Alder free essay sample

What influence did these beliefs of inferiority have on his striving for superiority? Because of the feeling of inferiority, Martin was eager to make achievement when he grew up, and he strived for his study and work. He was an excellent student at school, and also became a well-known lawyer in his career. He wanted to use the achievements to increase his superiority and decrease the inferiority. I think the beliefs of inferiority had positive influence on his striving for superiority. Martin’s inferiority helped him to improve himself and achieve success. He wanted to get rid of inferiority and striving for superiority. In order to achieve this goal, he had motivation to study hard and work hard. Consequently, he obtained success and achieved his goal. 3. According to Adler’s theory, what was Martin’s goal? What was Martin’s unique style of life that could be used to achieve this goal? How do you know this? According to Adler’s theory, Martin’s goal was to be out of inferiority and achieve superiority. We will write a custom essay sample on Alder or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The style of life was the life plan or guiding image, and referred to the unique ways which people peruse their ways. People’s unique styles of life were formed to a considerable extent during the first five years of life, and also were a reaction to people’s inferiority, real or imaged. Therefore, Martin’s unique style of life was formed in his early childhood. He was raised in a low socioeconomic status family, and his parents were working class and didn’t get the higher education. So he studied hard at school and had excellent achievement in academy. Moreover, he had a good job and made a lot of money, also had a good reputation. 4. Did Martin have a high or low level of social interest? What does this imply about his personality and adjustment? What is the cause of this level of social interest? From the description, I think Martin had low level of social interest. This implied that Martin was not good at cooperation with people, less altruistic and helpful, and not well-adjusted socially. I think the reason why Martin had low level of social interest was that he didn’t get enough love and care from his parents. In the description, Martin’s mother married his father just because of pregnancy, not because of love, and she didn’t really love Martin either. So neither Martin’s physical or psychological needs could be satisfied from parents. He felt alone and didn’t feel love from his family. Thus I think this was the cause of Martin’s low level of social interest. 5. What did Adler say about birth order that would apply to Martin’s life? Adler believed that each child was treated uniquely by its parents, and this special treatment was typically, but not inevitably, related to the child’s order of birth within the family. He thought that the oldest child was the center of attention in the family before the birth of other siblings, but the position would be replaced by other siblings’ birth, so little Martin might feel isolated and ignored after his brother or sister’s birth. On the other hand, according to Adler, the oldest child understood best the importance of power and authority because he or she has had undergone their loss within the family. Consequently, the oldest child would be highly supportive of, and depended on, authorities in later life and would be a person who tended to support the status quo. In this case, Martin was the oldest child in his family, so he knew how important the authority was. He left his first law firm even it was a well-know firm, and started his own law firm. He got the authority from his own firm and tried to keep this authority in his life.

How does Osama Bin Laden fit into Maslows Hierarchy of needs essays

How does Osama Bin Laden fit into Maslow's Hierarchy of needs essays At the bottom of Maslow's needs are the physiological needs. Since Bin Laden's family was extremely wealthy, it can be assumed the he has never had to focus his personality needs on food and shelter. Married and surrounded by dedicated followers, it seems likely that he has not been Once those basic physiological needs have been met, most people concern themselves with other life needs: safety, security, a stable home life, an orderly environment that makes sense to them. Certainly Bin Laden grew up with most of those needs met. He also presumably has them in his adult life. Even though he is the single most pursued accused criminal in the world, he seems to have managed to keep himself safe and secure, and it is likely the run, because his life style suits his purposes. Next, Maslow addresses our need for love and friendships. Certainly Bin Laden is surrounded by people who value him, and he certainly can feel that he is an important part of a group his terrorist organization. Although some of his birth family have disowned him, others apparently have not, and he heads a large organization all of whose members admire him and value their association with him. It does not seem likely that he would feel lonely or alienated. Although the larger world has rejected him, that is part of his desire. He does not want to be accepted by most of the world, and the people who do matter to him other terrorists who share his beliefs and ideals clearly embrace him. It seems likely that Bin Laden has a strong feeling of high self- esteem, as he is committed to his path of life and from his point of view has been very successful. Combining his strong beliefs, his wide acceptance among others of like minds, and his striving to excel, he may even enjoy a kind of self-actualization that most of us would view as twisted. However, it suits Bin Laden and his personal de ...

Impacts of Colonialism on U.K Essay Example | Topics and Well Written Essays - 500 words

Impacts of Colonialism on U.K - Essay Example During the beginning of the 20th century, England had its control over maximum areas of the world under its empirical power (College of New Jersey, â€Å"British Empire†). In the first three decades of the 19th century, the UK adopted the policy to rule Cape Colony. In 1795, the UK seized the Cape from the Vereenigde Oost-Indische Compagnie (VOC). After a few years, British in 1803 returned the Cape to the Dutch government peacefully. In the year 1806, when the Napoleonic Wars began, the British captured the Cape in order to protect the sea route in order to protect their route to their Asian empire (U.S. Library of Congress, â€Å"British Colonialism†). During the late 18th century, the British government was in need for a base in the zone of Malaysia when they controlled India. Under the command of Francis Light in 1786, the British had colonized Penang and established Georgetown and they took over the Province of Wellesley in 1800. During the period of 1819, a trading post was founded at Singapore (Lambert, â€Å"A Brief History of Malaysia†). From the episode of the colonization of the Cape, the British government gained a lot. They focused upon the policy of the labor market. They utilized mass force of Cape for the purpose of the labor source for the British government. The colonial rule of the UK over the Cape in South Africa was strong and they colonized Cape due to certain reasons. The reasons were to secure the routes of their trade secrets, acquire huge labor and maintain the political power over most parts in the world. Primarily the labor supply was concentrated in this region (U.S. Library of Congress, â€Å"British Colonialism†). From the colonization of Malaysia, the British government had set up their trade bases in Singapore and around the coasts of Malaysia. They acquired Malaysia’s rubber industry and traded in the

Making lessons accessible for English language learners Essay

Making lessons accessible for English language learners - Essay Example In this case the goals consist of i) helping the non-speaking English students overcome their lack of confidence in giving proper expression to their views in response to a given topic or issue in English language ii) knowing how to begin with critical approach iii) being able to convey their views to others iv) helping them avoid summarization. The whole process of teaching this particular lesson would help in reinforcing their analytical thinking (Schneberger). The modifications I find most essential to be done for specifically the English language learners is in the topic on which they are to write in response. I would like to bank on the visual sense as I believe it is the most effective way of getting a response. Therefore I would present a descriptive picture before my students and ask them to write down a few lines on what they see in the picture. At this point I think it is important for the teacher to explain the meaning and importance of ‘Response Writing’ to the students as they are not so familiar with the English language. They are also to be made aware of the stages of ‘Response Writing’ (Schneberger). I feel that it would be needful to ask the students to share their observation with the rest of the class. They are to be asked to read aloud individually. This would not only help the teacher check upon their reading skill but also whether they have got down the points correctly or not? The teacher should then ask them to note down the similarity in the points between each other (Schneberger). After listening to the students, the teacher is to write the word ‘summary’ on the board (Schneberger) in order to point out specifically the difference between ‘critical response’ and ‘summary’. It is always better to write out than tell while teaching. By writing down the difference and definitions the students get a better understanding of the meanings. The teacher should distinctly point out to the students

Integration - Causal Chains and Strategy Essay Example | Topics and Well Written Essays - 1000 words

Integration - Causal Chains and Strategy - Essay Example Under the following section, each quadrant is briefly discussed, followed by their causal linkages and last part of this article provides a nine-step framework to develop such balanced scorecard system in technology-based organization. Analysis As mentioned-above balanced scorecard, system works based on four perspective such as organization capacity, internal processes, customers and financial perspective. Organizational capacity relates to the concept of increasing the capacity of the business such as production capacity, material capacity, project capacity, etc. In order to meet the demands from the customers, it is essential that the organization must have sufficient capacity to fulfill that order. Internal processes relates to the concept of how effectively the organization can perform a certain job or fulfill customer’s demand for instance. How departments are managed and integrated, how internal controls work together, etc. are the core issues highlighted through intern al processes. Third perspective solely relates to customers. Customers are most important stakeholders of any business such that their preferences, tastes, dispositions, likes and dislikes, etc. paly a profound role in developing the most adequate business strategies. From this perspective, the organization needs to assess the current demands of the customer, how to satisfy them, how to retain their loyalty, how to provide after-sales services to them, etc. are focused through this perspective. Last, but probably the most important perspective of a balanced scorecard is the financial perspective such that every organization needs to improve its financial performance and position. For this purpose, the organizations use financial ratio analysis as a technique of evaluating their performances. Some important financial ratios under this perspective include return on investment, return on assets, return on equity, net profit margin, etc. Challenges faced by Technology Organizations Befo re establishing the causal linkage between the balanced scorecard perspectives within the technology organizations, it is of crucial importance that the characteristics of technology organization are studies first. Technology organizations are the ones which can be differentiated from other organizations especially in terms of challenges that they face (Rohm and Moinoski, n.d.). Following are some of the typical challenges faced by the technology-based organizations: Their product cycles constantly and rapidly contract. They constantly have to recruit, retain and reward the best technology talent. These organizations have to make and communicate the timely and critical decisions relating to product development. They have to track the customer’s perspectives such that they have to track the customer’s featured demands and their corresponding models. They have to deal with disruptive technologies which can, not only wrap up the product but the entire business. Integratio n of Causal Chain Keeping in mind the above challenges that technology-based organizations face, the balanced scorecard system is developed through a strategy. The strategy can be referred as integration of causal chain between these four perspectives of balanced scorecard (BSI, 2007). This strategy aims at developing the organizational capacity first. The investment in organizational ca

A Child Protection Social Worker Social Work Essay

A Child Protection Social Worker Social Work Essay Upon a social service department receiving the initial referral a decision will be made by the manager whether to act upon the information received. In the case of Samantha and her children the referral offers enough information to meet the criteria for a social worker to undertake an Initial Assessment. Local Authority (Social Services) Act (1970), places a duty on authorities to provided social services. It sets out a legal framework for local authorities and social work responsibilities in a statutory role, this being continually updated. In the case of Samantha and her children the authority in which the family reside in have a legal responsibility to undertake an assessment and a corporate obligation to provide services to children in need and adults, if necessary. Powers grant Local Authorities to act in certain ways but there is no obligation to do so and there is a degree of discretion of how powers are applied. In relation to the case study, the social worker would have the power to initiate contact with the family and other professionals they felt may provide valuable information to assist in the assessment process (Brammer, 2010). When carrying out the assessment, the social worker would refer to legislation which governs what they can do in order to safeguard children. The Children Act, (1989) sets out that the welfare of the child is paramount, the child being the primary client (Brayne Carr, 2010). The Act provides the legal framework within which social work practice with children and families is situated and promotes the family as being the best place for the child to be brought up in, where it is safe and possible to do so. The Act also includes principals with regards to welfare, childrens rights and introduced the concept of parental responsibility (Children Act, 1989, s.3, Brammer, 2010). The Act states that the local authority is required to provide services for children in need, their families and others (Children Act 1989, sec.17) and investigate if they have reasonable cause to suspect a child is suffering or is likely to suffer from significant harm (Children Act 1989, sec.47). It also gives the authority the power to apply to the court if they believe the child is suffering or is likely to suffer significant harm, placing the child in local authority care (Children Act, 1989, sec 31). The Children Act (2004) was introduced following an enquiry into the death of Victoria Climbe by Lord Laming. The Government responded by producing a green paper Every Child Matters and Wales Rights to Action, this led onto pass the Children Act 2004. Its main focus is to highlight the importance of multi-agency working placing a duty on local authorities and their partners including health, schools, and the Police to work responsibly and collaboratively to promote the wellbeing and safety of children. A common assessment framework was introduced so that social workers and partner agencies could provide better preventative support for families deemed not to reach child protection thresholds. The introduction of the Common Assessment Framework (CAF) considers a holistic view of the child and their family, incorporating the childs developmental needs, parenting capacity and family and environmental factors (Brammer, 2010). In relation to the case study there have been concerns regardin g Callum and Claudia from their school. The Education Act 2002 also includes a provision requiring school governing bodies, education authorities and further education institutions to safeguard and promote the welfare of children (NSPCC, 2012). Using the CAF will also allow the social worker to explore family issues concerning the childrens father, older siblings and immediate family. The CAF will also consider the families identity and promote any welsh language needs in accordance with the Welsh Language Act 1993 (CCW, 2002, 1.6). In response to the Children Act, 2004 the Welsh Assembly Government (WAG) produced, Safeguarding Children; Working Together under the Children Act 2004, providing local authorities with guidelines and descriptions of roles of partner agencies and focused on working responsively and proactively (WAG, 2004). The All Wales Child Protection Procedures, 2008 were also introduced upon recommendations from Lord Lamings report requesting that governments strengt hen their child protection procedures (WAG, 2008). The Human Rights Act 1989 also plays an important role in the social work assessment. Professionals are required to uphold and defend the rights of individuals whilst seeking to meet their needs. The Act has also heavily influenced the Disability Discriminations Act, 2005 and Equality Act, 2006 2010 (Brayne Shoot, 2010). Wales have also implemented their own introducing The Equality and Human Rights Commission in 2007 (BASW, 2011). This legislation will be relevant when taking into account the needs of Samantha in relation to her historical mental health problems. The United Nations Convention on the Rights of the Child 1989 (UNCRC), is an international agreement that protects the human rights of children under the age of eighteen and recognises children as possessing rights on equal footing with adults. This along with the Human Rights Act 1989 is instrumental in the CAF as it requests that the child is to be seen and a consideration of their needs and wishes recorded. The children, along with Samantha have the right to have their wishes and feelings known in relation to any assessment or intervention undertaken (Children Act, 1989 sec. 22 Human Rights Act, 1989, UNCRC, 1989 article 12). There are also national bodies that provide social care professionals with common guidance on their practice. These are the British Association of Social Workers (BASW), the General Social Care Council (GSCC) and in relation to Wales the Care Council of Wales (CCW) and the National Occupational Standards of Social Work (NOS). The legislation and guidance discussed will assist the social worker in undertaking an initial assessment of Samantha and her children. Using the CAF will help to establish what support if any the family requires. The assessment should show the strengths, difficulties and impact of the situation on the family (Parker Bradley, 2008). The social worker will need to determine from an analyses of the assessment whether the children are children in need (Children Act, 1989 sec. 17) or children in need of protection (Children Act 1989 sec.47). The worker will be required to work alongside other professionals in a multi-agency approach in particular education, possible mental health agencies and recognising that the children, in particular Callum maybe a young carer (Children Act, 2004, Disability Discrimination Act, 2005, Equality Act, 2006 2010, Carers Recognition Services Act 1995). The social worker would also be abiding by statutory bodies codes of ethics in recognising and promotin g services users rights, working open and honestly and respecting their views and wishes (BASW, 2012 CCW, 2002, CCW, 2003 GSCC, 2002). Section B. Upon receipt of this further information from the Health Visitor, the Local Authority would have a duty under the Children Act 1989 to initiate Sec.47 enquiries. The Children Act 1989 Sec. 1b states that, If the local authority have reasonable cause to suspect that a child who lives or is found in their area is suffering or is likely to suffer significant harm. The authority shall make or cause to be made such enquiries as they consider necessary to enable them to decide whether they should safeguard or promote the childs welfare. Following this legislation the social worker in consultation with a senior manager would undertake a strategy discussion at the earliest opportunity. Information would be gathered from the referrer and also the consultant paediatrician and discussed with the police; this can be done via telephone (WAG, 2008). Any other relevant information about the family should also be shared during this time. Information should be given to the Police regarding Samanthas partner David and checked against the police national database, although this should have been done as part of the Core Assessment process. Pertinent questions should be raised regarding the consultants assessment of the alleged burn marks; How did the hospital visit come about? Why did the consultant not make the referral themselves? Was Claudia sent home after the examination? The strategy discussion should agree the course of action to be taken; if a medical examination is needed, whether the investigation would be a single or j oint agency response (social services alone or in conjunction with the police) and what information should be shared with the family at this time. It should also take into consideration the needs of any other children who may be affected, in this case Claudias brother Callum (WAG, 2008). As part of the Sec.47 enquiries it is a statutory requirement for the social worker to see the child unless there is enough evidence and information to proceed (Children Act, 1989 s47.4). It is important that any discussions with children are done in a way that minimises the distress and maximises the likelihood of them providing clear and accurate accounts (Brayne Carr, 2010). Due to the seriousness of the information regarding Claudia and Callum and the presence of a potential non accidental injury, the decision needs to be made whether emergency action is needed. This may be because access to the child is being refused; parent is refusing a medical examination or deliberately delaying enquiries. Legal advice should also be available through the local authoritys legal service (WAG, 2008). Following this there are a range of options available to the local authority for securing the protection of Claudia and Callum. Samantha may agree to David leaving the household and sign a safe-care agreement for him not to have contact with the children. Although this may not be possible as there are allegations of a non-accidental injury with no reasonable explanation to the cause. Claudia and Callum may be cared for be extended family subject to safeguarding checks (WAG, 2008). The children may be looked after by the local authority with parental agreement (Children Act, 1989, sec. 20). Social services can also make an application to court for an Emergency Protection Order, allowing them to accommodate the children for up to eight days without parental consent. The last option is Powers of Police Protection whereby the Police have the power to remove the children (WAG, 2008, Williams, 2008). Although there must be no delay in safeguarding children who are at risk, it is important to be aware of the possible trauma and disruption such proceedings may have on the children involved and every effort must be made to minimise this. Section C. Under the Human Rights Act 1998, Claudia has the right to respect for a family life and privacy and local authorities have to justify any interference in family life with any involvement being necessary and proportionate (HRA, 1998 article.8). This is also supported by the UNCRC 1988. These rights can be compromised when there are concerns regarding child welfare and child protection. Local authorities exercising their legal duties and functions must do so without violating the rights of children and their parents. In relation to Claudia and the escalating concerns for her welfare and safety, social services are legally justified in intervening in family life if it is to protect her health and wellbeing (Laird, 2010). This must only happen in accordance to the law, Children Act 1989 and must not interfere with the convention law, beyond what is absolutely essential to prevent some kind of harm (Laird, 2010, p150). The case study highlights incidents of escalating seriousness with regards to Claudia, she has suspected non accidental injuries and her brother Callum has alleged that David has slept in her room on occasions, this alongside on-going issues of neglect. This information would be sufficient to trigger compulsory measures by the local authority under sec.47 Children Act 1989. Section 47 enquiries and powers of police protection to remove children in an emergency do not require a court order. A court order ensures that there is a forum in which the rights of those who are involved and what is needed in order to safeguard the child can be considered by a judge, this ensures that in most cases compulsory measures will not normally breach Article 8 ECHR (Williams, 2008). In situations of extreme urgency where the child is at risk of significant harm, relating to the case study and the non-accidental injuries to Claudia, the local authority can apply to the court for an emergency protection order (EPO) which can be granted by a single magistrate without the prior knowledge of the parents (Laird, 2010). Courts must regard Claudias welfare as paramount and must be satisfied that making an order is better than making no order at all. Local authorities must look to identify family placements for the child before opting for foster care. Laird (2010) uses an example of X Local Authority v B (Emergency Protection Orders), whereby the local authority where the children lived did not take into account the viability of placements with extended family members before applying for an EPO. This contravening article 8, as removing the children from all their relatives into foster care is the most extreme interference in family life. In relation to Claudia, if she was to be removed from the care of her mother, into foster care and possibly separated from her brother, without giving prior consideration to any immediate or extended family may breach her rights under article 8 or the Human Rights Act 1998 and UNCRC 1989. Working in partnership with professionals during child protection procedures is guided through legislation and agency roles, powers and duties. The difficultly can be working in partnership with parents especially when they are not in agreement with the process. In child protection work the relationship between parent and social worker can be fraught and tightly directed by legal and procedural requirements (Pinkerton Devaney, 2009). If Claudia was to remain in the care of her mother, she would be the subject of an Initial Child Protection Conference. WAG (2008) states that where possible parents and others with parental responsibility should be invited to attend and helped fully to take part. They also have the option of bringing an advocate or legal representative. Family members and professional should be able to share information in a safe and non-threatening environment and for family members to speak to the chair in the absence of other relatives, especially if there is a risk of violence or intimidation (Brammer, 2007 CCW, 2002, 1.3, 3.1). This could be apparent in relation to Samantha if Claudias father having parental responsibility also attended the conference. The social worker should also meet with the parents beforehand to share the report which highlights the concerns bringing them to conference. The chair should also meet before the conference to ensure that they understand the procedure and purpose of the event (Brammer, 2007). At six years old, Claudia is able to voice her wishes and feelings and this should be done through direct work with the social worker, not to obtain a disclosure about possible abuse, but to build a trusting relationship between worker and child with the child being able to feel safe and secure whether they remain at home or in placement (Milner OByrne, 2009, CCW, 2002 1.2, 2.1 UNCRC, 1989, article 12). Studies show that children are capable of understanding complex situations and are able to construct ways of dealing w ith them, so an honest explanation of the situation is more productive, however young they are. However issues can arise when the child knows only too well the seriousness of the situation. Claudia may hesitate and feel unable to talk freely as she may worry how the information discussed will be used. If she is to return home to her mother, she may be questioned over what she has said (Milner OByrne, 2009). Although the worker will respect the confidentially of Claudia, it is not wholly guaranteed and this should be explained to her in an age appropriate manner, ensuring her understanding (BASW, 2011, CCW, 2002, 2.3, Children Act 2004 sec. 12). Any disclosures from Claudia which could potentially put her or others at risk will require compulsory action under sec. 47 Children Act 1989. Whilst working with Claudia and her family the social worker will be guided by legislation and statutory guidance which will on times conflict with human rights and ethical values. The very nature of child protection work can be oppressive with a distinct power imbalance. The power and status is firmly with the worker who is advantaged by being someone of the authority. It is also likely to be reinforced by the parents and children being disadvantaged by gender, class, race and age (Pinkerton Devaney, 2009). Childrens rights to protection are clearly laid out in international and domestic law (Human Rights Act, 1998, UNCRC, 1989, Children Act, 1989/2004) and promoted in national and international codes of ethics and practice guidance (International Federation of Social Workers, British Association of Social Workers Care Council of Wales). In relation to Claudia the Human Rights Act 1989 and UNCRC 1989 article 8, supports her right to remain in the care of her mother. In contrast to this article 19 ensures that Claudia is protected from violence, abuse and neglect by her parents or anyone else who looks after her. Article 9 goes on to support the removal of the child for their own protection but promotes contact with parents if safe to do so (UNCRC, 1989). The social worker would encounter ethical dilemmas during her work with Claudia and have to balance her needs and interests where they may conflict with those of others, especially other professionals, and child protection issues in regards to her safety (CCW, 2002, BASW, 2011). The worker would apply the relevant codes of ethics and practice around issues of information sharing and confidentiality (CCW, 2002 2.3, 6.5, 6.7). However in relation to child protection and the law, the welfare of the child would always be paramount over any rights of confidentiality (Children Act, 1989). The social worker would need to give due consideration regarding Claudias life-skills and knowledge and promote her participation in the process that concerns her (BASW, 2011, 2.1, CCW, 2002, 1.1, 1.2, 3.1). Although consideration of a childs wishes and feelings does not impose a duty to act upon them (Brayne Preston-Shoot, 2010). Overall this assignment highlights the complex nature of social work in one of the most demanding areas, child protection. The need to follow legislation and statutory guidance and to balance that with the individuals human rights, taking into consideration ethics, non-oppressive and anti-discriminatory practice can, on times be a highly contentious process but one that hopefully has the desired outcome, the child has been protected and is safe from harm. Children have a right to live in this world and be protected from violence, abuse and neglect and child protection should be the business of everyone. There have been incidents when things have gone wrong and unfortunately children have died as a result, lessons have been learnt and law and policy nationally and internationally has been changed to hopefully prevent this in the future.

Personal Narrative Adults Negative View of Teenagers :: Papers

Personal Narrative Adult's Negative View of Teenagers There is a significant difference of opinion about teenagers today that comes from teenagers themselves and the adult population. A good majority of the young people today view themselves as relatively responsible people. A lot of them are inquisitive and are eager to learn new things. Many are committed to a drug-free lifestyle, and there are a lot of students who achieve very high grades. Most adults' view on teen behavior is very different. Of course, there is a percentage of youth that is very immature, lazy, unorganized, disrespectful, and careless, etc. (The list could go on and on.); but, unfortunately, it is the bad qualities that stay in the minds of many adults and elders. There are few teenagers today who will openly admit to their bad habits or behaviors. Maybe they can’t keep a clean room, or maybe they have a very difficult time remembering to do their homework every night. It may even be possible for them to spel things inkirectly. I am a strong believer in the fact that doing your best is all that matters, yet teens must also be aware of the fact that â€Å"good enough† isn’t. Everyone makes mistakes, but you’re judged many times on how few mistakes you actually make. I’m sure that nobody would go to a job interview ready to tell the boss of the company: â€Å"Well, let’s face it. I’m not very productive, and I rather be watching The Simpsons right now.† Who really is willing to tell someone about his or her personal flaws? In reality, it takes someone to offer a â€Å"wake up call† sometimes to make us aware of when we’re not doing something correctly. Today’s teens need to be criticized, but they also need to be encouraged when they are doing something right as well. They need to be told when they could be a little more responsible, and they could use some advice occasionally on how to manage their time. Equally as important, I think a teenager needs to be told when they solve a problem correctly or produce an excellent piece of work. Encouragement will only bring about repetition; and, maybe after being told that they’ve done something right, today’s teens will be able to much more easily say: â€Å"I’m responsible.† It is disappointing to come across such an abyss between the viewpoints of elders and teenagers on teen habits.