Shonquasia Intervention Case Study
Shonquasia responded well to the intervention Shonquasia continue to make progress towards her goals. Shonquasia stated that she some time find it difficult to make some decision due to fare of the end result. Shonquasia stated, allowing other to make decision your decisions and being easily influence by others. Shonquasia stated that her mom like to make decision for her and that make her very upset. Shonquasia stated that she is not a follower she is a leader.
QP assisted Maunica in identifying some of her emotions. QP explained to Maunica that there are different ways to react when a person feel different types of anger. QP read a scenario to Maunica in which a child expressed it anger at everyone regardless of the situation. QP asked Maunica if she thinks that the person in the scenario was reacting appropriately
Shonquasia stated that going to school make her upset, because she do not want to go. Shonquasia stated, that some of the kid in school make her angry because they talk about her. Shonquasia stated that she is a calm person sometimes. Shonquasia stated, that she smokes cigarettes, listens to music, talk on her cell phone and stay alone. Shonquasia stated, she has lied about her feelings, avoid the situation and compensate
“We all decry prejudice, yet are all prejudiced,” said Herbert Spencer, a famous philosopher. Prejudice is frequent everywhere and difficult to stop. It is very difficult to destroy something in someone’s mind, and it will inevitably be expressed through various methods with different degrees of subtlety. Any expression of this can hurt. Subsequently, in Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston, the main theme is that prejudice is everywhere, and can be of varying degrees.
I Finally sounded like myself in English” (Alvarez 5). At this point of time, Cukita knows that she is allowed to say her mind, and that her opinions can be spoken to others. Cukita’s father on the other hand, does not know this, “By now, my father was truly furious. I suppose it was bad enough I was rebelling, but here was my mother joining forces with me… He snatched my speech out of my hands, held it before my panicking eyes, a vengeful, mad look in his own, and then once, twice, three, four, countless times, he tore my prize to shreds” (Alvarez 7).
The novel “Speak”, written by Laurie Halse Anderson first published in the year 1999, deals with Melinda, an “outcast” (p. 4), who experiences her first year of high school while simultaneously trying to cope with the aftermath of sexual abuse during a party, which consists mainly of her not being able to speak. Since we are all aware of the fact that Melinda’s traumatic event led to a certain degree of dehumanization for her, the following words intend to focus on and elaborate Melinda’s struggle in school; how she views her teachers, her marks, her periods and to some degree also her peers and classmates. Starting right at the beginning Melinda enters her high school life with a healthy amount of prejudice. Probably having heard or
At her Japanese school she experienced even more of a disconnect between her two cultural heads, while at the school she was expected to behavior like a proper Japanese girl, she had to sit a certain way, respond in a certain manner, and bow when appropriate. This persona she took on during those few hours everyday clashed with her real personality, “Therefore promptly at five-thirty every day, I shed Nihon Gakko and returned with relief to an environment which was the only one real
She feels she has lost the ability to determine her future and her life. Moreover, she refuses to make friends with others, and “say[s] no to birthday parties, to roller-skating, to swimming at rec center, to
Although she does not offer subjective opinions on her experiences, these experiences clearly affect her in a negative manner. She attempts to disconnect herself from the world around her, but instead becomes a silent victim of the turmoil of the chaotic
In school again was the second time she faced an obstacle that stems from her race. This was known as opposition. It seems that educational facilities are the brunt of her problems. “At Pan American University, I and all Chicano students were required to take two speech classes. Their purpose: to get rid of our accents”.
Being not very good with words, he counted himself among those who didn 't believe in profuse colloquy, nevertheless, seeing her like that, he tried his best to express himself, very much afraid of the
It cannot be denied that one the most important aspects of life and it’s intricacies is the power of communication. Whether it be verbal or nonverbal, soft as a petal or harsh as a roaring rapid, communication is what allows humans to understand the complexities of each other. There seem to be thousands of techniques individuals integrate into their conversation to make it as meaningful and intelligent as possible, three of those being certain appeals-- Pathos; the appeal which motivates the audience to feel a certain emotion, in order to gain their approval. Ethos; the appeal which gives the audience trust and sense of reliability in the speaker, and finally Logos; which appeals to the serious, rational members in the audience--
In class we watched the movies Pariah, The breakfast club and Mean girls to see how they present expressive individualism. Bulman defined expressive individualism as “that strain of American individualism that values not material achievements, but the discovery of one’s unique identity and the freedom of individual self-expression” (Bulman, 2005). In the movie “Mean Girls” it’s about a girl named Cady who is new in a suburban high school. She moved there from Africa and has now the problem of facing the inequalities by social classes which are noticeable by expressive individualism.
While reading the story, you can tell in the narrators’ tone that she feels rejected and excluded. She is not happy and I’m sure, just like her family, she wonders “why her?” She is rejected and never accepted for who she really is. She is different. She’s not like anyone else
When she was around others she would talk differently than how she talks with her mother. “…all the forms of Standard English that I had learned in school and through book, the forms of English I did not use at home with my mother” (118). Throughout her story she refers to the English her mother speaks as “Broken English” because her mother would say sentences like “Why he don’t send me check, already two weeks ago, but it hasn’t arrived” (119). Her mother didn’t have much difficulty understanding or reading English. When Tan was younger, she would feel embarrassed when her mother would speak because many people couldn’t understand her well.
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