Teenage Alcohol Abuse Essay - 726 Words

Is there ever going to be an end of teenagers drinking before they are allowed to according to law? In today’s society teenagers walk around as if they know exactly what is good for them, as if they are invincible. Take a look at the number of crashes caused every year by teenage under-aged drinkers and how alcohol effects their future and see how bold of a word invincibility is. Issues that need to be considered when it comes to alcohol are the medical conditions it gives people, how alcohol effects each teenagers future, and who the people are that are inspiring teenagers to drink. People have the right to drink but because of law teenagers are not legally allowed to. There is a reason for everything and this is to keep everyone†¦show more content†¦That is a lot for a country of 4,144,056. If teenagers started drinking young, then the percentage would rise each year. It is a fact that one in five New Zealanders will suffer from an alcohol use disorder at som e time in their life. Instead of making the numbers rise, adults, the people teenagers look up to, should be reinforcing the law to make sure it does not happen. There is no need for 150 people to die a year because of drinks. There is no need at all. Is alcohol going to effect a teenagers future? Well of course it is. Unless they dislike the taste of it, it is likely that alcohol will be accepted into the system and drinking it will become a habit. The drinking age was not put there for show, it is there so teenagers keep themselves and others out of harms way. A teenagers body has not yet fully been developed and drinking will effect their brain and the way it grows. If some one is pregnant and they have a small glass repeatedly it will no doubt effect the growth of their baby and the next 70 years of its life. Not only does alcohol effect the brain and body, it can change habits and lives. If a teenager starts drinking young they are bound to carry on through out their whole life. When they are 25 they could think that they are capable of driving after six drinks because they have done it before. Anything can happen to a drunk driverShow MoreRelatedTeenage Alcohol Abuse1465 Words   |  6 PagesAlcohol Abuse in Teenagers Underage alcohol abuse is a growing problem in the lives of teenagers today. Almost 80% of high school students have tried alcohol (Dowshen). To effectively combat this growing epidemic, teens need to understand the effects of consuming alcohol, and adults need to recognize the problem and effectively prevent alcohol abuse. Though many teenagers do not realize it, alcohol can significantly affect a teen’s life, including short-term impacts on the teen’s popularity andRead MoreTeenage Alcohol Abuse2826 Words   |  12 Pages Teenage Alcohol Abuse/Addiction 550-150-2W7A Psychopharmacology Instructor Dennis Markus, MSW, LCSW, C-SAC Tracy L. Murray (Rego) MSW, LCSW, CTS 11 November 2009 The dangers of teenage alcohol abuse are underestimated in our country due to the social acceptability of the drug alcohol. The social acceptability of alcohol itself is seen by the frequency it is categorized separately from other drugs and substances when we talk about use and abuse. Alcohol is a drugRead MoreTeenage Drug And Alcohol Abuse978 Words   |  4 PagesTeenage drug and alcohol abuse is becoming a major problem in the United States. Abuse of illicit substances eventually leads to an addiction. Drug and alcohol addiction is a disease, and it is contagious. It does not spread through germs; it spreads through families, schools, and communities. There are two youth prevention programs that try to exceed at decreasing the drug and alcohol abuse in teenagers. They are the D.A.R.E. program and the Serenity House based out of Texas. The D.A.R.E. programRead MoreTeenage Drinking And The Abuse Of Alcohol1283 Words   |  6 PagesTeenage drinking and the abuse of alcohol/smoking. Alcohol abuse can cause wrecks, smoking can cause many different cancers. Whenever people under age consume alcohol, they tend to do stuff that they will regret. Whenever people under age smoke they have some sort of cancer in/on their body. When adults drink they still have a chance to wreck but the percentage of adults getting in a wreck is less of a chance of an underage drinker. They have age restrictions for a reason. E-cigarettes areRead MoreTeenage Drug And Alcohol Abuse2166 Words   |  9 PagesTeenage drug and alcohol abuse can come from a number of different factors such as emotional disorders, stress, social events and other adolescent pressures. Adolescent is a period of time when teens have a lot of pressures to fit in, establish their own identities, it’s also a time of growth and development, and also the great desire to fit in which leads teens to give into peer pressure. Teens are going through an emotional change in themselves emotionally, physically and also hormonally duringRead MoreTeenage Alcohol Abuse Essay2212 Words   |  9 PagesTeenage alcohol abuse is one of the major problems that affect academic performance, cause health problems and is responsible for the death of teenage drivers and sometime their passengers. Many teens drink because they think it is cool and do not understand the dangers of drinking alcohol. In 2008 a survey on the students views on alcohol wa s conducted in the Atlanta Public School System of 4,241 students surveyed results showed 74% of sixth graders felt there was a health risk while 25% felt thereRead MoreInfluence of Drug and Alcohol Abuse Amoung Kenyan Teenage Education5708 Words   |  23 PagesSCHOOL OF COMPUTER SCIENCE RESEARCH PROPOSAL. Influence of drug and alcohol abuse among Kenyan teenage Education. BY BRIAN MUNGA (J15-3021-11) TAKEN BY: Catherine Mavyala DECLARATION I declare that Influence of drug and alcohol abuse among Kenyan teenage Education is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 07 August 2012 SignatureRead MoreTeenage Alcoholism1078 Words   |  5 Pages1. According to statistics on alcoholism and alcohol abuse statistics, even though alcohol has been used in a number of diverse ways. a. Throughout history these ways can be called useful, however, known thousands of years ago that abusive and excessive drinking led to negative outcomes and adverse alcohol side effects. b. The symptoms associated with this are mostly societal and personal problems. 2. Research studies have shown that teenage alcoholism is correlated to the age at which teensRead MoreEssay on Teenage Drinking In America920 Words   |  4 Pagesworld. A subject that needs special attention is the abuse of alcohol by teens. Statistics show that there is a problem currently between teens and alcohol. There are many causes of teenage drinking and effects that prove that drinking is an important issue that needs to be dealt with to preserve American teenagers. Teenage drinking will become worse of a problem if it continues unchecked on its current path to destruction. Alcohol abuse among teenagers in the United States is a plague thatRead MoreThe Effects Of Alcohol And Teen Drinking1069 Words   |  5 Pagesto Dryden-Edwards (2), teenage drinking is widespread, and teenagers believe that it is acceptable. But, teenagers’ bodies are still developing. They fail to realize that consuming alcohol places them in danger  for numerous issues.   Consuming alcohol is more widespread among teenagers than most realize. Alcohol and Teen Drinking (1) reports that three-fourths of seniors,  a little over two-thirds of Sophomores, and two out of five 8th graders have experimented with alcohol. With rising statistical

Essay on Developmental Theories

Developmental theories are attempts by psychologists to understand how humans develop from childhood through adolescence to adulthood. Most of the theories were advanced after extensive studies were conducted on the human development cycle. This was a clear contrast from what used to happen before these theories were advanced; children were considered as smaller adults and their development was never of great concern (Crain, 2010). The existence of several theories in this particular area of human psychology indicates that there are different approaches and accepted interpretations on the influences on a person’s development. The theories are however inter-related in a few aspects such as that most of them argue that human development occurs in stages or phases that are mainly reliant on the age of a person. When applied interactively, the theories offer valuable insight on the development of humans in terms of cognition, emotion and their physical aspect. This paper shall foc us on the developmental theories, their similarities and differences. The theories on human development were advanced by theorists such as Freud, Piaget, Vygotsky, Gestalt and Erikson. However since analyzing all the theories in the paper would reduce the effectiveness of noting their differences and inter-relation, the paper shall mainly focus on the theories by Piaget, Freud and Vygotsky. Jean Piaget’s Theory According to Piaget, how a person understands something is based on their understanding and interpretation of events in the world. Piaget believes that there are four stages through which a person goes through during development of their cognition. The sensor motor level extends up to when a child is two years from the time they are born. At this stage, a child understands that they are independent of their environment. This understanding is founded on the child learning that objects and people continue to exist even when not in the child’s sight. Before a child fully completes this stage they normally feel that things have been lost or people have gone for good when they are not in their sight. The second level in cognitive development is referred to as the preoperational level and this is where the child begins to acquire language skills. This level is also characterized by personification of things by the child. At this stage it is common to see a child having a conversatio n with their toys based on the assumption that they also have hearing abilities. This stage happens in a child’s second year up to their 7th year. My 7 year old son has been going through this stage and it has been interesting to see him personalize some of his things such as the toy fire- fighters I bring him; he believes they can hear him as he commands them on how to put mock fires. The third stage according to Piaget is the concrete stage. At this level a person can manipulate their acquired knowledge to create awareness and understanding. The last stage suggested by Piaget was the formal operations level where a person is able to understand things they can’t see or have never even seen. Sigmund Freud The psychoanalysis theory was developed by Freud though other psychological theorists have added on it. Its main focus is on the study of how humans behave and function psychologically. Its 3 main integral components are a methodology for treating psychological illnesses, a methodology for investigating the mind and how a person thinks, and a theory system on human behavior. The theory system involves several theories which differ on many points but all of them are centered on how strong our unconscious elements influence the way we think. Freud noted that at certain points in person’s early development, the behavior of children is oriented around particular parts of the body; during breastfeeding the child’s behavior is concentrated on the mouth, on the anus during training on toilet usage, the latter later shifts to the genitals. The theorist believed that at infancy humans are polymorphously perverse; this means that they excite themselves sexually from any body part (Meggitt, 2006). Later these changes due to influences brought about by socialization. According to the theory, there are 5 stages through which a child goes through in their development; oral, latency, phallic, anal and genital. The oral stage is the first one and it extends from birth up to when a child is 2 years old. At this stage, the child derives their pleasure from activities involving the mouth. This is mainly because this is the stage the child is being nursed and fed by the care givers. The Id is dominant here as the super ego and ego have not yet fully developed. This translates to the child not possessing a sense of self and hence all the child’s actions are centered on the pleasure principle. The 2nd stage is the anal stage where the child’s activities are mainly concentrated on the anus. This stage extends to the 3rd year from the 15th month. It is important to note that the formation of the ego is still continuing at this stage. The excitement of the child around the anus is believed to come from the toilet training they are getting. The Id conflict that arises at this stage is also of significant influence to the child. The 3rd stage, phallic stage, goes to 5 years from 3 years. The child derives pleasure from activities involving their genitals. It should be understood that though the focus is on the genitals it is not in a sexual way since the child is still immature sexually. This age is also characterized by a child’s increased interest in their bodies, those of their parents and their friends. The oedipal conflict is also existent at this stage as a child becomes attracted to parents of the opposite sex. The latency stage is where the habits acquired in the latter stages are solidified. The Id drives are inaccessible to the ego at this stage as they have already been repressed at the phallic stage. The drives are hence said to be hidden or latent; hence the name. Children at this stage may however experience some conflicts if the oedipal conflict has not been resolved. The final stage is the genital stage, which starts at puberty up to when development stops at around 18 years. The main task at this level is the child’s detachment from their parents or guardians. The individual also gets to early childhood residues at this stage. The ego uses secondary processes and hence love relationships may be formed at this stage. Families are also developed when children get to this stage and also the child gets to accept the responsibilities that come with adulthood. Vygotsky Vygotsky believed that children acquire knowledge through interacting with the culture around them. According to the theorist, learning is optimum when students are allowed to learn in their ZPD (Driscoll, 1994). For a student to get to this ZPD, Vygotsky believed that they needed guidance by an adult or more experienced person who is commonly referred to as the MKO. This theory can be applied in class by teachers by pairing weak students with stronger students academically. The stronger students will help the weaker ones attain their ZPD. This theory can also be applied in my profession, fire fighting, by pairing up inexperienced fire fighters with the experienced ones so that the rookies may get to learn techniques involved in the profession. This theory focuses on the interconnection between people and the socio-cultural context in which they interact in. Vygotsky argued that people utilized tools that were developed from culture for mediation in their social environments. Some of these tools were writing and speech. At the initial stages these tools were developed to communicate the person’s needs though their internalization led to improved cognitive skills. Similarities between the Theories Piaget’s theory was similar to Vygotsky’s in that they both used constructivism approach in their works. This approach considers that cognition comes from mental construction. This means that people learn new things by putting together information they already have with new information. This approach was however different to what Freud used in his works as he used a behaviorist approach to advance his argument. Both Piaget and Vygotsky believed that the learning process is affected by the attitudes of the students and also the context in which new information is taught. Vygotsky’s theory was also similar to that of Piaget in that both theorists believed that cognitive growth boundaries are set by influences of the society. Freud on the other part believed that learning was influenced by other factors such as age and what was being taught. Though Piaget and Freud had differences in their theories they both shared the belief that a person’s development is influenced by what stage of life they are at the moment. They also showed that this development was visible on the activities they are required to do at the various stages. Differences between the Theories According to Vygotsky, Piaget had advanced a quantifiable technique that was to revolutionize study of cognition in children. However, Vygotsky believed that there were flaws in Piaget’s theory and hence the former sought to rectify them. Vygotsky emphasized on egocentrism in his studies in a move seen as an attempt to cater for the flaws that were in Piaget’s work. The interpretation Vygotsky had of Piaget’s work, egocentrics speech represented the preoperational stage of development. Sigmund’s work was different from Piaget’s in that it used a qualitative approach to understanding human development. Most of the stages involved in Freud’s theory are not quantifiable and as such may be missed at times or influenced by other factors leading to wrong interpretation. Under normal conditions, social speech is developed in children after they acquire egocentric speech. Logic came about in later developmental stages according to Piaget. From this, the theorist states that egocentric thought connects inner speech and logic. Egocentric speech has no future at the schools level and decreases as it does not fulfill any objective. Piaget believed that it decreased as egocentrism disappeared; Vygotsky pointed out some of what he believed were Piaget’s methodological assumptions that were erroneous. He had greatly overlooked the role of activity in the child with regard to the thought process; the second error of Piaget’s work according to Vygotsky was that he had combined philosophy and psychology though he avoided theorizing (Tharpe and Gallimore, 1988). According to Piaget and Freud, students acquire new knowledge through interactions with the environment.   Vygotsky believed that learning took place before development due to symbolism and history (Meggitt, 2006). Piaget and Freud had combined learning with development while Vygotsky had viewed the two as separate processes. Piaget argued that cognitive development was brought about by interactions with the environment while Freud believed this was brought about by a person’s psyche: id, super ego and ego. It should be noted that the theories by Freud were mainly concerned with mental orders as compared to the others which dealt with normal functioning. Interaction of Cognitive, Physical and Emotional Development in a Child’s overall Development A child’s cognitive, physical and emotional development stages are all inter-related and sometimes dependent on each other.   This is because the growth of a child does not happen cognitively alone but also emotionally and physically. According Piaget, cognitive development occurs at various ages in life and impacts on how a person relates to others; emotional development. Also in the case of young girls, it is their physical development of breasts that at times leads them to shy off from speaking in public. This shying off is a stage in their emotional development and hence showing the relationship between cognition and emotion in development. Also at such stages as the anal stage, a child mainly bases their activities around their anus; they draw some emotional satisfaction from this part of the body. This emotional satisfaction comes about because the child is becoming aware of their physical development a process aided by cognitive development through toilet lessons offered by the guardians. In the Freud theories, it is argued that children are born polymorphously perverse which means that they can get sexual excitement- a form of emotion- from any part of their body though this changes later as the child’s cognitive development on the issue of sex is shaped in a particular way by societal influences. Importance of the Knowledge on Developmental Theories in helping Children achieve their potential Knowledge on the stages that children undergo during their development helps in understanding the problems they experience at different stages of their development. This helps the parent, teacher or guardian facilitate solving of this problem so that the pursuance of the child’s goals cannot be affected. This knowledge also helps in understanding what knowledge requirements children have at different stages of development. Hence the relevant person can provide this information and avoid the child getting wrong information from elsewhere. For example the knowledge would help a parent with a child in the genital stage of Freud’s theory understand that their child requires sex knowledge; however, the parent would be well advised to seek another person to give this knowledge as their child is at a stage where they are seeking to be independent from the parent (Crain, 2010). Conclusion As can be seen above, the developmental theories are inter-related though there also are differences in some of their approaches to human development. The 3 theories used in this paper have shown this inter-relation and differences. Knowledge on these theories is important not only to people studying psychologists but to all those interacting with children as they help them understand how the children think; hence helping the children achieve their potential REFERENCES Meggitt, C. (2006). Child Development. London: Heinemann. Crain, C.W. (2010). Theories of Development: Concepts and Applications. New Jersey: Prentice Hall. Driscoll, M. P. (1994). Psychology of Learning for Instruction. Massachusetts: Allyn Bacon. Tharpe, R. G., Gallimore, R (1988). Rousing minds to life. Cambridge, MA. Cambridge University Press.

Nature Vs. Nurture Biological And Social Factors Essay

Nature vs. nurture is a well known argument that is often discussed by many psychologists, philosophers, and even everyday people. It raises the question on whether individual identity is shaped through biological factors, social factors, or if it is affected by both factors. Moreover, this argument delves into the territories of vertical and horizontal identities as well. A vertical identity includes the biological and social factors inherited from parents, while a horizontal identity consists of biological and social forces that are not inherited from the parents and therefore make the individual different. These two forms of identities are primarily constricted within a family point of view. A child exhibits either vertical or horizontal identities based on the identities expressed by his or her parents. These vertical identities that a child exhibits, are supported and nurtured by the parents, while the horizontal identities that the child has are constantly being â€Å"correcte d† and â€Å"fixed†. Society also plays a major role in the nurturing of both vertical and horizontal identities. Based on the environment that the individual will be raised in, an individual’s identity will either flourish and grow, or dwindle and be hidden behind a persona that the individual puts on to please the public. This dance performed between nature and nurture is examined by Karen Ho in her essay â€Å"Biographies of Hegemony†, in Susan Faludi’s essay â€Å"The Naked Citadel†, and Andrew Solomon’s essayShow MoreRelatedEssay on Nature vs Nurture1052 Words   |  5 PagesNature vs. Nurture M. B. Liberty University Psychology 101 Nature vs. Nurture There has been extensive debate between scholars in the field of psychology surrounding the Nature vs. Nurture issue. 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The Stranger By Albert Camus Essay Example For Students

The Stranger By Albert Camus Essay In The Stranger, Albert Camus portrays Meursault, the books narrator and main character, as aloof, detached, and unemotional. He does not think much about events or their consequences, nor does he express much feeling in relationships or during emotional times. He displays an impassiveness throughout the book in his reactions to the people and events described in the book. After his mothers death he sheds no tears; seems to show no emotions. He displays limited feelings for his girlfriend, Marie Cardona, and shows no remorse at all for killing an Arab. His reactions to life and to people distances him from his emotions, positive or negative, and from intimate relationships with others, thus he is called by the books title, the stranger. While this behavior can be seen as a negative trait, there is a young woman who seems to want to have a relationship with Meursault and a neighbor who wants friendship. He seems content to be indifferent, possibly protected from pain by his indifferen ce. Meursault rarely shows any feeling when in situations which would, for most people, elicit strong emotions. Throughout the vigil, watching over his mothers dead body, and at her funeral, he never cries. He is, further, depicted enjoying a cup of coffee with milk during the vigil, and having a smoke with a caretaker at the nursing home in which his mother died. The following day, after his mothers funeral, he goes to the beach and meets a former colleague named Marie Cardona. They swim, go to a movie, and then spend the night together. Later in their relationship, Marie asks Meursault if he wants to marry her. He responds that it doesnt matter to him, and if she wants to get married, he would agree. She then asks him if he loves her. To that question he responds that he probably doesnt, and explains that marriage really isnt such a serious thing and doesnt require love. This reaction is fairly typical of Meursault as portrayed in the book. He appears to be casual and indifferent about life events. Nothing seems to be very significant to him. Later on in the book, after he kills an Arab, not once does he show any remorse or guilt for what he did. Did he really feel nothing? Camus seems to indicate that Meursault is almost oblivious and totally unruffled and untouched by events and people around him. He is unwilling to lie, during his trial, about killing the Arab. His reluctance to get involved in defending himself results in a verdict of death by guillotine. Had Meursault been engaged in his defense, explaining his actions, he might have been set free. Meursaults unresponsive behavior, distant from any apparent emotions, is probably reinforced by the despair which he sees open and feeling individuals experience. He observes, for example, Raymond cheated on and hurt by a girlfriend, and sees his other neighbor, Salamano, very depressed when he loses a dear companion, his dog. Meursaults responses are very different, he doesnt get depressed at death nor does he get emotionally involved. He appears to be totally apathetic. Thus, he seems to feel no pain and is protected from lifes disappointments. Sometimes a person like Meursault can be appealing to others because he is so non-judgmental and uncritical, probably a result of indifference rather than sympathetic feelings. His limited involvement might attract some people because an end result of his distance is a sort of acceptance of others, thus he is not a threat to their egos. Raymond Sintes, a neighbor who is a pimp, seems to feel comfortable with Meursault. Sintes does not have to justify himself because Meursault doesnt comment on how Sintes makes money or how he chooses to live his life. Even though Meursault shows no strong emotions or deep affection, Marie, his girlfriend, is still attracted and interested in him. She is aware of, possibly even fascinated by, his indifference. Despite the seemingly negative qu .u66db502d78ac814b35946a97b70fb011 , .u66db502d78ac814b35946a97b70fb011 .postImageUrl , .u66db502d78ac814b35946a97b70fb011 .centered-text-area { min-height: 80px; position: relative; } .u66db502d78ac814b35946a97b70fb011 , .u66db502d78ac814b35946a97b70fb011:hover , .u66db502d78ac814b35946a97b70fb011:visited , .u66db502d78ac814b35946a97b70fb011:active { border:0!important; } .u66db502d78ac814b35946a97b70fb011 .clearfix:after { content: ""; display: table; clear: both; } .u66db502d78ac814b35946a97b70fb011 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u66db502d78ac814b35946a97b70fb011:active , .u66db502d78ac814b35946a97b70fb011:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u66db502d78ac814b35946a97b70fb011 .centered-text-area { width: 100%; position: relative ; } .u66db502d78ac814b35946a97b70fb011 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u66db502d78ac814b35946a97b70fb011 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u66db502d78ac814b35946a97b70fb011 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u66db502d78ac814b35946a97b70fb011:hover .ctaButton { background-color: #34495E!important; } .u66db502d78ac814b35946a97b70fb011 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u66db502d78ac814b35946a97b70fb011 .u66db502d78ac814b35946a97b70fb011-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u66db502d78ac814b35946a97b70fb011:after { content: ""; display: block; clear: both; } READ: Animal Satire Essay