The Role Of Women In Emily Bront�s Wuthering Heights

A Not So Gentlewoman (1970) Throughout history, social issues have come and gone, but some issues are constant. Issues such as love, sin, and peer pressure are timeless. Many women often feel pressure from society to act and appear a certain way in order to be accepted and â€Å"fit in†. Generally, women have two options when confronting peer pressure: succumb to the expectations of society or fight to be their unique individual. In Emily Brontà «Ã¢â‚¬â„¢s, Wuthering Heights, the dynamic character Catherine both fights and succumbs to the pressures of societal norm, and as a result, she experiences changes in her behavior, as well as experiences internal conflict. Although Brontà «Ã¢â‚¬â„¢s story is fictional, the society in which Catherine lives in†¦show more content†¦The events in a child’s life mold who he or she will one day become; for Catherine this was the day she and Heathcliff snuck out to the Thurshcross Grange and she injured her ankle. Durin g her early years, Catherine was free spirited and was unable to understand or relate to her father’s serious attitude. In attempt to provoke her father Catherine, †¦ was never so happy as when we were all scolding her at once, and she defying us with her bold, saucy look, and her ready words; turning Joseph’s religious curses into ridicule, baiting me [Nelly Dean] , and doing just what her father hated most, showing how her pretended insolence, which he thought real, had more power over Heathcliff than his kindness†¦ ( Brontà « 43). Catherine loved to push the boundaries and see how far she could go without getting in trouble, and as a part of her â€Å"fun†, she began to develop a close relationship with Heathcliff. The relationship did not benefit Catherine’s status as a gentlewoman because of Heathcliff’s relations with gypsies. Heathcliff encouraged behavior that was anything but acceptable for a young lady during this time period, which ultimately leads Catherine down a long path of internal conflict. One night, while spying on the Linton’s home, Catherine is attacked by a dog and suffers an injury to her ankle. After being discovered, Catherine spends five weeks recovering at the LintonShow MoreRelatedWuthering Heights: Conflict Between Savage and Civilised1601 Words   |  7 Pagescivilization in Wuthering Heights As Charlotte Bronte mentioned on sister Emily’s Wuthering Heights: †Ã¢â‚¬ ¦She did not know what she had done;† creative artists â€Å"work passively under dictates [they] neither delivered nor could question.† I can say that Emily Bronte knew what she was doing when approaching the issues of the Wuthering Heights. The antagonic play between nature and culture in Bronte’s vision were of great impact at the time and I could say that this is a reason why Wuthering Heights is a literary

Axis I and II Disorders in Children Free Essays

Axis I Disorders include the following: â€Å"adjustment disorders, anxiety disorders, dissociative disorders, eating disorders, impulse-control disorders, mood disorders, personality disorders, psychotic disorders, sleep disorders, as well as, somatoform disorders† (American Psychiatric Association et. al., 2000, pp. We will write a custom essay sample on Axis I and II Disorders in Children or any similar topic only for you Order Now 345 – 730). â€Å"Axis II†, on the other hand, covers the following conditions: â€Å"personality disorders, mental retardation, as well as, autism† (American Psychiatric Association et. al., 2000, pp. 27 – 134 679 – 730). Furthermore, â€Å"Axis II† disorders may already emerge during an individual’s childhood life while â€Å"Axis I† disorders usually present itself during the stage of adulthood (American Psychiatric Association et. al., 2000, pp. 1 – 744). Moreover, â€Å"Axis II’s† symptoms linger awhile longer than the clinical manifestations of â€Å"Axis I† and that â€Å"Axis II† disorders may negatively impact ones’ life since interaction may be more difficult as compared with â€Å"Axis I† (American Psychiatric Association et. al., 2000, pp. 1 – 744). In addition to that, â€Å"medical attention is necessitated when it comes to principal disorders† which are covered in â€Å"Axis I† (American Psychiatric Association et. al., 2000, pp. 1 – 744). â€Å"Axis II† on the other hand, are those â€Å"shaping the current response to the Axis I problem† (American Psychiatric Association et. al., 2000, pp. 1 – 744). It may also influence the individual to the â€Å"Axis I† dilemma (American Psychiatric Association et. al., 2000, pp. 1 – 744). Differences in Treatment Approaches The differences in treatment approaches are as follows: â€Å"Anxiety and phobic disorders† may be treated through the following techniques: â€Å"desensitization, flooding, relaxation† (De Jongh et. al., 1999, pp. 69 – 85). â€Å"Obsessive-compulsive disorder† may be address through the following techniques: â€Å"relaxation and relapse-prevention† (McKay, 1997, pp. 367 – 369). â€Å"Depressive disorders† are treated the â€Å"cognitive behavioral technique, as well as, relaxation† (Ackerson, 1998, pp. 685 – 690). â€Å"Conduct disorders† are addressed through â€Å"positive reinforcement† and â€Å"extinction† (Bailey, 1996, pp. 352 – 356). â€Å"Hyperactivity syndromes† are treated by the following techniques: â€Å"time out, positive reinforcement, and extinction† (Quay, 1997, n.p.). â€Å"Pervasive developmental disorders† are addressed by the following techniques as well: â€Å"time out, positive reinforcement, and extinction† as well as, â€Å"aversive techniques† (Bristol-Power et al., 1999, pp. 435 – 438). â€Å"Encopresis/enuresis† is treated through â€Å"positive reinforcement† (Boon et. al., 1991, pp. 355 – 371). The treatments for â€Å"Mental Retardation† are the following: â€Å"positive reinforcement, extinction and time-out, prompting and shaping, as well as, aversive techniques† (Jones, 2006, pp. 115 – 121). â€Å"Tics† are treated by massed practice (Sand et. al., 1973, pp. 665 – 670). Working with Different Children from Axis I, Axis II, or Both In case I would need to address a child’s case wherein Axis I and Axis II Disorders both occur at the same time, I will make sure to consider the â€Å"development of cognitive, social, and motor skills† (American Psychiatric Association et. al., 2000, pp. 1 – 744). In addition, â€Å"the one that initiated evaluation or clinical is regarded as the principal diagnosis† (American Psychiatric Association et. al., 2000, pp. 1 – 744). Most Important Things to Consider when Working with Children The most important things to take into consideration when working with children are the following: first of all, the ethical and professional issues that emerges in mental health work with children; second, the culture that the child and his or her family believes / practices / grew up in; third, the proper treatment/intervention; fourth include the following contemporary structure of â€Å"services, evidence-based practice, and psychopharmacology† (American Psychiatric Association et. al., 2000, pp. 1 – 744). References Ackerson, J. et. al., (1998). Cognitive Bibliotherapy for Mild and Moderate Adolescent Depressive Symptomatology. Journal of Consulting and Clinical Psychology, 66: 685 – 690. American Psychiatric Association, American Psychiatric Association, American Psychiatric Association Task Force on DSM-IV. (2000). Diagnostic and Statistic Manual of Mental Disorders: DSM-IV-TR. VA: American Psychiatric Publishing. Bailey, V.F.A. (1996). Intensive Interventions in Conduct Disorders. Archives of Disease in Childhood, 74: 352 – 356. How to cite Axis I and II Disorders in Children, Papers