alternative dispute resolution in communities and indeed the modern society. But recently‚ customary law has been constantly inconsistent‚ thus making it inadequate to handle law and order in our societies. In this paper the inadequacy of customary law in coping with law and order would be discussed‚ showing clearly the factors that makes it inadequate. DEFINTION OF TERMS Customary law Abiola Sanni in ‘introduction to Nigeria legal method’ defined customary law as the customs accepted by members of a
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with change. Each character selects a unique way to cope with the family’s loss. By coping‚ the characters satisfy personal motives while simultaneously moving on with their lives. Coping mechanisms differ in the character’s emotional connection or “closeness” with death. Ranging from a strong emotional relationship to complete separation and dissociation‚ the “close” spectrum charts a character’s effectiveness in coping with death. As Faulkner addresses the idea of closeness he tests the constraints
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between this simulation and reality. It is the after effects of experiencing war‚ or similar terrors. Most soldiers fall victim to PTSD‚ and though some handle it successfully‚ many do not. Many studies have been conducted to solve the riddle of coping with PTSD‚ but few have delved into the realm of avoiding it. This is most likely due to the vast number of complications involved in the aspects of mental stability. One theme‚ however‚ has been the focus of many researchers: religion and spirituality
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Family Assessment Instructions 1. You need to select a family for this project. The family cannot be members of your family. Remember HIPAA! 2. Select a time to interview the family. You may receive up to 6 clinical hours for this assignment. 3. Use APA format. 4. The family assessment will be on a family of your choosing. 5. Follow the Friedman Family Assessment Model (short form) that will be given to you in class. Use the same form and do not leave any blanks. If the information is unknown
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A. FORMULATION Presenting Problem Lara is eight years of age‚ is the eldest of three children and the only one at school. Shehas presented with a range of problems. She has strong beliefs such as “I must do my best”‚ “I must not offend my teacher‚ parents or friends”‚ and “I must keep out of trouble”. These thoughts cause her to become terrified at just the thought of school‚ resulting in physiological symptoms such as heart palpitations and sweaty hands. Lara has been experiencing nightmares
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Focus: Zarius and his family will be able to recognize and verbalize how feelings are connected to display unhealthy behaviors. Ms. Smalls (MHP)‚ Mr. Ward (MHS)‚ Mr. Ryan Johnson (DSS worker) and Zarius discuss reports of Zarius’s defiant behaviors. Intervention: MHP listened to Mr. Johnson discuss transitional options with Zarius and observed Zarius non-verbal communication. MHP and Zarius process the information given from Mr. Johnson. MHP requested feedback from MHS and Mr. Johnson. MHP and
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and Pamela S. Wiegartz’ ‚Ph.D‚ article on “Nerves no more! Help and hope for your nerves” (2008) discusses possible ways of coping with generalized anxiety disorder by focusing on cognitive behavioural therapy (CBT). The authors focus on relaying knowledge to those who are suffering from these specific disorders‚ and target those who could benefit from use of these coping techniques.This article focuses on ways to eliminate anxiety‚ stress‚ and worry through CBT. Gyoerkoe and Wiegartz believe that
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very hard to calm down initially. He seems engulfed with such emotions that he seems possessed by something. He doesn’t seem like my sweet boy during this time! After talking with him and helping him find a coping skill that works for him‚ he seems to be my sweet boy again. His coping skills are counting to 10‚ talking about his feelings and video games. I can equate him calming to a bad spirits leaving him. This paper is about my reflection on Matthew 8:28-32. I will critically reflect on
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fears and concerns‚ and set goals *collaborate with the client to identify strengths such as the ability to relate the facts and to recognize the source of stressors *encourage the client to describe previous stressors and the coping mechanisms used *be supportive of coping behaviors; allow the client time to relax *provide opportunities for the client to discuss the meaning the situation might have for the client *assist the client to set realistic goals and identify personal skills and knowledge
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decreased following a psychosocial stressor. This model follows the formula present regarding the process of crisis intervention. The model consist of a three stage process that includes achieving contact‚ boiling down the problem to basics‚ and coping‚ and is most effective when used within four to six weeks of the stressor occurrence (Kanel‚ 2006). Caplan and Lindemann first conceptualized the crisis intervention approach in the 1940s (Caplan‚ 1964; Lindemann‚ 1944); others have since developed
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