ktmeng/mec huggingface dataset:
Topic: identity

People define themselves based on those they associate with, which creates an identity for oneself through the journey they take with surrounding the people. Anil’s attempts to control over her identity extends to her lovers. She got married while she was in London, yet now she states that she will “never say his name out loud” (144). Her husband throughout the novel is portrayed as a jealous and controlling man. She saw his jealousy as “an attempt to limit her research and studies. It was the first handcuff of marriage, and it almost buried her” (144). This is something that she cannot handle. She wants to have complete control over her identity and life. By not saying his name, she is trying to erase him from her life. She wants to change her past and maintain an identity without any mention of him. She leaves her possessive husband who had controlled her freedom and hence posed a threat to her identity.
Topic: identity

The next relationship that Anil enters is an affair with an American writer named Cullis. First of all, his first appearance in the novel is not the first meeting between him and Anil. Instead, Ondaatje puts the reader in questions regarding their relationship. “While Anil was working with the forensic team in Guatemala, she’d flown into Miami to meet Cullis.” (33) At this meeting, which is described in the following two pages of the novel, Anil talks a lot about her work in Guatemala, which makes Cullis realize that “she had fallen even more in love with her work” (33), certainly not a nice experience for him as her lover. She does the same thing with her lover, Cullis as what she did with her husband.
Topic: identity

Anil tries to make him the way she is. He was a man “encased in ice or metal, and she was banging on its surface in order to reach him, in order to let him out” (264). Even at the end of their relationship, Anil does not allow him to have any control over her or her identity. She “left nothing of herself for him to hold on to” (264). This show that her identity as an individual matter more to her than her past relationships which is with her ex-husband and her boyfriend Cillis. Due to that she left her husband and trying changing her Boyfriend as the way she wanted him to be.
Topic: identity

Due to the desire of finding his self-identity, Miles concludes to move to Culver Creek. Establishing this change of setting is significant because it contributes to the teenager to eventually discover his unique individualism and his purpose in relation to life. Once his parents finalized Mile’s dormroom and said their goodbyes, he concludes that he “. . . should have felt a gooey, sentimental sadness. . .” (Green 10).
Topic: identity

Morgan’s My Place maps her family’s attempt to recover and celebrate their Aboriginal identity against the official white version of Australian history and as such, is usefully thought about as a form of counter history. Thus the contrast between speaking out and remaining silent becomes an underlying structure of the book. In writing her personal history Morgan is also writing the history of untold numbers of Aboriginal families in the years covered by the book. To some extent, Morgan is writing within the conventions of the traditional European genre of autobiography, but it is important to think about the ways in which her individual story becomes collective story-telling or communal history.
Topic: identity

Many critics have called My Place detective story, and one can understand why this analogy readily comes to mind, because the book is written in such a way that the reader shares the author’s quest for the truth about her ancestors, We eagerly wait for clues, and struggle to assess the different accounts, for examples, of who fathered the author’s mother and grandmother. Was it Jack Grime, Maltese Sam or Howden Drake Brockman? With the development of the story this fact-finding mission becomes a spiritual and psychological search for wholeness. At Corunna Downs she discovers “her place”, that is to say, her place within her extended family and with her grandmother’s country. This place is simultaneously “our place” and the shift to the plural possessive pronoun announces that the autobiographical account of growth and self- knowledge is to be read as joined to the liberation of the race, or at least the family. Through this journey an aboriginal attains consciousness. This book suggests that by affirming her aboriginal heritage, Sally finds psychic health and spiritual wholeness. Indeed the act of writing the book is represented as a healing process, both for herself and her extended family. David McCooey, in his essay “Autobiography”, remarks:
Topic: identity

As executed here, indigenous autobiography tends to avoid common patterns of Western autobiography which emphasizes individual development. Here in the novel Sally’s identity gets solidified along with the establishment of the newly found identities of her mother, grandmother and grandfather. Sally’s narrative frames and assimilates Aboriginal voices. This succession of voices traces a songline into the realm of indigenous history. The ‘true’ journey into the dark, repressed side of her family history starts off with Sally’s account, then Arthur’s, next Glady’s and finally Daisy’s, as silences are slowly unravelled and take readers into other understandings of the world. What personal data Sally delves towards the second half of the book only serve to pave the way for the emergence of Aboriginal voices.
Topic: identity

It has frequently been argued that “the mind is the seat of our personhood, and of consciousness, freedom and responsibility” [38, p. 224]. Since DBS directly interferes with the functioning of the mind, this technology potentially forms a threat to our personhood and personal identity. Indeed, feelings of alienation have been reported following DBS in Parkinson’s disease patients [40]. This finding underlines the ability of DBS to interfere with, or pose a threat to, our sense of self. While feelings of alienation are considered as adverse effects of DBS for Parkinson’s disease, when DBS is used to alter (aggressive or violent) behavior or other affective states, a change identity seems to be the intended goal of the treatment [41].
Topic: identity

487]. Since the main goal of DBS for pathological aggression is to alter aggressive behavior, and its corresponding motives and urges, one could argue that this is a type of identity-changing DBS. However, the attenuating of aggressive behavior by DBS could potentially still result in feelings of alienation if aggression is strongly integrated in one’s identity, if affective states, other than aggression, are altered, or if individuals feel as if they are controlled by the DBS device (a subjective loss of free will).
Topic: identity

The ability of DBS to induce self-estrangement in patients has spurred the moral debate on identity changes in response to DBS. Consequently, personal identity has become a central concept in the ethical debate on DBS and has, by some authors, also been linked to autonomy. The central question in this debate relates to whether and when DBS poses a threat to personal identity. Naturally, whether DBS indeed poses a threat to personal identity depends on which concept of identity is applied: numerical, narrative, relational identity or the synchronic notion of identity. Numerical, narrative, relational and synchronic notion of identity Authors seem to agree that numerical identity, which is “the continuous sense of biological self that persists over time that is independent of experience” [43, p. 2], is not threatened by DBS [31,43,44].
Topic: identity

Although DBS does not pose a threat to numerical identity at the moment, it has been suggested that this may well be the case in the future [43]. For example, DBS of patients with schizophrenia or dementia, which are disorders associated with alternations in the “subjective sense of self-continuity”, might result in distortions of numerical identity [43, p. 2]. However, currently, DBS for aggressive behavior does not seem to pose a threat to numerical identity. Rather than numerical identity, DBS for aggressive behavior is more likely to pose a threat to narrative identity. Narrative identity is the sense of self that is constructed by the ‘stories we tell about ourselves’, which are shaped by our self-understanding, values, social role and personal characteristics [42,45-47].
Topic: identity

However, it has been argued that abrupt (DBS-induced) changes in our narrative identity are not necessarily problematic; negative (or positive) life events often have a similar effect on our identity and these experiences are not considered a threat to our identity [47]. Furthermore, it has been suggested that individuals often experience negative identity changes as burdensome, while positive identity changes are more likely to be accepted and internalized [48]. Subsequently, it could be argued that the attenuation of aggression by DBS would generally be experienced as a positive identity change, and would not be considered troublesome by the majority of the affected individuals. Some authors argue that the concept of narrative identity is perhaps too individualistic and disregards the role that close relations play in the shaping of one’s identity: “the self, the I, the person is more than the brain and its functions” [43,49, p. 3]. A change in identity following DBS does not only affect the patient himself, but also affects their spouse, family members or other close relations [50,51].
Topic: identity

To understand how a person may behave it is important to look at how a person’s social identity is constructed. The strength of social identity is tracked using three dimensions which are collective identity, self-determined motivations one uses to form identification, and contingencies with social identification. Previously conducted research has examined these dimensions to understand in order to better understand why and by what means people bond with a group. This research seeks to demonstrate how tracking these dimensions within a person will determine both their individual and intergroup results.
Topic: identity

This study takes data from research conducted in both Quebec and Australia. The purpose of the Quebec study was to measure the strength of the Quebecois identity. There were 119 participants that were undergraduate college students and they were recruited via email and classrooms. There were several measures given in the questionnaire. Social identification was measured both identification (action) and quality of that identification (happiness) with two Jackson subscales. Self-determination to identity was tested by examining participants self-determined (personal satisfaction) and non-self-determination (must identify) with Amiot and Sansfacon Motivation to Identify Scale.
Topic: identity

Collective identity clarity was measured by asking how confused participants felt about being Quebecois using a 10-point Likert scale. CSEC-C used a 5-item Crocker and colleagues (Crocker, Luthanen, Cooper, and Bouvrette, 2003) Self-esteem Contingency scale to understand how personal worth was linked to the group success. Patriotism and Nationalism was analyzed using a Kosterman and Freshback (1989) 17-item scale to understand the level of personal pride and superiority one felt about their nation.
Topic: identity

The second study was conducted in Montreal using 83 undergraduate students recruited during class and personal contacts. The questionnaire was the same as the first study except for Personal self-esteem and collective self-esteem. The Personal self-esteem section used a 10-item French version (Vallieres & Vallerand, 1990) of Rosenberg’s (1979) Self-Esteem Scale to measure a person feeling of individual worth. The Collective self-esteem section used Luhtanen and Crocker (1992) Collective Self-Esteem Scale with four subscales to understand a person’s feeling of worth relative to their group.
Topic: identity

The third study was conducted using 136 Australian undergraduate college students that went through two phases. The first phase was used to measure identification and the second measured consequence that affect ingroup bias. In order to measure self-determination to identify the same scale was used form the previous two studies but geared towards Australians. Positive and negative affect was measured by examining ten items taken from Positive and Negative Affect Schedule (Watson et al 1988) to understand how situations would produce effects. A Likert scale was used to understand how participants believed they could influence the outcome of both 5 positive and 5 negative situations. A feeling thermometer was used to examine group preference with the ingroup of Australia and several random groups.
Topic: identity

“I think every person has their own identity and beauty. Everyone being different is what is really beautiful. If we were all the same, it would be boring,” says Tila Tequila (n.d.). Every person is born uniquely and deserves equal treatment no matter what their identity, class standards, and sexuality is. In the novel, The hate U give (2017), it follows a sixteen-year-old African American girl called Starr Carter who lives in a small, poor community full of gang activities. However, she attends a private white school due to the availability of more educational resource, and opportunities than her neighborhood schools.
Topic: identity

In addition, she balances between the two worlds separately as she is one of the few black children. Starr struggles balancing her two worlds that of Williamson Prep and Garden Heights, police brutality, and unfairness treatment of the media towards her unarmed friend, (Khalil Harris), who was killed by a white policeman. For minorities, like Starr, they struggle because it is unfair for them to be treated differently than other people.
Topic: identity

First, Starr expresses being split between her Williamson Prep and Garden Heights since she was the only black kid there. When it comes to Williamson Prep, the differences were in race and class standards. Although most of her classmates at school are white, most of her neighbors are black. She tries to balance her dual identities by making sure she is neither considered too black at school nor too white at home. She describes how hard it had been for her to fit in that community at home. “As long as I play it cool and keep to myself, I should be fine. The ironic thing is though, at Williamson I don’t have to “play it cool” I’m cool by default because I’m one of the only black kids there. I have to earn coolness in Garden Heights, and that’s more difficult than buying retro Jordans on release day” (Thomas, 2017, p. 11). Similarly, in the article “Negotiating identity in a bubble: A critical race analysis of African American high school students’ experiences in an elite, independent school,” Jasmine, a (10th grade) African American student describes her experience in an elite, independent school. Jasmine described it as:
Topic: identity

Most of the African American children at my school don’t live around the area like most of the white children do, so they [the white students] don’t really understand what goes on with the whole being black in my school. I like to think of it as a bubble. And you know how at times you’re able to stick things into a bubble and take them out without the bubble actually popping, however it’s still very fragile. That will be more of the situation, at least for me, being a black student at Wells, mainly because it seems like I’m taken in the bubble and taken out of the bubble, but still when I go there I have to be considered part of that community, and when I come home I still have to be considered part of that community, and it’s a very fragile situation just like the bubble. (DeCuir-Gunby, 2007, p 40(1))
Topic: identity

Second, African American teens need to adapt the way they act and behave. Be more aware of the consequences of their actions, and how they will be judged by others. Racial discrimination is when the police officer shoots her unarmed friend during pulled over. Because he thought that Khaliil was reaching for a gun and it would be better for him to remain safe. April Oprah, Starr’s legal representative, said “Officer Cruise claims he saw it in the car door, and he assumed Khalil was reaching for it. The handle was thick enough, for him to assume it was a gun” (Thomas, 2017, p. 217). This shows how easily the minorities are being judged and they can easily be a victim because of the color difference. Starr and her brothers were taught how to behave around police for their own safeties and she was grateful that her parents gave that awareness. On the other hand, Khaliil never had that chance because of supporting his family. For black children knowing how to behave in front of police is an important issue. Then the media addresses Khalil as ‘Thug’ and blames his own murder, so to justify the officer’s action for his own safety.
Topic: identity

Third, Identity can be developed through practising one’s voice and struggles for speaking up against oppression. after the death of her friend Starr’s world turns upside down and she feels the guilt of his unfair treatment. She realizes how important is that she speak up for him. She starts a Tumblr blog to show the world the Khalil she knew, and how close they were. She gets a strength by her parents and by the activist, April Oprah, to give a television interview to tell what really happened. However the detective focused on why Khaliil was at the party of that night they were pulled over, if he was drinking, or sold drugs. Instead of inquiring the other side of story. Starr’s mom
Topic: identity

“You can’t always tell the insides of a person by their outside.” Often, we ask ourselves, “Who am I?” Self-identity is the marks that we put on ourselves or labels that we use to identify ourselves. Such labels overlap and define how we think we should be socially behaving and how others should be socially acting. Within our culture, Cultural norms play an important role within our culture. In our relationships through our family, our values and personalities lead to our identity.
Topic: identity

The first woman tried to identify where her new coworker was from based off her looks. She also did a lot of talking and barely let Aaliyah talk. Once she found out that Aaliyah was born to Iraqi parents, she totally ignored the fact that Aaliyah was born in America and was considered an Iraqi American. She felt that being that Aaliyah had Iraqi parents, she believed that she was supposed to wear a “scarf” over her head. This conversation was considered a one-way communication.
Topic: identity

He communicated with the young man by sharing his past personal experiences. The young boy judged the older man based off his appearance and was shocked to learn that the older man had committed murder by drunk driving when he was a teenager himself. The young boy was able to communicate with the older man using language, facial expressions and one-word responses. In turn, the older man was able to hear and comprehend what the boy conveyed even though the boy still felt he didn’t communicate with the man.
Topic: identity

The final video showed a lady sitting in front of her computer chatting with someone on the internet. She hides her identity online by hiding who she really was. She had the person on the other end believing that she was training for a marathon. We come to find out close to the end of the video that not only is she wheel chair bound for the moment (details were not given as to what her physical state was) and also that she was the mother of the little girl that died in the car accident from the second video. All three videos show that we can’t judge a book by it’s cover.
Topic: identity

Researchers and educators also recognize that improving poorly performing schools requires comprehensive community building activities designed to strengthen the neighborhoods they serve (Gray & Thompson, 2004). The awareness that stems from decades of research demonstrating that neighborhood conditions, including racial segregation, influence children’s education outcomes, leads to growth-based initiatives that target specific low-income neighborhoods with comprehensive economic, social and educational resources from the public and private sectors (Gray & Thompson, 2004). There are seven factors that create dramatic differences between students with various income situations.
Topic: identity

Children who grow up in low-income household are given food with subpar nutritional value, which creates a daily nutrient deficit. Skipping breakfast is a prevalent within urban school districts and negatively affect student’s academic achievement through cognition and raising absenteeism (Basch, 2011). Poor nutrition during breakfast, resulting from low nutrient foods or skipping the meal altogether, creates grey areas in students’ brains. When children lack vital nutrients necessary for proper health, it becomes more difficult for them to listen, concentrate and learn. For instance, students with ear infections may have trouble hearing; this makes it difficult to listen to directions and instructions given by the teacher.
Topic: identity

There are many solutions of to the lack of health and nutrition in low income households. One of these solutions is to increase the two primary foods for the brain, oxygen and glucose. When oxygen reacts with glucose, it produces energy for cell functions. Ensuring proper oxygen and glucose consumption is fundamental to brain functionality and student development. Schools can promote efficient nutrient use, a true service to students, without cost by having student engage in slow-stretching and breathing exercises to increase their oxygenation (Basch, 2011). Studies show that yoga exercises can increase the body’s natural metabolic control, so children are able to better manage their energy (Basch, 2011).
Topic: identity

Vocabulary is another imperative factor that sets low-income students apart from others. Students who grow up in low-income conditions have a smaller vocabulary than middle-class children (Gottlieb, Beiser, & O’Connor, 1995). Children from low-income families hear, on average, 13 million words by the age of 4 (Gottlieb, Beiser, & O’Connor, 1995). Compared to children in middle class homes, who hear about 26 million within the same age range, the children from low-income backgrounds hear 50 percent less words. A child’s vocabulary is part of the brain’s tool kit for learning, memory and cognition. Words help students manipulate and retain information. When children do not have a firm grasp on basic language concepts, they often “tune out” and feel discouraged. The vocabulary deficit can be reduced through in-class activities such as the continuous introduction and use of new words by teachers. Throughout engagement activities, such class mixers and other creative activities, new vocabulary can be incorporated in daily routines.
Topic: identity

A huge percentage of all children from poverty have a single parent caregiver. Most students growing up in single-family households in poverty experience insecurities and stress developing in the brain. In homes of those from poverty, children commonly get twice as many reprimands as positive feedback (1:2), compared with a 3:1 ratio of positives feedback to negative reprimands in middle class homes (Risley & Hart, 2006). If the parents or caregivers feel stressed about providing housing, food, and health care, it is more likely for them to be unhappy and less likely to offer positive comments to the students. Despite popular belief, two parents in the household provide backup for other another. When one parent is busy or overly stressed, the other can provide for the child so that there is stability. Low income parents are often less able than middle-class parents to adjust their parenting to demands of their higher-needs children (Paulussen-Hoogeboom, Stams, Hermanns & Peetsma, 2007). Failed or disruptive home relationships cause mistrust in students in the classroom. These students grow accustomed their caregivers failing them, which carries the negative cycle to the classroom. Since students do not have a stable home life, they are more likely to be impulsive, use inappropriate language and act disrespectful until this cycle is broken.
Topic: identity

Students living in unstable homes need strong, positive and caring role models. The more the role model cares for the student, the better the foundation for interventions. It is imperative for the educator to build a repour with students, learning about their hobbies, their family, and their values. This helps fuel students’ dreams through positive affirmation. For example, if a student is having a rough day, simply ask the student to stay after for a couple minutes to discuss what is wrong. Never embarrass the student in front of the class. Instead, the teacher should reaffirm the relationship with the student, then demonstrate the desired behavior wanted by showing the student the proper facial expression or how to handle stressful situations properly. End the conversation by affirming common goals and interests by lines such as “we’re in this together”. As a result, a positive relationship accompanied by trust is built between the student and the teacher.
Topic: identity

Children in low-income environments also deal with distress and chronic stress more often than children in affluent environments. Distress is defined as extreme anxiety, sorrow or pain (Webster). Low-income parents’ students affect their kids through chronic activation of their children’s immune systems, which taxes available resources and has long-reaching effects (Blair & Raver, 2012). Distress affects brain development, academic success and social competence (Evans, Kim, Tesher & Shannis, 2007). It also impairs behaviors; reduces attentional control (Liston, McEwen, & Casey, 2009); boosts impulsivity (Evans, 2003); and impairs working memory (Evans & Schamberg, 2009).
Topic: identity

Distressed students usually exhibit two types of behavior, including anger or disconnect. The angry behavior is more assertive and “in your face” whereas disconnect is more passive and “leave me alone”. The more aggressive behavior includes disobeying the teacher by talking back, using inappropriate body language and facial expressions. The student may appear to be out of control, lazy or “having an attitude.” These behaviors are symptoms of stress disorders. In contrast, the passive behavior includes failing to respond to questions or request and slumping or disconnecting from peers or academic work. Uninformed teachers may think that poor low-income students slouch, slump and show little effort because of a learned behavior from their parents. However, research suggests that parents from low-income families work just as harder or even harder compared to those in middle and upper-class families. One reason many students may seem unmotivated or show little effort is due to a lack of hope and optimism. Low socioeconomic status and the accompanying financial hardships are correlated with depressive systems (Butterworth, Olesen, & Leach, 2012). Research from 60 high-poverty schools shows that the primary factor in student motivation and achievement is not the student’s home environment, but rather the school and instructor (Irvin, Meece, Byun, Farmer, & Hutchins, 2011). Effort can be taught. Strong teachers do this every day.
Topic: identity

Students who show little to no effort are giving teachers much needed feedback. When a student likes their teacher, the student will work harder to impress their teacher. When learning gets the student excited, curious or intrigued then the student will put out more effort. This is a prime example of how some students work harder in one class than another because the student simply enjoys that class as well as the teacher more than the uninteresting class and teacher. It is imperative teachers invest in students who are not putting forth great effort. In a study of more than 1,800 children from poverty, school engagement was a key factor in whether the student stayed in school (Finn & Rock, 1997).
Topic: identity

Once the issue is addressed, the symptoms will diminish over time when combined with the construction of a strong relationship between the student and teacher. This process will help alleviate the students’ stress. Reducing stress can be provided through temporary cognitive support by having them engage in such sensory motor activities as simple as “head-shoulders-knees and toes”. In this activity, the children touch different parts of their bodies in quick sessions, which supports behavioral regulation. Behavioral regulation is important for early academic success. Another solution could be not exerting more control over the students; this is only result in creating more issues with engagement. Instead it is recommended to give the students control over their own daily lives at school. Encourage responsibility and leadership by offering choices, engagement in projects and supporting teamwork. Maintaining a sense of control is one of the fundamental elements that helps diminish the effects of chronic stress. Lastly, teachers should offer coping skills, so students are able to learn how to better react when presented with a with stressful situation. For instance, consider the “If this, then that” strategy for solving problems using new skills. This technique can be implemented via teachers telling stories about their own daily stressors, allowing students to brainstorm solutions, thus resulting in the sharing and modeling them for various situations.
Topic: identity

The purpose of this paper is to reflect on past role-play sessions throughout the course. My team partner was Beatrice. We were only able to do a couple of sessions together so this paper will reflect upon a couple of sessions and a third-person perspective and opinion. Topics to be discussed and identified will be events, patterns, experiences, personal boundaries, self-disclosure, and integration. It is the purpose to provide my point of view, insight, and perspective with peer-reviewed sources on the reflection of participation in a counseling-oriented group both small and or large therapy groups.
Topic: identity

264). The structure of this group is to increase the feeling of self-worth for the individuals that are participating. This is also helpful in different cultures. The pattern identified with this type of group is that it can be applied and is being used in many different settings such as; hospitals, mental health agencies, correctional institutions, social service and all of this is outside of the traditional educational setting. This provides hope for me personally since I’m interested in my degree to be in a hospital and or correctional institutional setting.
Topic: identity

It is important to be an effective leader, one that is compassionate, objective, present, and actively listens to their clients’ needs and concerns. The end goal is for the client to leave with a sense of accomplishment and tools to cope. A leader oversees managing a group, can manage time, and capable of redirecting the focus when necessary. It is also important for a leader to be cognizant of their member’s approach to activities and if they are ready. In 2000, Furr advocated for a six-step process in designing a group.
Topic: identity

What I learned from this reading is that a leader needs to be compassionate, have an “open door,” approachable demeanor, trustworthy, credible, dependable, however displaying authority within reason. Trust between members and the counselor is earned over sessions along with respect. The other aspect I learned is that every group is different, and a leader must also know to take charge of a group. Sometimes members will discuss or be repetitive so a counselor should know when to divert or assist the client to come to an end to what they are sharing. It’s a task that takes practice and skill.
Topic: identity

Boundaries assist people to take care of themselves, in a sense it’s like putting up walls to prevent from being hurt. When these are not established in a group therapy setting there runs the risk of lines being crossed. There are boundary violations that can take place. They can begin subtly or strengthen over time. Certain behaviors can develop, feel, and can act out. Some of these can include a feeling of shame or guilt, feeling like the victim, avoidance of conflict, and or putting the needs of others first (Pennington et al., 1993).
Topic: identity

When Beatrice and I were able to have a session, we were both having some family difficulties. With me, it was with my middle daughter and she was with her son and husband. I felt hesitant at the beginning to share any personal information but then reminded myself that this is what we are studying to do. This is the nature of what we will be doing. Once I started to talk about my situation my feeling was all or nothing. Beatrice provided some insight, related to my situation, disclosed some of her situations and shed some light on my situation as well.
Topic: identity

What I discovered about myself is that it wasn’t that hard to disclose and vice versa. You share a part of yourself and provide some hope to others and receive hope as well. Theory and research have suggested that counselor self-disclosure can be an effective technique if used for purposes that benefit the client (Cosby, 1973; Doster & Nesbitt, 1979; Halpern, 1977; Hendrick, 1987; Rogers, 1961; Strickler & Fisher, 1990; Watkins, 1990; Weiner, 1983). Self-disclosure is defined as “verbalized personal revelations made by the counselor to the client” (Watkins, 1990, p. 478).
Topic: identity

Some guidelines should be established at the beginning regarding self-disclosure. They’re also pros and cons to self-disclosure and as a counselor, it is important to be aware of them. If a leader chose to share it should be at the best interest and benefit of the group. Leaders should also use caution as to not to disclose too much information as well. As with anything else, there should be a balance so that the group stays on task and the attention does not get shifted.
Topic: identity

Rushton, Cindy Hylton. Armstrong, Linda. McEnhill, Marilyn. Wed, Sep 16, 2015. Establishing Therapeutic Boundaries as Patient Advocates. Retrieved from Carla E., and Murdock, Nancy L. Characteristics of Therapist Self-Disclosure in the Counseling Process. The University of Phoenix Library. Retrieved from Rajeev. Pradhan, Kajal Ray. Wong, Joyce. Theory and Practice in Language Studies, Vol. 4, No. 8, pp. 1536-1542, August 2014. The University of Phoenix Library. Retrieved from
Topic: identity

In this paper, we will be discussing about stereotyping and social identity theory and its effect on Hy Dairies Inc., a Midwestern company which manufactures milk produces, whose sales has increased compared to the past due to the marketing campaign conducted by a women of color. Perceptual error, its causes and its type would also be discussed. The type of perceptual error, i.e. halo effect and generalization, which has affected the company, would also be evaluated. We would be discussing about the effects of misperception in the organization.
Topic: identity

Stereotyping is a way of judging other people in fixed, unyielding terms (Pickering, 2015).For example: men are stronger than women, Asians are good at math, and people wearing spectacles are intelligent. Stereotype is based on our beliefs, thoughts and encounter of similar experience multiple times. Under various types of stereotyping gender stereotyping is mostly observed in most of the organizations. According to United Nations human rights, gender stereotyping is the generalized view of men and women based on their characteristics, attributes, and role in a social group. It is harmful as it restricts the ability of men’s and women’s capabilities to widen their abilities professionally.
Topic: identity

The theory of social identity is a classic theory of social psychology that attempts to explain conflict between groups as a function of self – definitions based on groups (Islam, 2014).Social identity theory is based on categories such as age, gender, religion, race, and status. We also tend to place ourselves in one of those groups. Due to stereotyping and social identity theory people we start discriminating, and develop sense of favoritisms. As a result of which we do not accept that everyone as equal. For example: When we start our studies in a new university we become close with certain group of people, this is the consequence of our preference towards certain people among a bunch of people.
Topic: identity

In the case of Hy Dairies, Inc., gender stereotyping was observed when Gilman, the vice president of the company had offered Rochelle a promotion as a market research coordinator. As both of them perceived the job offer in a completely different manner. Rochelle took the offer made by Gilman in a negative way by misinterpreting it by thinking that he was trying to sideline her due to her color and gender. This could be because of her past experience at her old job where she went through gender discrimination and also due to her preference of working in brand management. In contrast, Gilman had offered the job as he was very impressed with Rochelle’s work and saw it as an opportunity of growth for her, considering his past experience as he had also worked in that position few years ago. Clearly, Rochelle had misinterpreted the job offer made by Gilman as gender biasness. Lack of proper communication and one sided view was the core problem of this situation. As Rochelle did not consider speaking up against the decision make by Gilman and on the other hand Gilman had no idea what she actually wanted. If there had been a brief discussion about the job offer things would have been different, as doubts would have been cleared out.
Topic: identity

According to D. Scott &Baydon “Perception is a selective processes as eye is capable of sensing much more data then the brain is capable of processing. Six factors which enhance selectivity are background, intensity, extensity, concreteness, contrast, velocity and impressivity.” Perceptual error occurs when an individual are not able to see the reality. Perceptual error are of various type; namely selective perception, halo effect, contrast effect, projection, impression and, generalizing (Robbins, 2001). It is caused by various factors such as not collecting enough information, allowing early information affect our judgment and by accepting stereotypes uncritically. These perceptual errors could be overcome by avoiding snap judgments, developing self-awareness and checking our attributions
Topic: identity

In the case, generalization and halo effect was observed. Halo effect is caused when we judge or perceive an individual based on a single characteristic, such as appearance, behavior, or sociability. Halo effect has the deepest impact on perception of individual (Smiriti, 2018). Rochelle judged Gilman as a typical male in the top management who would not let black women get the promotion they desire and achievements rather sideline those women by offering a “backroom” job. In generalization, we tend to classify people and events into categories that we are familiar with, this helps us to simplify the complexity (Smiriti, 2018). This sometimes may result in wrong judgment. When Rochelle categorized Gilman as a man who thought women lacks capability to pursue a career in marketing due to her past experience with her former employer. As a result, based on her past experience she categorized Gilman even though she did not know him well and perceived the situation accordingly without even trying to understand the actual situation. Due to these perceptual errors there is a high chance that a conflict might occur.
Topic: identity

Misperception is the system that produces a deviation between the actual state and the perceived state obtaining information of our surrounding through our senses (Akaishi & Arita, 2003). In an organization, this would result in a conflict inside as well as outside the organization, but for an organization to run smoothly these type of conflicts must be reduces. We must first know the main causes of the conflict in an organization, such as stereotyping and perceptual error. Then we must try to solve those problems.
Topic: identity

Proper communication is one of the solutions to reduce misperception, as proper communication would help in free flow of information without any doubts. Making assumptions is the most common mistake we perform while communicating (Hurley Write, Inc., 2018), the result of this mistake would cause an argument in the company. Therefore, we must never assume anything and ask for clarification whenever necessary. In the case study, Rochelle did not try to confront about her doubts and misunderstandings to Gilman. This was the main problem seen which could have been easily solved with proper communication but instead Rochelle did not express about her feelings regarding the job offer. On the other hand, Gilman also did not consult about the offer he made, whether she was okay with the offer or not. This is a clear case of lack of proper communication.
Topic: identity

The top level management must be aware about misperception happening in the company. They are the decision makers of the company, and therefore they can do a number of things to increase accuracy. They must be aware of the common misperception in their organization so that they would be able to avoid it or compensate for them. There is no formula that will eliminate misperception or tell what image is correct (Jervis, 1977). Therefore, they could develop policies, provide trainings, and discourage stereotyping thoughts, or stop discrimination. In the case, Gilman being the vice president of marketing at Hy Dairies, Inc. did not make any efforts to know about the perspective of Rochelle. This shows that he did what he thought was correct rather than thinking from the perspective of the employee. This problem occurred also because they did not know each other very well. The solution would be to conduct outing once in a while so that their employees do not hesitate to open up if any problem occurs.
Topic: identity

The case study of Hy Dairies Inc. was relatable to the problem faced by various organizations. The case of stereotyping has been in the society for a long period of time which causes misperceptions. Rochelle had a stereotypical mindset based on her past experience which made her make a wrong choice by not speaking up with the vice president and keeping everything to herself which would make the situation even worst. She thought of her vice president as a person who believes in gender discrimination. But the vice president was unaware about the situation as he felt like he had made the right choice by offering the job which was also based on his past experience. The lack of communication was seen between the vice president and the employee, which was the major problem of the case. As a result of which, proper communication must be conducted without any hesitation in every organization so that peace and harmony would be maintained.
Topic: identity

There is another side of looking at it and that is in the form of oriental belief of oneself, that whenever a person goes, he cannot break up himself from his cultural root. According to this belief, migration and mobility may bring out numerous changes in language, the dress, and way of living life, but the spirit remains the same forever. The actual issue of identity crisis appears, when such persons discern themselves nowhere on the alien shores. They fail to detach themselves from their original root and equally fail to implant themselves in the land of new culture. According to Gardner Murphy, “Self is a center, an anchorage point, a standard of comparison, an ultimate real. Inevitably, it takes its place as a supreme value” (36).
Topic: identity

Bharati Mukherjee is one of the chief writers of Indian origin who presents Indians as protagonists in her fiction. Generally most of her novels narrate about Indian immigrants who struggle to settle in an alien country like America. Her main theme throughout her writing focuses on the condition of Asian immigrants in North America. Each character, caught in the tension of demand and desire, represents different characteristics of feminism and displacement. Wife (1975) where in dimple in torn between her dual role of a western woman of independence and that of a slavish Indian wife. She depicts the mental breakdown of a weak-minded young woman who becomes a prey for western culture and undergoes a traumatic experience of immigration from the patriarchal structured society of India to the liberated society of America. The middleman and other stories (1988) she highlights the immigrant experience on the whole. Jasmine (1989) she shows the possibilities of remaking oneself in the new world.
Topic: identity

Jhumpa Lahiri is one of the most celebrated American writers of Indian origin. Her writing explores an immigrant experience and identity of self. In The Namesake (2003) the female protagonist who immigrate with her husband, suffer not only the insecurity in the culture that is alien to her but also she caught between the two world that give rise to a kind of suffocation resulting from her inability for adaptation in the new world. The sense of exile and nostalgia for the homeland is very well exhibited by Jhumpa Lahiri in this novel. In her novels and collection of short stories she depicts the sensitive dilemmas encountered by Indians immigrants with the themes like marital difficulties, human relationships, and the disconnection between first and second generation US immigrants. Interpreter of Maladies (1999) she address sensitive dilemmas in the lives of Indian immigrants settled in USA.
Topic: identity

Manju Kapur is one of the living dynamic writers in Indian English Literature was born on October 25, 1948 at Amritsar in Punjab. She did her M.A. in English from Dalhouise University in Halifax, Nova Scotia, Canada and then she did her M.Phil from Delhi University. She has taught English Literature under the name Manju Kapur Dalmia in Miranda House, Delhi University for fourteen years from where she had her under graduation. She took voluntary retirement to devote herself completely to produce creative writing in English. She is married to Gun Nidhi Dalmia who belongs to the affluent family of Dalmias. She has three daughters, names Amba, Maya, and Katyayani and a son name Agastya. She currently lives in New Delhi with her husband and children.
Topic: identity

Kapur has produced many valuable feminist novels. Her first novel, Difficult Daughters (1998) which won international acclaim with the commonwealth writers’ prize for the first book and this novel earns her substantial success, both commercially and critically, in India as well as abroad. It has been translated into different languages such as Spanish, Dutch, German, Greek and Italian. Her second novel, A Married Woman (2002) won shortlisted for Encore Award. Her third novel, Home (2006) was shortlisted for
Topic: identity

Chastity is an idealistic follow up on identity to be completely and totally self-providing for God until you get married. Chastity isn’t all around ordinarily known to the more youthful group. Today it is normal for a fifteen to twenty-year-old young lady to get pregnant. This leads young ladies and their families into numerous difficult to face decisions. These decisions for the most part make disturbance and turmoil in the families which destroys families.
Topic: identity

These diversions incorporate drugs, sex and alcohol. These things may look pleasant and accommodating, yet the final product is constantly negative regardless of how frequently you disclose to yourself it isn’t. An example of this is a story of a man that I heard in the past. He was a decent man who had two superb children, however, has never been married. He has experienced some intense times. Extremely his life is one tremendous exciting ride that he never gets off.