Is Islam a Violent Religion by Nature? :: essays research papers fc

Is Islam a Violent Religion by Nature?Islam and the worship of Allah (god) began with Muhammad and his revelations that lasted for 23 eld of his life history from (610 C.E.- 623 C.E.). In the Islamic religion it is believed that he was the last prophet sent by Allah (god) and this made all his teachings into to Law and are looked at as the will of God. These messages were given to him through the archangel Gabriel, in a kind of continuation to the Jewish Torah and Christian Bible, which the Quran shares some similarities or past history with them such(prenominal) as the belief in Abraham and Jesus as a prophet, but in the eyes of Mohammad the Jews and Christians had fallen astray from the real teaching of god.His life and actions were very important to the creation of the religion. I would say that his policies changed quite a bit under different situations of his career as a prophet. At the plead he had a small following that consisted of mostly of middle class that was upset wi th the injustices in society. They were expelled from Mecca and begin raiding caravans under the pretense that they had been robed of their belongings when they were expelled from Mecca. Mohammad tell them that their battle is holy and dieing doing the will of Allah is respectable and will be rewarded in the after life. After the battle of Badr in 624 c.e. the muslims having smaller forces but lettered that god is on their side attack a larger group of meccanMuslim warriors become highly feared and began winning battles all the same if out numbered. Quran (474) Let those who fight in the path of God who sell the life of this world for the other. Whoever fight in the path of God, whether he be slain or victorious, on him We shall bestow a vast reward This attracts more support for Mohammads movement not only from idealist who would fight under the protection of god and the benefits of this in the time to come but also from people that wanted to reap the benefits of the pillaging that was going on gaining numbers in his movement.Here Mohammad began changing his rules of tolerance to some that were justifying attacks even in the sacred month. This is also were understanding the Quran begin to become very contradictory and up to interpretation of the of the asbab al-nuzul (occasion of the revelation) because the earlier verse are abrogated by the subsequent ones.

The Plug-In Drug by Marie Winn Essay -- essays research papers

In an article The Plug-In Drug the author Marie Winn discusses the bad square off of boob tube on todays society. Television is a drug that interfere with family ritual, destroys human relationships and undermines the family.Marie Winn claims that tv set over the years amaze effected umpteen American family life. Since television is everyday ritual, many American tend to spent more date with television than they do with their family and this result in unhealthy relation in family. She also acknowledge that television destroy family unique quality that they carry, such reading, cooking, games, songs and other special rituals. The author claims television also destroys a human relationship. During free time instead running(a) our difference with conversing each other, we are absorbed by imaginary knowledge domain of television. Therefor we fail to interact through the real world leading to the aberrancy of real life relationship. Television gives an escape root for peop le who need to be spending time on relationships with their family as easily as others. Because children have one way relationships with the television, they fail to fully develop their communication and social skills. This further intensifies the decline of the family relationships.Author also point prohibited television undermines the family. close parents are now relying on outside sources such... The Plug-In Drug by Marie Winn Essay -- essays research papers In an article The Plug-In Drug the author Marie Winn discusses the bad influence of television on todays society. Television is a drug that interfere with family ritual, destroys human relationships and undermines the family.Marie Winn claims that television over the years have effected many American family life. Since television is everyday ritual, many American tend to spent more time with television than they do with their family and this result in unhealthy relation in family. She also acknowledg e that television destroy family unique quality that they carry, such reading, cooking, games, songs and other special rituals. The author claims television also destroys a human relationship. During free time instead working our difference with conversing each other, we are absorbed by imaginary world of television. Therefor we fail to interact through the real world leading to the distortion of real life relationship. Television gives an escape root for people who need to be spending time on relationships with their family as well as others. Because children have one way relationships with the television, they fail to fully develop their communication and social skills. This further intensifies the decline of the family relationships.Author also point out television undermines the family. Most parents are now relying on outside sources such...

Social Justice - Measure For Measure, Animal Farm, American History X :: essays research papers

Social justice is a topic known all to well in todays society. Such issues as social heirarchial structure and unjust representatives of citizens of nations are issues in need of attention by those in advocator. Corruption, lies and greed by those in power however stand in the way of life of this form of justice from occurring, leaving many with little or no social status open to disfavor on race, religious and sexual grounds. Outlined by William Shakespeare in Measure for Measure and George Orwell in Animal Farm is the ease in which power great deal corrupt. A utopian society is created once a farmer is overthrown from his position in charge of all the animals on "Manor Farm". A couch of rules to govern the citizens of the revolutionary society was decided upon and these were to be the fairest and least controversial rules for the citizens of "Animal Farm" to abide by"The Commandments were written on the tarred wall in great white letters that could be read thirty yards away. They ran thus THE SEVEN COMMANDMENTS1. Whatever goes upon two legs is an enemy2. Whatever goes upon four legs, or has wings, is a freind3. No animal shall wear clothes4. No animal shall sleep in a bed5. No animal shall drink alcohol6. No animal shall kill any other animal7. All animals are equal. It was very neatly written, and except that "friend" was written "freind" and one of the "Ss" was the wrong way round, the spelling was correct all the way through. Snowball read it aloud for the benefit of the others. All the animals nodded in complete agreement, and the cleverer ones at once began to learn the Commandments by heart."As months passed on Animal Farm, the pigs, who thought they were the dominant force in the running of the animal farm, became more and more in control. Animal Farm, had now take the fairest it would ever be.Word of what had happened to Manor Farm had spread across all of Ireland and England. Animals all over the country were following in their paths led by pigs nap and Snowball. However, as this was happening, Animal Farm was heading to ruin as the pigs became selfish and ignorant. They would now consider themselves above the laws and commandments they had set, as they believed they had set the way for the new society. To a greater extent, leaders Snowball and Napoleon would control and decide the fate of the farm, setting rations, "In January food fell short.

Dulce et Decorum Est Essays -- Comparative, Owen, Cummings

Wilfred Owens Dulce et Decorum Est and E. E Cummings, next to of course god america i ar poems that retrospect patriotic propaganda. Both poems use words and images to effectively depict the influence that patriotic propaganda has on war. Dulce et Decorum Est uses descriptive words to create realistic images of the horrors passs atomic number 18 faced with during combat, whereas next to of course god america i uses sarcasm to inform readers that the abuse of propaganda can be used to manipulate others. The attitudes they convey atomic number 18 quite similar both suggest that propaganda is a lie it is not sweet and fitting to die for ones country. It is ingrained in s antiquatediers minds that to die for ones country is a great and honourable sacrifice. However, in the poem Dulce et Decorum Est the speaker uses powerful words and images to portray that patriotic propaganda is an old lie (Owen 27). In the first stanza, the speaker explains the effects that war has on young soldi ers Bent double, corresponding old beggars under sacks/ Knock- Kneed, coughing like hags, we deuced through sludge (Owen 1-2). Propaganda portrays soldiers as being young heroes, those who are strong, healthy and vigorous. However, based on the evidence expressed in the previous quotation soldiers are not all what propaganda portrays them to be. The speaker chooses words such as bent double, like old baggers and knock-kneed (Owens 1-2) to expose the discomfort and effects that war has on young soldiers. The soldiers are discreetly compared to crippled old men which emphasizes just how badly war has affected their bodies, stripping them of their health, making them weak and helpless like old beggars (Owen 1). Furthermore, the speaker expresses his experience as a sold... ...upport of patriotic propaganda. The speaker may be worried be work of the fear of what he is saying will cause him to being labelled as unpatriotic. Cumming could have incorporated this line into the poem to en force personal beliefs and protect national pride. Both poems would agree that patriotic propaganda is a method used to alter nations values and ideas. Although both poems differ in the portrayal of the patriotic message they both criticize the affects of propaganda. For those who recall that it is sweet and fitting to die for ones country, any man who has experienced war first hand would admit that patriotic propaganda is a lie. It would be interesting to further analyze the poems and consider how historical usage of propaganda and modern media by politicians compare, as well as to analyse if propaganda today is still utilize and abusing patriotism.

Understanding Black Holes Essay -- Astronomy, research papers

Through show up the modern era of astronomy, a single suit of celestial object has puzzled astronomers more than any other. Black fixings, whose existence was only verified in the early 1990s, have fascinated scientists ever since champion first proposed the theoretical concept in the 1930s. A black hole is an object so tiny, but also so dense, that it has the power to pull planets, stars, and plain light into its core, and ultimately destroy everything in its path. Over the past decade much has been discovered about these enigmas of space and time however, many of these recent discoveries glide by to more unanswered questions. Nevertheless, the basic life cycle of a black hole is now unders aliked in ways thought to be unattainable only twenty years ago.In order to begin to grasp the destructive force of a black hole, one must first register its creation. Oddly enough, a black hole brook only be formed from the death of a star, but no ordinary star can create a black hole it has to be a super-massive star. Stars consist mainly of hydrogen, and the hydrogen atoms are under such great pressure that they bump around and cause a fusion reaction, which creates helium. This constant fusion reaction within the star is what keeps it from collapsing onto itself, thereby sustaining its massive size for billions of years. When a normal-sized star begins to run out of hydrogen, eventually the entire star will begin to run out of hydrogen and the star will actually expand and engulf the inner planets (including earth) ahead contracting. An average sized star like that of our sun will now become the size of the Earth (Ando, 2004). This is called a white dwarf, and although white dwarves are too dim to be seen from Earth with the naked eye, they doe cont... ... holes die but it takes awhile. Retrieved April 2, 2015 from http//www.wonderquest.com/black-holes.htmMorcone, J. (2007, December). Death Star Galaxy Black Hole Fires at Neighboring Galaxy. Retrieved March 14, 2015, from http//www.nasa.gov/mission_pages/chandra/news/07-139.htmlNadis, S. (2010). Exploring the galaxy-black hole connection. (Cover story). Astronomy, 38(5), 28-33. Retrieved April 2, 2015 from Academic count Premier database.Talcott, R. (2010). A black hole caught in the act. Astronomy, 38(5), 25. Retrieved April 2, 2015, from Academic Search Premier database.Talcott, R. (2010). Black holes do a waltz. Astronomy, 38(5), 26. Retrieved April 2, 2015, from Academic Search Premier database.Taubes, G. (1999). String Theorists Find a Rosetta Stone. Science, 285(5427), 512. Retrieved April 2, 2015, from Academic Search Premier database.

The U.S. Education System and Adolescent Students At-Risk Essays

The U.S. Education System and Adolescent Students At-RiskIn an age where getting a good education is progressively a predictor of future success and stability, many of our youth are at-risk of falling behind in classes and dropping out of high cultivate. Approximately fractional of all American adolescents engage in activities that put them at-risk and endanger their ability to succeed (Lingren, 1997). Not all of these adolescents impart drop out of high school or end up on the streets, but a substantial number of them will not reach their potential in school and whitethorn carry feelings of failure with them the rest of their lives. Adolescents spend approximately seven hours a day, five days a week, in middle and high schools, making schools a logical place where at-risk adolescents might receive help. Realizing that this is a crucial time in their development, educators have instituted numerous school programs targeting these adolescents to help them succeed and catch-up to th eir peers. This paper will focus on adolescents who are at-risk educationally, and what strategies have proven effective at preventing dropouts and helping them catch up to normal levels for their grade. It will examine theories about how adolescents beget at-risk, the needs of these students, several models of intervention, and overall characteristics of successful programs. Although most definitions of at-risk include individuals with severe learning disabilities and the mentally handicapped, this paper will focus primarily on students who come in to have the capacity to catch up to their grade level, and who are at-risk because of behaviors, environmental factors, or because they were not given meaningful instruction at an early age. few observers estimate that ... ...mpscott, Massachusetts Watersun Publishing Company, Inc.17.Sanders, M. G. (2000). Schooling Students Placed At Risk Research, Policy, and Practice in the Education of Poor and Minority Adolescent s. Mahwah, New Jersey Lawrence Erlbaum Associates, Publishers.18.Slavin, R. E., Karweit, N. L., & Madden, N. A. (1989). telling Programs for Students At Risk. Boston, Massachusetts Allyn & Bacon.19.U.S. Department of Education (2003). Electronic source Official U.S. Dept. of Education website http//www.nochildleftbehind.gov/20.Washington, V. (1995). Project Head Start Models and Strategies for the Twenty- First Century. New York, New York motley Publishing, Inc.21.Wehlage, G. G. et al. (1989). Reducing the Risk Schools as Communities of Support. Philadelphia Falmer Press

Importance of Books in Individual Life Essay

There is a well-defined comfort for those who visit book stores and libraries. The books are there standardised faithful friends waiting to be called upon, read, valued, and appreciated. Let us not also forget, however, the joy and anticipation when visiting used book stores. They are everywhere, and they all advertise a story but not only from within the rapscallions. They perk up a history they came from somewhere they are going somewhere.If everyone who ever had possession of whatsoever given book had written their name, the city or town in which they obtained the book, the purchase price, and the date thereof, consider what an incredible account would exist about the adventures of dependable one book. To realize that a book whitethorn have traveled through numerous hands and a century of time is a enchanting and exciting concept. Just imagine the many lives it may have touched. With the pages perhaps yellowed, thick and dusty, or thin and delicate, the word is still alive and just as profound and beautiful as it was when it was created so long ago.Whether fictional or nonfictional, there can be derived a value, relevancy, and importance to the book. For example, consider a book written in 1918 on the history of Poland. Much could be learned about the country and the motives perspective. But also consider what the author could not have known about the countrys future at the time of writing. It is a study in itself. It not only gives a story of Poland but an idea of how much things have changed since the books publication.Nothing can or should re tail the book not the internet or any other popular electronic devices. Consider the rudimentary and necessary efforts involved in the editing and critiquing of a book before it goes into print. Can the very(prenominal) be said for the deluge of information available on the World Wide Web on any given topic? Is the information universe scrutinized to assure accuracy or grammatical correctness? Is too much being placed on the web that will only create more(prenominal) confusion and misinformation on any given topic?Appreciate the physical aspects. Turning the page of a book does less damage to the wrist than pull and clicking. If a book is read through an electronic device, there is the memory of it, but not a physical reminder. For example, there is no book to place on a shelf, nothing to return to the library, or no book to pass on to a used book store. There is an undeniable spirit to a book, to its texture, to an interesting cover and enticing title that invites the reader to open it.There is a sense of accomplishment as the reader makes his or her way, page after page and chapter after chapter. And at books end the reader will recall the intrigue, joy, and passion for beloved characters, their story, and a conclusion that may hone the reflective nature and spur the reader to seek more of the same. Books are as important now as they were during the dark ages when all stories of experiences and places would have been lost had it not been for the dedicated and devoted people who penned them onto parchment or labored over a manual typewriter.

Iic- Hkuspace Ass

HKU SPACE federation College Intra- and social Competencies (IIC) Lecturer Office Email Tel. 1. Introduction 1. Human beings be social animals. We meet tidy sum and make friends throughout our life. However, twist a positive relationship is not an accident, it requires apprehension and effort and is an art to be erudite and practiced. Learning, developing, expanding, and improving social skills and competencies are essential for future success.This dustup prepares disciples for the future by helping them improve themselves and their relationships with family members, friends, classmates, co-workers and even people who may be perceived as difficult. Aims & Objectives 2 This course aims at increasing students knowledge and understanding of basic human communication principles, identifying their strengths and weaknesses in intrapersonal and interpersonal communication, developing skills to achieve positive relationships with significant others and people nearly them. 2. 2By the end of the course, students should be able to . 2. 1understand the concept of self, self-esteem and self-efficacy 2. 2. 2know themselves throughout the life span, personality types and realize their strengths and weaknesses in communication 2. 2. 3identify emotion and feelings and develop appropriate skills to designate them 2. 2. 4understand the meaning of happiness and develop shipway to achieve life satisfaction 2. 2. 5clarify values and understand moral development 2. 2. 6develop better listening skills 2. 2. 7master basic skills of enceinte and receiving responses 2. 2. understand the features of healthy relationship and identify skills for managing appointments 2. 2. 9develop ways to enhance intimate relationships 2. 2. 10 recognize the significance of parenting and strengthen family relationship. General approach 2. Mini lectures, role-plays, shield discussions, psychological tests and other creative methods will be used as necessary. 3. Each meeting is 3 hours per session, 12 meetings per confines. References 5 Compulsory text Hanna, S. L. , Suggett, R. , & Radtke, D. (2010). soul to person Positive relationships dont just happen (5th ed. ). Upper Saddle River, NJ Prentice-Hall. Suggested references Baker, L. L. , & Gaut, D. A. (2002). Communication (8th ed. ). Boston Allyn and Bacon. DeVito, J. A. (2012). The Interpersonal communication book (13th ed. ). NY Addison Wesley Longman. DeVito, J. A. (2002). The interpersonal communication larner. Boston Allyn and Bacon. Erber, R. , & Erber, M. W. (2010). Intimate relationships Issues, theories and research (2nd ed. ). Boston Allyn and Bacon. Johnson, D. W. , & Johnson, F. P. (2008). Joining together sort out therapy and group skills (10th ed). Boston Allyn and Bacon. Knapp, M. L. (2002). Handbook of interpersonal communication (3rd ed. ). London Sage.Ratliffe, S. A. , & Hudson, D. D. (1988). Skills building for interpersonal competence. U. S. Holt, Rinehart and Winston. Squirrell, G. (1998). create life skills. Lyme Regis Russell House. (2000) ( )? (1999) ( )? (2002) 180 ( )? Syllabus Class Unit Title Content (3 hours each) 1 A.Introduction Course introduction, Concept of self B. Knowing and Valuing Yourself (Chapter 1 ofDevelopmental areas of self the text) Self-esteem, self-concept, self-efficacy & ways to build and raise it 2 C. Understanding yourself throughout the lifePersonality types and theories span (Chapter 2 of the text) Gender and personality How to put out psychology paper in APA arrange 3 1. Exploring values and making wise choices Value and moral development (Chapter 3 of the text) Define surfaceness and ways of promoting wellness 2.Experiencing and expressing emotion Emotion and self (Chapter 5 of the text) Constructive & appropriate ways to express emotion And Achieving happiness & satisfaction Define happiness (Chapter 4 of the text) Obstacles in the pursuit of happiness Ways of achieving satisfaction 4 scho larly person mystifyation Group 1 Chapter 3 Group 2 Chapter 4 & 5 5 3.Becoming a positive listener (Chapter 7 ofVerbal and non-verbal language the text) Define listening Develop better listening skills 4. Improving Communication means of verbalizing (Chapter 8 and 9 of the text) Effective communication Self-disclosure Giving & receiving compliments Checking your perception Using dimensions of awareness Respond effectively 6 Student presentation Group 3 Chapter 7 Group 4 Chapter 8 & 9 7 5. Building Positive Relationships (Chapter Creating healthy relationships 10 of the text) Types of relationships Support systems Define conflict styles and conflict management 6.Strengthening Family Relationships Family strengths & weaknesses (Chapter 13 of the text) Positive parenting Changes in the family 8 Student presentation Group 5 Chapter 10 Group 6 Chapter 13 9 7. Developing & Enriching Intimate What is love? Relationships ( Chapter 12 of the text) Types of love Obstacles to love & intimacy Building intimacy Sexual fulfillment Cohabitation Marriage Recommendation for marital success 10 Student presentation Group 7 Chapter 12 Group 8 Chapter 12 11 Self-reflection Students oral presentations reflecting what one has learned in this Submit term paper course 12 Self-reflection Students oral presentations reflecting what one has learned in this Quiz course Assessment 100% course work ? Attendance10% ? Participation10% ? Quiz10% ? Group presentation25% ? oral examination presentation20% ? Written assignment25% 6. 1Attendance10% 6. 1. 1Compulsory Attendance Students full attendance is required. Prior approval should be sought from the lecturer for any leave of absence. cookal letter and medical security system are required to prove students absence. Students must be punctual for their lessons.Three lately come-ins will be counted as one absence. Absence of any three sess ions without conjectural written explanation and prior approval from the lecturer will lead to failure of the whole course. 6. 2Participation10% 6. 2. 1To facilitate students contribution to class learning, they are expected to 6. 2. 1. 1prepare and present mini-lectures, take a leading role in class discussion, group activities and presentations 6. 2. 1. 2share own experiences and thoughts with the group 6. 2. 1. 3reflect on and learn from experiences and feedback 6. 2. 1. 4 exit fruitful, concrete and constructive feedback to classmates. 6. 3Quiz 10% 6. 3. A multiple choice, open book short quiz related to the text will be carried out at the start of class 12. Students are reminded to read the text regularly. 6. 4Group demonstration25% 6. 4. 18 groups will be formed in the first class. Starting from class 4, each group will be responsible for presenting and running play activities during the session. 6. 4. 2The content of presentation is related to the content of chapter/s of the textbook being assigned. Each group has to hand in a Pre-task cause to the lecturer at least one week before their presentation (see p. 15-16). Marks may be deducted for late meekness. It is highly recommended for groups to discuss with the lecturer before the presentation. 6. 4. In auxiliary to the textbook, students are encouraged to look for other relevant materials when preparing the presentation, such as newspapers, local statistical reports, personal experiences and other electronic and paper journals etc. 6. 4. 4The format of the presentation is flexible and should be creative. Mini-lecture, drama, role-plays and games involving the entire class are recommended. The class activity should be related to everyday life, and as received and stimulating as possible. 6. 4. 5Duration of the presentation should be around 40 minutes. 6. 4. 6Students are required to use English in the presentation. 6. 4. 7After the group presentation, the entire class will assess and provide fee dback on the groups overall performance. Each roup will ask one question and give a brief verbal comment on the performance of the presentation group. Each group will also need to fill in an evaluation form and move on it to the lecturer (p. 8). 6. 5 spoken Presentation 20% 6. 5. 1Each student shall prepare a self-reflection speech in about 300 words in English. Self-reflection means anything one believes one has learned or gained from this course that is beneficial in self-understanding and developing positive relations, and would like to share verbally in English. 6. 5. 2Each student will have at approximately 3 minutes to present in the class in class 11 and 12 6. 5. 3After the presentation, each group will ask the student a question.Each group will provide written feedback and rate the performance of the student (p. 10). 6. 5. 4Students are required to hand in their script for reference at the beginning of their presentation. Marks will be deducted if students fail to submit a written script of their presentation. 6. 6 Written assignment 25% 6. 6. 1Students are required to submit a paper in this course. This paper should be written in English and submitted at the beginning of class 11. The submission deadline of the paper will be strictly enforced. Without prior approval from the lecturer, zero mark or F Grade will be given to any late submission. For security purpose, student is recommended to keep a spare copy of the paper. 6. 6. Format of the paper neatly typed on A4 papers, double-line spacing, font size 12, Times New Roman, 1 inch margin. 6. 6. 3Word limits gibibyte words with word count provided. 6. 6. 4 Proper references should be included in the paper. 6. 6. 5Students have to demonstrate their ability to integrate knowledge they learnt from this course to break down a deterrent example. Assignment questions see p. 12. 6. 6. 6 Term paper marking criteria Excellent A Criteria in obtaining a B and Strong evidence of original thinking Good cap acity to analyze and ynthesize Indication of critical thinking Superior grasp of subject matter Evidence of extensive knowledge dish Excellent suggestions that definitely can be used in real life situations. Good B Criteria in obtaining a C and Elaborate and enlarge with appropriate examples. Good grasp of the subject matter. Some evidence of critical capacity and analytical ability Reasonable understanding of issues Good insights and/or serviceable suggestions. Satisfactory C Well organized with introduction, content, conclusion and reference sections. APA format used Content is relevant to the question asked. Indicate basic knowledge and understanding of the subject matter. With acceptable conclusion and appropriate suggestions or insights. Fair D Written in understandable English. Content is somewhat relevant to the question asked. uneffective to use proper APA format. forgetful F Little evidence of familiarity with the concept and subject matter Poor English Plagiarism HKU SPACE conjunction College Intra- and Interpersonal Competencies Group Presentation Classmates Group Feedback Form Class Mon/Tue/Wed/Thur/Fri Group ______ Presentation Topic _______________________________________ From Group ___________am/pm sponsors chance on ______________ bear on ______________ Name ______________ Name ______________ Name ______________ Name ______________ Name ______________ Name ______________ surgical process Appraisal Item Excellent Good Satisfactory Fair Poor bodily structure & system of rules cookery Time allocation Appropriate content arouse activities Clarity of message Classmates response Sound rationale Overall Your groups comments _____________________________________________________________________________________________________________________________________________________ ___________________________________________________________________ _______________ __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Lecturers Immediate Feedback Form Group ______ Presentation Topic ___________________________________________ Class Mon/Tue/Wed/Thur/Fri _______am/pm Name ______________ Name ______________ Name ______________ Name ______________ Student ID __________ Student ID __________ Student ID __________ Student ID __________ Name ______________ Name ______________ Name ______________ Name ______________ Student ID __________ Student ID __________ Student ID __________ Student ID __________ Performance Appraisal Item Excellent Good Satisfactory Fair Poor Structure & organization Preparation Time allocation Appropriate content Interesting activities Clarity of message Classmates response Sound rationale Overall _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Classmates Group Assessment Form Class Mon/Tue/Wed/Thur/Fri Presenters Name ______________________ From Group ___________am/pm Performance Appraisal Item Excellent Good Satisfactory Fair Poor Structure & organization Preparation Time allocation Content Clarity of presentation Responses to questions Question(s) your group raised or you want to raise and the presenters response __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Overall comment on the presentation _________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Lecturer s Feedback Form Presenters Name ______________________ Class Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item Excellent Good Satisfactory Fair Poor Structure & organization Preparation Time allocation Content Clarity of presentation Responses to questions HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Lecturers Feedback Form Presenters Name ______________________ Class Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item Excellent Good Satisfactory Fair Poor Structure & organization Preparation Time allocation Content Clarity of presentation Responses to questions Case Study My name is Sammy.I had unsatisfactory results in my public examinations and could not be admitted to a university. My parents wanted me to further study, therefore, I went to college without giving it much thought. I do not like studying. Actually, I dont know what I like and dislike. The question Who am I? still confuses me. It is clear to me that I am not as competent as my friends and classmates. My classmates have better academician and sports performance than me. My elder sister is better looking than me. My cousin is more I cannot remember the last time I talked to my parents peacefully. My parents go home late because of work. When they come home, I am usually in bed.If they happen to come home earlier, they usually find me lying on the sofa with the television on, or surfing the Internet aimlessly. They often complain and nag, which irritates me very much. I once lost my temper and banged the door harshly after their criticism. Since this incident, I have find accustomed to respond to their complaints with a blank face or going back to my room quietly. I think silence is better than quarrels. Pre-assignment preparation (to be completed in class 1) According to your common senses, list out the possible problems of the main character of the scenario (Sammy) and your suggested solutions to the main characters problems. Assignment questions (1000 words, submission deadline in class 11)Base on what you have learned in this course (including your textbook and any reference materials that you may have read), analyze the case study provided. Using theoretical support identify the problems the main character has and suggest possible solutions. HKU SPACE Community College Intra- and Interpersonal Competencies pic Assignment Checklist (Will be given up to students paper) 1. Format Double-line spacing( Typed (yes, the computer is just fine)( 2. ContentExcellentPoor Identifies the possible problems of the scenario ((((( Proposes pragmatic solutions to the scenario((((( Shows how the theories apply to the scenario((((( Cites references with APA format((((( 3. Writing StyleExcellentPoor Organized(((((Understandable((((( Appropriate Grammar & correct spelling((((( Cohesiveness((((( Other comments _________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Grade ___________ Teacher ____________________ Date ___________ HKU SPACE Community College Intra- and Interpersonal CompetenciesGuidelines for writing an essay 1. Structure and presentation 1. Essay is well-structured with table of content, introduction, sections (parts) and conclusion (or suggestion ) 2. Paragraphs (or sections/ parts ) are logically linked 3. Appropriate institution of tables or figures whenever necessary 4. Good reference section 2. Content (be regarded as more important) 1. Materials are addressed to the topic with evidence of extensive reading. 2. The theme is well mastered & logically d eveloped 3. The major theories / concepts are well mastered. 4. Arguments are adequate and critical. 5. Theory(ies) applied are critically evaluated. 6.Draw reference from relevant local examples as far as possible. 3. Conclusion / suggestions 1. Summarize the key points briefly 2. Having new ideas & insights into the topic 3. 3. Provide workable suggestions HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Pre-task Form Course Code _________________ Class Mon/Tue/Wed/Thur/Fri am/pm Group ______ Presentation Title __________________________________________ Name ________________ Name ________________ Name ________________ Name ________________ Student ID ____________ Student ID ____________

Mental Health Care for Latin Americans Essay

Abstract The Hispanic population in the United States has rapidly increased over the last decade and is underrepresented and c ard for in intellectual soundlyness services. By understanding their culture and learning about the environment they bed in therapists put forward better meet the patients needs. This paper covers Historical content, Family structure, Education, Rates of Psychiatric Disorders symptoms, and what to do as a therapist for Hispanic/Hispanic clients. Also discussed give be some look into showing patterns of psychic health changes between Hispanics that were innate(p) in America and those that were born in South America.This paper shouldnt end your subject in this ara but serve as a motivator for further education. Mental Health C ar for Latin Americans and Hispanic Americans When learning to counsel Latin/Hispanic Americans it is weighty to know a few facts about their culture and place of cordial disease. There argon a few cultural bonds dual-lane be Latin/Hispanic Americans. One of the biggest bonds is the Spanish language. The Spanish language and culture are common bonds for many Hispanic Americans, regardless of whether they trace their course to Africa, Asia, Europe, or the Americas.The immigrant experience is a nonher common bond. Nevertheless, Hispanic Americans are very heterogeneous in the pot of their migration and in other characteristics. To understand their affable health needs, it is important to examine both the shared and unique experiences of different groups of Hispanic Americans. One of the most distinguishing characteristics of the Hispanic/ Latin American population is its rapid growth. In the 2000 census the number of Hispanics counted rose to 35. 3 million, roughly equal to the number of African Americans (U. S. count Bureau, 2001a).In fact, census projections indicate that by 2050, the number of Latinos will increase to 97 million this number will constitute nearly maven-fourth of the U. S. pop ulation. Projections for the residuum of Hispanic youth are even luxuriouslyer. It is predicted that nearly trio of those under 19 eld of age will be Hispanic by 2050 (Spencer & Hollmann, 1998). Persons of Mexican origin comprise the too largest proportion of Latinos (almost two- ternarys), with the remaining third distributed mainly among persons of Puerto Rican, Cuban, and primordial American origin, (U.S. Census Bureau, 2001b).It is subscriber lineworthy that nearly two-thirds of Hispanics (64 %) were born in the United States (U. S. Census Bureau, 2000c). A nonher common bond is migration or immigration. Puerto Ricans began arriving in large numbers on the U. S. mainland after World War II as Puerto Ricos population increased. High unemployment among dis amazed agricultural workers on the island also lead to large-scale emigration to the mainland United States that continued through the 1950s and 1960s.In the 1980s, the migration pattern became to a greater extent cir cular as many Puerto Ricans chose to return to the island. One distinctive characteristic of Puerto Rican migration is that the indorse Organic Act, or Jones Act, of 1917 granted Puerto Ricans U. S. citizenship. Although Cubans came to the United States in the jiffy half of the 19th century and in the early part of the twentieth century, the greatest influx of Cuban immigrants began after Fidel Castro overthrew the Fulgencio Batista government in 1959.First, an elite group of Cubans came, but immigration continued with people making the dangerous intersection to the United States by makeshift watercraft (Bernal & Shapiro, 1996). nearly of these immigrants, such as the educated professionals who came to the United States during the early phase of Cuban migration, catch be take after tumesce established, where-as others who maked with few economic resources are less so. Unlike immigrants from several other countries, many Cubans read gained attack to citizenship and federal support through their status as political refugees.Central Americans are the newest Latino subgroup in the United States. Many Central Americans fled their countries por la situacion, a phrase that refers to the political terror and atrocities in their homelands. Although the peculiar(prenominal) social, historical, and political contexts differ in El Salvador, Guatemala, and Nicaragua, conflicts in those countries led to a significant immigration of their citizens. About 21 portion of foreign-born Central Americans arrived in the United States between 1970 and 1979, and the bulk (about 70 %) arrived between 1980 and 1990 (Farias, 1994).The circumstances that caused various Hispanic groups to migrate greatly influence their experience in the United States. Cubans fled a Communist government, and, as a result, the U. S. Government has reserved support through refugee or entrant status, work permits (Gil & Vega, 1996), and citizenship. More than half (51 %) of Cuban immigrants hav e become U. S. citizens, compared to further 15 percent of Mexican immigrants (U. S. Census Bureau, 1998). Puerto Ricans, whether born on the mainland or in Puerto Rico, are by definition U.S. citizens and, as a result, have access to government-sponsored support services. However many Central American immigrants are not recognized as political refugees, despite the fact that the war- associate wound and terror that preceded their immigration bloodlessthorn place them at high risk for post-traumatic stress disorder (PTSD) and whitethorn make adjustment to their new home more troublesome. Many Latinos who arrive without proper documentation have toilsomey obtaining jobs or advancing in them and live with the chronic fear of deportation.Finally, many Mexicans, Puerto Ricans, Central Americans, and recent Cuban immigrants come as unskilled laborers or displaced agricultural workers who lack the social and economic resources to ease their adjustment. Hispanics are highly concentra ted in the U. S. Southwest In 2000, 60 percent lived in five Southwestern States (California, Arizona, New Mexico, Colorado, and Texas). Approximately half of all Hispanic Americans live in two States, California and Texas (U. S. Census Bureau, 2001b). succession many Southwestern Latinos are recent immigrants, others are descendants of Mexican and Spanish settlers who lived in the territory in the first place it belonged to the United States. Some of these descendants, specially those in New Mexico and Colorado, refer to themselves as Hispanos. More recent immigrants from Mexico and Central America are drawn to the Southwest because of its proximity to their home countries, its employment opportunities, and its established Latino communities, which can help them, find jobs. Outside the Southwest, New York, Florida, and Illinois are home to the largest concentrations of Hispanics.New York has 8. 1 percent, Florida, 7. 6 percent, and Illinois, 4. 3 percent of all the Latinos estim ated to reside in the United States in 2000 (U. S. Census Bureau, 2001b). Two-thirds of Puerto Ricans on the mainland live in New York and New Jersey, and two-thirds of Cuban Americans live in Florida (Population Reference Bureau, 2000). Although ad hoc subgroups of Latinos are associated with specific geographical regions, important demographic shifts have resulted in the increased visibility of Latinos throughout the United States.From 1990 to 2000, Latinos more than doubled in number in the adjacent six states Arkansas (170 %), Nevada (145 %), North Carolina (129 %), Georgia (120 %), Nebraska (108 %), and Tennessee (105 %) (U. S. Census Bureau, 2000c). Of the six States, Nevada is the only one located in a region with traditionally high concentrations of Latinos. Thus, in addition to growing in numbers, Hispanic Americans are spreading throughout the United States. Latinos are often referred to as family oriented (Sabogal et al. , 1987). It is important to note that familism is as much a reflection of social processes as of cultural practice (Lopez & Guarnaccia, 2000).Specifically, the shared experience of immigrating to a new land or of experiencing difficult social conditions in ones homeland can come along adherence to family ties. In many cases, family connections facilitate survival and adjustment. The importance of family can be seen in Hispanic existent ar cathode-ray oscilloscopements. Although family characteristics vary by Latino subgroups, as a whole, Latinos, like Asian Americans and Pacific Islanders, are most likely to live in family households and least likely to live alone.In addition, children (especially the females) tend to remain in the family until they marry Overall, Hispanics have less formal education than the national average. Of Latinos over 25 years of age, only 56 percent have graduated from high school, and only 11 percent have graduated from college. Nationally, 83 percent and 25 percent of the same age group have graduate d from high school and college respectively (U. S. Census Bureau, 2000b). Hispanics educational attainment is related to their place of birth.In 1999, only 44 percent of foreign-born Hispanic adults 25 years and cured were high school graduates, compared to 70 percent of U. S. -born Hispanic adults (U. S. Census Bureau, 2000b). The dropout rate for foreign-born Hispanics ages 16 to 24 is more than twice the dropout rate for U. S. -born Hispanics in the same age range (Kaufman et al. , 1999). A recent study of put school Latino students questions why foreign-born adolescents and adults have the worst educational outcomes (C. Suarez-Orozco & M. Suarez-Orozco, 1995).The study concluded that recent immigrants from Mexico and El Salvador had at least the same, or in some cases greater motivation to achieve than white or U. S. -born Mexican American students. The educational achievement of three of the main Hispanic subgroups reveals further variability. Cubans have the highest percenta ge of formally educated people. Of persons over 25 years of age, 70 percent of Cuban Americans have graduated from high school, whereas 64 percent of Puerto Ricans and 50 percent of Mexican Americans have graduated from high school (U. S.Census Bureau, 2000d).Moreover, one-fourth of Cuban Americans have graduated from college, which is identical to the college graduation rate of Americans overall. In contrast, Puerto Rican and Mexican-origin adults have lower college graduation range, 11 percent and 7 percent respectively. Although Latinos as a group have poorer educational outcomes than other ethnic groups, there is able variability to offer hope for them to catch up. Another shared area is income. The economic status of three of the main subgroups parallels their educational status.Cuban Americans are more affluent in standing than Puerto Ricans and Mexican Americans, as reflected in median family incomes (Cubans, $39,530 Puerto Ricans, $28,953 Mexicans, $27,883), the percentage of persons below the poverty line (Puerto Ricans, 31 % Mexicans, 27 % Cubans, 14 %) and the unemployment range of persons 16 years and older (Puerto Ricans, 7 % Mexicans, 7 % Cubans, 5 %) (U. S. Census Bureau, 2000d). The catamenia income levels of the Latino subgroups are also related to the political and historical circumstances of their immigration.Elite Cuban immigrants have contributed in part to the relatively strong economic status of Cuban Americans. Their experience, however, stands in stark contrast to that of Mexican Americans, Puerto Ricans, and Central Americans, most of who came to the United States as unskilled laborers. Historical and Sociocultural Factors That Relate to Mental Health Historical and sociocultural factors suggest that, as a group, Latinos are in great need of mental health services. Latinos, on average, have relatively low educational and economic status.In addition, historical and social subgroup differences make differential needs within Latino groups. Central Americans whitethorn be in particular need of mental health services granted the trauma experienced in their home countries. Puerto Rican and Mexican American children and adults whitethorn be at a higher risk than Cuban Americans for mental health riddles, given their lower educational and economic resources. Recent immigrants of all backgrounds, who are adapting to the United States, are likely to experience a different set of stressors than long-term Hispanic residents.Key Issues for Understanding the Research Much of our current understanding of the mental health status of Latinos, particularly among adult populations, is derived from epidemiological studies of preponderance rates of mental disorders, symptomatic entities established by the Diagnostic and Statistical Manual of Mental Disorders (DSM American Psychiatric Association, 1994). The advantage of focusing on rates of disorders is that such findings can be compared with and contrasted to findings from s tudies in other domains (e. g. , clinical studies) using the same diagnostic criteria.Although there are several advantages to examining DSM-based clinical data, there are at least three disadvantages. One limitation is that individuals may experience considerable wo-a level of distress that disrupts their daily functioning-but the symptoms associated with the distress fall short of a given diagnostic threshold. So, if only disorder criteria are used, some individuals need for mental health care may not be recognized. A second disadvantage is that the current definitions of the diagnostic entities have little flexibility to take into account culturally patterned forms of distress and disorder.As a result, disorders in need of treatment may not be recognized or may be mislabeled. A third limitation is that most of the epidemiological studies using the disorder-based definitions are conducted in friendship household surveys. They fail to accommodate nonhousehold members, such as pe rsons without homes or those who reside in institutions. Because of these limitations, it is important to broaden the review of research on mental health needs to include not only studies that report on disorders but include high-need populations not usually included in household-based surveys.Mental Disorders Adults A study plunge that Mexican Americans and white Americans had very similar rates of psychiatric disorders (Robins & Regier, 1991). However, when the Mexican American group was separated into two sub-groups, those born in Mexico and those born in the United States, it was lay down that those born in the United States had higher rates of depression and phobias than those born in Mexico (Burnam et al. , 1987). The study strand that relative to whites, Mexican Americans had fewer lifetime disorders overall and fewer anxiety and nubble use disorders.Like some other findings, Mexican Americans born outside the United States were set to have lower prevalence rates of any lifetime disorders than Mexican Americans born in the United States. Relative to whites, the lifetime prevalence rates did not differ for Puerto Ricans, or for Other Hispanics. However, the sample sizes of the last mentioned two subgroups were quite small, thus limiting the statistical power to detect group differences (Ortega et al. , 2000).A third study examined rates of psychiatric disorders in a large sample of Mexican Americans residing in Fresno County, California (Vega et al. , 1998). This study found that the lifetime rates of mental disorders among Mexican American immigrants born in Mexico were remarkably lower than the rates of mental disorders among Mexican Americans born in the United States. Overall, approximately 25 percent of the Mexican immigrants had some disorder (including both mental disorders and substance abuse), whereas 48 percent of the U. S.-born Mexican Americans had a disorder (Vega et al. , 1998). Furthermore, the length of time that these Latinos ha d spent in the United States appeared to be an important factor in the development of mental disorders. Immigrants who had lived in the United States for at least 13 years had higher prevalence rates of disorders than those who had lived in the United States fewer than 13 years (Vega et al. , 1998). It is interesting to note that the mental disorder prevalence rates of U. S. -born Mexican Americans closely resembled the rates among the general U.S. population.In contrast, the Mexican-born Fresno residents lower prevalence rates were similar to those found in a Mexico City study (e. g. , for any affective disorder Fresno, 8 %, Mexico City, 9 %) (Caraveo-Anduaga et al. , 1999). Together, the results from the ECA, the NCS, and the Fresno studies suggest that Mexican-born Latinos have better mental health than do U. S. -born Mexican Americans and the national sample overall. A similar pattern has been found in other sets of studies.One study examined the mental health of Mexicans and Me xican Americans who were seen in family practice settings in two towns equidistant from the Mexican border (Hoppe et al. , 1991). This investigation found that 8 percent of the Mexican American participants had experienced a lifetime episode of depression, whereas only 4 percent of Mexican participants had experienced depression. The most hit finding from the set of adult epidemiological studies using diagnostic measures is that Mexican immigrants, Mexican immigrants who lived fewer than 13 years in the United States, or Puerto.Ricans who resided on the island of Puerto Rico had lower prevalence rates of depression and other disorders than did Mexican Americans who were born in the United States, Mexican immigrants who lived in the United States 13 years or more, or Puerto Ricans who lived on the mainland. This consistent pattern of findings across independent investigators, different sites, and two Latino subgroups (Mexican Americans and Puerto Ricans) suggests that factors associ ated with living in the United States are related to an increased risk of mental disorders.Some authors have interpreted these findings as suggesting that acculturation may lead to an increased risk of mental disorders e. g. , Vega et al. , 1998. The limitation of this definition is that none of the noted epidemiological studies directly tested whether acculturation and prevalence rates are indeed related. At best, place of birth and numbers of years living in the United States are proxy measures of acculturation. However, acculturation is a complex process (LaFromboise et al. , 1993) it is not clear what aspect or aspects of acculturation could be related to higher rates of disorders.Is it the changing cultural values and practices, the stressors associated with such changes, or negative encounters with American institutions (e. g. , schools or employers) that cause some of the different prevalence rates (Betancourt & Lopez, 1993)? Before acculturation can be accepted as an explan ation for this observed pattern of findings, it is important that direct tests of specific acculturation processes be carried out and that alternative explanations for these findings be ruled out. More research would be especially helpful in identifying the key predictors of Latinos mental health and mental illness. ripened Adults Few studies have examined the mental health status of older Hispanic American adults. A study of 703 Los Angeles area Hispanics age 60 or higher up found over 26 percent had major(ip) depression or dysphoria. Depression was related to personal health only 5. 5 percent of those without physical health complications reported depression (Kemp et al. , 1987). Similar findings associated chronic health conditions and disability with depressive symptoms in a sample of 2,823 older community-dwelling Mexican Americans (Black et al. , 1998).The findings from in-home interviews of 2,723 Mexican Americans age 65 or older in Southwestern communities revealed a relat ionship between low blood pressure and higher levels of depressive symptomatology (Stroup-Benham et al. , 2000). These data are somewhat difficult to interpret. Given the fact that somatic symptoms (e. g. , difficulty sleeping and loss of appetite) are related to poor health, these studies could simply document that these somatic symptoms are elevated among older Hispanics who are ill. On the other hand, presence of physical illness is also related to depression.Taken together, these findings indicate that older Latin/Hispanics who have health problems may be at risk for depression. Furthermore, a recent study suggests that the risk for Alzheimers disease may be higher among Latin/Hispanic Americans than among white Americans (Tang et al. , 1998). Symptoms The early epidemiological studies of Latinos/Hispanics examined the number of symptoms, not the number of mental disorders, reported by groups of Latin/ Hispanic Americans, and in some cases compared them to the number of symptoms reported by white Americans.Much of this research found that Latinos/Hispanics had higher rates of depression or distress than whites Frerichs et al. , 1981. In a large-scale study of Latin/ Hispanics Americans, Cuban Americans (Narrow et al. , 1990) and Mexican Americans (Moscicki et al. , 1989) were found to have lower rates of depressive symptoms than Puerto Ricans from the New York City metropolitan area Moscicki et al. , 1987 Potter et al. , 1995. In another line of inquiry, Latin/Hispanic American mothers who have children with mental retardation were found to report high levels of depressive symptomatology.It is important to note that measures of symptoms may reflect actual disorders that may not be measured in a given study, as well as general distress associated with social stressors but not necessarily associated with disorders. Two studies provide evidence that depressive symptom indices used with Latinos tend to measure distress more than disorder. In one study, rates o f depressive symptoms were found to be similar among poor Puerto Ricans living in New York City and in Puerto Rico (Vera et al. , 1991), even though earlier analyses indicated different rates of major depression for the two samples Canino et al., 1987 Moscicki et al. , 1987.In the second study, symptoms of depression were less related to diagnosis of depression for those Hispanics who were economically disadvantaged than for those Hispanics more socially advantaged (Cho et al. , 1993). If an index of depressive symptoms were an indicator of both general distress and disorder, so that index would have been related to a diagnosis of depression for both economically advantaged and disadvantaged samples. Culture-Bound Syndromes DSM-IV recognizes the existence of culturally related syndromes, referred to in the appendix of DSM as culture-bound syndromes.Relevant examples of these syndromes for Latin/Hispanic Americans are susto (fright), nervios (nerves), and mal de ojo (evil eye). One expression of distress that is most commonly associated with Caribbean Latinos but has been recognized in other Latinos as well is ataques de nervios (Guarnaccia et al. , 1989). Symptoms of an ataque de nervios include screaming uncontrollably, crying, trembling, and verbal or physical aggression. Dissociative experiences, seizure-like or fainting episodes, and suicidal gestures are also prominent in some ataques.In one study carried out in Puerto Rico, researchers found that 14 percent of the population reported having had ataques (Guarnaccia et al. , 1993). Furthermore, in detailed interviews of 121 individuals living in Puerto Rico (78 of who had had an ataque), experiencing these symptoms was related to major life problems and subsequent psychological suffering (Guarnaccia et al. , 1996). There is value in identifying specific culture-bound syndromes such as ataques de nervios because it is critical to recognize the existence of conceptions of distress and illness outside tradit ional psychiatric classification systems.These are often referred to as popular, lay, or common sense conceptions of illness or illness behavior (Koss-Chioino & Canive, 1993). Some of these popular conceptions may have what appear to be definable boundaries, while others are more fluid and cut across a wide range of symptom clusters. For example, many people of Mexican origin apply the more general concept of nervios to distress that is not associated with DSM disorders, as well as to distress that is associated with anxiety disorders, depressive disorders (Salgado de Snyder et al., 2000), and schizophrenia (Jenkins, 1988).Though it is valuable for researchers and clinicians alike to learn about specific culture-bound syndromes, it is more important that they assess variable local representations of illness and distress. The latter approach casts a wider net around understanding the role of culture in illness and distress. In the following quote, Koss-Chioino (1992) (page 198) point s out that a given presenting problem can have multiple levels of interpretation the mental health view, the folk healing view (in this case, spiritist), and the patients view.The same woman, during one episode of illness, may experience depression in call of hallucinations, poor or excessive appetite, memory problems, and feelings of sadness or depression, if she presents to a mental health clinic or, alternatively, in terms of backaches, leg aches, and fear, if she attends a Spiritist session. However, she will probably experience headaches, sleep disturbances, and nervousness regardless of the resource she uses. If we encounter her at the mental health clinic, she may condone her distress as due to disordered or out-of-control mind, behavior, or lifestyle.In the Spiritist session she will probably have her distress explained as an obsession. And if we encounter her before she seeks help from either of these treatment resources, she may describe her problems as due to difficult ies with her husband or children. Individuals with Alcohol and Drug Problems Studies have consistently shown that rates of substance abuse are linked with rates of mental disorders (Kessler et al. , 1996). Most studies of alcohol use among Hispanics indicate that rates of use are either similar to or slightly below those of whites (Kessler et al. , 1994).However, two factors influence these rates. First, gender differences in rates of Latinos use are often greater than the gender differences observed between whites. Latinas are particularly unlikely to use alcohol or drugs (Gilbert, 1987). In some cases, Latino men are more likely to use substances than white men. For example, in the Los Angeles ECA study, Mexican American men (31 %) had significantly higher rates of alcohol abuse and dependence than non-Hispanic white men (21 %). In addition, more alcohol-related problems have been found among Mexican American men than among white men (Cunradi et al., 1999).A second factor associat ed with Latinos rates of substance abuse is place of birth. In the Fresno study (Vega et al. , 1998), rates of substance abuse were much higher among U. S. -born Mexican Americans compared to Mexican immigrants. Specifically, substance abuse rates were seven times higher among U. S. -born women compared to immigrant women. For men, the ratio was 2 to 1. U. S. -born Mexican American youth also had higher rates of substance abuse than Mexican-born youth (Swanson et al. , 1992).The study of mental disorders and substance abuse among Latinos suggests two specific types of strengths that Latinos may have. First, as noted, Latino adults who are immigrants have lower prevalence rates of mental disorders than those born in the United States. Among the competing explanations of these findings is that Latino immigrants may be particularly resilient in the face of the hardships they encounter in settling in a new country. If this is the case, then the identification of what these immigrants do to reduce the likelihood of mental disorders could be of value for all Americans.One of many possible factors that might contribute to their resilience is what Suarez-Orozco and Suarez-Orozco (1995) refer to as a dual frame of reference. Investigators found that Latino immigrants in middle-school frequently used their families back home as reference points in assessing their lives in the United States. Given that the social and economic conditions are often much worse in their homelands than in the United States, they may experience less distress in handling the stressors of their daily lives than those who lack such a basis of comparison.U. S. -born Latinos are more likely to compare themselves with their peers in the United States. Suarez-Orozco and Suarez-Orozco argue that these Latino children are more aware of what they do not have and thus may experience more distress. A second factor noted by the Suarez-Orozcos that might be related to the resilience of Latino immigrants is their high aspiration to succeed. Particularly noteworthy is that many Latinos want to succeed in order to help their families, rather than for their own personal benefit.Because the Suarez-Orozcos did not include measures of mental health, it is not certain whether their observations about school achievement apply to mental health. Nevertheless, a dual frame of reference and collective achievement goals are part of a complex set of psychological, cultural, and social factors that may explain why some Latino immigrants function better than Latinos of later generations. A second type of strength noted in the literature is how Latino families cope with mental illness.Guarnaccia and colleagues (1992) found that some families draw on their spirituality to cope with a relatives serious mental illness. Strong beliefs in God give some family members a sense of hope. For example, in reference to her brothers mental illness, one of the informants commented We all have an invisible doctor th at we do not see, no? This doctor is God. Always when we go in search of a medicine, we go to a doctor, but we must keep in mind that this doctor is inspired by God and that he will give us something that will help us.We must also keep in mind that who really does the curing is God, and that God can cure us of anything that we have, material or spiritual. (p. 206) Jenkins (1988) found that many Mexican Americans attributed their relatives schizophrenia to nervios, a combination of both physical and emotional ailments. An important point here is that nervios implies that the patient is not blameworthy, and thus family members are less likely to be critical. Previous studies from largely non-Hispanic samples have found that both family criticism and family blame and criticism together (Lopez et al., 1999) are associated with recur in patients with schizophrenia.Mexican American families living with a relative who has schizophrenia are not only less likely to be critical, but also tho se who are Spanish-speaking immigrants have been found to be high in extravagance. This is important because those patients who returned from a hospital stay to a family high in warmth were less likely to relapse than those who returned to families low in warmth. Thus, Mexican American families warmth may help protect the relative with schizophrenia from relapse.The spirituality of Latino families, their conceptions of mental illness and their warmth all contribute to the support they give in coping with serious mental illness. Although limited, the attention given to Latinos possible strengths is an important contribution to the study of Latino mental health. Strengths are protective factors against distress and disorder and can be used to develop interventions to prevent mental disorders and to promote well-being. Such interventions could be used to inform interventions for all Americans, not just Latinos.In addition, redirecting attention to strengths helps point out the overemp hasis researchers and practitioners give to pathology, clinical entities, and treatment, rather than to health, well-being, and prevention. handiness of Mental Health Services Finding mental health treatment from Spanish-speaking providers is likely to be a problem for many Spanish-speaking Hispanics. In the 1990 census, about 40 percent of Latinos reported that they either didnt speak English or didnt speak English well. Thus, a significant proportion of Latinos need.Spanish-speaking mental health care providers. Presently there are no national data to indicate the language skills of the Nations mental health professionals. However, a few studies reveal that there are few Spanish-speaking and Latino providers. One survey of 1,507 school psychologists who carry out psychoeducational assessments of multilingual children in the eight States with the highest percentages of Latinos found that 43 percent of the psychologists identified themselves as English-speaking monolinguals (Ochoa et al. , 1996). In other words, a large number of Engli.