Business Continuity Management & Its Critical Services and Functions Essay

Business Continuity Management and Its Critical Services and Functions - Essay Example As the paper features this century, organizations are at noteworthy dangers, which if not very much oversaw may end a business. Subsequently, there should be least authoritative necessities for any business congruity plan. The reason for existing is to improve business security through compelling debacle the board plans. Expanding necessities guarantees business endurance after a disaster. In any case, where the law requires a business to just exchange with different organizations in consistence with the guidelines, it would back off if not decimate a business in totality. The base necessities could likewise prompt conclusion of firms not in congruity with the law. What's more, chiefs could confront desperate outcomes after a catastrophe that would bring about interruption of the substances. The guidelines would be going about as a control to such administrations. While thinking of business congruity plans, catastrophe the executives and recuperation of an organization after emergencies drive the procedure. In such manner, different administration apparatuses face implementation. The absolute most significant exercises of the endeavor to focus on incorporate business security, the board of records, review, data framework, administration level understandings, among others. Every one of these parts are critical in guaranteeing the endurance of a business after a disaster.â

Importance of Scientific Knowlege for Students Essay

Significance of Scientific Knowlege for Students - Essay Example Information put together economies depend with respect to gifted mathematicians and researcher. Nonetheless, America's work power is maturing quick. It has been anticipated that in excess of 20% of researchers and mathematicians are probably going to resign continuously 2010 (Mac Iver 221). This is probably going to result to an inadequacy attributable to the way that less students are seeking after math and science as their professions. The circumstance is additionally intensified by the way that overseers and educators themselves don't have sufficient preparing, capability, apparatuses and aptitudes important for showing Science and Mathematics (Janelle p. 231). In the earlier decades, America has fallen behind in world rankings of countries with understudies procuring math and science degrees and in the creation of gifted specialists. Thusly, United States has been compelled to depend on different nations for talented specialists. For example, specialists are selected from distric ts, for example, Philippines, Sub-Saharan Africa and India. In addition, rising Asian countries like India and South Korea are winning affirmation in the advancement of programming, PC, electronic showcase and capacity innovations. Then again, reliance on science may make individuals unequipped for keeping up their ways of life on the off chance that they keep contingent upon the assets that current science offers, and substitute advancements may be inadequate or might introduce unimaginable dangers. Significance of Science Science and maths have a colossal effect on individuals' lives. They offer the establishment of a lot of contemporary innovation methods in materials, instruments that make work and lives simpler. On the off chance that science and innovation had in no way, shape or form been developed, the world would be incredibly unique. Today, individuals can see live activities in the solace of lounge rooms, convey to companions anyplace on the globe and send messages and different sorts of messages inside a couple of moments. Practically regular, clinical experts spare lives and are equipped for treating and restoring once life terrifying afflictions with the utilization of complex strategies, medications and gear. Disclosures made by researchers help to shape individuals' perspectives about themselves and the universe. From the old Egyptian's logical achievements, to the present changing of living being's inherited cosmetics, the improvement of logical information is a suffering wonder. Science Based Careers From the historical backdrop of humankind, information in math and science has consistently been improving and developing. A lot of what isolates the contemporary method of living from that of cavern abiding progenitors are the developments in science and its related field, arithmetic. Each calling accessible nowadays in United States and past needs some numerical and logical information. Preparing in humanistic investigations isn't almost adequate for a vocation. For example, in any event, cultivating has ended up being very unpredictable. Yields in agribusiness have ascended as researchers constantly grow progressively proficient manures and a superior cluster of plants. As time passes combined with various disclosures in math and science, dominance of new advancements is key to understudies and all constituents of the present

13 Components of Effective Alcohol Treatment Programs

13 Components of Effective Alcohol Treatment Programs More in Addiction Coping and Recovery Methods and Support Overcoming Addiction Personal Stories Alcohol Use Addictive Behaviors Drug Use Nicotine Use How can you tell if an alcohol treatment program or facility is effective? What are the components and ingredients of programs that get the best results? Ensuring Solutions to Alcohol Problems, a research-based project at George Washington University Medical Center, reviewed research literature and consulted with professionals in the treatment and rehabilitation industry to identify 13 active ingredients of effective alcohol treatment. Features of Effective Alcohol Treatment Early detection including screening and brief interventions (for non-dependent problem drinkers). The earlier treatment for drinking problems begins, the better the chance for success.Comprehensive Assessment and Individualized Treatment Plan: Treatment for alcoholism and drug abuse is not a one-size-fits-all proposition. Not all patients require the acute care approach.Care Management: Treatment programs need to be carefully managed every step of the way, sometimes involving family members and friends, from the initial assessment through continued follow-up after the intervention program ends.Individually Delivered, Proven Professional Interventions: Several interventions, based on different treatment philosophies, can be effective in reducing alcohol consumption depending on the patients gender, the severity of dependence and motivation to change. Effective treatment programs will offer more than one approach.Contracting With Patients: Also called contingency management or behavior contracting, contracting with patients to reward good behavior and to punish bad behavior can improve treatment outcomes.Social Skills Training: The basis for cognitive behavioral therapy, people with alcohol problems can be taught to recognize stressful situations, in which their drinking has been a problem in the past, and skills to help them cope with those situations.Medications: Medical treatments cannot cure drinking problems, but they can be combined with other interventions and therapies to produce a treatment that is even more effective.Specialized services for medical, psychiatric, employment or family problems. Treatment programs need to be targeted at the individual needs of the patient through problem-to-service matching.Continuing Care: Most who enter treatment have at least one relapse. Follow-up contact, as well as participation in support groups, have both been shown to improve long-term treatment outcomes.A Strong Bond With the Therapist or Counselor: Research sho ws that counselors and therapists who bond with patients through empathy, rather than confrontation, are powerful motivating influences in alcohol treatment.Longer Duration for Alcohol-Dependent Drinkers: How long a patient stays in treatment matters more in most cases than if a patient is treated in an inpatient or outpatient setting. Studies indicate that outpatient treatment lasting less than 90 days results in poorer outcomes.Participation in Support Groups: Project MATCH and other studies in the 1990s definitively proved that participation in support groups, such as Alcoholics Anonymous, can be an active ingredient of treatmentâ€"  both during a professional intervention and after.Strong Patient Motivation: All approaches to alcoholism recovery depend on the desire of the person to get and remain sober. Effective treatment programs enhance this motivation with intervention and therapy.

13 Components of Effective Alcohol Treatment Programs

13 Components of Effective Alcohol Treatment Programs More in Addiction Coping and Recovery Methods and Support Overcoming Addiction Personal Stories Alcohol Use Addictive Behaviors Drug Use Nicotine Use How can you tell if an alcohol treatment program or facility is effective? What are the components and ingredients of programs that get the best results? Ensuring Solutions to Alcohol Problems, a research-based project at George Washington University Medical Center, reviewed research literature and consulted with professionals in the treatment and rehabilitation industry to identify 13 active ingredients of effective alcohol treatment. Features of Effective Alcohol Treatment Early detection including screening and brief interventions (for non-dependent problem drinkers). The earlier treatment for drinking problems begins, the better the chance for success.Comprehensive Assessment and Individualized Treatment Plan: Treatment for alcoholism and drug abuse is not a one-size-fits-all proposition. Not all patients require the acute care approach.Care Management: Treatment programs need to be carefully managed every step of the way, sometimes involving family members and friends, from the initial assessment through continued follow-up after the intervention program ends.Individually Delivered, Proven Professional Interventions: Several interventions, based on different treatment philosophies, can be effective in reducing alcohol consumption depending on the patients gender, the severity of dependence and motivation to change. Effective treatment programs will offer more than one approach.Contracting With Patients: Also called contingency management or behavior contracting, contracting with patients to reward good behavior and to punish bad behavior can improve treatment outcomes.Social Skills Training: The basis for cognitive behavioral therapy, people with alcohol problems can be taught to recognize stressful situations, in which their drinking has been a problem in the past, and skills to help them cope with those situations.Medications: Medical treatments cannot cure drinking problems, but they can be combined with other interventions and therapies to produce a treatment that is even more effective.Specialized services for medical, psychiatric, employment or family problems. Treatment programs need to be targeted at the individual needs of the patient through problem-to-service matching.Continuing Care: Most who enter treatment have at least one relapse. Follow-up contact, as well as participation in support groups, have both been shown to improve long-term treatment outcomes.A Strong Bond With the Therapist or Counselor: Research sho ws that counselors and therapists who bond with patients through empathy, rather than confrontation, are powerful motivating influences in alcohol treatment.Longer Duration for Alcohol-Dependent Drinkers: How long a patient stays in treatment matters more in most cases than if a patient is treated in an inpatient or outpatient setting. Studies indicate that outpatient treatment lasting less than 90 days results in poorer outcomes.Participation in Support Groups: Project MATCH and other studies in the 1990s definitively proved that participation in support groups, such as Alcoholics Anonymous, can be an active ingredient of treatmentâ€"  both during a professional intervention and after.Strong Patient Motivation: All approaches to alcoholism recovery depend on the desire of the person to get and remain sober. Effective treatment programs enhance this motivation with intervention and therapy.

Database Analysis Database Management System Essay

Databases are fundamentally containers for data. When data for any organization needs to be stored, databases can be used. For example, let’s say a public library stores books, we could say that the library is a database of books. But specifically, databases are computer structures that save, organize, safeguard and produce and/or deliver data. A database platform is essentially a database management system (DBMS) which is a computer software application that interacts with the user, other applications, and with the database itself to capture and analyze data. A general-purpose DBMS is designed in a way to allow the definition, creation, querying, update, and administration of databases1. Before we dive deeper into databases and the types, we need to know the difference between what a database is and what a DBMS is so we don’t confuse ourselves. Database is a collection of related data stored in several different tables, and linked with each other using foreign keys. A DBMS is a Database Management System, is a piece of software that manages databases and lets you create, edit and delete databases, their tables and their data. Examples of a DBMS include, MySQL, MY SQL Server, Oracle, PostgreSQL, and SQLite. When Organizations involved in combining various data sources may well be looking to source a Database Management system. There are various factors to consider during the process. Some of the factors include: 1) Usability – When considering a database, you have toShow MoreRelatedDatabase Analysis : Database Management System1137 Words   |  5 Pages Summary: Database Management System in easy terms we can say that set of data organized in a relative way. It allows data for various entries, storage and retrieval of large quantity of information and provides ways to manage how the information is stored. There is big number of database providers and each different database has its own strength so while choosing a particular database we need to understand what the business requirement is and match them with what DBMS can provide us to make ourRead MoreDatabase Analysis : Database Management System Essay767 Words   |  4 PagesDatabase Security Databases are used to store different types of information, from data on an e-mail account to important data of government agencies. The security of the database inherits the same difficulties of security facing the information, which is to ensure the integrity, availability and confidentiality. Database management system must provide mechanisms that will assist in this task. SQL databases implement mechanisms that restrict or enable access to data according to profiles orRead MoreDatabase Analysis : Database Management System1114 Words   |  5 Pageson database environment and development process. Database is an organized collection of logically related data. It consists of tables, queries, views and other objects. Database management system is a software system used for creating and managing databases. It is a collection of programs used to store, modify and extract information from database. It helps users and programmers for creating updating and managing the data in a s ystematic way. There are many types of database management system rangingRead MoreDatabase Analysis : Database Management System Essay2010 Words   |  9 PagesChoosing A Database Everyday the world progressively moves towards a digital future, and the use of physical data storage, such as files in filing cabinets, are becoming obsolete. Most companies store their information into databases to easily manage and share their data within the organization. A database management system (DBMS) is needed to to create, use and maintain databases for the efficient storage and retrieval of data. Why Choose a Database? Before one can begin to choose a database, it isRead MoreAnalysis of Database Management and Information Retrieval Systems1102 Words   |  5 Pages1. DIFFERENCES BETWEEN DATABASE MANAGEMENT SYSTEM AND INFORMATION RETRIEVAL SYSTEM DATABASE MANAGEMENT SYSTEM (DBMS) INFORMATION RETRIEVAL SYSTEM (IRS) DBMS offer advance Data Modelling Facility (DMF) including Data Definition Language and Data Manipulation Language for modelling and manipulating data. IRS do not offer an advance DMF. Usually data modelling in IRS is restricted to classification of objects. Data Definition Language of DBMS is the capability to define the data integrity constraintsRead MoreAnalysis of Database Management and Information Retrieval Systems992 Words   |  4 Pages1. Functions of a Database Management System Database Management System (DBMS) Information Retrieval System (IRS) †¢ Storage, Access And Provide DBMS provide services such as storage, access and update data in the database. †¢ Acquisition of the necessary and appropriate documents. †¢ Provide Free Catalog DBMS provides a catalog that contains information about the data and catalogs that can be accessed by users. †¢ Preparation and representation of the content of those in documents. †¢ Supports TransactionsRead MoreAnalysis of Database Management and Information Retrieval Systems1117 Words   |  5 PagesDIFFERENTIATE BETWEEN DATABASE MANAGEMENT SYSTEM AND INFORMATION RETRIEVAL SYSTEM BY FOCUSING ON THEIR FUNCTIONALITIES 2. HIGHLIGHT THE DIFFERENCES BETWEEN DATA AND INFORMATION 3. MAKE APPROPRIATE USE OF DIAGRAMS TO ILLUSTRATE THE UNDERLYING CONCEPTS/COMPONENTS OF DATABASE MANAGEMENT SYSTEM AND INFORMATION RETRIEVAL 4. DIFFERENTIATE BETWEEN STRUCTURED AND NON STRUCTURED DATA. GIVE EXAMPLES FOR EACH. 5. REFERENCES 6. APPENDICES â€Æ' 1. DIFFERENTIATE BETWEEN DATABASE MANAGEMENT SYSTEM AND INFORMATION RETRIEVALRead MoreAnalysis of Database Management and Information Retrieval Systems1527 Words   |  6 PagesDifferentiate between database management system and information retrieval system by focusing on their functionalities. Answer: What is database management system? Database Management System is a database program. The DBMS manage incoming data, organize it, and provided ways for the data to be modified or extract by users or other programs. This cause, most database software comes with an Open Database Connectivity (ODBC) driver that allows the database to integrate with other databases. For example, commonRead MoreDatabase Analysis : Database Management System933 Words   |  4 PagesA database could be as simple as an alphabetical arrangement of names in an address book or as complex as a database that provides information in a combination of formats. For example a library can be considered a database because a library stores books therefore it is a database of books. But computer databases collect information and organize such to enable efficient retrieval in formats such as electronically, graphically, audibly, statistically or physically; printed on paper. Computers processRead MoreThe Evolution Of The Data Stored Essay1556 Words   |  7 Pagesas technology has seen numerous advancements throughout the past century. In the 1900s databases began as â€Å"computer hard disks† and in 1965, after many other discoveries including voice recognition, â€Å"the US Government plans the world’s first data center to store 742 million tax returns and 175 million sets of fingerprints on magnetic tape.† The evolution of data and how it evolved into forming large databases continues in 1991 when the internet began to pop up and â€Å"digital storage became more cost

Grendel and Obj - 1412 Words

Beowulf Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. Comprehension The questions below refer to the selections â€Å"from Beowulf, Part One,† â€Å"from Grendel,† â€Å"Life in 999: A Grim Struggle,† and â€Å"from Beowulf, Part Two.† ____ 1. Beowulf slays Grendel in order to — |a. |save Hrothgar and the Danes from the monster | |b. |prevent Grendel from invading the land of the Geats | |c. |keep Herot from being destroyed | |d. |carry off the†¦show more content†¦Beowulf tells Wiglaf that he wants his burned-out funeral pyre to be a — |a. |reminder to his people of his greatness |c. |reminder to Wiglaf of his duties | |b. |monument to King Hrothgar |d. |sign of the new Christian faith | ____ 9. How is the raid on Hrothgar’s hall shown differently in John Gardner’s Grendel than in Beowulf? |a. |In Grendel the monster is not a man-eater. | |b. |The novel Grendel shows the action from the monster’s point of view. | |c. |In Beowulf each victim is individually described. | |d. |Beowulf shows the action from Beowulf’s point of view. | ____ 10. What aspect of Anglo-Saxon life discussed in â€Å"Life in 999: A Grim Struggle† is also in full view in Beowulf? |a. |There was no sugar and few spices. | |b. |Vitamin deficiencies and diseases were rampant. | |c. |The population was growing, but farm labor was

Anna Freud Free Essays

string(148) " was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development\." Anna Freud (3 December 1895 – 9 October 1982) was the sixth and last child of Sigmund and Martha Freud. Born in Vienna, she followed the path of her father and contributed to the newly born field of psychoanalysis. Alongside Melanie Klein, she may be considered the founder of psychoanalytic child psychology: as her father put it, child analysis ‘had received a powerful impetus through â€Å"the work of Frau Melanie Klein and of my daughter, Anna Freud†Ã¢â‚¬Ëœ. We will write a custom essay sample on Anna Freud or any similar topic only for you Order Now Compared to her father, her work emphasized the importance of the ego and its ability to be trained socially. The Vienna years Anna Freud appears to have had a comparatively unhappy childhood, in which she ‘never made a close or pleasureable relationship with her mother, and was really nurtured by their Catholic nurse Josephine’. She had difficulties getting along with her siblings, specifically with her sister Sophie Freud (as well as troubles with her cousin Sonja Trierweiler, a â€Å"bad influence† on her). Her sister, Sophie, who was the more attractive child, represented a threat in the struggle for the affection of their father: ‘the two young Freuds developed their version of a common sisterly division of territories: â€Å"beauty† and â€Å"brains†Ã¢â‚¬Ëœ, and their father once spoke of her ‘age-old jealousy of Sophie’. As well as this rivalry between the two sisters, Anna had other difficulties growing up – ‘a somewhat troubled youngster who complained to her father in candid letters how all sorts of unreasonable thoughts and feelings plagued her’. It seems that ‘in general, she was relentlessly competitive with her siblings†¦ nd was repeatedly sent to health farms for thorough rest, salutary walks, and some extra pounds to fill out her all too slender shape’: she may have suffered from a depression which caused eating disorders. The relationship between Anna and her father was different from the rest of her fa mily; they were very close. She was a lively child with a reputation for mischief. Freud wrote to his friend Wilhelm Fliess in 1899: ‘Anna has become downright beautiful through naughtiness’. Freud is said to refer to her in his diaries more than others in the family. Later on Anna Freud would say that she didn’t learn much in school; instead she learned from her father and his guests at home. This was how she picked up Hebrew, German, English, French and Italian. At the age of 15, she started reading her father’s work: a dream she had ‘at the age of nineteen months†¦ [appeared in] The Interpretation of Dreams, and commentators have noted how ‘in the dream of little Anna†¦ little Anna only hallucinates forbidden objects’. Anna finished her education at the Cottage Lyceum in Vienna in 1912. Suffering from a depression, she was very insecure about what to do in the future. Subsequently, she went to Italy to stay with her grandmother, and there is evidence that ‘In 1914 she travelled alone to England to improve her English’, but was forced to leave shortly after arriving because war was declared. In 1914 she passed the test to be a trainee at her old school, the Cottage Lyceum. From 1915 to 1917, she was a trainee, and then a teacher from 1917 to 1920. She finally quit her teaching career because of tuberculosis. In 1918, her father started psychoanalysis on her and she became seriously involved with this new profession. Her analysis was completed in 1922 and thereupon she presented the paper â€Å"The Relation of Beating Fantasies to a Daydream† to the Vienna Psychoanalytical Society, subsequently becoming a member. In 1923, Freud began her own psychoanalytical practice with children and two years later she was teaching at the Vienna Psychoanalytic Training Institute on the technique of child analysis. From 1925 until 1934, she was the Secretary of the International Psychoanalytical Association while she continued child analysis and seminars and conferences on the subject. In 1935, Freud became director of the Vienna Psychoanalytical Training Institute and in the following year she published her influential study of the â€Å"ways and means by which the ego wards off displeasure and anxiety†, The Ego and the Mechanisms of Defence. It became a founding work of ego psychology and established Freud’s reputation as a pioneering theoretician. In 1938 the Freuds had to flee from Austria as a consequence of the Nazis’ intensifying harassment of Jews in Vienna following the Anschluss by Germany. Her father’s health had deteriorated severely due to jaw cancer, so she had to organize the family’s emigration to London. Here she continued her work and took care of her father, who finally died in the autumn of 1939. When Anna arrived in London, a conflict came to a head between her and Melanie Klein regarding developmental theories of children, culminating in the Controversial discussions. The war gave Freud opportunity to observe the effect of deprivation of parental care on children. She set up a centre for young war victims, called â€Å"The Hampstead War Nursery†. Here the children got foster care although mothers were encouraged to visit as often as possible. The underlying idea was to give children the opportunity to form attachments by providing continuity of relationships. This was continued, after the war, at the Bulldogs Bank Home, which was an orphanage, run by colleagues of Freud, that took care of children who survived concentration camps. Based on these observations Anna published a series of studies with her longtime friend, Dorothy Burlingham-Tiffany on the impact of stress on children and the ability to find substitute affections among peers when parents cannot give them. In 1947, Freud and Kate Friedlaender established the Hampstead Child Therapy Courses. Five years later, a children’s clinic was added. Here they worked with Freud’s theory of thedevelopmental lines. Furthermore Freud started lecturing on child psychology: Siegfried Bernfeld and August Aichorn, who both had practical experience of dealing with children, were among her mentors in this. From the 1950s until the end of her life Freud travelled regularly to the United States to lecture, to teach and to visit friends. During the 1970s she was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development. You read "Anna Freud" in category "Essay examples" At Yale Law School, she taught seminars on crime and the family: this led to a transatlantic collaboration with Joseph Goldstein and Albert Solnit on children and the law, published as Beyond the Best Interests of the Child (1973). Freud died in London on 9 October 1982. She was cremated at Golders Green Crematorium and her ashes placed in a marble shelf next to her parents’ ancient Greek funeral urn. Her lifelong friend Dorothy Burlingham and several other members of the Freud family also rest there. One year after Freud’s death a publication of her collected works appeared. She was mentioned as â€Å"a passionate and inspirational teacher† and in 1984 the Hampstead Clinic was renamed the Anna Freud Centre. Furthermore her home in London for forty years was in 1986, as she had wished, transformed into the Freud Museum, dedicated to her father and the psychoanalytical society. Major contributions to psychoanalysis Anna Freud’s first article, ‘on beating fantasies, drew in part on her own inner life, but th[at]†¦ made her contribution no less scientific’. In it she explained how ‘Daydreaming, which consciously may be designed to suppress masturbation, is mainly unconsciously an elaboration of the original masturbatory fantasies’. Freud had earlier covered very similar ground in ‘†A Child is Being Beaten†Ã¢â‚¬Ëœ – ‘they both used material from her analysis as clinical illustration in their sometimes complementary papers’ – in which he highlighted a female case where ‘an elaborate superstructure of day-dreams, which was of great significance for the life of the person concerned, had grown up over the masochistic beating-phantasy†¦ one] which almost rose to the level of a work of art’. ‘Her views on child development, which she expounded in 1927 in her first book, An Introduction to the Technique of Child Analysis, clashed with those of Melanie Klein†¦ [who] was departing from the developmental schedule that Freud, and his analyst daughter, found most plausible’. In particular, Anna Freud’s belief that ‘In children’s analysis, the transference plays a different role†¦ and the analyst not only â€Å"represents mother† but is still an original second mother in the life of the child’ became something of an orthodoxy over much of the psychoanalytic world. For her next major work in 1936, her ‘classic monograph on ego psychology and defense mechanisms, Anna Freud drew on her own clinical experience, but relied on her father’s writings as the principal and authoritative source of her theoretical insights’. Here her ‘cataloguing of regression, repression, reaction formation, isolation, undoing, projection, introjection, turning against the self, reversal and sublimation’ helped establish the importance of the ego functions and the concept of defense mechanisms, continuing the greater emphasis on the ego of her father — ‘We should like to learn more about the ego’ — during his final decades. Special attention was paid in it to later childhood and adolescent developments — ‘I have always been more attracted to the latency period than the pre-Oedipal phases’ – emphasising how the ‘increased intellectual, scientific, and philosophical interests of this period represent attempts at mastering the drives’. The problem posed by physiological maturation has been stated forcefully by Anna Freud. â€Å"Aggressive impulses are intensified to the point of complete unruliness, hunger becomes voracity†¦ The reaction-formations, which seemed to be firmly established in the structure of the ego, threaten to fall to pieces†. Selma Fraiberg’s tribute of 1959 that ‘The writings of Anna Freud on ego psychology and her studies in early child development have illuminated the world of childhood for workers in the most varied professions and have been for me my introduction and most valuable guide spoke at that time for most of psychoanalysis outside the Kleinian heartland. Arguably, however, it was in Anna Freud’s London years ‘that she wrote her most distinguished psychoanalytic papers — including â€Å"About Losing and Being Lost†, which everyone should read regardless of their interest in psychoanalysis’. Her description therein of ‘simultaneous urges to remain loyal to the dead and to turn towards new ties with the living’ may perhaps reflect her own mourning process after her father’s recent death. Focusing thereafter on research, observation and treatment of children, Anna Freud established a group of prominent child developmental analysts (which included Erik Erikson, Edith Jacobson and Margaret Mahler) who noticed that children’s symptoms were ultimately analogue to personality disorders among adults and thus often related to developmental stages. Her book Normality and Pathology in Childhood (1965) summarised ‘the use of developmental lines charting theoretical normal growth â€Å"from dependency to emotional self-reliance†Ã¢â‚¬Ëœ. Through these then revolutionary ideas Anna provided us with a comprehensive developmental theory and the concept of developmental lines, which combined her father’s important drive model with more recent object relations theories emphasizing the importance of parents in child development processes. Nevertheless her basic loyalty to her father’s work remained unimpaired, and it might indeed be said that ‘she devoted her life to protecting her father’s legacy†¦ In her theoretical work there would be little criticism of him, and she would make what is still the finest contribution to the psychoanalytic understanding of passivity’, or what she termed ‘altruistic surrender†¦ excessive concern and anxiety for the lives of his love objects’. Jacques Lacan called ‘Anna Freud the plumb line of psychoanalysis. Well, the plumb line doesn’t make a building†¦ but] it allows us to gauge the vertical of certain problems’; and by preserving so much of Freud’s legacy and standards she may indeed have served as something of a living yardstick. With psychoanalysis continuing to move away from classical Freudianism to other concerns, it may still be salutary to heed Anna Freud’s warning about the potential los s of her father’s ’emphasis on conflict within the individual person, the aims, ideas and ideals battling with the drives to keep the individual within a civilized community. It has become modern to water this down to every individual’s longing for perfect unity with his mother†¦ There is an enormous amount that gets lost this way’. About essential personal qualities in psychoanalysts â€Å"Dear John †¦ , You asked me what I consider essential personal qualities in a future psychoanalyst. The answer is comparatively simple. If you want to be a real psychoanalyst you have to have a great love of the truth, scientific truth as well as personal truth, and you have to place this appreciation of truth higher than any discomfort at meeting unpleasant facts, whether they belong to the world outside or to your own inner person. Further, I think that a psychoanalyst should have†¦ interests†¦ beyond the limits of the medical field†¦ in facts that belong to sociology, religion, literature, [and] history,†¦ [otherwise] his outlook on†¦ his patient will remain too narrow. This point contains†¦ the necessary preparations beyond the requirements made on candidates of psychoanalysis in the institutes. You ought to be a great reader and become acquainted with the literature of many countries and cultures. In the great literary figures you will find people who know at least as much of human nature as the psychiatrists and psychologists try to do. Does that answer your question? † In perhaps not dissimilar vein, she wrote in 1954 that ‘With due respect for the necessary strictest handling and interpretation of the transference, I feel still that we should leave room somewhere for the realization that analyst and patient are also two real people, of equal adult status, in a real personal relationship to each other. How to cite Anna Freud, Essay examples Anna Freud Free Essays string(148) " was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development\." Anna Freud (3 December 1895 – 9 October 1982) was the sixth and last child of Sigmund and Martha Freud. Born in Vienna, she followed the path of her father and contributed to the newly born field of psychoanalysis. Alongside Melanie Klein, she may be considered the founder of psychoanalytic child psychology: as her father put it, child analysis ‘had received a powerful impetus through â€Å"the work of Frau Melanie Klein and of my daughter, Anna Freud†Ã¢â‚¬Ëœ. We will write a custom essay sample on Anna Freud or any similar topic only for you Order Now Compared to her father, her work emphasized the importance of the ego and its ability to be trained socially. The Vienna years Anna Freud appears to have had a comparatively unhappy childhood, in which she ‘never made a close or pleasureable relationship with her mother, and was really nurtured by their Catholic nurse Josephine’. She had difficulties getting along with her siblings, specifically with her sister Sophie Freud (as well as troubles with her cousin Sonja Trierweiler, a â€Å"bad influence† on her). Her sister, Sophie, who was the more attractive child, represented a threat in the struggle for the affection of their father: ‘the two young Freuds developed their version of a common sisterly division of territories: â€Å"beauty† and â€Å"brains†Ã¢â‚¬Ëœ, and their father once spoke of her ‘age-old jealousy of Sophie’. As well as this rivalry between the two sisters, Anna had other difficulties growing up – ‘a somewhat troubled youngster who complained to her father in candid letters how all sorts of unreasonable thoughts and feelings plagued her’. It seems that ‘in general, she was relentlessly competitive with her siblings†¦ nd was repeatedly sent to health farms for thorough rest, salutary walks, and some extra pounds to fill out her all too slender shape’: she may have suffered from a depression which caused eating disorders. The relationship between Anna and her father was different from the rest of her fa mily; they were very close. She was a lively child with a reputation for mischief. Freud wrote to his friend Wilhelm Fliess in 1899: ‘Anna has become downright beautiful through naughtiness’. Freud is said to refer to her in his diaries more than others in the family. Later on Anna Freud would say that she didn’t learn much in school; instead she learned from her father and his guests at home. This was how she picked up Hebrew, German, English, French and Italian. At the age of 15, she started reading her father’s work: a dream she had ‘at the age of nineteen months†¦ [appeared in] The Interpretation of Dreams, and commentators have noted how ‘in the dream of little Anna†¦ little Anna only hallucinates forbidden objects’. Anna finished her education at the Cottage Lyceum in Vienna in 1912. Suffering from a depression, she was very insecure about what to do in the future. Subsequently, she went to Italy to stay with her grandmother, and there is evidence that ‘In 1914 she travelled alone to England to improve her English’, but was forced to leave shortly after arriving because war was declared. In 1914 she passed the test to be a trainee at her old school, the Cottage Lyceum. From 1915 to 1917, she was a trainee, and then a teacher from 1917 to 1920. She finally quit her teaching career because of tuberculosis. In 1918, her father started psychoanalysis on her and she became seriously involved with this new profession. Her analysis was completed in 1922 and thereupon she presented the paper â€Å"The Relation of Beating Fantasies to a Daydream† to the Vienna Psychoanalytical Society, subsequently becoming a member. In 1923, Freud began her own psychoanalytical practice with children and two years later she was teaching at the Vienna Psychoanalytic Training Institute on the technique of child analysis. From 1925 until 1934, she was the Secretary of the International Psychoanalytical Association while she continued child analysis and seminars and conferences on the subject. In 1935, Freud became director of the Vienna Psychoanalytical Training Institute and in the following year she published her influential study of the â€Å"ways and means by which the ego wards off displeasure and anxiety†, The Ego and the Mechanisms of Defence. It became a founding work of ego psychology and established Freud’s reputation as a pioneering theoretician. In 1938 the Freuds had to flee from Austria as a consequence of the Nazis’ intensifying harassment of Jews in Vienna following the Anschluss by Germany. Her father’s health had deteriorated severely due to jaw cancer, so she had to organize the family’s emigration to London. Here she continued her work and took care of her father, who finally died in the autumn of 1939. When Anna arrived in London, a conflict came to a head between her and Melanie Klein regarding developmental theories of children, culminating in the Controversial discussions. The war gave Freud opportunity to observe the effect of deprivation of parental care on children. She set up a centre for young war victims, called â€Å"The Hampstead War Nursery†. Here the children got foster care although mothers were encouraged to visit as often as possible. The underlying idea was to give children the opportunity to form attachments by providing continuity of relationships. This was continued, after the war, at the Bulldogs Bank Home, which was an orphanage, run by colleagues of Freud, that took care of children who survived concentration camps. Based on these observations Anna published a series of studies with her longtime friend, Dorothy Burlingham-Tiffany on the impact of stress on children and the ability to find substitute affections among peers when parents cannot give them. In 1947, Freud and Kate Friedlaender established the Hampstead Child Therapy Courses. Five years later, a children’s clinic was added. Here they worked with Freud’s theory of thedevelopmental lines. Furthermore Freud started lecturing on child psychology: Siegfried Bernfeld and August Aichorn, who both had practical experience of dealing with children, were among her mentors in this. From the 1950s until the end of her life Freud travelled regularly to the United States to lecture, to teach and to visit friends. During the 1970s she was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development. You read "Anna Freud" in category "Papers" At Yale Law School, she taught seminars on crime and the family: this led to a transatlantic collaboration with Joseph Goldstein and Albert Solnit on children and the law, published as Beyond the Best Interests of the Child (1973). Freud died in London on 9 October 1982. She was cremated at Golders Green Crematorium and her ashes placed in a marble shelf next to her parents’ ancient Greek funeral urn. Her lifelong friend Dorothy Burlingham and several other members of the Freud family also rest there. One year after Freud’s death a publication of her collected works appeared. She was mentioned as â€Å"a passionate and inspirational teacher† and in 1984 the Hampstead Clinic was renamed the Anna Freud Centre. Furthermore her home in London for forty years was in 1986, as she had wished, transformed into the Freud Museum, dedicated to her father and the psychoanalytical society. Major contributions to psychoanalysis Anna Freud’s first article, ‘on beating fantasies, drew in part on her own inner life, but th[at]†¦ made her contribution no less scientific’. In it she explained how ‘Daydreaming, which consciously may be designed to suppress masturbation, is mainly unconsciously an elaboration of the original masturbatory fantasies’. Freud had earlier covered very similar ground in ‘†A Child is Being Beaten†Ã¢â‚¬Ëœ – ‘they both used material from her analysis as clinical illustration in their sometimes complementary papers’ – in which he highlighted a female case where ‘an elaborate superstructure of day-dreams, which was of great significance for the life of the person concerned, had grown up over the masochistic beating-phantasy†¦ one] which almost rose to the level of a work of art’. ‘Her views on child development, which she expounded in 1927 in her first book, An Introduction to the Technique of Child Analysis, clashed with those of Melanie Klein†¦ [who] was departing from the developmental schedule that Freud, and his analyst daughter, found most plausible’. In particular, Anna Freud’s belief that ‘In children’s analysis, the transference plays a different role†¦ and the analyst not only â€Å"represents mother† but is still an original second mother in the life of the child’ became something of an orthodoxy over much of the psychoanalytic world. For her next major work in 1936, her ‘classic monograph on ego psychology and defense mechanisms, Anna Freud drew on her own clinical experience, but relied on her father’s writings as the principal and authoritative source of her theoretical insights’. Here her ‘cataloguing of regression, repression, reaction formation, isolation, undoing, projection, introjection, turning against the self, reversal and sublimation’ helped establish the importance of the ego functions and the concept of defense mechanisms, continuing the greater emphasis on the ego of her father — ‘We should like to learn more about the ego’ — during his final decades. Special attention was paid in it to later childhood and adolescent developments — ‘I have always been more attracted to the latency period than the pre-Oedipal phases’ – emphasising how the ‘increased intellectual, scientific, and philosophical interests of this period represent attempts at mastering the drives’. The problem posed by physiological maturation has been stated forcefully by Anna Freud. â€Å"Aggressive impulses are intensified to the point of complete unruliness, hunger becomes voracity†¦ The reaction-formations, which seemed to be firmly established in the structure of the ego, threaten to fall to pieces†. Selma Fraiberg’s tribute of 1959 that ‘The writings of Anna Freud on ego psychology and her studies in early child development have illuminated the world of childhood for workers in the most varied professions and have been for me my introduction and most valuable guide spoke at that time for most of psychoanalysis outside the Kleinian heartland. Arguably, however, it was in Anna Freud’s London years ‘that she wrote her most distinguished psychoanalytic papers — including â€Å"About Losing and Being Lost†, which everyone should read regardless of their interest in psychoanalysis’. Her description therein of ‘simultaneous urges to remain loyal to the dead and to turn towards new ties with the living’ may perhaps reflect her own mourning process after her father’s recent death. Focusing thereafter on research, observation and treatment of children, Anna Freud established a group of prominent child developmental analysts (which included Erik Erikson, Edith Jacobson and Margaret Mahler) who noticed that children’s symptoms were ultimately analogue to personality disorders among adults and thus often related to developmental stages. Her book Normality and Pathology in Childhood (1965) summarised ‘the use of developmental lines charting theoretical normal growth â€Å"from dependency to emotional self-reliance†Ã¢â‚¬Ëœ. Through these then revolutionary ideas Anna provided us with a comprehensive developmental theory and the concept of developmental lines, which combined her father’s important drive model with more recent object relations theories emphasizing the importance of parents in child development processes. Nevertheless her basic loyalty to her father’s work remained unimpaired, and it might indeed be said that ‘she devoted her life to protecting her father’s legacy†¦ In her theoretical work there would be little criticism of him, and she would make what is still the finest contribution to the psychoanalytic understanding of passivity’, or what she termed ‘altruistic surrender†¦ excessive concern and anxiety for the lives of his love objects’. Jacques Lacan called ‘Anna Freud the plumb line of psychoanalysis. Well, the plumb line doesn’t make a building†¦ but] it allows us to gauge the vertical of certain problems’; and by preserving so much of Freud’s legacy and standards she may indeed have served as something of a living yardstick. With psychoanalysis continuing to move away from classical Freudianism to other concerns, it may still be salutary to heed Anna Freud’s warning about the potential los s of her father’s ’emphasis on conflict within the individual person, the aims, ideas and ideals battling with the drives to keep the individual within a civilized community. It has become modern to water this down to every individual’s longing for perfect unity with his mother†¦ There is an enormous amount that gets lost this way’. About essential personal qualities in psychoanalysts â€Å"Dear John †¦ , You asked me what I consider essential personal qualities in a future psychoanalyst. The answer is comparatively simple. If you want to be a real psychoanalyst you have to have a great love of the truth, scientific truth as well as personal truth, and you have to place this appreciation of truth higher than any discomfort at meeting unpleasant facts, whether they belong to the world outside or to your own inner person. Further, I think that a psychoanalyst should have†¦ interests†¦ beyond the limits of the medical field†¦ in facts that belong to sociology, religion, literature, [and] history,†¦ [otherwise] his outlook on†¦ his patient will remain too narrow. This point contains†¦ the necessary preparations beyond the requirements made on candidates of psychoanalysis in the institutes. You ought to be a great reader and become acquainted with the literature of many countries and cultures. In the great literary figures you will find people who know at least as much of human nature as the psychiatrists and psychologists try to do. Does that answer your question? † In perhaps not dissimilar vein, she wrote in 1954 that ‘With due respect for the necessary strictest handling and interpretation of the transference, I feel still that we should leave room somewhere for the realization that analyst and patient are also two real people, of equal adult status, in a real personal relationship to each other. How to cite Anna Freud, Papers