Sheila´s challenges during her experience at the university were attributed to jean Paget’s theory of assimilation or accommodation. Sheila was challenged in college with regards to attaining equilibrium due to her inability of being able to assimilate new experiences within the realm of her existing schemata. Sheila was from a rural environment and was used to making friends at a much slower pace. She had challenges adjusting to her new environment. Sheila’s dyslexia also was one of the driving forces behind her behavior. She did not have the schemata required for adaptation for information processing due to the fact that this was a completely new experience for her. Social learning theory stated that Sheila would have had a very difficult time with regards to cognitive mediation. In addition, Sheila’s self-perceptions were very adverse (Hutchison, 2012).
Sheila’s had learned to be critical of her persona from her grandmother. Kohlberg´s conventional morality would cause Sheila to feel uncomfortable around people. Sheila’s depression is attributed to the premise that she perceives her life objectively and in a distorted manner. Arbitrary inferences cause Sheila to perceive the people in her environment as being unfriendly. Sheila has the potential of modifying her perceptions or modifying the environment. Sheila’s cognitive functions are the primary goals of the modification activity. Sheila´s perception that neighboring students may perceive her adversely is founded upon her self-perception and low self-esteem. Sheila requires someone to help her to understand that these perceptions are created in her mind and that the neighboring students probably did not notice her (Hutchison, 2012).
Sheila´s depressive states require identification with regards to the elements of the depressive behavior. This is detailed as reinforcement contingencies. . Sheila needs assertive reinforcements. Sheila´s emotive states are based on a pervasive bias towards states of sadness. Sheila needs emotional support. Sheila may have a healthful motivation towards pleasure. She may be harboring anger towards her parents for discouraging social interaction and the burdening that she received with regards to her parent’s social challenges. This is the causal attribute of the anger that Sheila is experiencing. Sheila is also the victim of anxiety. Sheila needs positive reinforcement in order to be able to perceive herself as secure in her environment (Hutchison, 2012).
Sheila´s assertive qualities are her empathy towards children. Her lack of ocular contact suggests the influence of the states of sadness upon her self-perception. These are the non-verbal cues that Sheila is communicating. Sheila is suffering from a type of agoraphobia. The slow momentum of the rural environment and her inability to adapt to the fast paced college momentum caused s Sheila to perceive herself as socially stressed. These factors cause her self-denial of intimacy. Sheila is fighting with the dual abnormal stages of diffusion versus identity. Sheila may be diagnosed h as possessing dysthymic disorder. Her dyslexia would be categorized as an Axis 3 diagnosis (Hutchison, 2012).
Active Learning 2
The spiritual perspective that I have the most positive reactions toward are the spiritual perceptions that practice peace. My spiritual perspective is related to that of Mohandas k. Gandhi. Gandhi believed in Satyagraha. This meant a type of civil resistance where the passiveness of the practitioner would cause the person who is exerting the negative behavior to reflect. The cultural experiences in the United States that have taken place subsequent to the events of September 11, 2001 have caused this type of perspective. As a result of the events of 9/11/2001, aversion towards Asians has increased in the United States. This is why I am drawn to the practice endorsed by Mohandas K. Gandhi (Gandhi, 2001).
The perspectives that I have the most negative reactions toward are the reactions that preach racial superiority or ethnic superiority. I am a firm believer in the e quality of all people. These reactions are motivated by the environment that I lived within and the lack of resilience demonstrated by my neighbors. In addition, the greater reliance on perceptions of ethnic superiority practiced by many of the members of the lower socio economic classes (Gandhi, 2001).
Certain clients would be told by the members of their belief system to avoid me. This characteristic does not matter. This is attributed to fear and prejudice. These two behaviors are practiced by the insecure. I have learned a number of coping behaviors. These coping behaviors have enabled me to maintain a positive outlook and to expand my social interactions. As a therapist and a human being, I strive to make all people feel accepted respected and valued (Gandhi, 2001).
Stan is going through the assimilation process at his school. The only way that it is perceived for the youth in the early twenty first century to make a living is to sell drugs. This is a form of cultural innovation and cultural relativism. As a result of the exodus of the Whites and the Jews from the Village Park section of Newark, it is perceived that the only method of being able to attain a socially acceptable living is to sell drugs. This is attributed to the ethnocentrism of the members of the society who could not cope. As a result in order to justify their behavior, the selling of drugs and the urban blight result (Hutchison, 2012).
The drug sales and the behaviors associated with drug sales are part of the socialization process of Village Park. If Stan were able to make money from his own enterprise in a legitimate manner, he would not have the same process of socialization. The role social class, ethnicity and gender play
in the school setting in Village parks is that they are trying to overcome the cultural conflict to which Stan and Tina are being subjected. Drug sales are a tradition for Stan. He is fulfilling the expected cultural norms that the society places upon him (Hutchison, 2012).
Active Learning 1
In order to understand Mr. and Mrs. Meza´s motivation to remain in the United States rather than returning to their native Mexico, a complete comprehension of the economic distinctions are important. The United States and Mexico are similar in political aspects. In regards to the economic aspects, it would probably be easier for Mr. and Mrs. Meza to make a living in the United States than to return to their native Mexico. Table 1 demonstrates a statistical comparison of the United States and Mexican economies in order to understand Mr. and Mrs. Meza´s motivations (Find th eBest, 2014).
Considering that Mr. and Mrs. Meza may be reliant upon their ability to get a job in the United States and to generate greater family income, their motivations may be for economic and infant mortality reasons. In addition, the food deficiency in the United States is much less than it is in Mexico. The unemployment in the United States is higher than it is in Mexico (Find the Best, 2014).
Active Learning 1
Martha Green perceived a social challenge that required a remedy. She applied her expertise and her social entrepreneurship in order to create a formal organization that could address the problems that the impoverished citizens of River Run were experiencing. Formal organizations are responsible for many of the changes that take place in the United States. Helen Blue took over the administrative position; she did not share the same vision of Idealized bureaucracy as did Martha Green. Martha green was able to operate on a less formal bureaucratic strtuct7ure. This was attributed to her leadership qualities as a transformational leader. Martha green perceived that human relationships are important in or4eder to attain organizational efficiency. Helen Blue possessed distinct forms of leadership. The perspective that had been applied by Martha Green was the nonhierarchical organizational model. This is the reason why Martha Green was able to administrate her organization with minimal r4egulations and a large amount of informality. Martha Green was less probable to oppress her subordinates than Helen Blue (Hutchison, 2012).
Find the Best (2014). United States vs. Mexico. Find the Best.
Gandhi, M. K. (2001) Non- violent résistance (Satyagraha). New York: Dover Publications, Inc.
Hutchison, E. D. (2012). Essentials of human behavior: Integrating person, environment and the life course. Thousand Oaks, CA: Sage Publications, Inc.