In cold blood pt.2 Essay Example | Topics and Well Written Essays - 500 words

In cold blood pt.2 - Essay Example They are lodged in separate jail cells in the same building. During the course of next rounds of questioning, the evidence is put forth. The sets of footmarks taken at the scene of crime are similar to those of two pairs of shoes in the possession of the two accused. In panic, Dick breaks down and names his friend of the murders. The people of Holcomb take the developments of the case leading to the arrest of two men stoically. They have doubts whether they are to be blamed for the murders exclusively. Truman Capote writes about their mixed feelings, â€Å"Some day they’ll get to the bottom, and when they do they’ll find the one behind it. The one wanted Clutter out of the way. (231) Once the detectives succeed in creating confusion between the two accused on the basis of the evidence in their possession, they have achieved the obvious. Both the accused become suspicious about each other and wish to save one’s own skin and escape from the clutches of law. Look a t the plight of Perry en-route to Garden City when Dewey, the Chief Investigator, mentions to him the episode of the bicycle chain killing. In cold†¦.2 Perry concludes that Dick has made a clean slate of the issues. He panics and makes a detailed confession and avers that of the four Dick is responsible for two killings. The sequence of events was: The duo reached River Valley, being sure that Clutter kept a safe with 10 thousand dollars.

Planning an Educational Program Article Example | Topics and Well Written Essays - 2500 words

Planning an Educational Program - Article Example The early educational practitioners realized the significant differences between adult education and the education of younger people. Consequently, adult educations programs were theoretically scrutinized and redesigned to meet the needs of the adult population. Currently, most of the educational programs that are targeting adults are increasingly being planned to ensure quality education for this particular social group (Merriam and Caffarella, 1999, p.47). The history of the contemporary adult educational program models dates back to the periods when the Veteran administration public schools were formed in the 1930s during the great depression. Throughout the 20th century, adult educational programs continued to develop along various disciplinary lines and, therefore, affected the larger organizations (Knowles, 1980, p.70). Some of the notable disciplines that contributed to the growth of these programs included psychology, philosophy, and sociology. For example, the early philosophers attempted to synchronize the theories of adult learning with the learning models through experimental learning. One of the most significant practitioners who championed the use of learning philosophy as a basis of adult learning programs was John Dewey. Dewey particularly pioneered the sub-field of reflective learning which eventually brought a number of new experiences to adult educational theories and perspectives. According to Dewey (1963), â€Å"lea rning is a lifelong process and individuals continue to learn new things and grow throughout their life times† (p.19). This view, however, contradicted the previous view that both growth and learning processes are finite and diminish once an individual has reached adulthood. Dewey also proposed that learning can only take place best within an institutional setting which does not obstruct any experience, and, therefore, learning environments should be designed to create new experiences and develop personality of the learners. The current workshop model of adult education programs is largely built on Dewey’s ideas. The modern models of adult educational programs have also been significantly shaped by developmental psychology, particularly through the use of social psychological theories of adult learning and development. According to these theories, adults are psychologically different from the normal young college students who are often in their adolescence ages. Consequ ently, the adult educational program models should demand a relatively different learning structure. For example, the theory of psychological development suggests that personality development occurs throughout the life span of an individual. As a person grows and matures, there is often a desire for new meanings which naturally is absent in childhood. On the other hand, Havinghurst (1971, p17) believed that the learning processes of adults are largely shaped by their subconscious social developmental tasks such as their need to find a mate, quest of how to live with a partner, how to develop their career goals, and how to establish their civic responsibilities. According to this perspective, adults can only learn best when they use learning programs that motivate and allow them to learn new behaviors that will enable them to achieve these task demands. Similarly, other moral development model of adult education programs were developed on the basis of the demands of cognitive develop ment in adults.

Emotional, Behavioral, and Physical Disabilities Essay Example for Free

Emotional, Behavioral, and Physical Disabilities Essay The education of students who have emotional and behavioral disorders, physical disabilities, health impairments, or traumatic brain injuries can be a difficult and challenging task if proper teaching strategies are not put in place. It is also important to for these students to gain self-advocacy skills and for teachers to teach the other students understanding, respect, and how to respond appropriately to the students with disabilities in their class. Another important aspect of the education of special needs students is an individual education plan (IEP). It is important to understand each individual disability before a teacher can properly determine the best teaching strategies. The education of students with emotional behavioral disorders is interfered because of an inability to build and maintain relationships with peers or teachers, an inability to learn, exhibiting inappropriate behavior and feelings, constant unhappiness or depression, and unreasonable fears about school (Clayton County Schools Special Education Department, 2012). Emotional behavior disorders in children are caused by environment, heredity, or both (Anjeh, D. , 2007). The education of students with physical disabilities is also more difficult. Physical disabilities are broad categories that include many conditions such as muscular dystrophy, missing limbs, spina-bifida, and cerebral palsy. There are many different causes of physical disabilities. Physical disabilities make it hard for children to more around and to control their voluntary motor movements (Anjeh, D. , 2007). Health impairments also cause issues related to a student’s education. Health impairments can limit a student’s alertness, vitality, and strength. Often health impairments cause a student to have extended absences, inability to attend a full academic schedule and/or inability to attend to tasks for the same length of time as peers (Clayton County Schools Special Education Department, 2012) A traumatic brain injury can also affect a student’s educational performance. A traumatic brain injury is an injury to the brain caused by an external physical force. These types of injuries can cause impairments of judgment, problem solving, sensory, motor ability, memory, cognition, thinking, physical functions, and speech (National Association of Special Education Teachers, 2006/2007). The most common cause of traumatic brain injuries are caused by motor vehicle or bicycle accidents. Other causes include being shaken, falling, sports related injuries, and gunshots. Traumatic brain injuries can cause physical, cognitive, and/or psychosocial-behavioral/emotional impairments (Anjeh, D. , 2007). Teachers can try many different strategies to help students with the above disabilities. These strategies are often beneficial for the regular student as well. Lash (2000) suggests that to help a student to concentrate better or pay attention a teacher can reduce distractions in the work area of a student, divide the student’s work into smaller sections, having students summarize the teacher’s instruction, and using verbal or non-verbal cues. Because short term memory is often affected by a traumatic brain injury a teacher can repeat or summarize the information needed frequently. The teacher can also encourage the student to use note cards, calendars, or planners. The use of mnemonics may also be helpful to the student. A teacher could provide students with traumatic brain injuries additional time, checklists, schedules, outlines, and other organizational materials. When teaching students with emotional and behavioral disorders the teacher must remain sensitive to these student’s issues. First the teacher must identify the behavior and its cause. Lewis, Heflin, DiGangi (1991) found that the best approach is to pinpoint the specific behavioral problem and apply data-based instruction for remediation. Remediation should include encouraging new behavior in place of the bad behavior and using positive reinforcement (Algozine, Ruhl, Ramsey, 1991). Extra training in social skills is also important. Teaching strategies for the physically impairment deal with the provision of certain accommodations and making learning as well as the learning environment accessible. Some strategies include giving the student extra time, reducing the amount of furniture in a classroom, and training staff on the health care needs of the student. The removal of physical barriers, elimination of social barriers, participation in extracurricular activities, inclusion in sports and leisure time activities are all strategies teachers can use with students with disabilities. Some students may require many visuals while other may require added audio. To improve a disabled students self-esteem and self-advocacy the student should be allowed to assume responsibility for their own learning which will improve their self-concept, feeling of belonging to the school, and success at school. A focus should be placed on teaching the student the skills necessary for taking responsibility and showing initiative in making decisions about their own instruction. It is also important for the teacher to help the disabled student’s peers to understand, accept, and include their peers with disabilities (CSWD, 2002). Inclusive classrooms can be helpful because they enable disabled and nondisabled students to discover the similarities they share and to accept each other’s unique traits that they have (Kliff Kunc, 1994). As school communities become increasingly diverse, it is more important than ever that teachers, administrators, parents, and students work together to create a tolerant school climate where each student feels safe and valued. IEP meetings are an important part of a disabled student’s educational process. Present at the meeting were the student’s father, the special educational teacher, and a member of the staff that is responsible for any financial related issues that may come into play. The meeting began with a brief introduction and signing of an intake sheet. The special education teacher reviewed the child’s present academic levels and discussed reading comprehension and fluency improvements. A copy of all testing scores was provided to those present. The father discussed worries that his child is shy and the need for social skill training. Moving the child to an inclusive classroom was discussed but it was decided to wait for this transition for the beginning of the next school year due to the child’s need for routines. Lastly it was determined there would be a short meeting scheduled for the end of the school year to determine classroom placement for the following school year.

Impact of Evo Morales and the Cocaleros in Bolivia

Impact of Evo Morales and the Cocaleros in Bolivia Elected President on December 18th 2005, Evo Morales’ victory into power was a significant and meaningful event for Bolivia. Not only was he the first President of indigenous Aymara Indian descent, of which a majority (62% according to a 2001 consensus) of the country is populated, but also a leader of the coca-growers union and the Movimento al Socialismo (Movement for Socialism, MAS). After a long and bleak history of colonialism, natural resource exploitation, incomplete revolutions and neoliberal oppression in Bolivia, with a democratic government long occupied by elites who did not represent the interests of a vast majority of the Bolivian population, the victory of Morales heralded the potential for a new era for the poorest country in South America and a radical shift in the country’s history (Webber, 2011; gthomas2219, 2013). Following two landslide electoral victories in 2005 (53% majority vote) and 2009 (64% majority vote) SAM gained a two-thirds majority in Bolivia’s two parliamentary bodies, and with that, arguably the stage was set for a revolutionary change â€Å"ending both the persistent exclusion of the (often poor) indigenous majority of the country, and undoing the neoliberal legacy of the three preceding decades, installing a local brand of socialism† (Salman, 2013: p625). However, soon thereafter critics from the left have begun to argue that the revolutionary promises made by Morales on the campaign trail and his strong socialist rhetoric that fostered the support of left indigenous movements (such as militant coca farmers) that largely contributed to his election victory have been foregone, broken, and replaced by relatively minor reforms (Webber, 2011). In this essay I will explore and assess the main interpretations of the Morales government’s performance since being elected, highlighting the debate around the issue, among scholars and social commentators alike, of the on-going struggle for national and social liberation and analyses of the steps Morales has taken in achieving this. Firstly, it is necessary to briefly examine how Morales came to power and the context within which his eventual presidential campaign was won. In the 1980’s Bolivia underwent radical neoliberal restructuring, â€Å"undertaking market liberalisation at the same time as political democratisation† (Kohl, 2006: p305). The hegemonic neoliberalisation processes in Bolivia at this time resulted in the poor becoming poorer as they were continuously excluded from economic practices, with multinational corporations and elites emerging as the dominant force. The scholarly consensus acknowledges this tendency as a fundamental characteristic of neoliberal restructuring that can be seen empirically across countries that have experienced this also (Kohl, 2006). Coupled with this, when the price of tin (one of the country’s most lucrative export industries) dropped, many Bolivian mines were closed making over 25,000 miners redundant (Howard and Dangl, 2006). Thousands of miners then proceeded to relocate to the coca growing region of Chapare as their only hope of making a living. From there, the miners used their militancy and organisational skills that had been honed by the revolution in 1952 (wherein the mining industry was heavily nationalised and unionised) to influence and help the coca growers who were facing crop eradication as a result of the boom in demand for cocaine and the subsequent war on drugs (Howard and Dangl, 2006; gthomas2219, 2013). The miners began unionising the coca growers, helping them to organise and coordinate in their resistance against the eradication of coca crops and leaves which have long been a fundamental symbol of indigenous Andean culture, and against the US imperialism in the form of neoliberalism they were facing at the time (gthomas2219, 2013). It was this organisation and unionisation that led to Morales becoming a distinguished figure, coupled with his charisma and apparent leadership skills he eventually became the leader of the largest coca growers union. Eventually the coca growers and other social movements developed and organised into a political party (MAS) with Morales at the helm, so they could have their socialist views represented in government. On top of his indigenous Aymara lineage, it has been argued that Morales’ best attribute was his ability to â€Å"galvanise and shape a vast array of indigenous and social protest movements into a unified political project† (gthomas2219, 2013) that has secured the MAS’ success. As a charismatic, likeable and relatable leader, Morales fostered support for his presidency by appealing to the air of discontent among the indigenous majority of the population. He pledged on the campaign trail to enshrine the rights of the indigenous people of Bolivia in a new constitution (ibid), and as the title of the party suggests, make cogent moves towards Socialism. Nevertheless, throughout the now-nine years of his tenure, critics from the harder left current have emerged claiming that Morales and the MAS have not kept the promises that were made on the campaign trail, and have forgone the opportunities for substantial change, settling for moderate reformism over revolution (Web ber, 2011). Of the esteemed critics such as Sven Harten and Luis Tapia, Jeffery Webber takes the most condemning standpoint in his interpretation of the MAS and Morales, insisting that since elected they have deserted their revolutionary gusto and have resolved to implement moderate reforms and preserve the capitalist foundations in Bolivia. He contends that many supporters of the Morales government are disillusioned as to what the MAS actually represent and the apparent contradictions that have emerged. For Webber, who claims to hold a â€Å"responsible perspective, authentically in solidarity with the popular struggles for socialism and indigenous liberation† (Webber, 2011: p2), the period between 2000 and 2005 is described as a â€Å"revolutionary epoch in which mass mobilisation from below and state crisis from above opened up the opportunity for fundamental, transformative structural change to the state and society† (ibid). However, his extensive analysis suggests that the MAS proceeded to discard the potential for revolutionary structural change and instead settle for a modest push beyond neoliberal orthodoxies as ‘moderate reformism’. He bases these assertions on such things as the supposed failures of economic transformations, nationalisations, redistribution policies and attempts at sustainable development and industrialisation (Salman, 2012), citing examples to emphasize that the MAS did not represent the more radical popular rebellion such as the Huanuni mine affair wherein the MAS administration opted to oppose the miners who demanded nationalisation so not to warn off foreign investment, as well as many others (ibid). Ultimately, these things, among many others, could be a result of the inherent contradiction that has led to the meagre attempts at reform, stemming from the institutional context and the shift towards electoral politics (Hines, 2011) which inevitably presents a clash of interests when an administration, supposedly bent on pushing towards socialism, operates within a neoliberal, democratised framework. It is this that Webber claims has played a substantial role in the MAS retaining â€Å"its core faith in the capitalist market as the principle engine of growth and industrialisation† (Webber, 2012: p232) and implementing ‘reconstituted neoliberalism’ having made no real attempt to remove or disassemble the capitalist economic and political basis, and limiting the potential for popular movements and significant social change. Naturally, many other commentators hold opinions along similar lines. As a Bolivian who had once had intimate involvement with key ideological aspects of many currently implemented policies, Luis Tapia offers a political-philosophical reflection of how he believes the Morales administration have again, not delivered what was implied and promised (Salman, 2012). What appears to be a common thread and prevailing sentiment among Morales’ critics is that Bolivia’s prior revolutionary potential was wasted and has now subsided. Esteemed and respectable analyses such as Webber’s warrant appreciative consideration, as most would certainly agree that Bolivia undoubtedly remains a capitalist nation which is exhibiting no considerable maturation into socialism. However, not all share such a pessimistic outlook. Some would argue that Webber and others along similar lines are â€Å"measuring the Bolivian government against an impossible standard, against the ideal program of a hypothetical mass socialist movement† (Riddell, 2011). For some, emphasis and support should instead be placed on the accumulative, tangible achievements of the MAS with moves that have been made towards â€Å"national sovereignty, social progress, and effective action on global warming† (ibid), as opposed to adamant criticism over the lack of implementation of an absolute socialist regime outright. The ‘refounding’ of Bolivia as a plurinational state and rewriting the constitution to enshrine the rights of the indigenous majority who have historically been marginalised against formidable odds are regarded by many as a significant accomplishment in and of itself. Despite the lack of a socialist revolution, some would argue that a â€Å"political revolution† has taken place, in that the MAS coming into power simply represents a sufficiently profound change in the form of substituting political elites and â€Å"shifting the hegemonic balance of forces in Bolivia more to the side of the subaltern classes† (Fidler, 2013). This perspective embodies a much more positive, ‘Rome wasn’t built in a day’ outlook than the harder leftist critics. Many who fall into this category tend to examine Morales’ active policies and actions to reveal the more positive aspects of his regime. For example, cited by Riddell (2011) in response to Webber, Bolivia led the meeting of 50 governments in Cochabamba in 2010, a gathering that was distinctly anti-capitalist, in that it rejected the imperialist-imposed Copenhagen accord that produced no positive results. It promoted the ‘rights of mother earth’ against the effects of climate change, and encouraged action to be taken by ordinary people as opposed to the governments and corporations that have contributed the most to potentially cataclysmic climate change, creatively applying an indigenous perspective to this crisis. Even Webber acknowledges that this was â€Å"a genuine step forward for the construction of international, eco-socialist networks† (Riddell citing Webber, 2011). This (the Cochabamba meeting) in itself is perceived as symbolic of Bolivia and the MAS’ goal for sovereignty (Riddell, 2011), and is but one example of steps taken by Morales and the MAS cited to warn off U.S. imperial intrusion, others include the refusal to accept any more loans from the IMF or World Bank, ending dependency on such institutions; rejecting U.S. drug policy to reinforce the indigenous importance of cultivating coca leaves; and the decision to leave the Free Trade Area of the Americas (FTAA); as Riddell asserts, â€Å"Bolivia’s campaign to free itself from U.S. tutelage and assert national sovereignty is an outstanding achievement, which was spearheaded by the Morales government† (2011). Critics such as Webber would certainly claim that this perspective is naà ¯ve, and that the underlying capitalist roots remain strong which is indicated by the MAS’ policies, yet for others it is the small, tangible wins that have impacted the country in a positive way that really matter, and present hope for the possibility of more substantial change in the future. After all, since his initial election in 2005 Morales and the MAS have won 6 consecutive elections, two of which were presidential, seeing a 10% increase in poll majority; upon doing so Morales became the first leader in the history of Bolivia to secure two consecutive electoral victories and rule democratically and stably for an unrivalled period of 8 years (Petras, 2013). Based on the accounts from the harder left current that criticise Morales for abandoning the pursuit of socialism and settling for moderate reformism in spite of the views of those that encouraged his victory, questions arise as to why Morales is still so popular in Bolivia and how his presidency has been sustained. One author for the Centre for Research on Globalisation, based on his interpretation the MAS’ policies, contends that â€Å"a brief survey of his ideological pronouncements, foreign policy declarations and economic policies highlights a very astute political regime which successfully manipulates radical rhetoric and applies orthodox economic policies with a populist style of politics which insures repeated electoral victories and an unprecedented degree of political stability and continuity† (Petras, 2013). According to him the key to Morales’ success has been his ability to implement orthodox economic policies while building a political and social coalition (ibid). What this implies is that Morales has made just enough of the right political and economic moves to ensure support from both the left and right, yet ultimately uphold the status quo of neoliberal capitalism in Bolivia, utilising his unique position as an indigenous Indian to essentially manipulate his huge base of support with near impeccable execution, making use of the remarkable leaderships skills that allowed him to come to prominence through the coca-growers union. Based on Petras’ analysis, that can be the only explanation as to why the MAS remain in power in what this author ironically calls ‘the most radical conservative regime’. Unfortunately, the more positive outlook in this debate is seemingly scarce, with the negative interpretations coming from far and wide. As for some of the cocaleros themselves, in particular the Federation of Organic Coca Producers of Yundas Vandiola , the impact of the Morales administration has in fact been disproportionate generosity. Despite being promised by the former coca-growing President, support to the coca growing regions has proved to be discordant, with some areas and groups (Chapare in particular) being favoured and experiencing substantial development with others going unnoticed, often the ones who operate outside of the designated traditional regions yet have no other opportunities to make a living. With that, there is surprisingly little being done to help the poorest of the country, most of which continue to live below the poverty line (Oikonomakis, 2014), and as Morales continues to face vehement pressure from the international community to reduce coca cultivation , this issue is likely to worsen. The poor coca growers who have spoken out about this issue serve to substantiate the claims of the critics and cynics who claim that despite the radical rhetoric and illusory agenda, Bolivia remains a neoliberal government like any other, favouring neoliberal economic and political strategies that often don’t consider a large percentage of the poorest people who represent the basis upon which Morales came to power. Unquestionably, changes are happening in Bolivia under the Morales administration, perhaps not on the scale that might have been anticipated by some, but arguably positive changes nonetheless. But is this just part of a strategy to defend the status quo of neoliberalism in Bolivia? Many would contend that it is, as the critical and condemning outcries overshadow the more modest and seemingly naà ¯ve, positive voices. Many of the careful analyses and apparently authentic perspectives claim to see the MAS with Morales at the helm for what it is, a noticeably astute regime that has managed to justify and maintain orthodox neoliberal economic and political practices with radical socialist rhetoric. Or, in fact, the apparent majority of social commentators and scholars could be wrong and Morales could be biding his time, securing substantial economic development until the country is ripe for a socialist revolution, at which point he will initiate it. Theories like this certainly do exist , but only time will tell whether they are accurate or an idealistic miscalculation. Bibliography Fidler, R. (2013). Bolivia: Why is Evo Morales still so popular?. [online] Links International Journal of Socialist Renewal. Available at: http://links.org.au/node/3437 [Accessed 20 May. 2014]. Fuentes, F. (2012). BOLIVIA: The Morales government: neoliberalism in disguise?. [online] Global Research. Available at: http://www.globalresearch.ca/bolivia-the-morales-government-neoliberalism-in-disguise/30148 [Accessed 20 May. 2014]. Gelder, S. (2010). Climate Game Changer. [online] Yes Megazine. Available at: http://www.yesmagazine.org/blogs/sarah-van-gelder/climate-game-changer [Accessed 20 May. 2014]. gthomas2219, (2013). The Cocaleros and the rise of Evo Morales. [online] Aletho News. Available at: http://alethonews.wordpress.com/2013/07/30/the-cocaleros-and-the-rise-of-evo-morales/ [Accessed 20 May. 2014]. Hines, S. (2011). Bolivia Under Evo Morales. [online] Newsocialist.org. Available at: http://www.newsocialist.org/545-bolivia-under-evo-morales [Accessed 20 May. 2014]. Howard, A. and Dangl, B. (2006). Tin War in Bolivia: Conflict Between Miners Leaves 17 Dead. [online] Upsidedownworld.org. Available at: http://upsidedownworld.org/main/bolivia-archives-31/455-tin-war-in-bolivia-conflict-between-miners-leaves-17-dead [Accessed 20 May. 2014]. Kohl, B. (2006). Challenges to neoliberal hegemony in Bolivia. Antipode, 38(2), pp.304326. Oikonomakis, L. (2014). Bolivian cocaleros on Morales: â€Å"what a monster we created!†. [online] Roarmag.org. Available at: http://roarmag.org/2014/03/bolivia-morales-cocaleros-repression/ [Accessed 20 May. 2014]. Petras, J. (2013). The Most Radical Conservative Regime: Bolivia under Evo Morales. [online] Global Research. Available at: http://www.globalresearch.ca/the-most-radical-conservative-regime-bolivia-under-evo-morales/5363248 [Accessed 20 May. 2014]. Riddell, J. (2011). Progress in Bolivia: A reply to Jeff Webber. [online] John Riddell. Available at: http://johnriddell.wordpress.com/2011/05/05/progress-in-bolivia-a-reply-to-jeff-webber/ [Accessed 20 May. 2014]. Salman, T. (2013). Book Review: From Rebellion to Reform in Bolivia. Class Struggle, Indigenous Liberation and the Politics of Evo Morales – By Jeffery R. Webber. Journal of Agrarian Change, 12(4), pp.625-627. Salman, T. (2013). The MAS Six Years in Power in Bolivia. European Review of Latin American and Caribbean Studies Revista Europea de Estudios Latinoamericanos y del Caribe, (92), pp.8998. Webber, J. (2010). From rebellion to reform: Image and reality in the Bolivia of Evo Morales. [online] Isreview.org. Available at: http://isreview.org/issue/73/rebellion-reform [Accessed 20 May. 2014]. Webber, J. (2011). From rebellion to reform in Bolivia. 1st ed. Chicago, Ill.: Haymarket Books.

Free Essay on Mark Twains The Adventures of Huckleberry Finn - Cruelness :: Adventures Huckleberry Huck Finn Essays

Cruelness in Adventures Of Huck Finn Throughout the tale of Huckleberry Finn as told by Mark Twain (Samuel Clemens), almost every character for his or her own reasons lies. This can be considered a commentary on the morality and ethics of man kind by Mr. Clemens. Almost no person exists that has never uttered at lease one untruth. That is one of the wonderful things about this novel. It closely mimics real life. There are characters that lie for personal gain. There are also those that lie only in hopes of helping others. Though both are lies, one can be considered courteous or even heroic at times, where the other can only appear greedy and wrong no matter what light it is viewed in. Mark Twain often uses the river to denote freedom and purity, however just as many lies are told on the river as off. This is because Twain doesn't make the assumption that all lies are wicked, and can thus attach them to his symbol of pure good. Practically every "good" character in Huckleberry Finn lies. Huck himself lies on almost countless occasions. Miss Watson lies on at least one occasion. Jim tells several lies during the tale. Tom Sawyer is practically unable to speak the truth. Yet none of these characters are seen as morally corrupt. The villainous characters lie on a constant basis in the course of the story. The king makes lying an art at times, while the duke lies without pause for his entire appearance in the story. Pap makes up numerous tales during his time in the book. All these characters are considered evil and wrongdoers. The difference is the fact that the latter characters lie in hopes of personal gain, while the first characters lie to help others, or in order to entertain. Nearly every character lies in Huckleberry Finn; it is their motivation for their lies that defines their character to the reader. Huckleberry himself tells many a lie during the story. Perhaps his biggest lie is when he fakes his own death, and makes the whole town look for hi s "dead carcass" (Clemens 32). This caused the widow and Miss Watson a terrible amount of heartache and concern.

Persaid History :: essays research papers

Perseid History This is the most famous of all meteor showers. It never fails to provide an impressive display and, due to its summertime appearance, it tends to provide the majority of meteors seen by non-astronomy enthusiasts. The earliest record of its activity appears in the Chinese annals, where it is said that in 36 AD "more than 100 meteors flew thither in the morning." Numerous references appear in Chinese, Japanese and Korean records throughout the 8th, 9th, 10th and 11th centuries, but only sporadic references are found between the 12th and 19th centuries, inclusive. Nevertheless, August has long had a reputation for an abundance of meteors. The Perseids have been referred to as the "tears of St. Lawrence", since meteors seemed to be in abundance during the festival of that saint on August 10th, but credit for the discovery of the shower's annual appearance is given to Quà ©telet (Brussels), who, in 1835, reported that there was a shower occurring in August that emanated from the constellation Perseus. The first observer to provide an hourly count for this shower was Eduard Heis (Mà ¼nster), who found a maximum rate of 160 meteors per hour in 1839. Observations by Heis and other observers around the world continued almost annually thereafter, with maximum rates typically falling between 37 and 88 per hour through 1858. Interestingly, the rates jumped to between 78 and 102 in 1861, according to estimates by four different observers, and, in 1863, three observers reported rates of 109 to 215 per hour. Although rates were still somewhat high in 1864, generally "normal" rates persisted throughout the remainder of the 19th-century. Computations of the orbit of the Perseids between 1864 and 1866 by Giovanni Virginio Schiaparelli (1835-1910) revealed a very strong resemblance to periodic comet Swift-Tuttle (1862 III). This was the first time a meteor shower had been positively identified with a comet and it seems safe to speculate that the high Perseid rates of 1861-1863 were directly due to the appearance of Swift-Tuttle, which has a period of about 120 years. Multiple returns of the comet would be responsible for the distribution of the meteors throughout the orbit, but meteors should be denser in the region closest to the comet, so that meteor activity should increase when the comet is near perihelion (as has been demonstrated by the June Boà ¶tids, Draconids and Leonids). As the 20th-century began, the maximum annual hourly rates of the Perseids

Bowen Family Systems Therapy Essay

Abstract This paper was designed to fully describe Bowen’s Theory of Family Systems Therapy. The eight concepts that illustrate this theory will be thoroughly discussed and explained. References of professionals who have worked with and studied Bowen theory will be implemented and relied on in order to adequately understand and depict this theory. And finally, the second portion of this essay will include a case study. The case study will present a family profile, a treatment plan and goals, interventions and a projected outcome for the family’s recovery. Through this case study the reader will be able to identify Bowen techniques and get a more kinesthetic look on how Bowen’s Family System Therapy is applied. Introduction Bowen’s Family System Theory is based on the family as an emotional unit. The theory is based on the idea that the family is so emotionally integrated that the effect each member has on the other members can be overwhelming. Bowen’s Theory focuses on that emotional connectedness and assumes that the family can either promote cohesiveness and cooperation or tension and anxiety. Therefore, according to this theory, a change in one person’s attitude or actions will be followed by a reciprocal change in the functioning of the other members. When anxiety levels rise within the family unit the stress levels will also heighten. Therefore, when this happens one or members will end up feeling overwhelmed, isolated or out of control and then the family unit will be shaken as a whole. During this time of distress, the members who feel most out of control or  stressed will work extra hard to accommodate the other members. This is part of the reciprocal interaction. This member who absorbs most of the tension is most likely the member who will end up most susceptible to problems such as illness, alcoholism and affairs. Eight Concepts In order to implement this theory into a therapy session Bowen created eight interlocking concepts to assist the therapist in working with families. The concepts include triangles, differentiation of self, nuclear family emotional system, family projection process, multigenerational transmission process, sibling position, emotional cutoff and societal emotional process. However, it is important for any therapist to keep in mind that, according to Mike Nichols (1988), the core goal underlying the Bowenian model is differentiation of self, more specifically, the â€Å"ability to remain oneself in the face of group influences, especially the intense influence of family life†(p.2). Triangles The eight interlocking concepts are key to understanding Bowenian Family Therapy. To begin, triangles are a three person relationship system. Triangles are considered the building blocks of the larger emotional system. The reason being that the triangle is the smallest stable relationship system. Three people can take on much more tension than two people. Additionally, a triangle can contain a large amount of stress without bringing in a fourth person because the tension can shift around to all three relationships. However, just because a triangle can bear more tension does not make it healthier. Someone is almost always left out and nothing gets resolved in a triangle formation. Triangles and their undesirable effects on the family unit contribute greatly to the development of clinical problems. Within triangles, members are pushed from outsider to insider positions of conflict. Within this inside/ outside drama members will begin maneuvering and manipulating their positions within the group, thus causing fights and with that heavy strain on the relationships. Getting pushed from inside to outside positions can trigger depression and even a physical illness. For example, two parents focusing on what is wrong with a child can trigger serious rebellion within that child. While triangles may seem  comfortable and stable, they end up being a huge problem within the family unit. Differentiation of Self In opposition of triangles is Bowen’s idea of differentiation of self. According to Fritzland (1991, p. 1), the degree to which a differentiation of self occurs in an individual reflects the extent to which that person is able to distinguish between the intellectual process and the feeling process he or she is experiencing. Thus differentiation of self is related to the degree to which one is able to choose between having his or her actions, relationships and life guided by feelings or thoughts. Individuals with the most fusion between their emotions and thoughts and relationships are the lowest functioning people. These people get to a point where they cannot even tell what feelings and thoughts are their own and which are those of other people. Undifferentiated Family Ego Mass Bowen introduced the concept of the undifferentiated family ego mass. Undifferentiated family ego mass is the idea that there is a syndicated emotional oneness that exists in all levels of intensity. Goldenberg and Goldenberg (1991, p. 171) give a great example of this in the relationship between mother and child and child and father. They write, â€Å"The symbiotic relationship of interdependency between mother and child may represent the most intense version of this concept; a father’s detachment may be the least intense. The degree to which any one member is involved in the family from moment to moment depends on that person’s basic level of involvement in the family ego mass.† When the emotional closeness is too intense and possibly overbearing this may lead to an uncomfortable closeness within the family, closeness that will lead to mutual rejection between members. It may lead to fights that include intense yelling, slamming of doors and phone hang ups. Bowen insists that maturity and self-actualization demand that an individual become free of unresolved emotional attachments to his or her family of origin. Fritzlan (1991, p.4) notes that Bowen’s theory assumes that every human has an instinctive force inside them that propels the developing child to grow up to be an emotionally separate person, able to think, feel, and act as an individual. At the same time, Bowen proposes that a similar life force, also instinctively ingrained, thrusts the child and family to remain  emotionally connected. As a result of these counterbalancing forces, argues Bowen, no one ever achieves complete emotional separation from the family of origin. However, there are considerable differences in the amount of separation each of us accomplishes, as well as differences in the degree to which children from the same set of parents, emotionally separate from the family. Nuclear Family Emotional System The third concept builds on the idea of differentiation of self and is called nuclear family emotional system. The concept of the nuclear family emotional system describes four basic relationship patterns that govern where problems may develop in a family. Marital conflict, dysfunction in one spouse, impairment of one or more children and emotional distance are the patterns which will govern where problems will probably develop within the family. The more anxiety one person or one relationship sucks in, the less other people must absorb. This means that some family members maintain their functioning at the expense of others, which ends up causing a strenuous amount of tension on the people who must accommodate. People do not want to hurt each other, but when anxiety chronically dictates behavior, someone usually suffers because of it. The next concept that Bowen introduces gives the concept of the nuclear family emotional system more reason to it’s’ rhyme. Family Projection Process The family projection process touches on the different type of relationships that parents have with each of their children. When one child is focused on more than another child, the focused on child will typically be more fused with his or her parents than the unfocused on child. Goldenberg and Goldenberg (1990) say that â€Å"differences in parental behavior make for significant differences in how each child functions† (p.221). Furthermore, the child who is most focused on is most sensitive to disturbances and initial signs of instability within the family. Simply put, when the parents select the most infantile child of the family as the object of their attention, Bowen calls this the family projection process. Multigenerational Transmission Process The next key concept that Murray Bowen developed is multigenerational  transmission process. Multigenerational transmission processing describes how the entire family joins in the family projection process that was previously discussed. Bowen wrote that multigenerational transmission process provides a base from which to make predictions in the present generation and gives an overview of what to expect in coming generations. This process entails the way family emotional processes are transferred and maintained over the generations. In this theory Bowen contends that people choose mates with equivalent levels of differentiation to their own. Thus, the highly undifferentiated person will choose a mate that is similarly undifferentiated from their family and the differentiated person will find a mate who is also differentiated from their family of origin. Goldenberg and Goldenberg (1990, p. 198) say that it is probable that these poorly differentiated people, now a marital couple, will themselves become highly fused and will produce a family with the same characteristics. Furthermore, Bowen believes that the resulting nuclear family emotional system will be unstable and will seek various ways to reduce tension and maintain stability by over indulging in such things as alcohol, drugs, and getting involved in codependent relationship. This can affect a child psychologically as well and it can then perpetuate and become a cycle within the family. Goldenberg and Goldenberg (1990, p. 199) say that psychological impairment in a child is enabling to the parents as they will simply focus attention on the child and ignore or deny their own lack of differentiation. This will only further inhibit the child’s development of self as well as support the already dysfunctional marital relationship. Sibling Position Sibling position is a concept that Bowen stressed. He believes that each child has a place in the family hierarchy and therefore was more or less likely to fit certain projections. For example, the oldest sibling is more likely to be the mature, responsible one. Whereas the youngest child will more likely be the class clown, irresponsible and immature one. While this concept is well known and maybe even intrinsic to most people, Bowen believes this to be key when understanding differentiation and working within the family emotional system. Emotional Cutoff The seventh concept that Bowen developed for his theory is called emotional cutoff. Most people have experienced this concept or have at least heard of it. Goldenberg and Goldenberg (1990) write that emotional cutoff is a flight from unresolved emotional ties, and is not true emancipation from the family (p. 225). Emotional cutoffs do several things; they reflect a problem, such as underlying fusion between generations. They solve the problem by reducing the anxiety in the cutoff relationship. And finally, they create a problem by isolating people who might benefit from closer contact. Fritzlan (1991) notes that cutoffs most often occur in families where there is a high level of anxiety and emotional dependence. Bowen has suggested that when emotional cutoffs exist between parents and grandparents, then a cutoff between parents and children of the following generation increases in likelihood. It is easy to see how cutoffs can occur and how the other key concepts if not understood or resolved can cause an emotional cutoff in a family relationship. Societal Emotional Process Finally, the eighth key concept is societal emotional process. This process is in a way like the family projection process except scaled to a societal level. Families that deal with discrimination, prejudice and persecution will pass on to their children coping methods and ways to which they survived these factors. Basically, these are social expectations about racial and class groups, the behaviors or each gender and their effects on the family. Andreas Viklund (2009) noted that the family unit and society as a whole have the task of promoting the long term interest of individual members and the society as an entirety. Evaluation and Validity of Bowen’s Theory While Bowen is considered to be one of the most effective theorists in marriage and family arena of therapy, there are both strengths and weaknesses to his ideas. His eight key concepts are great tools for therapists to use as a guide for therapy, but it is important to note the validity of his theory and to review his theory in a more critical way. The main concept that Bowen teaches is differentiation of self. This is the founding idea for all of his concepts. Differentiation of self is very important, however Bowen did not leave a sufficient tool as a means to measure clients’ differentiation of self. Richard et al (2004) note that Bowen suggested that clinicians could use a differentiation-of-self scale ranging from 0 to 100; however, he provided few guidelines to help clinicians reliably and accurately assign an appropriate score. Indeed, he claimed that the concept was not quantifiable for researchers. Consequently, Bowen’s scale has been useful only as a theoretical tool. In the last decade there have been two scales, Haber’s Level of Differentiation of Self Scale and Kowron’s Differentiation of Self Inventory, that were developed as a means to measure differentiation. Richard et al (2004) researched the validity of these two scales with Bowen’s theory by having two experts in Bowen theory rate the relevance of the items in these scales. The first scale significantly correlated with chronic anxiety and psychological distress, which is consistent with Bowen theory and, thereby, demonstrates sufficient validity. The second scale was also consistent with Bowen theory, the Differentiation of Self Inventory correlated significantly with chronic anxiety, psychological distress, and marital satisfaction. In addition, confirmatory factor analysis demonstrated psychometric support for the four subscales. Bowen theorized that people marry according to their same level of differentiation, this is called the multigenerational transmission process. Bowen simply stated, â€Å"People who marry have the same level of differentiation of self (Kerr & Bowen, 1988, p. 225). This is because each spouse has the â€Å"same need for emotional reinforcement from the relationship† (Kerr & Bowen, 1988, p. 171). This concept is probably one of Bowen’s weakest. There have been numerous studies, Richter (1998), Richards (1988) and Skowron (2000) just to name a few, that totally refute this idea of Bowen’s. While this does not necessarily knock down his entire theory it does poke some holes in it and force the common therapist to rethink their approach to working with married couples and their families. While the above concept is a fairly weak one, there is another aspect of multigenerational transmission process that proves to be stronger. There is a vast amount of research supporting a specific aspect of Bowen’s concept of multigenerational transmission process. The aspect that parents’ and children’s values and beliefs are highly correlated seems to have strong validity according to studies. Many of these studies were conducted in the field of social gerontology and date back to the early 1970s when research about the â€Å"generation gap† was conducted to examine continuity between generations (Troll & Bengtson, 1979). These studies have consistently found that parents’ and children’s values and beliefs are highly correlated, as assumed by Bowen. There is also a substantial amount of literature that gives evidence that levels of individual and relationship functioning are passed on from one generation to another. For example, Richard et al (2004) write that studies have revealed that there is a multigenerational transmission process for violence (Alexander, Moore, & Alexander, 1991), divorce (Amato, 1996), and marital quality (Feng, Giarrusso, Bengtson, & Frye, 1999). Richard at al (2004) also remarks that â€Å"research has also shown that eating disorders (Whitehouse & Harris, 1998), depressed affect (Whitbeck et al., 1992), and alcoholism (Sher, Gershuny, Peterson, & Raskin, 1997) are transmitted inter-generationally† (p. 9). Through many studies testing different aspects of Bowen’s theory there are and will continue to be weak points exposed. However, there proves to be a vast amount of validity to his theory as well. The weakest suggestion is definitely that people marry according to their own differentiation. In my own life Bowen’s idea proves to be untrue and while looking at different marriages around me I do not see any sort of pattern in this regard. If anything, I have observed people marrying opposite of their own differentiation level rather than finding a spouse who matches their level of differentiation. Even still, differentiation of self as a whole demonstrates to be the most valid and prominent idea in Bowen theory, both Biblically and psychologically. Biblical Integration and Evaluation I believe God was first to introduce the idea of differentiation of self, especially differentiation of self when entering into marriage. Genesis 2:24 says, â€Å"For this reason a man will leave his father and mother and be united to his wife, and they will become one flesh.† According to this verse it seems that differentiation is shown by one’s ability to leave their parents before they can rightly cleave to their spouse. Since Bowen emphasizes the need for a person to be emotionally differentiated from parents in order to maintain healthy balances of individuality and togetherness in ensuing relationships, this seems to be paralleled with the command presented in Genesis. According to Bowen and Kerr (1988), only a differentiated person can be securely attached. Furthermore, this seems to be God’s stance on differentiation as well. It seems that God, being omnipotent and all knowing, designed marriages to work out best when spouses are healthily differentiated from their families of origin. In my opinion, differentiation of self is very important and seeing how the Bible supports this idea I feel even stronger about its’ significance. This is the main reason I chose to write about Bowen’s Theory to begin with. I appreciate Bowen’s eight concepts, as I believe they are great tools for therapists. The concepts help the therapist to work within this theory without feeling lost or overwhelmed by the new ideas or different facets they are implementing into the therapy session. Even more personally, I think that my own differentiation of self has been weak until the last year or so. This is another reason I chose to work with Bowen’s Theory. When I first got married I was very attached to my family and often chose them over my husband or even over myself. I know that this not only hurt my husband’s feelings, but also the quality of our marriage. When I finally understood that I was spending too much time with my parents and choosing their events over quality time with Elden (my husband), things drastically changed between us. Many problems we were having fixed themselves and he became significantly happier. Elden emphasized to me that he felt much more respected by me when I began deferring to him rather than my parents regarding issues. And in turn, I began to feel much more loved by him because he became mindful of the way he was treating me since it was  obvious I was making conscience decisions to be more attached to him and to my own independence than my family. While I still spend a good amount of time with my family, Elden is much more willing to spend time with them along with me because he knows and feels that he always comes first. Also, I take much more time for myself and the things I enjoy, which makes everyone happier. Looking back I wish that I would have truly understood differentiation of self before getting married, but I am so grateful that I did learn it early on as it will only help us for the rest of our lives together. Seeing how this very small aspect of a lack of self-differentiation played out on my own life drew me to Bowen’s Theory. I wanted to understand how great of a role this theory could play in everyday life. I see now that differentiation of self has a much larger role in familial success than I had thought. And I believe Bowen’s eight aspects only further make the point of this theory’s significance in family systems therapy. Case Study Looking at my own life would be a perfect case study for Bowen Theory. However, since Elden and I did not get any therapy for our issues it would be difficult to use. Keeping my previous story in mind, here is the profile of the case I have chosen to illustrate: The client family consists of three boys and a mother and father. Stan, the father, called in to make an appointment because his wife, Jen who is in her late 40’s, is having anxiety attacks and is overwhelmed by her three sons. She tends to yell at the boys and feels like she has not patience for them anymore. Stan says he has been out of a job for three years and Jen ‘s parents have been supporting their family for the last 6 months. The boys, Joel, Derek and Steve range in ages from pre adolescent to late teens, the eldest being Steve who is graduating from high school soon. Stan reports that they are very high energy, but well behaved and successful in their school and sports activities. Stan emphasizes that h e is most worried about â€Å"mom†, Jen, and thinks the boys are handling things just fine, as is he. After seeing the family as a whole once it is obvious that Jen is not the main problem, it is Stan. However, since Stan is out of work Jen is taking  on the stress of the family and it is more than she can bear. The three boys are very close to their parents and the youngest one, Joel, is totally fused with Jen. Joel sat on Jen’s lap during the session and acted very much like a baby when she was not able gives him her full attention. Stan seems to have come to terms with not having a job and the fact that Jen’s parents are supporting them, however he continues to call Jen â€Å"mom† and talk about how sensitive and delicate she is. There seems to be a lack of intimacy between Stan and Jen along with a lack of respect for one another. And finally, the only one of the children who does not call Jen â€Å"mommy† is Derek, the middle child. Goals, Treatment Plan and Interventions Before presenting the family’s treatment plan and prognosis it is important to understand what the goal of Bowen family systems therapy is. The goal is to increase the capacity of one or more members to adapt to and deal with the constant change and evolution of family life. Graefe (1955) describes the differentiation effort by using a metaphor from sailing: â€Å"you cannot change the velocity of the winds, but you can change the direction of the sales† (p.2). It is with this goal in mind that the treatment plan can be created. To begin, this family’s treatment plan will be to complete a genogram so that I can fully understand their families of origin. It is easy to see that in this family there is a lot of triangulation, mostly between the parents and Steve, the oldest son. At times Derek takes Steve’s place in the triangulation between Stan and Jen. However, he is mostly in an alliance with Stan and has picked up much of his father’s sexist attitudes. The genogram will allow me to see if there was any domestic violence or abuse in the family’s history and will also allow me to get a better idea of the attitudes men had towards women in Stan’s family of origin. Furthermore, the genogram will help indicate how differentiated Stan and Jen are from their own parents and how self-differentiation looks in their family’s past. The genogram will reveal many aspects of Jen and Stan’s family history, some more important than others, but all useful in understanding this couple. Once the genogram is completed I will be able to focus on generational issues. However, in order to help the family more immediately, decreasing the anxiety that Jen is feeling will be absolutely necessary. When anxiety  is decreased presenting symptoms will begin tomodify or decrease. Nevertheless, this will mean that Stan, Steve and Joel will need to learn to be more differentiated from Jen. Stan is interesting, because he has a very sexist attitude toward Jen, but totally relies on her and her parents for most things in life. He needs to recognize this in order to help Jen lessen her anxiety. One way in which I will help the boys become more differentiated from Jen is by, first of all, asking Stan to stop calling Jen â€Å"mom†. Since Stan sets the tone and attitude for his children, having him break this habit will be helpful. It might also create a more intimate attitude toward the couple. Furthermore, Joel will need to sit at least two chairs away from Jen for all futu re sessions. And finally, Jen will be asked to allow Joel to speak for himself so that he can find his own voice. Part of this family’s treatment plan will rely on my use of interventions. It will be very important that I am able to model to them what healthy parenting relationships may look like. I also will need to develop a functioning healthy triangle between Stan, Jen and myself. I believe that once the parent’s relationship is put into a more healthful place, the children will begin to differentiate themselves from their parents. A component of working on Jen and Stan’s relationship will include Stan having more communication with his own mother and with Jen’s parents. It will also include Jen and Stan taking some time out to research their own family history which will hopefully enlighten both of them on a few different levels. Finally, Jen’s major homework will be to take an hour out of each day where she is not available to her family in any capacity and she must journal about this process three times a week. This â€Å"homework† will expectantly allow her family to learn to differentiate themselves from her and reduce some anxiety in her immediate stage of life. Also, I believe this exercise will be very eye opening for Stan to see how much he actually relies on Jen. Stan and Jen’s family should continue therapy for a minimum of one year, as Bowen believes four years is a more reasonable prognosis schedule. If the children do not continue, Stan and Jen should follow through with couple therapy. I would imagine that couple therapy will be more beneficial in the  long run and that their sons will only need to be in family therapy initially. In fact, if I have done my job properly the children will want to discontinue therapy on their own accord. This will be a great indication of the differentiation they are achieving. However, once Joel, Derek and Steve terminate their role in therapy the reason why Stan and Jen will need to continue is so they can fully appreciate the generational transmission process and understand how their emotional projection onto their children is prohibiting growth and differentiation in their circle of five. Conclusion Bowen Family Systems Therapy is a therapy that focuses on emotional process rather than content. Murray Bowen’s eight concepts outline this idea of emotional process very clearly and make following a system and intervention plan easier for a therapist. While some of Bowen’s Theory and concepts are based on his own secular viewpoint, God shines through this theory in His own way. Biblically, many facets of Bowen’s theory are sound which only make a better case for the knowledge that the Bible has to offer the world. Since God is the Ultimate Counselor, it makes sense that differentiation would be mentioned in His Word first. In conclusion, looking at the case study, along with the treatment plan, interventions and prognosis one can get a much better idea of how Bowen Theory can be implemented into family therapy. The family depicted in the case study thought that the problem was the mother, Jen. But it turned out that she was not the only problem. In the treatment plan it was important to focus on the family’s emotional process rather than â€Å"fixing† Jen. All of the members of the family needed to learn to think on their own two feet and live parts of their lives without Jen’s approval. Once this happens, Jen should feel substantially less anxious and angry. Thus, this case was classic for employing Bowenian Therapy. However, Bowen Family Systems Therapy can be applied to any case and will always achieve satisfactory results as Bowen is a master at family therapy. References Fritzlan, L. (1991). How to Get Your Own Life and Not Get Overwhelmed by Your Family. Pacific Grove. Brooks/Cole Publishing Company. Goldenberg, I., Goldenberg, H.(1990). Family Therapy: An Overview. Pacific Grove, CA. Brooks/Cole Publishing Company Kerr, M., Bowen, M. (1988). Family Evaluation: An Approach Based on Bowen Theory. New York, NY. W.W. Norton & Company. Miller, Richard B., et al. (2004). Journal of Marital and Family Therapy. Family Systems Therapy: Is Bowen Theory Valid? A Review of Basic Research. Blackwell Publishing. http://www.interventions.net/BowenTheoryUpdated.pdf