Any discussion on psychological development and three great minds will come to the surface Piaget, Freud, and Erikson.However, Erik Erikson stands out for several reasons, unlike Piaget and Freud Erikson had no advanced degree of any kind.In fact, at the age of 25 he had not established any form of professional goal and had no idea what he wanted to do.The man who is now named Erik Homburger Erikson was born in Frankfurt, Germany on June 15, 1902 to a young Jewish woman by the name of Karla Abrahamsen.At Erikson birth his mother was living with her family after leaving her husband Valdemar Salomonsen, a Jewish stockbroker.Salomonsen had left Germany four years earlier after being connected with fraud and criminal activities.Karla Abrahamsen had an extramarital affair in her husband's absence and become pregnant.She never discussed the identity of her son's biological father, beyond the fact that he was Danish.She listed her son's surname as "Salomonsen." A short time later, word arrived that Valdemar Salomonsen was dead.Karla, a trained nurse, eventually remarried when Erik was about three years old.Erik's stepfather was also his pediatrician, Dr.Theodor Homburger.Dr.Homburger insisted on being referred to as Erik's father and in 1908 Erik Salomonsen became Erik Homburger, and in 1911 Erik was legally adopted by Homburger.However, it became apparent, with the arrival of three half sisters, that Erik held a very different place in the Homburger's family as the adopted stepson.Throughout his adolescence years Erik was increasingly identified as an outsider, both internally and in the community.At school he was teased for being Jewish and at the synagogue he was teased for being tall and blond.Furthermore, Erik's stepfather refused to accept his strong artistic inclinations and desires.Many believe that this is when Erikson faced his own identity crisis.When Erik completed preparatory school, he refused to enroll in medical school as his stepfather wished.Instead, Erik left home to enroll in Baden State Art School.A year later he left school and travel all over Europe earning a meager keep by painting portraits.Erik had adopted what he later called a narcissistic lifestyle sketching, making wood carving, and avoiding the world's social and political problems.While traveling in Europe Erikson found himself in Vienna, where he developed a friendship with Peter Blos, an adolescent therapist in his own rights, who suggested that Erikson should expand his efforts by tutoring and teaching art at the Hietzing School run by Dorothy Burlingham, a close friend of Anna Freud, the daughter of Sigmund Freud.Recognizing Erikson's natural skill working with children, Anna Freud begins mentoring him.It should be noted that he was still known as Erik Homburger at this time.His training, which included intensive psychoanalytic sessions with Anna Freud, resulted in being awarded a certificate from the Vienna Psychoanalytic Society.At the same time, Erikson also studied at the University of Vienna, and earned his teaching degree with a certificate in the Montessori methods.He continued to teach and under the guidance of Ms.Freud Erikson become more involved in psychoanalysis.Shortly thereafter, he became engaged and married to Joan Serson, a dance instructor at the Hietzing School.Eventually, economic constraints and the rise of Nazism over Europe the couple, including two sons, move to Copenhagen, and later to the United States.After arriving in the United States his efforts to practice as a child psychoanalyst were not supported by the medical community due to his lack of an advanced degree.In other words, Erikson did not have a medical degree.During this period, he worked as an assistant professor and a research assistant at both Harvard and Yale.He also took some graduate level courses, but it was his training with Anna Freud and his connection with members of the Vienna Psychoanalytic Society that won him professional acceptance in the United States.Later he moved to San Francisco Bay area, where he took a position as research associate and a lecturer at the University of California at Berkeley.Erikson applied for and was granted United States citizenship in 1939.Meanwhile he had changed his last name to Erikson.It is believed that the choice of name was influenced by his older son in keeping with Scandinavian tradition in keeping the father's name as part of the surname.There is a slight belief that "Erik" may have been the name of his biological father as well.It was at Berkeley that Erikson began his groundbreaking research into childhood and childrearing among the Lakota and the Yurok tribes.Erikson was influenced by the works of cultural anthropologists like Franz Boas, Ruth Benedict, Margaret Mead, Gregory Bateson, and by the theories of Sigmund Freud, also his own experience with psychoanalysis.From this foundation Erikson built his own highly rich and original theory on child development.Erikson stayed quite close to the theoretical path developed by Sigmund Freud, but there were detours as well.He embraced Freudian notions of the ego the Oedipal Complex and the development of self through various stages.However, Erikson strayed from the idea of a universal drive from within the psyche to explain cognitive and personality development; as Freud did.Erikson, however, included information from anthropology including the role played by society and culture in the child's developmental process.In other words, children from different culture learn different values, different goals, and very different kinds of nurturing and guidance.These differences are powerful and shape the child's psyche while influences how the individual will navigate the challenges presented by psychological and physical development throughout their lifespan.Also, Erikson's theory of development consists of eight distinct stages in contrast to Freud's theory of five stages.The eight stages are. Trust vs.Mistrust, Autonomy vs.Shame & Doubt, Initiative vs.Guilt, Industry vs.Inferiority, Identity vs.Role Confusion, Intimacy vs.Isolation, Generativity vs.Stagnation, and Integrity vs.Despair.To negotiate each stage successfully, the individual must find the correct balance between the two tasks.For example, the individual must feel a healthy degree of trust while maintaining a certain level of distrust to avoid gullibility.Many psychologist and psychotherapist, surveyed by this author, agreed that Erikson's contributions to the understanding of child development are equal in impact and significance by the work of Jean Piaget.Both Piaget and Erikson came to the same conclusion that children should not be rushed in their development, each developmental stage is very important and should be allowed time to fully unfold.According to Piaget's theory cognitive development could not be rushed without forfeiting full intellectual potential.While Erikson's theory emphasized that a child's development must not be rushed, or serious emotional harm would occur, harm that would seriously undermine the child's ability to succeed in life.After his retirement from Harvard University in 1970, Erikson continued writing, doing research, and occasionally lecturing.However, in 1980 he developed serious health problems, including prostate cancer, which forced him into full retirement.On May 12, 1994 Erikson died peacefully in his sleep at the age of 91.References. Wrightsman, Lawrence S., (1994), Adult Personality Development. Theories and Concepts, Sage Publications, New Delhi.Http.//www.Insightconsultant.Com.
Tuesday, September 4, 2012
The Life and Time of Erik H Erikson - The Man and His Theory
Any discussion on psychological development and three great minds will come to the surface Piaget, Freud, and Erikson.However, Erik Erikson stands out for several reasons, unlike Piaget and Freud Erikson had no advanced degree of any kind.In fact, at the age of 25 he had not established any form of professional goal and had no idea what he wanted to do.The man who is now named Erik Homburger Erikson was born in Frankfurt, Germany on June 15, 1902 to a young Jewish woman by the name of Karla Abrahamsen.At Erikson birth his mother was living with her family after leaving her husband Valdemar Salomonsen, a Jewish stockbroker.Salomonsen had left Germany four years earlier after being connected with fraud and criminal activities.Karla Abrahamsen had an extramarital affair in her husband's absence and become pregnant.She never discussed the identity of her son's biological father, beyond the fact that he was Danish.She listed her son's surname as "Salomonsen." A short time later, word arrived that Valdemar Salomonsen was dead.Karla, a trained nurse, eventually remarried when Erik was about three years old.Erik's stepfather was also his pediatrician, Dr.Theodor Homburger.Dr.Homburger insisted on being referred to as Erik's father and in 1908 Erik Salomonsen became Erik Homburger, and in 1911 Erik was legally adopted by Homburger.However, it became apparent, with the arrival of three half sisters, that Erik held a very different place in the Homburger's family as the adopted stepson.Throughout his adolescence years Erik was increasingly identified as an outsider, both internally and in the community.At school he was teased for being Jewish and at the synagogue he was teased for being tall and blond.Furthermore, Erik's stepfather refused to accept his strong artistic inclinations and desires.Many believe that this is when Erikson faced his own identity crisis.When Erik completed preparatory school, he refused to enroll in medical school as his stepfather wished.Instead, Erik left home to enroll in Baden State Art School.A year later he left school and travel all over Europe earning a meager keep by painting portraits.Erik had adopted what he later called a narcissistic lifestyle sketching, making wood carving, and avoiding the world's social and political problems.While traveling in Europe Erikson found himself in Vienna, where he developed a friendship with Peter Blos, an adolescent therapist in his own rights, who suggested that Erikson should expand his efforts by tutoring and teaching art at the Hietzing School run by Dorothy Burlingham, a close friend of Anna Freud, the daughter of Sigmund Freud.Recognizing Erikson's natural skill working with children, Anna Freud begins mentoring him.It should be noted that he was still known as Erik Homburger at this time.His training, which included intensive psychoanalytic sessions with Anna Freud, resulted in being awarded a certificate from the Vienna Psychoanalytic Society.At the same time, Erikson also studied at the University of Vienna, and earned his teaching degree with a certificate in the Montessori methods.He continued to teach and under the guidance of Ms.Freud Erikson become more involved in psychoanalysis.Shortly thereafter, he became engaged and married to Joan Serson, a dance instructor at the Hietzing School.Eventually, economic constraints and the rise of Nazism over Europe the couple, including two sons, move to Copenhagen, and later to the United States.After arriving in the United States his efforts to practice as a child psychoanalyst were not supported by the medical community due to his lack of an advanced degree.In other words, Erikson did not have a medical degree.During this period, he worked as an assistant professor and a research assistant at both Harvard and Yale.He also took some graduate level courses, but it was his training with Anna Freud and his connection with members of the Vienna Psychoanalytic Society that won him professional acceptance in the United States.Later he moved to San Francisco Bay area, where he took a position as research associate and a lecturer at the University of California at Berkeley.Erikson applied for and was granted United States citizenship in 1939.Meanwhile he had changed his last name to Erikson.It is believed that the choice of name was influenced by his older son in keeping with Scandinavian tradition in keeping the father's name as part of the surname.There is a slight belief that "Erik" may have been the name of his biological father as well.It was at Berkeley that Erikson began his groundbreaking research into childhood and childrearing among the Lakota and the Yurok tribes.Erikson was influenced by the works of cultural anthropologists like Franz Boas, Ruth Benedict, Margaret Mead, Gregory Bateson, and by the theories of Sigmund Freud, also his own experience with psychoanalysis.From this foundation Erikson built his own highly rich and original theory on child development.Erikson stayed quite close to the theoretical path developed by Sigmund Freud, but there were detours as well.He embraced Freudian notions of the ego the Oedipal Complex and the development of self through various stages.However, Erikson strayed from the idea of a universal drive from within the psyche to explain cognitive and personality development; as Freud did.Erikson, however, included information from anthropology including the role played by society and culture in the child's developmental process.In other words, children from different culture learn different values, different goals, and very different kinds of nurturing and guidance.These differences are powerful and shape the child's psyche while influences how the individual will navigate the challenges presented by psychological and physical development throughout their lifespan.Also, Erikson's theory of development consists of eight distinct stages in contrast to Freud's theory of five stages.The eight stages are. Trust vs.Mistrust, Autonomy vs.Shame & Doubt, Initiative vs.Guilt, Industry vs.Inferiority, Identity vs.Role Confusion, Intimacy vs.Isolation, Generativity vs.Stagnation, and Integrity vs.Despair.To negotiate each stage successfully, the individual must find the correct balance between the two tasks.For example, the individual must feel a healthy degree of trust while maintaining a certain level of distrust to avoid gullibility.Many psychologist and psychotherapist, surveyed by this author, agreed that Erikson's contributions to the understanding of child development are equal in impact and significance by the work of Jean Piaget.Both Piaget and Erikson came to the same conclusion that children should not be rushed in their development, each developmental stage is very important and should be allowed time to fully unfold.According to Piaget's theory cognitive development could not be rushed without forfeiting full intellectual potential.While Erikson's theory emphasized that a child's development must not be rushed, or serious emotional harm would occur, harm that would seriously undermine the child's ability to succeed in life.After his retirement from Harvard University in 1970, Erikson continued writing, doing research, and occasionally lecturing.However, in 1980 he developed serious health problems, including prostate cancer, which forced him into full retirement.On May 12, 1994 Erikson died peacefully in his sleep at the age of 91.References. Wrightsman, Lawrence S., (1994), Adult Personality Development. Theories and Concepts, Sage Publications, New Delhi.Http.//www.Insightconsultant.Com.
Development Through The Lifespan Where To Buy Invitation To The Life Span
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as of 2012-09-05 01:32 PM
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KATHLEEN STASSEN BERGER’s bestselling textbooks are un-matched for the engrossing, culturally inclusive way they communicate the essential science of human development. But that does not even begin to convey what the Berger experience is: What makes these bestselling textbooks so distinctive is the unmistakable presence of KATHLEEN STASSEN BERGER on every page, in writing that continually draws on the author’s teaching and family life to demonstrate a remarkable understanding not just of the field, but of students’ questions, their concerns, and their lives.
The distinctive, definitive BERGER touch is evident throughout her new textbook, Invitation to the Life Span. This brief, original, 15-chapter textbook was created from page 1 to address the challenges teachers and students face when covering the entire life span in a semester (or even a quarter!). The hallmark Berger qualities are all here—the relatable presentation of research, the inclusive approach to world cultures, the study help that builds critical thinking and observational skills, the outstanding media and supplements—and all held together with Berger’s skill in bringing students and the science together.
Teaching Soft Skills In Schools - Need Of The Hour
The traditional teaching context sets itself outside the main stream of life, outside the hustle and bustle of the local community.Some of the underlying premises of 'institutionally based' teaching are that it can best take place in a specifically designed place, at specific times, with experts specialized in teaching, using carefully selected material and according to a predetermined path.The result of this perspective with respect to learning is that the context created for teaching bears little resemblance to life in the rest of the world.In the real world, ignoring soft skills is the equivalent of sending kids into the woods without camping gear-or at least with nothing but a sleeping bag.There is a clear lack of soft skills among a large portion of students; that the problem is rooted in our existing educational system-which is primarily focused on imparting/acquiring 'hard skills', and that it must be tackled at student as well as faculty level.Over the past few years there has been a growing awareness for the need for soft skills development among the academia and the corporate.Indeed, many institutes have also introduced a component of soft skills in the curricula.But these initiatives are the proverbial drop in the ocean.Most have not had the desired impact.There is a need to review the situation and develop strategies to overcome these problems without undermining the importance of hard skills.The plight of today's children can be seen at subtle levels, in day-to-day problems that have not yet blossomed into major crises.Based on parents' and teachers' assessments, children on average were doing poorly in these specific ways. withdrawal or social problems, anxious and depressed, attention or thinking problems, delinquent or aggressive.This is a new kind of toxicity seeping into and poisoning the very experience of childhood.This malaise seems to be a universal price of modern life for children.No children, rich or poor are exempt from these risks.These problems are universal, occurring in all ethnic, racial and income groups.Learning soft skills is not just about learning manners, etiquette and English as is commonly perceived.Therefore, the indignant refrain from parents/educators of the middle class and wealthy that their children did not need such learning is totally miss-placed.In the absence of good support systems, external stresses have become so great that even strong families are falling apart.The hectic-ness, instability and inconsistency of daily family life are rampant in all segments of our society, including the well-educated and well-to-do.If families no longer function effectively to put our children on a firm footing for life, what are we to do? As family life no longer offers growing numbers of children a sure footing in life, schools are left as the one place communities can turn to for correcting children's deficiencies in soft skills, emotional and social competence.That is not to say that schools alone can stand in for all the social institutions that too often are in or nearing collapse.But since virtually every child goes to school (at least at the outset), it offers a place to reach children with basic lessons of living that they may never get otherwise.Soft skill literacy implies an extended mandate for schools, taking up the slack for failing families in socializing children.This daunting task requires that teachers go beyond their traditional mission.As children change and grow the preoccupation of the hour changes accordingly.To be most effective soft skill and emotional literacy must be pegged to the development of the child, and repeated at different ages in ways that fit a child's changing understanding and challenges.The timetable is intertwined with allied lines of development, particularly for cognition, on the one hand, and brain and biological maturation, on the other.The 5-year old, on entering the wider social world of school, enters to the world of social comparisons - being able to compare oneself to others on particular qualities, whether popularity, attractiveness, or skateboarding talents.From ages from six to eleven school is a crucible and a defining experience that will heavily influence children's indolence and beyond.A child's sense of self-worth depends substantially on his or her ability to achieve in school.A child who fails in school sets in motion the self-defeating attitudes that can dim prospects for an entire lifespan.Puberty-because it is the time of extraordinary change in the child's biology, thinking capacities, and brain functioning-is also crucial time for soft skills and emotional literacy lessons.Teen years-most of the adolescents are ten to fifteen years old when they are exposed to sexuality, alcohol and drugs, smoking and other temptations.The transition to middle school or junior high marks an end to childhood, and is itself a formidable emotional challenge.It is that this juncture that it helps to buttress boys' and girls' abilities to build close relationships and navigate crises in friendship, and to nurture their self-confidence.Those that have had their literacy classes find the new pressures of peer politics, the upping of academic demands and the temptations to smoke and use drugs less troubling than do their peers.Soft skills and emotional literacy expands our vision of the task of schools themselves, making them more explicitly society's agent for seeing that children learn these essential lessons for life-a return to the classic role of education.It also works best when the lessons at school are coordinated with what goes on in the children's homes.That way children get consistent messages about soft skill and emotional competencies in all parts of there lives.In short, the optimal design of such programs is to begin early, be age-appropriate, run through out the school years and intertwine efforts at school, at home and in the community.It increases the likelihood that what children learned will not stay behind at school, but will be tested, practiced, and sharpened in the actual challenges of life.Another way in which this focus re-shapes schools is in building a campus culture that makes it a "caring community", a place where students feel respected, cared about, and bonded to classmates, teachers and the school itself.It would be nave not to anticipate hurdles in getting such programs into schools.Many parents may feel that the topic itself is too personal a domain for the schools that such things are best left to parents.Teachers may be reluctant to yield yet another part of the school day to topics that seemed unrelated to the academic basics, some teachers may be too uncomfortable with the topics to teach them, and all will need special training to do so.Some children too, will resist, especially to the extent that these classes are out of synch with their actual concerns, or feel like intrusive impositions on their privacy.And then there is then dilemma of maintaining high quality, and ensuring that slick education marketers do not peddle ineptly designed emotionally-competent programs that repeat the disasters of say, ill-conceived courses on drugs or teen pregnancy.Soft Skills and Emotional Literacy improve academic achievement.This is not an isolated finding; it recurs again and again in such studies.In a time when too many children lack the capacity to handle their upsets, to listen or focus, to rein in impulse, to feel responsible for their work or care about learning, anything that will buttress these skills will help in their education.Soft skills and emotional literacy courses seem to help children better fulfil their roles in life, becoming better friends, students, sons and daughters- and in the future are more likely to be better husbands and wives, workers and bosses, parents, and citizens.A rising tide lifts all boats.It's not just the kids with problems, but all kids who can benefit from these skills; these are an inoculation for life.Children today have poor soft skills and emotional literacy because we as a society have not bothered to make sure every child is taught the essentials of handling anger or resolving conflicts in a positive manner.Nor have we bothered to teach empathy, impulse control, or any of the other fundamentals of soft skills and emotional competence.By leaving these issues children learn to chance, we risk largely wasting the window of opportunity presented by the slow maturation of the brain to help children cultivate a healthy emotional repertoire.Despite high interest in emotional literacy among some educators, these courses are yet rare; most teachers, principal and parents simply do not know they exist.The best models are largely outside the educational mainstream, in a handful of private schools and a few hundred public schools.Shouldn't we be teaching these most essential skills for life to every child-now more than ever? And if not now, when?Considering the fact that during the last decades in society the perceived importance of soft skills has increased significantly, it is of high importance for everyone to acquire adequate skills beyond academic or technical knowledge.This is not particularly difficult.Once a shortcoming in a certain area of soft skills has been identified at oneself, there are numerous ways of rectifying such a deficiency.Educators have a special responsibility regarding soft skills, because during students' school time they have major impact on the development of their students' soft skills.Besides raising awareness regarding the importance of soft skills and encouraging students to improve their skills, lecturers should actively practice soft skills with their students.As a positive side effect the lessons will become more attractive, which in turn will increase the success rate of learners.Soft skills fulfill an important role in shaping an individual's personality by complementing his/her hard skills.However, over emphasizing it to such an extent should not taint the importance of soft skills, that hard skills, i.E.Expert knowledge in certain fields, are demoted to secondary importance.
Monday, September 3, 2012
Pest Profile: Fleas
Fleas have always been a huge problem for people, but never more so than when they managed to wipe out between 30 to 60 percent of the world's population by spreading the bubonic plague.Fleas bite and transmit disease and can serve as vectors for parasites.Learn more about these pests and how to get rid of them.Fleas 101 Fleas are tiny bloodsucking parasites that enjoy feeding off of any creature with warm blood, including humans.They are found worldwide, and have lived in close contact with humans and human-domesticated animals for several millennia.Fleas lack wings, and use powerful legs to jump wherever they need to go, usually onto a host.They are finely attuned to their hosts, and can even tell when certain animals are about to give birth through the hormones found in the host's blood.Why They're Pests Fleas aren't really picky about where they get their blood.They'll settle for your dog, cat, rabbit, hamster, bird, baby, you-anything or anyone with warm blood, really.And once they find a blood source, they're more than happy to dig in, settle down, and give birth to over 500 new pests each in their lifespan.They're easy to bring home, and very difficult to get rid of.The Dangers of Infestation Depending on your location in the country, an infestation can mean more than a few bites, itchiness, and annoyance.Fleas still can carry the bubonic plague, and they also can carry typhus.Other diseases and parasites can come with these little bloodsuckers as well.For your pets, an infestation can be particularly bad.Many pets are allergic to bites and can develop major skin problems ranging from simple itching to oozing sores and bald patches.When pets try to scratch by using their mouths (either by biting or licking), they can ingest the fleas, which often carry tapeworms which are then transferred to your pet, giving your home the extra pleasure of dealing with a tapeworm problem on top of your flea problem.Particularly bad infestations can also end up killing smaller animals or young kittens and puppies, so homes that have young or small animals present should be particularly vigilant about pest presences.Extermination and Control Getting rid of fleas in your home is a complicated process which is nearly impossible to do on your own.To get rid of fleas, you should treat both your pets and your environment at the same time.Call a professional extermination team to take care of your home.The pest exterminators will treat both your home's interior and the perimeter of your home to eradicate your existing problem and destroy any potential new issues by killing off eggs and larvae that have not reached maturity.While the pest extermination professionals are taking care of your home, take your pets to your vet to determine the best course of treatment-don't trust flea medicines you can find at the grocery store to take care of your problem without harming your pet.Timing the vet visit with the pest control company's visit is usually the best way to go since simultaneous treatment is the most effective and since your pets should not be present for the in-house extermination.
Development Through The Lifespan Human Development And Performance Throughout The Lifespan Best Price
Development Through The Lifespan See Human Development and Performance Throughout the Lifespan Details
List Price : $145.95 Price : $116.50
as of 2012-09-03 11:46 PM
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This exciting book provides entry-level users in rehabilitation disciplines such as occupational therapy and physical therapy with an overview of normative life tasks and roles across the lifespan. In addition, it considers the impact of disease and disability on these normative roles. Written by an occupational therapist and a physical therapist, this comprehensive book has many chapters by leading experts in human development, giving users cutting-edge information and a wide range of perspectives. It integrates information from the World Health Organization's International Classification of Function and Disability (ICF) with a developmental life-task perspective, giving those new to the disciplines as well as individuals who have been in professional practice an essential, contemporary frame of reference. With an attractive two-color interior design and rich visuals, this engaging new book integrates information from a number of core disciplines to permit easy understanding of the newer concepts of function and disability.
Online Psychology Degree Programs
Now is a great time to be looking for a job in the field of psychology, especially if you have recently completed your psychology degree in a preferred specialization.Initially, it is important to develop a strong sense of goal and the ability to understand human behavior through critical thinking and analysis.The field of psychology is founded on examining behavioral processes in humans and requires a psychologist to understand the minds of people completely.Look for the best colleges to pursue Bachelor and Master Degree in psychology.Students can learn so much from faculty members who possess years of practical knowledge in their field.Get complete information about study material, specifically that which relates to your focus in the field.Look for various psychology programs at different academic levels as well as individual psychology courses that can contribute to your overall professional development.Give proper weight to further studies and consider earning your doctorate in psychology and deeply experience the full measure of your field.A great option is to look for the best colleges for psychology that offer online programs ranging from a Bachelors degree to MBAs and PhDs.Psychological studies focus on the details of different human experiences as the core of its programs.Here are some examples of major psychology programs to consider..Associates Degree in Psychology. An associate's degree will take 2 years to complete.The courses are basic but will be a great foundation for transferring to a 4-year college or university.Most entry level jobs require a bachelor's degree as a minimum, but an associates degree allow you to gain skills and a solid background as you move forward in your education.Bachelor Degree in Psychology. A bachelor's degree program is either a Bachelor of Science or Bachelor of Arts.These differ only in the number of course focusing on liberal arts vs.Science as their background.It is usually based on what the school you select offers.A bachelor's degree provides you the basic insight of a general foundation in psychology.Students become familiar with cognitive and affective processes, which underline the basis of human development and behavior.These programs are designed to supervise your thinking skills, enhance your critical thinking power, communication, understanding and human analysis in the hopes that you will utilize them in the future.Masters in Psychology. A master's degree again come as either MS, or MA.This upper level of education focuses on clinical study of human psychology including specialization such as child psychology, mental health, and others.It includes behavior, thought process and emotions, which takes proper practical knowledge to define behavior and research methods.Study research methods explore various applications for application in different inter and intra-personal issues.Individual Psychology Courses. This is a very popular psychology program.It can help an individual grow with a large selection of informative and inspirational psychology programs.Individual Psychology programs include..Undergraduate Courses.Human Motivation Theories of Personality Organizational Psychology General Psychology Cognitive Psychology Stages of life.Graduate Courses.Psychology of Learning Physiological Psychology Lifespan Development and Learning Personality Theories Multicultural Psychology.An accredited degree program can help you shape your career in the field of psychology and your future earnings through it.Counseling and psychology degrees offer the potential to earn $45,000-$58,000 per year.Specific fields can get you involved as the counselor in a school, guidance, vocational, mental health, or marriage fields.Hard work as you experience all this field has to offer can certainly help you reach great heights in the field of psychology in your future.
What Are The Requirements for Accelerated Nursing Programs?
The U.S.Department of Labor's recent estimate reveals the country would be in need of a million registered nurses in the next 5-6 years.Now, if you are a graduate in any discipline and looking for employment, you are probably at the right place at the right time.The new accelerated nursing program is designed with people like you in mind.This program offers you the chance to qualify as a registered nurse at a quick pace and start earning.So if you enjoy being of service to others, yet do not have the time to spend 3-4 years for further study, then you should apply for this program.Just read up on the accelerated nursing program requirements listed below and gear up for the program.What is the Accelerated Baccalaureate and Master's Degrees in Nursing?The fast-track or accelerated baccalaureate program in nursing can be completed in 11 to 18 months.On completion of your study you become a registered nurse (RN).The accelerated master's degree in nursing takes about three years to complete.Both the programs are intensive, completing programmatic objectives in a short time; the learning process in the accelerated programs builds extensively on your previous education experience.The program provides you with equal hours of clinical exposure as you would in a traditional nursing course.These courses are held in 43 states across the US, in the District of Columbia and Guam.At present there are nearly 270 accelerated baccalaureate programs and more than 70 fast-track master's programs available in America.You must be a graduate or possess a bachelor's degree in any discipline to be eligible to apply for the baccalaureate program.What Are the Accelerated Nursing Program Requirements?To be eligible you must have a minimum of a 3.0 in your Grade Point Average (GPA).Since these intensive programs are full time with no breaks for sessions you will be encouraged not to work during the study.Your application process will also require you to go through a very thorough prescreening process where your capabilities and skills will be judged.The College of Nursing runs the Accelerated Bachelor of Science in Nursing (ACC BSN) for 16 months during each fall and spring on its South Carolina campus.The basic requirements for admission are -.A 3.0 in GPA on a 4.0 scale.A 'C' grade in the prerequisite courses.You must have passed in 3 out of 4 science courses - human anatomy, physiology, microbiology and elective science.3 references.A 100-word essay.A resume.Volunteer or work experience in a healthcare facility is an added qualification.Prerequisites for Graduate Applicants.If you are a graduate you must have gone through the following courses by the time you complete your studies at the College of Nursing.These are..Life span human growth and development.Human anatomy.Human physiology.Microbiology.Statistics.Science elective.Prerequisites for under graduates are..English composition/literature.Lifespan human growth and development.Human anatomy.Human physiology.Microbiology.Statistics.Science elective.Social science and humanities electives.General electives.The application deadlines in the College of Nursing are as follows..January 15 for regular admissions and November 15 for priority admissions for fall semesters;.September 15 for regular admissions and August 15 for priority admissions for spring semesters.What Scholarships Are Given in this Program?Scholarships or financial aid for students in the accelerated nursing program is still not wide-spread.Some of the nurse employers who are doing their bit are the Carondelet Health Network, Tenet Healthcare, and North Carolina Baptist Hospital, Duke University Health System,University of Missouri Health Care and some others.
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