Drug Culture and the Impressionable Youth

Drug Culture and the Impressionable Youth Drug Culture and the Impressionable Youth Rock and roll music and rap are the two most listened to genres by teens of the ages nine to twenty- five. Both genres are linked to the drug culture quite often through older music and music today. Rock and rap music communicate drug culture ideals to the impressionable youth through; Lyrics that speak about a drug experience, a trance-like rhythm that makes an experience either better or worse, and by the artists image in the media. All of these play a role on how the youth are influenced in society. Rock and roll has been linked to the drug culture for many years. Whether a song was written about a certain drug or whether the song was written on drugs has had society worried for its children. Children are always singing, whether with the music or just to themselves, but do parents listen to what they are singing? A popular rock band, named Green Day, have a few songs that reference illicit drug content. The song ‘Green Day contains lyrics that reference an experience after smoking marijuana. Here are some lyrics from the song: â€Å"A small cloud has fallen, The white mist hit the ground, My lungs comfort me with joy, Vegging on one detail, The rest just crowds around, My eyes itch of burning red, Picture sounds of moving insects so surreal, Lay around looks like I found something new, Laying in my bed, I think Im in left field, I picture someone, I think its you, Your standing so damn close, My body begins to swell, Why does 1+1 make 2?† Even though this song was written in 1990, it is still played on a few radio stations today. The album ‘1,039 Smoothed Out Slappy Hours, sold over five hundred thousand copies. And since then Green Day has become more popular with the youth. Green is only an example of todays music, but The Beatles and The Rolling Stones were huge role models as the drug culture started. The Beatles lyrics are descriptive of encounters with intoxicants and rely on the images and the insider knowledge associated with the meanings put forward by The Beatles (Blackman86). The Beatles had the world at their fingertips; they held the record for the most people to go deaf at a concert, not because the music was loud but because of the thousands of girls screaming at the top of their lungs (Blackman86). After the American tours, The Beatles songs moved onto new subjects with closer links to recreational drug use. On the song, ‘Tomorrow Never Knows, Lennon offers drug advice about the feeling bro ught on by drug consumption (Blackman85). In an interview by Queen and Life magazine in 1967, Sir Paul McCartney states that LSD ‘opened my eyes. It made me a better, more honest, and a more tolerant member of society (Uncut). Rock and roll lyrics speak more about an experience on an illicit drug while the next genre, rap, speak more about selling drugs to make money. Rap has not always been linked to the drug culture till about the 1990s. When children listen to the lyrics of certain rap songs, they hear how selling drugs or taking drugs to make life easier. According to Dr. Herd, an associate professor in the division of Community Health and Human Development at the University of California, illegal drug use became increasingly linked during the late 1990s to wealth, glamour, and social standing, when in comparison to earlier years, when rap music was more likely to have depicted the dangers and negative consequences of drug use (Yang). â€Å"Rap music is especially appealing to young people, many of whom look up to rappers as role models. As a public health researcher, and as a parent of a seven year old, I am concerned about the impact that long-term exposure to this music has on its listeners,† says Dr. Herd (Yang). Ludacris, who is popular with an age range from twelve to twenty-five, published a song called ‘Blueberry Yum Yum. Throughout the song, Ludacris raps about how excellent blueberry yum yum marijuana is. Here a few lines from this song: â€Å"Got a little bit of blueberry yum, yum And I never woulda thought that it could taste this good Thank God for the man who put it in my hood Its got me singin melodies I never thought I would Im feeling sorry for the homies who be smokin wood Chop chop, break it down for a player like ye Im ‘bout to find me a woman and skeet† This song was on the album, ‘The Red Light District and sold over twenty million copies worldwide (Blackman85). Ludacris is not the only rapper that sings about enjoyment of smoking marijuana other names are Snoop Dogg, Dr. Dre, and Eminem are a few examples of big name rappers that have followers of young ages listening to their lyrics and singing along. Adolescents are exposed to approximately two hundred and fifty-one references to explicit substance use per day (Parker-Pope). Adolescents are exposed to music more than any other type of media. An example is music compared to film. Adolescents listen to an average of sixteen hours each week of music compared to an average of six hours each week for films (Parker-Pope). Music is a powerful social force that taps into an individuals personal identity, memories, and mood. Lyrics are strong ways to communicate to the impressionable youth about the drug culture but there are more ways to communicate also like a trance-like rhythm. Rock and roll music and rap have many different types of sounds and beats. Shiela Whiteley, Building on Middleton and Muncies analysis, says there are stages of how rock and rap music influence drug use through a song. Whiteley says, â€Å"The first stage is manipulation of timbres, blurred, bright, tingly overlapping associated with the intensification of tripping; second stage, the upward movement in pitch which compares with the experience of being high; third, the characteristic use of harmonies lurching and oscillating which change focus; fourth, the sudden use of regular or irregular rhythms suggesting both the rush of a drug but also the trance-like condition of sounds capes and which acts to disorientate conventional musical structure, offering new enhancements from new technology employed in music and also through the process of hallucination† (Blackman100). Teens pick music to go with their drug experience. Rod Stanley, editor of ‘Dazed and Confused magazine, says in an interview if there was a new drug that came out in todays society, there would a new genre of music spring up over night, he continues to say young people work out the best music to experience a drug (Sampson). The image of the artist has always been a problem in the media and how parents can limit a child from listening to the artist music. Image is the most important part of todays world. How you look, talk, act, and present yourself is how the world will judge you. In contrast to the 1970s where artists like Jimi Hendrix, Jim Morrison, or Elvis Presely were judge on their music. Jim Morrison died in 1971 of an apparent heart attack of an overdose, but is remembered dark and psychedelic lyrics and for occasionally taking off his clothes on stage. Drug deaths are highly romanticized in the world of popular music by the media, fans, musicians, and the industry (Blackman94). Drug induced deaths of pop stars establish new ‘consumer shrines that feed on and promote person and artistic mystery, followed by endless repackaging of existing material, remixes or releases of unsanctioned songs (Blackman94). Kurt Cobain, former lead singer of Nirvana, overdosed numerous times and was told to go to rehab but disappeared and committed suicide. Rap has a bad rap for its image because of how the artist presents themselves in th e media. Snoop Dogg has been arrested five times with the possession of marijuana (Whillans). Snoop Dogg is not the only one with a bad reputation on getting caught with marijuana. Such artists as Juvenile, Lil Wayne, Sir Paul McCartney, Keith Richards, and John McClure are just a few examples of popular

Personality Analysis

Personality Analysis Shannon C. Chavez PSY/405 March 5, 2013 Dr. Barry Brooks Personality Analysis This paper will include personality analysis between the learning theory and the humanistic and existential theories. The learning theory is referred to as the process by which all individuals learn and how they acquire a change or potential change in behavior (Feist & Feist, 2000). The learning theories involved are Skinner's behavioral analysis, Bandura's social cognitive theory, and Rotter and Mischel's cognitive social learning theory.The humanistic approach is focused on the individuals potential and stresses the importance of self-actualization and the belief that people are innately good. Humanistic psychology assumes that mental and social problems are a direct result of one’s natural tendencies (Cherry, 2013). Existentialism stresses the importance of free will, freedom of choice by each individual, and the responsibility one takes on his or her own life. This theory emp hasizes the responsibility each person takes on the choices they make and what they make of themselves (Cherry, 2013).Combining these theories with the knowledge they possess outlines the basics of human nature and personality as it develops by the environment, particularly within the social aspect while accommodating the powerful affects of one's own internal ideas. Affects on Situational Behavior According to learning theory, individuals behave according to their environmental, cognitive, and behavioral conditions. In Bandura’s social cognitive theory, he argues that people can learn new information and behaviors by watching what others do.This type of learning known as observational learning is explained in most behaviors (Cherry, 2013). In the behaviorist learning theory, learning takes place by trial and error, with individuals trying different types of behaviors until they engage in one that is reinforcing. Learning theory states individuals apply previously learned mat erial as a means to find familiar reward values in similar situations (Feist & Feist, 2009). Behaviors produced within new situations allow the individual to review similar experiences to determine the best course of action and will then choose the one with a similar outcome.In some learning theories, the learner may become passive, thus responding to environmental stimulus. Cognitive learning theory assumes all people are logical beings whose behavior is determined by choices that make the most sense to them (Fritscher, 2011). Rotter believed humans interact with their environments through reinforcement. He assumed people's situational behavior is a combination of their expectations of reinforcement and the amount of influence their needs demand in any given situation.His predictions of human behavior stem from one’s expectancy, reinforcement value, behavior potential and psychological situation (Feist and Feist, 2009). Mischel's personality theory suggests that an individua l’s cognitive activities and situations play a vital role in behavior determination. Although he acknowledged this stability, he explained the environment has a powerful influence on behavior. Other’s theories suggest people are motivated by particular drives and traits that would make a person’s behavior consistent (Feist and Feist, 2009).Humanistic approach from Roger’s person-centered theory believes learning is implemented as an act to fulfill one’s fullest potential. The actions of individuals in situational behavior are derived from their potential from which an individual is capable. In humanistic theory, people have cognitive needs by which they respond to certain situations. Within a supportive environment, individuals learn and react appropriately in any situation based on what they have learned previously (Feist and Feist, 2009).According to a humanist approach, responses to a specific situation are directly regarded towards personal gro wth fulfillment of current needs and satisfaction (McLeod, 2007). The individual will always respond in a way that will ultimately fulfill current needs. Personality Characteristic of Theories The learning theories suggest that personality is a combination of learned inclinations that continue throughout one’s life. Learning theories are believed to have present awareness, which guides the development of personality according to how individuals anticipate specific events, thus ll human behavior is influenced by anticipation (Feist & Feist, 2009). Skinner believed that human behavior was shaped by three forces: natural selection, cultural practices, and an individual’s history of reinforcements. Ultimately, Skinner believed that one’s geographical environment and personal physical strength helped shape humans personality in general, however, the environment would be vital in the uniqueness of each individual’s personality (Feist and Feist, 2009). Skinner d efined personality as â€Å"at best a repertoire of behavior imparted by an organized set of contingencies† (2009, p. 72). Bandura described the act of human nature as â€Å"self-regulating, proactive, self-reflective, and self-organizing† (2009, p. 486). He recognized that observational learning allows individuals to learn without performing the behavior. Rotter believed an individual’s personal history and experiences was more powerful in shaping their personalities and goals, but emphasized the similarities in everyone, whereas Mischel considered an individual’s differences and variations in behavior as more significant.He believed human behavior, through the cognitive-active personality system, adapts to the interaction of â€Å"stable personality traits and the situation, which includes a number of personal variables† (2009, p. 546). Kelly's theory explains the idea that all people anticipate events by the meanings placed on those events and b elieves these constructs of the world are how an individual’s behavior is shaped. People see the world in their own way and believe that every construction is open to revision (Feist and Feist, 2009).Skinner’s learning theories have been criticized for neither accommodating â€Å"individual differences, intelligence, genetic factors, nor the whole realm of personality† (2009, p. 472). Humanistic psychology believes in the natural drive toward personal development, and the idea that people make decisions regardless of environmental factors. Free will is one of the most important factors in the development of one’s personality, and the drive toward self-actualization is a powerful motivation for the creation of one’s personality (Feist and Feist, 2009).According to the idea behind humanism, people make their own choices and are actively involved in the creation of their personalities. Rollo May theory includes three relationships that form the basis for personality: one's relationship with the environment, with others, and with oneself. The influence of all three relationships helps create and contributes to the personality's ongoing reconstruction (Feist ; Feist, 2009). Maslow believed that biological components provided the basic parameter for the individual; however, environmental and cultural affects shaped the ego identity or personality (Feist ; Feist, 2009).Explanation of Interpersonal Relations The humanist/existential perspective assumed people associated with others to engage in productive and healthy relationships, although ultimately, they may be alone. Maslow believed in fulfilling love and belongingness first and fulfilling this was a primal need filled by friendship, family, having a mate, and ultimately maintaining associations with others. He proposed fulfillment at this level was essential for other levels of human success, through his hierarchy of needs (Feist ; Feist, 2009).Rogers believed growing up in a lo ving environment, having a caregiver who had positive regards, fostered positive self-regard, which in turn promotes psychological growth. Positive experiences from others are also essential for an individual’s development in mental health, thus success towards self-actualization (Cherry, 2013). May's existentialism proposed that even though people associate with others, forming healthy relationships, they would ultimately choose who and what they will become.The basic idea of humanism and existentialism views interpersonal relationships as an integral part of human life. Humanism views interpersonal relationships as an important factor in the development of personality. Maslow believed once an individual’s fulfillment of interpersonal relationships was completed, they will have more confidence and esteem in social situations and will experience the reciprocity of love from those of importance to them (Feist and Feist, 2009).From a learning perspective, people tend to associate with others because they receive some type of reward for doing so. Humans originally formed groups within their families to use as protection from enemy tribes and animals. This happens today when people form associations with those of the same interest group and are reinforced for the particular behaviors of that group. Even when not reinforced, people will continue to maintain close associations because of personal connections within the group from which they receive reinforcement (Feist & Feist, 2009).Social constructivism is defined as the knowledge, behavior, and personality constructed from social interactions and people build new ideas and concepts that are based on current and past knowledge or experience (Feist & Feist, 2009). Bandura believed people learn from their experiences, although much of human learning is taken from the observation of others. Rotter believed human behavior is â€Å"best predicted from an understanding of the interaction of people with th eir meaningful environments† (2009, p. 510).Mischel also believed that an essential component of one’s personality development was dependent on observations of others within the environment. Mischel and Rotter stressed the importance of learning within a social context, but Mischel continued to maintain his belief in the importance of genetic factors in the development of personality. Kelly believed social influences were much more significant in determining one’s personality than biological ones. He believed humans are influenced by each other and in constructing their own personality, involving other influences from the environment (Feist and Feist, 2009).Kelly stated â€Å"the actions of others do not mold their behavior; rather, it is their interpretation of events that changes their behavior† (2009, p. 572). Conclusion Learning theories define learning and its resulting behavior and personality as a response to the environment in which its consumed in cluding biological considerations, whereas humanistic theory believes in a greater tendency for internal human drive toward a goal and ultimately self-actualization.The different perspectives regarding the effectiveness of personalities on situational behavior, the distinct characteristics of personality and human nature, and the understanding of interpersonal relations all provide an abundance of thought and a more dimensional understanding of humanity within psychological thought process and its applications toward humankind. References Cherry, K. (2013). What is Existentialism? Retrieved from http://psychology. about. com/od/eindex/g/def_existential. htm Cherry, K. (2013).Humanistic Psychology: the â€Å"Third Force† in Psychology. Retrieved from http://psychology. about. com/od/historyofpsychology/a/hist_humanistic. htm Feist, J. and Feist, G. (2009) Theories of Personality (7th ed. ). Retrieved from the University of Phoenix eBook Collection online. New York: McGraw Hill Fritscher, L. (2011). Cognitive Theory. Retrieved from http://phobias. about. com/od/glossary/g/cognitivethedef. htm McLeod, S. (2007). Humanism. Simply Psychology. Retrieved from http://www. simplypsychology. org/humanistic. html

How do leaders develop

How do leaders develop? Given the large amount of different facets leaders posses in order to perform effectively in their respective domains, it is hard to specifically define leadership- however, it can be merely presented as an influencing process between a leader and the people who follow. Furthermore, leadership development is essential in carrying an individual through from the stages of emergence all the way to leadership effectiveness, and was defined by Day (2012) as â€Å"the expansion of an individual's capacity to be effective in leadership roles and processes†.According to Contracts (2010) and Murphy (201 1), there are major developmental stages in leadership; starting in early childhood, those years playing a major role in the upbringing of future self-regulation and leadership identity. Studies by Viola and Possessing (2011) have also demonstrated that many skills acquired at a young age during â€Å"sensitive periods†, when learning has proven to be easi er and happens faster, often have an impact on leadership development in later stages; therefore an adequate early environment may reveal itself as helpful in developing future effective leaders.Furthermore, research from Arrive et al (2006) argues that many leader personality traits are partly genetically inherited, and that parents contribute to many characteristics shown in their children; which helps demonstrate that there are a considerable amount of factors in leadership development that are, at least for the early years, beyond the control of the individual concerned and will most likely have consequences (positive or negative) on leadership development in the person's future years.However, initiative is arguably the main driver for self-regulation and a moon trait in leaders, according to Larson (2000). In addition, Caldwell (2008) states in his findings that practice is the main method for obtaining desired leadership skills, leading us to think that anyone with enough init iative and the right set of goals could potentially become an effective leader. Considering the impact of an individual's environment on their personal traits and attributes, most noticeably from the early years, how much control do we really have over our leadership development?Based on a research conducted by Arrive et al (2006), at least 30% of personality heartsickness in relation to transformational leadership is attributed through genetics; which is an indication that genes play a large role in determining leadership attributes in individuals, whether it is leader emergence or leader effectiveness. However, 70% of leadership traits stem from other sources; it is therefore important to analyses all the other factors influencing the development of the individual's leadership skills.Acting as the main role-models, parents are a vital influence in their children's developments and play a major role in their relation to adhering: â€Å"Parents contribute to their children's religi ous beliefs, intellectual and occupational interests, feelings of self-esteem or inadequacy, adherence to traditional or modern notions of masculinity and femininity, helpfulness to others, skills, and values† (Wade & Atavist,2008) A research conducted by Contracts (2010) concluded that there are four different types of parenting styles; these are: authoritative, neglectful, authoritarian and indulgent.Each one of the four is argued to have varying effects on children's leadership development. It is believed that authoritative parents are the most likely to raise children to be effective leaders, by educating them with strict discipline and monitoring; but also supportive and encouraging of them to think and act independently as they become more mature (Murphy, 2011).On the other hand, according to Banding (1991) authoritarian parents tend to exert control and punishment based on firm rules; which is a parenting method that is not usually prone to leadership skill development in children, generally resulting in teenagers with a lack of social and communication skills.Furthermore, neglectful parents are absent or play very minor roles in their children's lives; as a result they tend to raise teenagers with poor social skills and low self control. However, indulgent parents, who will be present without ever enforcing many household rules, tend to raise children with generally higher creativity levels; but will also lead to lower social skills and self-control due to a lack of firmness in regards to their education from their parents.Another phenomenon instigated by parenting, which can be observed from infancy and acts as an indicator for future adhering outcomes, is the attachment or bond that infants have with their guardians; Insinuators et al (1978) determined three different types of attachments a child can have: Secure, avoiding and ambivalent- these will influence the individual's future social behavior.According to Insinuators et all's findings, in dividuals who benefited from secure attachment to their guardians in their formative years are generally more socially adaptable as adults and have the confidence resources to take on leadership roles; whereas individuals who suffered from insecure attachments (avoiding or ambivalent) tend to comparatively lack social confidence due to the absence of a sense of security from a guardian as a child and, in contrast, will not seek out leadership.This goes to show that parents have a considerable impact on the outcome of their children, which ultimately will affect them in regards to their leadership development, abilities and capabilities. It is quite obvious that early influences and genetics have an impact on leadership development in adulthood, those early years being a delicate, sensitive and an important period of development.However, as long as individuals keep on learning new skills and behaviors, development will continue (Bernstein, 1989). An individual's background, environme nt and early upbringing are not the only factors in successful effective leadership development; although those elements are strong enablers, with many demonstrated correlations, they are not everything needed to be a leader .Caldwell (2008) underlined the crucial importance of training and practice through his analysis of notable leaders such as Bill Gates or the Beetles, and included that it requires 10 000 hours of work to become an expert in any field; and this can be achieved by anyone with the initiative to do so. Although practice may yield more results in skill development and mastery if performed at a young age during the â€Å"sensitive period† of learning, it does not however mean that it will instigate zero form of leadership development if practicing occurs later in lifetime (Viola and Possessing 2011).Another important concept explained through a model developed by Lord and Hall (2005), which encompasses the development of leadership identity and self- exultatio n in relevance with the lifespan approach to leader development, is that our notion of leadership evolves through time; for example the way leadership is demonstrated and perceived as a child in primary school will be completely different to the way in which it is viewed by adults with different motifs and sets of personal goals.Leadership identity plays a vital part in leadership development, acting in correlation with self regulation; as individual goals and motivations progress through time, we tend to re-develop new updated leadership identities and adapt our goal researchers accordingly, in order to eventually achieve effectiveness and have control over our own leadership development. Previous findings demonstrate a clear correlation between early influences and leadership development.Furthermore, the presence of a sensitive period in regards to learning and developing core characteristics found in early years of childhood is an indicator of the limited amount of control we hav e over our own leadership development, given that most main decisions regarding young children's upbringing and social environments are made by the parents, and ultimately become defining eaters for the individuals.This emphasizes the fact that individuals placed in a favorable environment for developing leadership skills, self-efficacy and regulation at a young age have a considerable advantage over those that aren't, and consequently greater chances of becoming leaders in the long-run; this can be used as an encouragement for parents and schools to focus on those crucial character- building and defining years in order to enable individuals with the best opportunities for effective leadership from early on.It is still however possible for individuals to hang their leadership development trajectory and develop a different leadership identity at any given time after reaching maturity, if they posses the urge to become an effective leader or differ from a current leadership position; it is only their original circumstances as a young child which they have no control over, which is a major part of leadership development.

Define, Then Compare and Contrast the Prison and the Jail...

The next piece in the three parts that make up the criminal justice system is the corrections system. This week we will examine corrections, the major goals of contemporary sentencing, who is sentenced, and how these sentences are formulated. Please respond to all three of the following prompts: * Define, then compare and contrast the prison and the jail systems. Jail is a place of detention, a place where an individual convicted or suspected of a crime is tained. Jail holds people accused under federal, state , county and or city. Jails people awaiting trial, people sentenced for a short duration, typically less than a year. Jails are run by the county sheriffs departments Jails are used for short sentence or trail,†¦show more content†¦The institution also has several different multiple and single occupant housing cells, and the highest staff- to -inmate ratio, with the constant control of the inmates movements. Administrative institutions are designed to carry out specialized missions specifically relating to the inmates such as; the detention or detainment of a pre-trial offender or offender’s, the specialize treatment of inmates with a serious or chronic medical condition, also the containment or detention of an escaped inmate, or an extrememly dangerous, violent, offender. Administrative facilities include; Detention Centers, Medical Centers for federal prisoners, U.S. Penitentiary Administrative Facilities, e.t.c. * Prisons are ran by state government and the Federal Bureau of Prisons (BOP) and are holding inmates convicted of crimes. * Prisons aare broken down into 4 types which are Super Maximum Security Prison (Supermax) which is a level 5, Maximum Security prisons which is a level 4, Medium Security prisons which is a level 3, Minimum Security which is a level 2, and finally County Jails which is a level 1. * SUPERMAX: Cofine the mostescape and assault risk inmates (Serial Killers, committef assaults, murders or other serious violations in less secure facitities, high -profile criminals such as TERRY NICHOLS, and inmates known to be or accused of being prison gang members). * MAX: Cofine the most dangerous prisonersShow MoreRelatedAre Prisons Effective Total Institutions or Do They More Commonly Fail in Their Goal of Resocialization?1122 Words   |  5 PagesAre prisons effective total institutions or do they more commonly fail in their goal of resocialization? 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