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Questions On Disability & Grief – Savvy Essay Writers | savvyessaywriters.net

I. DISABILITY:

From the excerpt: “Far from the tree” by Andrew Solomon

1. Finish the sentence as someone who stigmatizes (w/o assuming that you do!): “Disabled individuals are ….. “ (what?)

2. Why do we stigmatize and devaluate people who are ill or disabled?

3. What is vertical identity? What is horizontal identity? Give examples.

4. Discuss the difference between identity and illness, in relation to disability. Give 2 examples. In relation to this – do our decisions to maximize health and avoid illness devalue those who are sick and different? If your answer is NO, try to imagine why some people claim that normalization surgeries (for example) could be experienced as devaluing or rejecting of the disabled…

5. Are parents of disabled children / caretakers more stressed out than regular parents? Are these families suffering more? What do you think? Which are possible risk and protective factors (resources) for these families?

Read slides 17-21 (and corresponding material in the textbook) and reflect on your position. Are you FOR or AGAINST termination of pregnancy based on the impairment of the foetus? Argue your position.

Read slides 22-23 (and corresponding material in the textbook) and reflect on your position. Should more countries make euthanasia for the severely disabled children legal? Why and why not?

II. GRIEF

Read “The Wrong One Died” by Irvin Yalom. Answer the following

1. How would you call the type of grief that Penny experienced? What type of grief is it? In other words, what adjective would you add to the word “grief” as experienced by Penny?

2. What are the symptoms and behaviors seen in Penny due to her loss?

3. What did the psychotherapist do with Penny, which helped therapeutically? What therapeutic interventions (even very small ones) you noticed?

4. One paragraph reflection over this case. What was your reaction to what you read? How did you like the therapeutic connection between the psychotherapist (Irvin Yalom) and Penny?

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Assignment: Semantic Views

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT;Assignment: Semantic Views

Week 4 – Assignment 2 Assignment 2: Practicum I Journal Entry 3 This is your third out of six journal assignments in this course. Write a 300–500-word journal entry covering the following: Identify two or three goals for this week that you have established for yourself related to Practicum I. Review and reflect on how you met these goals this week. Explain how you integrated two concepts or content areas from Week 4 into your practicum experience this week. Identify your area of greatest learning this week. Submit your journal entry to the Journal area by Tuesday, September 26, 2017. Name your journal entry SU_NSG6620_W4_A2_LastName_FirstInitial.

The semantic view of concepts suggests that concepts are abstract objects. In this view, concepts are abstract objects of a category out of a human’s mind rather than some mental representations. ^[6]

There is debate as to the relationship between concepts and natural language.^[4] However, it is necessary at least to begin by understanding that the concept “dog” is philosophically distinct from the things in the world grouped by this concept – or the reference class or extension.^[8] Concepts that can be equated to a single word are called “lexical concepts”.^[4]

Study of concepts and conceptual structure falls into the disciplines of linguistics, philosophy, psychology, and cognitive science.^[9]

In the simplest terms, a concept is a name or label that regards or treats an abstraction as if it had concrete or material existence, such as a person, a place, or a thing. It may represent a natural object that exists in the real world like a tree, an animal, a stone, etc. It may also name an artificial (man-made) object like a chair, computer, house, etc. Abstract ideas and knowledge domains such as freedom, equality, science, happiness, etc., are also symbolized by concepts. It is important to realize that a concept is merely a symbol, a representation of the abstraction. The word is not to be mistaken for the thing. For example, the word “moon” (a concept) is not the large, bright, shape-changing object up in the sky, but only represents that celestial object. Concepts are created (named) to describe, explain and capture reality as it is known and understood.

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