Oppression And Discrimination Of Looked After Children Social Work Essay

Oppression And Discrimination Of Looked After Children Social Work Essay This essay explores how the identity of Looked after children (hereafter LAC) contribute to oppression and discrimination in two specific areas of Education and Health. The essay will analyse the role of legislation and policy in combating or promoting discrimination and oppression. The history, societal attitudes, diversity, views of the children and theories underpinning LAC will also be discussed. Finally I will focus on the implications and relevance to social work practice. Cocker and Allain (2008) identify LAC and young people as children in the care of the local authority, through a Care Order made by a court or voluntary agreement with their parent(s) to accommodate them. They may be looked after in childrens home by foster carers, or other family members. All unaccompanied asylum seeking children are deemed LAC. For the purposes of clarity I will start by defining oppression, discrimination and stigma. Thompson (1997) identifies oppression as the disregarding of individuals or group of peoples rights resulting in inhuman or abusive treatment with dominance and power by one group over another. For Thompson (2006), discrimination refers to a process of unfair or unequal treatment of individuals or groups resulting in undermining the interests of people from a less powerful category within society. Goffman (1963) highlights that stigma is constructed through social interactions. The individual who is stigmatised is seen as below societal expectations. Similarly, Parker and Aggleton (2003) associate stigma with an instrument that maintains boundaries between those with power and the powerless. This causes social inequalities that formulate into social norms that promote power structures. Through such power, social inequalities are developed leading to creation of social norms. From the above definitions oppression, discrimination and stigma it can be deduced that the common elements are abuse of power and privilege resulting in inequalities and disadvantage. LAC are one of the less fortunate groups of people in society who experience such treatment because of their identity. The last three decades have experienced a huge overhaul and introduction of legislation and policies seeking to address the needs of children. The Childrens Act 1989 reformed Law relating to children and in particular set out the framework for the provision of support for children and families and for the protection of children in England and Wales. This was in line with the United Nations on the Rights of the Child (UNCRC 1989) which was the first legally binding International instrument to promote the rights of children throughout the world. (Burke and Parker 2007). The Quality Protects (1998), Children Leaving Care Act (2000), Adoption and Children Act (2002), the Choice Protects policy, the Childrens Act (2004), Every Child Matters (2004), Care Matters (Green and White Papers) and The Children and Young Persons Act (2008) are some of the initiatives and legislation introduced to reinforce safeguarding children, and also as responses to reports of abuse, neglect, harm and safeguar ding children in different institutions of residential care in the UK with the most publicised individual cases such as the deaths of Victoria Climbe (2000). It was revealed that Staff working with vulnerable children was not adequately trained, rigorously checked on recruitment, no support and vigilance towards diversity and openness. This led to Laming Report (2003) which revealed significant failings within individuals and organisations which were meant to be looking after children. The Childrens Act (2004) emerged to implement and address the recommendations. In 2009 Lord Laming was also asked by the government to provide an emergency progress report on issues surrounding safeguarding children following the death of Baby P in 2007. He reinforced his earlier findings on systematic and individual failures as the cause of the death of Baby P (Laming report 2009). Research has questioned the effectiveness of such initiatives in reducing discrimination of LAC. Examples of such research are : Children experience of the Children Act (1989), Discrimination Against Young People in Care (1998): Remember my message (1993), The Multidimensional Treatment Foster Care in England Project (2006), Barriers to change in the Social Care (2000), Bursting at the seams (2010) and the recent Panorama BBC programme on experiences of children leaving Care (5 October 2010). The UK is a multicultural society with diversity which policy makers and legislators need to acknowledge. Blaine (2007) views diversity as the presence of differences in society in relation to gender, race, ethnicity, religion, social class and sexual orientation. These differences are neither good nor bad; however some of the differences are associated with inequality and disadvantage. Social work practice is concerned with addressing these differences and disadvantages (Burke and Parker 2007). There is no exact figure for LAC but DfE Statistics (2010) reveal that there were about 64,400 LAC as at 31 March 2010 while the BBC Panorama ( 2010) mentioned around 70, 000 LAC as of 5 October meaning the number is increasing. The main reasons of being in care were abuse or neglect (52 per cent). There were 3,400 Unaccompanied Asylum Seeking Children (UASC) who were looked after at 31 March 2010. This is a decrease of 12 per cent from 2009. There is a decrease in the Unaccompanied Asylum Seeker Children (UASC) (DfES 2010). Hogg and Vaughan (2002) views identity as associated with the process an individual becomes who they are in the sense of personhood and others view of who they are. Furthermore a person has multiple identities which need to be seen as part of the whole individual as disregarding some aspects would be misleading and reductive of the individuals identity. Graham (2000) highlights that identities have different meanings and are not fixed but change over time as a result of environment, personal circumstances and outside influences. These influences will significantly affect the social experience and the self image of those defined, through, for example the experience of negative discrimination. All aspects of a childs identity need to be recognised and acknowledged regardless of gender, race, ethnicity or religion. By developing a positive identity children are motivated and their self esteem is enhanced for them to feel a sense of value, belonging and worth Blaine (2007). However Cocker and Allain (2008) argue that not all environments are positive in fostering this idea. When this occur the child becomes withdrawn and shy to open up and engage. Having a LAC identity endangers a child to be different, socially excluded, marginalised and denied equal opportunities in accessing services.(Assessing Children in Need 2000). As such social workers need to adopt and work with a culturally sensitive approach and apply the balancing act to enhance the resilience concept. (Masten 1994 cited in Daniel et al 2002). Burke and Parker (2007) highlight that the social work context and the involvement of a social worker in a childs life apply and identify the child as different. From my experience in social care practice I agree with Burke and Parker when they note that the bureaucratic and comprehensive paperwork, regular review and educational meetings, visits, contact arrangements and procedures and guidelines are associated with the LAC; these are not experienced by most children in normal life settings. However this argument is dismissed by Garret (2003) cited in Burke and Parker (2007) when he affirms that paperwork and bureaucratic procedures are essential tools for a social worker to use in helping them identify and address important developmental needs of the child but should however encourage more one- to -one contact with the child rather than spending time on paperwork. Because of their identity a LAC they are disadvantaged and discriminated against at school and in matters related to Education. They most likely risk being expelled from School due to behaviour (DfE 2010).Statistics show that a third of LAC obtains a GCSE and a further fifth obtain fewer than five GCSEs. Although these figures are lower than a few years ago, they are still much higher than for children as a whole: more than half not obtaining five or more GCSEs compared to less than one in ten children as a whole (DfE 2010) The Social Exclusion Unit (2003) published a document A Better Education for Children in Care, (Thompson and Thompson 2003) which highlighted five reasons for the low attainment levels ranging from instability caused by insecure placements, bullying, lack of support and encouragement at home, time out of school due to expulsion, support and encouragement and emotional, mental or physical health. Schofield and Beek (2009) suggest that parents and people at home where the child lives need to be supportive and encouraging to the child learning success. School environment should promote learning that develops a child holistically to facilitate the self discovery method and accepting themselves as they interact with other children. They also note that this is not always the case as children are disrupted of continuity in settling and making friends if placement breaks down. Sometimes bullying at school results in low self esteem. Although most local authorities have put in place a number of inter disciplinary services looking at the physical, mental well being of children discrepancies still exist. However in Jackson and McParlin (2006) in their article The education of children in care professionals are seen to be making assumptions and jumping into conclusions ending up giving labels and long prescribed long term solutions to short term problems unnecessarily. This is associate d with neglect and discrimination. More training and awareness of diversity, anti discriminatory practices and individualised person centred approach should be reinforced (Every Child Matters 2004). Morgan (2010) argues that the problem of poor school performance in LAC lies in the care and education system not in the children. He argues that the care and education systems do not address pre care experiences of the childs low attainment and also fail to address the aftermath or the impact of separation when children are removed from their families. The child may be suffering from undiagnosed post traumatic stress which can erupt in any confined environment such as school classrooms. He also contends that teachers have no knowledge of the childs history. Teacher training does not equip teachers with knowledge of the care system and on addressing behaviour from LAC. Jackson et al (2005) cited in Morgan (2010) carried out a research with students in Higher education who had a care background over a five-year period. The respondents experienced a high level of trauma, abuse and neglect but were placed in foster homes that were supportive and valued education. The findings revealed that foster families who support education and celebrate the childs achievements are more likely to compensate to some level of the pre care experiences and promote higher attainment in education. It is important to place children in placements which are supportive to the childs success in education, foster resilience and offer a safe place to grow and achieve. To support childrens wellbeing the government has put in place the Children and Young Persons Act (2008) with a commitment to promote the wellbeing of children and those who are involved in their care. Children and Young Persons Act (2008). Dunnett et al (2006) acknowledged the initiatives by Government such as the improvement of health of LAC as important and the proposed Care Planning for LAC and Care Leavers to be implemented April 2011. However according to research a number of health deficits still prevailed such as ill health, poor diagnosis, and dental neglect, neglect of routine immunisation screening, poor diagnosis, limited attention to chronic ill health and limited attention to mental health problems. A study carried out by Loughborough University for the Department of Health (2006) revealed inconsistencies and concerns on consultation and treatment. Also studies revealed that teenagers in care found it difficult to discuss sex education due to fear, lack of privacy and trust. They wanted a significant trustworthy person to confide in. As such most of their health needs are overlooked and not met as they are labelled, stereotyped and marginalised. Axford (2008) in her article exploring social exclusion noted this difficulty as more prevalent among children from Black Ethnic Minority background who face a cultural, language and racism within organisations that are meant to support and look after them especially asylum seekers. In the article LAC experiences of the Children Act (1989) highlighted that there are continuing myths about the Act which are still disadvantaging LAC. The children still feel they are not fully aware of their rights under the Act as they face day to day regulations and successive barriers. Children still feel they do not receive what the law says they should. A typical example was in socialising with restrictions on risk assessments for overnight stays by teenagers in care. This has brought a sense of discrimination and marginalisation as it is for normal teenagers to do overnight stays. Prout (2000) cited in Glenny and Roaf (2008) further picked up another conflict and tension among within government departments and targets when he mentions that control and self realisation are both present in legislation and policy but in tension. On one camp there is the idea of viewing children as individuals with a capacity for self realisation within a safe societal environment while in the other camp there is the idea of viewing children as vulnerable and requiring control, regulation and surveillance. One example is the Youth Matters Four Challenges to help teenagers achieve the Every Child Matters outcomes. ( DfES 2005) Social workers need to listen, engage and work in partnership with looked after children. In a research by Holland (2010) exploring the Ethics of Care as being marginalised, not being implemented and recognised, it was evidenced that lasting relationships are disrupted by placements as children often acknowledged their links to their past and significant people in their lives. This highlights the importance of their individual pathway in promoting their wellbeing and interpersonal relationships and future achievements. Clarke (2010) emphasises the need to sustain and promote lasting care relationships with formal carers and social workers to avoid the consequences of loss, neglect and worthlessness by listening to their story, exploring and putting their needs and choices first. Oliver et al (2006)s Briefing Paper Advocacy for LAC unveiled that research has highlighted that there were some ambivalence within professionals as to what extent children must be involved in decision making to matters concerning their care as well as resource barriers. To overcome these constraints Winter (2009) suggested regular contact, feedback, advocacy and pu tting the needs of the child first need to be priority as children value being listened to and having their wishes fulfilled by active participation in matters concerning their wellbeing. In a consultation exercise with young persons leaving care as part of my coursework, they highlighted that sometimes they did not receive any satisfactory feedback from social workers when they need it. Also they mentioned that there was a lot of bureaucracy such as reviews or educational meetings which made them feel treated differently. Social work regular visits at school made them feel stigmatised. The respondents felt they wanted to be treated as normal children not service users. Barriers to Change in the Social Care (2000), a report by the Joseph Rowntree Foundation, supports that there should be a human rights approach in working with LAC. Glenny and Roaf (2008) suggested early Intervention is essential to support children and families before problems either from within the family or as a result of external factors, which have an impact on both the child and family. Statutory and voluntary organisations have an obligation to work in partnership for the success of early intervention agenda. Teamwork will establish protocols which will help to ensure early indications of being at risk of social exclusion are addressed and receive proper attention. McLeod (1998) highlighted the need to acknowledge Child development which enable children accept and discover themselves through stages and exposure to promote self awareness, confidence, self esteem and positive attitudes. McLeod highlighted Freuds psycho-analysis theory (1859-1939), Ericksons psycho-social development theory (1950) and Bowlbys attachment theory (1969). This view is shared in the literature review by Hunt (2003) cited in Ritchie (2005) which highlights that although there is no concrete evidence of kinship care over non kin foster care there are indications that chances are the former promotes the childs wellbeing and welfare than the latter. It is important for social workers to be aware of child developmental needs and how valuable family ties are. Schofield and Beek, (2005) cited in Shaw (2010) affirms that past relationships with family and professionals has an impact on the childs wellbeing and ability to cope with life on their own. Active parenting focusing o n the childs needs and positive engagement with the child will help and promote skills to deal with difficult situations in life. Social workers need to promote resilience to empower children to face challenges and deal with their past and future (Daniel and Wassell 2002) . Bates et al (1997) suggests that assessment framework should foster identity and acknowledge diversity in order to promote a childs perception of themselves and their environment. Social workers need to employ anti-discriminatory practice with opportunities and resources for self discovery through interaction (Assessment for Children in need Practice 2000). The Children and Young Persons Act (2008) also emphasises its commitment to promote a childs well being and the people involved in the care of the child. This essay discussed a particular aspect of discrimination and oppression among LAC and extent to which legislation, policy, practice and services relevant to social work exacerbate or assist in overcoming negative experiences of LAC. Although there has been notable initiatives in addressing the needs of LAC for the past ten years a lot still has to be done in terms of societal attitudes, resources and safeguarding. To achieve the every child matters outcomes all the stakeholders need to work together by putting the needs and act in the best interest of the child. By listening and engaging with LAC practitioners will be able to improve Childrens quality of life. Anti discriminatory practice, empowerment, diversity and equal opportunities practices are part of the answer.

The Holocaust :: Holocaust Essays, The Nazis

When I visited the United States Holocaust Memorial Museum, I was sickened to learn of horrifying Nazi activities intended to improve the Aryan race and to learn about the human body.ï ¿ ½ While many people are aware that the Nazis had these goals, most are uninformed of the means used to reach them.ï ¿ ½ I was also ignorant of the extent of their attempts to establish themselves as ideal specimens of the human race.ï ¿ ½ They used many unforgivable methods to accomplish these aims, some of which were revealed to me during my visit to the museum. The Nazis attempted to create a master race through both vicious and less cruel means.ï ¿ ½ Before my visit to the museum, I was unaware that the Nazis had a program for forced sterilization for those who had genetic disorders or any traits that were undesirable to be passed down hereditarily (Holocaust Museum).ï ¿ ½ These included the mentally ill, the blind, the deaf, those with severe physical abnormalities, serious alcoholics, and Germans that were half-African (Holocaust Museum).ï ¿ ½ The sterilization of these people was legalized by the Law for the Prevention of Genetically Diseased Offspring, which took effect in 1933 (ï ¿ ½Deadly Medicineï ¿ ½).ï ¿ ½ Cases were heard by courts, but the vast majority of cases ended in the order to sterilize (ï ¿ ½Deadly Medicineï ¿ ½).ï ¿ ½ It is estimated that 300,000 Germans were forcibly sterilized by Nazi demand (Holocaust Museum).ï ¿ ½ Similar programs were in effect elsewhere in the world, including the United States (ï ¿ ½De adly Medicineï ¿ ½).ï ¿ ½ A law was implemented in Virginia allowing forced sterilization of ï ¿ ½feeblemindedï ¿ ½ people, and it was judged legal by the Supreme Court (ï ¿ ½Deadly Medicineï ¿ ½).ï ¿ ½ Euthanasia was also used by the Nazis to eliminate these people, even children (ï ¿ ½Deadly Medicineï ¿ ½).ï ¿ ½ Parents of the euthanized children were told that they had died from other causes, even though the children were murdered in hospitals (ï ¿ ½Deadly Medicineï ¿ ½).ï ¿ ½ Less severe methods of creating a perfect race included the Nuremberg Laws, which outlawed marriages between Jews and Germans, and the encouragement of large Aryan families with the ï ¿ ½Honor Cross of German Motherhood,ï ¿ ½ where mothers of four or more were given medals (ï ¿ ½Deadly Medicineï ¿ ½).ï ¿ ½ I was stunned to learn the extent of the Nazisï ¿ ½ actions that were intended to create a perfect race, and I was sickened to think that the Nazis might have committed further crimes s uch as these that are still unknown to the public. The Nazis also performed cruel medical experiments on Jewish prisoners, both living and dead.

Personal Narrative: My Trip to Texas :: essays research papers

Have you ever been to Texas? I have been once. My trip to Texas was unbelievably awesome. I saw many of things on my way there. While we were there, I had loads of fun. Many things happened while we were there. Texas was the coolest place I have ever been. On the way to Texas, we had to drive across the Louisiana Bridge. While we were driving across the bridge, I noticed that the bridge was standing in one huge murky muddy marsh. In the marsh were cattails. They were growing and were being used as a disguise by many of animals. I was staring at the water below us and it took me a minute but I saw an alligator in the midst of the cattails. He was long and a grayish brown. He was camouflaging himself within the cattails. It did not take long for us to pass him but I thought it was the coolest thing I had ever seen. When we arrived in Texas, we had to drive all the way to Austin in order for us to get to my grandfathers hotel. When we got there and I saw the hotel, I thought to myself that it was the most beautiful hotel in the world. It had color stained windows and when the sun shined through them, you could see a rainbow. The hotel looked like a catholic church with all of the breathtaking colors. My grandfather said that he loved living there because it made him feel rich. When we awoke the next morning, we got dressed and left the hotel headed towards Six Flags over Houston. My grandfather had bought us some coupons for the entrance fee so it would not cost as much. When we arrived, the air seemed very oppressive. The mood had already set itself to a very depressing day. We walked to the entrance and we found out that the coupons were no good. That did not stop us our parents paid the normal cost. We were finally at Six Flags. Personal Narrative: My Trip to Texas :: essays research papers Have you ever been to Texas? I have been once. My trip to Texas was unbelievably awesome. I saw many of things on my way there. While we were there, I had loads of fun. Many things happened while we were there. Texas was the coolest place I have ever been. On the way to Texas, we had to drive across the Louisiana Bridge. While we were driving across the bridge, I noticed that the bridge was standing in one huge murky muddy marsh. In the marsh were cattails. They were growing and were being used as a disguise by many of animals. I was staring at the water below us and it took me a minute but I saw an alligator in the midst of the cattails. He was long and a grayish brown. He was camouflaging himself within the cattails. It did not take long for us to pass him but I thought it was the coolest thing I had ever seen. When we arrived in Texas, we had to drive all the way to Austin in order for us to get to my grandfathers hotel. When we got there and I saw the hotel, I thought to myself that it was the most beautiful hotel in the world. It had color stained windows and when the sun shined through them, you could see a rainbow. The hotel looked like a catholic church with all of the breathtaking colors. My grandfather said that he loved living there because it made him feel rich. When we awoke the next morning, we got dressed and left the hotel headed towards Six Flags over Houston. My grandfather had bought us some coupons for the entrance fee so it would not cost as much. When we arrived, the air seemed very oppressive. The mood had already set itself to a very depressing day. We walked to the entrance and we found out that the coupons were no good. That did not stop us our parents paid the normal cost. We were finally at Six Flags.

The Court as a Framework for Civilized Society in The Tempest Essay

The Court as a Framework for Civilized Society in The Tempest      Ã‚  Ã‚   In The Tempest, by William Shakespeare, the court is portrayed not as a place or as a group of people, but as a structure binding society together. Emphasis is placed on the court as structure by the use of the two metaphors of shape, the sphere and the circle, which combine to give the impression of the court not only as a structure with a clearly defined shape, but also as a system of hierarchical control. The first of these shape metaphors uses the neoplatonic concept of spheres, with the sovereign becoming the One Infinite Being of neoplatonic belief whose divine qualities radiate outwards in concentric circles of diminishing strength into infinity. This introduces important notions not only of the sovereign as a divine being, but also of the court as an organic body and also the formal hierarchies that were inherent in Renaissance Neoplatonism. The second shape mentioned is the circle of protection created by a magician which, although using the language of art rather than nature, and magic rather than divinity, uses once more the discourse of hierarchy, with the magician using the circle as a method of controlling the 'spirit he excites’ (11). This idea of the court as a hierarchical system which is the only way of promoting virtue seems to be linked with the other main feature of the passage: that of the court as an enclosed space.      Ã‚  Ã‚   The language of the passage refers over and over again to boundaries ('banished' (1), 'end' (2), 'concluded' (2), 'bounded' (3), 'comprehend' (4), 'contains' (8), 'excludes' (9), and 'exiled' (14), and the images of sphere and circle also suggest borders which can either contain or exclude.    .. ...terly, 43, no.3, (1992) John Gillies, 'Shakespeare's Virginian Masque' in E.L.H, 53, no.4, (1986) Jeffrey Knapp, An Empire Nowhere: England, America, and Literature from Utopia to The Tempest, (University of California Press, 1992) Anthony Pagden, European Encounters with the New World from Renaissance to Romanticism, (Yale University Press, 1993) Gail Kern Paster, 'Montaigne, Dido and The Tempest: How Came that Widow in?’Shakespeare Quarterly, 35, no.3 (1984) Linda Levy Peck, Court Patronage and Corruption in Early Stuart England, (Unwin Hyman, 1990, reprinted in paperback, Routledge 1993) Bernard W. Sheehan, Savagism and Civility: Indians and Englishmen in Colonial Virginia, (Cambridge University Press, 1980) Deborah Willis, 'Shakespeare's Tempest and the Discourse of Colonialism', Studies in English Literature 1500-1900, 29, no.2, (1989)

Addiction and Al-anon Meeting Essay

Just like the AA meeting, I felt very uncomfortable with attending an Al-Anon meeting. I have been fortunate enough where no one close to me has ever been addicted to alcohol. I wasn’t sure how well I would be able to relate to the members of this meeting. I was very nervous walking in the meeting and I felt out of place. One thing that brought me relief was the smiling faces and happy conversation I encountered as I entered the room. These people looked like they were trying to make the best out of the situation that their loved ones put them in. There was a lot of chatter in the room. People were talking about their past week and common ground between each other. The atmosphere of the room wasn’t as gloomy as when I attended the AA meeting. The people who were chatting the most looked like they might attend the Al-anon meetings regularly. The room I walked in looked like a lunch room with chairs and tables set up. The meeting started with a Serenity Prayer, which was similar to how my AA meeting started. Once again, like my AA meeting, it was explained to everyone that this was an Open meeting and no one was required to talk. The story that stood out the most to me was the story that came from the man in the blue jacket. This man looked to be about 26 years old. He told the story about how his father is an alcoholic and how he has been spending extra time with him during his free time to try and keep his father’s mind off of alcohol. He said he would do anything to help his father beat this addiction. I can relate to this story because I to have a family member who’s addiction consume her life. Just like the man in the blue jacket, I to would do anything to help my family member beat this addiction. No one really reacted to his story accept for the leader of the meeting. The leader said some words to the man. There was another member of the group who began talking about her struggles in relation to the man in the blue jacket’s story. All of the people attending this meeting are there because someone they love needs help fighting an addiction. From the stories I heard, these addictions are affecting everyone’s daily life, not just the person addicted. From my own personal experience with addiction, I am always worried about my family member. My family member has a gambling addiction, so she must never be able to have cash. This is a daily struggle for me because I take care of all her finances, so she does not have any temptation. The people in this meeting were trying to help their loved ones in the same way, by trying to limit the temptation of drinking alcohol or doing drugs. I think the biggest difference with the Al-anon meeting versus the AA meeting is that the people attending the Al-anon meeting were all there voluntarily. When I attended the AA meeting you could definitely tell that there was some court ordered participants. Everyone at the Al-anon meeting was more than willing to share their struggles and triumphs with everyone in the room, where as in the AA meeting only one or two people shared their stories. Overall, It think these meetings are a great source for people dealing with addiction, for everyone needs to be able to share their experiences to be able to lift them off their shoulders.

The case of Adolf Hitler

Adolf Hitler, a dreaded figure in the 20th century, was an Austrian-born German politician and the leader of the National Socialist German Workers Party, popularly referred to as Nazi party.He was an extreme autocrat and led Germany from 1933 to 1945 both as a chancellor and head of state. Hitler was a veteran of the Second World War. As he rose to absolute power, he gained support by propping up German nationalism, anti-capitalism, anti-communism and anti-semitism using both his alluring oratory and cant.He sparked World War II in Europe when he re-armed Germany and invaded Poland in 1939. Hitler wed his long-time mistress Eva Braun at the fall of Berlin in 1945, but to avoid being captured by the Soviet army, the two committed suicide less than two days later (Joachim, 1974).But his regime has left many unanswered questions, even among psychoanalysts. The extreme heartlessness that marked Nazism and the Holocaust beats not only logic but also human understanding. It remains a puzzl e how Germans collectively went out of their minds under Hitler and perpetrated one of the greatest horrors in history.During the war, Hitler-led Nazi forces engaged in constant cruel acts. This included the systematic murder of up to 17  million civilians, about six million of whom were Jews targeted in the Holocaust. Roman victims are approximated to be up to 1.5 million, while others included the disabled, ethnic Poles, homosexuals, Soviet civilians and Jehovah's Witnesses.But was Hitler in his right senses as he oversaw all this? I believe not so. He is believed to have suffered from a mental disorder, particularly Borderline Personality Disorder (BPD).BDP generally involves prolonged disturbance of personality function in persons over the age of 18 years, although it is sometimes found in adolescents. It is typified by depth and inconsistency of moods.It normally involves abnormal levels of instability in mood, black and white thinking, chaotic and unstable interpersonal rela tionships, self-image, identity, and behavior; as well as a regular disturbance in the patient’s sense of self. This disturbance can, in severe cases, lead to periods of dissociation. (American Psychiatric Association, 2001).The disturbances can eventually have an insidious negative impact on much of the psychosocial aspect of life and without proper therapy, self-harming is often an open possibility. (Gunderson, 2001). An insight into Hitler’s life shows a manifestation of the various components of this disorder.This is attributable to claims that he had empty human relations, was inflexible and single-minded, had no human feelings, oversaw malevolent behavior, and eventually committed suicide, among others (Toland: 1991).Emotional torture seems to have been one of the main reasons behind Hitler’s situation, and his subsequent inhumanity. There is a strong correlation between child abuse and development of BDP.   Majority of BPD patients usually have a histor y of abuse and neglect as young children, especially if they were emotionally, physically, verbally, or sexually abused by parents. Loss of a caregiver or loved one could also be a central factor. (Gunderson, 2001).And this could answer the origin of Hitler’s condition. The loss of a younger brother, Edmund, to measles in 1900 caused permanent changes in Hitler. He transformed from a confident, outgoing boy who found school easy, to a depressed, sullen and detached boy who always battled his own father and his teachers.As a child, Hitler’s also suffered abuse that included brutal sadistic beatings as well as constant verbal humiliation by his father Alois Sr. He once even tried to escape from home by constructing a raft with friends, and his father beat him so viciously that the dad even thought he killed his son (Dorpat: 1999).Hitler’s mother was on her part depressed and forlorn about her marriage and felt guilt over her incestuous bond with Alois. She also fa iled to discipline Hitler and contain his tempers.It is this abuse and neglect, and his parents’ emotional withdrawal from him that may possibly have made Hitler suffer from BDP at a tender age. This trauma subsequently left him badly unprepared for social, academic and job-related pursuits. (Waite, Robert, 1993)With BDP deemed to be a result of a problem with emotional dysregulation, experts have even developed Dialectical Behavioral Therapy (DBT), a method of cognitive therapy in BPD treatment. Yet, central to the success of this therapy is the conviction that BPD is a biological disorder exemplified by sharp sensitivity to emotion and amplified emotional intensity.Other experts believe that any biological components of BPD are probably related to changes that occur on a biological level as a result of emotional and psychological trauma. (Linehan, 1993).This biological perspective could thus also effectively correlate Hitler’s emotional distress with his disorder. So me existing literature further suggests that traits related to BPD are influenced by genes.People with BPD influenced by genes often have a close relative with the disorder, although Hitler’s father’s brutal treatment of his son does not suffice a conclusion that he suffered from this disorder as well. The diagnosis of this disorder in Hitler could thus explain could strange behavior that was so characteristic of him later in his life.Individuals with BPD are extremely sensitive to the manner in which others treat them and often react strongly to perceived disapproval or hurtfulness. Their self-image can change swiftly from exceedingly positive to extremely negative. They often resort to impulsive behaviors that include drug abuse and general recklessness. And this was characteristic of Hitler.He was addicted to amphetamine after the late summer of 1942. This went in tandem with his sadistic, malevolent, and antisocial behavior clearly depicted in the Holocaust and the World War II. He also showed signs of splitting. He held an image of himself as ostentatious; omnipotent and triumphant on one side and felt inferior, mortified and defeated on the other, making his behavior very erratic. (Dorpat: 1999).It is believed the diagnosis of this disorder accounts for Hitler’s ruthless and destructive personality transformation and lack of human feelings. It also explains the fact that he was distant, self-contained, withdrawn and without friends.The cognitive aspect of BDP is to an extent manifested in the form of quasipsychotic or micropsychotic symptoms among those suffering from this disorder. These symptoms include inner voices telling them to commit suicide, depersonalization and paranoid feelings.This usually prevails in the defeated side of the split and is fanned vulnerability, despair and self hatred. The fact that Hitler went on to commit suicide probably shows a direct manifestation of the cognitive component of BDP. (Heston, 1980).   And these symptoms are often suppressed using Cognitive Behavioral Therapy. This form of therapy involves a therapist engaging with a client in a bid to change both behavior and thought patterns.   Hitler was nonetheless never subjected to this therapy.In conclusion, it is evident that BDP took toll on Hitler’s emotions and served as the base for his malevolence and anti-social behavior. The disorder, perhaps coupled with several other mental challenges, resulted in acute psychiatric problems and played a major role in molding his personal; behavior, which depicted a man not in charge of himself.ReferencesAmerican Psychiatric Association. (2001) Journal of Psychiatry.Dorpat,L.Theo, M.D.(1999). Trauma to Malevolence.Cambridge:MIT.Gunderson,G.J (2001). Personality Disorder: Washington:APP.Heston L. Leonard, M.D. (1980). Adolph Hitler:Doctors and Drugs. N.Y.Preston.Joachim, C. (1974). Hitler .NY:PrenticeJohn, T (1991), Adolf Hitler: N.Y:Doubleday.Linehan,M.M (1993). Borderline Personality. N.Y:OUPWaite, R.(1993). Adolf Hitler. N. Y: DaCapo

Difference Between the Canadian and the American Movements

Canada's fight for independence was difference from that of the United States. Canada gradually evolved peacefully as a nation while the United States became an independent country through a war. During 1867, a Confederation of six colonies of the British North American joined to form a new country, Canada. Gradually, the military, financial and administrative support from the British slowly reduced as the new formed country took charge and more responsibility in the control of its future and destiny.This was strengthened by Canada sending many troops to fight with Britain and its participation in the First World War. Great Britain's application of the Statute of Westminster to its dominions from the Acts of Parliament, granted along with Canada, New Zealand, the Irish, Newfoundland, Union of South Africa, and Australia full independence. This statute only consecrated practices that had already been established firmly by Great Britain. With Canada, the road to independence began with Britain's grant of a responsible government and finally legislature to its colonies from the period of 1847 to 1848.The crowning of the Confederation in 1867 had the intention and purpose of giving Britain's dominions the complete control of their governance and internal affairs. These lead to the gradual takeover of the colony's governments from Great Britain's control. The most critical event that fostered Canada's independence was the withdrawal of British Armies in 1871 from Canada, followed by the Washington Treaty which took place in the same year. The treaty included a Canadian who joined the British negotiating team that would lead to deliberations and the signing of the treaty on Canada's behalf.These events led to the development and establishment of a Supreme Court in Canada in 1875. This process was accelerated by the First World War with the support of Canada to Great Britain's troops in the war. Canada grew and evolved in the international scene during the period of p ost-World War. The country participated in the signing of the Treaty of Versailles in 1919 and was also elected to be a member in the League of Nations. Great Britain recognized its former colonies to be autonomous communities as was the British Empire through the Balfour resolution of 1926.The Dominions were considered as equal in status and were not subordinate in any way with reference to aspects that pertained to their external or domestic affairs. They were recognized to be members of the British Commonwealth of Nations united by their common allegiance by 1931. The American Revolutionary War occurred between the period of 1775 and 1783. This conflict erupted and war broke out between the revolutionaries who were the thirteen British colonies and Great Britain, who declared their intention for independence like the United States of America in the year 1776.The war was accelerated by the rising revolutions that were undertaking in the colonies in the struggle against economic an d political policies imposed by the British Empire. The war spread out far and wide, further than the British North America. The conflicts made many Native Americans to be divided along the war lines and they fought on each side of the conflict. The British used their naval superiority to capture territories and occupy them, mostly the coastal cities. They could not control the countryside where the majority of the people lived.In 1777, America gained victory at Saratoga which compounded the revolution and escalated with the entrance of Spain, France and Netherlands war against Great Britain. With the participation of the French, triumphant naval victory was witnessed in Chesapeake in 1781 leading to a decisive surrender of the British army at Yorktown. In 1783, the independence of America was recognized by the Treaty of Paris. Colonists were divided in the American revolutionary on which side they would support the war with some areas experiencing civil war in their struggles.The c olonists loyal to Britain departed from America and settled in other British colonies mostly Canada, to evade the conflicts with the revolutionaries. When the war commenced, the American revolutionaries did not have a standing army and relied on traditional defense systems where each colony used local militia tactics and methods. This affected their extended operations in the fight coupled with the fact that the militia groups did not have the adequate training and discipline that is mandatory for regular soldiers.Though they sometimes succeeded to suppress loyalist activity and occasionally against the British troops. This plight led Americans to seek ways that they would coordinate military efforts and train a regular army. In 1778, the North America colonial rebellion translated into an international war, where France joined United States after learning the Saratoga victory. Spain joined the war as allies of France in 1779 while Netherlands in 1780 as combatants. The three countr ies were disquietly giving financial aid to the revolutionaries since the commencement of the war, to mitigate Britain's emerging status as a uperpower. Britain had superior naval strength over the American revolutionaries, but with entrance of the French, it contested the British superiority. Spain joined the war with the mission of invading England to recapture Minorca and Gibraltar. The Canadian government was created based on parliamentary democracy which had strong democratic traditions with the Queen of Canada as the head of state and a federal system of government. Canada's constitution governs the lawful structure of the country's traditions and conventions.The Senate of Canada does not have adequate power to oppose or initiate legislation because it is selected by the Prime Minister. However, the United States has a regionally elected senate therefore there is equal power in the regions which make it more unified as a country as opposed to Canada which lacks the balance. Th e president's power in the U. S is balanced in the Senate and the House of Representatives. Historians have often developed theories that would explain the loss of Great Britain in the war which they were expected to win.The Empire had military advantages from the beginning primarily because of the naval superiority and professional regular military over its Dominions like America. The major disadvantage that faced them was the distance in shipping supplies and troops across the Atlantic Ocean. The Americans had the advantage of local sources of food and manpower and knowledge of the territory unlike the British who were compounded by logistical problems. Bibliography Black, J. (2001). War for America: The Fight for Independence. Analysis from a noted British military historian. Sutton Publishing. UK.