Personnel Suicide Prevention among Junior Enlisted and...

One of the leading causes of death in the U.S. military today is suicide. According to an article written by Kristina Wong on ABC News, â€Å"More than 2000 of them [military personnel] have killed themselves in the past decade, including last year [2010] compared with 153 in 2001.† (Wong, 2011). The suicide rates vary from branch to branch, and most likely to occur in veterans and active duty members ranking from enlisted to officers. There are many stressors that play a big role as to why some military personnel commit or attempt suicide; some of these stressors are problems at home and at work, failed relationships within family members or fellow co-workers, financial problems, trauma effects of before and after deployment, alcohol and drug†¦show more content†¦(Hughes, Ginnett, Curphy, 2008). Having knowledge about every personnel in his or her division, and an interaction between the leader and the follower will make things go smoothly in the workplace and can h elp one identify strange, if there is any, actions or behaviors done an individual. Serving in the U.S. military is not always easy; in fact, being in the military is a very challenging job because a lot of effort, patience, and hard work are necessary in order to accomplish a mission. Each personnel in the military must also learn how to cope and adapt on whatever situation they are involved in. Unfortunately, not many personnel have the ability to handle everything that is being thrown at them while serving in the military; thus, resulting to risk factors such as stress, depression, alcohol and drug abuse, failed relationships, and poor working performance that can sometimes lead to suicide. To prevent such issue from occurring, future military officer have to provide trainings for all personnel in his or her division. Training that will help raise awareness on all the personnel regarding warning signs on an individual’s behavior, knowledge about symptoms of suicide, stress /depression management, alcohol/drug prevention, and most importantly, a training that will brieflyShow MoreRelatedEssay Paper84499 Words   |  338 PagesArmy Regulation 600–20 Personnel–General Army Command Policy Rapid Action Revision (RAR) Issue Date: 20 September 2012 Headquarters Department of the Army Washington, DC 18 March 2008 UNCLASSIFIED SUMMARY of CHANGE AR 600–20 Army Command Policy This rapid action revision, dated 20 September 2012-o Updates policy for the administration of unit command climate surveys: adds requirement for personnel equivalent to company level commanders; updates timelines to withinRead More1000 Word Essay85965 Words   |  344 PagesSubstance Abuse Program ..................... 29 ACS - Army Community Service ........................... 32 ACES - Army Continuing Education Center ................... 34 AER - Army Emergency Relief ............................ 37 Army Sexual Assault Prevention and Response Program ........... 40 EO - Equal Opportunity ................................ 44 AFAP - Army Family Action Plan .......................... 48 ARC - Army Red Cross ................................. 50 Army Reenlistment / Retention ProgramRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesstylistic differences, what has not changed in several thousand years are the basic skills that lie at the heart of effective, satisfying, growth-producing human relationships. 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Positive Psychology - 634 Words

Palwasha khan Positive Reinforcement A particular type of behavior that refers as strengthening of one’s behavior by rewarding or encouraging for some act is called as positive reinforcement. When a favorable outcome or event or reward occurs after an action; it empowers the person for maintaining or shaping the behavior further (Cherry, 2011). The purpose of praise is to reinforce and increase positive behavior. For example, a teacher praised a student for getting ‘A’ grade or a worker got bonus for good performance in the company. Negative Reinforcement A particular type of behavior that refers to the development of a behavior as an outcome of avoiding a certain action is called as negative enforcement (Cherry, 20110. For†¦show more content†¦In such situation, a positive reinforcement would be more helpful to make him to do his work. Another example, a person remain awakes late night. He has to go office early in morning. But because of sleeping late, he wakes up late then he rush up to reach to work. In this regards he breaks the traffic signal and drives over the speed limit. He keeps repeating the things. Finally, he develops a behavior of breaking the traffic signals and diving over speed. He does so even when not required. He actually reinforced a negative behavior unknowingly. No one should reward wrong behavior because it leads to face further problems by the person, one is rewarding or one’s own self. Simply, one finding some behavior is annoying or not acceptable then he shouldn’t reward it. He can avoid it by familiarizing the other with consequences of his behavior or one should use negative punishment for stopping other from a wrong act. My Advice I would like to advice the teacher to work out with positive reinforcement in the case of child. I would suggest her to set a reward for him for doing work on time. Because in order to get reward, a child will try to do his homework and subsequently the habit of not doing assignment on time would be removed. References Gershoff, E. T. (2002). Corporal punishment by parents and associated child behavior and experiences: A meta-analysis and theoretical review. Psychological Bulletin, 128, 539 to 579 Cherry, K. (2011, AprilShow MoreRelatedPositive Psychology At Gable And Haidt1098 Words   |  5 PagesPositive psychology according to Gable and Haidt (2005) can be defined as â€Å"the study of the conditions and processes that contribute to the flourishing of people, groups and institutions† (p. 103). Similarly, it can be described as the study of human strength and virtue to understand positive and emotionally fulfilling behaviour (Sheldon King, 2001). There are three dimensions or levels of positive psychology which are based on aspects of our life experiences. 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The Impact of Music on Language Early Literacy: A Research Summary In Support of Kindermusik’s ABC Music Me The Impact of Music on Language Early Literacy: A Research Summary In Support of Kindermusik’s ABC Music Me Introduction Early childhood classroom teachers believe in the power of music to engage children. What scientifically based research supports the use of music and musical instruction to build early literacy skills? This research summary answers that question, providing support to educators who wish to integrate music and musical instruction into their early language and literacy programs in schools. This research summary reviews high-quality experimental studies conducted in classrooms with young children receiving music education, plus relevant brain research that focuses on the impact of musical instruction on the brain. We will write a custom essay sample on Papoer or any similar topic only for you Order Now The impact of music and musical instruction on early language and literacy development for young children is examined in the following areas: †¢ ReadingComprehensionandVerbalMemory †¢ ListeningSkills †¢ Vocabulary,includingforEnglishLanguageLearners †¢ PhonologicalandPhonemicAwareness †¢ WritingandPrintAwareness †¢ ImpactonChildrenwithDisabilities †¢ FamilyInvolvement The research summarized below provides strong support for including music and musical instruction in the earlychildhoodclassroom. Importantly,thisrecommendationismadenotjustforthevalueofthemusical experience itself, but also because of the impact music and musical instruction can have on young children’s development of language and early literacy. Music Instruction Reading Scores Linked Readingcomprehensionisseenasâ€Å"theessenceofreading†(Durkin,1993)andthedesiredoutcomeof reading instruction, including the focus of assessment on standardized reading tests starting in third grade. Comprehensionisdefinedasâ€Å"intentionalthinkingduringwhichmeaningisconstructedthroughinteractions betweentextandreader†(HarrisHodges,1995). Anumberofresearchstudieshavefoundthatchildrenwhoparticipateinmusicinstructiontendtoscorehigher on tests of reading comprehension than children who do not participate in musical instruction. †¢ Ameta-analysisof25correlationalstudies,someinvolvingsamplesizesofover500,000students, foundaâ€Å"strongandreliableassociation†betweenmusicinstructionandscoresontestsofreading comprehension(Butzlaff,2000). Astudyof4,739elementaryandmiddleschoolstudentsinfourregionsoftheUnitedStatesrevealed astrongrelationshipbetweenelementary(third-orfourth-grade)students’academicachievementas measuredbytestscoresandtheirparticipationinhigh-qualitymusicprograms(JohnsonMemmott, 2006). While these studies are appealing, one cannot conclude from correlational studies alone that the music instruction was the cause of the gains in reading scores. To a nswer that question, we turn to the experimental studies that involved pre- and post-testing of young children receiving classroom music education. Theauthorsofaclassicstudy(Hurwitzetal,1975)askedwhethermusictrainingimprovedreading performance in first grade children. The experimental group received musical instruction including listening to folk songs with an emphasis the listening for melodic and rhythmic elements. The control group consisted ofchildrenwhowerematchedinage,IQ,andsocioeconomicstatusandwhoreceivednospecialtreatment. Aftertraining,themusicgroupexhibitedsignificantlyhigherreadingscoresthandidthecontrolgroup,scoring inthe88thpercentileversusthe72ndpercentile. Moreover,continuedmusicaltrainingwasbeneficial;afteran additional year of musical training, the experimental group’s reading comprehension scores were still superior to the control group’s scores. These findings provide initial support for the view that musicinstructionfacilitatestheabilitytoread. More recent research focuses on the specific impact of music instruction on the subprocesses involved in successful reading. Researchersbelievethatmusicinstruction impacts a student’s brain functioning in processing language, which in turn impacts reading subprocesses like phonemic awareness and vocabulary. These subprocesses ultimately impact a student’s ability to read with comprehension. Music Instruction Improves Verbal Memory Research Into Practice: ABC Music Me Kindermusik’sABCMusicMehelpsteachers engage young children in language- and literacy-rich musical activities that include playful instruction in foundational music skills andinstrumentexploration. Researchsuggests that engaging young children in these types of musical activities are correlated with later success in reading comprehension. Anotherwayinwhichmusicinstructionmaypositivelyimpactreadingabilityisthroughincreasedverbal memory. The findings linking music training to verbal memory are important because verbal memory is essentialforreadingprintedwordswithcomprehension. Asreadingprogressestosentencesandtextsof greater lengths, verbal memory allows a child to retain material in memory as it is being read so that syntactic andsemanticanalysesnecessarytocomprehensioncanbeperformed. Verbalmemoryisessentialforall childrenlearningtoread(Brady,1991;StoneandBrady,1995),andpoorperformanceinverbalmemoryhas beenassociatedwithreadingdisabilitiesforyoungchildren(AckermanandDykman,1993;Cornwall,1992; Scarborough,1998). Recentbrainandpsychologicalresearchshowsthatmusicinstructioncanhaveapositiveimpactonverbal memory. †¢ Astudyofninety6-to15-year-oldboysfoundthatthosewithmusictraininghadsignificantlybetter verbal learning and retention abilities. The longer the duration of the music training, the better the verbalmemory(Ho,Cheung,Chan,2003). Afollow-upstudyconcludedthattheeffectwascausal. The authors suggest that the cause of the increase in verbal memory was neuroanatomical changes in the brains of children who were playing music. †¢ Anotherstudyfoundthatlearningtoplaya musical instrument enhances the brain’s ability Research Into Practice: ABC Music Me torememberwords. â€Å"Adultswithmusictraining ABCMusicMeengageschildreninactive in their childhood demonstrate better verbal music-making with a variety of musical memory,†accordingtostudyauthorChan. instruments both in the classroom and at Thisbrainresearchwith60adultsshowedthat home. Researchsuggeststhatthisearly musicians have enlarged left cranial temporal experience may improve children’s verbal regions of the brain, which is the area involved in memory, an important factor in successful processingheardinformation. Asaresult,people text comprehension for later stages of reading withmusictrainingcouldremember17%more development. verbal information than those without music training(Chanetal,1998). Music Helps Build Listening Skills â€Å"Learningtolistenisaprerequisitetolisteningtolearn,†stressesresearcherMayesky(1986). Listeningisthe first language mode that children acquire, and it provides a foundation for all aspects of language and reading development. Listeningisaverylargepartofschoollearning,withstudentsspendinganestimated50to75 percentofclassroomtimelisteningtotheteacher,tootherstudents,ortomedia(Smith,1992). Despitethefrequencyoflisteningactivityinclassrooms,listeningskillsarenotfrequentlytaughtexplicitly (HyslopTone,1988;Newton,1990). â€Å"Mostteachersteach,assumingthatbecausetheyaretalking,their studentsarelistening†(Swanson,1996). Asaresult,manychildrendonotacquirethelisteningskillsnecessary to acquire new knowledge and information. Too often listening is thought to be a natural skill that develops automatically, but in fact developing good listeningskillsrequiresexplicitinstruction. â€Å"Ifweexpectchildrentobecomegoodlisteners,†¦weneed to teach them to become activelisteners†(Jalongo, 1995). Directinstructioninlisteningskillsshouldinclude â€Å"lessonsdesignedtospecificallyteachandmodelthe skillsnecessaryforactivelistening†(Matheson,Moon Winiecki,2000). Anexperimentalstudywithyoung English language earners showed that focused listening instruction can benefit listening comprehension for childrenlearningasecondlanguage(GohTaib,2006). Musicalactivitiesarecitedbyresearchersaseffective experiences for building listening skills in the classroom (Hirt-Mannheimer,1995;Wolf,1992),forbothmainstream classrooms and classrooms with children who have disabilities. (HumpalWolf,2003). Research Into Pract ice: ABC Music Me EachunitofABCMusicMegiveschildren not only the opportunity to listen actively to music, but also includes focused listening activities using music, non-musical sounds, andlanguage. Classroomroutineshelp teachers focus children’s attention on listening todirections. Read-aloudstoriesandsongs give children opportunities to practice listening to extended discourse. Recentbrainresearch(Flohretal,1996)showsthatmusictrainingchangesandimprovesbrainfunctioning relatedtolistening. Anexperimentalstudywithchildrenages4to6providedmusictrainingfor25minutesfor 7weeks,andthenmeasuredbrainactivity. ThosechildrenwhohadreceivedmusicaltrainingproducedEEG frequencies associated with increased cognitive processing and greater relaxation. Music Can Build Vocabulary, including for English Language Learners Manyeducationalresearcherspromotemusicasawayto enhance vocabulary acquisition and comprehension, and emphasize music’s ability to engage children in instruction (FountasPinnell,1999;MillerCoen,1994;Page,1995; Smith,2000;Wiggins,2007). Accordingtoeducationalresearchers,thereissubstantial evidence that children acquire vocabulary incidentally byreadingandlisteningtooralstories(Krashen,1989). Duringthepreschoolyearsbeforechildrencanread, children rely exclusively on the oral language they listen to in order to acquire How to cite Papoer, Essay examples