Analysis of Mental Illness via Girl, Interrupted (1999)

Analysis of Mental Illness via Girl, Interrupted (1999) GIRL, INTERRUPTED 1 Introduction In the movie, Susanna (Winona Ryder) is diagnosed with Borderline Personality Disorder. Susanna bonds with a few different patients, including Lisa (Angelina Jolie) with sociopathic personality disorder, Daisy; Bulimia, Georgina; pathological liar and Janet as Anorexic. Susanna starts to work harder with her specialist (Vanessa Redgrave) and the medical attendant on the ward (Whoopi Goldberg). Girl, Interrupted was focused around the collection of memoirs of Susanna Kaysen, who truly did put in eighteen months a Psychiatric Hospital (Mangold,1999). DSM V Diagnosis Criteria (a) Distraught endeavors to stay away from genuine or envisioned relinquishment,(b) An example of temperamental and extraordinary interpersonal connections portrayed by exchanging between extremes of admiration and cheapening, (c ) Personality aggravations: especially and diligently instable mental self view or feeling of self,(d) Impulsivity in no less than two zones that are pos sibly self harming,(e) Repetitive self-destructive conduct, signals, or dangers or self ruining conduct,(f) Full of feeling flimsiness because of a stamped reactivity of mind-set,(g)Chronic sentiments of vacancy,(h)Inappropriate, serious outrage or trouble controlling annoyance, and (i)Transparent, anxiety related jumpy ideation or serious dissociative indications (American Psychiatric Association,2013). The first criteria for BPD in Girl, Interrupted, was having self-destructive contemplations and doing things to help a conceivable suicide by endeavoring what Susanna called an â€Å"impotent endeavor† to murder herself by taking a dose of aspirin with vodka. At the point when the attendant attempted to hold her she says to be watchful in light of the fact that she has no bones in her grasp. Later on, the advisor asks her the means by which she got the container of Aspirin in the event that she had no bones in her grasp, she reacts saying â€Å"then they’d return (Man gold, 1999). The second criterion was incurring damage on the body by cutting or wounding. After she endeavored suicide, she was hurried to the crisis room, and the cam point changed from everyone wildly moving around to help to her wrists. She had wounds everywhere on her wrists and she continued telling the specialists she didn’t have any bones in her grasp (Mangold, 1999). The third criterion was Susanna’s endeavors to stay in the connections to abstain from feeling relinquished. At the center of the film, she has a flashback of the illicit relationship she had with one of the instructors and with a fellow that she met after her secondary school graduation. In both cases, she was having hazardous sex and staying in the connections with the goal that she felt needed and cherished, and not dismisses (Mangold, 1999). The fourth criteria was filling the void that was generally felt by doing something she knew wasn’t correct yet provided for her rush. Susanna felt as though nothing was going how she needed it and she was the main individual feeling that way. In the film, Susanna and Lisa, a young lady in the organization, chose to escape the foundation and go on an excursion to visit an alternate young lady that had been there with them, Polly. Both of them knew they could cause harm, yet the proceeded at any rate (Mangold, 1999).

Learning Support Assistants Essay Example | Topics and Well Written Essays - 2500 words

Learning Support Assistants - Essay Example Whether it should be rhyme based or phoneme based or mix of the two methods. Earlier evidence, like that of Ehri et al (2001) have found that training children to adopt analytic phonologically word based words-level strategies in the early readings help in improving reading and spelling ability. The role of LSAs is to help the children with the poor reading abilities in small groups. They have good experience but only have the basic training. Despite their crucial role with the 'at-risk' students, their contribution has not been fully explored. There have been strong evidences, which show that these teaching assistants can provide crucial support in teaching methodology. Thus the main aim of the research is to find out the effectiveness of LSA based system in the education system where presently this is not typical. There are several ways to teach the phonological and decoding skills. In the rhyme based intervention programmes children are made to pronounce the whole word like 'cut', 'but' and so on. While in the phoneme based method the students are made to give importance to each and every letter of the word, pronounce it and then add them all together. Thus the second aim of the research is to find out which method of intervention will be more effective, rhyme based or phoneme based or the combination of the two. Methodology: The study of intervention was carri... One morning LSAs met with the authors to get the feel of the training material. From first nine responding schools 498 selected students were screened by LSAs to find the poorest students. All the students had experienced three months of Year 1 National Curriculum classes. One LSA was deployed in each school. They were trained to screen the children on the measures of phonological awareness, word reading and spelling, non-word reading and letter-sound knowledge. Screening Materials: Students were made to recite the nursery rhymes if they knew them. If they did not know it then the adults would say a rhyme and check if the child could complete it. The purpose was to clarify if the child knew the word 'rhyme'. In the rhyme matching, the children were shown the picture of the animals. They were then asked to find the picture of an animal that rhymed with some particular picture of animal, say like 'dog'. There were two practice trials and 12 experimental trials in this test. In rhyme generation children were shown the picture of a particular animal and then made to name the other animals whose name matched with that animal. If there were no answers then children were given the examples. In the blending method of screening LSA would pretend to be a Robot and make the sound like /m/-/at/. The children were asked to blend together the sounds and make some word from it like 'mat'. The LSA would complete the work if children did not respond. In the Segmentation method it was opposite, the children were given a word like 'pat'. They were told to break it and sound it like the robot. They had to break the word in either two or three parts. All these phonological tasks were combined together from a single

4four Case Study Example | Topics and Well Written Essays - 500 words

4four - Case Study Example Moreover, a student has disabilities and need special attendance. It is also the responsibility of the teacher in charge to ensure that the student receive special consideration. However, there are some factors that hinder successful learning amongst the students, and the same time there are some factors that promote real learning. Therefore, the teacher should ensure that the students receive supportive environment towards their learning activities (Bacon). Moreover, there are also some activities that make the student active in his or her daily activities. Therefore, the tutor needs to ensure that students play to break monotony or boredom. Class discussion is one of the most dangerous strategies to the learning career of the student Alex. Ales are a student who has asthma, cannot participate in-group activities and prefer to be alone. Therefore, through the application of class discussion learning strategy, the student will not be able to participate and thus feeling as if he is not part of that particular category. In addition, the student will also not respond appropriately to game presentations as well as group work and discussions. The student is asthmatic and could be having a problem to speak loudly. That will make the student to lack self-esteem and there contributing to discouragement. In addition, the student also has the characteristics of enjoying his company. That makes the student with a disability not be free with class or group discussion. The process involved in learning by students requires personal input. Therefore, the teacher needs to ensure that he attends to the student mostly in private session. It will enable the tutor and the student to be good friends, and that might cause the student to open up to the teacher. Once the student will be friendly with the teacher, he will also be able to accommodate other students. However, the student will be able to share an idea with fellow students and play with them. Once