Effect of TV and Video Game Violence on Human Behavior

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In recent years, children are exposed to violent behaviors at a significantly young age and as a result, the effects of media violence on aggression, and other antisocial behaviors, may be greater in children than in adults (Bushman & Anderson, 001). Similarly, Anderson and Dill (001) state that repeated exposure to violent video games and television appears to affect aggression in children. In this study, Anderson and Dill found that video game play was positively related to increases in aggressive behavior. Furthermore, this study states "video games provide a complete learning environment for aggression, with simultaneous exposure to modeling, reinforcement, and rehearsal of behavior. Researchers of both studies demonstrate that learning often occurs through imitation, and copying what is seen in the media, often contributes to unhealthy outcomes among children and adolescents. According to social learning theory (Encarta, 000) people acquire aggressive responses either by direct experience or by observing others. Two basic principals are involved in observational learning, acquisition and performance. Acquisition describes the response by which the behavior is learned through observation. Performance is the process by which the observer acts out the learned response. Acquisition of a behavior however, does not automatically lead to performance. An alternative way of presenting this is that children learn new violent behavior by encoding and retrieval of scripts for aggression (Huesmann et al.)

However, the idea that violent media has a causal effect on violent behavior is not without opposition. There have been two major criticisms that question the validity of applying effects found in laboratory studies to the real world ( Ferguson, 00; Freedman, 184). Both, Ferguson and Freedman argued that laboratory research may tell little about the effect that violent media has in the real world, and gave reason why the results of experimental research can't generalize to situations outside the laboratory. First, the measurements that were used to measure aggression have nothing to do with aggression; in the laboratory, measurements are usually only analogous of aggression. Second, the problem of almost all experiments was the experimenter's demands. In support of Ferguson and Freedman critiques, a study conducted by Sherry (000) cumulates findings of existing empirical research and suggests that there is a small effect of video game play on aggression. Sherry argues that the effect is smaller than the effect of violent television on aggression.

Far more studies however, reported results that playing violent video games and watching violent television have negative consequences. A survey study conducted by Anderson and Dill (000) found that time spent playing video games was positively related to delinquent behavior. Another study conducted by Huesmann et al. (00) examined the longitudinal relations between TV-violence, viewing at ages 6 to 10 and adult aggressive behavior about 15 years later, for a sample growing up in the 170's and 180's. The interview data of participants adds empirical evidence that the effects of childhood exposure to media violence increase aggressive behavior during young adulthood. Overall, the results of these studies do not point clearly whether viewing violence contributes to the likelihood that someone will commit violence.

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Running head TELEVISION AND VIDEO GAME VIOLENCE

Effect of TV and Video Game Violence on Aggressive Behavior

Mitka Kirilova

Northeastern Illinois University

The belief that violent media has an effect on human behavior is not a new one. There has been a growing concern about the impact of violence on television and video games on children's attitudes and behaviors (Bushman & Anderson). Researchers have conducted numerous studies examining the causes of aggression in children, and all have come to the same conclusion that viewing violence increases aggression (e. g., Anderson & Bushman, 001; Anderson & Dill, 000; Bartholow & Anderson, 00; Bushman & Anderson, 001; Huesmann, Moise-Titus, Podolski, & Eron, 00). One possible reason for the interest in a link between media violence and aggression is that violent crimes conducted by children and adolescents in the past years in the United States have increased dramatically.

In recent years, children are exposed to violent behaviors at a significantly young age and as a result, the effects of media violence on aggression, and other antisocial behaviors, may be greater in children than in adults (Bushman & Anderson, 001). Similarly, Anderson and Dill (001) state that repeated exposure to violent video games and television appears to affect aggression in children. In this study, Anderson and Dill found that video game play was positively related to increases in aggressive behavior. Furthermore, the results of Anderson and Dill study show that video games provide a complete learning environment for aggression, with simultaneous exposure to modeling, reinforcement, and rehearsal of behavior. In fact, the researchers of both studies demonstrate that learning often occurs through imitation, and copying what is seen in the media, often contributes to unhealthy outcomes among children and adolescents. According to social learning theory (Encarta, 000) people acquire aggressive responses either by direct experience, or by observing others. Two basic principals are involved in observational learning, acquisition and performance. Acquisition describes the response by which the behavior is learned through observation. Performance is the process by which the observer acts out the learned response. Acquisition of a behavior however, does not automatically lead to performance. An alternative way of presenting this is that children learn new violent behavior by encoding and retrieval of scripts for aggression (Huesmann et al.)

However, the idea that violent media has a causal effect on violent behavior is not without opposition. There have been two major criticisms that question the validity of applying effects found in laboratory studies to the real world ( Ferguson, 00; Freedman, 184). Both, Ferguson and Freedman argued that laboratory research may tell little about the effect that violent media has in the real world, and gave reason why the results of experimental research can't generalize to situations outside the laboratory. First, the measurements that were used to measure aggression have nothing to do with aggression; in the laboratory, measurements are usually only analogous of aggression. Second, the problem of almost all experiments was the experimenter's demands. In support of Ferguson and Freedman critiques, a study conducted by Sherry (000) cumulates findings of existing empirical research and suggests that there is a small effect of video game play on aggression. Sherry argues that the effect is smaller than the effect of violent television on aggression.

Far more studies however, reported results that playing violent video games and watching violent television have negative consequences. A combined experimental and correlational study conducted by Anderson and Dill (000) found that time spent playing video games in real life is correlated with aggressive behavior and delinquency. The results of both phases of this video games increased aggressive thoughts and behavior in both men and women.

In addition to the link that television and video games violence have on increased aggression in children, another negative effect has been proposed. Violent acts on video games may lead to desensitization of emotional response to viewing aggression (Anderson & Murphy, in press; Bartholow & Anderson, 000). Desensitization occurs when an emotional response is repeatedly evoked in and could lead to acceptance of aggression as an adaptive coping mechanism (Encarta, 000). Huesmann et al. (00) argue that violence and subsequent aggression is due more to cognitive and emotional desensitization to violence than to observational learning. In addition, (Huesmann et al. 00; Anderson & Murphy, in press; Bartholow & Anderson, 000) point out that television and video games violence can make children more accepting of aggressive behavior and they may become desensitized to the effects of violence through habituation.

While most of the psychological research has shown that viewing violent media increases aggression, few studies have shown that playing video games may be beneficial. A study conducted by Kestenbaum and Weinstein (185) found that video games had calming effect on the 08 subjects that they surveyed. Differences in outcome measures used across the studies create treats to the validity of these studies (Sherry, 001; Freedman, 184). Sherry and Freedman argue that studies used a variety of measurers of aggression ranging from actual behavior (aggression during free play) to paper and pencil measures of aggressive behavior. That's why it is difficult to conclude the observed findings support the evidence that television and video games represent a danger to society.

No matter what critiques of violence research say, evidence exist in studies supporting observational learning, as a cause of aggressive behavior after viewing violent videos or violent video games. Huesmann et al. (00) examined the longitudinal relations between TV-violence, viewing at ages 6 to 10 and adult aggressive behavior about 15 years later, for a sample growing up in the 170's and 180's. The interview data of participants adds empirical evidence that the effects of childhood exposure to media violence increase aggressive behavior during young adulthood.

Huesmann et al. (00) study was a follow up of the 177 longitudinal study of 557 children growing up in the Chicago area. The experimenters tracked down of the original boys and girls 15 years later where they were in their 0's. Through searches of driver's license and criminal justice records researchers obtained data on 450 of the original 557 participants, but only participated in the study.. Locating the original participants took two years. Interviews were conducted at the University of Illinois in Chicago, and each participant completed a questionnaire on a computer alone in a small room. In addition to the interviews with the participants of the study, the researchers interviewed their spouses, their parents, and their friends. Participants were paid $50 and others $0 for completing the interview. Huesmann and his colleagues (00) indicate that boys' reports of how often they watched violent television shows and played violent video games predicted the rates of criminal offenses in young adulthood.

Overall, the results of these studies do not point clearly whether viewing violence contributes to the likelihood that someone will commit violence. The main drawback of correlational studies is the inability to infer causation (Bloom, 00). Bloom argues that media violence studies lack practical significance. In his analysis of Bushman and Anderson (001) study, Bloom suggests that media violence may not be the cause of violent behavior. Bloom also suggests psychologists should not ignore small correlations and must shift their focus on causes such family structure, poverty, and abuse on children who engage in violent behavior. Other critiques (Fefguson, 00; Freedman, 184) argue that relationship could work the other way; the violent behavior could have caused a preference for violent television and playing violent video games.

Social learning theory manages successfully to address these criticisms as a major single theory used to explain the influence of violent programs on children's levels of aggression (Bushman & Anderson, 001). Bushman and Anderson addressed the critiques of Bloom and Ferguson in one of the issues of American Psychologist. They believe that these criticisms may come from misunderstanding and misreading of empirical research. However there was no such article to address the other critiques.

Even though I found convincing research articles on media violence, the most prominent proponent of social learning theory is Albert Bandura. The social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others (Encarta, 000). Findings of many studies illustrated that children are more likely to model behavior if they identified themselves with the model and if the model had an admired status (Anderson & Dill, 000; Bushman & Anderson, 001).

However, few of the studies found apparent gender differences. Overall these studies suggest that both males and females from all social strata and all levels of aggressiveness are placed at increased risk for the development of aggressive and violent behavior (Anderson & Dill, 000; Bartholow & Anderson, 001; Huesmann et al. 00). Only one of the empirical studies (Huesmann et al.) found that intellectual ability and parents' education did seem to account for some of the effect of female participants. The same study found in the past that variety of parenting factors was related to child's aggression and later aggression, and many of these correlations were again found at least in one gender. Most of the studies however agree that the results of their studies are modest, and the question about media violence remains to be resolved. Bartholow and Anderson (001) suggest that future research should consider examining more directly gender differences in aggressive style within a video game model. Huesmann and colleagues (00) suggest future research should be directed at testing the interventions that parents, schools, producers and government may promote. All of the researchers agree that scientists should pay monetary and personal cost associated with educating the public to provide travel money for the participants of the senate hearing (Anderson & Dill, 000; Anderson & Murphy, in press; Bartholow & Anderson, 000; Bushman & Anderson, 001; Huesmann et al.).

I tend to agree with both sides of the issue about violent media and aggression. Researchers who were concerned about the impact of violent media on human behavior have found correlation between media violence and aggression and shed some light for the future replications of their studies. On the other hand, the critiques pointed real problems in the methodology of the studies that may be a real treat for the validity of the results. However, both sides of the issue, researchers and critiques, agree that future research should focus on methodological part of the designs. Human communication research on the other hand suggests that psychologists need to develop new theories to acknowledge experimental and social differences between video game use and television viewing (Sherry, 001).

References

Anderson, C. A., & Dill, K. E. (00). Video games and aggressive thoughts,

feelings, and behavior in the laboratory and in life. Journal of Personality and

Social Psychology, 78, 77-70.

Anderson, C. A., & Murphy, C. R. (in press). Effects of violent video games on

aggressive behavior in young women. Aggressive Behavior.

Bartholow, B. D., & Anderson, C. A. (000). Effects of violent video games on

aggressive behavior Potential sex differences. Journal of Experimental Social

Psychology, 8, 8-0.

Bloom, R. W. (00). On media violence Whose facts? Whose misinformation?

American Psychologist, 57, 448-450.

Encarta Enciclopedia online, 000.

Bushman, B. J., & Anderson, C. A. (001). Media violence and the American public.

American Psychologist, 56, 477-48.

Ferguson, C. J., (000). Media violence Miscast causality. American Psychologist, 57,

448-450.

Freedman, J. L. (184). Effect of television violence on aggressiveness. Psychological

Buletin, 6, 7-46.

Huesmann, R. L., Moise-Titus, J., Podolski, C., & Eron, L. D. (00). Longitudinal

relations between children's exposure to TV violence and their aggressive and

violent behavior in young adulthood 177-1. Developmental Psycholody, ,

01-1.

Kestenbaum, G. I., & Weinstein, L. (185). Personality, psychopathology, and

developmental issues in male adolescence video game use. Journal of the

American Academy of Child Pcyhiatry, 4, -7.

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"When there is no way out"

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ENGLISH II

WHEN THERE IS NO WAY OUT

Carlos Alberto Sobrinho

Everybody desires to live in a world without problems, where people do not need to worry about nothing; and where there are no events that demand big efforts and difficult decisions. But, of course, this is an unreal world.

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In the real world history is so many different. Whatever we need to take decisions, easy or not, we probably have to face some complicated circumstances. However, we have to be prepared to lead with these disagreement hours facing them up to an accurate sense of humor.

As a result, sometimes we do not take the best decision but unless we could take an advantage we do not treat our own health bad. According to many researchers sense of humor is related to good health avoiding depression and other diseases. In addition to this a subject shows us a comparison between men and women concerned with mood and appetite serving as a scientific proof, as follows

"Canadian researches may have discovered why women are ten times more likely to develop eating disorders than man, and twice as likely to suffer from depression. It seems that women produce the brain chemical serotoninwhich is linked to mood and appetite more slowly than men." (Neri, 18)

So, the more we act with sense of humor the more we live better. Even though human body provides us with a substance to regulate our mood it is necessary to help it. For instance, world can be seen in different ways, we always have a good side to see; we need derive the best of each unique moment, even if it is good or not. Besides, our attitudes become better whatever we act without distress. Life's experiences give us many different reasons to believe in it. One of them is we live better if we have someone to share our life and its respective experiences.

An excerpt taken from Eduardo Galeano's book "O Livro dos Abraços", show us exactly we necessitate to think about sense of humor and share experiences of life "And from everything what Jose Luis learned with his father, this is the main point "Laugh is what matters. Tough him the old man And laugh together."" (Galeano, 00).

Finally, when there is no way out, we have to give a big smile and turn the life's page to face new problems without forget that sense of humor is the essential quality of human beings.

Bibliography

GALEANO, E., O Livro dos Abraços. Porto Alegre L&PM, 00.

NERI, G., Why men are happier. In Speak Up. Rio de Janeiro Globo, 18.

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Descrimination

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The time spent on researching the chosen topic was unnerving. Many believe that the idea of racial discrimination is ancient and phased out by the civil rights movement that was started many years ago. These are people that have not been discriminated against enough to really notice it exists. Every one at one point or another has experienced it, but only those that truly believe in its existence have first hand knowledge of it. The definition itself is very vague, not giving a clear understanding of the accurate meaning. Discrimination goes far beyond the act of turning someone down for a loan or not getting a job that is more than deserved. Those things are very serious but discrimination is the small act of being followed around by employees at a department store, pulled over for no real reason and the refusal of proper service. All these actions are caused by a way of thinking that starts from childhood. It is engraved into the minds of children at such a young age it is almost impossible to reverse the behavior. One of the worst improprieties committed by many, is they believe they have an understanding of what discrimination is because they have read about it, know someone who has experienced it, or are taking a small incident and labeling it a tragedy.

It is safe for me to say I have experienced and witnessed discrimination. I can also say I have not been the victim of discrimination the way many others less fortunate. By less fortunate I am not implying to people of less income, education or class I mean those robbed of their basic human rights. It does not matter how much money you have or who you know the majority amount of discrimination happens in a split second. When the act is in progress the person being judged is nothing more than all the stereotypes that have been fed and learned for many years. The person judging does not realize that one day they to will be judged also. While working in a department store there are many different types of people that come in and out every day. As a part of training we were given a video to watch to helps us understand store safety and security procedures. The tape illustrated scenarios and what to do if it were to happen. I was appalled when I sat through the fifteen minute display of blatant discrimination. All the shoplifters were either African American or Latino. Later, I further noticed that when costumers wanted service it was not always evenly spread. The most disturbing fact was those people that were ignored or treated badly were used to the foul treatment. This adds to the idea that it is okay to treat people as second class citizens, and plays a huge part on the self worth of the victims. We are lucky to have the opportunity to see the variety the world has to offer in the comfort of our own backyard. Regrettably many do not perceive it that way.

It is wrong for people to believe it is right to impose their personal ideas on others for selfish motives. Just because something is different does not make it wrong. Diversity is a privilege not a burden. If the masses could only understand the amount of knowledge that could be absorbed from others things would be different. Many feel it is easier to assume information than it is to take the time to challenge one's self. No one likes to admit fault, but it is a certainty of life no one is always right.

Living in the United States is very important to many people. The fundamentals we all take for granted are predominantly nonexistent in most other countries. It is not right to tell some one that they do not deserve to live there life in a country that allows so much opportunity when we who are already here do not take advantage of it. One day we will not have the luxury and will be on the other side and will suffer as they do. The most important thing I have learned because of this constant experience is to focus on what is important. It is meaningless to be angry and irritated over someone else's ignorant mentality and actions. Essentially I have to strive to control my urge to judge those that judge me. In respect for all those that truly wanted to gain civil rights for everyone a step was made though Malcolm X, Stokely Carmichael and Dr. Martin Luther King Jr. They started a revolution that will go on for many generations to come. The step they took was of the up most importance, but it was only the unearthing of a vast disease plaguing societies all over the world.

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Drowned Innocence: The Decline and Fall of the Ibo Civilization

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Chinua Achebe's Things Fall Apart documents the decay of the Ibo society through internal erosions and external catalysts. The title of the novel originates from William Butler Yeats' 11 poem "The Second Coming" which asserts Yeats' view of a catastrophic end to the world brought on by mankind. In borrowing Yeats' words and subsequently his apocalyptic concept, Achebe places the decline and fall of the African civilization in Western imperialism and the coming of Christianity.

In the name of the noble cause, the Europeans gain a foothold in the lives of the people of Umuofia and through that begin to spread their power of colonialism by suffocating the tradition of the Ibo. Tradition and custom are the center of the Ibo culture. When the people loose faith in that lifeblood, the glue or "the center [of the culture] cannot hold" (Yeats ). The center cannot withstand the pressure exerted by the teachings of the missionaries combined with the inherent corrosion of the native converts. Tradition is the first thing that is sacrificed, and when that foundation is destroyed, the rest falls with it. It is a time when "the best lack all conviction, while the worst / Are full of passionate intensity" ( Yeats 7-8), a time when "mere anarchy is loosed upon the world" (Yeats 4). In Yeats' meaning, anarchy exists when the conventional system, the traditional belief, or the core of Christianity that has been holding society together shatters. "Mere anarchy" the dissolution of a political authority can be thought of as a society without God, without any guiding principle. "The best [Christians, Yeats might mean] lack all conviction" or certainty about themselves, while Satan or the evil power is devouring the world with an intense passion. In a different sense, Achebe contests that "the best" are those that adhere to the old Ibo order while "the worst" are those that follow the footsteps of Christianity. "Lack[ing] all conviction," Okonkwo commits suicide because the faith and the clan that he believes in heart and soul fail him in the end when they refuse to follow him and charge after the messengers. Obierika resignedly chokes on his last words over Okonkwo's body because of the injustice in this world that drives "one of the greatest men in Umuofia […] to be buried like a dog" (Achebe Ch4). They have all lost faith in their beliefs and are ultimately crushed by the cultural confrontation. On the other hand, Enoch, the zealous Christian convert is "full of passionate intensity," to the point of madness, "such [is] the excessive energy bottled up in Enoch" (Achebe Ch). He destroys an integral piece of the Ibo tradition by unmasking and symbolically killing an ancestral spirit. Through him as a vehicle, Christianity and the white man are able to weaken the resistance of the clan. The growing influence of the Christian mission allows the outcasts of the society to turn against their culture and throw away their traditions, "like a hunter's dog that suddenly goes mad and turns on his master" (Achebe Ch1). These supporters of the new religion are "the falcon[s] [that] cannot hear the falconer" (Yeats ), ignoring the calls of their ancestral roots, spiraling further and further away from their mores. This is Achebe's twist on Yeats' original interpretation of the falconer as God and the falcon is mankind. The people of God cannot hear God's voice, or they are unwilling to listen to Him, hence, everything falls apart.

Under the peaceful guise of Christianity, the Europeans manifest the "rough beast" that will destroy mankind in Yeats' poem. The monster with the shape of a "lion body and the head of a man" (Yeats 14) highlights the fact that the British use a very humane reason, Christian Evangelism, for their imperialistic expansion. Their deceitful appearance seeks to convey a message of humanity, benignancy, and normality. However, "A gaze blank and pitiless as the sun" (Yeats 15) suggests their true nature, their "pitiless" way of treating the natives. The lethargic movement of its "slow thighs" (Yeats 16) belies the lethality it is capable of dispensing, similar to the deceptive slowness and peace first offer by the Europeans. The beast is "vexed to nightmare by a rocking cradle" (Yeats 0) of mankind's own hand. The cruelty and violence demonstrate by the Great War unleash the slumbering beast. It carries with it the human image because it's humans who create wars, spreading carnage everywhere. Yeats' apocalypse is self-inflicted while both outside mediums, Christianity and colonialism, and inside forces, converts and the loss of cultural identity, bring on Umuofia's annihilation. The Second Coming of Christ is supposed to save mankind from God's wrath, which comes in the form of "the angel of the abyss; his name in Hebrew is Abaddon, and in the Greek he has the name Apollyon" (Revelation 11). Abaddon and Apollyon both mean destroyer. But here, the Second Coming is not of Christ but is of the "rough beast," the fallen angel that rises from his prison in the abyss of darkness and spews violence upon the earth. Instead of a heavenly deity, this perverse and demented god of nightmare is sent in his place. The beast "slouches towards Bethlehem to be born" (Yeats ). The birth of the beast in the holy birthplace of Jesus will replaces Christ and the whole system of Christian belief. Achebe parallels this to the coming of the Christians, whose god to the Ibo is not virtuous and liberating but twisted and immoral, like Apollyon. The Christ they bring only kills the Ibo by debasing their civilization and drowning their "ceremony of innocence" (Yeats 6) the beauty and integrity of African culture.

Achebe's literary allusions to Yeats' poem serve more to contrast the ideas between the two works than to liken them to each other. Yeats views Christianity as the center, human violence as the beast, and God as the falconer. Through similar patterns but different interpretations, Achebe regards tradition as the center, Christianity as the beast, and culture as the falconer. According to the Christian religion, wars, chaos, confusion, and disasters signal the Second Coming of Christ, which will establish a heavenly kingdom on earth. At the same time, the Second Coming described in the poem could also be the attempt of the West to establish a new system on earth through colonialism, which in turn creates wars, chaos, confusion and disasters. The poem expresses a perfect irony the co-reliance of Christianity and Colonialism.

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Autism-A Parents Perspective

If you order your essay from our custom writing service you will receive a perfectly written assignment on Autism-A Parents Perspective. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Autism-A Parents Perspective paper right on time.

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Autism-A Parents Perspective 1

Growing Up With

Autism

A Parent's Perspective

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Timothy Green

Gen 101

Kelley Townsel

April 1, 00

Autism-A Parents Perspective

Growing Up with Autism

A Parent's Perspective

The National Information Center for Children and Youth with Disabilities define Autism and Pervasive Developmental Disorder as developmental disabilities that share many of the same characteristics. Children usually exhibit evidence of the disability around age three. A neurological disorder, Autism-PDD can affect a child's ability to communicate, understand language, play and relate to others.

(FSN 1 August 00). Although the exact causes are not known, these disorders are more common in boys than in girls. Children with autism or PDD vary wildly in their abilities, intelligence, and behaviors. A common reference is Dustin Hoffman's portrayal of an autistic savant in the movie "Rain Man." Although blessed with an uncanny ability in mathematics, his social skills were on the level of a seven year-old. For an individual in his mid-40's, this presented a host of functional problems. His ability to survive and function in the world was hampered.

Autism-A Parent's Perspective

However, what was not addressed was the effect his disability had on his family, immediate and extended, and the difficulties that they faced. As a parent of an autistic child, I will try to shed some light on this subject.

The diagnosis was shocking, confusing, devastating, and ultimately life changing. As a parent a diagnosis of autism is one of the most difficult experiences they can face. The ramifications on the rest of the family are not immediately evident because they cannot see the depth of the situation at first. It is difficult to put into words just what parents feel when told that their children are disabled. Some health professionals, in their efforts to remain emotionally detached, present the information in a cold and unfeeling manner. Little regard is given to the emotional state of the parents, and empathy is rarely in evidence.

My son's name is Alex. When we first told our families about his condition, most reacted to the news with confusion. They wanted to know just what Autism was. Unfortunately, we were not able to give them much information at that point. Mostly they were not willing to accept his disability.

Autism-A Parent's Perspective 4

They suggested that all he needed was some discipline. We tried to put his disability into context by using the Rain Man movie as an example. This gave them some understanding but also caused additional confusion because they thought that he was some kind of mathematical genius. Discussions with other families of autistic children have revealed similar experiences. Mitzi Waltz, in her book Autistic Spectrum Disorders relates a mother's concern for the lack of family support.

As far as the extended family, most of them act like Doug does not even exist. That's mainly on Doug's father side of the family. On my side, Doug is just kind of "there," nobody really does much with him. I do not have much help or support from them.

---Debbie, mother of eleven-year-old Doug (diagnosed PDD, fragile-X syndrome and sensory integration disorder. (Waltz, M. 00)

"You ought to be able to turn to your own parents and other relatives for support and encouragement, but it is not always possible" (Waltz, M. 00 Autistic Spectrum Disorders). In recent years there has been a more accepting attitude about Alex's disability. Although there is more support because of greater understanding an underlying feeling of exclusion is still present.

Autism-A Parents Perspective 5

One of the more difficult areas for families of autistic children is dealing with rude or clueless remarks from strangers. I am sure you have experienced the scene in the checkout line or the neighborhood fast food establishment and a child is exhibiting obvious misbehavior. Autistic children do not have the benefit of the sympathy factor. There is no wheelchair or obvious disability to signal, "this is a disabled child", and so people assume that your child is just unruly. Some are quite vocal about letting you know about it. We used to carry cards explaining the problem to busybodies but his behavior has mellowed to the point that it is no longer necessary.

Participation in social activities was also curtailed in the early years because of his behavior problems, and our inability to deal with them.

Self-isolation became an easy alternative to dealing with the challenges of attending social functions. Family gatherings were tolerable because our families knew of his disability, and we did not have to spend the majority of our time trying to keep him in line. Rarely did we take him to a friends' house for a cookout or some other gathering, especially if other kids were included. Alex tended to play alone or inappropriately.

Autism-A Parents Perspective 6

We also had trouble finding reliable babysitters when we sought to go out. A lack of proper childcare impacted greatly on our social life. Friends we had before Alex's problems became evident tended to fall away. The reasons were probably many but not always clear. They may have had as much to do with the fact that we had less time to spend with friends than we used to.

The impact on our other children is difficult to measure. It would not be surprising to see some resentment because of our need to be totally involved in Alex's care. As a result our involvement in some of the activities they were involved in were not as passionate as they would have liked. Overall though, they were supportive to the extent that they understood his problems. As Sandra Harris explained in her book, Siblings of Children with Autism, "A young person may understand intellectually his brothers Autism is an enduring problem, but still be reluctant to accept that limit on an emotional basis". (Harris p.40)

Autism-A Parents Perspective 7

Alex is now fourteen years old. Although he has progressed significantly in many areas there are still challenges ahead. He will attend high school in the fall, and a new set of problems and opportunities will arise. When he was first diagnosed the doctor suggested that he might never talk or be able to read or write. Not only can he do those things, he can also read music and play the piano. Leading me to believe that there are always "possibilities".

Autism- A Parents Perspective 7

References

Harris, S. (14) Siblings of Children with Autism (p.40)

Bethesda Woodbine

National Information Center for Children and Youth with Disabilities

Fact sheet number 1 (August 00). Retrieved April 1, 00 from

http//www.autismweb.com

Waltz, M. (00) Autistic Spectrum Disorders Understanding the Disorder and Getting

Help. Retrieved April16, 00 from www.patientcenters.com/autism

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I come home, Dad is drinking again. He starts getting really mean and mum is cracking jokes, trying to cover up. I go lay on my bed, later a huge fight erupts I wait for them to stop yelling at each other. But I know it won't ever end. Their drinking is an every night thing. It all started when I was about seven I remember recognizing it, but not understanding it.

I wake up every morning praying that this day will be better than yesterday. I pull away the see through sheet that is used as a curtain. The sun hits my face I took in the fresh morning mist as I squeeze into my tight denim shorts, I wore them everyday as they were my only pair.

I walked into the lounge bottles everywhere and the distinct smell of stale alcohol filled my lungs it reminded me of the local pub just down the road. There were collapsed bodies spread throughout the room. Dad was curled up on the floor next to mum his hand engulfed with vomit my stomach turned. I Creeped over the dead weights trying not to wake them as I made my way to the kitchen, there was a piece of crust left. I gobbled it down quickly.

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I searched the house for any stray coins and found five bucks behind the couch. I grabbed my huge school bag then headed off to school with the other kids in my neighbourhood. As soon as I got into the school I felt a sense of security. I loved to learn and loved how the teachers were so knowledgeable, I wanted to be one. I was so glad today because wouldn't have to eat my friends leftovers because I was ordering lunch with all the other kid's today I was special.

I was very independent for a ten year old girl. I was self sufficent with no discipline. I was never made to do anything, yet I was always up to date with my school work, attended school everyday and kept out of trouble. The bell rung, it was home time. But I would stay and play on the playground until it dark.

When I would return home my parents didn't ask where I had been or why I wasn't home for tea, and it didn't really matter anyway because there was no hot meal waiting for me and no parents worrying where I was. Most of the time mum and dad would be down the road getting pissed but in a way I liked being home alone, it was peaceful silent just how I liked it and there was no loud music and no pissed idiots repeating themseleves every five minutes. I couldn't talk to my parents because they were pretty.

I had a feeling that tonight was going to be different from the rest as I headed off too sleep. I heard footsteps coming from outside my window, I hid under my sheets I was scared. I presumed it would my parents coming home, It's

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Edna's Quest

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Edna's Quest

The female hero is sometimes hard to identify in nineteenth century literature, novels that portrayed a woman going against the social normalcy of the time were suppressed and disappeared from print forever. In the novel The Awakening by Kate Chopin however, a true female hero is introduced. Edna Pontellier is a woman who was willing to rebel against society's restraining presence and try and live her own life, something that does not only take strength but courage as well.

At the beginning of the novel, Edna exists in a sort of semi-conscious state. She is comfortable in her marriage to Leonce and her relationship with her children but is not particularly happy with her life. Her journey to completing her life and finding the courage to rebel against the society starts on Grand Isle. The people she meets there awakens her desires for music, sexual satisfaction, art, and freedom that she can no longer bear to keep hidden. It opens up her eyes to the world around her and starts her on her quest for her own life.

Perhaps the most blatant rebellion against what was thought to be a woman's place in the world was that of her adulterous relationships with Robert Lebrun and Alce Arobin. To acknowledge and act on sexual desires outside of marriage was taboo at the time and caused a great deal of scandal throughout the literary world ( ). In truth, the act of loving someone, either emotionally or physically, that was not her husband showed great strength and courage on Edna's behalf. If it was ever to become common knowledge that Edna was behaving that way, there wouldn't be a quick divorce and then she would move on, Edna would be cast out of society and left to fend on her own in a very unfriendly world. To let herself feel this way about other men was her first step in her journey of self-discovery.

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The sharp contrast in the novel between Edna and the other Creole women, especially Madame Ratignolle, is another way of demonstrating Edna's deviation from the norm. ( ) Early on in the novel it is stated that Edna is "not a mother-woman" as most of the married Creole ladies are (Chopin 8). In fact Edna's seeming indifference to her children is another way she rebels against her culture. While the novel makes clear that she loves her children, it also clearly states that she is not willing to give up herself for them. The most poignant example of that is the conversation she has with Madame Ratignolle, "I would give up the unessential; I would give my money, I would give my life for my children; but I wouldn't give myself." (Chopin 51) In the nineteenth century Creole culture this sentiment was unheard of; a Creole girl lived to get married, have children, and be a dutiful wife, and Edna's attitude does not hold with any of that (Fletcher 17).

Although this was mostly a solitary journey, Edna did receive help in her quest for self-discovery from Madame Reisz. Even though introverted herself she introduced Edna to a world of female independence. Not married but respected for her musical talent, she is a part of society but not restrained by it. It is from Madam Reisz Edna learned that she could find pleasure in art and other acts of solitude. Of course Edna is not able to find peace in painting for very long, driven by her need for sexual contact with men; it was Madame Reisz friendship that showed Edna that there was more to the world then what she knew. ( )

The act of ultimate rebellion was the way Edna took her own life. Unable to live her own life and unable to passively sacrifice her integrity by putting her life in the hands of controlling power of others she drowns herself in the sea. Too modern for her time she is destined to be held captive and misunderstood if she is to remain alive she chose death-the ultimate sacrifice-rather then live her life like Madame Lebrun's green and yellow parrot. This act is the end of the quest she has been on ever since she first set foot on the Grand Isle.

Edna Pontellier has every characteristic of a female hero. Unhappy in her marriage and her life she searches for completion in things outside of her domestic sphere. Her arrival at these things that will fulfill her; men, for a short time painting, and finally her death at her own hands break from what was classically a woman's role. She does not allow her self to be controlled by the world around her, which is a heroic act in and of itself.

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