Raising The Age - 1517 Words

CRJ 242 Avinash Ramkumar â€Å"Raise the Age† Going back to the early days of American history, there were very little made to distinguish criminal responsibility of children versus that of adults. During this time, juveniles, some young as seven years old could be tried and prosecuted within an adult criminal court. Children would have to stand for trial in court based on the offenses they committed, and could then be sentenced to prison and sometimes possibly even capital punishment. Is this form of justice beneficial to minors, or does it just obstruct their futures? Children, as young as the age of seven faced many challenges while they were held with adult criminals. Some of these challenges involved: exploitation, overpopulation within†¦show more content†¦Due to this, there were a number of changes that were made within the 1960s in an effort to put a foot down on juvenile crime. There were several decisions made by the Supreme Court that formalized courts for juveniles, making them more like criminal courts. Formal hearings were required, juveniles who faced confinement were given the right to receive a notice of the charges being held against them, and also came along the right to be represented by an attorney. In the 1980’s the public noticed that juvenile crimes were rising and that the system was not effective. Soon states began implementing disciplinary laws, some which included a mandatory sentencing and automatically being sent to adult court for certain crimes committed. Whether or not we should try juveniles as adults has always been a controversial issue. First of all, â€Å"juveniles† are children who fall under the age of 18. However, the legal age varies within certain states across the USA. Despite the age difference, some juveniles are still tried as adults. Does convicting a juvenile as an adult, turn out to be a better problem-solver, and how is this affecting the deterrence of crime? One side argues that regardless of the age, crimes are still crimes. Just because a child commits the crime doesn’t mean that the victim didn t indeed suffer from it. Juveniles should be tried as adults because it will not only make

Parental Attachment and the Development of Self-Compassion Free Essays

Parental Attachment and the Development of Self-Compassion The Positive Psychology movement focuses on identifying protective factors that promote wellbeing and protect people from the negative psychological effects related to life’s everyday challenges. Research increasingly supports self-compassion as a key component in positive mental health outcomes. However, very few studies have examined factors that lead to the development of self-compassion. We will write a custom essay sample on Parental Attachment and the Development of Self-Compassion or any similar topic only for you Order Now Attachment is known to contribute to the development of healthy social and emotional development (Sroufe, Egeland, Carlson, Collins, 2005). Theoretically, parental attachment should promote the development of self-compassion. Attachment is described as the socio-emotional bond between individuals (Wicks-Nelson Isreal, 2009). Healthy parental attachment develops in the first year of life through consistent, sensitive, and responsive parenting from a stable caregiver (Ainsworth, 1979; Barnas Cummings, 1994; Sroufe, 2005). The attachment relationship with a caregiver is an essential component in helping to form the foundation for healthy personality and functioning in society. For example, attachment is known to influence cognitive ability, development of conscience, coping skills, relationship skills, and the ability to handle perceived threats and negative emotions (Sroufe et al. , 2005; Wicks-Nelson Isreal, 2009). In a review of the Minnesota study, Sroufe (2005) highlights the importance of early attachment in the developmental course. The Minnesota study was a 30-year longitudinal developmental study, commencing in the 1970’s, which followed individuals from before birth until adulthood. The main purpose of the study was to evaluate the â€Å"major propositions of attachment theory† (Sroufe, 2005, p. 49). The primary goal of the study was to test Bowlby’s hypotheses that (1) quality of caregiver-infant attachment is influenced by the interaction history with the caregiver, (2) individual differences in personality can be explained by variations in the quality of early attachment, and (3) secure attachment is related to the develo pment of self-reliance, emotion regulation, and social competence. The quality of infant-caregiver attachment was assessed through observation at 12 and 18 months, using Ainsworth’s Strange Situation procedure. Many outcome variables, or patterns of behaviour, were extensively measured using various methods (questionnaires, observation, standardized testing, parental and teacher reports) at several ages including infancy, preschool years, childhood, adolescence, and emerging adulthood. During the preschool years outcomes such as self-regulation, curiosity, and effective entry into peer group were measured. In middle school, measures of real-world competence, loyal friendships, coordination of friendship, and group functioning were examined. During adolescence identity, intimacy, and self-reflection were assessed. The findings from the Minnesota study provided support for Bowlby’s hypotheses (Sroufe, 2005). First, it was demonstrated that secure attachment is directly related to a history of sensitive, emotionally engaged, and cooperative interaction with a caregiver. Also as Bowlby suggested, secure attachment predicted the development of self-reliance such that individuals who used their caregiver as a secure base to explore during infancy, were later more independent. Moreover, secure attachment predicted adaptive emotion regulation as demonstrated by securely attached individuals having more self-confidence, higher self-esteem, more ego-resiliency (ability to adjust), persistent and flexible coping strategies, and displaying affect appropriate to situations. Finally, strong links were found between secure attachment and measures of social competence from early childhood through adulthood. Individuals with secure attachment were assessed as significantly better on measures such as expectation of relationships, engagement with others, skill in interaction, empathy, and leadership qualities. Sroufe (2005) suggests these findings indicate the critical importance of attachment because it plays an initiating role in the pathways of development and is related to crucial developmental functions. Thus, attachment is associated with adaptive psychological development. One construct associated with positive mental health outcomes, and in consequence is likely to be engendered by attachment, is self-compassion. Self-compassion is a self-attitude that originates from Buddhist philosophy and has recently begun to appear in Western psychology research. Neff (2003a) has proposed that self-compassion plays an important role in psychological health and describes self-compassion as extending kindness and caring towards one’s self. As the term itself insinuates, self-compassion involves treating oneself with compassion, especially when experiencing negative feelings and events. Being compassionate towards oneself entails being able to forgive one’s perceived failures and shortcomings, accepting oneself as human and therefore as limited and not perfect, and also desiring wellbeing for oneself. Neff (2003a) conceptualized self-compassion as comprising three components: self-kindness, common humanity, and mindfulness. Self-kindness refers to extending kindness and understanding to oneself rather than being harshly self-critical and judgmental. Being less judgmental of oneself should also minimize judgment of others. Common humanity is the ability to view negative experiences and limitations as a shared aspect of the larger human experience, instead of seeing experiences as separating and isolating. Consequentially, common humanity also involves recognizing one’s equality with others, which prevents one from being self-centered. Finally, mindfulness requires clearly seeing and accepting one’s emotions as opposed to the tendency to exaggerate or become absorbed with one’s painful thoughts and feelings. These three elements are linked such that they each promote one another. Research has established and continues to support the benefits of self-compassion. Indeed, there is evidence that self-compassion is associated with emotional intelligence, intrinsic motivation, emotion focused coping strategies, and life satisfaction (Neff, 2003b; Neff, Hsieh, Dejitterat, 2005). Additionally, self-compassion protects persons from self-criticism, anxiety, and depression (Neff, 2003b; Neff, Kirkpatrick, Rude, 2007). Self-compassion also involves taking responsibility for one’s mistakes, and in turn being motivated to change maladaptive thoughts and behaviors (Neff, 2003a; Leary, Tate, Adams, Allen, Hancock, 2007). Furthermore, self-compassion, not self-esteem, accounts for the attenuation of people’s reactions to negative events (Leary et al. , 2007). Together these findings indicate the importance of self-compassion as it promotes adaptive psychological functioning while preventing negative outcomes. Self-compassion is also perceived to be distinct from and more beneficial than self-esteem (Leary et al. , 2007). Self-esteem refers to our overall attitude about ourselves (Baron et al, 2008), and has recently been criticized for inconsistently predicting positive outcomes. Although having high self-esteem is known to be related to such factors as positive self-feelings and motivation (Baumeister, Campbell, Krueger, Vohs, 2003), it has also been linked to narcissism, distortions in self-knowledge, increased prejudice and aggression (Baumeister et al. , 2003; Sinha Krueger, 1999). Self-compassion may be a better alternative to promote because it does not involve judgments about oneself or comparison with others as self-esteem does (Neff Vonk, 2009). Self-compassion leads to positive outcomes without the negative drawbacks associated with self-esteem (Neff, 2009). To date, only one study has demonstrated that maternal support and secure attachment predict higher levels of self-compassion (Neff McGeehee, in press). Neff and McGeehee (in press) examined the relationships between self-compassion and psychological wellbeing, cognitive, and family factors in a sample of high school and college students. Because adolescence is known to be a difficult emotional period involving the formation of one’s identity or sense of self (Arnett, 2007), the first goal of Neff and McGeehee’s study was to determine whether self-compassion promotes the same positive mental health outcomes in adolescence as those found in adulthood. Self-compassion was expected to be related to reports of higher levels of social connectedness and lower levels of anxiety and depression. As expected, the results demonstrated that self-compassion was strongly associated with low depression, low anxiety, and high feelings of connectedness. The second goal of Neff and McGeehee’s (in press) study was to explore factors that may contribute to adolescents’ development, or lack of development, of self-compassion. Self-compassion was hypothesized to be associated with maternal support, functional families, and secure internal working models of attachment. Self-report measures were used to assess self-compassion (Self-Compassion Scale), maternal support (maternal subscale of the Family Messages Measure), family functioning (Index of Family Relations), and attachment (The Relationship Questionnaire). The results show that adolescent’s self-compassion partially mediated the relationship between their reports of mental health and maternal support, family functioning, attachment style, and adolescent egocentrism, indicating that family factors can impact wellbeing through self-compassion. Additionally, individual differences in self-compassion were predicted by family factors. In particular, maternal support and secure attachment were positively correlated with self-compassion, whereas maternal criticism and insecure preoccupied and disorganized attachment styles were negatively associated with self-compassion. Unexpectedly, there was no relation found between the insecure dismissing attachment style and self-compassion. The results regarding attachment styles were interpreted using Bartholomew’s model of attachment styles (Bartholomew Horowitz, 1991). Bartholomew’s model (Bartholomew Horowitz, 1991) characterizes four different prototypic attachment styles of adolescence and adulthood, according to one’s views of the self (dependence dimension) and others (avoidance dimension) as either negative or positive. Secure attachment, corresponding with low dependency, low avoidance, and a positive view of both self and other, involves being trusting and comfortable with intimacy and autonomy. Having a secure sense of self-worth and trusting others to be supportive may have facilitated the development of self-compassion among adolescents in Neff and McGeehee’s (in press) study. Insecure preoccupied attachment corresponds with low avoidance, high dependence, a positive view of others, but a negative self-image, and is characterized by clinginess, jealousy, and being preoccupied with relationships. Insecure dismissing attachment is distinguished by low dependence, high avoidance, a positive view of the self, a negative view of others, and involves inflating self-worth, being counter dependent, and being dismissing of intimacy and the importance of relationships. Disorganized or fearful attachment involves distrust of others, social withdrawal, feelings of inadequacy, fear of intimacy, and corresponds with high avoidance, high dependency, and a negative view of both the self and others. The anxiousness about deserving care or not expecting support from others in relationships may hinder individuals with insecure attachment styles from developing self-compassion. Given the findings from Neff and McGeehee’s (in press) research, the characteristics of secure attachment should promote the development of self-compassion. Namely, a positive self-image may help form a sense of self-worth that should in turn lead to self-kindness. In addition, being able to trust others helps form a connection with others that may foster common humanity. Conversely, the characteristics of insecure attachment may impede the development of self-compassion. Doubting one’s worth and lacking trust in others suggest a lack of an emotional foundation necessary for self-compassionate thinking (Neff McGeehee, in press). Similarly, dependency on others to feel good about oneself may prevent the ability to accept oneself, which is a necessary feature of self-compassion (Neff McGeehee, in press). Futhermore, considering the relation of early attachment to positive developmental outcomes (Sroufe, 2005; Scroufe et al, 005), attachment conceivably contributes to the development of self-compassion. Attachment is important in initiating the development of adaptive psychological functioning (Sroufe, 2005; Scroufe et al, 2005). Self-compassion is a healthy self-attitude, which promotes positive mental health outcomes (Neff, 2009). Therefore, the development of a self-compassionate mindset should emanate from early attachment. Neff and McGeehee ’s (in press) findings are the first to establish a relationship between attachment and self-compassion. However, Neff and McGeehee’s (in press) study is limited in that it they did not examine how attachment promotes self-compassion, due to its cross-sectional and correlational design. The study was restricted to adolescents and young adults, and used self-report data rather than observational measures. As a result, only the status of the attachment relationship and level of self-compassion present in adolescence were assessed. Further research is necessary to investigate the role of parental attachment in the development of self-compassion. It is of crucial importance to identify the early factors and processes associated with attachment formation which could promote the development of self-compassion among children. Following this, there is also a need to create a measure for self-compassionate thinking and behaviour among children. Being self-compassionate may involve different thoughts and behaviours according to ones age or stage of development. In order investigate the development of self-compassion, it is essential to be able to recognize and measure self-compassion among children. Findings from such prospective research can be used to help encourage healthy attachment, perhaps through parent sensitivity training, and educate parents how to foster self-compassionate thinking and attitudes in their children. References Ainsworth, M. S. (1979). Infant-mother attachment. American Psychologist, 34, 932-937. Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach. Saddle River, NJ: Pearson/Prentice Hall. Bartholomew, K. , Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226-244. Baumeister, R. F. , Campbell, J. D. , Krueger, J. I. , Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science In The Public Interest, 4, 1-44. Barnas, M. V. , Cummings, E. M. (1994). Caregiver stability and toddler’s attachment-related behaviour towards caregivers in day care. Infant Behaviour Development, 17, 141-147. Baron R. A. , Branscombe, N. R. , Byrne, D. R. (2008). Social Psychology. Boston, MA: Pearson/Allyn and Bacon. Leary, M. R. , Tate, E. B. , Adams, C. E. , Allen, A. B. Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92, 887-904. Neff, K. D. (2003a). Self-compassion: An alternative conceptualization of a healthy attitude toward. Self and Identity, 2, 85-101. Neff, K. D. (2003b). The development and validation of a scale to measure self-com passion. Self and Identity, 2, 223-250. Neff, K. D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52, 211-214. Neff, K. D. Hsieh, Y. , Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4, 263-287. Neff, K. D. , Kirkpatrick, K. L. , Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality, 41, 139 – 154. Neff, K. D. , McGeehee, P. (in press). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity. Neff, K. D. , Vonk, R. (2009). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77, 23 – 50. Sinha, R. R. , Krueger, J. (1998). Ideographic self-evaluation and bias. Journal of Research in Personality, 32, 131-155. Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment Human Development, 7, 349 – 367. Sroufe, L. A. , Egeland, B. , Carlson, E. A. , Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York: Guildord Press. Wicks-Nelson, R. , Isreal, A. C. (2009). Abnormal Child and Adolescent Psychology. Saddle River, NJ: Pearson/Prentice Hall. 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My Dream Came True free essay sample

â€Å"Many of life’s failures are people who did not realize how close they were to success when they gave up.† –Thomas Edison For the most part, I’m a pretty average girl. I have a closet full of shoes, enjoy the occasional shopping spree, and grew up watching the annual Miss America and Miss USA pageants. I was always in awe of their elegance. Poise, beauty, and self-confidence radiated from their presence, and deep down inside I hoped to capture those same attributes one day. As I grew, so did my fondness of pageants, yet I doubted my ability to compete. So, year after year, I hid my dreams of wearing my own crown and sash. I buried my insecurities behind a tomboyish front. I wore baggy jeans and placed a baseball hat where I wished was a tiara. My longing for a title wasn’t for just selfish reasons. We will write a custom essay sample on My Dream Came True or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I wanted to represent more than myself, yet the fear of failure held me back from accomplishing my dream. Every once in a while I would acquire information about pageants. Quickly glancing at my chance of being a pageant girl, but like times before, I would tuck away the hope that I held so dear. Until, one crisp spring day, I was flipping through the local observer browsing for an article, when my eyes landed on an ad for the Miss Westland 2010 pageant. Instantly, my mind was overwhelmed. Doubt attempted to cloud my thinking, but my heart was too excited with the possibility of me, Janell Evans, being in a pageant. It was as if God, simply, placed hope back into my life. I carried the ad around in my purse for at least a week, before I had the courage to submit the application. When I received the acceptance letter in the mail, it was like I had unwrapped a Willy Wonka bar and found the golden ticket. For the next two months, I diligently prepared. I shopped for the perfect dress, rehearsed my speech, practiced walking in four inch heels, and daily reminded myself that I could do this. As the days grew closer to the pageant, the doubt which I had caged for so long broke loose. Before I could stop it, all my insecurities rushed back. I wondered how a simple girl like me could ever be a pageant queen. Once again, I was in back in the same place where I had lived most of my life. Even though my mind was overwhelmed with fear, something inside me whispered, â€Å"Don’t give up yet.† I lived off that voice for the next few days. Constantly reiterating to myself, â€Å"You don’t know until you try.† Somehow, I managed to maintain my composure†¦that is until the day of the pageant. My palms sweated, my knees shook, and my nerves were through the roof as I anticipated walking out in front of the crowd. With a deep breath, I took my first step and gracefully glided across the stage. I waited my turn then gave my speech, and before I knew it, it was time for my onstage question. My mind went blank as she read my question, yet through divine intervention the perfect answer danced off my lips. Time flew by so fast, and with the blink of an eye the scores were tabulated and it was time for the results. The other contestants and I stood in a row, all hoping to hear our name. My heart pounded and my head rushed, as I heard the second and first runner up being announced. I knew there was no possible way I had won, so I bowed my head in defeat. They began to announce the winner, â€Å"Miss Westland 2010 is†¦contestant #2†¦Ã¢â‚¬  Time stopped. I forget my number. As looked at my hip and saw the number two, tears filled my eyes. The dream I had wished for all my life was accomplished. As they placed the tiara on my head and sash on my shoulder, I thought to myself, â€Å"This moment of success would have been lost, if I had not overcome my doubt.†