10 Tips for When You Cant Find a Job After College

10 Tips for When You Cant Find a Job After College In an ideal world, every college graduate would find their dream job immediately. However, this is simply not the case and many students find themselves struggling to find work. With student loans to pay back and living expenses to cover this is a stressful situation to find yourself in, which is why we’ve put together these tips for what to do when you can’t find a job after college. 1 – Reduce Your Living Costs If you can’t find a job after college, one of the most pressing issues is going to be your financial situation. How are you going to feed yourself and keep a roof over your head? The first step is to look at ways to reduce your living costs. You might want to think about moving back home if it is an option as this will drastically reduce your living costs. You can also defer your student loans and work out a strict budget for the next few months to make the money you do have last. 2 – Apply for Job It might seem like a bit of a no brainer, but you won’t find work if you are not applying for jobs. It is easy to get disheartened and give up after a few rejections, but you must keep your eye on the prize. Apply for every single job that comes up. You should be sending out resumes and filling out applications daily. If you dont have job experience, you should read some tips on how to write resume with no job experience. Dont forget that its a good idea to ask professionals to write your resume. Also, don’t forget to write multiple cover letters suited to different jobs. 3 – Give Yourself a Social Media Audit One reason why you can’t find a job after college could be that your social media profile is putting potential employers off! It is increasingly common for employers to look up potential candidates on social media. If your profile is littered with drunken snapshots at the dorm parties, then you could be giving the wrong impression. Take a little time to remove anything that could be potentially off-putting and start sharing some of your other interests. 4 – Spend Some Time Networking Sometimes, when it comes to finding a job its not what you know, its who you know! If you can’t find a job after college then you need to start networking. Attend career fairs, college alumni events, networking luncheons and conferences. It is also a good idea to join LinkedIn if you haven’t already. Start getting to know the movers and shakers in your chosen industry and they might just thrown you a bone when a job opportunity arises! 5 – Consider Staying in School If it is beginning to look like you are not going to find a job when you graduate, you do have the option of returning to school for some additional qualifications. This may not be an ideal situation, but it could pay off in the long run. 6 – Broaden Your Job Search If you can’t find a job after college then you may need to broaden your job search. If there is nothing available in terms of your dream job, think about other jobs within the same industry that you might also enjoy. Sometimes working within the industry of choice can get your foot in the door. For example, even taking an admin role in a pharmaceutical company could potentially put you on the road to a laboratory job. 7 – Work Part Time If broadening your search within the industry doesn’t work, then you may need to cast the net even wider. You may not have envisioned working part time in retail or fast food after completing your degree but taking a part time job will at least allow you to bring in some money while you search for the dream job. Part time hours also mean you still have plenty of time for job hunting. If you are lucky, maybe you can find something part time that relates loosely to your ideal career which will give you something to build upon. 8 – Volunteer to Gain Experience Another common reason why you can’t find a job after college is that many employers want people with experience. This creates a catch 22 situation where you can’t get a job without experience, but you can’t get experience because nobody will give you a job. The answer is to volunteer! Offer to work for free in your chosen field either as part of an internship or just given up a few hours a week. This will get you experience in the industry which will help strengthen your resume. However, you should know that there are more benefits of volunteering besides getting experience. 9 – Start a Blog Sometimes, you just need to find ways to put yourself out there. If you truly have an interest in the industry you want to work in, then why not start a blog about it? Get your name out there and position yourself as an expert in your field. It may take a little effort to grow your audience and build a healthy following on social media, but once your name is out there you may well find job offers coming to find you rather than you having to hunt them down. However, a word of caution. This is not the easy route to finding a job. It takes hard work and dedication. 10 – Start Your Own Business Finally, if you have exhausted all other options and you still can’t find a job after college, why not consider starting your own business? Think about the skills you possess and how you can market them. If you are a great academic writer, you could try freelance editing or journalism. Computer wizards might start their own IT company. The possibilities are endless. Heres a small guide on how to become entrepreneur while youre still student. In conclusion, if you can’t find a job after college, try not to be too hard on yourself. It is not always easy to get started in your chosen career and you may need to make a few changes along the way. One thing to remember is that your lack of employment is not necessarily your fault. Do not give up hope, a little persistence is sure to pay off in the end and you will soon find your way in life. Good luck!

Ix Chel - Mayan Goddess(es) of Fertility and Death

Ix Chel - Mayan Goddess(es) of Fertility and Death Ix Chel (sometimes spelled Ixchel) is, according to longstanding archaeological tradition, the Mayan moon goddess, one of the most important and ancient of Maya deities, connected to fertility and procreation. Her name Ix Chel has been translated as â€Å"Lady Rainbow† or as â€Å"She of the Pale Face,† an allusion to the moons surface. Fast Facts: Ix Chel Known For: Goddess of the Moon, fertility, physical love, weaving.Religion: Classic and Late Post Classic period Maya.  Also Known As: Lady Rainbow, She of the Pale Face, Goddess I, and Goddess O.  Appearance: Two aspects: a young, sensual woman and an old crone.  Shrines: Cozumel and Isla Mujeres, Mexico.Appearances: Madrid and Dresden codexes. According to Spanish colonial records, the Maya thought the moon goddess wandered the sky, and when she wasnt in the sky she was said to live in the cenotes (natural sinkholes filled with water). When the waning moon appeared again in the east, people made pilgrimages to the Ix Chel shrine on Cozumel. In the traditional pantheon of Maya gods and goddesses, Ix Chel has two aspects, that of a young sensual woman and an aged crone. However, that pantheon was built by archaeologists and historians based on a wide variety of sources, including iconography, oral history, and historical records. Over the decades of research, Mayanists have often debated whether they have incorrectly combined two female deities (Goddess I and Goddess O)  into one Moon Goddess. Goddess I The primary aspect of Goddess I is as a youthful wife, beautiful and downright sexy, and she is occasionally associated with references to the lunar crescent and rabbits, a pan-Mesoamerican reference to the moon. (In fact, many cultures see a rabbit in the moons face, but thats another story). She often appears with a beak-like appendage protruding from her upper lip. Goddess I is known as Ixik Kab (Lady Earth) or Ixik Uh (Lady Moon) in the Maya books known as the Madrid and Dresden codices,  and in the Madrid codex she appears as both a young and aged version. Goddess I presides over marriage, human fertility and physical love. Her other names include Ix Kanab (Child of Lady of the Seas) and Ix Tan Dzonot (Child of She in the Middle of the Cenote). Ixik Kab is associated with weaving in the post-classic period, and the aged form of Ixik Kab is often shown weaving and/or wearing a pair of horn-like elements on her head which likely represent spindles. Goddess O Goddess O, on the other hand, is a powerful aged woman identified not just with birth and creation but with death and world destruction. If these are different goddesses and not aspects of the same goddess, Goddess O is most likely to be the Ix Chel of the ethnographic reports. Goddess O is married to Itzamna and thus is one of the two creator gods of Maya origin myths. Goddess O has a raft of phonetic names including Chac Chel (Red Rainbow or Great End). Goddess O is depicted with a red body, and sometimes with feline aspects such as jaguar claws and fangs; sometimes she wears a skirt marked with crossed bones and other death symbols. She is closely identified with the Mayan rain god Chaac (God B) and often seen illustrated with pouring water or flood images. The fact that Goddess Os name means both rainbows and destruction may come as a surprise, but unlike in our Western society rainbows are not good omens for the Maya but are bad ones, the flatulence of the demons which arise from dry wells. Chac Chel is associated with weaving, cloth production, and spiders; with water, curing, divination, and destruction; and with making children and childbirth. Four Goddesses? The Moon Goddess of the Maya mythology may actually have many more aspects. The earliest Spanish travelers in the early 16th century recognized that there was a flourishing religious practice among the Maya dedicated to aixchel or yschel. The local men denied knowing the meaning of the goddess; but she was a deity of the Chontal, Manche Chol, Yucatec, and Pocomchi groups in the early colonial period. Ix Chel was one of four related goddesses worshiped on the islands of Cozumel and Isla de Mujeres: Ix Chel, Ix Chebal Yax, Ix Hunie, and Ix Hunieta. Mayan women made pilgrimages to their temples on the island of Cozumel and placed her idols underneath their beds, asking for help. The Oracle of Ix Chel According to several historical records, during the Spanish colonial period, there was a life-sized ceramic statue known as the Oracle of Ix Chel located on Cozumel Island. The oracle at Cozumel is said to have been consulted during the foundation of new settlements and in times of warfare. Pilgrims were said to have followed sacbe (the prepared Maya causeways) from as far away as Tabasco, Xicalango, Champoton, and Campeche to venerate the goddess. The Mayan pilgrimage route crossed the Yucatan from west to east, mirroring the pathway of the moon through the sky. Colonial dictionaries report that the pilgrims were known as hula and the priests were Aj Kin. The Aj Kin posed the pilgrims questions to the statue and, in exchange for offerings of copal incense, fruit, and bird and dog sacrifices, reported the answers in the voice of the oracle. Francisco de Lopez de Gomara (Hernan Cortes chaplain) described the shrine on Cozumel island as a square tower, wide at the base and stepped all around. The upper half was erect and at the top was a niche with a thatched roof and four openings or windows. Inside this space was a large, hollow, kiln-fired clay image fastened to the wall with lime plaster: this was the image of the moon goddess Ix Chel. Finding the Oracle There are several temples located near the cenotes at the Maya sites of San Gervasio, Miramar, and El Caracol on Cozumel Island. One which has been identified as a plausible location for the oracle-shrine is the Kana Nah or High House at San Gervasio. San Gervasio was an administrative and ceremonial center on Cozumel, and it had three complexes of five groups of buildings all connected by sacbe. Kana Nah (Structure C22-41) was part of one of those complexes, consisting of a small pyramid, five meters (16 feet) in height with a square plan of four stepped tiers and a main stairway bordered by a railing. Mexican archaeologist Jesus Galindo Trejo argues that the Kana Nah pyramid appears to be aligned with the major lunar standstill when the moon sets at its extreme point on the horizon. The connection of C22-41 as a contender for the Ixchel Oracle was first put forward by American archaeologists David Freidel and Jeremy Sabloff in 1984. So, Who Was Ix Chel? American archaeologist Traci Ardren (2015) has argued that the identification of Ix Chel as a single moon goddess combining female sexuality and traditional gender roles of fertility comes straight from the minds of the earliest scholars studying her. In the late 19th and early 20th centuries, says Ardren, male western scholars brought their own biases about women and their roles in society into their theories about Maya myths. These days, Ix Chels reputed fertility and beauty have been appropriated by several non-specialists, commercial properties, and new age religions, but as Ardren quotes Stephanie Moser, it is dangerous for archaeologists to assume we are the only people who can create meaning out of the past. Selected Sources Ardren, Traci. Mending the Past: Ix Chel and the Invention of a Modern Pop Goddess. Antiquity 80.307 (2015): 25–37. Print.Boskovic, Aleksandar. The Meaning of Maya Myths. Anthropos 84.1/3 (1989): 203–12. Print.Colas, Pierre Robert, Katja Christiane  Stengert, and Urlich Wolfel. The Mapping of Ix Chel: A Terminal Classic Secondary Maya Site on the Northern Vaca Plateau, Belize, Central America. Northern Vaca Plateau Geoarchaeology Project, 2006. Print.Galindo Trejo, Jesus. Calendric-Astronomical Alignment of Architectural Structures in Mesoamerica: An Ancestral Cultural Practice. The Role of Archaeoastronomy in the Maya World: The Case Study of the Island of Cozumel. Eds. Sanz, Nuria, et al. Paris, France: UNESCO, 2016. 21–36. Print.Iwaniszewski, Stanislaw. Time and the Moon in Maya Culture: The Case of Cozumel. The Role of Archaeoastronomy in the Maya World: The Case Study of the Island of Cozumel. Eds. Sanz, Nuria, et al. Paris, France: UNESCO, 2016. 39 œ55. Print.Polk, Jason S., Philip E. van Beynen, and Philip P. Reeder. Late Holocene Environmental Reconstruction Using Cave Sediments from Belize. Quaternary Research 68.1 (2007): 53–63. Print. Ã…  prajc, Ivan. Archaeological Sites on the Island of Cozumel: The Role of Astronomy in Architectural and Urban Planning. The Role of Archaeoastronomy in the Maya World: The Case Study of the Island of Cozumel. Eds. Sanz, Nuria, et al. Paris, France: UNESCO, 2016. 57–83. Print.

Effect of Technology Development on Management Consulting Profession Essay

Effect of Technology Development on Management Consulting Profession - Essay Example In addition, as technological innovations become available, possibilities increase and so does the cost but what technological advancements has given to management analysts, that not only has helped them in boosting their managerial skills by analysing and proposing alternatives to improve an organisation's structure but has also enabled management consultancy to acquire a division that would help reorganize the structure of the firm and eliminate technological complexities. Information technology cannot by itself change the inherent inflexible nature of its tools but any profession particularly on the management side whether it be financial management, strategic management or consultant management by using the developing trend of information technology can change its effect with respect to any organization infrastructure in such a way that they use these tools in two ways. "First, by reengineering the way that existing tasks are carried out. Second, by creating new tasks and opening up consultancy opportunities that were not previously possible. Changes in various management use of computer technology have enabled technological developments to be implemented in general". (Margetts, 1999, p. 17) If we consider the development of technology from management point of view, it is obvious that today organisations of all kinds have taken on new functions and new techniques that would otherwise have not been possible without merging and cooperation of information technology. Information technology in private sector companies is now widely recognised as a crucial element in a company's business strategy and the reason is transparent for the way technology has boosted the growth of consultant management, is incredible. "It is now a truism that information technology has transcended its established administrative support functions and has moved towards playing a more central role in business operations' that has not only modified its organisational structure but has also taken part in increasing the ratio of contended customers". (Margetts, 1999, p. 23) Let us take an example of Electronic Data Interchange (EDI): "EDI has made it possible for two trading partners to exchange their information of trade or business transactions such as orders and invoices which otherwise would have taken umpteen effort and time. Today EDI has been widely accepted as an essential business tool used to facilitate inter-organisational transactions and sometimes to enhance internal operations by integrating internal and external systems". (Chen, 1998, p. 68) It has potentially reduced the transaction costs by eliminating duplication of effort involved in re-keying documents generated by computer in the first place. In this aspect, the development in technology started in 1980s, which first brought a dramatic increase in the use of the Internet, a global research network, consisting of a loose confederation of inter-connected networks providing services such as file transfer and electronic mail. After Internet the vast technological change was felt and re alised by the then consultant management when the use of databases, online and offline processors for report writing and interactive communication was introduced. "Prior to this, it was the consultancies who set the

DNR Research Paper Example | Topics and Well Written Essays - 2000 words

DNR - Research Paper Example If the patient is not in a hospital, the DNR orders normally state that the medical practitioners in charge of the patient should not take him or her to a hospital for emergency resuscitation. In many cases when the patient is too sick to request for a DNR order, the closest family members or friends can order for one on his behalf (Piers, Benoit and Schrauwen, 2011). Even though all adult patients have the right to request for a DNR Order, its usage is quite a controversial issue in the medical field. The medical profession is one that strives to uphold the ethical principles of human dignity, compassion, non-malfeasance and social justice. Every individual has a right to accept or refuse emergency resuscitation. However, it is also the duty of the medical practitioner to save the lives of the patients he is attending to (Moss, 2003). This is where the ethical and legal implications of DNR come in. Whereas it is within the doctors’ prerogative to save the lives of his patients, he must also respect their wishes if they do not want to be saved. DNR raises the legal and ethical concern that giving consent to the order may lead to a loss of life that may otherwise have been saved (Crozier, Santoli and Outin, 2011). The DNR order should be honored if the patient who fully understands his medical situation consents to it. There are provisions in law that give the patient the right to chose the form of treatment that he deems best. It is the duty of the care giver to consider the needs and wants of his patients. Therefore if the patient consents to or gives DNR orders and signs the DNR form, the care givers should employ other treatment options to try and save his life. Sometime the options available are not efficient enough and the result is normally catastrophic (Ani, 2005). The ethical question still remains on whether the care givers should not do everything possible to save

Weighwood Case Essay Example for Free

Weighwood Case Essay When Wedgwood started his business, pottery industry is already established, comprises many small players around the country. He started with a small production facility, incorporated his experience from working in family business and many years in the industry. His passion and innovative ideas helped him expand his business and grew to become a big player in potter industry. Wedgwood was a differentiator company, specifically a late mover in the industry. Wedgwood gained competitive advantages through innovation, creativity, and strong marketing strategies. Innovation and creativity were the key to Wedgwood success, including the invention of creamware and white pottery. Josiah focused on bringing new ideas to the design of his products, finding new raw materials to help producing better products, and building/creating machines with latest technology to help with efficiency and uniformity. His wife specialized in pottery design and coloring which help their products differentiate from other plain pottery products in the market. Moreover, the sustained competitive advantage Wedgwood had, was the result of good marketing strategies with help from Josiahs partner, Bentley. Base on the reading, marketing strategies Wedgwood used were establishing showroom, inertia selling strategy, and promotion through high class people (Queen). Wedgwood was also the first one in the industry have brand name on every products. Wedgwood were so successful in England until its number of productions exceed the number of sale which cause the company to stock up a very high inventory. This opportunity caused Wedgwood to expand internationally to many countries in Europe and China. Wedgwood leverage its competitive advantage through demand side scope economy. Firstly, company needed new outlet for products that overproduced for local market. The example from class discussion would be Coke case. Coke and Pepsi competed with each other until the market were fully saturated, then Coke started to go global to exploit other markets in other countries. Wedgwood introduced its products to many countries in Europe and to China. Wedgwoods products were new to international market because of their design, coloring, uniformity. Wedgwood also used inertia selling strategies which company send products to consumer in a package with invoice and consumers can either buy or return the products at no cost to them. This strategy was to create demand for company products. Secondly, there were potential benefits to company to expand internationally because of the increasing spending on nonessential or luxury goods around European countries. Shipping methods also became more secured and convenience. As a result, Wedgwoods products were sold internationally to meet the demand in the form of luxury or nonessential goods. To better understand of how above strategies would work internationally and how Wedgwood sustained its competitive, the products were global products. All of the products were produced in home country, England, and then ship to other countries to retail store or direct sell to consumers. Wedgwood also established showroom in many countries to display its products, and make people wants its products. Wedgwood was not adapt to local market in different countries but to sell its home products and position their image just as intended. The example that relates to this idea was the discussion in class about the case which Apple open an Apple Store in Beijing. Apple products are also global products. Apples positioning strategy is uniform all around the world. Wedgwoods products were also uniform and mass produced in England and they do not need to be modified to fit to foreign market.

Child Socialization :: essays research papers

Children are raised in many different cultures all over the world. As we know, cultures differ from place to place. They have different rules, values, roles, and even communication patterns. An example of this would be a French person greeting someone, and an American greeting someone else. The French say hello by kissing each other on both cheeks. As Americans, we tend to shake hands. These things are what determine how a child will turn out after being brought up in that culture. Children growing up with Anglo-European roots are taught to value their independence, boldness, equality, achievement, self-help, and self-directedness. All of these values significantly affect the family. They believe in family privacy because it is said that families will be allowed to raise their children as they see fit. The only time that this is interfered with is when the parents neglect or mistreat their children. Individualism is also another highly valued trait. Those who subscribe to such thought believe that individual growth is essential to a well-balanced approach to life. It should be noted however, that equality amongst others is essential as well. Those who have come before us have worked extremely hard to gain equality in this country and it should be cherished. Life as it was once known has changed due to the vast amount of modernization and blending of cultures that has occurred within the past 30 years. People talk, walk, and dress differently with a steady eye always toward the future. Success now based on power and resources, especially money. Each individual is expected to do his or her best and is often thrown into the arena of fierce competition in which he or she is encouraged to flourish. Families communicate differently within themselves. For example, at dinnertime my whole family will sit together and talk about how the day was. All day long, everyone is out doing their own thing but at dinner the whole family comes together. This is the time of day that they set aside to communicate amongst each other. Other families might just see dinner as just another meal. Instead of sitting together around the table, they might all just come in, take their dinner, and go where they want to eat it. The kids might go in the family room and watch television while the parents sit in the kitchen. This differs for every family.

What Is Bibliotheraphy

What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed. What Is Bibliotheraphy What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed.