take control of their lives †¢ develop a ‘world view’ which widens horizons and invites social commitment †¢ build the capacity of young people to influence local and national decision makers The values and principles that underpin youth work are: Young people choose to participate The young person takes part voluntarily. She/he chooses to be involved, not least because they want to relax, meet friends and have fun.The young person decides whether to engage or to walk away. The work must build from where young people are Youth Work operates on young people’s own personal and recreational territory – within both their geographic and interest communities. The young personâ€℠¢s life experience is respected and forms the basis for shaping the agenda in negotiation with peers and youth workers. Youth Work recognises the young person as a partner in a learning process It complements formal education, promoting young people access to learning opportunities which enable them to fulfil their potential.Youth Work safeguards the welfare of young people It provides young people with a safe environment in which to explore their values, beliefs, ideas and issues. Youth Work treats young people with respect It values each individual and their differences, and promoting the acceptance and understanding of others, whilst challenging oppressive behaviour and ideas. Youth Work is concerned with facilitating and empowering the voice of young people It encourages and enables young people to influence the environment in which they live.Youth Work respects and values individual differences It supports and strengthens young people’s belief in themselves, and their ca pacity to grow and to change through a supportive group environment. Youth Work is underpinned by the principles of equity, diversity and interdependence Effective Communication in Youth Work â€Å"We all use language to communicate, to express ourselves, to get our ideas across, and to connect with the person to whom we are speaking. When a relationship is working, the act of communicating seems to flow relatively effortlessly.When a relationship is deteriorating, the act of communicating can be as frustrating as climbing a hill of sand. † Chip Rose, attorney and mediator The act of communicating involves verbal and nonverbal components. The verbal component refers to the content of our message‚ the choice and arrangement of our words. The nonverbal component refers to the message we send through our body language. Some of the methods used to communicate are: Non Verbal CommunicationVerbal Communication †¢ Facial Expression (e. g. frown)†¢ Dialogue †¢ Bo dy Posture†¢ Presentation Hand Gestures†¢ Tone of voice †¢ Pictorial representations†¢ Written word †¢ Appearance (e. g. untidiness)†¢ Pacing and volume of voice Exchanging ideas and thoughts verbally with others is the most common form of communication. However, there can be barriers with this, especially within a youth work setting. Some of these barriers are: Language It is important not to use overly-formal language and jargon, which young people might not understand. Also be aware of the language young people might use, i. e. slang. Stereotypes and generalizationsYouth workers must be sensitive to the complexities of certain situations and should be open to different opinions and views and not see the world as black and white. Jumping to conclusions Youth workers should not assume to know the reasons behind events. It is important to have all the information. Dysfunctional responses Ignoring or not responding to a comment or question quickly underm ines effective communication with a young person. Also, responding with an irrelevant comment or interrupting others while they are speaking also creates a poor environment.Lacking Confidence Whether it is the youth worker or young person, lacking confidence can be a major barrier to effective communication. Shyness, difficulty being assertive, or lack of self-worth can hinder your ability to make your needs and opinions known to others Nonverbal Cues Nonverbal cues can block verbal communication. The wrong facial expressions or body language from a youth worker might put off a young person from opening up or continuing a conversation. Not ListeningNot listening constitutes a major barrier in verbal communication. If a young person thinks that you are not listening then they will not speak with you. Inconsistency Inconsistency can also blocks verbal communication. If you say one thing and then later change your stance, it might confuse or frustrate a young person. Verbal communicati on barriers can put a serious strain on relationships that ultimately need to be collaborative in order to most effectively meet the needs of our young people.Use of these â€Å"communication errors† results in increased emotional distancing between youth worker and young person and can result in conflict and a negative environment for everyone involved. Albert Mehrabian, a US Educational Psychologist, has developed a famous formula for how verbal communication works. The formula is: 7% of meaning is in the words that are spoken. 38% of meaning is in the way that the words are said. 55% of meaning is in facial expression and body language. The key message here is simple – It's not what you say, it's the way that you say it. Nonverbal Communication tableGesture | Common Interpretation | Hair Twirling | Flirting, nervous, uncertainty, incompetence| Placing your hand in front of your mouth | Insecurity, uncertainty| Rubbing your arm or leg | Nervous, uncertainty| Slumped posture | Can’t be bothered, low self-esteem, boredom, alienation| Open palms | Open, honest| Palms down | Serious, domination| Clenched fist | Angry, frustrated, aggression| Holding hands behind back | Hiding something, defensive| Wringing hands | Nervousness, anxious| Arms folded over chest | Annoyed, bored, uninterested, low self-esteem| Too little eye contact | Shy, dishonest, nervous, no confidence|Gesture | Common Interpretation | When exaggerated| Forward Lean | Interested, concern, affection| Troubled| Direct eye contact | Interested | Aggressive| Unique dress/hairstyle | Confident, creative | Attention seeking, confused| Upright posture | Confident | Feeling uneasy| Handshake | Friendly | Intrusive, eccentric, aggressiveAn assertive person has the ability to express the needs, wants and emotions in a controlled manner without violating the rights of others or being aggressive. Characteristics of an assertive person might include: †¢ Knowledge of their own right s †¢ Ability to initiate and sustain comfortable relationships with a variety of people †¢ Willingness to compromise †¢ Ability to discuss things in a controlled manner The difference between an assertive person and an aggressive person are as follows: Assertive =â€Å"Win, win† †¢ Expresses feelings and thoughts honestly and appropriately †¢ Shows respect for themselves and others †¢ Considers the rights and needs of others Can effectively influence, listen and negotiate so others co-operate willingly Aggressive = â€Å"winner, loser† †¢ Expresses feelings and thoughts in a way which violates the rights of others †¢ Shows disrespect for themselves and others †¢ Puts own needs above others and denies people choice †¢ Can negatively influence, not listen and not negotiate and make others do what they don’t want to do †¢ Puts own needs above others and denies people choice Interpersonal skills are the skills u sed when interacting with other people. In a challenging situation, effective interpersonal skills are essential. In a youth work setting, some of the skills a worker should have are: An ability to ‘read’ other people and build rapport †¢ Being able to ask useful questions †¢ You can more easily influence people †¢ You can handle conflict and challenging situations in constructive ways †¢ Show understanding With good interpersonal skills communication and relationships between young people and workers are enhanced. Building Relationships in Youth Work â€Å"The flexibility and skills of youth work staff enable them to get trust from young people†¦ in many instances for the first time that a young person has been able to trust an adult. I never cease to be amazed at how the youth work process can transform some of our most vulnerable young people and change their view of self and society in such a positive fashion. †Alex Linkston, CBE, Pri nce’s Trust Volunteer, retired CEO West Lothian Council and Chair of YouthLink Scotland. It is important to promote positive relationships with young people in youth work to: †¢ Provide learning and encourage success †¢ Ensure everyone is given a voice and feels heard †¢ Empower those with conflict to resolve it for themselves †¢ Preserve a sense of belonging and create positivity †¢ Develop and maintain mutual respect †¢ Build and repair relationships †¢ Develop world view and broaden horizons †¢ Build social skills and provide Life Skills Five qualities, which constitute a positive personal relationship, are: †¢ Trust †¢ Mutual respect †¢ Communication †¢ Understanding †¢ Familiarity/Common groundFive qualities, which constitute positive youth work relationships, are: †¢ Trust †¢ Approachable †¢ Non judgemental †¢ Good listener/empowering †¢ Respect So what are the differences between a personal relationship and a youth work relationship? – Even though the words used above to describe the two different types of relationships tend to be different they are quite similar in that they involve helpfulness and working together. In a professional relationship you often motivated by a task/goal (i. e. the young person’s learning, etc. ) that you are working together to complete and achieve. In a personal relationship the ultimate goal is happiness and building true trust.There are two main themes that emerge with some regularity when reading about relationships in youth work. These themes detail why positive relationships in youth work are important and are stated below: Education for relationship The ability to develop good and satisfying interpersonal relationships is seen as the main, or a major reason for fostering learning. This has been one of the main themes lying behind many informal educators concern with social education. Education through relatio nship Our relationships are a fundamental source of learning. By paying attention to the nature of the relationship between educators and learners, it is argues, we can make a significant difference.In particular, the quality of the relationship deeply influences the hopefulness required to remain curious and open to new experiences, and the capacity to see connections and discover meanings (Salzberger-Whittenberg et al. 1983: ix). Introduction to Planning and Evaluating Youth Work Plan (Needs & Aims) †¢ Describe why the youth work group/programme is needed by the young person and/or the community †¢ State who has identified the need for the group. (I. e. young person/Social work/ groups/partner organisations) †¢ Describe what the project is about in â€Å"broad terms†. State what the group is aiming to achieve. The need for a group can be identified through: †¢ Discussions †¢ Formal consultation †¢ Social Network surveys †¢ Partnership meet ings †¢ Community lead steering groups †¢ Statistics †¢ Government Policies Outline (Objectives/Implementations) List the objectives (specific aims) of the group and make a series of actions that will be put in place to ensure each of the stated objectives is achieved †¢ Describe how the objectives will be carried out/delivered How many beneficiaries/Age group/gender †¢ List who will benefit from the group (i. e. young person/social work/parents) †¢ List any information about the target group Resources (Funding, staff, etc. ) †¢ List any resources required such as money, staffing requirements, equipment, area, time and transport, etc. Partners Involved †¢ List any other agencies/partners that may be involved with the group/project such as police/SW/school/NHS Intended Experiences & Outcomes Describe how the group relates to the CfE capacities (Confident Individuals, Responsible Citizens, Successful Learners and Effective Contributors) †¢ Highlight the importance of the quality and nature of the participant’s experiences †¢ Describe the outcome of the group (i. e. what is to be achieved) †¢ Assess the progress in the learning plan and look at next steps Intended Impact (Data Definitions) †¢ Describe the purpose/point of the group. †¢ Describe how the group will have a positive effect on the all-round development and life chances of the young people involved Evaluation †¢ State how the group will be evaluated (i. e. participant feedback)

Pocahontas And Benjamin Franklin Tragic And Historical...

The beliefs which made the United States of America the prodigious country it is today, began during it’s early colonization-a time in the life of this great nation which is everlastingly remembered with pride. America s foundation rested upon the ideals of diversity, innovation, and the ability to exhibit strength in the face of adversity; there are few who have embodied this vision of America more completely than Pocahontas and Benjamin Franklin. Tragic and historical events developed during the lives of Pocahontas and Benjamin Franklin; although their individual situations required very different reactions, both persevered, therefore granting those who came after them the ability to reflect on America’s beginnings with admiration and pride. During the time of American colonization, tensions between the English and the Native Americans rose exponentially. The New World was newly formed, and both Englishmen and Native Americans found themselves in unfavorable positions while drastic transformations occurred in their relative societies. The land and livelihood which once belonged to the Native Americans, became dominated by these foreign Englishmen. The Englishmen left all that was known to them across the Atlantic and embarked on a journey to establish a New World from nothing, in a land called America. Nevertheless, Pocahontas, a young Native American, and Benjamin Franklin, a young American, found ways to turn their individual hardships into fortune. As a young child,