Differences Between Female Japanese and English Mill Workers Essay

Despite the fact that Japan and England had many similarities with female mill workers, they still had a few differences. They basically had young children and women working in big dangerous factories making thread or in mines. So how were their experiences different? Female Japanese workers had to work more, they got paid less, and they accepted the role that their society gave them. Compared to English women mill workers, Japanese women worked more. English female workers only worked about 74 hours a week and Japanese female workers worker 91 hours a week (Document 5). This was because the Japanese workers worked longer each day, had less holidays, and worked on weekends (Document 8). English female workers had more breaks, worked shorter hours each day, and did not work on weekends. This is a big difference between female English and Japanese mill workers. Even though in both England and Japan women got pair less than men, Japanese women got paid even less than English women. This is a reason why they had so many workers. Since they paid them less they would be able to hire more workers and increase their production rate. Even though they got paid less, it was for the same reason. Why would they want to pay women less? They paid women less because the women needed money and they would accept any amount given to them (Document 8). Japan and England have different ways they treat women and because of that the Japanese women accepted almost everything they went through in the mills. In Japan the women were treated a little less fairly. Japanese women were more willing to accept their role in society because they couldn’t do much about it (Document 8).This is the reason that female Japanese mill workers got low pay and worked more hours. In their society the men were respected more and had more freedom. Female Japanese workers had to work more, they got paid less, and they accepted the role that their society gave them. Although their situations were almost the same, the different cultures had a big part to do with the way women were treated while working. England treated their women with more respect while Japan just thought that women needed to support their families by working all the time. This is important because it was a way for people to discriminate against women and make them work at bad places with low pay and many working hours.

Code of Ethics Essays - Codes Of Conduct, Morality, Business Ethics

Code of Ethics Essays - Codes Of Conduct, Morality, Business Ethics Code of Ethics BUS/210 March 7, 2014 Code of Ethics 1.Honesty: We will be honest in the way in which we deal with each other, our vendors and suppliers, and our customers even when honesty may result in financial loss. a.I chose this one because I believe that customers appreciate an honest business. 2.Community Involvement: We will be involved in community activities to support and encourage clean neighborhoods, crime control, and overall community advancement as a way of showing our appreciation of our community and customers. Community involvement activities must be approved by management in advance. a.I chose this one because it builds a good reputation and shows the business is concerned with more than just profits. 3.Social Responsibility: We will be socially responsible by abiding by all local, state and federal laws and regulations regarding the operation of our business. a.I chose this one because it also builds a good reputation and it is the right way to do business. 4.Discrimination: We will not discriminate in our hiring or promotion practices against anyone regarding race, color, gender, nationality, religion, or age. a.I chose this one because it is illegal to discriminate. 5.Vendors/Suppliers: We will only do business with vendors and suppliers that operate in a legal and socially responsible manner. a.I chose this one because if associated with a corrupt business, we could be guilty by association. 6. Work/Life Balance: We recognize that our employees families are important and will provide set work schedules so that our employees have the necessary balance in which to have quality time to support and enhance those relationships. a.I chose this one to show the employees that the business cares about them.

Words as Words

Words as Words Words as Words Words as Words By Mark Nichol Using italics and quotation marks to emphasize words and phrases is a useful technique, but for the sake of clarity, such formatting should be used only in the manner described in this post. Italics help readers understand that a word is being presented as the label for a concept and not as a concept itself, just as when one italicizes a letter when one writes â€Å"the letter a† or â€Å"It looks like a z to me.† For example, note the difference in the use of the key word in these sentences: Monarchy is a form of government headed by a king or queen. Monarchy is defined as â€Å"a form of government headed by a king or queen.† The first sentence begins by using a word to identify a form of government- a concept. The second sentence defines the word; it is used to refer not to the concept of the form of government but to the lexical label for the form of government: â€Å"One form of government is monarchy,† but â€Å"The word is monarchy.† Note that the second sentence does not need to specify the word-as-a-word status of monarchy (â€Å"The word monarchy is defined as . . . .†), just as I don’t need to do so in the sentence you are reading right now, but sometimes, as in the last sentence in the previous paragraph, a phrase such as â€Å"the word† occurs naturally. Here’s another example in which a word’s status as a word is explicit: â€Å"I think that the word you are looking for is irony.† And here are two examples that point out the distinction between a word describing a concept and a word used as a word: â€Å"Such a word is called a misnomer,† but â€Å"The word for this is misnomer.† What if the term consists of more than one word? The editor’s desire for order and consistency supports italicization, but enclose phrases as phrases in quotation marks. (Says the grammar cop, â€Å"I don’t make up the rules, ma’am- I just enforce them.†) For example, one would write, â€Å"The phrase in question is ‘plausible denial.’† (Use double quotation marks for a phrase as a phrase such as â€Å"plausible denial†; I used single quotation marks in the example because they appear within a quotation that uses double quotation marks.) Note the distinction between phrase as label for concept and phrase as phrase in these examples: â€Å"Such office settings came to be called cube farms,† but â€Å"Someone came up with the phrase ‘cube farm.’† In addition, in textbooks and instructional manuals, words and phrases are often italicized when the concepts they represent are introduced, even if they are not being identified as words as words. (Sometimes, they are formatted in boldface, but usually this emphasis indicates that these terms are introduced as new vocabulary and defined in a glossary.) In such cases, the emphasis is provided in the first reference only; all subsequent uses of the term are not italicized. Some examples in which words might be emphasized in an educational context (but ordinarily need no emphasis) follow: â€Å"In general, this concept is called contradiction or paradox.† â€Å"This is an example of an idiom.† â€Å"Distinguish between the concepts of fitness and adaptation in evolution.† Two key exceptions in the use of italics for emphasis are writing proper nouns (for example, â€Å"The second p in PayPal is also capitalized†)- though italicizing proper nouns may enhance clarity- and conveying speech (â€Å"Many people say ‘myself’ when they should say ‘me’†); communicating what one might write is more of a gray area, but in these posts, I italicize in such cases (â€Å"Insert that into the sentence†). Italics are used for other forms of emphasis: For example, foreign words (and phrases) are italicized to emphasize their outsider status. (However, many such terms have been adopted into English, so check a dictionary before formatting a foreign-seeming word or phrase; if it has an entry, it is considered an English term and should not be emphasized.) Again, as in the case of introduced concepts and vocabulary, italicize such terms on first reference only (unless just a few instances are scattered throughout a long piece of content; use your judgment in such cases). Italics are also employed to signal an emphasis that would not otherwise be communicated. For example, in the sentence â€Å"It was him!† the default emphasis is on him, conveying that the focus of the sentence is on the identity of a person. But â€Å"It was him!† shifts the emphasis to the verb, communicating that one’s earlier suspicion has been confirmed. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:What is the Difference Between "These" and "Those"?"Confused With" and "Confused About"20 Classic Novels You Can Read in One Sitting

The Strange Case of Dr. Jekyll and Mr. Hyde written by Robert Louis Essay

The Strange Case of Dr. Jekyll and Mr. Hyde written by Robert Louis Stevenson - Essay Example Jekyll’s counter part, Mr. Hyde, a very important character in the story is rather like a synonym for iniquitous personality. A quote from page 40 reads like this, â€Å"Mr. Hyde was pale and dwarfish, he gave an impression of deformity without any nameable malformation, he had a displeasing smile, he had borne himself to the lawyer with a sort of murderous mixture of timidity and boldness, and he spoke with a husky, whispering and somewhat broken voice† (Stevenson, Chapter, 2). One can easily identify the deliberate attempts the author makes to exhibit the villain in Mr. Hyde. Take the following for reference; Mr. Earnfield describes to Utterson how the creature trampled over a child in the street-â€Å"and then came the horrible part of the thing; for the man trampled calmly over the childs body and left her screaming on the ground. It sounds nothing to hear, but it was hellish to see. It wasnt like a man; it was like some damned Juggernaut† (Chapter, 1). It gives the greatest visual effect of a narration- here, a man is a brute personified! Irony of the expression is that the narrator calls the Mr. Hyde ‘a man’ and ‘a juggernaut’ at the same time. There is another example of how Mr. Stevenson visualizes the wicked image of a true brute. Hyde’s encounter with an old guy referred in page 47 runs like this, â€Å"he broke out in a great flame of anger, stamping with his foot, brandishing the cane, and carrying on (as the maid described it) like a madman., †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦..the bones were audibly shattered and the body jumped upon the roadway†(Stevenson, chapter, 4). It shows the maximum of severity that an individual can posses. It is definitely indisputable that the character of Mr. Hyde is the reflection of the devilish mindset of human. There can be probably nothing more brutal about anyone than killing a fellow being for insistent

Class Dialogue Assignment Example | Topics and Well Written Essays - 250 words - 3

Class Dialogue - Assignment Example Libreria Editrice Vaticana: Chapter I: #24-27; 36-39; 41-45. 6-10. Accessed online on June 8, 2014 from http://w2.vatican.va/content/francesco/en/apost_exhortations/documents/papa-francesco_esortazione-ap_20131124_evangelii-gaudium.html. This source takes a look into evangelism and the role that Christ plays in evangelism. According to the source, Christ is proactive and loved humans first. Additionally, the source looks into the role played by patient and restraint on time. The relevance of this source to the topic at hand is that evangelism and the role played by Christ in showing love provides relevant perspectives for developing the current class dialogue. United States Conference of Catholic Bishops. (n.d). Faithful Citizenship: A Catholic Call to Political Responsibility. Accessed June 8, 2014 from http://www.usccb.org/issues-and-action/faithful-citizenship/upload/forming-consciences-for-faithful-citizenship.pdf As citizens, American are controlled by policies that aim to maintain law and order within the society. As faithful Christians, Catholics demand that citizenship and faith should integrate provided that the church is free to carry out its mission without interruptions from policies that watch over humans. The relevance of this source to the current topic is providing insight on how, Christians should show love to other people, maintain their faith as Catholics, and function under national policies (the constitution). This quote is of special interest as it points out that the relevance of documents is slowly deteriorating and interest in following up with administrative doctrines has been deemed insufficient. This quote raises the question of what more is needed to regulate the outcomes of choices. In 2013, the USA was in the news headlines for the wrong reason. With the efforts to control or monitor terror, a spy program called Prism was developed to intercept communication of various citizens. This program would

The Great Search for Oil Sources Essay Example | Topics and Well Written Essays - 500 words

The Great Search for Oil Sources - Essay Example There are also those who, on the other hand, feel that the end result from drilling in the area would be so minuscule in nature, that is would prove to not have any kind of benefit, while in the process having a drastic effect on the ecosystem of the refuge itself. The online Encyclopedia Wikipedia provides a little history on the subject of drilling in the Arctic. It writes that, "The question of whether or not to allow drilling for oil in the Arctic National Wildlife Refuge (ANWR) has been a political football for every sitting American president since Jimmy Carter. The Arctic National Wildlife Refuge is just east of Prudhoe Bay in Alaska's "North Slope," which is North America's largest oil field. Currently, the Prudhoe bay area accounts for 17% of U.S. domestic oil production.[1] In 1987 and again in 1998 studies released by the U.S. Geological Survey have estimated significant deposits of crude oil exist within the land designated as the "1002 area" of ANWR, as well.[2][3][3] ," ("Arctic" p.1). A noticeable action came when, "In 2005, Congress twice affirmed their constituents' belief that America's remaining wilds are important and rejection of claims that Arctic Refuge oil is any sort of answer to the nation's dependence on foreign oil. In November 2005, leaders of the House removed provisions that would have allowed drilling in the refuge from a massive budget bill.

Depression and Suicidal Ideation: Mental Health Case Study

Depression and Suicidal Ideation: Mental Health Case Study Introduction Mental health nursing is a complex healthcare practice, because it aims to meet the needs of clients with mental health needs, which are usually also complex and require more than a single therapeutic approach. Mental health nurses usually provide supportive and therapeutic care adhering to nursing and healthcare principles of beneficence and non-maleficence, and adhere to the principles published in the national guidance, of client-centred care focused on service user need, as enshrined in the National Service Framework for Mental Health (Department of Health, 1999). Mental health nursing usually involves the provision of ongoing, supportive therapeutic interventions and ‘talking’ therapies, which can include counselling based on established principles. This role of the mental health nurse involves the formation of a therapeutic relationship with the client, in order to support the client to development self-management and coping strategies for the ongoing control of th eir condition and its symptoms, in conjunction with pharmacological treatments. This critical essay will explore the mental health nursing care of a particular, identified patient encountered in clinical practice, in whose care the author was directly involved. It explores the provision of Cognitive Behavioural Therapy (CBT) to a single client who had complex health needs and challenging symptoms, reviewing the usefulness and appropriateness of the therapy, the effects or projected effects on the client’s wellbeing and symptoms, and the issues surrounding such care for the client in relation to rehabilitation and recovery as part of their mental health journey. The essay will focus on the care of one client with depression and suicidal ideation, looking not at the acute phase of mental health care, but the rehabilitation phase where the client is being supported into ways of managing symptoms and returning to a useful, active social life where they can function effectively within society. The essay focuses on the goals and principles enshrined in the NSF for Mental Health (DoH, 1999), that of achieving the best possible standards of health and wellbeing for the client and the best possible control of their symptoms. It will explore the rationales and process of the therapeutic intervention, and use this intervention within a person-centred model of counselling, support and care. Client Background and History The client, who for the purposes of this essay will be called Lisa (this being a pseudonym used to ensure client confidentiality), is a 19 year old young woman with a history of depression and suicidal ideation. Lisa first presented to the local mental health services at the age of 16, after an acute episode of physical self harm and attempted suicide. Lisa’s self-harming behaviour takes the form of cutting, usually to the arms, legs and abdomen, although she has been known at times to also cut her face and neck. During her first admission, Lisa was diagnosed as having Depression with Psychotic symptoms. She has been managed with a combination of Fluoexetine and a range of other medications, but is known to have frequent relapse due to medication non-compliance. Lisa has a complex personal and social history which goes some way to explaining her current state of mental ill health. She was abandoned by her single parent mother at the age of 11, from which time until the age of 16 she spent in local authority care, a mixture of foster homes and care facilities. At age 16 she left care and went on the streets, but at 17 after her third hospital admission was able to get into a social support programme, secure accommodation for herself, and start to attend college. Lisa is still at college, studying beauty therapy. She has a history of sexual abuse, but for the past year and a half has been living a relatively stable life, with a good social life and a busy college life. Lisa has presented this time with a relapse in her Depression, and has demonstrated a strong suicidal ideation, low mood and being very withdrawn and apathetic. She has, this time, attempted suicide through overdose of a friend’s prescribed medication accompanied by severe cutting to the arms, legs and breasts. After being medically stabilised, she was admitted to the mental health ward, and after two weeks on the ward, fully compliant with her medication, was making some progress towards rehabilitation. Discussion Norman and Ryrie (2004) describe mental health nursing as a process of working with clients to allow them to develop the skills to regain control over their lives through managing their mental health. Ultimately, mental health nursing supports clients into a phase of recovery (Tschudin, 1995), which means that they are not overwhelmed by their symptoms and can manage them through a combination of medication, personal supportive therapies, and other support, in order to lead ‘normal’ lives within society and achieve personal goals. Mental health nursing is based upon a range of principles, some of which are scientific, some of which are more holistic (Norman and Ryrie, 2004). Mental health nursing supports clients through the acute phases of their illness, via crisis management, and through the chronic stages of their illness, through longer-term processes of rehabilitation (Perkins and Repper, 2004). Quite often, mental health service users are viewed in terms of their d isease and its treatment, but the provision of true client-centred care should start off with a good understanding of the client and their condition, their particular needs, and then be followed by a judgement about how best to help them towards recovery along the spectrum of mental health and illness (Perkins and Repper, 2004; Foreyt and Poston, 1999). Recovery cannot be considered as a finite point in time, but as an ongoing balance between the client and their illness, wherein the client aims to achieve the ability to function at the level they desire, through accessing appropriate support (Perkins and Repper, 2004; Greenberger and Padesky, 1995)). The judgement about what kind of support is best is based upon a number of factors, but most often, the decision about which of the many approaches to supportive therapies and counselling will be used is based upon both the client need, and the mental health nurse’s own knowledge about, experience of, and preference for, a parti cular form of therapy (Puentes, 2004). Mental health nurses, therefore, must have a good understanding of themselves, their philosophical orientation in relation to counselling, and the therapies on offer, and are most likely to provide those with which they have the most familiarity. In this case, the author is describing their own philosophical approach as matching that of their clinical practice mentor, who, as an experienced mental health nurse, is a strong advocate of client centred approaches to counselling. Gamble and Curthouys (2004) describe these approaches as being founded on Rogerian principles that include empathy, genuineness and unconditional positive regard. Rogers (1957 in Gamble and Curthouys, 2004) suggest that within a therapeutic relationship, which is a supportive relationship between client and nurse, with the express goal of attaining rehabilitation or recovery, there should be certain features which support the client towards ‘functionality’. Thus, there needs to be contact between tw o people, nurse and client, in which the client is in a condition of incongruence, and the nurse a state of congruence, and in which the nurse displays unconditional positive regard, and empathetic understanding, towards the client (Rogers, 1957 in Gamble and Curthouys, 2004). The nurse must be able to communicate these factors to the client, within the client’s frame of reference (Rogers, 1957 in Gamble and Curthouys, 2004 Bryant-Jefferies (2006) argues that the therapeutic relationship must be founded on empathy, and that in order to achieve empathy the nurse must employ active listening, and must attend to all the signs and the kinds of communication which the client displays, providing a sense of being ‘present’ with the client in whatever experience they are retelling or currently experiencing. One of the more challenging aspects of developing such a relationship with the client is the provision of unconditional positive regard, which Bozarth and Wilkins (2001 in Bryant-Jefferies, 2006) describe as an ongoing, unceasing and unflagging ‘warm acceptance’ of the individual, regardless of what they might say. Some authors describe this as the element of the therapeutic relationship that is most likely to support the client towards recovery (Bozarth and Wilkins, 2001 in Bryant-Jefferies, 2006). In this case, the mental health nurse (the author’s mentor) who was the prima ry support person for the client, fully aspired to such principles and to the concept of developing the best possible therapeutic relationship with the client. The literature consistently demonstrates that the quality of the therapeutic relationship is fundamental to the client achieving a state of mental health and wellbeing (DoH, 2001; DoH, 2006; Nice, 2004). The author agreed with this and felt that their own therapeutic philosophy was founded upon similar principles, making it appropriate to get involved in the case. The client was also happy to have the author present, as they were involved in there are from admission, and had spent some time observing the client during the acute phase to prevent further self harm. Depression is a surprisingly common, yet often serious mental illness, which can present in a variety of ways, with features such as â€Å"low mood, lack of enjoyment and interest, reduced energy, sleep disturbance,appetite disturbance, reduced confidence and self-esteem, and pessimistic thinking† (Embling, 2002; p 33). According to Embling (2002), these symptoms can have a significant effect on people’s ability to take part in normal daily life or social activities, and in particular, the low mood and predisposition towards pessimistic thoughts can have a negative impact on thought processes, leading to suicidal ideation (Rollman et al, 2003).. There are a number of individual and social issues which have been shown to have an association with depression, including physical illness (acute and chronic), poverty or low socioeconomic status and deprivation, divorce, bereavement or relationship breakdown, loss of a job or sudden, negative change in circumstances, ethnic minority status, and concomitant mental illness (Embling, 2002). It is a chronic condition which can manifest in acute episodes which are often successfully managed with pharmacological and non-pharmacological support, but the relapse rate is high for many patients (Embling, 2002). It can range from mild depression to severe depression or anywhere along a spectrum in between (Rollman et al, 2003). A wide variety of therapeutic approaches have been used in treating this illness, and in Lisa’s case, she had had some success previously with solution-focused brief therapy, but had found herself relapsing once regular, close contact with a mental health nurse had lapsed. Lisa admitted that she felt the time was right to take control of her life and find ways of coping with her illness more independently, and was keen for strategies which would allow her to avoid having such serious relapses, because they themselves had a negative effect on her life and potential career. Therefore, it was agreed that CBT might be the optimal approach. Luty et al (2007) argue that CBT is not always the most efficacious therapeutic choice for severe depression, but in Lisa’s case, it seemed worth trying, particularly as her worst symptoms were related to not maintaining her medication, and once she was on her medication, the focus had to be on keeping her well enough to keep taking the tablets. Other literature suggests that CBT is effective in patients who have had a history of sexual abuse (Price et al, 2001) This seemed to imply that the focused approach to support that CBT offered would the right way, particularly as it is so focused on relapse p revention. According to NACBT (2007) cognitive behavioural therapy is the term used to describe a variety of therapeutic or interpersonal interventions, all of which are characterised by a focus on the importance of how clients think, and how this thinking impacts upon their feelings, their responses to stimuli and stressors, and their actions. Its value lies in the fact that it is structured, directive, and also time-limited, strong focusing client and nurse on the current problem, on how the client feels and thinks at the single point in time that therapy is taking place (Embling, 2002). CBT is based on â€Å"the theory that the way an individual behaves is determined by his or her idiosyncratic view of a particular situation, thus the way we think determines the way we feel and behave †(Embling, 2002p 34). According to Embling (2002), Beck et al (1979) introduced CBT , suggesting that â€Å"CBT can treat depression as it helps the client to evaluate and modify distorted thought processes and dysfunctional behaviours† (Embling, 2002) p 38). According to NACBT (2007) CBT has expanded within the therapeutic domain to include a range of approaches based upon the sample principles, including, Rational Behaviour Therapy, Rational Emotive Behaviour Therapy , Rational Living Therapy, Cognitive Therapy, and Dialectic Behaviour Therapy, all of which are based on what are described as â€Å"cognitive models of social response†. These in turn have been based on philosophical principles derived from Socratic thought, wherein individuals aim to attain a state of calm and tranquillity when challenged by stressful or difficult situations and experiences (NACBT, 2007). Thus the idea is to modulate the responses to life and experiences which precipitate symptoms of mental illness. The coun sellor directs the client to use inductive methods combined with principles of rational thinking and educative approaches, to support behavioural self-managed over the longer term , (NACBT, 2007; Sensky et al, 2000) and to prevent relapses (Bruce et al, 1999). Therefore, in CBT, the nurse provides the client with the ability to explore their behaviours, their responses and their typical symptomatic responses in particular in certain situations, and assists them in developing ways of mediating such responses so that they do not relapse into behaviours characteristic of their illness (Sensky et al, 2000; RCP, 2007; BABCP, 2007). Management of Lisa’s Care To begin with, it was really important to ensure that Lisa’s counselling and therapy was truly person-centred, in order to develop a good relationship between Lisa, the primary nurse and the author (NELMH, 2007; Moyle, 2003). The author hoped that Lisa would respond well to this approach because it would allow for the demonstration of empathy and a good understanding of how her life, previous mental illness and personal circumstances were contributing to her current illness, and therefore would support congruence in provision of support to meet her needs and address her specific concerns. However, the difficulty in achieving congruence here was that the author could not really claim to fully understand the effects of Lisa’s previous experience of sexual abuse or really relate to her experiences, and in particular, the author found some elements of her history, including the stories she told relating the sexual abuse, as very disturbing. The author discussed this with th e nurse mentor prior to the counselling sessions, and discussed how to achieve that true sense of congruence and presence, without communication their own abhorrence of the experiences that Lisa was relating. It was decided that it would be acceptable to tell Lisa that the author was appalled by these experiences, because this would underline the fact that she should not have had to suffer this abuse and that she was right to seek help in dealing with the effects on her mental health. Therefore, the author was able to enter into this counselling in supportive frame of mind, and able to achieve empathy without communicating negative feelings to the client. The focus of Lisa’s CBT was on the suicidal ideation/self-harming and the low mood and self-abhorrence that were the main manifestations of her depression. Collins and Cutcliffe (2003) show that one of the most common features displayed by mental health service users with suicidal ideation is hopelessness. This was certainly the case for Lisa, who displayed a sever pessimism about life and her ability to achieve anything like lasting recovery. Her goals to become a beauty therapist seemed unobtainable, and she felt she had no hope of making a new life for herself that was not ‘ruined’ by her previous life. However, Collins and Cutcliffe (2003) recommend CBT for this kind of pessimistic thinking because it focuses the client on establishing ‘hopefulness’ within their thought patterns. Other research shows that suicide risk can be reduced if individuals can experience others showing concern for them (Casey et al, 2006). This was supported by the author’s and the mentor’s firm belief in the efficacy of CBT for clients such as Lisa (Joyce et al, 2007). Thus, it was possible to establish an initial level of trust, and through the therapeutic relationship, the author was able to support Lisa in exploring her conditional assumptions (Curran et al, 2006) which led to the ongoing, spiralling pessimism, and then using CBT, we were able to set goals for each counselling session, set ‘homework’ which focused on self-management, and then reflect on progress as each session followed the previous one (Curran et al, 2006). The sessions focused on relapse prevent ion through changing cognitive patterns and schema, rehearsing relapse drills, and ensuring ongoing compliance with medication (Papakostas et al, 2003. While some authors argue for the need for inclusion of family or carers in therapeutic interventions such as (Chiocca, 2007), this was not possible with Lisa because she had no family and although she had a number of good friends made through her college course, none of them knew of her mental illness. The focus was therefore on health education, developing personal skills, and helping Lisa to cope with issues such as her current socioeconomic status (Jackson et al, 2006; Cutler et al, 2004). . Conclusion If, as Calloway (2007 p 106) suggests â€Å"nursing is defined as a profession that protects, promotes, and restores health and that which prevents illness and injury†, then using such a client-empowering form of therapy, one which is based on the development of realistic coping mechanisms (Salkovskis, 1995; Deakin, 1993), was the right approach with Lisa. Discussion with her revealed that focusing on relapse prevention, within an honest therapeutic relationship which addressed the factors affecting her mental health, and addressed the ways of thinking and behaviours which led to relapse, was the right approach, because these were, fundamentally, her primary needs. The person-centred approach, in particular, seemed to give her the positive, ongoing interpersonal contact she needed, such that she did demonstrate signs of moving into a state of rehabilitation and recovery. References BABCP (2007) CBT Today36 (3) Available form www.babcp.com Accessed 5-1-09 Bozarth, J. and Wilkins, P. (eds) (2001) Rogers’ Therapeutic Conditions: evolution, theory and practice Ross-on-Wye: PCCS Books. In: Bryant-Jeffries, R. (2006) Counselling for Eating Disorders in Women: Person-centred dialogues Oxford: Radcliffe. Bruce, T.J., Spiegel, D.A. and Hegel, M.T. (1999) Cognitive-behavioural therapy helps prevent relapse and recurrence of panic disorder following alprazolam discontinuation. Journal of Consulting and Clinical Psychology 67 (1) 151-156. Bryant-Jeffries, R. (2006) Counselling for Eating Disorders in Women: Person-centred dialogues Oxford: Radcliffe. Calloway, S. (2007) Mental Health Promotion: Is Nursing Dropping the Ball?. 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