Getting to Yes by Roger Fisher Essay examples -- Negotiation Getting Y

Getting to Yes by Roger Fisher Regardless of whether we know about it, every one of us is confronted with a wealth of contention every single day. From the division of tasks inside a family unit, to approaching one’s manager for a raise, we’ve all took in the essential aptitudes of exchange. A national blockbuster, Getting to Yes, presents the technique for principled exchange, a type of elective contest goals instead of the normal strategy for positional haggling. Inside the book, four essential components of principled arrangement are focused on; separate the individuals from the issue, center around premiums rather than positions, contribute choices for shared increase, and demand utilizing target rules. Following this segment of the book are recommendations for issues that may happen lastly an end. In this diary section I will be investigating every one of the components, and fundamentally examine the substance; at last, I plan to quickly deliver the upsides and downsides of Getting to Yes.      Principled arrangement permits disputants to get what they are qualified for, while empowering them to be reasonable, simultaneously securing against the individuals who might exploit their decency . In spite of the fact that the focuses made are intelligent and undoubtedly an extraordinary way to deal with specific kinds of contention, I found that now and again the strategy didn't totally meet up. More than anything, I found the technique through and through was shortsighted and for a perfect circumstance. While experiencing the four components, I will outline these focuses.      The first strategy for principled arrangement is to isolate the individuals from the issue. Despite the fact that it is by all accounts a significant straightforward procedure, I found a significant inquiry rung a bell: â€Å"What if the individuals are the problem?†. Being a young person, I realize that occasionally the main explanation behind clash is feelings and sentiments. An individual feels they have been wronged, the different dissents, and isolating the individuals from the issue turns out to be for all intents and purposes inconceivable. Getting to Yes quickly proposes a few answers for feeling, for example, perceiving both side’s feelings, making feelings express and recognizing them as genuine, permitting the opposite side to release pressure, not responding to passionate upheavals, and utilizing emblematic signals . Once more, I saw these rules as misrepresented and totally drained of the way that human’s are incompetent to just settin g their sentiments aside. Too... ...In spite of the fact that this hypothesis is extremely judicious and academic it again requests a perfect circumstance of reasonableness where the odds of the two disputants going to these terms appears to be out of reach. Likewise, it is very clear that what one sees as reasonable, another may not. No different, the hypothesis without anyone else gives incredible standards to arrangement that whenever followed genuinely by the two gatherings would in all probability lead to a palatable understanding. All in all, the hypothesis of principled arrangement is great, despite the fact that it on occasion is by all accounts oversimplified and implied for a perfect world. In any case, it permits all sides of the contention to be analyzed through the widening of choices. It permits disputants to keep up any relationship that they had before the contention and arrangement. Generally speaking, principled exchange is intended to prompt palatable outcomes for the two sides, making a success win circumstance for all. Works Cited Colti, Laurie S. Strife Diagnosis and Alternative Dispute Resolution. New Jersey,      USA.: Pearson Education, 2004. Fisher, Roger, William Ury, and Bruce Patton. Getting to Yes: Negotiation Agreement      Without Giving In. New York, USA.: Penguin Books, 1991.

College Days :: Personal Narrative, Autobiographical Essay

A year has past and now we remain near the precarious edge of coming back to an existence where we are encircled by the Catch 22 of everything, but then nothing being the equivalent. Â In days we will hesitantly give our embraces and, battling the tears, bid farewell to individuals who were once just names on a piece of paper to come back to individuals that we embraced and battled tears to bid farewell to before we at any point left. We will leave our closest companions to come back to our closest companions. Â We will return to the spots we returned from and go to very similar things we did the previous summer and each late spring before that. We will come into town on a similar natural street, and despite the fact that it has been months, it will appear just yesterday. As you stroll into your old room, each feeling will go through you as you consider the manner in which your life has changed and the individual you have become. You out of nowhere understand that the things that were generally imperative to you a year prior don't appear to make a difference so much any longer, and the things you hold most noteworthy now, nobody at home will totally comprehend. Â The recollections and the narratives from school won't mean anything to anybody at home but then you loathe them for that, that they can't impart that satisfaction to you. Â Who will you call first? What will you do your first end of the week home with your companions? To what extent before you really begin missing individuals jumping in without calling or thumping? Who will get pizza at three in the first part of the day with you now? To what extent until you acclimate to resting alone in a room once more? Â At that point you begin to acknowledge how much things have changed, and you understand the hardest piece of school is adjusting the two totally various universes you currently live in, attempting frantically to clutch everything at the same time attempting to make sense of what you need to desert. In the matter of one day's voyaging time, we will leave our universe of living nearby to our closest companions, strolling across grounds to eat, moment ambassador, 8:00am classes, and the never-ending lingering to a world that will appear to be unfamiliar to us notwithstanding the way that we lived in it for a long time. Â However, it is diverse at this point.

MIT OpenLabWare A sneak peak at research @ MIT

MIT OpenLabWare A sneak peak at research @ MIT Ever wondered if scientific journals like Nature or Science were actually written in English, or that other people could actually understand the papers? What does the abbreviation PhD mean to you? When people call themselves grad students, do you know what that entails? Coming to MIT, I didnt really know the answers to the questions above. I would get excited by a scientific breakthrough featured on the news, but I didnt really understand that there was a researcher (or more likely, a group of researchers) behind the finding. Granted, I had worked in a scientific lab, so I knew that these mythical grad students worked long hours and seemed to get cool results. Beyond that, I knew next to zilch. This is why I got excited when I ran into a friend, George Zaidan, and he told me about his big idea. He was looking for funding to start OpenLabWare, which he explained as being analogous to OpenCourseWare, featuring research instead of class materials. He elaborated by calling it something along the lines of an innovative collection of online educational resources meant to help teachers, students, and researchers understand how research is done at MIT. So, I told him that it sounded like a great idea, and then we parted ways Last July, I was sitting in front of my computer at work, freezing as always (why must the government make their labs the temperature of a meat locker? What ever happened to energy conservation?), when I received an email from George. He was writing from Thailand and asked me if Id be interested in becoming a content creator for OLW. Of course, I got excited about the prospect of contributing to a budding program at MIT that could impact the lives of people around the world, but I was also feeling pretty stressed out about MCATs and my fall schedule. Despite the hurdle of an already overloaded schedule, we worked out an arrangement where I could start building the module during IAP. My responsibilities were multi-faceted, but I would basically meet with a professor and graduate student to take one of their papers and completely flesh it out. I would have to create a module based on this paper by writing introductory material, annotating the lab notebook pages, developing a glossary, creating a timeline of the projects progress, and conducting interviews. Now that I knew what I had to do, the next step was finding a professor who was willing to work with me on the module. I wanted to find someone with research interests in biology, chemistry, biological engineering, or mechanical engineering. Hundreds of professors would fit that criteria, but I imagined that fewer would have a graduate student who would actually be willing to work with an undergrad. One rejection and two no-responses later, George suggested contacting Barbara Imperiali, a brilliant professor of biology and chemistry who also happens to teach 5.12 (Organic Chemistry I). I had heard great things from her former students so I was excited about the prospect of working with her (pictured on the left). In early December, as I was running from my lab to the bathroom (via the Infinite Corridor), I ran into George, who just so happened to be meeting with Prof. Imperiali later that day. I joined the meeting and we formally asked her if she would be interested in helping to develop an OLW module. Honestly, before entering the meeting, I prepared myself for rejection. Luckily, she seemed really keen on the project and almost immediately suggested one of the graduate students in her lab, Beth Vogel, as a possible resource. Beth was about to finish her PhD and move on to a new position (developing a new applications-based curriculum for MITs introductory chemistry class), but she also signed-on! She gave me the paper that she wrote based on her thesis work. It had not been published yet, and I understood very little of it at the time, but I knew that I would soon have to explain it inside and out. Needless to say, it was a really exciting day. Winter Break passed and I had a chance to look over Beths paper. I was initially confused by all the synthetic chemistry, since I had only taken Organic Chemistry I and II and Biochemistry. Thanks to the marvelous internet, I soon developed the technical vocabulary and background necessary to tackle the paper. I met with Beth at the beginning of IAP (January) and we walked through three years of her research in about two hours. She showed me the important pages of her lab notebooks (6 of them, total! Over 600 pages of work!) and explained difficulties that she encountered, as well as her big ah-ha! moments. It was amazing to hear her talk about what it was like to spend stretches of up to five months repeating the same reaction under every condition imaginable. Eventually, she found out what was going wrong, but I couldnt believe the patience required to pursue a research career. I worked on developing the module throughout IAP and conducting interviews with both Prof. Imperiali and Beth at the end of January. It was the first time that I had led a video taped interview, so it was another good learning experience. Prof. Imperiali talked about her life-long love of science, what sparked her interest in organic chemistry, her education in England and MIT, balancing the demands of teaching and research, and managing her lab. I asked Beth similar questions about why she chose to come to MIT, what attracted her to the Imperiali Lab, her future plans, and specific details about her project. The module should be online in a few months, so you will be able to watch video clips of their responses. In the meantime, you can visit OpenLabWares website now, and see the module that George developed with Prof. John Essigmann. As you will see when you visit the site, Georges module is the only one posted right now, but there is much more to come! I hope you all take a moment and browse through it. It is a really great opportunity to see what real research is like. Not only do you get to flip through the real, unedited pages of the lab notebook, but you can learn cool stuff about the researchers themselves (like that Prof. Essigmanns favorite foods are spaghetti and meatballs, turkey, Thai food, and pot roast). Ill let you all know when my module goes up. By the way, Anthony has worked on the technical aspects of OLW and blogged about it here.

Homelessness A Community Issue That Affects Us All

Homelessness is something that is very real in today society and people do not realize how important it is. Can you imagine how it feels not having your basic needs meet on a daily basis? Having No food, no bed, no place to take a shower, is everyday life for a homeless person. These things that we do every day and take for granted, these people pray to have them. Too many of our brothers and sisters do not have homes. Homelessness is a major problem in our country today, but there is not enough being done about it. We, as a nation, have an obligation to help these people. Why? Because Homelessness is not just a personal problem, it is a community issue that affects us all. A homeless individual is defined in section 330(h) (5) (A) as â€Å"an individual who lacks housing (without regard to whether the individual is a member of a family), including an individual whose primary residence during the night is a supervised public or private facility (e.g., shelters) that provides temporary living accommodations, and an individual who is a resident in transitional housing.† A homeless person is an individual without permanent housing who may live on the streets; stay in a shelter, mission, single room occupancy facilities, abandoned building or vehicle; or in any other unstable or non-permanent situation. [Section 330 of the Public Health Service Act (42 U.S.C., 254b)] How does one become homeless? There are so many reasons that someone can become homeless. Economic issues, mentalShow MoreRelatedThe Homelessness : Australia Is Described As A Developed Nation1519 Words   |  7 PagesAustralia is described as a developed nation. 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Systems Theory Intervention - Free Essay Example

Sample details Pages: 20 Words: 5851 Downloads: 1 Date added: 2017/06/26 Category Sociology Essay Type Argumentative essay Tags: Social Work Essay Did you like this example? The aim of this assignment is to analyse my intervention with a service user and her family whilst on my 80-day placement. Whilst on placement I critically explored the social work value base, having demonstrated how I worked within the framework of the social work process. I used a variety of intervention methods, however, I am going to examine the effectiveness of one method in detail, systems theory. Before commencing this assignment I spoke to the service user, her family and placement agency, asking permission to write about my intervention with them and everyone agreed to this. I assured them of confidentiality, names have been anonymised, and no reports or confidential documents have been included. I understand the concept of respecting individuals, and will not disclosure any material that will result in a breach of a persons integrity. Biesteck 1961, (cited in Dominelli, 2002) says confidentiality is a characteristic of the social work profession together with respect and self-determination. Don’t waste time! Our writers will create an original "Systems Theory Intervention" essay for you Create order The agency was part of the voluntary sector, located in an area of regeneration, with high levels of deprivation, poverty, and homelessness, being established because there was a recognition that the area was particularly needy due to high levels of unemployment, crime, lone parents, pensioners, poor housing, and people experiencing health and social problems. The agency contributes to alleviating some of the pressures of everyday living helping a diverse group, and targeting those who are most vulnerable, offering a varied support system. To improve the well being of those suffering poverty, deprivation, discrimination and other forms of oppression services including generic/family support, housing support, young carers, farming and rural health, 50 forward, HIV/Aids, and Active 8 are offered. By providing free support and advice to the community the agency enables individuals to empower themselves to access a range of services putting them in touch with health, community care services, voluntary agencies and support groups. Underpinning the work of the agency is the legislation of the Every Child Matters/Youth Matters Framework and, working within this agenda, the agency hopes to improve the lives of children and young people. Listening and working in partnership with families, and young people, to provide support, enables development of opportunities and appropriate action plans to improve outcomes. Using case work and one-to-one individuals are empowered to develop strategies and plans to deal with issues such as parenting, schooling, behaviour, debt, housing, mental health, relationship breakdown, benefit support and domestic violence. The agency has a good working relationship with the Childrens Directorate and other organisations and continues to update it policies and procedures according to new government frameworks and agendas. The agency works in partnership with childrens centres, schools, social services, health teams, educational welfare teams, housing associations and various others, provid ing ongoing support and intervention. At the agency I worked within the Children and Families Team, my role being a Family Support Worker. Practicing my role, I collaborated with social services, school, and other support networks giving a holistic service to my clients, which was important to achieve positive outcomes (Trevithick, 2000). My intervention was with a 12-year-old girl, who I will refer to as Amy, who had been referred by social services; her behaviour was causing concern due to relocation with her father and stepfamily. Amy had previously lived with her mother, with whom she had a good relationship, however, she involved Amy in age inappropriate conversations, had depression, alcohol issues, and allowed Amy to witness scenes of domestic violence. Amys mother was unable to care for her, and she was fostered until a few months ago. For several months Amy had been living with her father and stepfamily, and was finding it difficult to adapt to her new living arrangements. Social services had previously been involved, albeit in another region, hence the local authority felt further support and guidance was necessary to alleviate some of the familys problems. I have drawn a genogram to establish Amys direct family and stepfamily, a genogram enables immediate visual representation of the individual or family being assessed. (Parker and Bradley, 2006, pg.40). I did not attempt to include any extended family, the family being rather complex, as my main concern was to support Amy and her family to resolve their issues. (Please see appendix.) I supported Amy and her family to adapt to their new living situation, my work including one-to-one support, family support, advocacy and mediation, counselling skills, negotiation, adapting strategies and interventions to enable the family to adjust, supporting their emotional well-being and allowing them to move forward. My objectives were to resolve the conflict, address inappropriate behaviour, and support Amy with relationship issues with her father, boundary setting, and build her self-esteem. However, after my initial assessment, it became clear that all the family needed support; therefore, my interventions would have to involve the family as a whole. My work involved implementing positive strategies to support relationship building, empowering the family to change and become accustomed to the new family unit. I worked within the guidelines of Every Child Matters, green paper published 2003, underpinned by The Children Act, 2004 (Parker and Bradley, 2006) in order to recognise areas of need, and work with the family to try and achieve positive outcomes. Using the ASPIRE model, an essential tool which links assessment, planning, intervention, review and evaluation (Parker and Bradley, 2006), enabled me to highlight my clients needs and work effectively with them to improve their life opportunities. The social work process begins with referral, from which I acquired as much knowledge as possible in order to assess Amys family background, and the environment I was entering. It is important to identify any potential danger or risk before making home visits, for yourself and colleagues, (Trevithick, 2000) so in order to avoid mistakes I adhered to the lone worker policy of the agency, checking this with my work based supervisor. For all visits I detailed the address, time schedule, base contact, making sure to have my mobile on me at all times, and was responsible for entering details onto the agency case management database. By undertaking this responsibility I achieved Key Role 4 of the National Occupational Standards (NOS) Manage risk to individuals, families, carers, groups, communities, self and colleagues (cited in Higham, 2006). Assessment is a continual process, and changes with circumstances, so is central to making a difference. It concerns making judgements whilst remaining non-judgemental (Middleton, 1997). I found myself reflecting on this when undertaking the assessment. According to Milner and OByrne (2002) If assessment is effective then it makes it more likely that intervention will succeed (cited in Parker and Bradley, 2006 pg.8) My first visit to the family was with a social worker from the initial assessment team, enabling her to inform me of the family background. The social worker wanted to introduce me to the family and explain my involvement, and her subsequent withdrawal. As this intervention was early on in my placement I felt reassured having the social worker present, and it made the first contact less nerve racking. I asked key questions, gathered factual evidence in preparation for my intervention, meeting Key Role 1 of the NOS, enabling me to build a picture, examine all factors, focus and prioritise. Consequently, by looking at the wider picture and other social environmental elements I was able to work together with the family, and apply appropriate strategies to resolve their issues. First contact is very important, and I used my interpersonal skills to establish good engagement, communication is a central feature of interaction. (Thompson 1996, pg.8). During assessment, and throughout my interventions, I demonstrated the core conditions of empathy, congruence and unconditional positive regard (Rogers, 1951) effectively by listening, showing respect, being open and honest as to how much we could achieve, whilst demonstrating anti-oppressive and anti-discriminatory practice. This is the initial stage of systems theory, building a trusting, safe, understanding relationship, where we were able to identify goals, plan, make recommendations and negotiate to achieve the desired outcomes. I felt it was important to establish a relationship built on mutual trust and respect so I conducted my assessment, and subsequent visits, in the family home so that they all felt comfortable (Koprowska, 2005). I asked questions, actively listening and observing interaction at the same time, as according to Coulshed and Orme (1998, pg.48) Systems theory requires interviewing, assessment skills and counselling skills. Assessing the family dynamics, I made the decision to first and foremost support Amy and focus on her well-being, as I feel children are owed a greater duty of care. I wanted to make her feel secure and rebuild her confidence to enable her to flourish, and also because she was the presenting problem for the family. It was apparent that social, personal and economic factors were impacting on the family and they needed to overcome these obstacles in order to achieve positive outcomes. Using systems theory made it difficult to identify where to intervene. The complexity of their lives made it difficult to address single issues as they were interrelated, but if they could manage some issues maybe it will enhance their lives to some extent. Amy in particular was suffering intellectually, emotionally, and socially due to her feeling isolated, having relocated. At the same time Amy was also trying to cope with her past traumas, including the impact of witnessing domestic violence. Using myself as supplementary support I hoped to assist Amy to achieve permanent, stable, emotional and social relationships, allowing her to manage the transition from one family unit to another. Accepting there were multiple needs, I assessed that work with the family, as a whole, was also needed, in particular Amys father. He was in denial concerning Amy, and regarding the conflict and tension the situation was creating. Hence he was unable to find a solution to his own problems. I empathised with their situation, as their own strategies were proving ineffective. We discussed how to achieve an improvement building on their strengths, adapting and incorporating them to make a realistic goal plan. Looking at their positives and strengths promoted not only anti-oppressive practice but increased the familys motivation allowing them more potential, builds on peoples strengths rather than analysing their defects, providing help rather than treatment. (Doel in Hanvey Philpot 1994, pg.23) After completing my assessment of the family we worked together to construct a plan of action, which according to Coulshed and Orme, (1998) are essential practice skills when using systems theory, allowing me to achieve Key Role 2 of the NOS. My work with Amy and her family included identifying problems, acknowledging that change was needed, listening to what the family wanted, implementing survival strategies enabling them to cope, whilst being non-judgemental and non-directive. We clarified and prioritised what issues needed addressing, empowering the family. This enabled me to ascertain what help they thought they needed, not necessarily what I thought. I felt this was important, as I wanted to work with the family, not for them, to achieve positive outcomes. Dominelli (2002) reinforces this, change is easier if the directions that professionals and users wish to follow coincide. (Pg. 25) The second stage of systems theory, is where I worked with the family to address their needs, engaging them to work with me and achieve their potential. Using my communication skills I gained their trust, which allowed me to get the family to co-operate and participate in determining the direction of change. My role as a professional was not to take sides, but to treat all members with respect, promote negotiation, and offer assistance with goals. These had to be realistic and achievable so together we came up with the following plan: Introducing strategies to help address Amys behaviour Advocating, acting as a confidant for Amy, enabling her to feel less isolated and able to speak freely about her mother Relationship building with Amys father using attachment theory Family support working together to remove barriers implementing positive parenting, and building relationships Work with step-mother to address feelings of inadequacy, and low moods (she was mildly depressed about the family situation) Weekly visits to discuss how the changes were working, and if not adjust accordingly, offering emotional support. The aim was to improve Amys behaviour and integrate the family, building relationships, so that they could live peacefully together block dysfunctional interaction patterns, and coach the family in new behaviours. (Davies 2002 pg.149) My interventions consisted of a number of methods, the family structure being complex. It was important to understand their needs, as not all families comply with the nuclear family structure, and have differing needs. My original referral was to work with Amy but this was deflected and became the whole family, therefore, I had to adapt using such methods as systems theory, person-centred, attachment and some task centred. I chose these methods to identify the needs of the whole family, as I felt certain methods would work well with the different individuals. The methods of intervention I used were to some extent influenced by agency policy, although the approaches used were unrestricted. I would have liked to have spent longer with this family but the agency remit is for effective short-term work, supporting families with early intervention. Prevention and well-being are important agency agendas so as to avoid dependency. The agency has funding to perform certain types of work; therefore, a cost centred approach is used, closely monitoring business and action plans to establish outcomes. The agency uses the person centred approach to empower individuals, working within Every Child Matters, Youth Matters and Local Area Authority agendas, making the services accessible to all so it has to limit expenditure and distribute evenly across all projects. Within the family support project the agency preferred to use positive parenting strategies to empower families. I tried this method with Amy and her family but felt it was ineffective and to some extent patronising; hence I adopted my own interventions. The interventions I used were not questioned, as positive results could be demonstrated, although regular case reviews were carried out to monitor progression, discuss ways forward, and the effectiveness of methods used. If no progress was visible it would be suggested that the case be closed or referred to another agency. I used systems theory, which evolved from biology and engineering and was developed by Pincus and Minahan, 1973, being further developed by Goldstein, 1974, (Coulshed Orme 1998), in my intervention as it is interactive and focuses on the consequences of one persons actions on another. The background to this method is scientific and complex, suggests all organisms are made up of subsystems, which in turn are affected by environmental factors, super-systems. Each system will have its own subsystem, with different objectives, enabling functioning. Although I used this method, to work positively with the family and its subsystems, it is debateable in relation to its significance to social work (Healy, 2005) as it uses complex language, relies heavily on science and maths, and does not fit in with human activity according to Germain, (1979) (cited in Payne, 2005). All systems have inputs, throughputs, outputs and feedback loops (Payne, 2005), which can be applied to social systems, with all elements interconnected and mutually dependent. The action of one part not only affects others but may rely on them for its continued existence and undoubtedly the survival of the complete system, although according to Siporin, (1980) in practice this does not seem to happen, and it should not be assumed all parts are interrelated to maintain equilibrium. Families connect as a unit; go through life cycles, and what each member does effects the rest of the family, circular causation (Davies 2002 pg. 148). Problems arise because of inadequacies in the functioning of the system, or family. Consequently I had to assess contributing factors, such as the home, friends, family, school and neighbourhood as to why the malfunction had occurred, as exchanges between these systems will effect change in the family. Using this method I identified the family as a system with subsystems to see how it was impacting on Amy. All systems have boundaries and in the familys case I needed to assess if these were permeable or rigid. Boundaries are complicated, and by encouraging social workers to look at other issues which may be irrelevant, personal issues can get neglected (Siporin, 1980 cited in Payne, 2005). Systems theory was valuable, as it dealt with everyone rather than each individual, and improved functioning as a whole. Hanson, 1995, argues the value of systems theory is that it deals with wholes rather than with parts of human or social behaviour (cited in Payne, 2005). I felt this method would benefit the whole family as effective communication had broken down, and it involves all members, the family hierarchy, rules, boundaries, and promotes change and stability During this period of adjustment to the new family unit Amys family had their own individual challenges and struggles. When change occurs families often struggle, finding it difficult to interact. Systems theory concentrates on interactions and relationships (Koprowska), therefore, offering this method enabled me to assist the family, supporting them while they restructured. Social workers are the maintenance mechanics oiling the interpersonal wheels of the community. (cited in Howe, 1996 pg.54) Pincus and Minahan (Payne, 2005 pg.145) identified 3 helping systems: informal or natural systems i.e. family formal systems i.e. community group societal systems i.e. schools and 4 systems within social work; the change agent system, the client system, the target system and the action system. Using this method I identified myself as the change agent system, Amy, her father, and stepmother as client/target systems, with the whole family, myself and school as the action system. Working alongside other members of the action system provided support, allowing me to use them as a resource to achieve the aims of the intervention. Amys behaviour was the familys main priority as this was having an adverse effect, resulting in dysfunction of the system. Her behaviour was a way of gaining attention and linked to the separation from her mother. Amy felt rejected, not part of the family, resulting in her feeling isolated and alone. I felt Amy needed nurturing, a self-esteem boost and attachment to her father. We needed to work together to address Amys behaviour, before it became unmanageable, and allow her to change being conscious of the feedback loop that works within the family, or system, allowing capacity for change (Coulshed and Orme 1998, pg.47). Amy expressed a desire to be heard, feeling no one cared and everyone was against her, especially her father. I suggested weekly family meetings to allow the family to adapt to their new situation, air their views, without interruption, and to establish boundaries. This proved extremely effective, was enjoyable for them, and provided all the family with a role, addressing issues together. The family were able to support each other integrating each system to some extent. To manage Amys behaviour I gathered some information off the agencys positive parenting website to present to Amys parents, as I thought these would be useful and of interest. I did not wish to patronise or preach but open up their options, offering more tools and empowering them to set goals for themselves. I reassured them of their strengths, discussed expectations and to expect setbacks, however, by being realistic, persevering, and with support the outcome could be favourable. I assured them that children are extremely resilient, can thrive, and if a child resides in a safe, nurturing environment they will grow to feel secure. A bad start does not always necessarily mean a bad future. I noticed Amy reacted differently in the presence of her father and appeared a little apprehensive. After a number of visits it became apparent that Amys father was oppressive and belittling towards her, making her feel inadequate and useless (Dominelli, 2002). On one occasion he actually said to me Have you read her story? Its useless, its all about herself. There was tension in the room and I felt concerned at his remarks but contained myself by focusing on Amys vulnerability. Amy was unable to speak for herself so I advocated for her, meeting Key Role 3 of the NOS, and replied Yes Ive read her story and its really good. Many bestsellers are often autobiographical. I felt it was of utmost importance to deal with this system sooner rather than later. Payne (2005) suggests it helps to identify the source of oppression to work in an anti-oppressive way, incorporating an anti-discriminatory perspective. One of the benefits of systems theory is that it is very broad; hence, you are able to integrate it with other theories to promote positive outcomes. Giddens, 1984, argues by incorporating theories it allows for a strong emphasis on peoples capacity for influencing their social situation. (Payne, 2005 pg.149) In order to enhance Amy and her fathers relationship I introduced attachment theory alongside systems theory. Attachment, defined by Ainsworth (1989) as an affectional bond (Prior, 2006, pg.57), and according to Bowlby, (1951) is when a strong bond does not develop at an early age affecting a childs social and emotional development. Amys father, being absent from her life, played no active role, therefore, she had not attached. Amy had a negative attitude towards her father as he ignored her, did not listen and prevented communication with her mother. He was unknowingly oppressing Amy with his negativity, and he thought by ignoring her she would be quiet. I encouraged building a relationship, being more positive towards each other, with her father praising her for good behaviour etc. To improve Amys behaviour we devised a reward chart, using token economy, although criticised by some as unethical, it worked because the action system was consistent, and Amy enjoyed it. This method worked, improved her well-being, boosted her self-esteem, allowing her to identify her difficulties, empowering her to acknowledge that she needed and wanted to change her behaviour. We set realistic, achievable tasks for gradual change, encouraging Amy to participate, boosting her confidence. Occasionally Amy found the tasks difficult so we reviewed and adapted them as necessary, giving her praise and incentives. Amy was crying out for love, approval, and abasic need for acceptance, however, communication had broken down. Re-building Amys relationship with her father established trust, and she felt secure enough to express her feelings. Amys father became more positive and accepting, making me question my thoughts and feelings towards him earlier in the intervention. I believe it is important to be aware of your feelings, recognising changes in order to manage them. Thompson, (2000) states: It is also important to note that a non-judgemental attitude is important as a basis for a sound working relationship (pg.110). To support them I used emotion cards allowing communication of thoughts, feelings and understanding of one another, which worked really well. It allowed them to spend more time together, getting to know each other, and form an affectional bond (Prior, 2006, pg.57), enabling Amy to talk freely about her mother. The experience benefitted Amy providing security and enabling her to grow in confidence (Bowlby, 1951). Leaving the cards with the family, I suggested they spent time exploring their thoughts and feelings to address underlying issues. In order to move forward Amy needed to talk about what happened with her mother and these cards were beneficial to her emotional well being, giving her coping skills. We reviewed events weekly and it was encouraging to hear that the family used the cards during a family meeting, empowering themselves. Although, systems theory was the foundation for my intervention I also used Carl Rogers (1951) person centred approach to establish an open, honest relationship with the family (Koprowska, 2005). I chose this method with Amy and her stepmother, who I will refer to as Susan, as I felt it would be individual to each member and they would drive it, also it would encourage depth and exploration of their feelings (Mearns and Thorne, 1999, pg.51) shows that she understands the feelings and thoughts being expressed by the client. I wanted to support them both emotionally empowering them to embrace change and move forward. Using person centred counselling with Amy was extremely important, allowing her thoughts and feelings to be heard, and promoting anti-oppressive practice. By asking Amy what she wanted, listening, keeping her informed, giving feedback, and involving her in the process I counteracted her negative image of adults, allowing her to take control and empower herself, building her self-esteem. This approach allowed me to create conditions of trust to overcome constraints and see the situation from her perspective. This was important as it allowed me to build a positive relationship with the family. I presented Amy with a secret diary to record her thoughts and feelings to discuss weekly. We discussed her behaviour and how this impacted on the family. Causing rifts within her stepfamily put her at risk of isolation, and also of possibly being put into foster care again, as Susan felt unable to cope. I highlighted to Amy that the family situation was not ideal for all members, not just herself, however, by working together to achieve a compromise issues could be resolved. Persuading her this was the way forward was a skill, according to Coulshed and Orme, (1998), essential to applying systems theory. By showing Amy respect, valuing her and maintaining confidentiality she reflected on her behaviour and saw how this affected her family. Supporting Amy and Susan allowed emotional development, as both were in a vulnerable position regarding their family situation. Being empathic and understanding encouraged them to feel secure enough to share information knowing I would respect their confidentiality, at the same time unburdening themselves. Using Rogers principles alongside systems theory built up trust between us, with no barriers, encouraging an equal relationship. Mearns and Thorne (1999, pg.97) sum this up, Mystery evokes the illusion of power; transparency dissolves it. This contributed to sustaining a good working relationship. Susan found issues within the family really stressful and felt unable to cope, being in the middle of all the arguments. This affected her mental well-being, and I felt she was close to walking out on the family. I had to rectify this system fairly quickly or risk the subsequent breakdown of all the systems. Susan was the pivotal system holding the others together so I worked alongside her to seek solutions. She actively engaged in other activities such as using the emotion cards and spending time with Amy in order to build a relationship but she was finding the situation draining. We talked openly enabling Susan was able to express her thoughts and feelings, although tearfully. I supported Susan showing empathy and told her not to expect too much of herself. I felt the family demanding too much of her, and she was trying a little to hard to please everyone. I suggested some time out, leaving the family for an hour or so to cope on their own, even if it was only going round to her dads or a friend. Susan needed a break from the stress factors to recharge herself. She felt unburdened talking to me, as I was actively listening, and she was really appreciative, so I suggested that she talk to her husband, explaining her feelings. This was effective as her husband had not realised how she was feeling, being caught up in his own thoughts, resulting in her feeling calmer and more able to cope. To support Susan further I intimated to Amy that maybe the rest of the family could cook a meal for Susan to show how much they loved and appreciated her, which would boost her self-esteem. This would enable each sub system to carry out a task, working together achieving a family purpose, and improve functioning. As a result of the intervention the family interacted more optimistically, which is the central aim of systems theory (Healy, 2005). I regularly reviewed the work undertaken with the family, and my assessor, adjusting and adapting strategies to suit their needs. Mediating between the different systems enabled me to re-establish less destructive relationships. My intervention with this family was very intense and I became very close, and maybe a little too friendly, with Amy and Susan, going home mentally drained. I used my supervision to express these feelings, asking for guidance on professional boundaries and methods of detaching. My assessor, acted as a container (Froggett, 2002), providing me with direction. This helped me focus on my strengths instead of my weaknesses. Learning is an ongoing process; hence I was able to develop new skills to effectively manage my practice. The final stage of systems theory is the ending, a significant element of the structure (Healy, 2005). At the outset I explained to the family that my intervention was only short term, avoiding dependency. Coulshed and Orme (1998) suggest termination is built in from the beginning (pg. 118). Systems theory is only a temporary solution and families often need more support, therefore, not wishing to leave Amy without support, I put in place, with her familys consent, other networks at school for when my placement ended. Amy was sad I was leaving, however, systems theory enabled me to explore her feelings and we discussed the benefits of continued support, and she was happy to be referred to a school counsellor. Abrupt endings, in which the service user has no part in the decision-making, leave room for the event to be interpreted as a rejection or abandonment. Miller (2006, pg.45) Amy had made good progress at home and school, and the family were adapting and managing their new family unit with the tools provided, attaining equilibrium for the present. My last two weeks were in a supporting role rather than an intervention and as Trevithick (2000) states providing the right kind of support we could release the momentum and motivation towards self- sufficiency and independence called self-actualization (p.33). Implementing systems theory allowed me to understand the family, respond appropriately, and highlight their strengths (Healy, 2005) whilst promoting anti-oppressive practice. Systems theory helped each system within the family, allowing me to promote change at micro level, if only on a small scale Healy (2005). Using systems theory allowed me to gain an overview of the family, and consider how social structures impacted on them (Parker and Bradley, 2006). I was able to think more widely, integrating systems theory with other methods, allowing me to identify and concentrate on more than one system. Although using systems theory allowed me to integrate other theories I could not have used it on its own, as it would have been inadequate, In seeking to be relevant to all presenting problems, generalist models are relevant to none. (Barber, 1991, pg.28 cited in Milner and OByrne, 1998). Without using the person centred approach I would not have achieved any depth, or built a trusting relationship with the family. A barrier I faced when using systems theory was that it is too general, with no clear guidelines as to the correct way of applying it (Leighminger, 1978 cited in Payne, 2005). I did not know what to expect, or how each system would react, thus I had only limited control over the intervention. Another problem with systems theory is the lack of empirical evidence to explain why situations occur or connections exist within families (Healy, 2005). Families are hard to understand, changing all time, Complex familial, social, . Factors and their interconnections can be difficult to identify and unravel (Trevithick 2006 pg. 280) and although systems theory allowed me to observe the family in their environment, it is complicated and does not explain how families interact daily, when not faced with challenges. I found my intervention fulfilling, although I was not sure I had the ability or expertise to assist with such a complex structure. My weaknesses were highlighted, however, I developed my practice to manage these. The family still have a long way to go, as I had insufficient time to address all their problems. Nevertheless, I feel confident that by laying the foundations on which to build I helped them to make sense of their situation and adapt accordingly. It was extremely satisfying to identify some positive outcomes, and by providing the tools, offering support and guidance, the family empowered themselves to improve their lives. Placement experience provided me with various learning opportunities, which enhanced my skills and increased my self-confidence. I was able to demonstrate skills learnt during my first year and incorporate these into practice, alongside theory, allowing me to communicate with, and empower individuals to take control of their own lives. Finally, being part of a system enabled me to ensure people are receiving the resources and services adequate for their needs. Bibliography Adams, R., Dominelli, L. and Payne, M. (2002) Social Work Themes, Issues and Critical Debates, Basingstoke, Palgrave MacMillan Coulshed, V. and Orme, J. (1998) Social Work Practice, Basingstoke, Palgrave MacMillan Davies, M. (2002) The Blackwell Companion to Social Work, 2nd edition, Oxford, Blackwell Publishing Dominelli, L. (2002) Anti-oppressive Social Work Theory and Practice, Basingstoke, Palgrave MacMillan Every Child Matters (2005) Background to Every Child Matters (h ttp://www.everychildmatters.co.uk/aims/background/ Froggett, L. (2002) Love, Hate and Welfare, Psychosocial approaches to policy and practice, Bristol, The Policy Press Hanvey, C and Philpot, T 1994 Practicing Social Work, London, Routledge Healy, K. (2005) Social work theories in context: creating frameworks for practice, Basingstoke, Palgrave MacMillan Higham, P. (2006) Social Work Introducing Professional Practice, London, Sage Publications Ltd Howe, D. (1996) An Introduction to Social Work Theory, Aldershot, Ashgate Publishing Company Koprowska, J. (2005) Communication and Interpersonal Skills in Social Work, Exeter, Learning Matters Mearns, D. and Thorne, B. (1999) Person-Centred Counselling in Action, 2nd Edition, London, Sage Publications Ltd. Miller, L. (2006) Counselling Skills for Social Work. London, Sage Milner, J. and OByrne, P. (1998) Assessment in Social Work, Basingstoke, MacMillan Press Ltd Parker, J. and Bradley, G. (2006) Social Work Practice: Assessment, Planning, Intervention and Review, Exeter, Learning Matters Payne, M. (2005) Modern Social Work Theory, 3rd edition, Basingstoke, Palgrave MacMillan Prior, V. and Glaser, D. (2006) Understanding Attachment and Attachment Disorders: Theory, Evidence and Practice, London, Jessica Kingsley Publishers Thompson, N (1996) People Skills. A Guide to Effective Practice in the Human Services, Basingstoke, Palgrave Thompson, N. (2000) Understanding Social Work Preparing for Practice. Basingstoke, Palgrave MacMillan Thompson, N. (2006) Anti-discriminatory Practice. Basingstoke, Palgrave Trevithick, P. (2000) Social Work Skills, A Practice Handbook, Berkshire, Open University Press Trevithick, P. (2006) Social Work Skills, A Practice Handbook, 2nd edition, Berkshire, Open University Press

The Reasons For Students Disengagement From School Education Essay Free Essays

The rate at which pupils are dropping out of school is a quandary and has become a serious job for school territories across the state. The intent of this survey was to reap penetrations from the dropouts themselves, sing their determination to go forth school before completion and to codify their perceptual experiences, beliefs and attitudes toward dropping out of school. This paper examines the attitudes, beliefs, and perceptual experiences through interviews. We will write a custom essay sample on The Reasons For Students Disengagement From School Education Essay or any similar topic only for you Order Now By understanding beads out from school farther there will be greater possible to travel towards a more meaningful impression of one. A qualitative research method was used to concentrate on the significance that people make of their lives, their experiences, and their environment. Ten participants in Penang province made up the sample population particular to this survey. The following subdivision of paper reviews the theoretical research that attempts to explicate why pupils drop out of school based on two perspectives- one that focuses on single factors and one that focuses on institutional and contextual factors. Secondary Youth Perspective on Droping Out of School Concern for dropouts is non new. Mohamad Kamal Haji Nawawi, general director for Malayan Talents Development of Talent Corporation Malaysia Berhad said that: â€Å" between Form One and Form Five, out of the 400,000 pupils that enrolled in Form One, some 44,000 would go forth school yearly before finishing their Form Five, or Sijil Pelajaran Malaysia ( SPM ) . † â€Å" Some 80,000 pupils are estimated to hold dropped out of secondary schools from 2006 to 2010, † said Deputy Education Minister Datuk Dr Wee Ka Siong. Wee speculated that some factors for dungs out may be for wellness grounds, to come in the work force and because of deficiency of involvement in instruction. Previously parents can state they have five or six kids and can non afford to pay school fees. â€Å" Now, the authorities is taking attention of that. If they do non hold the money, they will be given RM100 and for hapless households, we give RM500 one-off, † said Deputy Education Minister Datuk Dr Wee Ka Siong. â€Å" We are working towards that, intending policy-wise we want to do everyone finish Form Five, at least complete the secondary instruction, † he said when asked if the ministry will see doing secondary school registration as mandatary. † said Deputy Education Minister Datuk Dr Wee Ka Siong. Before looking at the grounds for dropping out from school, it is necessary to specify what is means to drop out. We use term â€Å" dropout † refer to youth whom leave secondary school before graduation, including those who leave but return subsequently, and those who later complete some signifier of equivalency sheepskin ( Audus A ; Willms, 2001 ) . Droping out of school is a serious job, and society is eventually admiting the profound societal and economic effects for pupils, their households, the school and the community. Leaving school without a sheepskin can hold permanent negative effects on the single socially and economically, doing terrible dis advantages come ining into big life. Theoretical Model Understanding why pupils drop out of school is the key to turn toing this major educational job. A figure of theories have been advanced to understand the particular phenomenon of the saging out ( Audas and Willms, 2001 ; Finn and Zimmer, 2012 ; Rumberger and Lim, 2008 ) . I present two models that focus on two positions for understanding this phenomenon. One model is based on an single position and one that focuses on an institutional position that focuses on the contextual factors found in pupils ‘ households, school, communities and equals. Both models are utile and, so, necessary to understand this complex phenomenon. It is of import for the community to cognize why pupils are dropping out of school. There are figure of grounds. Individual position Individual factors that predict whether pupils drop out or alumnus from high school autumn into four countries: ( 1 ) educational public presentation, ( 2 ) behaviours, ( 3 ) attitudes, and ( 4 ) background. ( 1 ) Educational public presentation. Droping out represents one facet of three interconnected dimensions of educational public presentation: ( 1 ) academic accomplishment, as reflected in classs and trial tonss, ( 2 ) educational stableness, which reflects whether pupils remain in the same school ( school stableness ) or remain enrolled in school at all ( enrollment stableness ) , and ( 3 ) educational attainment, which is reflected by old ages of schooling completed and the completion of grades or sheepskin ( Rumberger and Lim, 2008 ) . The model suggests that educational attainment is dependent on both educational stableness and academic accomplishment. That is, pupils who either interrupt their schooling by dropping out or altering schools, or who have hapless academic accom plishment in school, are less likely to graduate or finish that section of schooling. ( 2 ) Behavior. A broad scope of behaviours both in and out of school have been shown to foretell dropout and graduation. One of the most of import is student battle, which includes pupils ‘ active engagement in academic work ( e.g. , coming to category, making prep ) and the societal facets of school ( e.g. , take parting in athleticss or other extracurricular activities ) . Research systematically finds that high absenteeism-one specific index of battle is associated with higher dropout rates. Misbehavior in high school and delinquent behaviour outside of high school are both significantly associated with higher dropout and lower graduation rates. Having friends who engage in condemnable behaviour or friends who have dropped out besides increases the odds of dropping out. Finally, a figure of surveies have found that pupils who work more than 20 hours a hebdomad are significantly more likely to drop out. ( 3 ) Attitudes. The dropout literature has by and large focused on a individual indicator- educational outlooks ( how far in school a pupil expects to travel ) and has found that higher degrees of educational outlooks are associated with lower dropout rates. ( 4 ) Background. A figure of pupil background features have been shown to foretell backdown from school. Institutional Position Research on dropouts has identified a figure of factors within pupils ‘ households, schools, and communities that predict dropping out and graduating. Family factors. Family background is widely recognized as the individual most of import subscriber to success in school. Surveies from the U.S. and the U.K. have systematically found that factors refering to the kid ‘s household fortunes are significantly related to dropping out of school. These include: socioeconomic position ( SES ) , with those coming from hapless backgrounds being more likely to drop out ; household construction, with those coming from big and single-parent households being more likely to drop out and parents ‘ employment position, with those populating with parents who are unemployed being more likely to drop out. School factors. It is widely acknowledged that schools exert powerful influences on pupil accomplishment, including dropout rates. School effects are peculiarly of import since they are the chief mechanism through which authoritiess can aim policies to control dropping out, adolescent gestation and a assortment of other unwanted results. Wehlage and Rutter, 1986, as cited in Audas and Willms, 2001 found that young person who had dropped out sensed instructors to be less interested in them, and viewed school subject as uneffective and inequitably applied. Those destined to go forth school early had more disciplinary jobs, and were by and large dissatisfied with how their instruction was traveling. Community and Peers. In add-on to households and schools, communities and equal groups can act upon pupils ‘ backdown from school. Research ( Ellenbogen A ; Chamberland, 1997 as cited in Audus A ; Willms, 2001 ) examine the equal webs of at-risk young persons and depict how their webs compare to those of young person deemed to be of a low hazard of dropping out of school. They identify three established tendencies: First, existent dropouts and hereafter dropouts have more friends who have dropped out. Second, future dropouts tend to be rejected by their school equals. Finally, at-risk persons tend to miss integrating into their school ‘s societal web. Research Question The research inquiries examined in this paper are: What are the grounds for pupils ‘ detachment from school? What factors contributed to their determination to go forth? Can the dropouts themselves reveal the critical junctions in their determination to disrupt their instruction? What can school decision makers and pedagogues do to forestall pupils from dropping out? The chief focal point of treatment will be around the grounds for dropping out of school and cognizing why they make such determination. The 3rd research inquiry is to understand either they still can endorse into some educational scene. Finally, the 4th inquiry is looks at illustrations of good pattern, seek to forestall this procedure happens once more. Significance of the Study Keeping pupils in school is really of import for the wellbeing of the pupils and society as a whole. Objective of this paper is to understand the attitudes, beliefs, and perceptual experiences of the dropout pupils through interviews. The participant reply will assist schools develop plans or policies for cut downing the school bead out rate. What helps in accomplishing this nonsubjective must be studied so that suited intercessions and policies may be drawn out and implemented by the relavant governments. To cut down the dropout rates of pupils in the long tally, the issue of school battle must be given due consideration. Schools can besides profit from the findings of the survey. Schol disposal can analyze how existing school patterns, the school atmosphere and instructors affect pupils ‘ school attitude. Research Paradigm Methodology Design A qualitative research method was used to concentrate on the significance that people make of their lives, their experiences, and their environment. A qualitative research can assist understanding the experience of dropping out of school. Interveiw and interact with a little group of school dropouts. Method of Data Collection Main interview types that qualitative research workers use are in-depth, one-on-one interviews. Interviews are the most common method of informations aggregation for qualitative research. Answers collected from structured interviews. These interviews were typically 15 to 30 proceedingss in continuance. The participants were asked a set of structured open-ended inquiries in a prearranged order. The participants will be asked a few inquiries about the attitudes, beliefs, and perceptual experiences through interviews. The interview will be recorded in audio format and each reply was transcribed. Participants of the Study Ask participants to propose other participants who qualify. Participants can decline to reply any inquiry. Participant replies to all inquiries are private. Procedure The interview will be conducted on 10 participants with the presence of research worker. Throughout the session, the participants will be asked a few inquiries about the attitudes, beliefs, and perceptual experiences through interviews. It will wholly be done in a maximal clip of 30 proceedingss, and a lower limit of 15 proceedingss, and merely be a erstwhile interview, this is so that the participants would non be excessively tired after the interview. The interview will be recorded in audio format so that a written text can be done. The interview will be done in a closed room so that the privateness and the confidentiality of the participants will be protected with the best attempts of the experimenter. How to cite The Reasons For Students Disengagement From School Education Essay, Essay examples

Criminology Drug Abuse

Question: Discuss about theCriminologyfor Drug Abuse. Answer: Introduction: Drug abuse is the most serious problem at global level, even in Canada. Cost occurred to deal with these problems is really high because it consumes all resources of the Country as well as cost high at the wallet of tax payers. Cost incurred for drug abuse is not limited up to economic level only but it also affects Victims at personal level. In this essay, first we state the story of Jack Bodie, a 17 year old teen who died because of overdose of fentanyl, and then we state some facts related to drug use and abuse in Canada. At last we conclude the essay with brief conclusion. Story of Jack Bodie and Effect of Drug Abuse on Society: On 1st August 2015, Jack Bodie and his 16 year old friend were found in unconscious situation at Shelley Park in East Vancouver. According to police, both teenagers consumed fake oxycontin and this is popularly known as fake 80s. These pills have fentanyl which is more dangerous and toxic than morphine. Both teenagers were shifted to B.C. children hospital where friend of Jack Bodie recovered but Bodie was put on life support and his condition worsened after every second. He died on 3rd august 2015. Mother of Jack Bodie said that her child was promoted for Grade 12 and everything is fine in his life. According to his mother Jack was fantastic boy, and last week he joined new job at a high-end use car dealership because he was crazy about cars and he wants to learn different features of car (Bedall, 2015, paragraph 1-5). Today, his family is left with memories after the death of their beloved son Jack Bodie. Police found in their investigation that Jack consumed pill known as fake 80. This pill is green in color with number 80 on it. Police forces continuously issue warnings about fentanyl because of which almost 75 deaths are reported in B.C. in 2014. Fentanyl is easily mixed with any other drug, and this dug is 100 times more dangerous than morphine. Kids are using this drug like casual drink. According to Mark, a police officer, he was visiting two families on same day for giving them news that their kid was died and console them. He further stated that its completely an illusion that Fentanyl is safe pharmaceutical (McElroy, 2015, paragraph 6-9). Fentanyl is a drug which is highly potent and number of drug users takes this drugs without unknowingly, which put them on high risk in case of overdose. From last few years most Canadians are dying because of fentanyl, and it is difficult for health experts to prevent the use of fentanyl. According to Philip Emberley, who is the director of the Canadian Pharmacists Association's said that use of fentanyl is really a disaster in Canada (Sagan, 2015, Paragrah 3-4). Drug addictions define as habit of drug consuming on compulsory basis, and cravings for drugs last even after consumption of drugs. From the point of view of psychological and neurological study, addiction is considered as cognition disorder. The regions of brain and other processes that show addiction effects are learning, attention, reasoning, and impulsive control. Addiction of drugs alters the main structure of brain and functions in these regions, and they also promote the cognitive shifts of brain which encourage the drug use. In 2005, Steven Hyman stated the current neurological conception related to drug abuse. He characterized drug addiction as disease of pathological learning, and stated that addiction represents a pathological usurpation of the neutral mechanisms (Gould, 2010, paragraph 2-4). Family is the most attaching source for humans in our society, and therefore drug addiction of individuals mostly affects their families. Each family member affected by the individual consuming drugs such as their developments needs are not met, impaired attachment, economic problems, legal problems, and sometimes individual consume drugs used violence against their family. In case of childrens risk are higher because there are chances that childrens also initiated drugs consume. Childrens of individuals who consume drugs are neglected, and one study stated that parents who consume drugs put drugs on priority as compared to the health and wealth of their childrens. Such childrens are abused physically or emotionally by their parents and other members of family who consume drugs, and they did not get proper medical or dental care and other necessary things such as food, water and shelter (NDIC, 2006, Paragraph 3). Families also has great impact on treatment o individuals, and treatment of individual without involving their family limited the effectiveness of treatment because of two reasons, firstly, ignoring the effect of drug addiction on family leaving the family members untreated, and secondly they does not recognize the importance of family as support system of individual (Lander, Howsare, Byrne, 2013, paragraph 2). The concern related to use of illicit drug is shown by body when it badly affects the health, education and political agendas of many countries. In UK, 10 year national strategy on drug misuse identifies that group of young people on priority for prevention and treatment interventions. It is important to develop strategies for preventing the consumption of drugs and risk associated with drugs which cause physical and mental harm to younger generation of our country. Conclusion: It is clear from above facts that consumption of Drugs is like poison which slowly ends the life of person, and it also affect the family and society of individual. Story of Jack Bodie clearly shows that overdose of fentanyl takes the life of 17 year old teen and his family left only with memories. Therefore, it is necessary to make strategies to prevent the causes of drugs on society. References: Bedall, J. (2015). Celebration of life planned for Burnaby teen Jack Bodie. Retrieved on 8th February 2017 from: https://www.burnabynow.com/news/celebration-of-life-planned-for-burnaby-teen-jack-bodie-1.2028766. McElroy, J. (2015). Family of Burnaby teen dead of suspected fentanyl overdose speaks out. Retrieved on 8th February 2017 from: https://globalnews.ca/news/2145722/family-of-burnaby-teen-dead-of-suspected-fentanyl-overdose-speaks-out/. Sagan, A. (2015). Fentanyl deaths are a Canada-wide 'disaster'. Retrieved on 8th February 2017 from: https://www.cbc.ca/news/world/fentanyl-deaths-are-a-canada-wide-disaster-1.3181725. Gould, J. T. (2010). Addiction and Cognition. Retrieved on 8th February 2017 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3120118/. Lander, L. Howsare, J. Byrne, M. (2013). The Impact of Substance Use Disorders on Families and Children: From Theory to Practice. Retrieved on 8th February 2017 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3725219/. NDIC, (2006). The Impact of Drugs on Society. Retrieved on 8th February 2017 from: https://www.justice.gov/archive/ndic/pubs11/18862/impact.htm.