The Safe Schools Coalition Is A Nationwide Program

SUMMARY The Safe Schools Coalition is a nationwide program that promotes a safe learning environment for lesbian, gay, bisexual, transgender and intersex (LGBTI) students throughout schools in Australia. The program aims to provide schools with the resources and practical ideas to change the attitude towards homosexual, intersex and gender diverse students. The article, â€Å"We must celebrate gender and sexual diversity in our schools†, published by The Conversation in 2016, written by Lucy Nicholas argues that the Safe School’s Coalition is out of touch with the science of sex and gender identity. Essentially, Nicholas claims that the Safe Schools Coalition needs to be updated and modernized to suit young LGBTI students. She explains that the only way to effectively tackle homophobic bullying is to go beyond tolerance and actually change the attitude of the wider school population. Ranges of publications have criticized the Safe Schools Program, claiming that schools are basing their programs on outdated and false science, traditional beliefs and a queer lifestyle. Nicholas refutes Senator Bob Day’s idea that parents should vote for whether or not government funding should be withdrawn from the initiative. Nicholas accuses Liberal MP Peter Abetz of being naà ¯ve and using uninformed scare tactics to appeal to the parents of straight students by claiming that male students who â€Å"identify† as female would be using the same toilets as their teenage daughters. Nicholas alsoShow MoreRelatedThe Future Of Nursing Campaign For Action1555 Words   |  7 Pageseducation programs. Health care industry employers are joining with universities and colleges, offering tuition assistance and/or discounts on tuition to allow employees to acquire BSN degrees. 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High Prevalence Of Body Image Concerns - 927 Words

high prevalence of body image concerns, there has been an increase in observed and medical attention, as it found to have negative consequences on audiences alike. Results of progress has been on a decline, as media up rises on the profit of advertisements giving negative connotation of women s bodies, and shows women in thin unrealistic ways that make it unattainable for them to be real. Even though women are at fault for falling under the spell of media s influence, women have been developed into organisms that focus more on body image as an attractive characteristic than anything else, and feel as though it is not accepted in society to be considered unattractive. Because of media s control, women have developed conditions, psychological illness, and undergone medical enchantments in order to attain that image. Having more of a focus on body image with beauty as an attractive characteristic than anything else, and feel as though it is not accepted in society to be considered anything less under media s control; women have developed conditions through its evolution. Body image is among of the top reasons for developing psychological conditions in the country based upon the bias of what is shown through the screen. Since the nineteen-nineties an alarming trend has come to pass as a result in the growing epidemic of obesity in the United States, to oppose this the exact opposite became popular to become skeletal in appearance with bones showing naturally through theShow MoreRelatedThe Prevalence Of Obesity And Obesity1196 Words   |  5 PagesThe prevalence of obesity has increased significantly in populations worldwide. The World Health Organization (WHO) (2015) estimated that 400 million adults were considered obese worldwide and is projected to double by the year 2015. 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Imagine two students, one depressed and one not, w Essay Example For Students

Imagine two students, one depressed and one not, w Essay ho have both done well on a paper. Using the dimensions of attribution compare the depressed student?s attributions to that of the non-depressed student and explain how their attributions correspond to theImagine two students, one depressed and one not, who have both done well on a paper. Using the dimensions of attribution compare the depressed students attributions to that of the non-depressed student and explain how their attributions correspond to their degree of depression. As naive psychologists (Hogg ; Vaughan, 2002), we make assessments about our environment and come to conclusions about events and behaviour we experience. These attributions we make effect how we feel about situations and our expectations about future events (modelling paper). In the context of failure and success, a non-depressed person will generally attribute success to their own efforts (internal) and attribute failure to circumstantial dimensions (external). This correspondence bias serves to maintain and protect self-esteem in a healthy person (Hogg ; Vaughan, 2002). A depressed person will make the opposite attributions. Making internal attributions in the event of failure and external attributions in the event of success allows the person to maintain negative perceptions of themselves and the world and allows the continuation of low self-expectations. (Pyszczynski ; Greenberg, 1985)The non-depressed student, in the role of actor, is likely to make internal attributions for th eir success on a paper e.g. their grade is due to their intelligence and/or effort made in that subject. This is an example of a self-serving bias, more specifically, a self-enhancing bias (Hogg ; Vaughan, 2002). The non-depressed student is not likely to consider any external factors toward their success as valid as this will enable them to maintain self-esteem and ego (Hogg ; Vaughan, 2002) . The depressed student is typically going to make opposite attributions to the non-depressed student. In the role of actor, the depressed student will attribute their success to external causes e.g. they were lucky or the paper was particularly easy (Albery et al., 2004) The depressed student will focus on external explanations for their success when behaviour is inconsistent with the perceivers expectations e.g. when they do well on a paper, but expect to do poorly. (CITE!)Weiner claimed we use 3 causal dimensions of locus, stability and controllability, when making an attribution (Hogg Vaug han, 2002). Locus concerns whether the cause is perceived as being internal or external to the actor; stability refers to whether the causes are temporary or permanent in nature; and controllability concerns whether the cause is perceived as being controllable or uncontrollable (Albery et al., 2004). Using Weiners attribution model of motivation (1986, 1995), the non-depressed student will view their success as an internal, stable and controllable attribution, as they believe their grade is due to their own intelligence and effort, which is a permanent factor in their environment and can be repeated. The depressed student will see their success as an external, unstable, uncontrollable attribution. They believe their grade is due to an easy paper, or luck, which is a temporary factor and may not be repeated. (Albery et al., 2004; Hogg Vaughan, 2002)The non-depressed student will engage in a self-enhancing bias in order to maintain and enhance their self-esteem, the self-enhancing bi as is essentially ego serving (Hogg Vaughan, 2002). The internal attributions made by the non-depressed student will make them feel pleased with themselves, proud of their success and generally happy as their ego and self-esteem have been improved. The depressed student will make external attributions for their success as it will encourage negative affect (Pyszczynski Greenberg, 1985). The external attributions allow the student to discard their success as an anomaly in their perceived negative environment and will promote their negative self-image and low self-esteem (Hogg Vaughan, 2002; Pyszczynski Greenberg, 1985). .ucec2a63468677918fa080f20b6a8543c , .ucec2a63468677918fa080f20b6a8543c .postImageUrl , .ucec2a63468677918fa080f20b6a8543c .centered-text-area { min-height: 80px; position: relative; } .ucec2a63468677918fa080f20b6a8543c , .ucec2a63468677918fa080f20b6a8543c:hover , .ucec2a63468677918fa080f20b6a8543c:visited , .ucec2a63468677918fa080f20b6a8543c:active { border:0!important; } .ucec2a63468677918fa080f20b6a8543c .clearfix:after { content: ""; display: table; clear: both; } .ucec2a63468677918fa080f20b6a8543c { 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; } .ucec2a63468677918fa080f20b6a8543c:active , .ucec2a63468677918fa080f20b6a8543c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucec2a63468677918fa080f20b6a8543c .centered-text-area { width: 100%; position: relative ; } .ucec2a63468677918fa080f20b6a8543c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucec2a63468677918fa080f20b6a8543c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucec2a63468677918fa080f20b6a8543c .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; } .ucec2a63468677918fa080f20b6a8543c:hover .ctaButton { background-color: #34495E!important; } .ucec2a63468677918fa080f20b6a8543c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucec2a63468677918fa080f20b6a8543c .ucec2a63468677918fa080f20b6a8543c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucec2a63468677918fa080f20b6a8543c:after { content: ""; display: block; clear: both; } READ: Mr. Ayala Essay The non-depressed student, as in most people not suffering from low self-esteem, will expect to succeed. This expectation, coupled with the outcome of success leads the student to believe that their success is to do with their effort, ignoring any possible or probable external causes (Hogg Vaughan, 2002). This again, maintains self-esteem and ego. The depressed student, in sync with their negative self-perceptions, will expect failure, so