Jean Watson's Theory of Caring Essay Example | Topics and Well Written Essays - 2000 words

Jean Watson's Theory of Caring - Essay Example The ultimate aim of this context is to examine Jean Watson’s theory of caring and its implications for both patients and nurses. This paper begins by outlining the overview of the theory before looking at how she brought out the idea of caring moment and how it can apply to daily lives of people (Potter & Perry, 1999). Watson’s theory of human caring also called theory of transpersonal caring or the caring model was established in 1979. The theory has undergone evolution for several years, but its root principal remains outstanding. The theory stresses on the concept of humanistic issue of nursing in conjunction to scientific knowledge. She modeled the theory in a way that it clearly brings out the implication and focus to nursing as a different health line of work. She believed that caring is a backing and support of the identity of nurses (Delaune, 2002). She added on that the identity of medicine is that of caring, since nurses deal with patients and medicines; the same should portray their identity. Florence Nightingale who stated that, â€Å"It is the surgeon who saves the life of an individual and it is the nurse who helps the life of this person,† heavily supported Watson’s implication (Reed, 2006). The theory of human caring implies that the role of nurses is to develo p a caring association with patients through treating them as holistic being, which means, body, mind and spirit. The nurses are also supposed to express categorical acceptance and care for patients with a positive concern. They are also supposed to foster health through wisdom and involvement. Watson defined caring moment as the uninterrupted time that a nurse spends with a patient where they can share a story, advice, a joke, laugh together and at least make the patient feel healed. It is the session where the nurse and the patient make contact through nurse entering the patient’s room and making him

Career Counseling Essay Example | Topics and Well Written Essays - 250 words

Career Counseling - Essay Example The authors utilized the questionnaire survey method by distributing career choice questionnaires in 1993 during a business meeting organized by the Organization of Student Representatives (OSR). The respondents comprised of 114 OSR members of diverse nationalities who pursued varied undergraduate degrees. The findings revealed that the following factors were influential in the students’ career choice: (1) parental support; and (2) previous health care orientation and experience. In addition, more than â€Å"97% of the respondents felt that medical schools should help medical students who are undecided about their medical specialty choices† (Hesser, Mehaffey & Thompson, 1995, 1). The authors averred that the respondents emphasized that their medical schools failed to provide assistance in choosing a medical specialty due to the following reasons: (1) lack of neither facilitators nor organized career support services; (2) have trained facilitators but not consistent in the provision of career support services; and (3) have both facilitators and support services but failed to announce public schedules as needed. As a result, the authors contended that future research could look into focusing not only on training appropriate facilitators and organizing career support services, but more so on strategies of publicizing these services accordingly. They concluded by stating that medical students, on their own determined initiatives, must â€Å"not give up until they have found them!† (Hesser, Mehaffey & Thompson, 1995, 1). The information relayed in the article is relevant in terms of making students aware that various endeavors and educational institutions must actively pursue career counseling services to guide students in the direction of their career path. Despite one’s determination to pursue a particular career, developments in

War Fare Essay Example | Topics and Well Written Essays - 1250 words

War Fare - Essay Example Accordingly, trench warfare, a particularly brutal type of warfare undertaken in armed trenches, and resulting in huge human casualties and loss of life, was a key feature of the battles which occurred as part of the First World War. Difficult conditions coupled with widespread disease and poor sanitation were features of this insidious type of armed conflict. Seeking to explore the devastation which occurred as a result of trench warfare during World War One, this essay will analyze the conditions of trench combat, the types of disease prevalent throughout the trenches and will explore how British soldiers endured fighting under these inhospitable conditions. We begin now with an overview of the preconditions which led to one of the most traumatic episodes in world history. There were a variety of important preconditions to the emergence of the conflict, which up until that date, had been the largest that the world had ever seen. The First World War represented the dueling alliances of the Triple Entente - composed of Britain, France and Russia – and the Triple Alliance – comprised of Germany, Austria-Hungary and Italy. Pre-conditions are best described as the precursors to conflict and there were many underlying long-term causes for the belligerent behaviour of the states of Europe in 1914. An arms race, underway for years, and growing at a rapid pace just prior to the emergence of the First World War set the stage for violent conflict between the major states of the region. Accordingly, the arms race occurring at the time exacerbated the global balance of power and led to an increased likelihood of aggressive behavior between the armies of Europe. As the European armies grew and competed with one another for size, manpower and prestige, the naval race between German and Britain contributed to a partition of the major states of the continent into two

Turning patients prevents pressure ulcers Essay Example for Free

Turning patients prevents pressure ulcers Essay I.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Introduction/ Preparation Statement of the Problem As for the study, the main problem to be considered is to determine the significant effects of turning in the prevention of pressure sores or ulcers. With the relational focus between the occurrence of the condition and the physiological processes involved, the study determines the most appropriate time allowance that the nurse should provide in bed turning administration to the patients. Considering different factors that influence the occurrences of bedsores, the study takes into account the possible factors contributing to their occurrences. The study aims to determine the relationship of providing bed turn for patients in order to reduce the occurrences of pressure ulcers. Within the study, the nursing intervention of bed turning is to be analyzed as to how it can further alleviate the condition of the patient, especially those who are prone to the development of pressure ulcers (e.g. skinny individuals, immunocompromised, immobile patients, unconscious, etc.). The condition of Pressure ulcer consists of localized disruption of skin integrity as well as the underlying tissue layers experience intense and prolonged exposure to most commonly pressure, while other etiologies can also include shear, friction, or any combinations of these causal factors. According to Lyder CH. (2003), pressure sores or also known as decubitus ulcers tend to occur in all cases wherein skin experiences sustained mechanical loads, but are usually common in those patients who are immobile and bedridden or those with administered orthopedic devices. Background and Significance of Problem The occurrences of decubitus ulcers have become one of the most common health problems that occur throughout the heath care unit, especially for clients who are immobile and currently under orthopedic therapy. According to statistics, it has been approximated that 1 million adults annually progress into acquiring pressure ulcers due to faulty nursing or care management. The incidence rates vary greatly depending on the health care delivery system. However, statistics evidently show that the occurrence of pressure ulcers range from 0.4% to 38%, which if broken down and categorized to the scope of quality of nursing care, it resulted from ranges 2.2% to 23.9% for health care facilities, and 0% to 17% for home health agencies (Fitzpatrick and Wallace,   2006 p.482). The most common age groups to develop this type of condition are those individuals aging from 70s and above due to the decreasing blood circulation. Significantly, insufficient and incompetent nursing care in the inpatient setting has been linked to the increasing conditions of this disease condition. In addition, the statistical incidence rates of decubitus ulcers are most prominent among inpatients of the hospital population under this age criteria. In fact, epidemiological ratings usually exceeds higher for those orthopedic cases (Baumgarten M et al., 2003). From the physiological point of view, the reason for the occurrence of decubitus ulcers is the inadequate oxygenation due to progressive or reoccurring pressure. This impedes the normal case of capillary refill and blood flow, which is responsible for cellular oxygenation; hence, due to impediment and impaired tissue perfusion, the end results to tissue necrosis. The development of these pressure ulcers usually occurs on the lower half body, two-thirds around the pelvis and a third on the lower limbs (National Pressure Ulcer Advisory Panel, 1989). Added by Fitzpatrick and Wallace (2006), the development of pressure ulcers and high epidemiologic ratings of patients under a particular health care delivery system can negatively influence the credibility of nursing care provided by the indicated institution (p.482). Considering the attempts made in order to reduce or prevent the occurrences of pressure ulcers, the results obtained have significantly provided a small decline of in the epidemiological statistics. Bed turning is one of the most commonly utilized nursing procedures in order to alleviate and reduce the cases of bed sore occurrences. However, there has been no clear study on how to better apply this procedure in terms of frequency as influenced by etiologic factors contributing to the occurrence of pressure ulcers. To be able to do so, a thorough literature review has been conducted in order to determine the conditions for the application of patient turning. The gathered literature review is an essential component of this study since outcomes of the data gathered could be used in order to act as basis for coming up a nursing care plan for these patients in an effort to reduce the morbidity ratings of pressure ulcers in the health care setting (Gordon MD, Gottschlich MM, Helvig EI, et al., 2004). In the study done by De Laat et al published in 2005, the authors did utilized a form of review of literatures for the purpose of demonstrating the measures that other studies have utilized in order to prevent or treat pressure ulcers. From this, turning patient had become the most simple and commonly used nursing procedure for this purpose. By determining the standard frequency time for the turning of patients in consideration of factors associated to bed sore occurrences, further guidelines can be mandated in health sectors to effectively reduce the cases of prolonged immobility of patients; hence, reducing as well the risk of pressure ulcer occurrences. Purpose of the Study   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The purpose of the study is to provide information for the physiological relationship between the occurrence of pressure ulcers and the time standard required in between turning of patients. Critical analysis, comprehensive data integrations, and interpretation of research outcomes are the founding methodologies applied in the course research. The study should provide additional learning awareness for the public and health care institutions especially in terms of the most appropriate time allowance to be allotted in between patient turning. Turning patients can proved to be an important nursing procedure; hence, this study explores this procedure in an effort to raise the credibility of nursing care management in pressure ulcer management via patient turning. Independent and Dependent Variables Independent Variables Patient Age group Patient – Nurse ratio Dependent Variables Hospital protocols and policies Awareness of nursing facilities in the procedure Patient cooperation Definition of Terms: Independent Variables Patient Age group This pertains to the age criteria of those patients who have incurred the condition of bed ulcers. The study does not limit the age criteria although considers and categorizes the age group who had conjured the condition. Patient – Nurse ratio This variable pertains to the number of nurses available to cater to patients and the number available in providing the nursing procedure of bed turning for patients against the number of patients requiring need for turning, specifically those are at risk at acquiring the condition and those who have the condition already. Dependent Variables Hospital protocols and policies This dependent variable consists of those rules and standards utilized by the nursing service as the foreground basis in administering nursing procedures to their patient. This component can be modifiable granted that ethical concerns and rightful justifications are provided. Awareness of nursing facilities in the procedure The variable involves the knowledge of the nursing facility in terms of properly administering the turning of the patient, which consists of the standard time allotted per patient turning, and if there are considerations being applied depending on the etiology of pressure ulcers. Patient cooperation This involves the patient’s willingness to participate in the procedure provided by the nurse. Some patients demonstrate feeling of anxiety and reluctance, which causes resistance in participating in the given procedure. Significance of Project: To Patient Care The study is significant to patient care because the concept of turning patients facilitate appropriate physiological advantage on the part of the patient. By knowing the most recommended time allotted for every turns or repositions, the patient can lessen the risk of developing pressure ulcers, which, on the longer perspective, this can help reduce to morbidity ratings for pressure ulcers among patients. To Nursing The study is significant to nursing service since by knowing the most appropriate time necessary to stand as basis for every patient turns or repositions, the nurse may increase their competency in preventing the occurrence of bed sores for in-service patients. In addition, the decrease of pressure ulcer epidemiology in the nursing care facility can provide higher credentials in terms of perception in the nursing unit specified. To Society The study is significant to the community as it provides awareness expansion in the boy of nursing care for the sick. The concept of the study is more of a preventive task; hence, those families requiring preventive means for pressure ulcers can utilize the result of the study to further develop their care standards for their own patients; hence, fostering independence among family and community nursing care perspective. References Baumgarten M et al., (2003). Risk factors for pressure ulcers among elderly hip fracture patients. Wound Repair Regen;11:96-103. Fitzpatrick, J. J., Wallace, M. (2006). Encyclopedia of Nursing Research. Springer Publishing Publisher. Gordon MD, Gottschlich MM, Helvig EI, et al. (2004). Review of evidence-based practice for the prevention of pressure sores in burn patients. J Burn Care Rehabil.;25:388-410. Lyder CH. (2003). Pressure ulcer prevention and management. JAMA;289:223-226. National Pressure Ulcer Advisory Panel. Pressure Ulcers: Incidence, Economics, Risk Assessment—Consensus Development Conference Statement. West Dundee, Ill: SN Publications; 1989

Japan and America History and Culture Comparison

Japan and America History and Culture Comparison Janette B. Perez Comparing a Culture and its Education:Â  The Correlation of the Two: What Prevails? The United States of America is a country that is largely populated by immigrants, and the culture is heavily influenced by the many groups of people that now make up the country. Culture could be defined as the characteristics and knowledge shared by a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. Acculturation however, refers to the development between two or more different groups of people meeting and exchanging aspects of their culture. With time an individuals personality may transition based on the different variables that may be affecting it and that plays a pivotal role in acculturation. Would you say that being forced to change your lifestyle from one moment to the next affect your personality? During World War II, Japanese-Americans were evacuated and were forced out of their homes by the War Relocation Authority; having to live apart from what they knew could have changed some parts of the culture they ha d been brought up with, including their education. Although, each person may aspire different goals in regards to their education, during the World War II era, Japanese-Americans had to adapt to the conditions in the relocated facilities and the educational programs provided to them. Meanwhile many Japanese-Americans were also dealing with a clash of culture between these two countries. In this research paper, I will summarize and critique each article, one on the education systems of Japanese-American relocation centers during World War II and the other on the culture of Japanese-Americans and their acculturation to the United States; many conclusions can be obtained and compared from both of the articles mentioned that will proof whether there is any correlation between culture and instruction. To start off article one, keep this in mind: What is the difference between culture and acculturation? Furthermore, how are these related or can the two morph to form to make an individual transition into something new. Acculturation of Personality: A Three-Culture Study of Japanese, Japanese Americans, and European Americans This article begins with the question: Does an immigrants personality change when he or she moves from one culture to another? There is definitely an underlying idea in this sentence that will help us explore the remaining of the article (Gungor et al., 2012). Can culture shape the personality of a person or vice versa; can personalities be molded far enough to were the culture in a particular group of individuals becomes something entirely different or does it change only to a certain extent. To answer these questions a three-culture study between Japanese, Japanese-Americans, and European-Americans was conducted to show if there was any evidence that a strong-rooted culture like that of the Japanese immigrants could be influenced thus causing change in Japanese-Americans after being in contact with the American Culture and how it would differ. The researches chose to focus on Japanese-Americans because the personality patterns in their culture of origin (Japanese Culture) are very different to that of European-Americans showing obvious contrast if change occurs, for example, when compared on Big Five personality dimensions, higher levels of Openness to Experience, Extraversion, Conscientiousness, and Agreeableness and lower of Neuroticism have been found to characterize the personality patterns of mainstream European and North American societies as compared to those of Asian and African societies (Gungor et al. 2012) In order to establish credibility, participants were selected very carefully and included, 57 mono-cultural Japanese women (strong-rooted in their culture of origin), 40 Japanese-American women(first generation), and 60 European-American women (culture of destination). The examination showed the groups levels of the Big Five qualities mentioned. The differences and similarities between the three cultures were calculated and documented. It was concluded that over time through involvement and exposure to mainstream culture in the United States an immigrants personality seemed to become more American and less Japanese. Something to note about this research is that it is very well categorized from beginning to end with each paragraph containing a specific title explaining the questions this experiment is trying to find answers to, as well as how the method was performed. The article is structured to primarily help us better understand the dilemma faced by the authors, followed by their hypothesis in how the culture of origin of an immigrant can slowly transition into the culture of the location they are exposed to. Finally, it demonstrates the outline of the experiment, including how the participants were selected, why those conditions were chosen, the results of the study, how thee were calculated, and the translation of them followed with the physical evidence of the research. I believe that the authors made incredible points of focus that were explained thoroughly and supported with the results. Not only did they use the research that they conducted as the main source of evidence, but also backed-up there results with similar studies conducted by other scientists to proof that this experiment can have a broader audience and that the material is relevant and truthful. Overall, research was conducted well the specifications of the participants selected had to keep in mind the two cultures compared and see how it differed in three characterized individuals. To determine culture of origin fifty seven women were selected from Tokyo, Japan-through a survey this cultures Big Five was calculated into a number. On the other hand, sixty women from another metropolitan area were surveyed to portray the Big Five in European-American. The samples surveyed were targeted to be as close as possible in terms of age range, social status, and their contributing roles in soc iety in order to maximize comparability and find the acculturation factor (Gungor et al. 2012). In an effort to demonstrate that over time personalities change due to exposure to the mainstream culture (in this case European-American culture), the first generation Japanese-American subjects selected for the study were slightly older than the other two categorized groups; however, their social statuses and roles were kept very similar. The final results portrayed that in fact, there is a correlation between the time spent by Japanese-Americans, and the age at which they were exposed to a new destination and the American culture. This experiment concludes that culture of origin diminishes over time and culture of destination grows. Continuing into the second article, it is important to note the following: The decision to evacuate the entire Japanese-American community during World War II was unprecedented and executed quickly. In addition to being secluded from their homes and communities, how do these circumstances affect Japanese and Japanese-American daily lives, including their education. The Education of Japanese-Americans, 1942-1946 During World War II many events impacted the entire world and in the 1940s the United States of America was not the exception. President Franklin D. Roosevelt declared that the day of the Japanese attack on Pearl Harbor, December 7, 1941, would live in infamy. This attack fully propelled the United States into the ongoing world war. During the spring and summer of 1942, the United States executed, in a surprisingly short amount of time and without conflicting events, one of the largest controlled migrations in history. The operation was carried out by the United States Army and the War Relocation Authority. An estimated 120,000 people of Japanese descent were moved from their homes and placed into 10 wartime communities located in remote areas between the Sierra Nevada Mountains and the Mississippi River. It was estimated that two thirds of these individuals were American born while the remainder where alien immigrants. Works Cited Cullen, Catherine L. The Education of Japanese-Americans,1942-1946: The Fate of Democratic Reform.American Educational History Journal 38.1 (2011): 197-218. Gungor, D., M. H. Bornstein, J. De Leersnyder, L. Cote, E. Ceulemans, and B. Mesquita. Acculturation of Personality: A Three-Culture Study of Japanese, Japanese Americans, and European Americans.Journal of Cross-Cultural Psychology 44.5 (2012): 701-18. Web.

Television and Media - Censorship of TV Violence Not Necessary Essay

Censorship of TV Violence Not Necessary    Censorship of televised media often begins as a result of the concern many adults show over what their children watch. Children begin watching television at an early age, and they are usually lifetime viewers by the time they are two to three years old. There is usually a steady increase in the amount of television watched during a persons' childhood. This is followed by a decline during adolescence. What is more of a concern to the American people, however, is the amount of violence depicted on the television screen. The addition of cable TV also adds a whole new dimension to the problem. Children who watch a lot of TV are less aroused by violent scenes, less bothered by violence in general, and less likely to find anything wrong with it ( Comstock 521). A study by George Gerbner, Ph.D., at the University of Pennsylvania, enlightens this subject. His research shows that TV programs made for children typically contain over 20 acts of violence per hour. 'Children who watch the vio lent shows, even 'just funny' cartoons, were more likely to hit out at their playmates, argue, disobey class rules, leave tasks unfinished, and were less willing to wait for things than those who watched the nonviolent programs,' says Aletha Huston, Ph.D., now at the University of Kansas.      Ã‚  Ã‚   Even though many studies have been conducted on the effects of TV violence on youngsters many scientists doubt that a connection exists between these two topics. Most simply say that there is just not enough evidence available to make a definite conclusion. In the end it is up to the parents of children to make the ultimate decision of what should or should not be watched. There are several things parents ... ...rograms of historical significance, such as Schindler's List, further lessons its value.      Ã‚  Ã‚   Overall it can be said that violence is indeed prevalent on television in today's society. Some may argue that this violence is harmful to our children and must be ended, while others view the media as a form of free speech. Either way it is up to the individual to make the decision on whether a program should or should not be watched. The TV can simple be turned off or the channel changed if the program is not to a person's liking. The government should not have to do this regulation for us.    Works Cited Comstock, G. (1994). The effects of television violence on antisocial behavior: A meta-analysis. Communication Research, 21 (4), 516-546. Palmer, E.L. (1988). Television and America's children: A crisis of neglect. New York: Oxford University Press.

Heart: Definition and Life Essay

What is your definition of success? Before you can achieve success, you need to define what success means to you. Unless you have a clear vision of what success is to you, you cannot work towards it. Success means different things to different people. For some, monetary reward is a measure of success. Yet others have multiple definition of success. 1. The Different Areas They measure it across a few areas. It can be career, health, spiritual, emotional, time or financial. As an example, one can be successful in one’s career but not emotionally. Of course, this list isn’t exhaustive – so you can add areas that are relevant to you. To find your own definition of success you need to dig deep within yourself and question your values in life. What are your strengths andweaknesses? What are the things that are important to you? By answering these questions you can then come closer to your own definition of success. Be aware that this can be a long process. You may not get the answers so quickly. But it is alright. Define your measure of success, one at a time. Let’s take your career as an example. What would your definition of success be for your career? To make the managerial level by a specified time? Then dig deep to see what are your own strengths and weaknesses. Which would help you achieve it. Which of your weakness is a barrier, and does it go against your values? For me, I value time with my family. However, my work requires me to work late nights and long hours. I will need to adjust my own definition of success. Which would take priority? 2. It Is A Journey When defining your success, remember this important thing. Success is a journey. It has multiple peaks and not one ultimate pinnacle. One success builds on another. Setbacks and mistake will also help you build success. At different periods of your life, success is defined differently. In our career, at a more junior level, your success can be defined by exceeding your job requirements or getting a promotion. Or success can be defined in a few respects. They can be: 1. Your relationship with your boss; 2. Your relationship with your peers; 3. Your dealing with other departments; and 4. Your learning curve. You may add other areas as you move up the corporate ladder. One of my definitions of success in my career at this point – is the number of staff I mentor to higher levels within my industry. When they achieve a certain level of skills and knowledge and are respected by clients, business partners and industry peers – I have achieved some amount of success as far as my career is concerned. Therapists Spill: My Definition of Success By MARGARITA TARTAKOVSKY, M.S. In the fall, clinician Joyce Marter and her husband hosted their friends for a dinner party at their Chicago home. Among the couples — all in their 40s with school-aged kids — conversation turned to the adventures of parenting and the tricky stage of adolescence. This sparked a dialogue about how they gauge success. Marter’s knee-jerk reaction was to say that success excludes dicey circumstances such as driving under the influence or dropping out of school. â€Å"Thankfully, I quickly regrouped from this position of fear-based and judgmental thinking and realized I do not truly believe any of those experiences or other life challenges mean somebody has failed or is not successful,† she said. Hardships make us human and give us the opportunity to grow, she said. None of us is perfect or remains unscathed in life. Marter’s guests offered myriad definitions, everything from education to prosperity to resiliency to health to happiness. So what is succes s? What does being a success look like? Below, Marter and other clinicians spill their views on success. According to Marter, also owner of the counseling practice Urban Balance, success is authenticity and mindfulness. Success is to live life openly, authentically, and lovingly in a way that is aligned with the highest good of self and others. Furthermore, when one is mindfully rooted in the present moment and engaged in relationships and work that promote a loving growth of human consciousness, one is joyous and prosperous. And so, this is my wish for myself, my children and for all humankind. Christina G. Hibbert, Psy.D, a clinical psychologist and postpartummental health expert, summarized success in three words: faith, love and joy. To be successful in my work means that I am able to touch others’ lives, to help them know they are not alone, and to impart some bit of joy or wisdom that will leave them better than before. To be successful in my family means to love — to listen, to say I’m sorry when I’m wrong, to encourage, uplift, and to always strive to give the best of my time, talents, and heart. To be successful as a human being means to continually examine myself, my motives, and my works; to connect spiritually, listen to what my Creator has in mind for me, and trust the process — to be open to learning and improving, and willing to share myself and serve gladly. I guess overall, for me, success = faith, love, and joy (my three-word motto) — striving to do and be my personal best in work, family, and as a human being, forgiving myself when I’m not, picking myself back up, and diligently pressing forward again. For Deborah Serani, Psy.D, a clinical psychologist and author of the book Living with Depression, success lies in the everyday, in the journey from setting a goal to realizing it. For me, success is when I set a realistic goal, enjoy the journey as it unfolds and dwell in the momentary satisfaction when it all comes together. From cooking a new recipe, to learning a new yoga pose or taking a challenge that stretches my comfort zone, it’s the entire experience that offers me a sense of well-being. Success can be found in little things and big things. The key is to enjoy the ride once you set out on your material or existential destination. Ryan Howes, Ph.D, a clinical psychologist and author of the blog â€Å"In Therapy,† also prefers to focus on the flight, instead of the landing. I try (really, really try!) to view life as a journey rather than a series of goals to be attained. I always feel less stressed and better able to focus on today when I’m in that mindset. With that framework, I try to view success as something to which I aspire rather than a goal with a finish line. For me, success is achieving a healthy balance between the most important areas of my life. These include family and social relationships, occupational pursuits, hobbies, diet, exercise, rest, my spiritual life, and the continued pursuit of self-understanding. I don’t think I’ve achieved this balance yet, as I only seem to maintain focus on one or two areas at a time. I may never find a way to keep all these plates spinning at once, but I will try for the rest of my life! Jeffrey Sumber, M.A., a psychotherapist, author and teacher, described success as a triumph over trials and fear. Success is overcoming challenges internal and external that at one time felt impossible or overbearing but with hard work and discipline I was able to rise above the fear or anxiety. For most people success is a shifting concept, which transforms over time. It’s been for John Duffy, Ph.D, a clinical psychologist and author of the book The Available Parent: Radical Optimism for Raising Teens and Tweens. Today, his view includes being of service to others and being satisfied with his life. My definition of success has shifted greatly over the years. I used to think I had to accomplish something that others deemed â€Å"great† in order to consider myself successful. Today, I find success in happiness, kindness, and helpfulness. I find success in loving, connected, available relationships, in my family and elsewhere in my life, including my relationship with myself. In order to feel fully successful, I feel I need to continue to find new ways to reach out to others and give of myself. Finally, I don’t think I could ever feel successful without a degree of happiness, contentment and humor. Success has many faces. The definition just depends on who you ask. And that’s the magic of success: You get to figure out what it looks like for you. Subject: Mentoring tips on definition of success In the next message to the electronic community I will ask participants how they define â€Å"success† for themselves. Here are examples of how this question was answered by a group of successful teens and adults with disabilities. These responses might provide some inspiration as you interact with the teens in our community. To me, having a successful life is being able to do things independently for myself and not always have someone there to do things for me. It’s achieving my goals on my own terms and at my own pace. (high school student with a mobility impairment) Success is a relative term. If you achieve what you want to and are happy, then I think that is success. It could be applied to life in general or to individual tasks in life. (college student with a mobility impairment) My definition of success is achieving personal goals, whatever they may be. Some goals are considered small by some people and enormous by others. What matters is that they are personal; each individual has his/her own formula for personal success. (college student who is deaf) I remember what my high school voice teacher told the class as we prepared for our senior solo. She said, â€Å"Success comes in CANS, and failure comes in CAN’TS.† (speech language pathologist who is blind) Succeeding is accomplishing my dreams. However slowly I am moving toward that, to some degree I am succeeding. (high school student who is blind) Even though you might not have obtained that set goal, you are successful if you tried your best. (college student with a brain injury) To me, success is being able to do whatever it takes to lead a productive life. (young person who is blind) Success? That’s an easy one. BE HAPPY. (high school student with a learning disability) What’s Your Definition of Success? ————————————————- Success is a tricky sucker to define, isn’t it? Society as a whole tends to judge success by status and material wealth, but I think we both know that’s utter bollocks. I’ve worked with some fabulously wealthy yet unhappy people and you cannot ever really define an unhappy person as a successful one. My Definition Of Success If asked me for my definition of success it would simply have been, â€Å"somebody who is happy†. As happiness is at the top of everybody’s wish list, then by default it must define an element of success when an individual achieves it. Last week I was working through the core values process with client, Courtney Townley. One of the most crucial elements of a value elicitation is understanding what the client means by the words they give me. Too many values are open to interpretation and may mean different things to different people. So to presume that just because I think success equals happiness that other people must think the same is arrogant and stupid, which isn’t a good combination for a Life Coach. One of Courtney’s values was unsurprisingly enough ‘success’. I asked her what she meant by the word and she was really struggling to come up with an answer. We did the values exercise anyway, but I asked her to think about what success meant to her and to e-mail me the answer so I could get a better understanding of what we were aiming for. Her response was awesome and makes my job very worthwhile. I immediately asked her if I could include it in a blog post and she graciously agreed. Courtney’s Definition Of Success â€Å"Tim, You probably thought I forgot my homework assignment? I didn’t. I chewed on the question all week: †what does success mean to me?† I wrestled with the question a lot, found it intriguing and much more complex than I initially though it would be. First, I answered the question that success to me is living a balanced life full of happiness, but as I dug deeper I didn’t like that answer so much for two reasons. 1. I do believe that happiness is ultimately a choice regardless of the situation. 2. Some of the most rewarding/successful experiences of my life happened at a time when my life was completely unbalanced. So I chewed and chewed some more. Finally I was able to digest this better: I define success as listening to that subtle voice within, what I perceive to be my truth talking, and obeying by saying YES†¦ despite the sacrifice, hard work or difficulty that may result. I feel most successful when I honor my authenticity (which is probably why is it one of my top values). On the other hand, I feel most unsuccessful when I am a slave to someone else’s agenda or working to build someone else’s dream rather than my own†¦which is probably why I have been self-employed for the past 8 years. I feel most successful when I am honest about who I am (the good, the bad and the ugly)†¦.talented and powerful and at the same time fearful and imperfect, and charging forward without getting too caught up in any one characteristic of myself, and without being too attached to the outcome of what I set out to do. I do it because my heart told me to do it, I don’t do it because I am certain of where it will lead me, which is exhilarating and terrifying at the same time. You said to me last week that everyone has fear, but because some people have confronted their fear more often, it seems that it is more natural for them to move into action without getting paralyzed by the fear. That was a huge â€Å"Ah-Ha† moment for me†¦..success is making a HABIT out of acknowledging the fear and resistance, but moving forward despite it. Success is saying YES to my journey, YES to my life’s adventure, YES to my heart’s song and knowing full well that does not mean it will always be comfortable, balanced, easy or pain free, but I do know it will be RICH and REWARDING and SIGNIFICANT beyond measure for me. I know if it is all of those things for me, my truth will also touch others, which will build even more success! To feel successful I know I need (based an my history of success) to dig both feet in deeply to my endeavors, be fully committed to my choices and finish what I start. Hope that gives you a little insight:) Courtney† Is she kidding me? It gave me a huge amount of insight into what makes Courtney tick. It’s one of the most important answers that you can figure out. Right now. How do you personally define success? For you. Take into account all of your current responsibilities, your strengths, your trials, your season of life and your dreams†¦ Whether it is defining your success as a parent or a business owner or anything in-between, I think we could avoid so much heartache, disappointment, sense of failure and the chronic epidemic of comparisons if we realistically answered this one question for ourselves.