Obesity and Social Demographics in the US

Obesity and Social Demographics in the US Introduction Obesity is not a new term in America. As a matter of fact this is a health condition that has become common to the American citizens and the rest of the world. Sadly, this is not a laughing matter considering the fact that it has led to a number of deaths in the U.S. So, what is obesity? According to the medical-dictionary this refers to â€Å"an abnormal accumulation of body fat, usually 20% or more over an individuals ideal body weight. Obesity is associated with increased risk of illness, disability, anddeath.† A few years back this health issue was not a major problem to the U.S. However, this has greatly changed considering the effects that obesity has on American citizens. Certainly, there are other countries that are also going through the same health problems but American cases on effects of obesity still tops them all. The benefit of having lower body weight is not a big concern for the Americans. This is the main reason why its citizens are not motivated in any way to ensure that they have the recommended body weight. Hence, obesity is continuously increasing more so in the 21st century. The number of people facing obesity problems in this century is higher as compared to the 19th century. Research by the health experts show that out of ten Americans three of them are obese. The number of deaths that obese cause is more than 120, 000 and to top this, there are also huge medical expenses that these individuals have to face. Obesity is a disease that is actually preventable and necessary measures are now being implemented to ensure that the effects are reduced in the coming years. As mentioned earlier United States has been dominating by having the highest rates of people who are obese. However, this changed in 2013 according to recent Global Post July 8th 2013 that Mexico had taken over as the leading nation having more obese cases. In a study conducted by JAMA (Journal of the American Medical Association) in 2008 it revealed that the rates of women suffering from obese were higher than that of the men. According to this study the women’s rates have been constant over the years as compared to the men’s rate that is constantly increasing. Yearly the effects of obese in America are heavily felt since it leads to â€Å"approximately 100, 000-400,000 deaths† as Blackburn, G L; Walker (2005) points out. This is not all, the health care expenditures are also high, and hence the government and the public suffer in paying for services that would reduce the overall effects of obesity. The effects of obesity in the U.S can either be direct or indirect. The direct effects come about as the expenses that are incurred in paying for care and other required services. The negative effects touch on loss of earnings by the individuals that are suffering from obese and absenteeism from work places. Finkelstein, E.A. and Fiebelkorn (2003) argue that the expenses that are incurred as a result of obesity â€Å"exceeds health-care costs associated withsmokingorproblem drinking†. This clearly shows the extent of damage that obesity is causing in America. Indeed it is a major health issue that needs to be taken care of to save the nation from such huge expenses. Prevalence of obesity in U.S The fact that obesity rates in America have increased since 1962 also means that its prevalence is also wide. People from all walks of life are now obese in America; the children, people from different racial backgrounds, men and women all are constantly coming up as obese. Obesity prevalence according to race According to CDC health statistics the prevalence of obesity with regards to race is uneven. This implies that different races have got different rates of obese individuals. Caucasian race In 2010, the rate of obese individuals from this race was 26.8% according to CDC statistics. The rate of men suffering from the disease was higher than for the women from this race. African American race Statistics from CDC proved that the rate of people suffering from obese that were of the African American race was higher than the Caucasian race. This rate was 36.9%. There is also a difference in the rate of men as compared to women. Women from this race had higher rates of obese cases as compared to their counterparts. American Indian race American Indian rate of obese individuals was higher than both Caucasian and the black American race in 2010. Asian race The Asian race in the U.S. had the smallest percentage of obese cases according to statistics from CDC 2010. Latino race The Latino race rates were close to the rates that the African Americans had i.e. 31.9%. The rates of women suffering from obese were higher than men. Mexican American race This race also depicted a percentage prevalence that was closer to the African Americans i.e. 34.1% Hawaiian race This race depicted the highest prevalence rate i.e. 43.5% in 2010 according to statistics from CDC. Obesity prevalence according to gender Judging from the results mentioned above, women have higher rates of obese as compared to the men. This is also true according to Rippe James that â€Å"30 million men and 36 million women† suffer from obese in the U.S. Obesity prevalence according to age group There is also a notable change in the prevalence of obesity in relation to age group. Years back only the adults were suffering from obese disease. This has changed in the 21st century since children are also obese including those that are adolescent. Obesity prevalence according to state Different states in the U.S also bring about a difference in the obesity cases are throughout the nation. Mississippi stands as the state that has the highest rates of obese cases. Colorado has the smallest rate of obese cases. There are different reasons as to why the U.S. citizens are facing high rates of obese individuals as compared to other nations. Some of the reasons are as discussed below: Diet Diet is the main contributing factor to increased rates of obese cases. Truth be told, the media normally portrays the citizens of U.S. as individuals who are normally busy with their regular hustle and bustle. This thus creates a scenario where parents or the adults do not have time to cook. This makes kids to prefer eating from fast food hotels. According to CBS news (2004), 1/3 of children between the age of 4 and 9 eat from fast food hotels on a daily basis. These fast food restaurants normally sell foods that have high fat and carbohydrate content. They are also preferred due to their affordable prices. Without doubt, foods that have got high fat calorie would easily lead to obesity. It is also evident that most Americans love to eat from these fast foods considering the fact that these restaurants increased their sales over the years. Lifestyle The lifestyle that the American citizens are portraying is also another factor that leads to obese. This is the lifestyle where an individual is not engaged in any physical activity either on a regular basis or an uneven basis. With the advancement in technology more and more American kids are simply idling at home playing computer games, watching television, reading etc. This implies that they do not engage in any activity that would help them burn the calories that they take in. The adults are also â€Å"not active at all† (Rippe James). As a result the regular eating on fast foods restaurants as mentioned above combined with sedentary lifestyle will obviously lead to obesity. Most of the Americans do not engage in physical activities e.g. working out in the gym, morning jogs, walking, swimming etc. Therefore, excess calories in their systems eventually lead to obesity cases and aftermath complications. Social transformation Humans were made to be social in nature. This generally affects their eating habits considering the fact that as more people get together it is normal to have meals to go along with the socialization. This is everywhere, sports zones you will find food being served e.g. popcorns and soda, in parties’ people would want to taste what they have always envied. The same case applies to funerals since individuals are normally served while mourning. The social lives that Americans engage into highly contribute to their eating habits and thus in the end leading to obese cases. The advancement in technology in the U.S. has also paved way for sedentary lifestyles. People spend more time watching TV and posting information on the social sites. News media has also affected social lives of American citizens by focusing too many advertisements on food and the worst part is the fact that children are mostly used in the commercials. This thus motivates the kids to each such food in large quantities. Measures to help reduce obese disease in the U.S On the bright side, Americans are doing the best they can to ensure that obese cases are reduced. Some of the effective measures that are already taking place are advocating of proper eating habits. The banning of junk foods in schools is also helping in making America an obese free nation. Several organizations have made it their duty to pass out a message to the Americans about the effects of obesity and the preventive measures that can be easily adopted right from the tables of the citizens. Food manufacturers in the U.S are also in favor of the initiative to reduce obesity in America. As a result they are trying their level best to manufacture foods that have less sugar, salt and fat content. Conclusion Obesity in the U.S is a serious case keeping in mind that it had led to deaths that can easily be prevented. Thus, it is the duty of people and the society at large to ensure that they strive to make America an obese free nation. One of the best ways to do this is to change the eating habits that are being portrayed in different families. The lifestyles also need to be change and thus people should be advised on the benefits of exercising regularly to burn down the calories that they are taking in. manufactures and other nonprofit organizations need to educate the society on benefits of healthy living. With such measures in place, the prevalent rates of obese cases would certainly reduce to single figured percentages. References: Blackburn, George L, and W A. Walker. Science-based Solutions to Obesity: What Are the  Roles of Academia, Government, Industry and Health Care? (2005). Print. Finkelstein, E A. National Medical Spending Attributable to Overweight and Obesity: How  Much, and Whos Paying?Health Affairs. (2003). Print. Global Post July 8, 2013, 4: 19 PM (2013-07-08).Mexico takes title of most obese from  America. CBS News. Obesity.Gale Encyclopedia of Medicine. 2008. The Gale Group, Inc. 28 Apr.  2014  http://medical-dictionary.thefreedictionary.com/Obesity Rippe, James M, and Theodore J. Angelopoulos.Obesity: Prevention and Treatment. Boca  Raton: CRC Press, 2012. Print. Summary Health Statistics for U.s. Adults: National Health Interview Survey, 1998. Hyattsville,  Md: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics, 2002. Internet resource.

Human resource training and development Essay

1.0 INTRODUCTION Employees play a vital role in organization performance. Effective training and development are very important because it can help an organization to improve on its performance as well as on its productivity. Gilmore and Williams (2009) pointed out that only the trained workforce can effectively respond to the new challenges as well as to the existing ones in their jobs .Basically, skills are capacities and expertise in particular occupation. Gilmore and Williams (2009) continue saying that higher productivity is increasingly driven by skills. Besides, the degree of competitive advantage of a firm depends increasingly on its skilled labor 1.1 Definition of Training Training is the modification of behavior through learning (Kisire, 2010). The main aim of training progress is to help employees to do things differently for better performance and to increase their level of job satisfaction. Basically, training touches on knowledge, skills and abilities. Thus training should be done strategically in order to meet the long term development of the people and achieve organizational goals. In fact, it is only when employees understand very well the right way to do their jobs that the employer can hope for excellent results. 1.2 Justification for Training by (Armstrong 2011) †¢The knowledge or skills cannot be acquired satisfactorily in the workplace or by self directed learning. †¢Different skills are required by a number of people which have to be developed quickly to meet new demands and cannot be gained by relying on experience. †¢The tasks to be carried out are so specialized or complex that people are unlikely to master them on their own initiative at a reasonable speed. †¢When a learning need to be common to a number of people, has to meet that which can readily be dealt with in a training event or programme e.g. induction, essential IT skills, and communication skills. †¢Training helps the organization to gain competitive advantage. That is, the training practices have to help the business to grow and improve customer service by providing employees with the knowledge and skills they need to be successful. †¢Training prepares employees to use new  technologies, function in new work systems such as virtual teams, and communicate and cooperate with peers or customers who may be from different cultural backgrounds. †¢Training helps organizations provide high quality service for example through quick responds to clients needs. 1.3 Development Bernardin (2010) describes development as learning opportunities designed to help employees grow. Developing people in organizational context is to help them to progress within their careers. One key factor in employee motivation and retention is the opportunity employees want to continue to grow and develop job and career by enhancing their skills level of performance and productivity .Gary Dessler (2011) describes training as a process with 4 steps that an employer uses to give new or present employees the skills required for effective performance. Training and development process emphasize on what employees want in training and development opportunities. Providing training to employees benefits both organization and employees themselves. 2.0 DIFFERENCE BETWEEN TRAINING AND DEVELOPMENT †¢Training raises knowledge and skills required for efficient performance of a particular job, while development is a continuous general and dynamic expansion of skills and knowledge, and is aimed at long term career growth rather than immediate performance. †¢Training focuses on short term (basing on the current job) while development focuses on the long term (the future careers) e.g. finding a mentor within your organization to introduce you to the structure and culture at senior levels in your organization and give you more exposure to senior management. 3.0 DIFFERENCE BETWEEN TRAINING AND EDUCATION †¢Purpose of learning: In training the employee acquire new skills and knowledge while in education the purpose is to acquire or deepen mindset or profession. Thus education is general and wider in general purpose than training. †¢Length of the learning process: in education it takes one to four years while in training it takes one to five days or several weeks. †¢Place of delivery: Training is generally imparted at the work place while education is imparted in schools or colleges. †¢Training effect: Training  has immediate effect as compared to education. †¢Change: In education, change program requires one to be skillful at thinking, transformational, deeper and more radical while in training needs to be skillful at doing shallower and more superficial programs 4.0 NEED FOR TRAINING †¢Increases organizational commitment †¢Develops the cognitive, physical and spiritual dimensions of the employee †¢Improves job performance †¢Contributes to flexibility to adapt to changing internal and external factors †¢Develops interpersonal skills †¢Creates an interesting and challenging environment †¢Fosters greater organizational stability less employee turnover and conflicts †¢Helps reduce costs in the secretariat †¢Heightens employee morale †¢Increases knowledge and awareness of the total environment †¢Helps achieve overall organizational objectives †¢Helps retain a competent and efficient workforce †¢Develops creativity and problem solving skills †¢Helps improve and acquire technical skills. 4.1 Aligning Strategy and Training. To be effective, training must play a strategic role in supporting business. Employers today want to make sure their training programs are supporting their firms’ strategic goals. 4.2 Planning and delivering learning events and programs †¢Training Needs Analysis It involves the determination of the types and specific training necessary to improve current knowledge, abilities and skills of the workforce. This can be done through personal, task and organizational level of analysis. The data can come from target participant supervisor’s management, and even from customers, using multiple data gathering methods like survey, interview, observation at work, and performance appraisal results. Other possible sources of training needs are the long-range human resource plans of the company, practices of other organizations, requests for training of affiliate/subsidiary companies, and legislation requirements. The Training Needs Analysis (TNA) results serve as important inputs in designing the  training program. TNA should be done regularly to ensure that training would respond to the needs of trainees. †¢Training Design This pertains to the planning of the entire training program. It starts with the identification of the goals and objectives that should be achieved. The topics or contents to be covered and the appropriate training methodologies for adult learning are then determined. The corresponding visual aids and learning materials are also specified. The training design and the TNA are usually done by the training staff of the organization and sometimes by outside consultants. The services of training consultants are usually availed of the large companies for this purpose. A typical training design will contain these parts: Training Title Venue Date Goal Specific Objectives Sequences of Topics Time Allocation Per Topic Methodology Resources Needed Evaluation The training objectives of the training design are a critical element that should be written properly to be able to decide on the contents, methodology, and the duration of tackling the topics. The preset objectives also become the basis for evaluating the success of the program. The standard criteria for objective formulation is SMART. Whether the training will facilitate the learning of cognitive, affective, or psychomotor skills, it is important that the objectives are specific, measurable/observable, attainable, relevant to training goals, and time-bound. On the other hand, the choices of any or a combination of the following training methodologies will largely depend on the objectives, type of participants, and the duration of the training. †¢Training Implementation Implementation covers the logistical aspects like venue, food, budget,  equipment, resource persons, transportation, and participants. These should be properly attended to during the actual conduct of the training. Therefore, training programs are done within the company or outside depending on the nature of the program and the financial capability of the organization. In cases where the organization has earmarked a sufficient budget for major training program especially for managers, these are done outside of the company with external consultants as trainers. Companies like Fortune Medicare Inc. and Nestle Philippines have this kind of practice. Based on the above-mentioned importance of training, specific training conducted by the organizations may be classified as technical or behavioral training. The skills/technical type focuses on facilitating the learning of competencies related to the employees’ knowledge and skills. The behavioral type, on the other hand, pertains to ensuring the learning of competencies related to the workforce attitudes and habits. †¢Training Evaluation This last phase of the training process requires the assessment of the conduct of the training activity. The evaluation is concerned with the measurement of the training success or effectiveness to establish whether an investment in a particular training has paid off. The training effectiveness is usually determined based on the achievement of the previously set objectives and results, considering the needs, methods, and other areas of training administration. According to Kirkpatrick (1998), there are four levels of evaluating training programs. These are the (1) reaction; (2) learning; (3) behavioral change; and (4) impact to organization. The reaction level measures the participants’ feedback right after the conduct of the training. Feedback are taken related to attainment of objectives, processes, methodologies, time, reading materials, resource persons/facilitators, and other logistics of the training. On the other hand, participants’ learning level determines what specific skills, knowledge or even what they learned is commonly asked at the end of the training period. There are many ways by which the training evaluation can be done. The use of the questionnaire form administered at the end of the training is very often done to measure the reaction level. However, it should be noted that using a questionnaire form is only one of the methods to evaluate training. Other ways to assess training according to Hargraues  and Jarius (2000) are: (1) formal or informal interviews; (2) feedback from line managers; (3) feedback from the Training Unit; (4) meet a cross-section of suppliers or customers; (5) discuss with staff who attended; (6) wander into offices and talk to people; (7) number of requests to attend other events; (8) academic or practical standards reached; (9) formal certification; and (10) a cost- benefit analysis. While the paper & pencil or practical test is used to assess knowledge learning of the participants. A good example of this is the pre-test and post-test method using different designs. The learning is usually also undertaken simultaneously within the reaction level. The behavioural change level assesses the changes on the attitude and/or habits of the trainees after the training that is usually observable at the workplace. This will involve a follow up of the trainees in coordination with the immediate supervisor. Examples of behavioural indicators are attendance, promptness, courtesy, cooperation, and level of participation. The impact to organization level measures the effect of the training on the unit where the trainees belong and on the entire organization. This level can focus on productivity sales profits, and customer satisfaction. 4.3 Identification of Training Needs †¢Appraisal Systems Many organizations see performance appraisal schemes as an integral part of their employee development strategy. Schemes vary considerably from one organization to another, and nowadays may have a variety of names, but almost all of them include the identification of training needs as a key component. Most also consider the longer-term career options available to employees, and allow them to express their preferences. It follows that anyone with responsibility for training and development should influence the design of the scheme and ensure that notice is taken of the information generated by it. This is not always readily achieved. Sometimes the scheme will focus on short-term performance issues, and line managers may not regard the consideration of developmental issues as important. The appraisal may also be considered to be confidential within the department concerned. Sometimes the section covering training and development needs is detachable, so that the training function only gets to see the appropriate information. This approach has its merits, but excludes the underlying performance issues  which contribute towards identifying the training and development needs. There are many issues to be addressed when designing and implementing an appraisal scheme, and some of the aims of the process may conflict with each other. For example, a scheme linked to the determination of pay increases may inhibit the appraisee from being honest about aspects of the job that he or she finds difficult, whereas it is precisely these aspects that must be discussed to identify training needs. Care is required to minimize these conflicts . †¢Survey Methods Surveys can be very useful in the gathering of data, including information on attitudes. People usually participate willingly if the completion of a survey form is not too complex or lengthy and if they think some good will come out of the exercise. When designing a survey you must decide on: 1) the size and nature of the sample 2) the format of the questions 3) exactly how the survey is to be conducted. †¢Interviews Interviewing is a technique that can appear to be very simple when used by an experienced practitioner. Although some people are naturally better at interviewing, the key skills of a good investigative interviewer are all capable of being learned. The first two skills are common to all types of interview – questioning and listening. These two investigative skills are inseparable; one supports and reinforces the other. For trainers these skills are crucial not only at the stage of identifying training needs but also during instruction and evaluation. Many trainers who recognise that the ability to talk well is vital often underestimate the importance of questioning and listening. Hearing, which is an ability that may be difficult to improve, is not the same as listening which is a skill that can be significantly enhanced by training. Questioning is something that everyone can do, but which some people learn to do much more effectively than others. In an interview to determine training needs, the interviewer may be delving into very emotive and sensitive areas. To ensure that the interviewee feels comfortable in talking about these issues, the interviewer must appear to be listening. To ensure that full understanding is attained, the interviewer must not only appear to listen, but must actually do so with real concentration. †¢Job and Task Analysis There are many reasons for analyzing jobs and tasks. One common reason is to provide a basis for job evaluation; another is to be precise about requirements in a selection situation. There are also many different systems of analysis. Some seem to generate a multitude of documents; others use highly involved and sophisticated methodology. Different types of analysis are: Job analysis; Task analysis; Skills analysis and Fault analysis. 5.0 TRANSFER OF TRAINING Be relevant, avoid difficult material. Transfer is more likely if systematic training and just in time training approaches are used. 5.1 Systematic Training We have to ensure that training is specifically designed, planned and implemented to meet defined needs. It is provided by people who know to train and the impact of training is evaluated. Systematic training follows five steps ADDIE) model. Effective training uses the systematic approach with an emphasis on skills analysis. The focus of training should be to develop transferable skills. The training should be evaluated on the basis of the extent to which it has achieved its purpose. 5.2 Just in Time Training It is delivered as close as possible to the time when the activity is taking place. The training will be based on an identification of the latest requirements, priorities and plans of the participants. 5.3 Types of Training Armstrong (2012), indicates that training programs or events can be concerned with any of the following: †¢Manual skills including apprenticeship †¢Information Technology(IT) skills †¢Team leader or supervisory training †¢Management training †¢Interpersonal skills such as leadership, teambuilding and group dynamics †¢Personal skills for example assertiveness, coaching, communicating and time management. †¢Training in organizational procedures or practices such as induction, health and safety, performance management, equal opportunity  or managing diversity policy and practice. 6.0 IMPLEMENTING TRAINING PROGRAMS (TRAINING METHODS) 6.1 On the Job Training On-the-job training is training that takes place while employees are actually working. It means that skills can be gained while trainees are carrying out their jobs. This benefits both employees and the business. Employees learn in the real work environment and gain experience dealing with the tasks and challenges that they will meet during a normal working day. The business benefits by ensuring that the training is specific to the job. It also does not have to meet the additional costs of providing off-the-job training or losing working time. Requirements for effective On the Job Training (OJT) programs by (CIDP 2008a) †¢A policy statement that describes the purpose of OJT and emphasizes the company’s support for it. †¢A clear specification of who is accountable for conducting OJT. If managers conduct OJT, this is mentioned in their job descriptions and is part of their performance evaluation †¢A thorough review of OJT practices (program content, types of jobs, length of program, cost savings) at other companies in similar industries. †¢Training of managers and peers in the principles of structured OJT †¢Availability of lesson plans, checklists, procedure manuals, training manuals, learning contracts and progress report forms for use by employees who conduct OJT †¢Evaluation of employees levels of basic skills (reading, computation, and writing) before OJT. The virtual classroom: This is another training technique as presented by Dessler (2011). It uses special collaboration software to enable multiple remote learners, using their PCs or laptops to participate in live audio and visual discussions, communicate via written text and learn via content such as PowerPoint slides. Informal learning: Informal learning occurs e.g. through capitalizing on work related discussions, for example, to place tools in strategic areas like cafeteria to take advantage of the work-related discussions taking place. Apprenticeship Training: An apprenticeship program combines on-the-job training with academic instruction for those entering the workforce. Also called dual-training programs because of the combined occupational and in-class components, apprenticeships help individuals put their academic skills to practical use in various careers. Whereas internships are often  short-term, rarely lasting more than a year, apprenticeships can last as many as four or five years. Apprenticeships also differ from internships in that most apprentices are paid, with salary increasing as the apprentice completes parts of the program.. Job Instruction Training: (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee’s supervisor but can be a co-worker. Lectures: Don’t start out on the wrong foot. For instance, don’t open with an irrelevant joke or by saying something like â€Å"I really don’t know why I was asked to speak here today.† Give your listeners signals if for example you have a list of items, start by saying something like, â€Å"There are four reasons why the sales reports are necessary†¦.the first†¦. Again be alert to your audience, maintain eye contact with your audience during your presentation, and break a long talk into a series of 5 minutes talks Programmed learning: It is a learning methodology or technique first proposed by the behaviorist B. F. Skinner in 1958. According to Skinner, the purpose of programmed learning is to â€Å"manage human learning under controlled conditions†. The medium can be a textbook, Personal Computer (PC), or internet. Programmed learning is a step by step, self learning method that consists of three parts: presenting questions and facts to the learner, allowing the person to respond, and providing the learner feedback on the accuracy of answers. The advantage is that it reduces training time Computer based training (CBT): A type of education in whic h the student learns by executing special training programs on a computer. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Training via the internet and learning portals. The training may include posting videos, written lectures or power point slides or sophisticated simulations. This method may be applied in colleges where the employer use internet based learning to training. Company’s also convey their employee training through their internal internet portals for example by contracting with service providers such as skill soft (www.skillsoft.com) or for health and safety training, pure safety (www.puresafety.com) to deliver online training courses to the firms employees. Mobile learning: This refers to delivering  of learning content on demand via devices like cell phones and i-phones whenever the learner wants to access it. Audiovisual and traditional distance learning techniques: Audiovisual tools including DVDs, films and closed circuit TV e.g. firms’ use various distance learning methods for training which may include traditional correspondence courses as well as video conferencing and internet based classes. Behavior modeling: It involves showing trainees the right (or Model) way of doing something, letting each person practice the right way to do it and providing feedback regarding performance. The basic behavior modeling procedure is: †¢Modeling: first trainee watch DVDs, showing model persons behaving effectively in a problem situation. †¢Role playing: the trainees are given roles to play in a stimulated situation. †¢Social reinforcement: the trainer provides praises and constructive feedback based on the trainee performs in the role play. †¢Transfer of training: finally trainees are encouraged to apply their new skills when they are back on their jobs In summary: Training and development applies both On-the-job and Off-the-Job training methods On the Job Training Methods: On the job training takes various forms including apprenticeships, job rotation, creation of assistant to positions, orientation, delegation, vestibule training, promotion and transfers and self directed training programs Off the Job Training Methods include training by management institutions, lectures, seminars and conference, case study, brainstorming, management games and role playing 6.1 Advantages of Off-the-job Training method †¢Non production error: the employees are trained outside the work environment therefore they are not involved in production process as in on the job training method. †¢Economy: A large group of trainees are trained simultaneously at a time. †¢Free on production: when the trainees are not involved in production process, the production activities can be carried without any interruption hence, it runs freely, moreover, costly errors and injurious can be avoided †¢Less time of training: training will take less time because the trainees are not involved in production. †¢It is free from pressures of working environment †¢Risk free of damaging organization’s valuable equipment. This is because  they are not trained using organization’s facilities. †¢Off- the- job development techniques remove individuals from the stresses and ongoing demands of the work place, enabling them focus fully on the learning experience. In addition they provide opportunities for meeting people from other departments or organizations. Thus individuals are exposed to useful new ideas and experiences while they make potentially useful contacts. 6.2 Disadvantages of Off-the-job training method †¢Lack of feedback: there is lack of feedback to employees because they are trained away from the organization work environment. †¢Expensive: organization has to prepare extra place for training outside the actual environment. †¢No production: employees are kept away from the actual work place, thus the organization bears cost without output. †¢Outside the work station: employees are unknown with actual machines and equipment thus transfer of training is sometimes difficult. †¢Not effective: as employees are trained in an artificial classroom they are unfamiliar with actual environment as result of which it requires long time for them to learn. 6.3 Advantages of On-the-Job Training Method †¢Organization doesn’t have to pay a training company or college therefore it is less costly. †¢Senior highly skilled and experienced staff can teach new staff the exact skills needed for a particular job †¢The business can acquire an experience in house training team hence no need for trainees to adjust to real work situations and trainers †¢It builds relationships/bonds between learner/teacher in the work place. 6.4 Disadvantages of On-the-Job Training Method †¢Productivity can be interrupted †¢Senior highly skilled and experienced staff has to leave their job to teach/train. †¢Skills learned are job specific leaving staff less flexible to changing roles. †¢Working environment can be busy, noisy and not conducive for learning. †¢It may lead to high rate of spoilage of material and damage of valuable equipment 7.0 IMPLEMENTING MANAGEMENT DEVELOPMENT PROGRAMS Management Development and training is any attempt to improve managerial performance by imparting knowledge, changing attitudes or increasing skills. It thus includes in-house programs such as courses, coaching and rotational assignments, professional programs such as management seminars and university programs such as executive MBA programs. The ultimate aim of such development programs is to enhance the future performance of the organization itself. For this reason the overall management development process ideally consists of assessing the company’s needs for example to fill the future executive openings, appraising the managers’ performance and then developing managers themselves (CIDP 2008a). The program should make sense in terms of the company’s strategy and goals. This means involving top management in formulating the program’s aims and in specifying competencies and knowledge outcomes. The most popular development methods include classroom based learning, executive coaching, 360-degree feedback, action learning, mentoring and job rotation. 7.1 The Management Development Process It includes assessing the company’s strategic needs for example to fill future executive openings or to boost competitiveness, appraising managers’ current performance and developing the managers and future managers. Development programs aim to fill specific positions, such as CEO, for example, GE Caterpillar Company spent years developing, testing, and watching potential replacements for CEO before finally choosing Jeffrey Immelt (Dessler 2011). In any case, assessment is usually part of development programs. 8.0 METHODS OF MANAGEMENT TRAINING PROGRAMS 8.1 On-the-Job Methods On the job methods are usually preferred in management development programs. Often such training is informal. The supervisor trains the worker as he performs the work. David (2009), says there are four major on-the-job development methods: †¢Coaching/understudy Approach: here the trainee works directly with senior manager or with a person he or she is to replace. The training of mangers by his or her immediate supervisors- is by far the most effective management development technique; unfortunately, many managers are either unable or unwilling to coach those they supervise. On- the job  coaching must be tempered with considerable restraint- managers who cannot develop unless they are allowed to work out problems in their own way. †¢Job rotation: It involves shifting mangers from position to position so they can broaden their experience and familiarize themselves with various aspects of the firms operations.The trainee can be a recent college graduate, and spend several months in each department, learning the department’s business by actually doing it. Or can be a senior manager being groomed for CEO by being exposed to a range of domestic and foreign challenges.   †¢Training positions: Trainees are given staff posts immediately under an experienced manager, often with the title of assistant. Such assignments give trainees a chance to work with and model themselves after outstanding managers who might otherwise have little contact with them. †¢Planned work activities: This involves, giving trainees important work assignments to develop their experience and ability. Trainees may be asked to head a task force or participate in an important committee meeting. Such experiences help them gain insight into how organizations operate and also improve their human relations. 8.2 Off-the-Job Methods The most common off the job development methods are in-house classroom instruction and management development programs sponsored by universities and organizations such as American Management association. Almost every management development program includes some form of classroom instruction in which specialists from inside or outside the organization teach trainees a particular subject. Classroom instruction is often supplemented, with case studies, role playing and business games or simulations. For example managers may be asked to play roles on both sides in simulated labor- management dispute. Some organizations send selected employees to university-sponsored management programs. Many major universities have such programs, which range in length from one week to three or more. Off-the-Job Management Training and Development Techniques †¢The case study Method: The case study method presents a trainee with a written description of an organizational problem. The trainee then analyses the case, diagnoses the problem and presents his or her findings and solutions in a discussion with other trainees. E.g. crime investigation, u  can write a script showing all the procedures. The scenario aim is to develop specific training skills, such as interviewing witnesses. †¢Management games: Management games are effective; people learn best by being involved. With computerized management games trainees divide into five or six person groups each of which competes with the others in simulated marketplace. Each group must decide for example how much to spend on advertising, how much to produce, how much inventory and how many of which product to produce. Thus they make computerized decisions. †¢Outside seminars: Many universities and companies offer web-based and traditional classroom management development seminars and conferences. E.g. specialized associations such as Society of Human Resource Management, provide specialized seminars for their professional members. †¢University related programs: Many universities provide executive education and continuing education programs in leadership, supervision etc. these can range 1 to 4 day programs to execute development programs lasting 1 to 4 months. The advanced Management Program of Harvard’s graduate school of Business administration is a well known example according to (Dessler 2011). Students are experienced managers from around the world. The school uses cases and lectures to provide them with the latest management skills. †¢Role playing: The aim of role playing is to create a realistic situation and then have the trainees assume the parts or roles of specific persons in that situation. The role play can trigger the discussions among the role players/trainees. The aim is to develop trainees’ skills in areas like leadership and delegating. †¢Corporate Universities: Many universities particularly the larger ones establish in-house development centers; IBM is one of the examples. In-house development centers typically offer a catalogue of courses and programs aimed at supporting the employers, management training and development program providers and web-based education portals to create packages of programs and materials. For example Brain and Company, a management consulting firm, has such a web based virtual university for its employees. It provides a means not only for coordinating all the company’s training efforts but also for delivering web based modules and cover topics from strategic management to mentoring. †¢Executive Coaches: Firms retain executive coaches to develop their top managers’ effectiveness. An executive coach is an outside consultant who questions the executive boss, peers,  subordinates and sometimes family in order to identify the executive’s strengths and weaknesses and counsel the executive so he or she can capitalize on those strengths and overcome the weaknesses. †¢The Society for Human Resource Management (SHRM) Learning System: SHRM, encourages HR professionals to qualify for certification by taking examinations. The society offers several preparatory training programs. The self-study option includes text and DVD. The college/university option provides classroom interaction with instructors and other students. 8.3 Other Methods †¢Panel Discussion †¢Skill Practice †¢Problem-Solving Activity †¢Questionnaire †¢Role Play †¢Physical Continuum †¢Presentation †¢Synergy Activity †¢Lecturette †¢Observation †¢Project †¢Fishbowl †¢Full-Group Discussion †¢Experiential Activity †¢Feedback Activity †¢Story †¢Inter-group Discussion or Exchange †¢Interviewing †¢Index Card Match †¢Information Sear †¢Anonymous card †¢Demonstration †¢Dyadic Discussion or Exchange †¢Games †¢Group Inquiry †¢Contracting †¢Creative Activity †¢Checklist †¢Closing Circle †¢Brainstorming †¢Case Study †¢Reference †¢Trio Discussion or Exchange †¢Writing Task †¢Self-Assessment and Self-Evaluation †¢Small Group Discussion †¢Whip †¢Peer Consultation †¢Peer Teaching †¢Simulation †¢Read and Discuss †¢Read and Teach Group †¢Mental Imagery 9.0 CONCLUSION Organizations make arrangement for development of its executives so as to improve efficiency of management. Managers need generalized knowledge in lieu of technical skills on particular job. Therefore, training of executives is often known as development. It is good to focus both on Training and development to ensure that our team members are able to perform to the best of their ability, not only in short term (their current job) but also in the long term (their future careers). REFERENCES Bernardin, H. J. (2010). Human Resource Management: An Experiential Approach.5th Ed. New York: McGraw-Hill. Dale Carnegie and Associates (2006), Managing Through People, New York, USA David M.(2009), Human Resource Development. UK. Oxford University Press. Dessler G. (2011), Human resource Management. 12Th Ed, USA, Florida International University Prentice Hall. Dessler, G. (2011). A Framework for Human resource Management. 6th Ed. Delhi: Dorling Kndersley. Kisire, S. J. (2009). Simple Revision Guide Human Resource Management. Nairobi: Bernard Bongo DPW. Noe A.R. (2002), employee training and development 2nd ed. New York, McGraw-Hill. Swart Juani et al (2005) Human resource Development: Strategy and Tactic: UK, Jordan Hill Oxford. Stoner A et al (2009), Management 6th edition, Pearson Education, New Delhi. Williams, S. (2009). Human Resource Management. New York: Oxford University. Wright M. P et al, (2003), Human Resource Management,Ggaining a Competitive Advantage. New York, McGraw-Hill Irwin. CIDP (2008a), Developing Senior Managers’ Fact Sheet (revised in January 2008). CIPD (2008b) Management Development Fact Sheet (revised February 2008)

The Monkey’s Paw: the Light Footprint of British History

The Monkey's Paw: The Light Footprint of British History by M. Lutfi / 1104391 Written in 1906, â€Å"The Monkey's Paw† is a story about Whites' family who received a dried â€Å"monkey's paw†, dubbed as a magical item which will grant their three wishes, from one of their friend, Sergeant-Major Morris. Taking it as a joke, they wished for two hundred pounds, which they later get in the expense of the death of their son, Herbert. Hopeless, they then wished for their son to come back into life, only to realize that those wish won't become true.This story is particularly interesting because the author chose to portray the life of an average English family life, and how they deal with issues such as death of a family member, while still talking about the larger issues in the Victorian age, such as Industrial Revolution, the belief to the spiritual or mythical deity, and cultural issues related to the imperialism. In the start of this story, the reader is presented with the visit of Sergeant-Major Morris to the Whites' family villa, with a â€Å"souvenir† which happened to be a â€Å"magic† monkey's paw from India.After this scene, readers can infer that there's a cultural exchange from the colonized country (as India is one of the country that was colonized by England). The â€Å"magic† monkey paw might be a souvenir or a charm given by locals – at that age, giving a charm to people going overseas was considered to be a symbol of tribute. By accepting the paw, Sergeant-Major Morris successfully brought a piece of Indian culture relic to the UK, and it also could be read as the writer's attempt to say that behind the colonialism, there's some hope of peace and understanding left.Then the story moves forward to the act in which they doubted the effect of the charm. The act could be read as an attempt to introduce how people tend to question the spiritual belief system. In the age where new ideas, founding in science, and inn ovations were praised a lot, people started to question everything – how things work, how the earth functions, and so on. Peoples tend to believe things when they see the â€Å"proof†, especially when the social situation also pledged uncertainty. After they wished to the monkey's paw, they had their wish come true, but in the expense of their son passed away.If the readers read critically to the story, they can find two issues being addressed here by the writer; how one's life revolves, and another bigger issue: the darker side of Industrial Revolution. From the aforementioned scene, the writer hides the message about how one's life revolve; we gain one thing in our life, then we also lose another. You can't be greedy and wish for everything in this life to be picture-perfect; it's a given. This way, the writer addressed, and criticized, eloquently the greediness of imperialists. Another thing to note from this scene is that the Industrial Revolution is not all that f riendly to the humanity.The movement, which starts in the middle of 19th century and ends before World War, is a movement which focused to change the manufacturing process from manual to automatic, using machines to achieve such goal. However, it caused significant damage to the society and labor issues is not an exception. Lots of people became victim; either became dead, lost their job, or got below-average wages. In this story, the cruelness of Industrial Revolution is depicted subtly, but it did leave an impression to the readers. The story reached its end by the couple wishing their son come back into life to the monkey's paw, but their wish was unfulfilled.In this scene, it can be concurred that the writer's trying to remind people to remain rational when times went rough – doing irrational things won't help the situation at all, as depicted in this scene. â€Å"The Monkey's Paw† is a good read for those interested in the British history. The story flows nicely, the character was depicted vividly, and the diction is not too hard to understand. The issues discussed here are also explained in a way that won't make anyone frown, even though the story talks about one of the darkest part of the world history.

Children Growing Up in a Violent family - Free Essay Example

Sample details Pages: 14 Words: 4161 Downloads: 2 Date added: 2017/06/26 Category Statistics Essay Type Argumentative essay Tags: Children Essay Domestic Violence Essay Family Essay Did you like this example? The effects of domestic violence on children and how they could be protected 2. Chapter 1 Don’t waste time! Our writers will create an original "Children Growing Up in a Violent family" essay for you Create order 1.1 Introduction This thesis highlights the instances of domestic violence at home and its effects on children. The social, psychological, physical and emotional impact of domestic violence could be studied from a broad perspective although domestic violence has a significant effect on children and especially in their psychological development and the way they react to their social world at a later stage of life. The thesis discusses how children could be protected from domestic violence and what are the measures that the government or social organizations could take to control or stop domestic violence. The description of domestic violence in all dimensions is followed by an analysis of the different types of domestic violence and who are the people affected by domestic violence or how domestic violence could have an impact on the children. The long term and short term influences of domestic violence are studied after a careful analysis of research papers. 3. Chapter 2 2.1 Background Domestic violence is threatening behavior or some sort of violence or abuse between adults who are or were in relationships as also violence between family members and could affect anyone irrespective of gender, age, ethnicity or sexuality. Domestic violence could be psychological or physical, sexual or emotional or even financial. It could range from forced marriage and genital mutilation to physical abuse and assault. Domestic violence usually takes place within intimate family type relationships and could form a pattern of coercive and controlling behavior in which one family member of partner tries to control the other family members or partner. Domestic violence can mean a range of behaviors and some may not be typically violent and could fall under domestic abuse. Research has indicated that one in four women face domestic violence in their lifetime and usually happens when the abuser has a desire for power and control over their partner. Domestic violence can be life threateni ng and could be harmful to the lives of men and women if their partners are engaged in repetitive violence. Domestic violence is mainly carried out by men and experienced by women although it could be the other way round and there could be repeated physical or sexual assaults and this could result in injury or death. It has been projected that men could be violent towards their partners or might face violence although women get violent as an attempt towards self defence as they try to move out of controlling behavior. Domestic violence has a direct adverse effect on the children in a family and more than 75% children are considered at risk when they have abusive parents in their family. Children are also sometimes abused by the family member. Domestic violence exists within all kinds of relationships and in some cases older children could get violent or abusive towards their parents and so the equation between the parent and child could be abusive both ways and in either case there are possibilities of domestic violence. Some common factors have been identified in defining the experiences of abusive relationships and identifying these factors could help in preventing the abuse. Domestic violence could take many forms of destructive criticism and verbal abuse as in threatening, mocking, abusing and name calling. Abusers also use pressure tactics and could give threats or could break trust by being in other relationships or withhold information, show disrespect or could subject their victim to isolation and harassment. Physical and sexual violence are the usual forms of domestic violence although verbal attacks are most common. Domestic violence could affect anyone regardless of age, gender or social background or ethnicity and it could happen at any stage of a relationship and incidents of domestic violence could become increasingly severe over time. Domestic abuse is a result of the desire for power or control and could directly cause or be caused by individual experiences. The responses of society are contributory factors in domestic violence although men can easily get away with it. Domestic violence would have direct impact on children and there could be both long term and short term impact on children. Developmental perspectives could consider direct or indirect abuse effects on infants and adolescents, school age children and teenagers. The next part of the review highlights domestic violence and its impact on children as noted in literature review and research studies. The Impact of Domestic Violence on Children 2.2 Developmental Perspective 2.3 Short and Long term impact 2.4 Impact of intimate partner abuse on Children The developmental perspectives of domestic violence could be studied by measuring the impact of violence on children, infants, toddlers, adolescents and teenagers and would also suggest how the impact differs in each case. The short and long term impact of domestic violence could also be analyzed and in case of children the long term effects are usually mental illness or psychological problems, chronic health problems and in some cases poverty and homelessness. Developmental Perspectives Kennedy et al (2010) studied the clinical and adaptive features of juvenile offenders who were violent towards their parents and compared this with children who had no history of violence against their parents and the groups were compared on mental health issues, relation ship findings and intellectual abilities. Children who face domestic abuse are more likely to show gang behaviors and could have trouble relating to parents and other members. There were no significant differences noted in emotional symptoms and in personal adjustments. In the context of domestic violence, Lapierre (2010) studied mothering and womens experience of mothering and how this was related to domestic violence. There seems to be a lack of research on womens experiences in mothering in the context of domestic violence and this study highlights the difficulties that abused women face during mothering. The author argued that motherhood itself could pose a challenge as difficulties of interaction arise within broader situations. Women have at the same time increased responsibilities to motherhood and loss of control over their children and therefore this would be a major challenge. Mothers are required to be vocal about their concerns as intimate partner violence faced by mothers would affect not just them but also the well being of their children ho may be exposed to the violence and its after effects (Rhodes et al, 2010). In a study with 39 adult women, mothers raised concerns on the negative effects of partner violence on their children. In discussions on the barriers to prevent violence and abuse by partners, the victims expressed their conflicts and how children could facilitate and inhibit leaving of an abusive relationship as the mothers could worry that children will be adversely affected if they remain in a violent family but could also be affected if they stay away from a family environment. This suggests that victims with children were always very conflicted as children could both facilitate and inhibit leaving relationships that are abusive. Mothers are thus in conflict as to whether they should spare their children from harmful effects of violence and leave or whether they should spare their children from any instability caused by separation or divorce. The mothers also suggested that fear of involvement of child protection services prevented them from seeking help with social service agencies. Social service agencies will have to understand the conflicts faced by mothers and should be able to help them. There could be individual differences and personality patterns that would suggest why some children show unstable behavior when exposed to domestic violence and why some other children are more resilient (Howell, et al 2010). Resilience was characterised by emotional regulation and prosocial skills, and was studied by a research group who observed mothers and their 4 to 6 year old children. The study suggested that better parenting, fewer maternal mental health problems and less severe exposure to violence could predict better emotional regulation and prosocial skills and this was negatively correlated with maladaptive child behaviors. Gardner noted the experience of children who live in families affected by domestic violence and collected information on children who continued to remain in parental home after child maltreatment (Gardner et al, 2009). There is a high policy oriented interest in domestic violence and is an important aspect of child mal treatment concerns. There are how ever several challenges inherent in the interaction of domestic violence and this could affect outcomes of how children are treated by family members and social service agencies. Short Term and Long Term consequences of domestic violence Domestic violence now has greater recognition in public policies in the United Kingdom. Devaney (2009) suggests that more than 1 million children may have been exposed to domestic violence that are perpetrated by adults family members. This sort of violence could have short term and long term consequences and could affect the social and emotional adjustment of the children. As male perpetrators of domestic violence are not held to account, the children will have to be given special care and protection by social services. It is however suggested that it is the women s responsibility to protect their child from any harm and this is done when they either leave or force their partner to leave. Devaney suggests that the women of the household are held responsible for having to protect their children and typically they are expected to leave or force their partners to leave and women are also responsible for making men realize their responsibilities as father and also by making them account able for their behavior. External environment, the causes and immediate correlates of psychological problems in children are considered although Carrell and Hoekstra (2010) suggested that measuring data could have its methodological limitations. However the authors tried to correlate childrens school records with cases of domestic violence to estimate the negative effects of domestic abuse. The results from the study indicated that children from troubled families could have decreasing grades and along with falling grades there is a possibility of misbehavior in the classroom. Achievement scores are however affected by family differences so domestic violence could not be the only factor for determining grades but the family environment is also important. In many cases when women face domestic violence at home they are asked to stay with their husbands for the children. Although Emery (2009) suggests that the concept of marriage could benefit men, women and children. The relationship between marital stability, husband violence, and childrens behavior problems was studied and the married women who reported husband violence also indicated child behavioural problems although this negative behavior reduced when violence was controlled. Witnessing, participating or being subject to domestic violence would all have negative consequence and especially adverse consequences for children. There are socio demographic correlates of children who witness domestic violence and this could have an association with mental disorders both as children and as adults (Meltzer et al, 2009). The traumatic effects of experiencing domestic violence were found to be related to biographic, socio-demographic and socio-economic characteristics and the report stated that at least 4% of children are regularly subject to domestic abuse. The factors hat could cause greater likelihood of domestic violence would be mixed ethnicity, physical disorder, several children in family, divorced parents, living in rented accommodation, poor neighbourhoods, the mothers emotional state and family dysfunction. A greater likelihood of the child witnessing domestic violence has been associated with conduct disorder although this was not associated with emotiona l disorders and there has been an association of domestic violence and emotional disorders so that with witnessing of domestic violence social workers and policy makers could identify the needs of the children who witness domestic violence. Impact of Domestic Violence on Children Young people caught in negative family experiences could be adversely affected by gap in knowledge of issues related to domestic abuse (Templeton et al 2009). Young people sometimes create the circumstances they live in and in the study by Templeton 8 young people were interviewed from five families (Templeton et al 2009). It has been suggested that research in which the opinion of young people are taken directly would be needed and in this case data from five families helped understand the lives of young people who lived with parental alcohol misuse and violence. Links have been found between parental drinking and domestic abuse with verbal aggression and physical violence. The young people noted a range of strategies in which they tried to cope with their home environments and one of the ways they received support was from friends, family and other professionals. The practice and policy responses for children living in family environments will have to be changed significantly. It has been suggested that intimate partner violence is not just a distinct and unitary phenomenon and could be differentiated according to partner dynamics, context and consequences and the four patterns of violence described are coercive controlling violence, violent resistance, situational couple violence and separated instigated violence (Kelly et al, 2008). Gender symmetry and asymmetry in intimate partner violence could be studied although there would be methodological limitations. Differentiation in the different types of domestic violence would be possible with procedures as explained in family, criminal courts with characteristics of different types of partner violence. Parenting plans tend to ensure outcomes for children and parent child relationships. Spilsbury et al (2008) discussed adjustment problems in community program samples with the school children being exposed to domestic violence. Children with internalizing and externalizing problems are the majority in domesti c violence cases although children could also have externalizing problem without internalizing problem. However there are a small group of children with internalizing problems only. The demographic and violence characteristics showed that profiles of domestic violence and children affected by it could differ by child gender, mothers education, childrens lifetime exposure to violence and contacts with community programs (Spilsbury et al, 2008). When children are exposed to domestic violence the focus becomes child neglect according to jurisdictions and DAmbrosio (2008) suggests that not all domestic violence is the same and not all families are affected with domestic violence issues. The several factors of domestic violence could be the frequency and intensity of violence, the frequency and intensity of childs exposure to violence, the family members unique experiences and characteristics. The parents who participate in counselling services help in the promotion of health and safety of their children and also support removal of children from any exposure to domestic violence. Child protection agencies examines domestic violence and also helps in mitigating the effects of childs exposure to domestic violence and in some cases could provide an opinion for or against removal of children from homes exposed to domestic violence. In advanced welfare states, the abuse of mothers by their adolescent male children has been found to be prevalent (Hunter et al, 2010). However as Hunter el al claim, mother to child abuse remains a very under researched form of family and domestic violence and not much is studied about child to parent violence and usually it is the other way round. There are issues of stigma or shame when children are violent with their parents and studies on this usually focus on the interventions that could deal with anti social behavior and adolescent violence towards mothers is a prevalent issue. This brings in the different disciplines of youth justice, child welfare and domestic violence into focus and the behavior of children and young people towards their mother could highlight issues of responsibility. However there is also a failure of service providers to respond to such destructive forms of intimate interpersonal violence. In another study that showed resilience among children who were exposed to domestic violence, mother-child dyads were examined when the children were 2-4 years of age. The study suggested that the young children who were exposed to domestic violence were more likely than the other group who were not exposed to domestic violence to show symptoms of internalizing and externalizing problems (Martinez-Torteya, 2009). However among the children who were exposed to domestic violence, 54% showed positive adaptation and non depressed mothers and thus greater resilience when compared with their non resilient counterparts. Domestic violence on a prolonged basis was associated with maternal depression, difficult child temperament and internalizing or externalizing symptoms. Heterogeneous outcomes among children exposed to domestic violence would involve influence on childrens adaptation. The perspectives of individuals and their relationships with each other and their lives and identity have been examined by Castelino (2009) and the focus was on family violence intervention programs. The study was on mens behavior change as they worked closely with their partners or children for their own safety. Within this organizational context, the childrens experiences at home with domestic violence have not been explored and although there is a framework for engaging in therapeutic work, the context of family violence tends to highlight work exploring safety and well being along with the complexity of family environment. The childrens experiences in domestic violence situations have been considered as significantly important. Berrick (2009) has argued that child welfare in the US is in a state of crisis and intense family problems such as drug addiction, domestic violence and criminal behavior bring greater problems to child behavior. When children are however removed from thei r homes they could be in a state of impermanence or transience without being in a stable family. Childrens well being and health should not be compromised in extended family relationships and the governments role is important in defining the vulnerability of childrens lives. Children are prevented from ill-treating their parents and this is done by placing them with carers also as Berrick argues these carers may not meet the qualifications for providing adequate care. However the primary mission of children would be an emphasis on protecting children who have been harmed by parents. The impact of exposure to domestic violence could be studied in terms of effects on health and well being of children and young people and Holt (2008) studied the impact of domestic violence across separate and interrelated domains as in domestic violence exposure and child abuse, impact on parental capacity, impact on child and adolescent development and exposure to additional adversities (Holt, 2008). The practices that would best suit childrens needs have also been highlighted. Holts study used databases through an 11 year framework and the results suggested that children and adolescents living with domestic violence could face increased risks of emotional and behavioural problems and could experience physical and sexual abuse with the presence of adverse conditions at home. The protective factors that could possibly reduce the impact of domestic violence on children would a strong and supportive relationship with one parent and in most cases it is the mother who provides support to children who may be facing emotional problems although in some cases the children are best removed from the home and given separate shelters by the social service providers. Children and young people are affected emotionally and behaviourally when they face domestic violence and the effects could be long term and would continue to ensure safety of the children. Children also construct their own social world and timely and individualized personalized responses have been considered as more appropriate. Timely and appropriate individually tailored responses to build resilience in the childs life could mean significant implications for responses. The relationship between domestic violence and different forms of child abuse show that exposure to domestic abuse could have different levels of impact on children and some children are more vulnerable than others and there could be potentially very harmful emotional, behavioural and physical effects in such children. The protective factors that could influence impact of exposure and outcomes for the child would suggest the need for a holistic child centred approach to service delivery and for this there is a need to focus on the assessment as well as the need to understand the individual childs experience and how it would be necessary to be responsive to the childs individual needs. Chang et al (2008) studied the association of partner psychological abuse and child maltreatment after using a sample of mothers with children aged 0-17 years and the mothers were asked about the occurrence of neglectful or abusive behaviors towards their children or abusive behavior by their husbands and partners. Outcome measures for abuse could range from no abuse to mother as perpetrator, father as perpetrator, to both parents as perpetrators. The results indicated that children were at greater risk of maltreatment when parents psychologically abused each other although some factors which affected children were mothers level of education, child age and gender. When the father of the family abuses the mother, the impact on children is greater than when there is no psychological abuse. Partner psychological abuse is thus strongly related to maltreatment of the children and an increased risk of maltreatment was found with partner psychological abuse. Prevention of abuse is only poss ible with education about the serious impact of partner violence. Domestic violence and child welfare agencies should be aware of the link between partner psychological abuse and child maltreatment (Chang et al, 2008) and work towards identifying and alleviation of these problems. How professionals protect children from domestic violence. 2.5 Different services or interventions that can protect children Several social work and social service agencies are responsible for taking care of children especially children who are abused and the different interventions that can protect children from domestic violence highlight not just the complexities of social work practice but also child behavior. In a study by Healey and Darlington (2009), it was suggested that participation of children and parents in child protection service could be complex and sensitive in social work practice as children and parents would have different issues in child protection cases and could voice varied concerns. In most cases participation would be separate and distinct. Child protection policies are closely associated with prevention of domestic abuse and promoting direct participation of children is a sensitive issue in social work practice. The child protection legislation policies promote ideals of service user participation although the principles and methods of achieving participatory practices in child protection will have to be elaborated and identified. However as Healey (2009) claim, the methods for participating in child protection services are not well developed. Child protection could refer to child and family welfare services and the prevention of child abuse, including through domesti c abuse and possible neglect and the social service agencies seem to have a responsibility in protection of children in all contexts . The services included in child protection are family support, domestic violence, statutory child protection, child and family advocacy services and a participatory practice in child protection. A qualitative analysis of interviews with child protection services show five domains of child protection work and core principles of participatory practice as given by Healey et al, (2009). The potential of social workers to shift from child protection to child welfare practice would show how social workers respond to child care problems (CCPs). Hayes and Spratt (2009) examined the potential of social workers from child protection to child welfare practice orientation and related child care problems. Social service trusts have usually responded to social policy goals to balance the protection of children and meeting welfare needs through reducing child protection investigations. Social workers tend to address perceived child protection risks and tend to balance social policing and supportive functions in practice as given in Every Child Matters (Chief Secretary to the Treasury, 2003) Ferguson (2009) highlighted the core experience of doing social work and the emotions and challenges of accessing children in social services. The methodology of child protection suggests that home visit is ignored and the emphasis is on policy and practice texts that happens in inter agency collaboration. The primary problem in contemporary child protection services for social workers would be the process of meaningfully engage with children. The practice through sociology and psychodynamic social work theory provides an understanding of social work experience. The concept of containment suggest ways in which practitioners could provide child protection for the benefit of children and other service users. 2.6 Barriers to services- and how children can overcome that. Services and interventions that can protect children include social work child protection services, and some of the barriers to service in child protection would be lack or shortage of resources and lack of understanding how child protection works. Barriers to service could also be about lack of cooperation and the children could overcome the barriers by actively cooperating with the social services and the parents and children should be able work together to cooperate in child protection issues. All risks will have to be identified and the children and parents and other relevant service users will have to ensure that social services agencies are able to provide the right kind of protection to the children. If the children have problems with custody or staying at a place with high levels of domestic violence, the social services may well take legal help to have them relocated to other shelters which would be safer for the children if the home environment is not safe enough. 4- Chapter 3 3.1 Limitation or findings- Critiquing the researchers about good and bad on their findings according to their aims. 5. Chapter 4 4.1 Discussion 4.2 Conclusion