Thursday, January 31, 2013

Social Reaction (Labeling) Theory: Pros, Cons, and Effects On Society

The Social Reaction, or Labeling Theory as it is sometimes known, has developed over time from as early as 1938 (Wellford, 1975). Currently the Social Reaction Theory proposes that when a person commits a crime; they will receive the label of "criminal". When a person is labeled as such by society, they are likely to accept this label as a part of themselves. Because the person now thinks of him/herself as a criminal, he/she is now likely to continue in his/her criminal behavior (Becker, 1963).

Erwin Lemert is credited with being the founder of what is called the "Societal Reaction" theory. This is the precursor to the social reaction or labeling theory which has present day acceptance and includes many of the same concepts. To better understand Labeling Theory, familiarization with Lemert's Societal Reaction Theory is beneficial. This theory explores the journey to social deviance in two stages; primary deviance and secondary deviance, which are both incorporated into Labeling Theory as well.

Primary deviance begins with an initial criminal act, after which a person may be labeled as deviant or criminal but does not yet accept this label. By this it is meant that they do not think of themselves as being a criminal, it is this lack of viewing themselves as criminal that differentiates primary from secondary deviance. This will remain a state of primary deviance as long as the offender is capable of rationalizing or dealing with this label by saying it is the result of a socially acceptable role (Lemert, 1951). An example of this would be an exotic dancer, who while labeled as deviant, does not consider herself so by claiming it is a legal profession that she must perform in order to maintain an income.

When leading to secondary deviance, this criminal label is placed on an individual during what is known as a "degradation ceremony" in which the accused is officially labeled as a criminal. Often this takes place during court sentencing, but can come about in more subtle fashions as well. For example the relatives of a person become withdrawn and distance themselves from that person when they find out he/she has committed a crime, regardless of whether or not he/she faces formal charges (Wellford, 1975).


 



 




Secondary deviance, according to Lemert, occurs when a person finally accepts the deviant or criminal label into their self image. He/She then thinks or him/herself as a criminal or deviant. "This becomes a means of defense, attack, or adaptation to the problems caused by societal reaction to primary deviation (Lemert, 1951)".

Howard Becker is hailed as the founder of modern labeling theory. He also developed the term "moral entrepreneur" to describe persons in power who campaign to have certain deviant behavior outlawed (Becker, 1963). He claims that many laws are established for such purposes, and that behavior that is defined as criminal is dynamic and changes throughout time. Therefore, the actual criminal behavior is irrelevant to the theory. What really matters is which outlaws are arrested and processed by the criminal justice system (Becker, 1963). As a result of the belief that personal and societal factors do not contribute to motivations for criminal behavior there has been little study of the criminal him/herself and the aforesaid factors. As one might expect, this aspect of Labeling Theory is still being debated. There is one exception to this belief, however most labeling theorists claim that the system is biased toward the lower class, which constitutes the overwhelming majority of arrests and convictions within the American criminal justice system (Wellford, 1975).

Becker's work pays particular attention to the way society reacts to people with "criminal" labels. He proposes that this label becomes a person's master status, meaning that this is a constant label, affecting and over-riding how others will view them. The status people use to identify and classify a person will always be that of a criminal. Any other statuses a person occupies are no longer heeded. A person could be a parent, employee, spouse, etc., but the first and major status that will come to mind to other people and themselves is that of the criminal (Becker, 1963).

Sometimes the person's criminal master status may compel them to conform more closely to society's norms in an attempt to show others that the person may have made mistakes in life, but such mistakes will not happen again. Henceforth they will act in a fashion deemed "normal" (Foster & Dinitz & Reckless, 1972). But it is believed that in most cases where the master status is that of a criminal, secondary deviance will be completed rather than resisted. An identity change will take place in which the person now accepts the label of criminal. Because this new criminal identity is in place, there is subsequent pressure to behave accordingly. Such an identity change could be signaled by a person losing contact with their former conformist friends and beginning to associate with other criminal labeled deviants (Becker, 1963). This new peer group of like-minded deviants also increases the likelihood of the person continuing and possibly escalating the rate and seriousness of their criminal behavior. Secondary deviance has only occurred when both society and the individual share the view that the offender is a criminal.




From a logical standpoint there are flaws within the main points of labeling theory. Initially the theory states that no acts are inherently criminal (Wellford, 1975). Meaning that acts are only "criminal" when society has deemed them as such. The implications of this being that criminal law is dynamic and ever-changing, differing from society to society. But if this is true then why are certain acts illegal within the majority of the civilized world? Murder, rape, arson, armed robbery. All these are considered crimes in any society or country one could care to name.
Also the theory claims that for a criminal to be successfully labeled an audience must be present to provide a reaction to the crimes committed. Does this mean that if a murder is committed where the killer has successfully avoided anyone's suspicion that the act is then not criminal and the killer will not think of him/herself as such? It's probable that the murderer's socialization and/or value system could initialize self-labeling, but the theory clearly states the labeling must come from a 3rd party (Hagan, 1973).

For the sake of argument, if self labeling is possible and a person has obtained a self-initialized criminal master status/label, how do they react to it? Do they become criminals or try to "rationalize" as stated by Foster, Dinitz, and Reckless (Foster & Dinitz & Reckless, 1972)?

The scope of this theory is proposed to cover all criminal activity of all people regardless of different; nationality, ethnicity, social status, religion, and age (Becker, 1963). Since then criminologists have been, at the very least, skeptical. In a study of drunk drivers it was concluded that socioeconomic status, race, sex, and age can indeed influence whether labeling theory has an effect on people. Unfortunately it was not specified exactly how each of these factors altered the effect labeling theory had on the study subjects. Presumably these study results reflected actual behavioral differences that were reacted to differently by others (Marshall & Purdy, 1972).

The one aspect of this theory that could be regarded positively is that it is very parsimonious. It is easy to understand and can be quickly explained, breaking down all criminal behavior into primary and secondary deviance with a few simple statements for each. An act which has been labeled as deviant or criminal is committed by a member of society. Through either a personal audience such as family or friends, or a formal one such as a court of law the person undergoes a degradation ceremony which labels the person deviant. This is essentially primary deviance. When the labeled person is unable to continue to rationalize and deny this criminal label, often as a result of altered interactions with the "audience" who consider the person in question to be criminal, they finally accept this label as a part of themselves. This is secondary deviance. (I think this is a restatement of the definitions from earlier in the paper. To support the opening sentence, perhaps note WHY the theory is parsimonius. Parsimony simply asks how complex the theory is. If it is short and simple, then it is parsimonious. The point of this section is to show that it can be well summed up in a few simple sentances) From this point onward they will act in a way befitting this new criminal label (Scimecca, 1977).

For the purposes of validity this relative simplicity can be seen negatively as it robs the theory of what value it may have, deliberately turning a blind eye to the contributions of theories of criminology that have had great success in validating their(whose claims? Most any theory of criminology focusing on the individual you could care to name, there are dozens with hundreds of variants) claims. This is in specific reference to the personal and societal factors an individual exhibits which may contribute to the likelihood of committing crimes mentioned earlier (Wellford, 1975).

It would be presumptuous to say that this theory is not testable as several studies have been performed in attempts to see how greatly labeling theory affects different portions of the populace. There are several core variables, each of which is flawed, to be considered. The first is not the initial act of committing a crime, but an "audience" learning of the crime being committed. As it has already been explained, if the audience doesn't know of the crime then this is as far as the process goes.

The second is the audience's reaction to this act and subsequent treatment of the person who committed it. In a study of a sample of 196 boys who had engaged in delinquent activities brought before a court of law, it was found that the majority of the subjects' peers and parents exhibited little change in how they viewed and treated the delinquents (Foster & Dinitz & Reckless, 1972). Though these children did experience feelings of stigmatization from members of law enforcement, having undergone the degradation ceremony in a court of law, they reported these feelings were negligible compared to those whose family members no longer viewed them in the same light. From this we can conclude that both who the audience is comprised of as well as their reactions affects the level of stigmatization the labeled individual feels, if any.

The third variable is currently open to debate. Hardcore followers of the labeling theory still assert that the personality of the individual undergoing stigmatization is irrelevant. In a study of the societal reaction approach as it relates to mental illness, Dr. Walter Grove saw that there were certain qualities people may have which make them particularly resistant to labeling and stigmatization. Those people with such qualities did not see themselves as deviant despite what anyone else may have thought (Broadhead, 1974).

After looking at the study results I remain to be convinced that this theory can be effectively tested as there are too many unknowns. In a later work Lemert finally conceded that "primary deviation, is polygenetic, arising out of a variety of social, cultural, psychological, and physiological factors" (Broadhead, 1974). But he and other believers of this theory have been curiously reticent in attempting to further define these factors. To date no study has been attempted to more accurately state the nature of these factors and how they would affect the criminal's reaction to primary deviance. As a result these factors, which could be considered confounders, greatly hinder any attempt at the operationalization of this theory.

The three known variables cannot be measured effectively, nor can the confounders for that matter. In effect, all that can be studied is the result of this process, mainly focusing on whether career criminals see themselves in the light defined by secondary deviance and what the initial reaction society displays is, as well as how it affects those labeled deviant or criminal.

The biggest question one must ask when evaluating any theory is "has it been empirically validated?" In this case studies have shown little in the way of how this process works, this aspect is still mainly theoretical. There have been plenty of studies which evaluate the conclusion of this process, how criminals view themselves both in the primary and secondary deviance stages. The results of these studies are somewhat mixed in that some provide weak validation for this theory given certain circumstances, the strongest of which being the study of delinquent behavior in children by Foster, Dinitz, and Reckless who had experienced primary deviance and stigmatization to a small degree (Foster & Dinitz & Reckless, 1972).

The vast majority of the studies had findings do a fine job of disproving social reactions theory. An example of this would be the study by Dentler and Erickson, who concluded that " groups, and society at large will frequently try to accommodate, normalize, and in general resist making an overt reaction to people exhibiting deviant behavior" (Broadhead, 1974). If this is true than people will withhold judgment and stigmatization will not occur, effectively refuting social reactions theory.

In itself this theory is not very useful in dictating policy for the criminal justice system, but there is the possibility for use in rehabilitation of criminal offenders. In a small study of child behavior after punishment, it was found that if the audience held the offender in a positive regard, the offender was likely to rise to these expectations and act in a manner befitting a "good boy" (Wellford, 1975). In this way it is possible to use labeling theory in a more productive manner.

The implications of the study results suggest that two things can be done in order to help prevent labeling theory from having negative effects on people who've broken the law. First of all if the court atmosphere could be avoided in situations where the crime were minor offenses or misdemeanors its possible that the offender would be able to avoid formal sentencing and the degradation ceremony that goes with it. In such cases rehabilitative therapy and out-of-court settlements would be preferable. The other possibility is that a formal ceremony which would cancel the stigma associated with the degradation ceremony could be held. Perhaps a court declaration or letter that the offender is hereby rehabilitated could be used after the offender has served his/her punishment (Broadhead, 1974).
The social reactions theory is undoubtedly flawed in many ways, but it does provide some insight into how both formal and social audiences can have a negative effect on the criminal and increase the likelihood of repeat offenses. This theory has merit in that there is the potential for it to be incorporated into a larger, more inclusive, theory of criminology.

References:

Becker, H. S. (1963). Outsiders: Studies in the Sociology of Deviance. New York: The Free Press

Broadhead, R. S. (1974). A Theoretical Critique of the Societal Reaction Approach to Deviance. The Pacific Sociological Review, Vol. 17, No. 3, 287-312.

Foster, J. D., Dinitz, S. & Reckless, W. C. (1972). Perceptions of Stigma following Public Intervention for Delinquent Behavior. Social Problems, Vol. 20, No. 2, 202-209.

Hagan, J. (1973). Labeling and Deviance: A Case Study in "the Sociology of the Interesting". Social Problems, Vol. 20, No. 4, 447-458.

Lemert, E. M. (1951). Social Pathology. New York: MacGraw-Hill Book Co., Inc.

Marshall, H. & Purdy, R. (1972). Hidden Deviance and the Labeling Approach: The Case for Drinking and Driving. Social Problems, Vol. 19, No. 4, 541-553.

Scimecca, J. A. (1977). Labeling Theory and Personal Construct Theory: Toward the Measurement of Individual Variation. The Journal of Criminal Law and Criminology (1973-), Vol. 68, No. 4, 652-659.

Wellford, C. (1975). Labeling Theory and Criminology: An Assessment. Social Problems, Vol. 22, No. 3, 332-345.


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Sunday, January 27, 2013

Forget About Self-Esteem - Social Anxiety Recovery Series

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Friday, January 25, 2013

Thursday, January 24, 2013

The Power of Your Self-image and How to Improve it for a Fulfilling Life

I have been reading a book that I first read over 40 years ago. The book is called, Psychcybernetics, which was written by Maxwell Maltz in 1960. This book contained major breakthrough information at the time it was published and it continues to sell through word of mouth. Used copies are still available for two or three dollars.

What is so significant about this book? Dr. Maltz was a Plastic Surgeon who improved the physical appearance of thousands of people, especially those with deformities. Some of these people experienced major personality transformations following surgery. Others felt no different about themselves, even though photos revealed major improvements. Why? Because their self-image did not change. For example, some people who felt ugly before surgery still considered themselves unattractive after major improvements were made to their appearance. Dr. Maltz realized that our self-image or the picture of how we see ourselves is extremely important.

The bad news is that our self-image defines and limits what we will achieve in life. We cannot consistently outperform what we believe to be true about ourselves. Our self-image determines our degree of happiness and fulfillment, success in relationships, and our career accomplishments and satisfaction. It also impacts our physical, emotional, and mental health.

The good news is we can change and improve our self-image. Dr. Maltz concluded that 90% of the population could use at least some improvement of their self-image. His book provides practical exercises for improving one's self-image and for managing our inner critic. As our self-image improves, so does our self-confidence and self-esteem, which are important for any type of success in life. A strong and healthy picture of ourselves helps us to overcome many self-imposed limitations and beliefs.

Our inner critic is a major obstacle to experiencing a successful and fulfilling life. All of us hear the voice of this critic at times. It takes the form of inner dialog and negative self-talk. This is the voice that says, " You can't do it" or "You are not worthy of achieving your dreams".

As we strengthen and improve our self-image, we also diminish the power of our inner critic. This helps us to overcome our resistance (which is often at a sub-conscious level) to achieving our dreams. As our self-worth increases our limiting beliefs are changed into positive beliefs. We start believing in our worthiness and great potential.

What is something practical that we can do to enhance our self-image? Dr. Maltz advised people to go into the theater of their mind each day and play mental movies. Visualize yourself sitting in a theater looking at a large white screen. Then see yourself on the screen acting and feeling like the person you want to be. Also replay movies of yourself experiencing past successes. Our self-image is influenced more by pictures than words.

We become what we consistently contemplate upon. By frequently reliving your success experiences you reinforce an image of yourself as a successful person. Also, when you play mental movies of yourself acting as the person you want to become, you begin to see yourself in that way. We behave like the person we believe ourselves to be. When you enhance your self-image, your life improves from inside-out. This is one of the great secrets for finding happiness and fulfillment.

Copyright 2007. Raymond Gerson


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Raymond Gerson has a Masters Degree in Psychology and over 40 years experience teaching career and personal development. He is the author of five books including, Create the Life You Want. Two of his e-books and a motivational audio presentation are available as free gifts. Go to:
http://www.raymondgerson.com/freeGifts_landingPage.html

Social Anxiety Support Groups - 20 October 2008 - part 1 of 2

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Wednesday, January 23, 2013

Public Speaking For Shy Or Private People


Learning public speaking is like learning to ride a bike. All you need is some initial courage and a sense of balance. Then you have to change gear as appropriate. Once you’ve progressed that far you simply learn when to put on the brakes.

Most of us have suffered from listening to poor public speakers. We’ve squirmed as they’ve gone on endlessly saying the same thing in a dozen boring ways. Most of us too have admired brilliant speakers and wished we too could captivate an audience. At the very least most of us would like to express our views in public without losing our courage not to mention our voices.

The thing most public speakers have in common is simply a fear of making fools of themselves. They may be college students who have to study rhetoric as part of their schooling. In adult life those who attend may be budding politicians, trade union activists or aspiring business people. There may also usually be a few shy singles and some married couples sharing a new experience in communications. However interesting the mix they don’t usually expect to start the class with breathing exercises.

Teachers will explain that these exercises will help pupils relax. The truth is that when you see others puffing and blowing you have to laugh. You simply can’t take yourself too seriously when you are bent double swinging your arms energetically. In the context of all this merriment it is usually a only a short matter of time before you all introduce yourselves and explain why you are taking public speaking classes.

You first challenge is that you have to get used to speaking aloud. So many teachers provide poems and tongue twisters, even bits from the Bible for you to try. You may be asked to bring in your favourite book and read it to the class. You will discover that they quietest person in the class probably loves gruesome tales of the supernatural while the strongest looking footballer loves lyrical poetry. Once you have got used to the sound of your own voice you progress to speaking about everything under the face of the sun.

One week you may rivet your class with your speech about spies. The next week you will find yourself giving your views on the political system or the World Cup. A good teacher will help you to expand your mind and broaden your interests. You may find yourself in the public library swotting up on a totally new subject and actually enjoying it as you visualise yourself impressing your classmates. It doesn’t take long before you are hooked on the challenge of captivating your audience. It won’t matter to you whether they are classmates, members of the local chamber of commerce or even the world synod of bishops.

That’s fine when you can prepare your speech days in advance. Speaking off the cuff is a totally different but part of public speaking is teaching you to think on your feet. So try to imagine what you would say about forks, Santa or the sky at night without any time to prepare. A simple one-minute off the cuff talk can seem like endless torture. Eventually though you master the idea of making a riveting start, interesting context and a thought-provoking conclusion, even if you don’t know the first thing about the subject. You are on your way to being a competent public speaker. Obviously though you will speak with more passion and zeal when you are inspired by the topic. So if you love sport you will find that your sports speeches will have that extra something and that’s good.

All through your life this skill it will be an asset to you. You may have to speak on graduation day, at the office party, when your best friend celebrates his birthday or even at your daughter’s wedding. Your audience may be schoolmates, the local historical society, a computer convention or simply the parish youth committee.

You learn to use a microphone so that it doesn’t catch the knocking of your knees. You will have learnt how to emphasise a point, how to use notes, how to chair a meeting. You master nervous habits such as hand twisting or foot tapping. Most importantly, you learn to write to be said aloud rather than read. You will find yourself listening critically to other speakers whether they are on radio or television or in a local club. You will start saying to yourself, "he never mentioned X" or "He should have said something about Y". You become, In fact, the original armchair critic. Above all though you will learn that public speaking is great fun.

Public speaking is a very personal thing. It gives you confidence and it makes you more articulate. It teaches you how to put your ideas in sequence. It also helps you to make new friends. Many public speakers join groups such as Toastmasters and make it a lifelong hobby. Others are simply satisfied to be able to give their viewpoint at a local meeting. If you are really lucky you might even find yourself being paid to lecture on a pet subject!

Being able to speak well in public helps your self-esteem. You may find you are welcomed to parties, invited to functions and it might even help you to impress your boss. Certainly it will expose you to lots of new ideas you hadn’t considered before. You might, like one speaker, learn to think of income tax as today’s equivalent to the tithes once paid to the church to support the poor. Now that’s what’s called a persuasive speech!

Some people of course are naturals and can address any audience anywhere with enthusiasm and ease. Most of us though consider public speaking as a fate worse than death, until we learn to master it. The problem then is that by then it will be like the weekly crossword, you’ll just have to keep at it until you get it right.

There is absolutely no feeling like that of holding an audience in the palm of your hand. So go on grab their attention, entertain and inform them and send them away with your words ringing in their ears.

Whether you call it oratory, rhetoric or public speaking it will enhance your life and help you to make lots of new friends. Like learning to ride a bike it is a skill, once learned, that you never forget.

You may wobble a bit if you get out of practise but soon all the skills you have learnt will soon come back. Then you’ll be freewheeling all the way and your audience will be delighted to come along for the ride!

Overcoming Social Anxiety, Depression, Low Self-Esteem

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Tuesday, January 22, 2013

How Owning a Dog Can Benefit Your Child

Thinking of getting a dog? You know your child wants a dog to play with but did you know that the love and companionship of a dog can have long lasting effects going far beyond their ability to entertain and amuse?

The current research into dog assisted therapy has turned the humble pet dog into an emotional, educational and physical resource. Everything from autism to reading ability has been tested with the use of therapy dogs. Excellent programs exist that have demonstrated a link between the interaction with dogs and improved social and reading skills.

It makes sense that even healthy children may experience benefits from owning a dog. What are some ways dogs affect children emotionally, socially and physically?

Can Your Dog Teach Your Child to Read?

A program was started that introduced the concept of children reading to dogs. The idea was that the child would be calmed by the presence of the dog as well as stimulated by the contact without the pressures of reading to a teacher or a peer.

The children loved the experience and the program creators noted that reading skills, including stuttering, improved. While not all reading problems can be corrected with a dog’s company it is certainly a matter of interest to parents.

Owning a Dog Can REDUCE Allergies

Several pediatric experts have disowned the theory that early exposure to pets is a prime cause of allergies in children. In fact, the PAWSitive Interaction organization arranged a summit that included information suggesting exposure to pets by pregnant women and babies born into households with two or more pets actually had less allergies to the pets and other allergens than children not exposed.

Dogs Improve Social and Emotional Well-being

Anyone who has owned a dog can attest to the relaxing effects of owning a pet. Studies have shown that petting an animal can reduce anxiety and tension. The companionship of a dog can also help children build self-esteem and ease social interactions.

Dogs provide non-judgmental company and unwavering loyalty. To young children facing a world in which they are struggling to find their place a dog can help them develop a sense of themselves while also decreasing feelings of loneliness and encouraging empathy.

Physical Benefits for Children with Dogs

While physical therapies and assistance programs commonly incorporate dogs even healthy children can benefit physically from owning a dog.

Dogs demand a certain amount of physical play and care. Children may be more motivated to be physically active when they are with a dog than without.

While dogs cannot be the only answer to serious conditions, owning a dog can surely provide many benefits to your child when wisely selected and trained to compliment the family’s lifestyle and the child’s personality. Having a devoted dog in the home can contribute to a parent’s efforts to raise their child into a caring and balanced adult.

Inspiring Quotes for Overcoming Shyness & Social Anxiety Part 1 from www.sociallypositive.com

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What Are The Options For Aspergers Treatment?


This is a question that I am regularly asked by the readers of the newsletter that I write for parents who have children with Aspergers. The first point to say is that in my opinion the signs of Aspergers can't be "cured" outright. Nor do I think that focusing on "cure" is helpful for parents or children. As to "cure" someone applies that they are somehow ill or sick in the first place. Children with Aspergers are not sick or ill but just different – but only in the way that we are all different and have our own "certain ways". And isn't that what makes the world such an exciting place? But that is a whole discussion in itself and not the focus of this article, so I won't go further off topic now!

That said about "cures", there are a number of options to look at when it comes to Aspergers Treatment. Most children benefit from early specialized interventions that focus on behavior management and social skills training. Many children with Aspergers can learn the unwritten rules of socialization and communication when they are taught in an explicit and rote fashion. Similar to the way students learn foreign languages. Because for children with Aspergers the main challenge is that these types of social skills (such as what to say in certain situations) don't come naturally to them. But children with Aspergers tend to have excellent cognitive ability so can learn these skills just fine with the right "teachers" (this can be in school but even more so at home with family and friends).

Children with Aspergers may also learn how to speak in a more natural rhythm, as well as how to interpret communication techniques used by others, such as gestures, eye contact, tone of voice, humor and sarcasm. Behavior therapy describes numerous techniques aimed at curbing problem behaviors, such as interrupting, obsessions, meltdowns or violent outbursts. Behavior therapies usually focus on training a child to recognize a troublesome situation - such as a new place or an event with lots of social demands - and then select a specific learned strategy to cope with the situation.

One issue for many children with Aspergers is that they may well become prone to anxiety or depression in life. Often this can occur around the time of adolescence when they are really beginning to notice differences with their class mates and peers. So as with anyone experiencing such issues there may be treatments that can be helpful. Some medications may improve specific behaviors, such as anxiety, depression or hyperactivity. This is obviously one to talk to your general medical practitioner about. Although I personally am not big on medication (although in more severe cases it definitely has it's place) so would also look at other forms of treatment such as herbal approaches (like St. John's Wort), homeopathy, helping your child to voice their problems, getting regular exercise etc. to combat the issues.

Treatment for Aspergers often involves a team of professionals that may include a speech and language pathologist, a psychologist, a social worker, a psychiatrist, or a developmental pediatrician, in addition to your child's primary care physician. It's often possible for children with Aspergers to succeed in mainstream schools, with the help of teachers and special education instructors. However, make sure your child's teachers understand how he or she learns best and what situations might be troublesome. In children with Aspergers, high intelligence and good verbal skills can mask areas of real deficiency, so teachers may not realize that special teaching techniques, support services and extra attention are really necessary.

So to summarise this article I would say that there are definitely a number of important Aspergers treatments that can be used to help improve the quality of life for the child and their family. However to my knowledge there is no "cure" for Aspergers and it is my belief that Aspergers is not something that needs to be cured anyway. But treatments such as behavior management, social skills training, speech and language therapy, and appropriate medical/alternative treatments can be very helpful indeed. Both school and home life play a crucial part in co-ordinating and organizing these treatments.

Monday, January 21, 2013

Being Realistic about Yourself - Self Esteem Building

The first step to believing in yourself is to understand who you really are.


One of the most important things you need to do to achieve any kind of success is to be very realistic about yourself. You need to understand who you really are. Now, if you cannot even run for three minutes, you cannot start believing that you can win a gold medal in running, can you? Probably you can if you practice, but certainly not with what you are at present. This is what is extremely important to you when you begin. You have to understand your strengths and your capabilities. Realizing that is a very important step of believing in yourself and having positive self esteem.

There are people all around you achieving something or the other. Some are experts at playing the guitar, some are very brilliant with accounting, and some are great at housekeeping and so on. When we see such people, we do get impressed and we do say something, “I wish I was like him or her.” This is common human tendency. But that does not help us when we are trying to foster our belief in ourselves. If we are to do that properly, the most important thing we need is to know what we are really capable of.

Take a moment to think. 

Think what your strengths are. Think what you can do. We are not talking about things that you are an expert in, even some amount of knowledge in that particular area will do. Then take a blank sheet of paper and write down these things. Then arrange them in order. The first three things should be the things that you really do well, followed by things that you can do fairly well, followed by things that you can barely do but you can learn and improve. Take a look at this sheet of paper. Keep it with you always. This is what you are capable of. It is a part of what you are.

This realization is extremely valuable to you when you are trying to make a self-assessment. You need to know what you can do and what you can improve upon. If you are trying to become a master at something, it is very important to be sure of yourself and not live under illusions.

You have to value yourself.

Remember that you shouldn't take what people say at face value. Someone may tell you that you paint well, but that person may be prejudiced. You have to value yourself. Probably entering into a competition will tell you where you stand. At the same time, don’t shoot yourself down too much either. If you are good at something, you are good at it. Don’t get overworked that you aren't as good as the legends. You can always improve, but believing in your self worth is the first step to a new future.

The most important thing is to value yourself. When you know your limitations and your potentials, you know you can stand much better on your own.

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Know your self-worth, improve self confidence, and banish social anxiety


Know your self-worth, improve self confidence, and banish social anxiety


Realizing your self-worth has nothing to do with checking your bank balance, it is about you, the person you are in life. We give others respect, love and consideration but how often do we give ourselves what is due? How you value yourself is based on the self-esteem you have, your self-esteem shows you how much you truly value yourself. Healthy self-esteem leads to independence, happiness, flexibility, the ability to adapt easily to change, co-operation and a positive outlook on any situation. Unhealthy or low self-esteem on the other hand leads only to irrational thoughts, unhappiness, fear of the new, rigidity, defensiveness and a negative outlook on life in general.

How we see ourselves has a lot to do with how others see us, if we are happy, smiling and full of confidence then others see us as someone they want to be around, if we respect ourselves and portray this then others will respect you too, after all how can you ask for respect from others if you don’t even respect yourself? So finding and developing your self-worth is all about developing your self-esteem, so let’s take a look at esteem:

High self-esteem

If you have a high self-esteem you will see certain traits in yourself and how you see yourself, traits linked with a high self-esteem or self-worth are

  • You are secure about who you are and have confidence in your abilities
  • You allow yourself to show your true feelings to others
  • You don’t have intimacy problems in relationships
  • You are able to recognize and take pride in yourself for your achievements in life
  • You are easily able to forgive yourself for mistakes and also forgive others

Low self-esteem

Similarly if you have problems with self-worth or low self-esteem then you will follow a certain pattern in your thoughts and ways, if you have problems with low self-esteem then you will see the following points in yourself

  • You lack belief in yourself and are very insecure
  • You have problems showing and accepting intimacy in relationships
  • You never let your true feelings show
  • You never recognize and give yourself credit for your accomplishments
  • You have the inability to forgive yourself or others
  • You resist change at every opportunity

Developing your self-worth

There are plenty of ways in which you can boost your self-esteem and change to a more positive and healthy outlook about yourself, here are some tips for developing and boosting your self-worth.

  • Don’t take other peoples criticism to heart, instead listen to what they are saying and learn from it.
  • Take some time out for yourself everyday, meditate, look inside yourself and realize all your good points and imagine changing your bad ones into more positive.
  • Celebrate and pride yourself on even the smallest achievements that you accomplish.
  • Do something everyday that you enjoy, such as talking a walk in the sunshine or soaking in a bubble bath.
  • Never deprive yourself of something you enjoy, if you know you shouldn’t be doing it, then do it anyway and stop chastising yourself about it.
  • Talk positively to yourself, repeat affirmations to chase away all of the negative thoughts and feelings.
Click here to start repairing your self esteem today.