Violent Toys and Children Essay Example

Violent Toys and Children Essay From larning playthings to miniature autos. playthings have ever been an influence on kids. Young kids have trouble dividing facts from phantasy. Children learn through drama. and they learn by illustration. It is through inventive drama that the kid begins to larn some of the functions and behaviors of society. Learning to collaborate. negotiate. take bends and drama by the regulations are all of import accomplishments learned through drama. The accomplishment larning procedure through drama and games is applied in Montessori kindergartens which have turned out to successful method of learning all around the universe. Young male childs and misss have ever looked up to their Barbies or grew in exhilaration when watching their Hot Wheelz fly around the path seeking to get away the jaws of a shark. Many of these playthings are get downing to develop to be more realistic such as nerf guns or ground forces figures. With promotions in engineering. an increasing sum kids are get downing to play on their tablet or other digital device instead than playing with physical playthings. Violent toys weren’t as accessible to kids a few old ages back. and since. kids have shown an addition in force of ages 10 and up. We will write a custom essay sample on Violent Toys and Children specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Violent Toys and Children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Violent Toys and Children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is of import that violent playthings are monitored because they are easy accessible. are funded by the ground forces and is going progressively popular in video games but these issues can be easy prevented by parents. Some of the most popular playthings recently have been of plaything guns or violent statuettes which populate the shelves at plaything shops. Violent playthings are in an copiousness and are easy accessible to kids. The M2 Research company did a survey which showed that 91 % of childs between the ages of 8-11 drama the popular shoot-them-up war game. Call of Duty . This game is made for an older audience and has an ESRB evaluation of M for Mature. It is rated M because of blood and Gore. intense force. strong linguistic communication which is non something an 8 twelvemonth old should be exposed to. Many toy shops now place their violent points on the first shelf in forepart of the entryway because of their success in the market. Violent playthings can be purchased in many shops around a metropolis. including local dollar shops. Games like Call of Duty are even being sold at Toys R’ Us franchises. despite their Mature evaluation. It is non difficult to see that violent plaything and picture games sell when characters like Master Chief from Microsoft’s successful Halo franchise become the face of specific picture game consoles. such as the XBOX . Children are able to larn about their civilization through the playthings that they play with. If a kid was asked what a gun was. they would be able to place it from the GI Joe they were playing with. As stated earlier. violent playthings are easy to come by and would be a daunting undertaking for a parent to forbid their kid from utilizing them. Harmonizing to an Article in the New York Times. The U. S. Military and the American Toy industry have a long clip history of working together. Both parties benefit from the relationship. War toys non merely have negative impacts on child’s behaviors but they help in cultivating any negative thoughts. even set up some beliefs on their heads that may non be suited for them. Some experts argue that war playthings are besides used as a propaganda tool that portray one group as right and powerful whereas the enemies to be less powerful and incorrect. It is parents’ counsel that is necessary to maintain their kids off from such playthings that propagate violent sadistic behaviors in them every bit good as assist them get away from the propaganda pit. The relationship is non a manus off. but in fact a trade. The ground forces does non merely fund plaything development. but it besides develops its arms and vehicles off playthings. For illustration. the M-16 rifle is really based of a merchandise of Mattel. Other inspirational points include. SuperSoakers ( for quick-loading rifles ) . theoretical account planes ( recon drones ) . and video game accountants ( for robotic vehicles ) . By making new military promotions off of plaything. the ground forces is able to develop today’s military personnels as kids. Younger kids have embraced electronic playthings. and so hold the ground forces. The Institute for Creative Technologies. is a company created by the ground forces in 1999. It is a cooperation between the amusement. video game and computing machine scientific discipline industries and the Army to develop preparation simulations. These preparation simulations are made to be every bit close to world as possible by utilizing high definition artworks. realistic arms and entertaining narrative lines to make an immersive grade of world a participant experiences. which is a cardinal gross revenues property in the picture game market. and critical in a military simulation. The Army now has its ain game. America’s Army. which can be downloaded without charge from its enrolling Web site. AmericasArmy. com. At the Marine Corps Warfighting Laboratory. a 15-inch unmanned truck called the Dragon Runner. is guided by a six-button computer keyboard modeled after Sony’s PlayStation 2 picture game control. Military interior decorators felt confident that soldiers would be familiar with it. and partly trained to utilize it. The Dragon smuggler can establish with the usage of a bungee cord or merely a flip of the arm. similar to dally planes that a kid would play with. In today’s modern society where violent picture games make a big per centum of the industry. many kids turn to their picture games than board games or other playthings. As past U. S. Senator Joseph Lieberman ( 1998 ) stated late. these games †¦ are portion of a toxic civilization of force that is enfolding our kids. that is assisting to desensitise them and film over lines between right and incorrect. and promoting some of the most vulnerable of them to perpetrate violence . In fact. playing violent picture games was implicated as a possible contributory factor in schoolyard slaughters. specifically at Columbine High and Westside Middle School in 1999. Despite the turning concern. kids still seem to be passing more clip playing video games. A recent study released by the Kaiser Family Foundation ( 1999 ) reveals that a bulk of 2 to 18-year-old kids in the U. S. have entree to a picture game console in their place. About three-fourths of all kids surveyed have at least one console. Besides. a 3rd of all kids in this age group have a picture game system in their ain room. The information from this survey besides shows that 8 to 18-year-old male childs spend 41 proceedingss per twenty-four hours playing picture games whereas misss in this age group spend merely 12 proceedingss. These findings suggest that many kids non merely hold entree to place bet oning systems. but besides spend at least some clip every twenty-four hours playing such. Several surveies have examined the impact that gambling has on individuals’ aggressive inclinations. Some of the research conducted in the 1980s found a relationship between game playing and aggression. Video games in the 1980s did non even compare to the realistic picture games of today and were much less violent. Consistent with this thought. more recent grounds found by the University of New South Whales suggests a positive relationship between playing synergistic violent media and aggressive. and prefer violent gambling content. There is besides a turning organic structure research done by Stoney Brook University that shows a nexus between playing violent picture games and aggressive ideas. readings. and/or behavior. The same research workers revealed that playing violent picture games is significantly associated to aggressive behavior. As a consequence from all this research. it ecomes of import to analyze merely how much force is in video games popular with young person. Although the research shows how negative violent picture games can be on society. their popularity continues to increase. There are more than 40. 000. 000 transcripts of Call of Duty. the most popular franchise. in the U. S. entirely. Violence provides an immersive bang that chiefly males are hardwired to bask and this sells the merchandise. Children are invariably detecting the universe around them and with the influence of violent playthings. it is of import that parents take a balanced attack by monitoring and seting the positions towards force. It will be a hard challenge to set an terminal to force in plaything and media. and for greater odds of success. it is of import that parents conform their child’s positions toward force. Wholly cutting of a kid from violent playthings and games may back-fire as the kid may want the forbidden. Keeping a weapon does non do all kids possible slayers. but if explained. can instead be used for murdering firedrakes with their imaginativeness. Parents should besides look into the Entertainment Software Ratings Board ( ESRB ) displayed on all video game covers. The ESRB informs parents on the content within the game. and its age-appropriateness. Parental controls are besides available on all new picture game consoles. Parents can utilize these controls to forbid content they do non O.K. of in games and even media that is streamed through the devices. Parents should besides restrict the usage of violent points in their family to cut down opportunities of their kid going obsessed. It is possible that a kid becomes emotionally attached to their favorite plaything. which may act upon them in the long tally. Violence has made its manner into the mean place through children’s playthings and picture games. the same plaything that are funded by the military. but has been progressively relevant in video games. although this can be solved through parents’ actions. Violence playthings are non needfully a bad thing. but should still be watched carefully as different kids react to it in different ways. Many childs enjoy holding a nerf gun war with their fellow equals and do non stop up going consecutive slayers. Until farther and more concrete research has been done. we will non genuinely cognize the consequence of violent playthings on kids.

Theme Analysis essays

Theme Analysis essays As with most novels, it is best to begin a discussion of thematics by examining the title. The phrase, "a separate peace," is mentioned once in the novel when, speaking of the Winter Carnival, Gene writes: "it was this liberation we had torn from the gray encroachments of 1943, the escape we had concocted, this afternoon of momentary, illusory, special and separate peace" (128). The Devon of 1942 and 1943 is, at times, a haven of peace and forgetfulness for Gene and his classmates. And it is significant that it is termed a "separate peace" because it indicates that the peace achieved is not part of the surrounding reality, which, for Gene, is a world of conflict, a world at war. The joy that the older Gene remembers upon re-visiting Devon is due to such momentary periods of complete freedom achieved during the summer of 1942 and the following schoolyear, moments when a sixteen year-old could live without conflict or rules, and forget about the encroaching reality of a world war. The novel is about a young man's struggle to achieve and maintain such a separate peace. And although the setting is in an America in the midst of war, the focus of the novel is internal. For the majority of the plot, the distant war is an illusion for the students in Gene's class, and for the reader, the war becomes the biggest metaphor of the novel: a metaphor for the internal conflict of a sixteen-year old boy. Gene's soul becomes a battleground where jealousy, fear, love, and hatred combat for control of his actions. And amidst the turmoil of adolescence, it is the victory of the dark forces of human nature that make Gene realize that each person is alone with his enemy, that the only significant wars are not made by external causes, but "by something ignorant in the human heart" (193). Thus, Finny's fantastic assertion that World War II is an illusion maintains a certain truth in light the real war that occurs in the story. ...

American Revolution and the Battle of the Chesapeake

American Revolution and the Battle of the Chesapeake The Battle of the Chesapeake, also known as the Battle of the Virginia Capes, was fought September 5, 1781, during the American Revolution (1775-1783). Fleets and Leaders Royal Navy Rear Admiral Sir Thomas Graves19 ships of the line French Navy Rear Admiral Comte de Grasse24 ships of the line Background Prior to 1781, Virginia had seen little fighting as the majority operations had taken place far to the north or further south. Early that year, British forces, including those led by traitor Brigadier General Benedict Arnold, arrived in the Chesapeake and commenced raiding. These were later joined by Lieutenant General Lord Charles Cornwallis army which had marched north following its bloody victory at the Battle of Guilford Court House. Taking command of all British forces in the region, Cornwallis soon received a confusing string of orders from his superior in New York City, General Sir Henry Clinton. While initially campaigning against American forces in Virginia, including those led by the Marquis de Lafayette, he was later instructed to establish a fortified base at a deep-water port. Assessing his options, Cornwallis elected to utilize Yorktown for this purpose. Arriving at Yorktown, VA, Cornwallis constructed earthworks around the town and built fortifications across the York River at Gloucester Point.    Fleets in Motion During the summer, General George Washington and the Comte de Rochambeau requested that Rear Admiral Comte de Grasse bring his French fleet north from the Caribbean for a potential strike against either New York City or Yorktown. After extensive debate, the latter target was chosen by the allied Franco-American command with the understanding that de Grasses ships were necessary to prevent Cornwallis escaping by sea. Aware that de Grasse intended to sail north, a British fleet of 14 ships of the line, under Rear Admiral Samuel Hood, also departed the Caribbean. Taking a more direct route, they arrived at the mouth of the Chesapeake on August 25. That same day, a second, smaller French fleet led by the  Comte de Barras departed Newport, RI carrying siege guns and equipment. In an effort to avoid the British, de Barras took a circuitous route with the goal of reaching Virginia and uniting with de Grasse. Not seeing the French near the Chesapeake, Hood decided to continue on to New York to join with Rear Admiral Thomas Graves. Arriving at New York, Hood found that Graves only had five ships of the line in battle condition. Combining their forces, they put to sea heading south towards Virginia. While the British were uniting to the north, de Grasse arrived in the Chesapeake with 27 ships of the line. Quickly detaching three ships to blockade Cornwallis position at Yorktown, de Grasse landed 3,200 soldiers and anchored the bulk of his fleet behind Cape Henry, near the mouth of the bay. The French Put to Sea On September 5, the British fleet appeared off the Chesapeake and sighted the French ships around 9:30 AM. Rather than swiftly attack the French while they were vulnerable, the British followed the tactical doctrine of the day and moved into a line ahead formation. The time required for this maneuver allowed the French to recover from the surprise of the British arrival which had seen many of their warships caught with large portions of their crews ashore. Also, it allowed de Grasse to avoid entering battle against an adverse wind and tidal conditions. Cutting their anchor lines, the French fleet emerged from the bay and formed for battle. As the French exited from the bay, both fleets angled towards each other as they sailed east. A Running Fight As wind and sea conditions continued to change, the French gained the advantage of being able to open their lower gun ports while the British were prevented from doing so without risking water entering their ships. Around 4:00 PM, the vans (lead sections) in each fleet opened fired on their opposite number as the range closed. Though the vans were engaged, a shift in the wind made it difficult for each fleets center and rear to close within range. On the British side, the situation was further hampered by contradictory signals from Graves. As the fighting progressed, the French tactic of aiming for masts and rigging bore fruit as HMS Intrepid (64 guns) and HMS Shrewsbury (74) both fell out of line. As the vans pummeled each other, many of the ships to their rear never were able to engage the enemy. Around 6:30 PM the firing ceased and the British withdrew to windward. For the next four days, the fleets maneuvered within sight of each other. However, neither sought to renew the battle . On the evening of September 9, de Grasse reversed his fleets course, leaving the British behind, and returned to the Chesapeake. Upon arriving, he found reinforcements in the form of 7 ships of the line under de Barras. With 34 ships of the line, de Grasse had full control of the Chesapeake, eliminating Cornwallis hopes for evacuation. Trapped, Cornwallis army was besieged by the combined army of Washington and Rochambeau. After over two weeks of fighting, Cornwallis surrendered on October 17, effectively ending the American Revolution. Aftermath and Impact During the Battle of the Chesapeake, both fleets suffered approximately 320 casualties. In addition, many of the ships in the British van were heavily damaged and unable to continue fighting. Though the battle itself was tactically inconclusive, it was a massive strategic victory for the French. By drawing the British away from the Chesapeake, the French eliminated any hope of rescuing Cornwalliss army. This in turn allowed for the successful siege of Yorktown, which broke the back of British power in the colonies and led to American independence.

Video games Essay Example | Topics and Well Written Essays - 750 words

Video games - Essay Example Infamous events have created widespread debates regarding the negative consequences of video game violence. For example, a national discussion began regarding what connection video games may have had to the 1999 Columbine High School massacre. Though many motivations were likely involved, it is not reasonable to identify precisely what motivated these teenagers to shoot their schoolmates and teachers but violent video games were mentioned as a contributing reason. With enhanced realism and the increasing tendency towards greater amounts of graphic aggression in games, people who play violent video games should be educated to the possible consequences. When video games first appeared around 35 years ago, they were simple and seemingly harmless. Atari introduced Pong during the 1970’s, a video game version of table tennis. Arcade games such as Pac-Man and Asteroids were popular in the 1980’s. The seemingly harmless nature of video games noticeably evolved to cartoon-like ghost chomping to blatant violence in the 1990’s. Mortal Kombat, the most popular game of 1993, featured accurate portrayals of human-like characters fighting bloody battles. The purpose of the player in the game, as the name suggests, was to kill the enemy. Violent games even more brutal than Mortal Kombat dominate the video game market today. Near the end of that 1980’s, a study tested 33 of Sega and Nintendo’s most popular video games determined nearly 80 percent were violent. (Dietz, 1998). The study also revealed that a troubling one-fifth of the games portrayed violence towards women. It has also been demonstrated that playing violent video games encourages the tendency of experiencing hostile thought patterns by means of the ‘semantic priming process.’ Current studies reveal that hostile behaviors occur during controlled studies using independent scientific methods and in daily life circumstances as well. The playing of violent video games un questionably was associated with an increase of violent behavior. Other studies were conducted which considered the video game patterns of university students throughout their four year career which demonstrated that when in a normal, dorm-room surroundings, playing violent video games over a four year period was the initiating factor in incidences of aggressive behavior. This increase happened, not just when playing of the game but during other aspects of their lives too. Both studies revealed that violent video games negatively affected a person’s current emotional condition and increases feelings of hostility. The similar findings of these studies give added credibility to the contention that exposure to violent video games promotes aggressive behavior. Though the inclination for increased violent behaviors cannot be scientifically proven on the basis of two studies, this evidence corroborates the results of similar research. (Calvert & Tan, 1994). When playing a video gam e that uses ‘first person’ interaction, the player typically chooses a character whose personality the player identifies with. By manipulating the action of their character a player usually tries to visualize the game from their character’s perspective. The player ‘becomes’ that character, which enhances the players enjoyment of the game. Anyone who has seen two teen boys, or their fathers, playing video games has witnessed them envisioning they are the character that they are controlling. The second rationale entails the

Evidence Base Practice Essay Example | Topics and Well Written Essays - 750 words

Evidence Base Practice - Essay Example Evidence based practice refers to straight utilization of the results of scientific research findings to professional practice (Wall, 2008). The adaptation of this method plays a milestone in the history of nursing because through evidence-based nursing practice, nursing will no longer be deemed as a practice based on instincts but will rather a practice backed up with scientific studies that imply steps and procedures that are evidently proven to be effective obtained from the actual phases of study. Embracing Innovations The application of evidence-based practice paves way for a more rational decision making. It presents a basis for a nursing action to be executed. Prior to its integration in the nursing process, nurses must first be completely aware regarding evidence-based practice and the importance of its use. A collaborative effort to solicit adoption of evidence-based practice is in effect presently (Wall, 2008). In a study by Chang et al. (2011), knowledge, skill perception and attitude of nurses regarding evidence-based practice were determined. The study involved nurses from two public hospitals in Singapore which garnered responses from three fourth of the staff census (Chang et. al., 2011). Most of the respondents claimed that they possess moderate skills in terms of research (Chang et. al., 2011). ... As always, with the introduction of change in the conventional methods, it is questioned and opposed by several views. The introduction of something new cannot be totally coined as innovation without challenges and barriers. In his book, Cody (2006) implied the aspect of subjectivity and individuality of the nursing process. He stated the â€Å"nurse-person process† wherein he emphasized that the practice itself cannot be guided by evidence alone. There are certain factors prior to that decision making, like values and principles (Cody, 2006). On the contrary, the study of Chang et al. (2011) focused on resolvable issues like inadequate resources for research. It will be an imperative for hospitals and facilities to establish well equipped libraries and to provide staff opportunities for enhancement of their research skills. The study reflected the positivity of nurses to do research; however, it also highlighted the awareness that there is not enough understanding of statisti cal knowledge in research (Chang, et al., 2011). Assimilation into Practice Evidence-based practice has become a dominant method of thinking in the past two decades (Wall, 2008). Several of the conventional methods used by nurses ten years ago are found to be not applicable anymore overtime due to a number of statistical and factual researches. If given adequate literature and source of valid researches, nurses can start integrating these studies into the practice (Chang, et al., 2011). The main key point in incorporation of evidence into practice is for the nurses to be adept in gathering and analyzing statistical data from researches. As a nurse the integration of evidence based nursing practices is important especially in

Isaac Asimov :: essays research papers fc

Isaac Asimov: Robotics Essay Uploaded by Klownsam (20) on Jul 4, 2004 -------------------------------------------------------------------------------- Isaac Asimov Isaac Asimov was born on January 2, 1920 in Petrouchi, Russia. His parents were Judah and Anna Asimov. Isaac also has a sister Veronica and a brother Stanley. In 1923 his family immigrated to the United States. He and his family grew up in Brooklyn, New York. In Brooklyn his family ran a small candy and magazine store. This is one of the places where Asimov began to learn about printing. Also it was here that Asimov learned good business and self-discipline skills (Bloom, 251). Asimov attended school and was a very bright student. He went to college at Columbia University. He graduated from there with his master's degree in Chemistry in 1941. His career was cut short though because in 1942 he moved to Philadelphia Naval Yard to work for the war. In 1945 he entered the army. In July of 1946 he was discharged from the army and he moved around for a few years till settling in West Newton, Massachusetts with Gertrude. It is there that he raised his family (Seiler,8). Asimov married Gertrude Blugerman on July 26th, 1942. They met on a blind date on Valentine's Day. In 1955 their first son was born they named him David. Four years later their daughter Robyn Joan was born. Asimov met another woman Janet Jepson at a mystery writers banquet. The two of them were immediately attracted to one another. In 1970 when Gertrude and Asimov separated he moved in with Janet. His divorce to Gertrude was officialized on November 16th, 1973. On November 30th, 1973 an official of the Ethical Culture Society married Asimov and Janet in her home. They did not have any children (7). Asimov worked for many years of his life before become just a writer. His first job was in 1929. When Asimov's mother became ill and could no longer work at the family business. This is where Asimov first learned his skills he would carry for the rest of his life. He was a hardworking diligent man. After the war and everything Asimov became an instructor at the Boston University of medicine. He was promoted to assistant professor in December of 1951. On July 1st, 1958 he gave up his teaching job and became a writer. Finally in 1979 he was promoted to professor (9). Being a very diligent writer Asimov wrote more than eight hours a day, seven days a week.

Add Media

No PSYCHOLOGY REVISION- MRS DAWSON Models of addiction There are different models of addiction, these are the biological model, the cognitive model and the social learning model. Initiation – this refers to the process where individuals start to become addictive Maintance – this is the process whereby people continue to behave addictively even in the face of adverse consequences Relapse – this is the process whereby individuals who have managed to give their addictive habit start to show signs and symptoms of the behaviour again. BIOLOGICAL MODEL They say that it is an illness.Addiction is an illness therefore the problem is within the person. Because it is an illness, it can be cured. We are born with something and that something is triggered off. More likely to be addicted to it. If a person quits their addiction, a biological predisposition makes relapse more likely. The role of dopamine in addiction Initiation- Research shows addiction always stimulates the r eward circuit in the brain. Rewarding experiences triggers the release of dopamine and effectively tell the brain to ‘do it again’. Maintance – Drugs eventually result in a reduction in the activity of positive reward circuits in the brain.The negative state then become in dominant driving force in the drug calling. The individual doesn’t take the drug for pleasure, but takes it to avoid unpleasement. Because of this, they need more of the drug. Relapse – Eventually the desire for the drug may assume more importance than more other desires. The frontal cortex has become less effective at making decisions and judging the consequences of action. Imminent reward that forces the addict to take the drugs. The endogenous opiod system This is a type of addiction. It also includes the brain. Transmitters in the brain include enkeohain and the endorphins.They are activated in pleasure. Naltexrexone – this is an alcohol treatment, which prevents opiod receptors, and this also prevents effects of alcohol. Neurodaptation KOCH AND LE MOAL says drugs dependence is to do with neuroadptations. They state that psychoactive drug’s change the brains wiring. If stopped, the changes are no longer needed and causes disruption. Genetics Good way to research this is to study twins. Family studies then to illustrate environmental factors in the development of addiction as well. Need to see if it is environmental or genetic.Agravel & Lynsky 2006 – genetic influence with heritability estimates ranging between 45% -> 79% Kender et all (1998) – 1934 female twins. Drug addiction was mainly due to genetic factor. Blum et al (1991) – addictive off springs had the A1 gene showed that they had fewer dopamine receptors. Those who have these gens are more likely to be addicted to drugs which will produce more dopamine. But this could be because they have fewer dopamine. EVAULATION OF BIOLOGICAL MODEL X range is too wide X an imals are not humans so cant verify. v explains why some people are addicted X BUT sometimes it depends on the environmentX neurotransmitters have complex effects. Not fully understood X neglects social situations X too reductionalist – US soldiers took drugs while they were away but once they were home they didn’t. X some people may be experimenters ? chicken or the egg X very correlation. Can’t connect them in a cause and effect way. X need more research in to it X people may indulge but not addicted X animal studies LEARNING THEORY OF ADDICTION Acquires habits, which are learnt according to the principles of SLT. Things can be unlearned. There are different degrees of addiction. Bandura – Bobo doll Children learnt via observationSome one who is reinforced (operant) their behaviour is more likely yo be limited Vicarious reinforcement – reinforcement received indirectly by observing someone else and being reinforced Imitating someone we admire Cog nitive labelling model An alcoholic walks pass a pub. The cue, associated with the drinking gives a psychological response and actives a memory of drinking. The sign of a high heart rate tells the person they need a drink. Outcome expectancy model Someone who has an addictive behaviour, when they are confronted with a cue for the drug, it might trigger thoughts of excitement and would do it againClassical conditioning Addictive behaviour is also seen as being explained by classical conditioning. Drug abuse became associated with certain environmental factors until these factors alone produce a high. Intuition, maintance and relapse are due to learning experiences involving environmental. The cue-reacting theory Carter and Tiffany (1999) – addicts associates things, which were similar to their addiction. Explained via classical conditioning. The cues become able to elite conditioning responses even in the absence of the action smoking or gambling behaviour. Operant conditionin gPositive reinforcement Pleasant consequences Negative reinforcement Something unpleasant (likely to be repeated) Punishment Unpleasant consequences. Less likely to be repeated. Addicts change their behaviour in response to rewards and punishment. Bring about change in mood and material changes. Skinner – worked with animals. Greater behaviour changes when he gave less reinforcement or when they are unpredictable. Can explain why gamblers may get addicted. They are not winning all the time, makes compulsion strange. Learning Model Initiation – initial rewards shapes future behaviourMaintance – continues rewards reinforce and maintain behaviour Relapse – person giving up, relapse might be less likely if they have ‘relearnt’ the addictive behaviour all individuals are equally suspicious EVAULATION X animals X learning theories are reductionalists v can explain differences COGNITIVE MODEL OF ADDICTION Cognitive is thinking. This emphasises the h abitual ways people deal with life events may lead to addicitive behabviour. A person can rely on drugs or even gambling as a way of coping with life's problems. But these may create more problems than causes.Beck et al ‘the vicious cycle' Low mood -;gt; using smoking/ gambling -;gt; finacial, medical or social problem -;gt; the cycle continues Low mood can be relieved by addictive behaviour. Addiction can lead to problems. These problems lead to low mood. The cycle begins again. Coping : self mediciation model Initation – indivduals uses the addicitive behaviour to copy with stress/psycholoigcal problems. It is not choosen at random, it has been selected to help with a particular problem. Helps fulfil the 3 main functions – mood regulation – performance management – distractionMaintance and relapse – many smaller mention stress relief as a major reason why they keep to their habit Self efficacy theory BANDORA – This refers to one bein g organised and control any actions required to meet particular goal. This plays an important part in whether or not a person will start to engage in addicitive behaviour (initation). Whether they believe they can do anything about it once established (maintance and relaspe) FAULTY THINKING – Addicters lie to themselves because they think that it may bring them luck. But not all things are luck but people believe that whhat they are doing is correct.EVALUATION OF COGNITIVE MODEL Strenghts. – v cognitive explanations help explain individuals differences. Not everyone is addicitive X relative success of cognitive treatment of addicition support there is some cognitive basis Weaknessess – X publication bias – studies show a link between positive expectations and drinking behaviour. But not all studies are publlished so we get an unrepresentative view EXPLANATIONS FOR SPECIFIC ADDICTIONS Smoking – Smoking produces a phsyical addicition to nicotine, inf luencing dopamine production and the brain reward system. The WHO (world health organisations) estimates there are 1. billion smokers worldwide and they smoke 6 trilliopn cigarettes a year. Bad for you Smoking leads to high blood pressure, heart disease, lung disease, cancer and strokes. Pregnant women who smoke are more likely to have premature babies. The fact peoe still smoke knowing the facts shows how addicitve it is. Nicotine There are about 3000 chemical components in cigarette smoke but nicotime is the addicitve chemical. HILTS (1994) compared nicotine with heroin, cocaine, alcohol,m caffeine and cannabis. He ranked nicotine lowest in terms of effect but highest in terms of dependence.Smokers why try to give up have a relapse rate of 70%. Quickly Addictive DIFRANZA (2007) found teenage smokers had strong craving cigarettes two days after staring, suggesting how quickly people became addicted. Reasons to smoke – biological model Nicotine in cigarettes is seen as affect ing production of the neurotransmitters dopamine and acetylcholine, producing a reward effect. Genetics have more vulnerabilty to smoking addicition. SHIELDS (1992) looked at 42 twins pairs who had been reared apart. Only 9 wre discordant for smoking (one was and was a non smoker, which suggests that genes may play a part) Social FactorsMost people start smoking in their childhood or adolescence. Operant conditioning does not explain this because the first few cigarettes taste horrible. So OC says that they get rewards from peers. Social Learning Theory Children copy their role models because they think it is all right to smoke. Parents But one main influence is the parents. LADER AND MATHESON (1991) said if parents smoked, children were twice as likely to smoke. Cognitive model The cognitive model suggests that teenagers have strategies for not smoking even when pressurised by peers.But there was a group who were ready to smoke (MITCHELL and WEST 1996) Individual differences In a U S study, it suggests strong links between smoking and poor school records, low self-esteem no sport, and other illegal drug taking. Cognitive factors Smokers are seen as possessing irrational thoughts for instance that smoking improves cognitive functionoing or calm nerves. Such dysfunctional ideas can be self-fulfilling AO2 The fact that biological therapies help people quit supports the biological theory. Many people quit nicotine replacements suggesting social and cognitive factors. Supporting evidenceNIDA (2005) found that 90% of American smokers started as teenagers, mainly as a result of copying peers, suggesting SLT as a cause of initiation of smoking. A recent Canadian study (Khaled 2005) found that there was a link between depression and nicotine where depression was higher in smokers and even higher in smokers who wanted to give up. PATHOLOGICAL GAMBLERS Need to meet 5/10 to be problem gamblers. More than 5, you are a pathological gambler. 1/ preoccupation with gambling 2/ need to gamble with increasing amount of money in order to achieve the desired excitement 3/ repeated unsuccessful efforts to control/out back or stop gambling. / restlessness or irritability when trying to out down on gambling. 5/ use of gambling as means of escaping from problems or relieving dysphonic mood. 6/ return to gambling even after losing money, in the hope of winning it back 7/ lying to family members, therapists or others to conceal the extent of gambling 8/ committing illegal acts such as forgery, fraud or theft to financial gambling 9/ jeopardising or losing significant relationships/jobs/educational opportunist as a result of gambling 10/ reliance on others to produce money to relieve a desperate situation caused by gambling Getting a ‘high’One of the motivators is the ‘high’ they experience when they are close to winning. Raised levels of dopamine and noradrenalin have been found in people after episodes of gambling and in serious gamblers . These neurochemicals can be raised with the thought of gambling. Biological Stopping gambling seems to result in the same kind of withdrawal symptoms associated with stopping drugs. ROSENTHAL ET AL (1992) found that over 60% of pathology gamblers, reported physical withdraw and these could be compared with withdrawal of drugs. A number of studies have shown a link between potential brain abnormalities.It is linked between front lobe dysfunction and problem gambling (CAVEAINI ET AL 2002) Genetics There is evidence from studies that gambling could be inherited. Results of a twin study from SHAH (2005) found evidence of genetic transmission of gambling in men. Behavioural/sociocultural factors You are more likely to gamble if you are near a gambling area Alcohol It has been suggested that drinking increasing gambling, particularly in problem gambling. Young, game-machine gamblers stay on the machine longer when drinking. (POLS ET AL 1991). However, regular casino gamblers drink less when they are gambling.Behavioural SLT says that people copy from others. Operant says that people do it for rewards and getting high. Classical says that people associate the winning with the pleasure. Cognitive ZUCKERMAN (1979) claimed there are individual differences in the need for sensation seeking. They look for varied and new experiences. They have a low appreciation of risk and look forward to the ‘buzz’ more than low sensation seeks. Vulnerability of addiction Self esteem Teenagers are more likely to be linked with low self esteem and have addictive behaviours. Higher rates of depression and suicide – DEVERENSKY 2003LEVY 2009 – low self esteem increase the chances of developing addiction. Genetic vulnerability. Several factors might be required have an addiction. AO2 – Cause and effect – addiction because of low self esteem or low self esteem causes addiction. GREENBERG ET AL (1999) found that in a sample of 129-addiction student, no ne had issues with low self esteem. Psychological therapies based on realizing self esteem levels in addicts may stop them relapsing. Attributions Explanations people give for their own behaviour. Cognitive behaviour can play a part in addictive behaviour.MOORE ET AL (1999) says that young male problem gamblers sometimes have unrealistic ideas about their chances of winning and of their ability to make things happen. People with addictive behaviour often have poor self efficacy (blame the outside world) and an external locus of control. They don’t blame their selves. SENEVITNE ET AL (2000) used a questionnaire and 70 alcoholics. The found that alcoholics saw other relapse because they have poor will power while their own relapsed were beyond their control and not their fault. AO2 May have more to do with responsibility of the addict.Therapies focus on positive beliefs on the addicts own power can lead to better success rates. Fast successful quitters in clinics often relapse on the outside as they blame outside cues to starting again. Personality EYSENCH (1997) – psychological resource model which has 3 dimensions which are inherited P (psychoticism) Aggressive, coldness, impulsivity and egocentricity N (neuroticism) Moodiness, imitabilty and anxiety E (extraversion) Optimums, liveliness and sociability There is little evidence to support a link between E and drug dependence. N and P have links with addiction to heroin, alcohol and nicotine.There is a correlation between alcohol addiction and anti social personalities. Gender Men are more likely to gamble because they are more competitive. Recent evidence has shown that there is an increase of women gamblers. With females, they are more likely to be addicted to smoking because of the risks of the consequences. (FOX 1994) However, in gambling more boys are regular gamblers than girls. JACOBS 2001 says boys start gambling earlier, spend more money and enjoy competitive skill based games. Social con text Social context can influence vulnerability to dependency in many ways.Parents can be influenced through their own names to addictive behaviours. Drinking and to a lesser extent, smoking are not seen as sociability acceptable behaviours. CICCHETTIC 1999 states getting drunk and being anti-social can lead to drug abuse as can being depressed or anxious as a teenager. WAGNER ET AL 2002 found cannabis users were more likely to take cocaine so the social context can act as a ‘gateway’ to harder drugs. AO2 LESHNER 1998 believes that treatment must include social context otherwise if cue addict returns to the same social context, they will relapse.KUENTZEL 2008 found that pathological gambler give socially acceptable answers in self reports, playing down their addiction, suggesting data could be invalid. Family influence Teenagers copied off other – SLT. It also shows that a liberal attitude to drugs, poor bonding and dysfunctional relationship can lead to addictiv e behaviour. Parents are unconcerned about their children. Sociocultural background HALL 1990 found people in lower socio economic backgrounds were more likely to take drugs. Poor education + live in areas = high crime VITARA (2001) linked between alcohol abuse and problem gambling particularly in males.The role of media in addictive behaviour The media has influence on addictive behaviour. Advertising This can be used to encourage sales of alcoholic drinks and the lottery etc. or by the government to start anti-smoking campaigns etc. Alcohol and cigarettes CHAPMAN ET ALL 1982 found underage smokers preferred the more adverting brands. ATKIN ET AL 1984 found that 12-17 years old who had watched more adverts on drinking alcohol were more likely to approve of underage drinking. Banned on advert for cigarettes Cigarettes’ adverting is now banned in the UK as evidence as shown people are influenced by the advert they see.Role models Alcohol seems acceptable because of TV and film s. SLT suggests we learn what we see which means TV characterises may influence the audience. Smokers, gamblers or drinkers as long as they are ‘loveable rogues’ could be seen as role models. CHARLTON 1986 seeing adverts made children associate smoking with looking grown up GUNSEKA 2005 found that drug taking in films to be portrayed in positive fashion with little reference to negative outcomes. AO2 Media can be positive influence on addictive behaviour. Media create moral panics which would stop addicts.The impact of media on addictive behaviour is hard to assess as research is correlation so don’t know what other variables are in place. Models of prevention of addiction Addiction = bad for a person and society Behaviour can stem from biological behaviour and cognitive factors with the addictive behaviour/addiction. It is in our interest to help prevent them before they even being or help to stop someone intending to begin an addiction TRA – THE THEORY O F REASONED ACTION AJZEN AND FISHBEIN 1975 There are three general components, attitude, subjective norms and behavioural intention.This theory states the factors that are involved when people decide on their actions. People behave based on their attitudes of the behaviour and the interaction of what others will think of their behaviour. Essentially this model believes that if you have an intention to engage in a behaviour it can predict that you make a decision to carry out the behaviour. CRANO ET ALL 2008 used TRA to estimate teenager’s vulnerability to inhalant abuse, by assessing intention to use or avoid drug taking and actual behaviour. The model was found to be accurate as a predictive toll and thus useful in helping addicts to abstain.AO2 of TRA Critics see TRA as deficient in explaining behaviour of those who have little control over their behaviour, such as addicts. TRA does not consider personality and cultural factors or demographics that shape addictive behaviour. Addicts are often aware of their behaviour and that it is not rational but they cannot help their addiction. THEORY OF PLANNED BEHAVIOUR – TPB TRA was modified to produce TPB, adding a new component, the influence of perceived control. The theory of planned behaviour ‘perceived control’ – this is similar to Bandura’s concept of self-efficacy.According to TPB behavioural intentions are the outcome of the following beliefs. Attitude this can be a positive or negative evaluation of behaviour combined with beliefs about the outcome (e. g giving up smoking will be hard but will improve health). Subjective norms, perception if social norms ‘my friends will approve of my attempt to give up smoking’. Perceived Behaviour Control: a belief that someone can give up. AO2 of TPB The model assumes behaviours are conscious reasoned and planned, which may not be the case with addicts.As with TRA, TPB often used questionnaires to gather data, which can have issues with self report and social desirability. Most research is western countries cultural bias as individuals might not be as important in eastern cultures. Types of intervention Stages of changes model PROCHASHA AND DICLEMENTE said there were 5 stages that have to be overcome to beat addiction Pre-contemplation – before you start thinking about quitting the addiction. Contemplation – when you start to quit your addiction. Preparation – seek methods to stop addiction. Action – is starting the stopping to the addiction Maintance.People sometimes switch backwards and forwards and this is called ‘the revolving door phenomenon’. People in the preparation stage were more likely to attempt to give up an addiction than those in the contemplation stage. Psychological interventions Aversion therapy Contingency contracting Cue exposure self management technique Aversion therapy Punishment rather than reward. Been used to break smoking and alco hol addiction. Electric shocks every time the individual took addiction but was not successful. The addicts have been given a drug called Antabuse, when they drink alcohol, they are sick. They will link between the two.LANG AND MARLETT – TWO LIMITATIONS X not everyone was willing to take the drug. X doesn’t explain why they become addicted to the behaviour. With smoking, therapy was successful. Had to puff every 6 seconds, made the individual feel ill and nausea, assisted the two – SPIEGLAR AND GUEVREMONT. However, not been consistent across studies and a higher risk associated with this treatment for people who have heart problems. Didn’t focus on the act of smoking rather than causing the underlying addiction. Contingency contracting Individual to identify the environmental factors that are associated with smoking/drinking.The therapist aim to gradually expose the client to different cues and helps them to develop coping strategies to deal with the cues without resorting to smoking/drinking. Reduces the patients physical dependence on alcohol. but it does not teach them to deal with cues when they return to every day life. Cue exposure Addictive behaviour are often caused in the pressure of various stimuli. Cue exposure involves presenting the cue to the individual and helping them t control their reaction to it. In this way the response of ‘smoking’ in the pressure of alcohol fades away or exiting wishes.This is thought to be more effective than simply trying to avoid the cues. For example more drinking. Self-management technique This involves a variety of behavioural techniques. The individual is usually monitored by a therapist. The individual is asked to keep a daily record of their addictive habits and the changes to try and become aware of the things that make them become addictive. The individual should question the effects of the addiction. HALL ET ALL said that techniques can be used as a broader treatment pr ogramme, but they do not seem to be particularly effective on their own. EVAUALTIONWhile these behaviours based can be effective, they all share the problem that they do not really address the underlying reason why people have become addictive in the first place. Often short term With all therapies for addiction, they work better if they are mixed with other therapies based on other treatment. Different ways/treatment to smoking/drinking/drugs Biological interventions have been widely used to help people give up on smoking. There have been different way of tackling with people’s smoking addiction. There are different types of treatment†¦ Nicotine replacement therapy (NRT)This type of treatment involves nicotine gum, patches and nasal spray and others. These are effect because they help smokers stop their addiction in several ways. While the smoker take one of these replacement therapies, they are helping to withdraw the symptoms of smoking. These have also shown that the se can have positive reinforcement with the person who is trying to give up. this meaning that the person is more likely to not do it again because they have something to distract them from the actual smoking. With this the client will used varies of different formulations and will slowly used smaller formulations as gum.Even though the client will have an urge to have a cigarettes, there are other ways to come about this. Nicotine patches help because they gradually emit nicotine throughout the day. If the client has a cigarette during the treatment, they are more likely to not repeat this again because the cigarette will be less satisfying. Bupropion Another way of helping with the addiction of smoking is bupropion. This drug works by increasing the brain levels of dopamine and norepinephrine, this simulates the effects of nicotine of these neurotransmitters. This is an effect treatment because it helped to block out the nicotine receptors.This means that the client is less likely that the client will relapse and have a cigarette. It has also bee proven my psychologists WATTS that it is successful. Varenicline This type of drug released dopamine in the brain. It also blocks effects of any nicotine added to the system. Trials have found that varenicline is superior to bupropion in helping people to stop smoking. Also it has helped smokers reduce the amount of cigarettes they have after a 12-week trial. Nicotine vaccines This is a new clinical trial, which is still undergoing at the moment.The type of trial is trying to help produce anti-bodies to the nicotine. The anti-bodies bind the nicotine so it takes longer to go to the brain. This therefore reduces the effect of the cigarettes smoke. EVALUTION Nicotine replacement therapy delivers nicotine into the bloodstream much more slowly than cigarette smokers does. But then it doesn’t satisfy the smoker completely ad maybe the client will give up on the therapy and relapse. Other research has shown that it ’s the nicotine rather than other components that underlines the addiction and this maintains the cigarettes smoking.This therefore doesn’t rid the client the nicotine addiction. There also have been issues with health and safety with the nicotine. Some research has shown that it could cause cardiovascular, cancer, reproductive disorders and delayed wound healing. Because the body is still being supplied with nicotine, this could increase heart rate, coronary blood vessels and temporarily increase bloody pressure. There are quite a few side effects to take just nicotine and because of this, it is advised not to take it during pregnancy but then again it is safer to take nicotine than to smoke in pregnancy.