Reflective evaluation of the skills of counselling

Reflective evaluation of the skills of counselling This essay is a reflective evaluation of the skills of counselling applied to loss and grief in a students process of learning how to travel the journey of the therapeutic relationship with the client. The essay will contain reflections of verbatim examples from during the practice session in which Steven Felice is the client, and Caroline Roberts the counsellor. The essay will also discuss via relevant literature the process of person-centred counselling in the focus of loss through bonds of attachment and continuing bonds. The practice session took place in counselling room two, at ACAP on the 21st of April 2010, between Steven Felice and Caroline Roberts. Steven wanted to discuss the loss of a friendship. This friendship for Steven was a friendship that had begun in early childhood and carried a deep bond of attachment, for which Steven is finding the loss hard to accept. During the session I spent the majority of the time listening to Steven and reflecting as best I could the content and emotion of his experience. When dealing with loss in relation to friendships it is important to offer the client the same respect to emotional depth of expression as that of a person experiencing loss from a death. For Steven the loss of significance surrounded his childhood friend no longer wishing to be as close as usual due to her recent change of religious affiliation. For Steven this seems difficult to accept, as he was willing to try to understand and acknowledge her needs and she seems to have rejected him. He also seems to feel loss around his confidence with how he relates and interacts with people, which appears to be trust related issues. Almost a loss of innocence has been triggered by the loss of this important attachment bond. Loss is such an immense part of living and loving that it would be difficult to counsel without an understanding of the theory of attachment. Mallon (2008) suggests understanding attachment in grief and loss counselling is essential due to the basis that all human relationships are based in attachment, from the first attachment to ones mother, extending through lifes interactions to include those called friends and lovers. Neimeyer, Baldwin, Gillies (2006) discuss how with the loss of a loved one, people tend to keep the attachment alive and well within their memories, stories, dreams, images, and even music or ornaments. When a loved one is no longer in presence, then the attachment and relationship changes but it does not cease to exist, the relationship is merely rewritten or shifted to another reality or perception. As is the case with Stevens relationship, at 16:04 Steven says, he fights in his own head when asked about the whether he is still maintaining the relationship, which would seem to indicate quite clearly that he is continuing the bond and relationship even though she is unaware of this. During the session I felt I established rapport, and was present with Steven, as well as using active listening, reflection, and questions, although I could have phrased these more appropriately, I also used silence to allow Steven his thoughts. I dont know that I was able to apply a structured assessment during the session, as in trying to purposely work on coping skills, support systems, and spiritual or cultural dimensions. However I feel that we talked about these issues in the course of the session as reflection, active listening and questioning allowed these issues to come into play, especially when silence was used, allowing Steven to process and actualise his sense of spiritual connection and personal experiences and expectations. I would like to reflect on my skills as an awaking, a process of realisation about how one is appropriate in being curious, respectful, congruent, empathic, and present simultaneously, without getting in ones own way. Rogers (1942-2008) suggests that the counselling relationship provides a safe respectful environment in which the client feels comfortable and accepted enough to express their feelings knowing that the counsellor will not judge them, but will listen and support them. As a grief, loss and bereavement counsellor I feel it would be very beneficial to hone my skills around person-centred counselling, with particular focus on attachment theory and continuing bonds. Person-centred counselling is such a great grounding for doing no harm, as it is based in Rogerss core conditions. Tolan (2003) describes the core conditions as requiring the counsellor to be mentally and emotionally present and remove themselves from the clients story by simply listening without judgment or bias, with respect, congruence, and empathy, no forgetting unconditional positive regard. Bryant-Jefferies (2006) explains presence as a line of communication whereby both client and counsellor are empathically aware of eac h other. With the felt presence, the most significant element would be whether or not the client feels they are being understood, which can be demonstrated with appropriate reflection. During the session I felt that Steven and I were in a place of empathic contact, established through good rapport, and staying as present as possible. I feel I can improve my sense of presence as time allows skills to become second nature, as right now I often get in my own way by worrying about whether or not I am demonstrating all the necessary skills. For example my art of reflection still needs to develop as shown with these examples; C: 06:27; so youre missing the previous style of relationship and interaction that you had from. S: yeah, yeah I need that Some of my language could probably be improved by saying; I sense you are missing the closeness of your relationship. Also I need to be mindful of using words like so, as it can carry a feeling of judgement if the tone is not just right. Another example; C: 09:47; so you just said that, if I go back to you saying, that you are asking yourself about the relevance of keeping someone, now youre sort of talking about the boundaries and stuff, is that related. S: ah, by keeping someone and having boundaries as such, I feel like it, like when I meet a new person now.. Again I begin with so, I think I actually begin nearly every reflection with so. Note to self do not say so. The reflection would be better if I phrased it; I hear you questioning your feelings towards getting close to another affects you, which seems to be bring up the need for boundaries, could you tell me more about that. Around 08:45: I ask; so was she an intimate friend or I made Steven uncomfortable as you can see by his body language, where instead I could have asked; could you tell me more about that, or what did that childhood friendship mean for you. The art of the question is another skill I need to practice, especially with careful open questions instead of closed blunt or, the too intrusive kind of questions. Nelson-Jones (2009) suggests that even though some background information can help the counsellor understand the clients background, open questions allow the client to express their story how they wish to, instead of the counsellor meeting their agenda. Respect is the underlying need in all questions with open questions such as, what does that mean for you, being a respectfully gentle asking for the clients meaning, and also another way to monitor counsellor curiosity with respect to the client. I could really hear that Steven attaches to people very deeply and quickly or easily, and I wanted to explore that with him, but alas my skills in how to achieve that need practise. Attachment is such a deep seated need and reflex that helps one find and express love that I feel its importance cannot be overlooked. Russell-Chapin and Smith (2008) talk about the undeniable reality that love and loss are part of the whole experience of human attachment, with the point being that the more attached the relationship the more the loss may be felt and experienced. In addition they discuss how beneficial it can be to tell stories, and share our losses, as a way of continuing the life of ones loved one, for which the word anamnesis is used to describe the experience of remembering and representing our recollections and experiences of shared living with our lost loved one in the present moment. Here I relate to continuing bonds as there is sometimes no escaping the thoughts that float through ones consciousness and replay events, conversations, images, and special moments. Attig (2000) summed up the experience as the continuing of ones connection with those one loved when he stated; the richness of lasting love consoles us (p283). Such words truly express how much sense it makes to keep on loving, keep remembering, keep dreaming, and keep sharing the memories of those we love, whose bodily presence is no longer tangible. Continuing bonds wi th ones loved ones also brings up how much attachment plays in relationships, for if no attachment is felt, no meaningful relationship exists, and therefore no need to miss or remember. Around 14:10; Steven begins telling me how his friend is involved in certain religious practices. At 14:22; I reflect C: So youre worried about her. Steven continues his story and I feel it is important to listen and use silence here as I sense he might need to hear his thoughts process this. Geldard Geldard (2008) express how new counsellors often find silence difficult because they are worried about appearing to demonstrate the skills required. However once the silence has become a comfortable reflex the counsellor can allow the client the precious moments of reflection often needed to mentally sit in a thought and own the feeling. Palmer Milner (2003) suggest that silence can be a very supportive space for the client to contemplate their thoughts when used appropriately and respectfully in a comfortable measure. Silence is a skill that requires self acceptance and a certain measure of self-assured comfort to be able to sit with the client when they require a moment to contemplate. Steven, given a moment to silently think then begins to reflect on his own spirituality in connection with the reactions he is experiencing. Walsh (2004) suggests that in some cases a person may be grieving their spiritual connection to self, brought into awareness by an experience of loss. As does feeling the loss of physical, emotional, or relational, connections, this could in turn affect ones ability to find some resolution within ones life. This is not surprising considering spirituality is one of the concepts that give life meaning in death as it does in life. Walsh (2004b) goes on to explain that peoples spiritual beliefs cross generations and evolve and develop, as family cultures evolve and develop, embedding and adjusting values and beliefs that surround not only life and love but also death. When I look at the experience of loss Steven has shared with me, and consider how I could have explored this more to address his coping style, support system, spiritual or religious beliefs, as well as his cultural influences, I am not sure at my level of competency in twenty minutes how to achieve all of that whilst respectfully listening to his story and allowing the client to lead and own the session. Johns (2005) cites Rogerss who states The degree to which I can create relationships which facilitate the growth of others as separate persons is a measure of the growth I have achieved in myself (p5). This statement is a very powerful truth to which I feel as a counsellor is the aim of self development and a very necessary goal to practice and reflect constantly on the skills. Johns (2005b) explores some of the ways in which counsellor skills can be practiced, including personal counselling, doing practice sessions, keeping diary of skills development, taking risks when practicing t o develop confidence, thereby, learning to relax and own the space of self within the counselling dynamic. Personally I have volunteered at my local church to get actual practice and develop my confidence as well as my skills. I also believe that going through the process of being a volunteer within the counselling realm will also help me to understand more about myself and where I wish to focus my future as a counsellor. So here in lies how I intend to move forward to becoming a better counsellor and person. To conclude this wonderful and challenging self reflection, I would like to acknowledge that I am growing as a counsellor. I am learning how important the theories and models associated with bereavement are vital to allow a counsellor to be of actual assistance to a person suffering. I am confirmed through my research of the theories and models, that love and attachment are vital in life, death, and counselling. Being able to workshop my faults and successes is also a vital process in the development of my use and understanding of not just the skills but why they are so important, particularly in the field of counselling in loss.

Animal Experimentation and Research Essay -- Ethics Morals Essays Pape

Animal Experimentation and Research In the basement of the psychology department here, a poster hangs on the wall; on it is a picture of two white lab rats and a caption that reads, ?They?ve saved more lives than 911.? This poster hangs on the wall of the room where I performed brain surgery on a rat. Many people would be morally opposed to this and any other form of animal research and experimentation and feel that it should be banned. This heated debate has been going on for centuries with each side possessing strong arguments. A central argument to this debate is whether or not animals are moral patients, with feelings anId the ability to suffer, and if we as humans are entitled to use them as means. Many people feel that we have made great medical advancements that would not have been possible without the use of animals. Alternatively, some feel that despite the medical advancements made, the use of animals remains an unethical practice. I feel that animal experimentation has the capacity to be very benefici al to medical research. However, scientists should try to prevent as much suffering as possible. Likewise, it would be a good idea to prohibit unnecessary testing and experimentation, especially with the recent development of many alternatives. Despite mounting controversy, many people still find animal experimentation to be a moral and correct practice. A widely accepted thought of some philosophers is that animals are not morally equal to us; therefore, we do not have to treat them as such (Fox, 3). Furthermore, according to Michael Allen Fox, author of The Case for Animal Experimentation, ?animals fail to meet the conditions specified for full membership in the moral community and likewise fail to... ...on, this issue will be able to be solved and a general understanding and agreement can arise. Works Cited ï ¿ ½ Birke, Lynda and Michael, Mike. ?Ethics and Animal Rights Extend Beyond UK Law.? Forum for Applied Research and Public Policy Spring: 35-38 ï ¿ ½ Fox, Michael Allen. The Case for Animal Experimentation. Berkley: University of California Press, 1986. ï ¿ ½ Langley, Gill, ed.. Animal Experimentation The Consensus Changes. New York: Chapman and Hall, 1989. ï ¿ ½ Mench, Joy. ?Animal Research Arouses Passion, Sparks.? Forum for Applied Research and Public Policy Spring 1996: 5-15. ï ¿ ½ Rachels, James. The Elements of Moral Philosophy. New York: McGraw-Hill, 2003. ï ¿ ½ ?Rights from Wrongs.? The Environmental Magazine. March/April. 2008: 26-33. ï ¿ ½ Singer, Peter. Practical Ethics. New York: Cambridge University Press, 1999.

American society Essay

Childcare and early childcare education must be a priority for parents. It can be the difference between success and failure in American society. High quality early childhood education prepare children to succeed and become better citizens, they make higher wages, pay more taxes, and commit fewer crimes. Early education strengthens the foundations of lifelong learning of all children and supporting the educational and social needs for family. Researchers indicate that children who participate in early education programs make significant short-term and long-term gains in cognitive development. Consistency in preschool can impact a child’s cognitive development preschools that provide a curriculum allows children to develop cognitive skills. The curricula build on the Childs existing skills and allow them to acquire new skills. Make believe is also another impact on cognitive and social skills. The preschooler who spend more time in sociodramatic play are seen as more socially competent by their teachers (Connolly & Doyle, 1984). Many studies reveal that make believe strengthens a wide variety of mental abilities, including sustained attention, memory, logical reasoning,  language and literacy, imagination, creativity, and the ability to reflect on ones own thinking, behavior, and take another’s perspective (Bergen & Mauer, 2000; Berk. Mann, & Organ, 2006; Elisa & Berk, 2002; Hirsh-Psek et al. , 2009; Lindsey & Colwell, 2003; Organ & Berk, 2009; Ruff & Capozzoli, 2003). Having the child in the same preschool throughout the year allows them to develop relationship with adults and children, which provide a sense of security. A child that is Benefits of Early Childhood Education 3 comfortable with the willing to learn and participate in learning opportunities. Preschoolers gain  in emotional understanding. Preschooler who spend more time engaged in sociodramatics play are better at taking personal responsibilities for following classroom rules and at regulating emotions ( Berk, Mann, & Organ 2006; Lemche et al. 2003). Parents who take responsibilities to make sure their kids are in a quality childcare/preschool reap the benefits in the long run. Children start learning at an early age, and when they feel confident around the people they are around the more comfortable they will be at enhancing their education. Early education affects: social, physical, intellectual, creative and emotional  developments. A child who starts early education has the benefits of completing high school, having above average test scores and positive attitudes towards school among children and parents. Early education seems like a winner to me. Benefits of Early Childhood Education 4 References Berk, L. E. (2002) Tnfants and children: Prenatal through middlehood (7th ed. ). Boston, MA: Allyn & Bacon. ISBN:9780205831913 Retrieved August 1, 2014, from http://www. kueducation. com/early-chldhood/benefits-early- childhood-education Retrieved August 1, 2014, from http://www. Nowforlater. org/files/2013/03/The- Facts. pdf.   

History of Yugoslavia - Overview

Communication Failure Psychodynamic Approaches - Free Essay Example

Sample details Pages: 4 Words: 1236 Downloads: 3 Date added: 2017/06/26 Category Health Essay Type Analytical essay Did you like this example? x In this article, developments and research into Psychodynamic approaches will be used to explain and understand how communication failure between leaders and followers occur. Yet how much credibility can be given towards Psychodynamics as an approach to explain this breakdown in communication? An investigation into examples of communication breakdown will be carried out. Primarily an analysis between traditional theories such a situational, trait and style approaches will be contrasted with Psychodynamic approaches, to outline the differences between the two approaches, thus giving an exploration into why psychodynamic approaches are used at all within different aspects of daily life. Psychodynamics stems firstly from people having an understanding of their own behaviours/personality and being self-analytical, which allows them to alter such behaviours to suite others involved within communications. In addition to this, after the identification of the contras ting approaches have been made, a deeper understanding of psychodynamics will be carried out through analysing works from key theorists such as Freud the founder of the psychodynamic approaches, but further works of Eric Berne and Carl Jung to extend knowledge of the basic principle of psychodynamics which can be recognised as: à ¢Ã¢â€š ¬Ã…“Psychodynamic theory is concerned with understanding the inner world of human beings and its relationship with how we behave in the outer world and relate to other people, organizations and societyà ¢Ã¢â€š ¬Ã‚ . (Sandler, Catherine. 2011). However further exploration into why these psychodynamic approaches have emerged needs to be done through using a range of examples. The nature of examples used will predominantly be within the business environment, through the use of differing entrepreneurs, business sectors such as business coaching etc. and followers. The idea of using the business environment will not only allow for an understanding in to why individuals in this case business leaders and follows may not interact effectively, but may also give an insight to why certain businesses succeed so well and why others have gone pear-shaped and not been as successful, as communication within a business is hugely beneficial to the success of a company. Further to this point: à ¢Ã¢â€š ¬Ã…“If you seek success in the wrong places, you are likely to waste a lot of effort, focus on the wrong things, and in the end, overlook some of the real sources of competitive leverageà ¢Ã¢â€š ¬Ã¢â‚¬ the culture and capabilities of your organization that derive from how you manage your peopleà ¢Ã¢â€š ¬Ã‚ . (Wetzel David W. 2009). Therefore the overall objective for this article is to prove that psychodynamics is a huge factor to take into account when identifying communication breakdown, as this approach may affect and alter the communication in this case between leaders and followers in an organisation. Psychodynamics as a framework that differs from traditional approaches such as situational approach, trait approach and style approach. To begin with, looking primarily at the traditional approaches of leadership behaviours there is vast research to support that psychodynamics differs hugely from these approaches. Situational theory firstly developed by theorist Hersey and Blanchard proposes à ¢Ã¢â€š ¬Ã…“that the optimal style of supervision (defined in terms of a combination of relationship-orientated behaviour and task-orientated behaviour) changes as the level of follower maturity increases.à ¢Ã¢â€š ¬Ã‚  (Norris et al. Sept 1992) this theory therefore only accounts for the differentiation of supervision given from a leader amongst differing follower groups (lower maturity level of followers/employees require higher supervision). However this theory has been scrutinised by many different theorists; à ¢Ã¢â€š ¬Ã…“Research revealed that no particular leadership style was universally effective and b ehavioural theories relied on abstract leadership types that were difficult to identify.à ¢Ã¢â€š ¬Ã‚  (Jim Allen McCleskey. 2014). This means that there is no individual relationship between leader and follower demonstrated within this approach, however leaders tend to mould their style of management to the behaviours of the employees. (Usually low-skilled employees need high attention rates and supervision). This negligence towards having individual relationship with followers, therefore could affect communication negatively, as there could not be an understanding for example to low production rates. Additionally looking at a different traditional theory known as trait theory will allow supplementary evidence to support the idea, that psychodynamics is the preferred theory to analyse communication breakdown. à ¢Ã¢â€š ¬Ã…“The trait perspective suggests that certain individuals have special innate or inborn characteristics or qualities that make them leaders.à ¢Ã¢â€š ¬Ã‚  ( Northouse, Peter Guy Feb 2012). However can traits alone guarantee leadership success? à ¢Ã¢â€š ¬Ã…“A complete theory of leadership involves more than [specifying] leader traits. Traits only endow people with the potential for leadership. To actualize this potential, additional factors are necessary.à ¢Ã¢â€š ¬Ã‚  (Kirkpatrick and Locke. 1991). This evidence portrays that effective leadership does not just lie within the characteristics of an individual, yes a leader does need to hold certain traits that differ to a follower, however it is necessary that other factors need to be taken into account, therefore indicating that psychodynamics may possibly be a stronger tool to analyse effective leadership (which involves effective communication). As this idea takes into account the importance of followers as well as the leaders, and the relationship that they have within an organisation. Now that traditional theories have been analysed and discussed an understanding into psychody namics and this theories contribution towards communication breakdown can be investigated. The basic principle of psychodynamics in the context of a business environment is all about relationship between both the leader and the follower working together and how a good leader may sense behavioural patterns in an employee and themselves for example reading body language and adapting to suit the needs of others or outcome. Therefore psychodynamics is about being self-aware and self-analytical in situations, to parties whom may be disinclined to being lead. à ¢Ã¢â€š ¬Ã…“Psychodynamic perspectives illuminate approaches that differentiate between behaviors and activities geared toward rational task performance and those geared to emotional needs and anxieties. The application of this approach emphasizes the importance of understanding human relationships through the idea of connectedness and relatedness.à ¢Ã¢â€š ¬Ã‚  (Trehan, Kiran. Feb 2007). Nowadays leadership à ¢Ã¢â€š ¬Ã…“l iterature seems to focus more on leadership than on followership and the nature of the relationship between the two. This uncertainty may explain some of the anxiety in the leadership space.à ¢Ã¢â€š ¬Ã‚  (Greyvenstein et al. 2012) thus supporting that psychodynamics hugely differs to the traditional theories as this concept takes into account the importance of the follower, rather focusing on the importance of the leaders style or behaviours. An understanding in the basic principle of psychodynamics has been made, an exploration into the types of methods created by differing theorists can be identified. The first method that will be discussed will be from Freud whom is said to be the founder of psychodynamics. His idea Wetzel, David W. (2009). The measurement of personality in the adult worker: A basis for the psychodynamic approach to leadership. Available: https://search.proquest.com.proxy.library.dmu.ac.uk/docview/305132210/abstract?accountid=10472. Last accessed 25/11/20 14. Sandler, Catherine. (2011). Executive Coaching: A Psychodynamic Approach, McGraw-Hill Education, Maidenhead, GBR. Available from: ProQuest ebrary. [25 November 2014]. Norris et al. (Sept 1992). Situational Leadership Theory: A Replication. Available: https://search.proquest.com.proxy.library.dmu.ac.uk/docview/203365270/abstract?accountid=10472. Last accessed 25/11/2014. Jim Allen McCleskey. (2014). Situational, Transformational, and Transactional Leadership and Leadership Development. Journal of Business Studies Quarterly. 5 (4), pp118. Northouse, Peter Guy (Feb 2012). Leadership Theory and Practice . 6th ed. London: SAGE Publications Ltd. pp6. Shelley A. Kirkpatrick and Edwin A. Locke. (1991). Leadership: do traits matter?. Academy of Management Executive. 5 (2), pp56. Greyvenstein, Henk; Cilliers, Frans. (2012). Followerships experiences of organisational leadership: A systems psychodynamic perspective. SA Journal of Industrial Psychology. 38 (2), p1-p10. Trehan, Kiran. (Feb 2007). Psychodynamic and Critical Perspectives on Leadership Development. Advances in Developing Human Resources. 9 (1), 72-82. Don’t waste time! Our writers will create an original "Communication Failure: Psychodynamic Approaches" essay for you Create order

Management Is A Self Established Style Of Obtaining...

Management is a self-established style of obtaining measureable goals and expectations. When entering a new area as a manager you must immediately lay out your expectations to your employees and make sure everyone has a full understanding of them. If you do not already have measurable goals in place, you need to start creating them. Do not just tell your employees what goals are, but instead involve them in the goal setting process. Start with long term shop goals and work your way down to individual goals. Three general areas that you need to focus attention to are; people, processes, and resources, to include material. People are what make all things operational in any field. Diversity is a subject that will need continuous training to stay current on. If you have a group of individuals and not a team you are setting yourself up for failure. Find the strengths of each individual to make sure you are maximizing their skill sets. 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Catcher In The Rye Research Paper Essay Example For Students

Catcher In The Rye Research Paper Essay Innocence, Compassion, and some Crazy CliffA novel, which has gained literary recognition worldwide, scrutiny to the point of censorship and has established a following among adolescents, The Catcher in the Rye is in its entirety a unique connotation of the preservation of innocence and the pursuit of compassion. With certain elegance the writer J.D. Salinger, substantiates the growth and perils, which lie between childhood and adulthood. Embellishing the differentiation between innocence and squalor in the grasps of society. The bridge that lies between these contrasting themes are personified through the novels protagonist, Holden Caul-field and his visualization of a cliff, which depicts a dividing point between the evident beginning and end. The connection, which binds this gap in reality, was made clear through a new found compassion, consummating Holdens place in society through the realization of his surroundings from which he successfully crosses over. Focusing on the rebelli ous and confused actuality of adolescents stuck between the innocence of childhood and the corruptness of the adult world, this novel strikes a cord, which most adolescents can relate. The essence of the story The Catcher in the Rye follows the forty-eight hour escapade of sixteen-year-old Holden Caulfield, told through first person narration. After his expulsion from Pency, a fashionable prep school, the lat-est in a long line of expulsions, Holden has a few confrontations with his fellow students and leaves shortly after to return to his hometown, New York City. In the heart of New York City, Holden spends the following two days hiding out to rest before confronting his parents with the news. During his adventures in the city he tries to renew some old acquaintances, find his significance in the adult world, and come to grips with the head-aches he has been having lately. Eventually, Holden sneaks home to visit his sister Phoebe, because alone on the streets he feels as if he has no where else to turn. Children are the only people with whom Holden can communicate with throughout the novel, not because they can help him with his growing pains but because they remind him of a simpler time (his inno-cence), which he wishes he could return. The trials of the adult world wear down Holdens vision of a place in society, portraying innocence as a form of retreat from a confusing world. On the subject of innocence and symbolism there of, which is repre-sented through Holdens thoughts and actions, S.N. Behrman writes:Holdens difficulties affect his nervous system but never his vision. It is the vision of an innocent. To the lifeline of this vision he clings invinci-bly, as he does to a phonograph record he buys for Phoebe (till it breaks) and a red hunting cap that is dear to him and that he finally gives to Phoebe, and to Allies baseball glove. Understanding Holdens notion of innocence and the role it plays throughout the novel helps to put in tune the underlying message found in Holdens description of the catcher in the rye. I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobodys aroundnobody big, I mean- except me. And Im standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliffI mean if theyre running and they dont look where theyre going I have to come out from somewhere and catch them. Thats all Id do all day. Id just be the catcher in the rye and all. (Pg. 173) The princi-ple of the catcher in the rye is a means for Holden to devote his life to the protection of innocence. The significance of the catcher image lies in three areas of thought as implied by B. Ramachandra Rao:First of all, it is a savior image, and shows us the extent of Holdens re-ligious idealism. Secondly, it crystal lizes for us Holdens concept of good and evil; childhood is good, the only pure good, but it is surrounded by perils, the cliff of adolescence over which the children will plunge in the evil of adulthood unless stopped. But finally, the image is based on a mis-understanding. The Burns poem goes If a body meet a body not if a body catch a body, and the fact that Phoebe is aware of this and Holden is not, plus the manner in which these two words (catch and meet) are re-examined and re-interpreted by Holden at the end of the novel, shows us in a powerful and deeply suggestive way the center of Holdens diffi-culty. Holdens view of life as it is and the way life should be is based on a misunder-standing of mans place in society. Having difficulty coming to grips with this misunder-standing, Holden crosses a threshold. Later he fatefully comes in contact with his sister once again, at the Central Park carrousel in the final scene of the novel. At the sight of his sister he is overcome by a love for all people when he sees how much his sister cares about him. Domenic Bruni, incorporates this theme in his statement: Holden has accepted a new positionan undiscriminating love for all mankind. He even expresses that he misses all the people who did wrong to him He is not mature enough to know what to do with this love, but he is mature enough to accept it. In this world, realizing what is squalor and what is good, and loving it all is the first step in achieving identity and humility: compassion is what Holden learns. .u95e643dfc52a7415fb6d484ca2a58673 , .u95e643dfc52a7415fb6d484ca2a58673 .postImageUrl , .u95e643dfc52a7415fb6d484ca2a58673 .centered-text-area { min-height: 80px; position: relative; } .u95e643dfc52a7415fb6d484ca2a58673 , .u95e643dfc52a7415fb6d484ca2a58673:hover , .u95e643dfc52a7415fb6d484ca2a58673:visited , .u95e643dfc52a7415fb6d484ca2a58673:active { border:0!important; } .u95e643dfc52a7415fb6d484ca2a58673 .clearfix:after { content: ""; display: table; clear: both; } .u95e643dfc52a7415fb6d484ca2a58673 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u95e643dfc52a7415fb6d484ca2a58673:active , .u95e643dfc52a7415fb6d484ca2a58673:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u95e643dfc52a7415fb6d484ca2a58673 .centered-text-area { width: 100%; position: relative ; } .u95e643dfc52a7415fb6d484ca2a58673 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u95e643dfc52a7415fb6d484ca2a58673 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u95e643dfc52a7415fb6d484ca2a58673 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u95e643dfc52a7415fb6d484ca2a58673:hover .ctaButton { background-color: #34495E!important; } .u95e643dfc52a7415fb6d484ca2a58673 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u95e643dfc52a7415fb6d484ca2a58673 .u95e643dfc52a7415fb6d484ca2a58673-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u95e643dfc52a7415fb6d484ca2a58673:after { content: ""; display: block; clear: both; } READ: Tree Conservation EssayThe foretelling of the story ends abruptly but we learn that Holden in the end goes out west and is seeking psychological treatment in California. Through his recovery and the experiences of those two lonely days, he gains compassion towards everyone, in-cluding himself. While his vision of the catcher in the rye was a hope, a dream, and a job Holden realizes that such a dream is impractical in the world. Although innocence is not lost in Holdens case, it is apparent that it was only passed by but by facing the world and loving it indiscriminately, such compassion will fill his need for acceptance and place in the world. Substantially giving Holden a n admission into society and the acceptance of the responsibilities of adulthood. J(erome) D(avid) Salinger, is an American author, who controversially dared to cross the line of literary standards. In his first and only novel The Catcher in the Rye, proved to be Salingers most important and influential literary work, establishing him as a leading author and cultural icon. As the popularity of his novel grew, Salinger became increasingly reclusive and has incidentally avoided the public eye for over thirty years. Under an apparent cloak of secrecy, the real story of Salinger lies incomplete and myste-rious. Although much about his life is uncertain, it is clear that Salinger was born on January 1 1919 in New York, New York, the second child and only son of Sol and Miriam Salinger. Since much of Salingers early days are clouded and unknown, the only link to his apparent adolescence is through the statement that his boyhood was very much the same as that of the in the book Holden. Salinger attended public schools on Manhattans upper West Side and during his high school years he transferred to the pri-vate McBurney School, where he flunked out after one year. In 1934, his father enrolled him at Valley Forge Military Academy, a private prep school in Pennsylvania. After graduation in 1936, Salinger enrolled in a short-story writing course at Columbia Univer-sity in New York and began publishing some of his short stories. Salinger was inducted into the service in 1942, at the age of twenty-three, the following year, he was transferred to the Counter-Intelligence Corps and later joined the Am erican Forth Division, he landed on Utah Beach five hours after the initial assault on D-Day. After the war, Salin-ger began publishing again and featured his stories in the Saturday Evening Post and Colliers. By 1951, Salinger has established his reputation exclusively in The New Yorker and the popularity of his work was emerging among college students. And so, he re-leased The Catcher in the Rye, after working on and off on it for ten years. Although it was not an immediate hit it did give Salinger an increasing critical praise and respect. Eventually, as critical acclaim grew, the letters, autograph seekers, and interview-ers began hunting him down and so he became annoyed and moved to Cornish, New Hampshire, where he has lived ever since. While secluding himself from the rest of the world Salinger began work on Nine Stories, which includes a number of published short stories and introduces the Glass family, the central figures of his later works. Nine Sto-ries was published in 1953, after which Salinger published four lengthy short stories about the problems of the extremely bright and overly sensitive children of the Glass family. The books in this short story collection include Franny and Zooey (1961), and Raise High the Roof Beam, Carpenters and Seymour: An Introduction (1963). English Essays