Their expectations may colour and distort their interpretations of student achievement. Third, social stereotypes may undermine the accuracy of teacher expectations. Step2: Teacher expectations lead to differential treatment (Lee Jusmin) Four major types of differential Treatment Teachers’ expectations lead them to treat their students differently. First, teachers provide a more supportive emotional climate for high expectancy students. They are warmer, smile more, and offer them more encouragement.
In health and social care, we tend to label individuals without knowing it and the outcome of it can be difficult for individuals to understand. However, labelling can be calling people names which can be offensive to the person and this can be referring to someone as be fat, uneducated, mean and weak. However, labelling people in health and social care setting can affect both the discriminator and the victims in a way that limit communication and appropriate services for the service users. In relation to labelling, if some discriminated against the other, the outcome could be that the individual can end up disrespecting the victim or causing an harm to the victim and the effects is that it can limit the the idea of seeing the real person behind the scene. For example, in a care home if someone refers to an individual of be fat this can be a form of labelling and this can affect the way the individual feels about his or herself.
Nowadays, many of us are being stereotype and prejudice, especially to those who are connected with different kinds of stereotyping. With those different kinds, there are also some studies that shows stereotyping can be overcome or can be avoid, with the help of various medications like psychological medications, and help of other people so that, one’s emotion cannot suffer from stress and depression. As the quotation says “What we must work toward is an understanding of religious life as a responsible choice by mature persons who are motivated by an adult faith and a loving comment”. Understanding this quotation can lead to another solution for stereotyping because, a person must be a good role model to other people who always do stereotyping.
For example, health professionals communicate with patients using medical jargon, thus leaving room for misunderstanding and misinterpretation. (The AMA Foundation, 2010). Also, health professionals are frequently focused on their area of expertise and tend forget that laypeople may not necessarily be aware of the technicalities related to the scientific concepts they specialize on (Zarcadoolas et al., 2006). Plus, the U.S. Department of Health and Human Services (2010) found that health systems do not tailor the style of communication to their target audiences, and their cultural beliefs. For instance, health professionals are often unaware that words that describe the body in English, cannot be translated in other languages (Fadiman, 2012).
Withdrawal of treatment or pain relief in lethal measures is the concern for the unethicality, some see this as an alternative for long term care. Even though illnesses can get very bad their lives are still worth living meanwhile an unbearable condition causing pain may call for this action. Those who believe this practice is unethical and immoral do not have to be forced to assist in the death, even if their job is one of the positions that would normally do so. Often the question arises should people with mental health issues be granted the same right? In this situation competence weighs heavily on this decision making process because if they are not capable of making this decision for themselves it could get turned over to someone else such as a guardian or family member.
While expected utility theory in nursing is useful in some cases there may come times where decisions are made with a bias and therefore renders the theory inappropriate (Wu 1996, pp. 9-10). An example, could be a nurse who had a bad experience with a particular treatment and does not neutrally compare it to other treatments; this incorporation of physiological thinking can influence a pathway decision that may not necessarily be an accurate approach to a patient’s situation (Pettigrew 2015, pp. 806-7; Wu 1996, pp.
Mental health is an integral part of a person’s overall wellbeing. Essentially, mental health can influence how an individual views everyday life and themselves, in addition to how well they can endure change and challenges that arise1. Those with mental health issues often face stigma, more commonly known as using negative labels (usually due to misconceptions) to single them out2. There are numerous difficulties that could be created due to having a mental health issue, however, the humiliation and stress that often come with stigma can be further detrimental to an individual’s health. The fear that is caused by stigma could hinder a person’s willingness to seek help when needed3.
Barriers that can affect the implementation process can range from the opposition in the healthcare colleagues, inadequate financial resources; lack of clarity on operational guidelines or roles and responsibilities for implementation; conflicts with other existing policies; and lack of coordination between parties responsible for implementation. When reviewing the root cause of the barriers it would seem they fall into six main categories which are finance, technical, culture, professional, structural, or legal and regulatory. Another major barrier is cultural differences when implementing patient related technology such as patient portals, peer-interaction systems, and self-management systems. Issues may occur because access to health care may be limited for some due to language, financial, lack of awareness, and preventative care. Other problems might be not utilizing new technological advances due to some cultural beliefs or religious
Under the push of being more competitive, surgeons may tend to dismiss considering patients’ suitability and trivialise the risks to make it more appealing to patients. Apart from that, the competitive setting of the industry also raises morally doubtful strategies that hinder patients’ choices. It is evident with the increasing socially irresponsible advertising practices such as time-limited and package deals of ‘couple’, ’mother-daughter’ or even ‘holiday-special-price’. These often pressurises patients into making a rushed and compromised decisions on an impulse. All the mentioned factors may thus affect the patients’ ability to make the right decision.
This gives the teacher and the paraeducator the opportunity to discuss the performance in real time. It allows them to view it and make suggestions immediately. Then these suggestions could be followed by reenacting the scenario implementing the new strategy suggested by the teacher. This also will help the paraeducator get a clearer picture of exactly what the teacher is wanting. While I agree that ongoing assessments should be conducted, it seemed to be a little degrading for the paraeducator that the authors suggest positive feedback immediately.
This positive narration has two types of effects within the classroom. The students receiving the positive narration are more often inclined to continue the habits of getting right to work, the positive feedback establishes to them that they are doing exactly what should be done and it often seems to make a difference for the students. Second the positive narration acts as a catalyst for the students who may have been lagging or delayed in starting their work, as a simple reminder that there is a task at hand that they should be working on. Students seem to be appreciative of the positive narration as a way of justifying their proactiviness, many who have received positive feedback have created a habit of getting right to work in Lucas’