A Review of Coping Skills for Early Sexual Abuse Victims

Running head: A REVIEW OF COPING SKILLS FOR EARLY SEXUAL ABUSE VICTIMS Laverne A. Marks Child and Adolescent Development u10a1 Integrative Project: Chapters I–V Dr. Lohr June 14,2013 A Review of Coping Skills for Sexual Abuse Victims Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Chapter 1: Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 Theoretical Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6-8 Chapter 2: Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8-14 Proving Sexual Abuse ------------------------------------------------------------------------------8 What is the impact early sexual trauma has on victims? ..............................................9-10 Coping†¦show more content†¦Providing an insight into positive coping skills will allow victims to gain knowledge on better coping skills to prevent substance abuse, re-victimization and long-term psychological distress. This research is aimed at providing knowledge of coping skills for victims of early sexual abuse. Poor coping skills, such as avoidance has been demonstrated to exacerbate the impact of childhood trauma on psychological distress (Wang et al, 2010). Victims of early sexual abuse tend to use acceptance and avoidance as ways to cope with trauma. Child sexual abuse has consistently been associated with the use of avoidant coping which have been associated with increased trauma symptoms, which have, in turn, been linked to increased risk for adult sexual A Review of Coping Skills for Sexual Abuse Victims re-victimization (Fortier et al, 2009). Overemphasizing avoidant coping can result in psychological distress. Education on positive coping skills is important in avoiding these effects. The purpose of this research is to evaluate whether a booster coping skills training which focuses on referring to others to assist in solving problems help sexual abuse victims ages 12-16 replace negative coping skills with positive coping skills. This paper will review previous research and discuss the possible effects early sexual abuse may have on the victims. It will discuss the negative coping skills that many victims use and the effects it has on their psychological development.Show MoreRelatedSymptoms Of Post Traumatic Stress Disorder1740 Words   |  7 PagesAcross the nation there are children, both male and female, who suffer from symptoms of Post Traumatic Stress Disorder (PTSD) each day. These children are victims of a variety of tr auma, such as â€Å"natural disasters, war, sexual abuse, witnessing violent behavior on another person, serious life-threatening illness, and community violence† (Sauter Franklin, 1998). 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Outsourcing The Human Resource Function - 1422 Words

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Will lowering the drinking age solve the problem Free Essays

Drinking on College Campuses Beer bongs, keg stands, and a million new drinks to discover, these are what college is all about. First-year students are introduced to a whole new world of parties that last until 3 a. m. We will write a custom essay sample on Will lowering the drinking age solve the problem or any similar topic only for you Order Now and drinking beer for the usual breakfast. The week consists of concentrating on school for about 4 days of the week and partying 3 days. The money that was supposed to go towards books and gas to get home has been hoarded for the latest beer run or was used to get into the bar. This trend is getting into the habit of drinking as you enter college; it seems the two go hand in hand. It has become a rite of passage that weaved its way into the introduction of university life (National Institute, October 2002). Those students who never drank in high school seem to think drinking is suddenly okay when they start studying for their bachelor’s degree. This addition of responsibility is then balanced by the act of partying. It seems completely absurd that students choose to drink while investing around $20,000 a year in school. It all starts at high school graduation. Drinking is suddenly endorsed, or protested less, by parents, coaches, adults, organizations, and businesses. When seniors in high school finally graduate, it is common for a party to be thrown in their honor. Some of these parties include alcohol, and we can be pretty sure it wasn’t bought by the graduate unless they flunked a few times and are of legal age. Parents, other adults, and older friends supply the liquor and beer for the underage partiers. When the graduates make the next major step in their life and head for college, they are confronted with many opportunities to get hammered, sloshed, annihilated, drunk, inebriated, intoxicated, wasted, and totally smashed. Other college students re eager to help their young, new friends out by taking them for a trip to the liquor store. Since some bars are legal to those over the age of eighteen, it’s not a problem getting served there either. The 21 year-olds are conveniently stamped for minors looking to spot a potential buyer. Since a minor isn’t worried about getting served, the most apparent problem is getting to the bar. One setting of this national trend can be studied locally. At Buena Vista University, these same events occur, plus additional more specific examples. At BVU, thanks to student organizations and funding from the college, there is a free ide for all. The â€Å"drunk bus† is a means of transportation supplied by the university and Student Senate, an important organization on campus. This form of transportation is common on a variety ot campuses. Visitors ot The University ot Iowa can see they have buses run all day for classes, and they continue into the night to bring students to and from the bar. The driver at Iowa even sets up a disco ball and funky lights to make the ride more enjoyable for his late-night friends. The free ride is also a form of support for those consuming alcohol. Advertisements for drinking are all over residence halls. The choice of wallpaper in many dorm rooms consists of beer boxes and fluorescent Budweiser lights. Beer and liquor bottles are a usual decoration in most dorms; theyre used as vases, piggy banks, candle holders, and candy dishes. Each time you walk by a dorm room, you see these things like a giant billboard in Times Square. For a student athlete, a game-winning shot could get him/her a free spirit at the local bar. Fans, bar owners, coaches, athletic directors, teammates, and parents have all been seen rewarding the athletes with toasts and celebration shots. These same oasts are given to college students on their birthdays, no matter how old they are. Fraternities and sororities also bring a drinking factor to colleges. They are known more commonly for their parties and ability to drink, than their community service and GPAs. Even though we don’t have them on our campus, they are apparent at the majority of colleges and universities across America. The frats are known for their very popular gatherings where binge drinking is rewarded, and hardly anyone is sober. Sororities are known to attend these parties and Join in the festivities. Another factor that proves that college and drinking go hand in hand is the abrupt end of this behavior for most after college graduation. Most students buckle down for graduate school or the beginning of their career. This excessive drinking pattern does not continue. The tragedies occur when the drinking becomes out of hand. Some drinkers get into a habit of binge drinking. This has been defined as â€Å"drinking to get drunk† (Center for Science, March 2000). Binge drinking leads to passing out, blacking out, memory loss, and injury due to loss of mobility. Unusual and outrageous behavior can get you removed from your university. Even if a student doesn’t normally act in mischievous ways, this behavior cannot be excused because of the influence of alcohol. Getting in trouble with the law goes on your public record. Around 11 percent of college student drinkers say they have damaged someone’s property while drinking, and 5 percent of a college campus will be involved with the police or campus security due to drinking (A Snapshot of Annual High-Risk College Drinking Consequences, 2002). Other alcohol related charges include public intoxication, minor in possession, driving under the influence, operating while intoxicated, indecent exposure, resisting rrest, interference with official duties, assaulting an officer, and disorderly conduct. How to cite Will lowering the drinking age solve the problem, Papers

The Avengers of the Tragedy of Hamlet Essay Example For Students

The Avengers of the Tragedy of Hamlet Essay 11 April 2004The Shakespearean play, Hamlet, is a story of revenge and the way the characters in the play respond to grief and the demands of loyalty. Revenge causes one to act blindly through anger, rather than through reason. Hamlet, Fortinbras and Leartes are all very different people with different lives, but as these men interact in the play we learn that there are many circumstances surrounding them that connect them. Young Fortinbras, Laertes, and Hamlet were all looking to avenge the deaths of their fathers, but they all had a very different way of conquering the object of their hatred. The way the each comes to terms with their grief and how they rise to the call of vengeance is one of main contrasts between the three. There were three main families in the Tragedy of Hamlet. These were the family of King Fortinbras, the family of Polonius, and the family of King Hamlet. The heads of each of these families are all slaughtered within the play. Fortinbras, King of Norway, was killed by King Hamlet; slain by sword during a man to man battle. Our valiant Hamlet-for so this side of our known world esteemd him-did slay this Fortinbras. Fortinbras is the son of Old Fortinbras, King of Norway. Through a seald compact,(Act 1, 1:89) the lands of Old Fortinbras are forfeited to Denmark. As a mark of honor, Fortinbras vows to avenge his fathers death and reclaim the territory lost. As a result Fortinbras levied an army to attack and conquer Denmark. Fortinbras tends not to be active in the play, more often, he is spoken of. Fortinbras is the converse of character to Hamlet: the scholar and the soldier, the man of procrastination and the man of reason and action. When Fortinbras forces pass through Denmark, Hamlet chances to speak with one of the soldiers of the Norwegian army. Hamlet compares himself to Fortinbras, How stand I then?(Act 4, 4: 56) and reproaches himself for procrastinating whilst admiring the action- orientated intelligence of Fortinbras. Laertes is a young man whose good instincts have been somewhat obscured by the concern with superficial appearances which he has imbibed from his father, Polonius. Polonius was an advisor to the King, and father to Laertes and Ophelia. He was nosy and arrogant, and he did not trust his children. He was killed by Young Hamlet while he was eves dropping on a conversation between Hamlet and his mother. How now! A rat? Dead, for a ducat, dead! Laertes response to the death of his father is immediate. He is publicly angry, and he leads the public riot occurring outside Castle Ellsinore, which Polonius death and quick burial served as a catalyst. He is suspicious, as is evident in his speech to Claudius. How came he dead? Ill not be juggled with. To hell, allegiance!(Act 4, 5:130). He confronted the King and accused him of the murder of his father. Claudius told Laertes that Hamlet was responsible for his fathers death. He then decides to kill Hamlet to avenge the death of his father. He a nd Claudius concoct a plot to kill Hamlet. Laertes was fast to act, he wanted revenge and he wanted it immediately; he is not concerned with punishment. Laertes is concerned with the physical and the present, That both the worlds I give to negligence,(Act4, 5:134) he declares. Hamlet however is very private with his grief. His mourning for King Hamlet is long and drawn out, two months after his fathers death, he is still observed to be wearing suits of solemn black.(Act1, 2:78) Claudius and Gertrude comment on his unhappiness, however it is not until Hamlets first soliloquy that the audience is made aware of the depth of his suffering. Although dismayed at his mothers quick remarriage to his uncle, Hamlet suspects nothing of his fathers murder until the ghost discloses this to him. Hamlet was deeply sorrowed by his fathers death. He spoke to the ghost, and this ghost stated that his fathers death was a murder, by the hand of his uncle, Claudius. The serpent that did sting thy fathers life now wears his crown. Hamlet was astonished, and then swore vengeance for his fathers death. Although Hamlet wants to regain honor by avenging his fathers death, Hamlet is dubious of his ability to complete what he promised to the ghost. For two months he procrastinates, a nd he chides himself for doing so. Hamlet agonizes over what he is to do, and how he is to avenge the murder of his father. Whilst Laertes acts on impulse and on a tryst with Claudius arising from the emotions of anger and revenge, Hamlet mulls over how he is going to act and defers action until his own procrastination disgusts him into acting. This does not mean, however that Hamlet is unable to act on impulse. Indeed in Act 5, when Laertes and Hamlet jump into Ophelias grave it shows just how much Hamlet can act impulsively. However despite the insidious actions of Laertes in proposing the challenge of a duel with Hamlet, Laertes is without the cruelty and vindictiveness of Hamlet. Hamlet not only wants to avenge his King Hamlets death, he wants Claudius to be eternally punished, therefore Hamlet does not slay Claudius in the scene where Claudius is praying, as there is a chance Claudius might have had a chance to confess. He then proceeded to try and prove his uncles guilt, and t hen finally kills him while he himself is dying of poisoned wounds inflicted by Laertes during their duel. The point envenomed too! Then venom, to thy work where, thou incestuous, murderous, damned Dane, drink of this potion,-is thy union here? Follow my mother.Hamlet and Laertes represent extremes of action. Hamlet and Laertes represent the two extremities of the act of revenge: perpetual contemplation over circumstances leading to procrastination; and acting on impulsion and without reasoning. Fortinbras is the midpoint of these two polarities, his ability to reason and then act upon the reason has resulted in his assumption to the lands he sought to attain, and the throne he ironically set out to avenge. As is hinted throughout the play, the state of Denmark has become corrupt. Marcellus famous quote There is something rotten in the state of Denmark(Act 1, 5:90) is complemented by various other observations. tis an unweeded garden,(Act 1, 2:134) and our state to be disjoint and o ut of frame,(Act 1, 2:20). In Elizabethan times it was generally thought that a monarch had to have rightful claim to the throne, lest the state descend into chaos. Fortinbras is instrumental in the storys resolution: as the only nobleman left to claim the throne rightfully, Hamlet bequeaths not only the land that Old Fortinbras lost, but also the state of Denmark. Hence Fortinbras attains what he had vowed to avenge, and the play comes full circle. .u6799cdf56382d32ac25c99a3a7ad8e11 , .u6799cdf56382d32ac25c99a3a7ad8e11 .postImageUrl , .u6799cdf56382d32ac25c99a3a7ad8e11 .centered-text-area { min-height: 80px; position: relative; } .u6799cdf56382d32ac25c99a3a7ad8e11 , .u6799cdf56382d32ac25c99a3a7ad8e11:hover , .u6799cdf56382d32ac25c99a3a7ad8e11:visited , .u6799cdf56382d32ac25c99a3a7ad8e11:active { border:0!important; } .u6799cdf56382d32ac25c99a3a7ad8e11 .clearfix:after { content: ""; display: table; clear: both; } .u6799cdf56382d32ac25c99a3a7ad8e11 { 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; } .u6799cdf56382d32ac25c99a3a7ad8e11:active , .u6799cdf56382d32ac25c99a3a7ad8e11:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6799cdf56382d32ac25c99a3a7ad8e11 .centered-text-area { width: 100%; position: relative ; } .u6799cdf56382d32ac25c99a3a7ad8e11 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6799cdf56382d32ac25c99a3a7ad8e11 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6799cdf56382d32ac25c99a3a7ad8e11 .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; } .u6799cdf56382d32ac25c99a3a7ad8e11:hover .ctaButton { background-color: #34495E!important; } .u6799cdf56382d32ac25c99a3a7ad8e11 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6799cdf56382d32ac25c99a3a7ad8e11 .u6799cdf56382d32ac25c99a3a7ad8e11-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6799cdf56382d32ac25c99a3a7ad8e11:after { content: ""; display: block; clear: both; } READ: CHILD ABUSE EssayHamlet, Leartes and Fortinbras all had some huge issues to work out in their lives. The way they worked out these problems is how we see the action behind the men and are able to recognize the traits that influenced all characters in the play, not just the ones discussed here. All three of these men avenge in very different ways. Hamlet, with his blinding rage, cannot see the forest from the trees. Fortinbras does not care what he fights for as long as it brings him honor. Leartes chases after false honor and is not able to detect something really worth fighting for. As these men interact in this play, you can see how these differences tug at the very root of the play, distinguishing it from all others.