Why We Expect More From Technology - 1577 Words

The twenty first century brought on revolutionary changes, which has affected every faucet of human life, globally. Technology has advanced communications and economy. Ideas about interacting and talking robots are no longer dreams, but are part of reality. The world has become modernized and progress continues. And now the new generation is ready to enact another historical milestone, education. Davidson in her essay, â€Å"Project Classroom Makeover†, expresses the need and benefit that can come from merging technology and education together can bring. She realizes the educational system has remained stagnant for long enough, and is in need of great changes. Sherry Turkle in her essay â€Å"Why We Expect More from Technology and Less from Each†¦show more content†¦Just as society is becoming more interconnected, Davidson realizes the pressing need for education to match society’s change, and the iPod was just the right tool. Duke University students broke fr ee from conventional classroom learning, and paved the way for an interactive education, more befitting of a technological generation. Davidson does not put emphasis or significance on letter grades, instead, she believes it is more crucial for students to learn how to improve intellectually, by working and collaborating with other students. By sharing ideas, and being exposed to fresh and new discussions, students can grow academically. However, Turkle claims merging education with technology has the potential to limit the student’s way of thinking. She warns â€Å"As we’ve seen, such relational artifacts do not wait for children to ‘animate’ them in the spirit of a Raggedy Ann doll or a teddy bear. They present themselves as already animated and ready for relationship† (Turkle 470). Toys such as the Tamagotchi or Furby respond to children interaction, however, Turkle criticizes such relationship, by drawing attention to the children’s incre asing acceptance of robots that can feel and be alive. A robot that has a tiny of autonomy over its actions prevents children from projecting their own ideas onto the toys. With a Raggedy Ann doll, children are able to choose the dolls actions, which requires creativity and thinking. Even though a piece of technology like the iPod is not

Acute Care Care Implementation and Evaluation. Free Essays

Acute Care: Care Implementation and Evaluation. This assignment will be based around the care that is implemented and evaluated, within a National Health Service (NHS) Foundation Trust (FT). The focus of the assignment will be to discuss two health problems that a selected patient has and has been admitted to the FT with. We will write a custom essay sample on Acute Care: Care Implementation and Evaluation. or any similar topic only for you Order Now The selected patient had been admitted into FT with breathing difficulties and also suffering from dehydration. The assignment will focus upon the goals that are set for the patient whilst in FT and the reasons why the goals are set. The patho-physiology of the two problems will also be discussed and also the care that had been implemented to achieve the goals. Throughout the assignment, the patient will be known as Terry with the permission from the patients parents, according to the Nursing and Midwifery Council (NMC, 2008) confidentiality guidelines. The assignment will also aim to discuss the role of the Health Care Professional (HCP) in planning appropriate care for the patient, in particular, using the assessment technique of goal setting by using Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique (Roper et al, 1996). The reasons for planning care can involve the HCP assisting in preventing potential health problems, for example, breathing difficulties for the patient becoming worse and to also assist in solving problems where possible. Care planning can also assist in alleviating possible health problems that cannot be solved by HCP’ s and so will need the assistance of Multi Disciplinary Team (MDT) , for example, consultant, physiotherapists to further improve an develop the care plan. Terry is a 42 year old single man, who lives with his parents, and has suffered from a number of illnesses throughout his life, for example, optical glyoma, Deep Vein Thrombosis (DVT), epilepsy, and also learning difficulties. Terry has difficulty with breathing, and this appears to have been caused by respiratory rhythmicity centre in the medulla and the pons (areas of the brain which can control breathing) and these appeared to not be working in the correct way (MacKenzie, 1996; Waugh et al 2006). Terry’s reduced neurological status was due to trauma that had been suffered in the motor pathways, and the peripheral nerves, in the brain (Iggulden, 2006). Terry was admitted to the Intensive Care Unit (ICU), within the NHS FT, suffering from numerous problems that were mainly neurological. Terry’s admission to ICU was due to the increased breathing difficulties that he was experiencing. Due to the breathing difficulties, the nursing team, and Terry’s consultant, agreed that it would be best for Terry to have a percutaneous tracheostomy inserted. Due to Terry suffering from a probable cerebellar lesion, severe learning difficulties and poor communication skills; it did appear that Terry could not understand what the nursing team were informing him of, the medication that he needed and the care that was being delivered (NMC, 2008). Due to the fact that Terry appeared not to be able to understand or communicate with the nursing team, and that his parents and family members were with him, the nursing team, and myself, ensured that the parents, and family members, were informed of what was happening regarding the care that had given to Terry. The fact that Terry could not understand the instructions given to him, due to learning difficulties, consent to insert a percutaneous tracheostomy had to be given from Terry’s parents, to the Consultant (NMC, 2008). The tracheostomy that had been inserted into Terry helped the nursing team in the ICU and on the ward, to oxygenate Terry to the optimum level of 98%. The tracheostomy, also ensured that Terry was able to maintain a breathing rate of between 35 and 50 breathes per minute (Bailey, 2008). Although Terry was able to maintain a respiration rate, the normal respiration rate for an adult is normally between 14 and 18 breathes per minute (Bailey, 2008). The nursing care that had been implemented included ensuring that oxygen was flowing through the tracheostomy and this ensured that Terry had enough oxygen in his body for his heart and lungs to function, and that the heart pumped the oxygenated blood around the body (Machin et al 1996; Roper et al, 1996; Bailey et al 2008). Due to Terry’s respiration centre not working properly, and suffering from breathing problems, this meant that gaseous exchange was impaired, and led to a risk of respiratory acidosis. Gaseous exchange is where the oxygen goes into the alveoli capillaries, and the carbon dioxide is moved out of these capillaries (Bailey, 2008). The respiration centre is made up of a group of nerve cells, which are in the reticular endothelial system of the medulla oblongata. These cells send impulses to the motor neurones, via the spinal cord, and are then sent to the intercostal muscles (Bailey, 2008). The trauma that Terry had suffered with, was a possible cerebella lesion when he was a child. When Terry was admitted, his oxygen level was 82% (Bailey, 2008). The goal for this problem was to keep Terry’s respiration and oxygenation at a level that was suitable. A suitable level of respiration for an adult is between 14 and 18 breaths per minute, and an oxygen level of around 97 to 98% (Bailey, 2008). The patho-physiology of breathing difficulties includes a lack of oxygen to the tissues of the body, including the brain, and even death (MacKenzie, 1996; Waugh et al 2006). Due to Terry haiving an oxygen saturation level of 82%, we set the goal that we would aim for and set this goal with his parents. The goal that the nurses had set with Terry’s parents, due to the fact that Terry had learning difficulties and could not set the goal with the nurses. The goal was set as the nurses aimed to have his oxygen saturation level between 95% and 98% within two hours. The goal had to fit in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique (Roper et al, 1996; Faulkner, 2000). Terry’s sitting and lying position had to be carefully planned around him, this ensured that we as a nursing team where able to ensure that his lungs would expand to their optimum and to maintain a satisfactory oxygen saturation levels within his body (Roper et al 1996; Machin et al 1996; Hackman, 2008). The normal oxygen saturation level is between 95% and 98% (Woodrow, 1999). The fact that Terry had an oxygen saturation level of just 82%, the Consultant had to prescribe oxygen for Terry. The oxygen that had been prescribed for Terry, had been increased from 24% to 40% (NMC, 2002). The consultant advised us to ensure that the oxygen was to be humidified. Due to Terry having the tracheostomy, we were able to deliver the oxygen with the use of a tracheostomy mask and what is called a T-piece circuit (Machin et al 1996; Dolan, 2008; Soady, 2008). The consultant also advised the nursing team to ensure that neurological observation’s were undertaken, especially the oxygen saturation levels, every 15 minutes until Terry’s oxygen saturation levels had risen to 96% (Machin et al 1996; Dolan, 2008; Soady, 2008) The neurological observations with regards to the goal, meant that the nurses were able to deliver oxygen, which would enable the oxygen saturation level to be maintained (Machin et al 1996; Dolan, 2008; Soady, 2008). Once the nursing team had ensured that the oxygen had been delivered to Terry at 40% and was humidified, they then ensured that 15 minute observations were maintained. The Consultant had to ensure that the 40% oxygen that he had verbally prescribed, was documented and written clearly in Terry’s medical notes and on his prescription sheet (NMC, 2002; NMC, 2004). The fact that Terry had been prescribed the higher rate of oxygen, this needed to be clearly documented within Terry’s nursing notes (NMC, 2004). The documentation was needed, so that the other nurses were aware of the change. Although the observations had been maintained every 15 minutes, with regards to Terry’s oxygen saturation levels, this ensured that the nursing team maintained Terry’s neurological observation’s (Machin et al 1996; Dolan, 2008; Soady, 2008). The goal that had been set by the nursing team and Terry’s parent’s, for his oxygenation levels did fit into the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique. The goal was specific, measurable and realistic for Terry and the nursing team caring for him, as well as being achievable in the time frame that had been set by Terry’s Consultant (Faulkner, 2000). Due to the fact that the nursing team had achieved this goal for Terry, proved that the nursing care and interventions made by the nursing team, were effective. The nursing care and interventions were effective enough, for this goal to have been met (Roper et al 1996). The goal that had been set for Terry with regards to his oxygen saturation level, had to be documented. The goal had to be documented within the nursing notes, which the nursing team had to document clearly. The nursing team were able to hand over the information about Terry, to the nursing staff that would have been caring for him on the next shift. (NMC, 2004) The second of Terry’s problem’s is that he was at risk of dehydration, this was due to the fact that Terry could not swallow as he had a reduced neurological status. The fact that Terry could not swallow was due to the motor area of cerebral cortex of his brain, did not work in the way that it should (Waugh et al 2006). The motor area of the cerebral cortex of Terry’s brain, was damaged due to the increase in epileptic seizures. Dehydration can cause the cells to deplete, due to not having enough fluids for them to replenish. The cells replenish in the sense that the fluids help the cells to regenerate, regulate the body temperature, to dilute the waste products within the body, and to maintain the level of fluids within the tissue fluid and blood (Waugh et al 2006). The patho-physiology of dehydration includes thirst, the mouth being dry, the tongue would look leathery, and fluid from within the tissues and skin would be withdrawn (Roper et al 1996; Brown, 1997; Day, 1997). Due to Terry not being able to drink fluids, he was not able to regulate his own body temperature, nor was his body able to dilute the poisonous substances in his body (Waugh et al 2006). Due to fluid being withdrawn from the body, this would mean that the body would not be able to maintain its own volume in blood (Roper et al 1996). The patho-physiology of not having enough fluids also includes the kidneys would excrete less than they normally would; a person would be lethargic; the skin would lose its elasticity and would appear to be more wrinkled (Roper et al 1996; Brown, 1997; Day, 1997). If Terry had been suffering from dehydration, his would have looked sunken and his urine output would be reduced as well as being more concentrated. If Terry had been suffering from a severe case of dehydration, his blood volume would be reduced. If the blood volume was to cause a circulation deficiency, this would cause his kidneys to fail to excrete the waste products that they normally excrete (Roper et al 1996; Brown, 1997; Day, 1997). Due to Terry not drinking the recommended two litres of fluids per day, we had to set a goal. The goal that had to be set, had to be set with Terry’s parents (Roper et al 1996). The goal for the second problem, was to prevent dehydration during Terry’s stay in hospital, through ensuring that Intravenous Saline was delivered through venous access (Dougherty et al 2008). The Intravenous Saline had to be delivered through venous access, due to the fact that this was the most effective way in which to infuse fluids. The fluids had to be infused over a period of 24 hours, due to the volume of the fluids. The Consultant prescribed two litres of Intravenous Saline, and the nursing team ensured that it was delivered (NMC, 2002; NMC, 2004; Dougherty et al 2008). Due to the fact that the fluids needed to be infused, the nursing team ensured that the fluids were delivered through the venous access, by using an infusion pump. The pump that was used by the nursing team, was the volumetric pump. The volumetric pumps allow health care professionals to administer large amounts of infusions, and this is why were used this type of pump to deliver the fluids that Terry needed over a 24 hour period (Sarpal, 2008). Due to the fact that the nursing team were delivering Intravenous Saline to Terry, it was important that this was documented by the nursing team within his nursing notes. The fact that this was documented in Terry’s notes, ensured that the information was handed over to the nursing team on the next shift (NMC, 2004). It was important hat a fluid balance chart was also documented, as this would help the nursing team to ensure that the amount of input from fluids, was similar to Terry’s urine output. The fact that the nursing team were able to monitor Terry’s fluid input and output, ensured that his body was not retaining any of those fluids within a 24 hour period (Hunt et al 2008). The goal for dehydration by providing two litres of Intravenous Saline over a 24 hour period, did fit into the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T) target planning technique. This was due to the fact that the goal was specific, measurable and time set. The goal was achievable and realistic, but only while Terry’s venous access was as good as it was. When Terry’s venous access for the Intravenous Saline to be delivered was poor, this meant that the nursing team had to find another route to deliver these fluids. The nursing team had to re-set the goal for delivering the Intravenous Saline. (Faulkner, 2000) Due to the fact that the nursing team could not deliver the Intravenous Saline through the venous route, had to be documented. The nursing team had to document the fact that Terry had poor venous access, and that they had asked his Consultant to review Terry (NMC, 2004). When Terry’s Consultant had been to review him, the Consultant advised the nursing team to deliver the Saline through Terry’s PEG tube. Terry’s Consultant had to document the fact, that he had advised the nursing team to deliver the Saline through Terry’s PEG tube. The Consultant also had to document that his advice was due to Terry’s poor venous access in Terry’s medical notes, and he had to document this on the prescription chart (NMC, 2004). Due to Terry having a Percutaneous Endoscopic Gastrostomy (PEG), the nursing team and Terry’s parents re-set the goal to deliver the fluids that Terry needed (Faulkner, 2000). The new goal that had been set, was to deliver one litre of Intravenous Saline through Terry’s PEG tube. The litre of Saline was delivered to Terry through his PEG tube, over an 8 hour period rather than a 24 hour period. Even though the nursing team had to deliver the fluids through the PEG tube, they had to ensure that the goal did fit into the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique. This goal was specific, measurable, achievable, realistic and time set for Terry and the nursing team (Faulkner, 2000). Before the nursing team could deliver the Saline through Terry’s Percutaneous Endoscopic Gastrostomy, the Saline had to be prescribed by his Consultant. The Consultant had to document the Saline on Terry’s prescription chart, and also had to document the route that the nursing team were to deliver the Saline (NMC, 2004). The Saline that had been prescribed by Terry’s Consultant, also had to document in Terry’s medical notes, that he had prescribed this and also document the route that he had advised to the nursing team (NMC, 2002; NMC, 2004). When the nursing staff had commenced the delivery of the Saline through the Percutaneous Endoscopic Gastrostomy (PEG) tube, they themselves had to document this. The nursing team had to document the Saline running through the PEG tube, to enable the nursing notes for Terry to be up-to-date. The nursing team to document the amount of Saline that was to run through Terry’s PEG tube, and what time the Saline infusion began. The nursing team also had to document how much of the Saline was to be infused in any one hour, when the Saline was due to finish, as well as document the lot number and expiry date that were on the bag of Saline. NMC, 2002; NMC, 2004) The documentation of the infusion of the Saline running through Terry’s Percutaneous Endoscopic Gastrostomy (PEG) tube, ensured that the nursing team could hand over the information to the nursing team that were due to care for Terry on the next shift (NMC, 2004). The goal that had been re-set by the nursing team, and Ter ry’s parents, fitted in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique (Faulkner, 2000). The fact that the goal had to be re-set, ensured that the nursing team had been able to deliver the Saline through the Percutaneous Endoscopic Grastrostomy (PEG) tube. The goal to deliver the Saline through the PEG tube, had been specific, measurable, realistic and time set for Terry and the nursing team. This goal had been achieved, due to the fact that the care that the nursing team had been able to deliver the Saline in the time that they had set with Terry’s parents (Faulkner, 2000). Due to the goal being achieved in the time frame that had been set by the nursing team, and Terry’s parents, meant that the nursing team had been able to deliver the care that had been needed to achieve this goal (Faulkner, 2000). I am now at the point in this assignment when I can reflect. For my reflection, I will be using the Gibb’s Reflective Cycle to reflect upon this assignment, which is documented within his book that was published in 1988 and entitled Learning by Doing: A Guide To Teaching and Learning Methods (Gibb’s, 1998). Due to the fact that Terry ad a number of health problems, I had a hard task of choosing which two that I would use. I did have to think long and hard about which two health problems that I would use, but I was given permission from his parents to enable me to write this assignment (NMC, 2008). The two health problems that I had chosen, were breathing difficulties and dehydration. Due to the breathing difficulties that Terry suffered with, meant that his oxygen saturation levels were low. Due to Terry’s breathing difficulties, this is why the nursing team, and his Consultant, had to gain consent from Terry’s parents, to insert a percutaneous tracheostomy. The fact that the tracheostomy was inserted soon after Terry’s admission, enabled the nursing staff within the ITU and the ward of the NHS FT, to ensure that Terry’s oxygen saturation levels were maintained. Therefore, this is the reason why a goal was set. Due to a goal being set for Terry’s oxygen saturation levels to be maintained, provides evidence to show that the nursing interventions were effective. The effectiveness of these nursing interventions, proves that goals that are set for an individual patient can also be met. The second goal that had been set for Terry by the nursing team, and his parents, had fitted in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique. Due to the fact that this goal was only partially met, did not necessarily mean that the care that had been delivered to Terry, had been ineffective. The care that had been delivered to Terry had been effective, but the goal could no longer be achieved through the venous route, due to the fact that Terry’s venous access was poor. Due to Terry’s poor venous access, this is why the nursing team had to re-set the goal with his parents. The goal that had to be re-set, fitted in with the Specific, Measurable, Achievable, Realistic and Time Set (S. M. A. R. T. ) target planning technique. The goal had been re-set, and had also been achieved in the time frame that had been set with Terry’s parents. The goal that had been re-set, had been achieved in the time frame that had been set. The goal had been achieved due to the fact that, the nursing team were able to deliver the Intravenous Saline through the Percutaneous Endoscopic Gastrostomy (PEG) that Terry had in place. The fact that the nursing team could not achieve this goal when it had first been set, was not an issue that could have been anticipated. Even though nursing teams can not anticipate why the goals are not met, they can re-set the goal and in time, meet the new goal. Therefore, the nursing care and interventions that are delivered, do make nursing care effective. Documentation of all care from the nursing team was important, due to the fact that the nursing team on one shift, were able to inform the nursing team of the next shift. Documentation also ensures that if the nursing team were unsure of any test results, that they were able to look over the nursing notes to ensure they knew where we were up to with the patient. The Consultants documentation in the patients medical notes, ensured that other doctors or Consultants were also aware of the patients condition and any tests that may have been ordered. Bibliography. Bailey, M. , Crossen, S. , Holland, J. , Hollis, V. (2008) Observation’s in Dougherty, L Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 25, Pages 496-544. Oxford: Wiley-Blackwell Publishing. Brown, A. (1997) Caring for the Patient Undergoing Surgery in Walsh, M. (ed) (1997) Watson’s Clinical Nursing and Related Sciences. 5th ed. Chapter 10, Pages 232-259. Edinburgh, Bailliere Tindall. Day, S. (1997) Caring for the Patient with a Nutritional Disorder in Walsh, M. (ed) (1997) Watson’s Clinical Nursing and Related Sciences. 5th ed. Chapter 16, Pages 552-570. Edinburgh, Bailliere Tindall. Dolan, S. (2008) Respiratory Therapy in Dougherty, L Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 38, Pages 749-765. Oxford: Wiley-Blackwell Publishing. Dougherty, L. , Farley, A. , Hopwood, L. Sarpal, N. (2008) Drug Administration: General Principles in Dougherty, L Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 11, Pages 202-251. Oxford: Wiley-Blackwell Publishing. Faulkner, A. (2000) Nursing: The Reflective Approach to Adult Nursing Practice. 2nd ed. Gloucestershire: Stanley Thornes Publishers Limited. Gibb’s, G (1988) Learning by Doing: A Guide To Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic. Hackman, D. 2008) Positioning in Dougherty, L Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 34, Pages 668-689. Oxford: Wiley-Blackwell Publishing. Hunt, P. , Kelynack, J. Stevens, A. M. (2008) The Unconscious Patient in Dougherty, L Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 44, Pages 849-853. Oxford : Wiley-Blackwell Publishing. Iggulden, H. (2006) Care Of The Neurological Patient. Oxford: Blackwell Publishing Limited. Local NHS Trust (2004) NHS Trust – Recommended Protocol for Care of the Patient with a PEG. Liverpool: Local NHS Trust. Machin, J. , Rhys-Evans, F. (1996) Tracheostomy Care and Laryngectomy Voice Rehabilitation in Mallet, J. , Bailey, C. (eds) (1996) The Royal Marsden NHS Trust – Manual of Clinical Nursing Procedures. Chapter 41, Pages 550-565. London: Blackwell Science Limited. MacKenzie, E. (1996) Respiratory Therapy in Mallet, J. , Bailey, C. (eds) (1996) The Royal Marsden NHS Trust – Manual of Clinical Nursing Procedures. Chapter 35, Pages 474-480. London: Blackwell Science Limited. Nursing and Midwifery Council (2002) Guidelines for the Administration of Medicines. London: NMC. Nursing and Midwifery Council (2004) Guidelines for Records and Record Keeping. London: NMC. Nursing and Midwifery Council (2008) The Code – Standards of Conduct, Performance and Ethics for Nurses and Midwives. London: Nursing and Midwifery Council. Roper, N. , Logan, W. W. , Tierney, A. J. (1996) The Elements of Nursing. 4th ed. America: Churchill Livingstone. Sarpal, N. (2008) Drug Administration: Delivery (Infusion Devices) in Dougherty, L Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 13, Pages 290-309. Oxford: Wiley-Blackwell Publishing. Soady, C. (2008) Tracheostomy Care and Laryngectomy Care in Dougherty, L Lister, S. (eds) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 7th ed. Chapter 42, Pages 809-829. Oxford: Wiley-Blackwell Publishing. Waugh, A. , Grant, A. (2006) Ross and Wilson Anatomy and Physiology in Health and Illness. 10th ed. Philadelphia: Churchill Livingstone. Woodrow, P. (1999) Pulse Oximetry. Nursing Standard. Volume 13, Number 42. Pages 42-46. Woodrow, P. (2006) Intensive Care Nursing – A Framework for Practice. 2nd ed. Oxon: Rouledge. How to cite Acute Care: Care Implementation and Evaluation., Papers

A Comparison and Application of Imaginal Psychology and Deconstruction Theory and Praxis free essay sample

A COMPARISON AND APPLICATION OF IMAGINAL PSYCHOLOGY AND DECONSTRUCTION: THEORY AND PRAXIS by John Souchak Track D Imaginal Psychology CP 512 Kathee Miller 23 March 2010 As I read more on Imaginal Psychology and seek to relate it to my own personal growth and practical therapeutic interventions, I am drawn to my past. I have always been a word person, somewhat on the literal side, and guilty of the charge of calcifying the â€Å"meaning† of words. During college and graduate school, I explored these long-held patterns. I read post-structuralist theorists such as Roland Barthes, Michel Foucault, and Jacques Derrida. Their ideas caused me to question the foundations of linguistics and truth. This groundwork has helped me to understand the underpinnings of Imaginal Psychology. One way that I relate to Imaginal Psychology is through its similarities with one of these theorists: Jacques Derrida. Derrida has fascinated me for many years and his Deconstruction method has interesting parallels to Imaginal Psychology. One basic description of Deconstruction is that it attempts to demonstrate that any text is not a discrete whole but contains several irreconcilable and contradictory meanings; that any text therefore has more than one interpretation; that the text itself links these interpretations inextricably; that the incompatibility of these interpretations is irreducible; and thus that an interpretative reading cannot go beyond a certain point. (â€Å"Deconstruction†, n. d. ) Compare this to Imaginal Psychology, with its emphasis on the polymorphous/polytheistic appreciation of images The many-sidedness of human nature, the variety of viewpoints even within a single individual, requires the broadest possible spectrum of basic structures. If a psychology wants to represent faithfully the soul’s actual diversity, then it may not beg the question from a beginning by insisting, with monotheistic prejudgment, upon unity of personality. (Hillman, 1975, p. xx) While Hillman is a psychologist and Derrida a philosopher, they both are primarily concerned with the idea of language as meaning-making. Michael V. Adams claims â€Å"Derrida and Hillman would reverse the logic of oppositions and the order of priorities that have privileged the signified over the signifier, the concept over the image† (Adams, 1992, p. 248). This stance, that of signifier over signified, is a core tenet of post-structuralism, and one that both Hillman and Derrida share. Although the primary medium differs for each (images for Hillman, literary texts for Derrida), both express similar concepts—a. ) multiplicity (Hillman’s polytheistic perspective, differance for Derrida), b. the lack of a coherent structural â€Å"wholeness† to texts and psyche; and c. ) the endless ability for new images and meanings to be created. Understanding these similarities is a useful distinction, as it converges with my background in literary theory and provides me with amplification of Imaginal Psychology. In this, one common point is that there is value in de-literalizing dreams or images as â₠¬Å"things-unto-themselves. † Instead of fitting a preconceived notion, as evidence for some Truth, or showing how a dream or image shows something like â€Å"Progress,† looking at images with equal value encourages curiosity. With this frame, I understand Imaginal Psychology’s value in fostering â€Å"beginner’s mind,† especially in the realm of free association. The critique of free association as practiced is that it is not â€Å"free. † Instead, some have followed a â€Å"bread crumb† method, where each image builds upon the next, imposing some â€Å"path† wherein there is a near-deterministic quality to the exploration (â€Å"a leads to b, which leads to c, which must mean that d is next†). As part of Imaginal Psychology’s critique, this is a misguided ethic of giving primacy to the notion of individuation or Self, which intrudes upon the process of image-making. This critique does not deny the process of individuation, but objects to the positing of a Self instead of remaining in curiosity, bewilderment, and relationship to the image. When a goal or rigid hypothesis is introduced, the effects can be detrimental to an image and the flow of psychic energy. I understand the dangers of losing psychic energy by way of literalization. I have had a personal compulsion, which speaks to this point. In my past, whenever I heard an unfamiliar song that spoke to me, I would use any method to find that song and buy it. Almost without exception, this resulted in the energy dissipating from that song. The song then sat in a library of other dead songs, collected like fallen leaves waiting to be swept away. In essence, this fetish, as well as the process Robert Johnson (1986) describes as â€Å"chain associations† (p. 54), are similar facets of the same tendency, to chase a fading ghost instead of shining a light and looking for the next appearance. The danger is in literalizing curiosity. This obscures and dishonors the original image in exchange for a need to interpret. Two personal examples illustrate this. In my traineeship, I have seen both the problem and a possible solution on a small scale. I had been working for several months with a 14-year-old boy, Noah, who was having serious anger management issues. After a number of sessions, he discussed how angry he was because his father would not fix a boat, which Noah loved. We started to explore what the boat represented for him. We talked about songs, movies, and even clothing and I tried to amplify the image of the boat. I presumed that the boat must have represented a form of escape that Noah could take, and that his anger towards his father was partially due to the restriction of not being able to escape. As we continued, I operated from that stance: the boat represented escape. I did not suggest this hypothesis to Noah, but still, I held the idea that it must mean something related to Noah’s frustration, desire for freedom, and anger at his family situation. Then Noah told me curtly â€Å"the boat is like everything else; he doesn’t fix stuff. He says all this stuff that he’s gonna do, and he doesn’t do it. † It was true that Noah was frustrated, but my theory was misplaced. In essence I interfered with his process. Instead of â€Å"granting consciousness and autonomy at the imaginal level to the emotions and behaviors of the adolescent† (Frankel, 1998, p. ), my desire to concretize the boat as representing freedom removed some of my own curiosity and perhaps limited its use for Noah’s gain. But this was only a step in my process. Later, I felt more aligned and productive in my own active imagination explorations. One night I had a dream I am on a massive yacht that is owned by Sigourney Weaver. I ask someone if it can go underwater and they say yes. â€Å"50†¦100 feet? † I ask but no answer. I lay down and Sigourney lays like a cat behind me. I guess she wants me to be her â€Å"boytoy. † She sort of strokes my back, laying behind me. She tells me and everyone else that she doesn’t want to talk and is that okay†¦ (Author’s dream, December 13, 2009) I began the next day with an active imagination exercise with the Sigourney Weaver figure from the dream. I began a dialogue What are you? /What am I? /What do you have to say? /Do we have to talk? /What do I have to know? /That you are ignorant/How do I use that? /Know it/How do I know it? /Be ignorant. (Author’s personal journal, December 14, 2009) What I took from this encounter was simply that: to be ignorant, to be a beginner. I did not try to analyze what was meant, what the figures represented, or calculate at what stage of anima development I had reached. I just started to appreciate the simplicity of being ignorant, which freed me from some anxiety. It was meaning unto itself. While these examples are perhaps a subtle progression, they move me towards a path of de-emphasizing the need to interpret towards a goal. This recalls my own progression in college and graduate school, and is something that is important to me personally as well as therapeutically. Interestingly, both Derrida and Hillman emphasize this point in their writings. Although few critics yet realize it, there is a remarkable affinity between imaginal psychology and deconstructive philosophy, between Hillman and Derrida†¦Derrida and Hillman have reached similar conclusions by different and independent means†¦Hillman even says that he infers that â€Å"destructuralizing† (by which he evidently means â€Å"deconstructing†) is an activity similar in purpose to what he means by â€Å"revisioning†: an effort to counteract the pervasive tendency to interpret the image, that is, to reduce it to a concept—to what it â€Å"means† in hermenuetic terms. In semiotic or deconstructive jargon, the image is, of course, the signifier, and the concept, the signified. ) (Adams, 1992, p. 239-40) In thinking of how to counteract this tendency in myself, I am drawn to the image of the mandala. Regardless of the culture from which it originates, a mandala expresses different aspects upon new viewings. While a mandala contain s a center, it can be approached from a multitude of points and no one path is indicated. Also, following a single path in a mandala does not exhaust its potential, and it can be said that while a certain space (theme, mood, idea) is entertained by viewing it through a certain side (angle, ray), it only changes the â€Å"center† of the mandala temporarily and does not imply its totality. Derrida would say, meaning is always deferred when viewing a mandala. Or in Hillman’s language, a mandala contains multiplicity. The process for de-literalization is similar to that of viewing a mandala, pondering a koan, or adopting a meditative stance. This is reflected in Jung’s notions on active imagination In his discussion of the first step, Jung speaks of the need for systematic exercises to eliminate critical attention and produce a vacuum in consciousness. This part of the experience is familiar to many psychological approaches and forms of meditation. It involves a suspension of our rational, critical faculties in order to give free rein to fantasy. The special way of looking that brings things alive (betrachten) would be related to this phase of active imagination. In his ‘Commentary on The Secret of the Golden Flower’ (1929) Jung speaks of the first step of wu wei, that is, the Taoist idea of letting things happen. (Chodorow, 1997, p. 10) Figure 1. Tibetan Mandala Chodorow also states how Jung’s second stage of active imagination has â€Å"consciousness [taking] the lead† (p. 10). I resonate with this last point, and this is my difficulty with Hillman and Imaginal Psychology. How does one work with images without falling into an endless metonymy of images, de-literalized, equal in value, stretching out into perpetuity? When does go or a discernment faculty enter this process and how does the therapist help the client in this process? It is a challenge, for I do agree with an ethic of forestalling and delaying some rational impulse to make sense of images. To me, this is the â€Å"vacuum of consciousness† that Chodorow finds in Jung. It also echoes Derrida’s arguments on delaying gratification when asser ting meaning, â€Å"Whatever precautions you take so the photograph will look like this or that, there comes a moment when the photograph surprises you† (â€Å"Jacques Derrida Quotes†, n. d. ). Yet while this feels like an interesting way to approach images from theoretical perspective, it is hard to see how this can be applied in a therapy session. One possibility is to consider a linguistic way of working with clients. Applying Derrida, Hillman, and a depth perspective to popular representative art, William Drake (2001) discusses focusing not on the literal text, but to be drawn into the ‘gap’ opened by the transition of the ‘showing and telling,’ to self. By the gap I mean the encrypted human condition of often-missed metaphors which slips by us on the tip of the tongue; in the blink of an eye. Drake, 2001, p. xi) When I originally wrote down this quotation for this paper, and perhaps synchronistically, I wrote it as â€Å"tip of the dialogue† and not â€Å"tip of the tongue. † The value to me of my unconscious substitution of dialogue is to avoid marginalizing the actual dialogue, to not settle on meaning too early, and to look o ut for gaps in meaning, to follow the â€Å"tip of the dialogue. † In this, my slip was decidedly un-Freudian, and cannot be reduced to some one-to-one correspondence or meaning. A later example from my traineeship illustrates how I am coming to terms with the imaginal method. One client, a young man named Cody, came in because of a violent, vicious attack that he had perpetuated. On his behalf, and not with probation, he wanted to explore what this incident revealed about him. He was scared, but wanted to explore the incident in therapy. Instead of approaching the sessions as I had done in the case of Noah, this time I started to develop a more fluid, less analytical approach, in a way to resist meaning and to continue to appreciate the symbolic importance of the case. In this, I tried to work as Matthew Green suggests, not to determine the solution, but simply to hear what suffering is trying to say Green attempts to enact Hillmans methodology of seeing through the way the problem is initially posed. Following Hillman in giving attention to the pathologized, Green carefully works to listen into the boys desires and hopes, rather than imposing the desire of the state agency on them. (â€Å"On Returning to the Soul of the World†, n. d. ) Therefore, although I was tempted to interpret what the violence meant, we instead looked at images of death, killing, and revenge and explored them by themselves. At times, this has been in the form of short active imagination sessions, at other times I have simply suggested to him that he compose music with the incident in mind. I did not suggest any literalization or meaning to the violence, and Cody has been freed up and enjoys working with the images, even when they are painful reminders of his past. Working this way has presented two additional challenges to me. One challenge for me personally is to stay curious and allow myself the permission of non-directive listening. As Mary Watkins says, â€Å"would we be presumptuous enough with our friend to think he had an experience he wishes to tell us about in order to remind us of our experiences† (Watkins, 1984, p. 129). In all my sessions where I have used Imaginal techniques, the idea of being non-directive has been a challenge. It has not so much about the content, but more about the process of engaging clients Imaginally. At times, I have felt manipulative to get a client on the ground and working in a sand tray. To a couple, I have repeatedly said â€Å"you can bring a dream in if you like† when it was obvious I was craving the work. Recently, I have just decided to be more relaxed and allow psyche to take hold, and the results have been favorable. As I have dropped the need to work imaginally, more material (Cody’s for example) has entered the room. My second challenge has been with the Imaginal notion of the Self. In the spirit of Imaginal Psychology, I can agree with Soul being â€Å"like the Knight Errant whose home is the ceaselessly blowing spirit, the soul cannot settle or conform because it is driven to reform, reformulate and unsettle all forms† (Avens, 1980, p. 32). However, I see Self as something that fragments and coalesces with some intelligence and I see Self as something tantamount to a Platonic form, a reflection of the Soul. I do see a telos in the Soul’s progression when Hillman (1990) argues that â€Å"even in symptomatic behavior there are signs of the soul’s telos, the directions it wants to take† (p. 2). But in this, I tend to follow a more traditional Jungian view as I allow for the existence of an archetype of the Self. I view individuation as progress towards an unknown goal and something not as essential in every client, but to be encouraged when apparent. Without trying to side with a more traditional Jungian approach or a strictly Imaginal one, perhaps there is a mediating force that operates between the Hillman Soul and the Jung conception of the Archetype of the Self, something resembling centrifugal and centripetal forces. It does not seem a satisfying conclusion, and for now, I will play with the ideal of Soul having form and purpose, but not fixate on it. It is clear that there are deeper levels for me to understand as to the ontology of the soul, linguistic and philosophic challenges as to where the soul resides, and the division of the Jungian archetype of the Self as compared to Hillman’s notion of the Soul. But I do not want to become theoretical posturing to overshadow my work with clients. What will become essential for me is the method in which I explore images in personal work and in the therapeutic relationship. Also, I will be meditating on how images have value by themselves prior to analysis, it is useful to delay meaning and allow images to be explored from a number of tangents or rays. Approaching images from a reverence to me is much like approaching the Oracle of Delphi, asking questions with humility and an open mind. I look forward to approaching the Imaginal with this humility. Reference Adams, Michael V. (1992). Deconstructive Philosophy and Imaginal Psychology: Comparative Perpectives on Jacques Derrida and James Hillman. In R. Sugg (Ed. ) Jungian literary criticism. (pp. 231-248). Chicago, IL: Northwestern Univ Press. Avens, Robert. (1980). Imagination in Jung and Hillman. In Imagination is Reality (pp. 31-47). Dallas, TX: Spring Publications, Inc. Chodorow, J. (1997). Introduction. In Chodorow, J. (Ed. ), Jung on active imagination (pp. 1-20). Princeton, NJ: Princeton University Press. Deconstruction (n. . ) Retrieved January 3, 2010 from http://en. wikipedia. org/wiki/Deconstruction Drake, William. (2001). Representation: Re-collecting Mythology in an Age of Showing and Telling. Pacifica Graduate Institute: Carpinteria, CA. Frankel, Richard. (1998). The Adolescent Psyche: Jungian and Winnicottian Perspectives. New York, N. Y. : Routledge. Hillman, James. (1975). Re-Visioning Psychology. New York, N. Y. : Harper Collins. Hillman, James. (1990). The Essential Jame s Hillman: A Blue Fire. New York, N. Y. : Routledge. Jacques Derrida Quotes (n. d. ) Retrieved March 24, 2010 from http://www. brainyquote. com/quotes/authors/j/jacques_derrida_2. html Johnson, Robert A. (1986). Inner Work: Using Dreams and Active Imagination for Personal Growth. New York, N. Y. : Harper Collins. On Returning to the Soul of the World (n. d. ) Retrieved December 31, 2009 from http://www. terrapsych. com/Watkins. pdf Watkins, M. (1984). Movements from and towards the imaginal. In Waking Dreams (pp. 126-142). Dallas, TX: Spring Publications, Inc.

The Influence of Drugs and Music Essay Example For Students

The Influence of Drugs and Music Essay The music of the sass greatly reflected the people and behaviors of the decade. It affected everything from the clothes they wore to the drugs they used. Under the influence of drugs. Everything appeared to be a double entendre with a deep hidden meaning. (Surreally 183) The drugs made the music come alive. You not only heard the music, you could see it and feel it as well. With psychedelic music of bands like the Grateful Dead it was no surprise that people were usually stoned when they listened to the music. If you werent under the influence of some kind of rug, (100) the musical experience was different. We will write a custom essay on The Influence of Drugs and Music specifically for you for only $16.38 $13.9/page Order now Things stayed the same. Where if you were on drugs the music came alive, all around you was an amazing blur or music and color. (Nadine)The drugs of the sixties included the psychedelic LSI and acid as well as the relaxing marijuana. The use of the LSI resulted in good and bad side effects, such as nightmarish cycles of mania and depression or paranoia (Surreally 189)Acid was a lot like LSI. It also had good and bad Trips. Marijuana on the other hand was very different. Instead of tripping, you become extremely enthused and happy. (200) that is followed by a feeling of extreme relaxation. Surreally 183) The beatniks and the hippies understood. The blue collar political type people did not. The drugs and the music went hand in hand. If The Influence of Drugs and Music in the sasss By semitransparent understand it, categorized and labeled those that did. (500) The music of the sass not only influenced that time period but evidence of its existence is still present in music today. Although the drugs and the music have changed, one will always go with the other. As long as people are still listening to music, and looking for an escape, the two are inseparable.