History of Psychology

History of Psychology Free Online Research Papers People are constantly questioning who they are and where they have come from, these questions can easily be classified as the most common psychological, and at the same time, philosophical ideas that people face each and every day. Psychology and philosophy have much in common, including the fact that they both study human mind that is influenced by historical and cultural forces. Psychology can assist all people to organize their thoughts and gain perspective on possible mental disorders. During the mid 19th century, Wilhelm Wundt, a German physiologist started using scientific research methods to look into reaction times. This is the time when it is said that psychology actually began since this is when Wundt created the first psychology laboratory in Leipzig. In the time since psychology has cut itself off from philosophy. The exploration of psychology was begun with structuralism; this was the idea that the object of psychological investigation should be the conscious mind. This approach had its challenges and for this reason was soon replaced by functionalism. William James was the creator of this new school of thought and eventually led him to become the leading American Psychologist of his time and his principals of psychology made him the father of American Psychology. Functionalism focused on how the human behavior works towards helping people exist comfortably in their respective environments. Functionalists like to use methods such as direct observatio n. Next came Sigmund Freud, Freud took the Psychology field by storm with his ideas of the unconscious human mind being responsible for the majority of psychological disorders. Freud’s work with patients who suffered from ailments such as hysteria led him to believe that our early childhood experiences (Goodwin, C.J.) and our unconscious impulses are what lead us into becoming the individuals that we are as adults. Freud’s thoughts and ideas had such an impact on the 20th century psychology field that he actually influenced the mental well being as well as in many other fields such as art and literature. Behaviorism also emerged during the 20th century and psychology began a dramatic evolution. Behaviorism focused more on the observable behaviors and rejected the previous ideas of the conscious as well as the unconscious mind. Behaviorism became such a dominant force in the field of psychology that this school of thought reigned supreme for almost fifty years. Even though, over time, this school of thought did loose some of its steam the basic principals of behaviorism are still used today. Many therapeutic methods such as behavioral modification are often used to help children overcome maladaptive behaviors and also assist in them learning new skills. Conditioning is another type that is still used in most situations ranging from education to parenting. As we have seen, behaviorism and psychoanalysis dominated the first half of the 20th century but a new school of thought, known to us as humanistic psychology emerged during the latter half of this century. This school of thought was most frequently referred to as the â€Å"third force† in psychology and this theoretical concept lays emphasis on conscious experiences. Throughout time there have been enormous changes throughout the psychology field and there has also been an enormous amount of growth since the days of Wundt. Psychology continues to grow and change as we learn more and more about whom we are and why we are here. Recent psychological research centers mostly on the many aspects of the human behavior and experience, starting at the impact of cultural and social factors and continuing through the biological influences on human behavior. Those who practice in the field of psychology today tend not to classify themselves under one particular school of thought but rather focus on certain specialty perspectives or areas. These individuals usually draw their conclusions from a wide range of theoretical backgrounds. Due to these recent changes we must conclude that the field of psychology will continue to evolve and change throughout time and that we can still add our input to assist in the shaping of the future of this quizzical field. References Goodwin, C.J. (2008). A History of Modern Psychology (3rd ed.) Hoboken, NJ: Wiley Research Papers on History of PsychologyThree Concepts of PsychodynamicEffects of Television Violence on ChildrenAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtBook Review on The Autobiography of Malcolm XMarketing of Lifeboy Soap A Unilever ProductGenetic EngineeringStandardized TestingThe Spring and AutumnTrailblazing by Eric Anderson

Introduction to Counselling Essay Essays

Introduction to Counselling Essay Essays Introduction to Counselling Essay Essay Introduction to Counselling Essay Essay Definition of a CounselorGuidance is about to give aid instead than advice. advice often means stating people what they should or ought to make. and this has no topographic point in reding. Counselors look at what is possible. but do non state clients what they should make. That would be the counselor taking control instead than the client deriving control. The primary difference between reding and other signifiers of assisting is the manner in which the counselor listens. A counselor should ever be factual within their notes. you should ever take notes after a session while fresh on your head. taking notes in a session can do clients to maybe experience disquieted or nervous on what you’reseting down and besides maintain you interested and proved to be listening. The difference between advice. counsel and guidance Advice: Chiefly a one-way exchange. giving an sentiment. doing a opinion. doing a recommendation =Persuasive. Guidance: Chiefly a one-way exchange. demoing the manner. educating. act uponing. teaching =Encouraging. Skills of a counselor Every individual who uses reding accomplishments is designated a counselor. We can separate two wide groups of people who use reding accomplishments. people who are called counselors who engage in reding as a distinguishable business and others who use reding accomplishments as portion of their other accomplishments. They would be temporarily in the function. for illustration we go to our physician for something medical or a head-shrinker for something spiritually incorrect these set up a assisting relationship. What they offer is non reding nevertheless they use reding accomplishments. they may besides be trained counselors so the dividing line is non clear cut. The difference is that the individual knows when guidance is taking topographic point and has agreed to it. Other accomplishments you pick up on when reding are: * Respecting personal infinite* maintaining legs uncrossed and sitting relaxed* Being unfastened with organic structure linguistic communication.* Bringing your organic structure in to speak is being interested and sitting back shows you’re interested and engaged. * Memory is the key.* Try non to speak with custodies or sit on them.* Clothing can be insouciant but formal depending on where you work * Puting a good first feeling is of import* Keep facial looks to a minimal show look but bound to how much. * Eye contact should be minimum maintain eyes traveling around the face * Think about distractions before your client arrives * Keep your client informed on what we’re traveling to make and non make. * Being agreeable and willing to be at that place. and most significantly assisting yourclient to acquire back on path. Valuess of reding and psychotherapeutics Valuess inform principals. They represent the of import manner of showing a general ethical committedness that becomes more exactly defined and action-orientated when expressed as a principal. At all times counselors must demo a committedness to:Respecting human rights and self-respectProtecting the safety of clientsSing the unity of practitioner/client relationshipsEnhancing the quality of professional cognition and its application Alleviating personal hurt and agonyFostering a sense of ego that is meaningful to the individual ( s ) concerned Increasing personal effectivityEnhancing the quality of relationships between peopleAppreciating the assortment of human experience between peopleEndeavoring for the just and equal proviso of guidance and psychotherapeutics services Ethical rules of reding and psychotherapeutics Principles direct attending to of import ethical duties. there are six ethical rules that are used which besides help on doing determinations when looking over them. they are as follows: * Being trusty – honoring the trust placed in the practician. he’s to constructing good apprehension and helps your client being able to open up if the trust is at that place. * Autonomy – regard for the clients to be autonomous. this is of import to let and assist our client to derive their ability to be self-directing. * Beneficence – a committedness to advancing the clients well-being. ever moving in the best involvements of the client based on professional appraisal. * Non-maleficence – a committedness to avoiding injury to the client. make non take advantage of the client at their most vulnerable portion in their life i. e. sexual. fiscal. emotional or any other signifier of client development. * Justice – the just and impartial intervention of all clients and the proviso of equal services. a committedness to fairness requires the ability to appreciate differences between people and to be committed to equality of chance. and avoiding favoritism against people or groups contrary to their legitimate personal or societal features. * Self-respect – furthering the practitioner’s self-knowledge and attention for ego. seeking guidance or therapy and other chances for personal development as required. The practitioner’s personal moral qualities are of the extreme importance to clients. Personal moral qualities The practitioner’s personal moral qualities are of the extreme importance to clients. Many of the personal qualities considered of import in the proviso of services have an ethical or moral constituent and hence considered as virtuousnesss or good personal qualities. It is inappropriate to order that all practicians possess these qualities. since it is cardinal that these personal qualities are profoundly rooted in the individual concerned and developed out of personal committedness instead than the demand of an external authorization. Personal qualities to which counselors and clinical psychologists are strongly encouraged to draw a bead on include: Empathy: The ability to pass on apprehension of another person’s experience from that person’s position. Understand and allowing them know that you understand Sincerity: a personal committedness to consistence between what is professed and what is done. Bing honest. stating something and significance it. Bing able to be sincere and listen to your client instead than speaking. Integrity: committedness to being moral in traffics with others. personal downrightness. honestness and coherency. Trust is really of import. Resilience: the capacity to work with the client’s concerns without being personally diminished. Bing able to hear what your client is stating to you and being able to remain at that place and non experiencing the demand to go forth or shout with your client because of their narrative you are hearing. being able to keep your ain. Respect: screening appropriate regards to others and their apprehension of themselves. Appropriate regard and understanding themselves. esteem that the individual respects themselves. Not judging why they got to that point and assist them understand why they got to this point. Humility: the ability to measure accurately and admit one’s ain strengths and failings. Believing your good at something. work towards non experiencing that you’re put down and low. Competence: the effectual deployment of the accomplishments and cognition needed to make what is required. Keep bettering accomplishments. cognizing you know what you are making but you can construct on it. Fairness: the consistent application of appropriate standards to inform determinations and actions. Knowing your able to run into your clients’ demands and if non discourse you could mention them to person else. besides about being just to self. do certain your ever being just to your clients in the determinations you make. Wisdom: ownership of sound opinion that informs pattern. Sound opinion. understanding boundaries. Courage: the capacity to move in malice of known frights. hazards and uncertainness. To be able to sit and listen to your client’s narrative. holding the bravery to be honest to your client. Non-verbal communicating Awareness of non-verbal communicating between the hearer and the speaker ; we try to be cognizant of how we use our ain organic structures and how the speaker uses their organic structure to pass on. * Eye contact – maintain oculus contact minimum and traveling around the face. * Facial look – show look but be restricting to how much you show. * Body position – maintain legs uncrossed and organic structure directly. maintain organic structure linguistic communication unfastened. * Body motion – convey your organic structure out to demo you’re interested and convey organic structure in when you’re truly taking in what your client is stating. * Head nodding – is a strong thing to makeshows your hearing. * Proximity/position of chairs – placement of the chairs is of import as non to be directed in forepart of each other. Why we use this accomplishment?* To demo speaker that the hearer is paying attending.* To seek to pass on that the hearer is present.* To make a warm environment.* To promote the speaker to open up.* To get down to construct a trusting relationship. Minimal encouragers Minimal encouragers are a signifier of verbal communicating. They are brief sentences or a individual word. Examples include: * ‘Go on’* ‘Tell me more’* ‘And’* ‘Because’* ‘Mmm†¦Ã¢â‚¬ ¦ . ’* ‘Ah ha’* ‘Oh’ Using some of your minimum encouragers will assist to maintain your client speaking and motivate them to go on in at that place narrative. * To demo the speaker that the hearer is paying attending. * To pass on that the hearer is present. * To promote the speaker to go on their narrative. Reflecting A contemplation is offering back what the speaker has said but it includes the feeling that the hearer thinks was communicated. Feelingss might be contained in the words the speaker is utilizing or feelings might besides demo themselves in how the speaker presents i. e. looking sad or demoing that they are angry. Why we use this accomplishment? * To look into or demo that the hearer has understood.Gives client assurance that the hearer is really paying attending in what the client is stating * To assist the speaker become cognizant of their feelings.Gives the client the option of detecting what they are really experiencing for themselves. * To work nearer in the relationship.Deriving your clients swear to construct a relationship. * To make a sense of familiarity.As your leting your client to hear what they are stating and demoing that the feeling you may be supplying them with helps them to cognize you are genuinely listening to them. Paraphrasing Paraphrasing is to offer back in a few words what the speaker has said in order to look into understanding and pass on your attending. Paraphrasing can be good to assist your client to hear what they have said and they know you have heard what they have said. Helps to demo you are seeking to understand what your client is stating. Why we use this accomplishment? To give the speaker an chance to hear back what they are stating. As it can be really helpful for your client to hear back what they have said. To cheque or show that the hearer has understood. It besides gives your client assurance that you have listened and heard what they have to state. To invite farther geographic expedition of the talker’s narrative.It helps your client possibly experience more confident and unfastened to speak more freely. Example:Speaker:It’s been a unsmooth hebdomad. I’ve done nil but argue with my spouse. the house has been burgled. there’s bad intelligence from the hospital†¦at least I got a win on the scratch-card. Listener 1: You got a win on the scratch-card Listener 2: It’s been a unsmooth hebdomad.Listener 3: You’ve been reasoning with your spouse What do you believe of the different listener’s responses? I think listener 2 is a much better response to what the client has said as foliages the narrative unfastened for the client to make up ones mind where they want to travel following. What do the responses say about the listener’s points of position? Listener 1 ) is really in appropriate as rather a few bad things gone on for your client. Listener 2 ) leaves it unfastened for your client to take what to speak about Listener 3 ) is besides a good thing to state but doesn’t give the client a opportunity truly to make up ones mind what they would prefer to speak about. * What other responses can you believe of? Possibly figure 2 ) but besides ask client to depict possibly the worst portion about the hebdomad? Summarizing A sum-up is an overview of what the speaker has been speaking about during the session. A drumhead can be used during the session every bit good as to stop the session. Think about the chief points of a session and state it back to your client. Summarizing truly helps allowing your client cognize you are truly listening and heard what they have said. Knowing if a silence is that your client is believing. or gone quiet as possibly a spot lost so you could recap what your client has told you. Re cresting can assist to get down your client speaking once more. Near the terminal of a session say to your client you have a few proceedingss left so let’s summarise and the choice out points. one time relayed back inquire your client if they would wish to add anything else. Why we use this accomplishment? * To pass on that the hearer has heard and understood the content of the session. * To garner of import points together.* To assist the speaker decide which points they want to speak about in more item. * To assist the speaker if they are stuck. traveling unit of ammunition in circles. confused or if the session needs traveling frontward. Reding Contract Place. clip. day of the monthsNumber of SessionssConfidentiality and restrictionsSupervision and note pickingsModel of reding usedFees and cancellation agreementsOut of session contactHaving a contract helps your client to cognize what’s expected of them. besides what is traveling to go on. Confidentiality and restrictionsOffering confidentiality is portion of a counsellor’s contract with their clients but there are bounds to this at which point further action will be needed. What are the bounds?At hazard – a individual. who is deemed to be at hazard to self or others. so could be speaking about harming his ego or others. Children – any kid at hazard of maltreatment. possibly a spouse aching or mistreating the kid. Vulnerable individuals – vulnerable people at hazard of maltreatment. by client or there spouse. Terrorism Act – there is a terrorist act hotline figure. for case if person said they were taking a bomb to the promenade ECT. If work ing for an bureau you would follow their guidelines around confidentiality. If at any clip you hear you client speak about any of the bounds you have discussed. you need to do your client cognizant that you have to interrupt the confidentiality. Other bounds include: Supervision – client stuff discussed with a supervisor. although this could be discussed with clients permission about their instance but non advert at that place name. Note-keeping – brief and factual notes made after each session. as a client has the rights to inquire for their notes to see.

In Britain, Greenham Common Women's Peace Camp was the most Essay

In Britain, Greenham Common Women's Peace Camp was the most numerically significant form of women's political activism since the - Essay Example As the camp gained fame and publicity, the aims of their movement increased. They now demanded the removal of their cruise and started challenging the gender stereotypes of their time (Wilkison, 2002). In addition, the women also came up with a gendered critique of militarism, even as they asked for the restoration of common land to its prior state. The women camp was largely considered a feministic movement, and this raised different reactions from different people. The Greenham protest had a grand contribution in Britain. The number of women groups and campaigns were on the increase as a result of the protest. Anti-war movements and peace activism groups also drastically increased. In 1980, there was the emergence of a women group, Women Oppose Nuclear Threat (WONT), and 1981 saw the formation of Women Peace Alliance. These women group were vigilant in their activities and often conducted protests in the streets. For instance, in February of 1982, women groups came to a decision th at there would conduct a women only protest. The reasons they had for this was that women were less likely to cause violence even when provoked and that the police and soldiers would be less violent when dealing with them (summers, 1988). These women also viewed that the protest would be a sign of women empowerment and they thought that it would help to undermine the domestic division of labour. Encouraging feministic focus would also be achieved by the protest. Their plan was not without its weaknesses and flaws. For instance, it was difficult for married women to neglect their responsibilities so that they can attend the camp. Attending the camp would force these women to be separated from their families. During their stay in the camp, the women had a set of rules that were a guide to how they should relate. Some of these include disallowing men into the camp after dark, staying away from eating meat. Violence against each other was not allowed, and the decision making process was democratic (Wilkinson, 2002). In the camp, the living conditions were poor, and the women had to withstand all kinds of weather. Rainy seasons and the winter period were especially hard for women because of the cold, but their determination kept them going. The women gave up their comforts for the commitment of their cause. Many women were arrested and taken to prison, but eventually, their efforts bore fruit. Between 1991 and 1992, the cruise missiles were removed from Greenham Common and flown to the USA following the signing of the Intermediate Nuclear Forces (INF) Treaty. The Treaty is in agreement with the fact that nuclear weapons would have devastating effects on all human-kind. The fact that Greenham was a women only camp many people thought that it had become feminist. To a large extent this is true because, at the camp, the women emphasized the need of women to be deeply involved in politics and leadership roles within the community. Others chose to feminize the feminine protests in the by arguing that the camp taught the women the importance of caring for one another and supporting one another even in difficult times. This was a view held by the radical feminists like Reger, (2005). It is of exceptional significance to note that, from 1983, there was a sharp increase of activities by groups whose agendas were feministic There was a big wave of feminism, both in support of women’s empowerment and development, as well as in support of the cause of the Greenham Common Women’

Reflection Paper 1 page about Eveline and the other page about the Essay

Reflection Paper 1 page about Eveline and the other page about the lottery - Essay Example r home.† Everybody can relate to hoping for something better, for change that might improve their life, and are often faced with difficult choices. In weighing up the possible advantages of going far away, gaining status as a married woman, looking at the bad things in her present situation, Eveline seemed to be trying to convince herself to make the changes. â€Å"She had consented to go away, to leave her home. Was that wise?† The doubts are always bubbling beneath the surface of the narrative, this is a universal dilemma when life is not ideal and something better seems to be available. The chance to travel, to have a loving husband might make a young woman happy and excited, or so I thought. Eveline’s dilemma reflects how many of us would feel and there is also a question as to whether she loved Frank. The ideal of a love that could overcome every obstacle is missing; Eveline might well be running from one controlling man to Everybody hopes their choices will lead to change for the better in their life, but sometimes fear of the unknown, and taking stock of what you already have helps to make the decision for you. This is what I think Eveline did, but I am left with the question – did she make the right choice for the right reasons? Maybe the answer is in these words: â€Å"Her eyes gave him no sign of love or farewell or recognition.† Told from the objective point of view, this story was shocking and horrific, as the tension built, and what at first appeared a positive, pleasant village custom, became something very sinister. I thought the stones were for some childish game, to be played after the lottery finished. I saw nothing significant in â€Å"..eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys.† I believed that somebody was going to win a pot of money and life would go on, with everybody pleased at the winner’s good fortune. But this story had a darker meaning about

Restorative Justice Essay Example | Topics and Well Written Essays - 1000 words

Restorative Justice - Essay Example According to Sherman and Tyler, â€Å"To have a more effective strategy for dealing with the issue of public compliance we would benefit from being in the situation in which people have additional reason for obeying the law beyond their fear of being caught and punished for wrong doing† (Tyler 310). The day-by-day progression of wrong doings in the American Society compelled all stakeholders to address this alarming trend in a befitting manner. Besides punishments awarded to the offenders by the competent court of law in shape of fine, term imprisonment, life imprisonment and death penalty as the case may be, the rehabilitation centers role to make them useful citizens of the society cannot be denied (Tyler 310). The restorative justice system has the capacity and the capability to effectively deal with the social evils of the society and to inculcate confidence amongst the law-abiding citizens. According to French & Raven, â€Å"the legitimate authority is an authority regar ded by people as entitled to have their decisions and rules accepted and followed by others† (Tyler 311). ... ve justice to arrange meetings of the offenders with the victims to sort out the issue amicably by offering them compensation in lieu of the damages done to their assets. It can be a successful model for resolution of conflict and repairing of harm since people are losing confidence in the criminal justice system. According to Weber, â€Å"The roots of modern discussion of legitimacy are usually traced by the important writings of Weber on authority and dynamics of social authority (Tyler 311). 2. What safeguards, rights and systems of accountability would you need to consider when training and using facilitators in Restorative Justice processes set among prisoners and people who have been involved in armed conflicts? Following factors are to be taken into account while training the trainer for the Restorative Justice Process as described in the report of the Training and Accreditation Policy Development Group (2004, pp. 7): a) effective communication skills b) safe environment c) t reat people fairly without discrimination on the basis of gender, age, ethnicity, culture and crime committed d) maintain confidentiality e) ability to determine self knowledge, experience and confidence in handling specific cases f) work as a co-practitioner when need arises g) conduct initial risk assessment h) examine the responsibility for the harm i) pin point the risk of emotional and physical harm to participants j) willingness to engage respectfully k) opportunities for expression and exchange of feelings l) get the harm related needs met as far as it can m) guide practitioners for sharing personal information with regard to domestic violence n) communication skills, first language, culture, socio economic status, physique, age o) pre-defined roles of victim and offender inclusive of

Pateint Non Transport Guidlines Ambulance Essay Example for Free

Pateint Non Transport Guidlines Ambulance Essay Comprehensive documentation provides a defence for Paramedics in a very contentious world. Without documentation, it is very hard to show that something occurred. Thorough timely documentation and the use of the VIRCA method should not be seen as additional and unnecessary paperwork. Instead, it should offer the Paramedic some peace of mind. It has been established at law that a Paramedic owes a duty of care to their patient. The QAS as an organization also owes its patients a duty of care. As such, it is vital that the QAS perform their job professionally and correctly. This is because once a duty of care is established; the QAS has to ensure that they do not breach that duty. Virca Does not apply to case where transport is not required, but the documentation still needs to be completed with all Patient details and applied management and advice given. Patients who refuse transport. There is still a concern amongst Paramedics that they have no defence against negligence apart from transporting every person they attend. In some instances this has not been the case. Documentation provides a defence; and as such, documentation is an integral part of the treatment for each patient a Paramedic attends. It is an established legal truism that a person of sound mind has the right to self-determination; they can choose what is done (or not done) to their body. The voluntary choices and decisions of an adult person of sound mind concerning what is or is not done to their body, must be respected and accepted, irrespective of what others, including doctors, may think is in the best interests of that particular person. The difficulty arises when there is doubt over whether a person is of sound mind. However, in cases where the person does have an adequate mental capacity, a patient does have the right not to be transported. As such, Paramedics need not fear the worst if they are faced with a patient who refuses transport. Instead, they need to have a good understanding of the legal principles behind patients who refuse transport, and its correct documentation. This leads to the next section. Method for Correct Documentation for Non-Transport E-ARF’s – VIRCA The correct method for documentation where a patient refuses transport is to use the VIRCA acronym. V – Refusal must be made voluntarily. I – Pt must be informed of their condition, and risks associated with that condition if they are not transported. R – Refusal must be made relevant to the circumstances. C – Pt must have the capacity to refuse. A – Pt must be provided with sound discharge advice. Every time a Paramedic attends a patient who refuses transport, it is necessary to document that fact by using the VIRCA method. Each element needs to be addressed separately and applied to the particular circumstances of the individual case. How to Integrate Patient Assessment and VIRCA. Having examined each element, there is a need to look at the big picture of patient treatment where the patient refuses transport. As per a memorandum from the Commissioner, a Paramedic should: 1. Assess the patient systematically whenever possible. Of course, sometimes a patient may be aggressively non-compliant, and a full assessment will not be possible. However, even from distant observation a Paramedic should be able to assess some areas. For example, obvious external haemorrhage, incontinence, inappropriate behaviour or language, forced respirations can all be obtained from a patient at a distance. All these findings need to be documented. If possible, try to establish a provisional diagnosis from these findings. Also, don’t forget to obtain history from the patient’s friends, QPS, or from bystanders. They may be able to give a Paramedic a very useful rundown of events, which can help in assessing the patient’s condition. Advise the patient. Inform the patient of your clinical findings, and suggest to them your provisional and differential diagnoses. Make sure they understand the information you are providing them with, as this forms part of the assessment of their capacity to refuse treatment and/or transport. The next step is to inform the patient of the potential risks inherent in them not being transported to a medical facility. It is important to be realistic, or the patient may not believe you. It is very rare, that people will die for trivial complaints but this may cause the patient to doubt your credibility if you seem to over communicate the condition they have if only minor. It is better to provide the patient with more realistic examples of what may happen, and then conclude with the possibility, even if unlikely, that paralysis or death may result. Please note that if a injury or illness may lead to death, however unlikely, then you must inform the patient of this. The point is to be sensible when explaining it, or the impact may be wasted, and the seriousness of the situation be replaced with incredibility. 3. Assess the Validity of the Refusal. To assess the refusals validity, simply apply the VIRCA acronym. Other Alternatives. If the patient is not compliant with the advice of QAS officers, consider other alternatives. If the patient will not go to a hospital, does he have a family doctor that will come to see him? Could family members be used to help convince the patient of the necessity to receive transport? If necessary, consider the use of QPS in assisting with transport, especially patients that may come under the Mental Health Act provisions. Document thoroughly using VIRCA. Having completed all other steps, it is now necessary to document all the above steps to paper. Complete an E-ARF as per the CPM guidelines, including a provisional diagnosis. The E-ARF should be completed with the same care as for any other patient, notwithstanding that the patient may have already left the scene. Include in the E ARF each of the VIRCA steps, and apply them to the circumstances of the case. See the applied example in the next section for a practical application of this.

Anatomy and Physiology of the Human Body

Anatomy and Physiology of the Human Body Anatomy and Physiology Part A Identify the parts of the digestive system on the diagram overleaf?(Refer to Brief) Explain the function of each part of the digestive system identified in the diagram above? Outline the composition of Proteins, Fats and Carbohydrates, and explain how each of them are digested and absorbed by the body? Part B Draw a diagram of a typical cell and state the function of each of its organelles? Classify tissues into the four main groups; epithelial, connective, muscle, and nervous, give an example of each? (Table format will suffice) Explain the difference between benign and malignant tumours? Part C Label the urinary system using the diagram overleaf?(Refer to Brief) Explain the structure and function of each element of the urinary system? Draw the structure of a Nephron and explain how it produces urine? Name and explain three diseases /disorders which affect the urinary system? Part A (ii)Explain the function of each part of the digestive system identified in the diagram above? Mouth Oesophagus Stomach Liver Gallbladder Pancreas Large Intestine Small Intestine Appendix Rectum Anus In this section I will explain each of the stages of digestion where the food travels from the mouth into each section of the digestive system until it leaves the body from the anus. Mouth This is the first part of the digestive system. The mouth is made up of the teeth, tongue and salivary glands. We put food in our mouth and chew it with our teeth the are four main types of teeth the first being incisors which we have four of in the top and bottom jaws these are sharp and cut through our food. Then we have the canines we have two in each jaw and are used for tearing our food. We then have the premolars which have four in each jaw for crushing and breaking down our food. Then we have the molars which there are six to each jaw and have the same action as the premolars. Our tongue moves the food around our mouth to our different teeth. It mixes with our saliva which is secreted from the salivary glands which contains water, mucus and the enzyme salivary amylase and when mixed with the food creates bolus which we then swallow using the aid of our tongue. (Class notes 2015) Oesophagus This is an involuntary muscular tube that leads from the mouth to the stomach. It carries the food to the stomach by muscle contraction called peristalsis. This muscle contracts and relaxes to create a wave like motion for the food to travel down smoothly also releasing mucus to lubricate the travelling of the bolus to the stomach. (Class notes 2015) Stomach Food gets to the stomach through the oesophagus and passes through the cardiac sphincter this blocks the food from travelling back up the oesophagus. In the stomach which resembles a large sac that can hold anything between 2- 4 litres of food depending on the person. The first part of digestion starts here the stomach churns the bolus around and adds enzymes to aid in the breakdown of the bolus to create chime. The stomach also releases hydrochloric acid to kill the bacteria that travel to the stomach contained in the food.(Class notes 2015) Liver The livers function in the digestive system is as follows it secretes bile into the small intestine and this is generally to breakdown the fat that has travelled to the small intestine it also takes the nutrients that have been adsorbed by the small intestine and changes them into chemicals that the body needs. It also breaks down drugs and alcohol that have been consumed. . (clevelandclinic.org 2015) Gallbladder The Gallbladder is attached to the liver and stores the bile from the liver which is used to digest and break down the fats in the small intestine this takes place in the duodenum. Pancreas The pancreas is a gland that is just behind the stomach its function is to secrete both Exocrine and Endocrine. Exocrine is the pancreatic juice that contains digestive enzymes. Endocrine contains important hormones which include insulin and glucagon. Both of these help balance the amount of sugar in the body in different ways. Large Intestine The large intestine is approx. 1.5 metres long and connects the small intestine to the rectum and anus this is draped over the small intestine its main function is to draw the last of the nutrients and water from the food passing through it the left overs are faeces and the large intestine gets rid of this waste from the body through the anus. Small Intestine The small intestine is normally about 6 meters long and approximately 90% of digestion takes place here through the main 3 parts that are known as duodenum, jejunum and ileum. On the inside walls of the small intestine are villi that work for nutrient absorption and also have a group of lymph and blood vessels. Appendix The appendix is commonly classed as a useless organ which is attached to the large intestine ascending it can store bad bacteria and this in turn can cause inflammation thus leading to appendicitis and removal of the appendix. Although it is disputed that the appendix can store good bacteria and after a bout of diarrheal illnesses it can reboot the digestive system. (webmd.com 2015) Rectum The rectum is the last part of the large intestine the length being around 12cm long and is a store house for faeces. This is the leftover food, bacteria and undigested materials such as roughage that is found in vegetables and is all stored here until the rectum walls expand and we get the urge to defecate. (healthline.com 2015) Anus This is the very last part of the digestive system we defecate through the anus and is a voluntary movement in most people but not in infants. This is where we dispel waste which contains bacteria, undigested food. Part A (iii)Outline the composition of Proteins, Fats and Carbohydrates, and explain how each of them are digested and absorbed by the body? In this section I will create a chart covering the sources, functions and digestion of proteins, fats and carbohydrates in the human body and will show there different effects and how they fuel the body with energy. Sources Function Digestion Proteins Groundnuts, beans, whole cereals, fish, pulses,meat,eggs, Milk and cheese. Protein builds the Body and repairs muscle. It’s broken down in the digestive system and travels to the muscles as amino acids. Stomach, Pepsin breaks protein into large polypeptides. Small intestine, enzymes break large polypeptides into smaller polypeptide chains. Lastly still in the intestine enzymes the small polypeptides are broken into amino acids for absorption. Fats Dairy products, meat, fish, olive oil, cake, chocolate, avocados and sunflower oil. Good fats help maintain a healthy diet and are essential to health. Bad fats cause weight gain and health problems such as clogged arteries. Small intestine Broken down by bile salts from the liver and turned into liquid. Small intestine, its broken down further into fatty acids and glycerol to be absorbed. Carbohydrates Potatoes, pasta, apples, bread, meat, fish and dairy products. Provide the body with energy for the muscles, nervous system and also help the body burn fat. Carbohydrates get broken down to monosaccharide’s to get absorbed and then will become glucose to supply the body with energy. Part B Draw the typical diagram of a cell, and state the function of each of its organelles? In this section I will draw a typical animal cell as I see it and will give a breakdown of each of its organelles and how they function in the typical cell. Cell membrane, this is the outer skin of the cell that holds everything inside the cell and keeps things outside the cell and also that controls movement into or out of the cell. Cytoplasm, this is a gel like fluid which stores nutrients and water for the cell and also helps protect the cell acting like a cushion for cell movement. Nucleus, this contains DNA and all the cells genetic characteristics and also direct the activity of the cell. Nuclear membrane, this is the layer that holds the nucleus separate from the cytoplasm. Endoplasmic reticulum, there are two types of endoplasmic reticulum these are rough (moves protein made by ribosomes) and smooth(steroid and lipid distribution) but both move the materials around the cell. Ribosomes, these are responsible for protein production in the cell and are known as the protein factories of the cell. The protein is required for cell repair and growth. Golgi apparatus, These are known as the postal system of the cell they transport package and deliver proteins lipids and enzymes throughout the cells of the body.(Class notes 2015) Mitochondria, Also known as the power house of the cell because they supply energy to the cell. Chemical reactions in the mitochondria are the difference with the cell surviving also the energy released results in the formation of ATP (adenosine triphosphate) which is the primary energy transporter in the cell. Lysosomes, clean the cell of waste generated through parts of the cell being bad and also clean the cell of bacteria. They also aid in the breakdown of food particles and then can be used for energy in the cell. Vacuoles, these are storage areas in the cell that contain secretions or waste that are made by the cytoplasm and in different types of cells are used for digestion or storage. Nucleolus, this is a tiny body inside the nucleus that directs the formation of ribosomes in the cell which then are stored in the cytoplasm of the cell. Part B (ii)Classify tissues into the four main groups; epithelial, connective, muscle, and nervous, give an example of each? (Table format will suffice) Here I will construct a table to outline the four main groups of tissues and give an example of each as I understand them. Epithelial Connective Muscle Nervous Skin Intestines Internal organs Glands Bone Cartilage Adipose Blood Skeletal muscle (voluntary) Smooth (involuntary) Cardiac (involuntary Brain Spinal cord Nerves Example The outer body is covered in epithelial skin this helps protect against infection keeping germs out and all of our blood and muscle tissue on the inside. Outer skin on the body. This connects the bones to each other holding them together while cartilage reduces friction between bones. The femur and the patella are connected to the tibia and fibula. This consists of muscle that can contract and relax and keeps the skeleton attached to the body. The heart is an involuntary muscle that beats to circulate blood around the body. This type can transmit messages to the brain and from the brain to the rest of the body to warn of pain and for movement.(touching) Part B (iii) Explain the difference between benign and malignant tumours? I will now explain the difference between benign and malignant tumours and their different effects on the body and how they affect us. Tumours are cells that escape from their normal function and multiply out of control. They then form a lump known as a growth or a tumour. (Class notes 2015) Benign A benign tumour is not cancerous and does not spread cancer to the rest of the body it is an isolated growth usually grows in size and can put pressure on the area it’s growing in. The benign tumour can be dangerous if it grows on the brain although it’s not cancerous it can continue to grow in size and put pressure on the brain and lead to major problems. Malignant All malignant tumours are cancerous and can spread through the body causing secondary tumours or metastases. Malignant tumours spread through the blood and lymphatic system around the body. Some malignant tumours can spread very quickly and aggressively to other parts of the body even though the primary tumour may still be small while sometimes they can grow slower and not spread as quickly. Through research it has become clear that malignant brain tumours are the most aggressive and have the ability to spread to the spine and other parts of the body. Although malignant tumours are treatable by surgery to remove the tumour and also may require a follow up treatment of radiotherapy and chemotherapy to rid the body of anymore cancerous cells malignant tumours can return.(nhs.uk 2015) Part C (ii)Explain the structure and function of each element of the urinary system? The function of the urinary system is to clean the body of waste products and excess fluid and to also produce a hormone controlling at the rate red blood cells are made and the enzyme for regulation of blood pressure. Structure Function Kidney The kidney is a bean shaped organ that we have two of containing around 1 million nephrons in each kidney They are around 11cm long and 6cm wide weighing 150g. Kidneys are inside a membrane known as the renal capsule to protect it from trauma and infection. There are two main areas the renal cortex and the renal medulla. The function of the kidney is to clean and filter your blood to also recycle fluids and nutrients required by the body and produce urine for excretion. Ureter The ureter is around 12 inches long and connects kidneys to the bladder it’s made up of muscular tissue that contracts and also contains mucous to help prevent infection. The function of the ureters is to carry the urine from the kidneys down to the bladder. Bladder The human bladder is a hollow sac for storing urine it is comprised of three layers of smooth muscle and also coated with a mucous membrane and located in the pelvic area. The bladders function is to store the urine. When the walls of the bladder contract this results in urination. The normal bladder can hold approx. 470ml of urine. In the bladder we have an internal sphincter which relaxes voluntarily to expel urine. Urethra This is a tube that connects the bladder to the outside of the body. The function of the urethra is to carry the urine from the bladder to the outside of the body it’s longer in men than women. Part C (iii)Draw the structure of a Nephron and explain how it produces urine? Below I will draw the structure of the nephron and explain how the nephron produces urine to rid the body of waste fluids. We do not realise how important it is to dispel urine and how important it is to survive. Each kidney contains about 1 million nephrons these are the filtration system for the body to clean the blood and expel waste and reabsorb nutrients. Filtration in the Bowman’s capsule. Blood travels into the kidneys by the afferent arterioles. These are small blood vessels that turn in to the glomerulus. Meshes of capillaries that are surrounded by the glomerular are also known as the Bowman’s capsule. The blood in these capillaries are under pressure and the capillary walls can let water and other materials through into the capsule. The capsule is a gathering point for the waste products of the blood. Although it has collected other materials that are not waste and shall be absorbed by the nephron as they pass through. (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition) Re-absorption in the convoluted tubule. When the filtered materials are collected by the capsule they move into a system of twisted tubes that are known as convoluted tubules. The tubes that flow away from the bowman’s capsule are the proximal convoluted tubules. These flatten out to form a long loop, called the loop of Henle which flows to the medulla and back to the cortex. Lastly there is more twists called the distal convoluted tubules This is where the reabsorption takes place in these tubules. The cells in the lining can absorb any water, ions and water that the body requires and shouldn’t be disposed of as waste. Only 1% of liquid that travels through the Bowman’s capsule is expelled as urine all the rest is reabsorbed. (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition) Collection in the pelvic calyces This is where the nephron flattens out into a straight collecting tube in the medulla. These tubes form a collection called the pyramids of the medulla the tops of these travel up to the renal pelvis. These branches of the pelvis attach to the tops of the pyramids and gather the waste liquid. It’s the funnelled back towards the pelvis and then empties into the ureter and then can travel to the bladder and down to the urethra to be expelled as urine. (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition). (iv)Name and explain three diseases /disorders which affect the urinary system? Kidney stones These are solid stones which are made up from deposits from substances that are found in urine. They form and are found in the renal pelvis, ureters and the bladder they are very sore on the patient and sometimes require surgery for removal or can be broken down with laser treatment and then passed in the urine. Incontinence This is involuntary defecation or urination but mainly urination that is more common in the elderly, pregnant women or women that have had babies. It is the involuntary leaking of urine and also happens from sneezing or coughing or sometimes the bladder may be full and you may not make it to the toilet in time. It is very embarrassing for the people who suffer with it. Urethritis This is an inflammation of urethra and causes painful urination. This is the tube that carries the urine from the bladder to be expelled by the body. It is a bacterial infection and causes discomfort when urinating it can burn the sufferer when dispelling urine and it may cause discharge also. Though more common in women due to women having a shorter urethra than men. Bibliography (An introductory guide to anatomy and physiology (Louise Tucker) 4th edition) (Class notes 2015) (clevelandclinic.org 2015) (healthline.com 2015) (nhs.uk 2015) (webmd.com 2015)