Metavarsity Interactive lecture 15 -30 minutes
The processes involved in spiritual development By Jimmy Henderson
Let me introduce myself :
I am Jimmy Henderson and the author of a number of articles and two books on spiritual and psychic development. I am based in Durban, South Africa. I am also a trained trauma counselor and a regular radio talk show guest on a local radio station phone-in programme dealing with wellness issues. I also regard myself as a metaphysical teacher and latest book, which is available at most bookshops as well as online, is entitled ‘Multi-Dimensional Thinking’ and forms the basis of my talk this morning. I am proud to be associated with Metavarsity and hope that you will enjoy my talk which deals with the different stages involved in spiritual and psychic development
• In the past, we have always thought of ‘spirituality' as being related only to religion and religious practices. However, I believe that the time has now arrived for it to come out of the closet and takes its rightful place in our world of everyday experience
• We have now reached the stage where spiritual growth can be seen as a perfectly natural process involving our self-actualisation as human beings and ‘spirituality’ seen as synonymous with the highest possible levels of personal growth and self-development
• Please note that I am not here to criticise or threaten any existing religious or traditional beliefs. In fact, I believe that the steps mentioned in this process are present in all religious and belief systems in some form or another
• In my book ‘Multi-Dimensional Thinking’, I have attempted to de-mystify this whole process by linking it to accepted scientific and psychological research as far as possible and viewing the process of spiritual development in terms of a gradual learning curve which involves completing certain developmental tasks and acquiring new skills relating to the body, mind and spirit
• Although I would be the first to admit that there are other paths, this particular method involves integrating specific developmental outcomes and skills to produce a new level of ‘mindfulness’, understanding, perception and psychic awareness
• It is therefore best performed as a series of simple and systematically graded exercises designed to achieve certain desired outcomes in terms of actual experiences
• I will now briefly describe the process
To begin, one must make two decisions or set two definite intentions
One is a willingness to accept responsibility for your own life and actions
And the second, a commitment to conscious self-development
THE BODY
PHYSICAL WELLNESS
• As you begin your the learning curve, your first task will be to reach a certain level of physical wellness as there are a number of body and lifestyle issues which could affect your spiritual and psychic development
It makes sense that you would require a reasonably healthy body in order to maintain the levels of consciousness for which you are striving
Here I refer to bad habits such as smoking and drinking excessively as well as a bad diet
This can result in the buildup of toxins which will have to be cleansed by changing some of these habits and also detoxing your body regularly
• Your present lifestyle could also be an obstacle to spiritual and psychic development
For instance, excessive partying, drugs, obsessions with sex and materialism can be great distractions to someone who is striving for higher levels of consciousness, and you may need to look at changes to your lifestyle
• The desired outcome for this first stage would be a commitment to improving your health and simplifying your life to create the time and space for spiritual and psychic development to take place
THE MIND
EMOTIONAL WELLNESS (EQ)
• Your second task will be to reach a certain level of emotional wellness (EQ).
This can be explained as the ability to remain reasonably emotionally ‘at ease’ and suggests a certain amount of resilience to day-to-day concerns
The reason for this task is that, in my experience, past traumas, emotional pain and instability will hold you back in terms of your spiritual and psychic development
This stage therefore includes a period of healing to extricate yourself from the web of doubts, fears and negative emotions based on unpleasant memories from the past
This healing can be concluded with assistance from traditional or holistic therapists or by means of self-healing processes
In my book I do provide a ‘toolbox’ of common therapeutic techniques, such as journaling and rational-emotive techniques to release unhelpful emotions and challenge self-defeating beliefs, as well as new methods to deal with past traumas and restore broken relationships
• The desired outcome for this stage is divine forgiveness or self-forgiveness (depending on your belief system) which initiates a break with the past and ushers in a new beginning
EMOTIONAL EMPOWERMENT
• The third developmental task to be mastered is ‘emotional empowerment’, which can be described as building a healthy self-image and high self-esteem
The path of spiritual and psychic development is often lonely and you will require an inner strength based on a new knowledge of who and what you really are, and your true purpose in this life, in order to succeed
Before beginning the deeper processes of spiritual and psychic study, you should therefore include a period of ‘time-out’ for self-introspection and contemplation on these important issues
• The desired outcome for this stage is therefore a sense of total confidence and belief in yourself that will prove to be useful during the more advanced processes.
A NEW FRAMEWORK OF THINKING (IQ)
• At the level of the mind there are also a number of tasks to be mastered
It will be necessary to clean out your mind and free it of self-defeating thoughts and beliefs based on fear and which do not allow you the freedom to explore the deeper mysteries of life
For instance ‘I cannot /should not do this or that’ (religious or self-imposed beliefs)
Apart from holding you back, you simply will not be able to be make sense of any new experiences if they are not acceptable to your mind and thinking
You may therefore require a shift in consciousness as well as a new framework (or paradigm) of beliefs in order to move forward and to process the experiences, concepts and ideas associated with spiritual and psychic development
• Completing this shift is not always easy and could also be tackled in stages.
For example, a useful start would be to begin to think holistically and be more open to new ideas.
One way of doing this is to do self-introspection, learn to reflect on life more deeply and to approach important questions in life by cross-referencing and combining information from various areas of knowledge such as the natural and human sciences, philosophy, metaphysics and even religion.
Another method is to begin classes in basic meditation and learn to quiet your mind and free it from the clutter of everyday thinking
This will also raise your consciousness which is required for later stages
• Your desired outcome for this stage would be success in clearing the unwanted debris from your mind and ‘shifting gears’ to a more universal paradigm of thinking
THE SPIRIT
THE DEVELOPMENT OF SPIRITUAL SKILLS (SQ)
• The slope of your developmental curve has now increased and you are ready to begin to develop new ‘skills’ such as heightened sense perception, intuition, psychic sight and a conscious connection with your higher self, all associated with a higher spiritual experience or spiritual wellness (SQ).
• The first and most important task is building a relationship with your subconscious mind, as this provides the underlying power for your later spiritual and psychic skills
• I liken your subconscious to a lover who needs to be wooed before she will trust you and admit you into her chamber of mysteries
This building of trust takes place gradually as you learn to use affirmations, intentions and begin to build channels of two-way communication using dreams, collages and symbolic drawings
You will also need to increase your sensitivity to cues and impressions from your subconscious
This will become possible during training in more advanced meditations and visualization (imagery) which you should undertake with an experienced teacher or a reputable metaphysical college
These processes are also explained in detail in the exercises in my book
• The desired outcome for this stage is a relationship of trust with your subconscious mind in which it communicates readily with you through dreams and meditations and provides the basis for your developing psychic abilities such as intuition and spontaneous imagery
THE RECONNECTION WITH THE HIGHER SELF
• The next stage of spiritual and psychic development involves a reconnection with your higher self (or soul-consciousness)
• This provides the power and consciousness needed for the development of advanced psychic skills such as clairvoyance, clairaudience and clairsentience and the perception of energy
• This is where your earlier work in dealing with your past and clearing out the pathways of your consciousness will be of such great value, as it is unlikely that you will have much success at his level if the previous tasks have not been satisfactorily completed
As you approach the end of your developmental curve, you need to prepare for this meeting and merging with your higher self or soul, your true spiritual identity
Once again, this will be achieved during advanced training in meditation which should be undertaken with experienced teachers
• Your desired outcome is the successful re-integration of your inner and outer self
This introduces a state of mindfulness or self-actualization in which you are able to manifest psychic abilities and take a quantum leap into a new life filled with meaning and power
In practice, this should result in your becoming happier, more insightful, understanding, tolerant, moral and spiritual. All that now remains is to apply this to your everyday life.
I have now concluded my talk and thank you for your time and attention
I am now available for a few questions
Saturday, January 16, 2010
Tuesday, December 8, 2009
Dealing with exam anxiety
Post newspaper
Pre-and post-examination anxiety
Pre-exam anxiety
• Exams can be a very anxious time, especially for matriculants who are coming to the end of their school careers and know that this examination is crucial for employment or entry into a university or college. However, it can also be a difficult time for students who are trying to finish their university studies.
• Many learners lack confidence or feel that they may not be sufficiently prepared for the examination and this can also result in anxiety
• Others are concerned that they will not meet their parents of families expectations and this can also place pressure on them
• This anxiety may reveal itself in a number of ways:
Nervous tension
Increased irritability
Sleeping problems
Headaches and other physical symptoms (weakness, nausea, upset stomach)
Negative feelings and thoughts
(In a few serious cases this could result in moods of depression and a professional may
need to be consulted)
The buildup to the examinations
• Students need to be mentally and physically well-prepared for the examinations.
Studying should be properly planned and carried out many weeks before the examinations
It is important to eat correctly, not to miss meals and get sufficient sleep
Ask your chemist or health shop for a natural supplement to assist your studying (not tranquillisers or strong medication)
Methods of reducing anxiety
• Keep contact with your classmates and share information, thoughts and feelings about the examinations
• Do not let family pressure get to you ( You can only do your best)
• Take regular breaks to unwind
• Practice relaxation and breathing exercises to reduce anxiety
• Relaxation exercise
Sit quietly and comfortably and begin to breathe regularly, close your eyes and imagine a wave of peace slowly moving up from your feet, though the muscles of your ankles and legs, into your hips, over your chest and up your back.
At the same time, begin to empty your mind of all thoughts until it is completely quiet.
Continue to focus on your breathing and the feeling as the wave passes through each muscle, limb or organ.
Finally, allow the feeling to pass up your neck and out the top of your head
Do this three times. At the end of the exercise, your mind should be quiet and peaceful and your body totally relaxed.
• Correct breathing
• Your anxiety level can also be controlled with good breathing exercises
Close your eyes , relax and focus on your breathing
Breathe in and out to a regular count of 4. In other words, breathe in and count 1,2,3, 4, hold your breath for a count of 1,2,3, 4, breathe out 1,2,3, 4, hold your breath again 1,2,3, 4, breathe in again in 1,2,3, 4, and so on.
• Imagery or visualization
• You can also use imagery or visualization to lower your anxiety level
Once again, sit quietly and comfortably and begin to breathe regularly, close your eyes and create a picture in your mind of a beautiful natural scene
For instance, see yourself in your garden, on a walk along a mountain path or on the beach
In your mind, see the trees, plants and flowers or the waves, rocks and pebbles on the beach
Try to relive the feelings of enjoyment, happiness and peace you experienced during those times that you were actually there
• This will take your mind off your studies for a while and give your mind time to re-charge
Post-exam anxiety
• Anxiety may once again present itself following the exams due to the students uncertainty over his or her results or how his/her family will respond to the results
• Once again this anxiety can reveal itself in a number of ways and the most troubling of these are self-defeating thoughts and beliefs and unhelpful emotions, especially if he /she has failed the examination
Self-defeating thoughts and beliefs
For instance, he/she could be troubled by thoughts such as ‘I failed’
His/her thinking could become even more negative such as ‘I am a failure’
And it could end up as “ I will never amount to anything , I may as well end it all’
• This kind of thinking can seriously affect his or her self-image and self-esteem and he/she could become withdrawn, depressed and even suicidal
• These self-defeating thoughts and beliefs need to be immediately challenged before they get worse
Advice to students
Ask yourself the following questions:
‘Does failing an exam make me a bad person?’
‘Am I really a failure because I have failed one exam?’
‘Am I just not thinking this way because I am disappointed and upset?’
• In most cases, these thoughts or beliefs are as a result of the shock and disappointment, are not rational and are usually misguided, exaggerated, inaccurate or simply not true.
• Consciously affirm positive realities in your life to replace the self-defeating beliefs
For example:
‘I am not a failure. I have tried my best and done well up to now
‘I am not alone in this situation. I have the support of my family and friends.’
‘I have a lot going for me and will be a success one day’
‘The truth is that I can change to another course or re-do my exam elsewhere.
Unhelpful emotions
• The students emotions can also become negative and he/she could experience unhelpful feelings such as disappointment, self-blame, guilt or fear as to his /her future, especially if he/she has been unsuccessful in the exams
• This can also lead to anxiety and feeling depressed
.
Advice to students
• Look at the situation from other points of view
Perhaps you did the best that you could
It may be that you are not suited to that course
Your low performance may be due to circumstances beyond your control
Perhaps you just need to look at your priorities again (wake-up call?)
• Acknowledge what you are feeling, but do not hang on to these feelings for too long as this could be quite costly to you
They could paralyze you and prevent you from trying again
They could also make you moody and unpleasant which will affect your relationships with parents, friends and girlfriend/boyfriend
The anxiety associated with these feelings could even lead to illness
Advice to parents
Do not place unreasonable demands or pressure on students to perform
Encourage them to talk and not to bottle up their concerns about the examination
Provide them with unconditional love and acceptance even if they are not successful with the examinations
Help them to deal with their self-defeating thoughts and unhelpful emotions
Encourage them to try again and not to give up
Provide them with information about the supplementary exams through the department of education and help them to prepare better
Remember that not everyone is suited to being a doctor , lawyer or other professional
A number of colleges offer correspondence courses in the National Certificate
(matric) as well as full-time computer and other courses which do not require matric
If you see that they remain anxious or depressed, seek professional help
References
Henderson, J.P (2007). Multi-Dimensional Thinking. Cape Town : Kima Global.
Jordaan et al ((1975). General psychology: A psychobiological approach. JHB: McGraw–Hill.
www.jimmyhendersonbooks.blogspot.com
Pre-and post-examination anxiety
Pre-exam anxiety
• Exams can be a very anxious time, especially for matriculants who are coming to the end of their school careers and know that this examination is crucial for employment or entry into a university or college. However, it can also be a difficult time for students who are trying to finish their university studies.
• Many learners lack confidence or feel that they may not be sufficiently prepared for the examination and this can also result in anxiety
• Others are concerned that they will not meet their parents of families expectations and this can also place pressure on them
• This anxiety may reveal itself in a number of ways:
Nervous tension
Increased irritability
Sleeping problems
Headaches and other physical symptoms (weakness, nausea, upset stomach)
Negative feelings and thoughts
(In a few serious cases this could result in moods of depression and a professional may
need to be consulted)
The buildup to the examinations
• Students need to be mentally and physically well-prepared for the examinations.
Studying should be properly planned and carried out many weeks before the examinations
It is important to eat correctly, not to miss meals and get sufficient sleep
Ask your chemist or health shop for a natural supplement to assist your studying (not tranquillisers or strong medication)
Methods of reducing anxiety
• Keep contact with your classmates and share information, thoughts and feelings about the examinations
• Do not let family pressure get to you ( You can only do your best)
• Take regular breaks to unwind
• Practice relaxation and breathing exercises to reduce anxiety
• Relaxation exercise
Sit quietly and comfortably and begin to breathe regularly, close your eyes and imagine a wave of peace slowly moving up from your feet, though the muscles of your ankles and legs, into your hips, over your chest and up your back.
At the same time, begin to empty your mind of all thoughts until it is completely quiet.
Continue to focus on your breathing and the feeling as the wave passes through each muscle, limb or organ.
Finally, allow the feeling to pass up your neck and out the top of your head
Do this three times. At the end of the exercise, your mind should be quiet and peaceful and your body totally relaxed.
• Correct breathing
• Your anxiety level can also be controlled with good breathing exercises
Close your eyes , relax and focus on your breathing
Breathe in and out to a regular count of 4. In other words, breathe in and count 1,2,3, 4, hold your breath for a count of 1,2,3, 4, breathe out 1,2,3, 4, hold your breath again 1,2,3, 4, breathe in again in 1,2,3, 4, and so on.
• Imagery or visualization
• You can also use imagery or visualization to lower your anxiety level
Once again, sit quietly and comfortably and begin to breathe regularly, close your eyes and create a picture in your mind of a beautiful natural scene
For instance, see yourself in your garden, on a walk along a mountain path or on the beach
In your mind, see the trees, plants and flowers or the waves, rocks and pebbles on the beach
Try to relive the feelings of enjoyment, happiness and peace you experienced during those times that you were actually there
• This will take your mind off your studies for a while and give your mind time to re-charge
Post-exam anxiety
• Anxiety may once again present itself following the exams due to the students uncertainty over his or her results or how his/her family will respond to the results
• Once again this anxiety can reveal itself in a number of ways and the most troubling of these are self-defeating thoughts and beliefs and unhelpful emotions, especially if he /she has failed the examination
Self-defeating thoughts and beliefs
For instance, he/she could be troubled by thoughts such as ‘I failed’
His/her thinking could become even more negative such as ‘I am a failure’
And it could end up as “ I will never amount to anything , I may as well end it all’
• This kind of thinking can seriously affect his or her self-image and self-esteem and he/she could become withdrawn, depressed and even suicidal
• These self-defeating thoughts and beliefs need to be immediately challenged before they get worse
Advice to students
Ask yourself the following questions:
‘Does failing an exam make me a bad person?’
‘Am I really a failure because I have failed one exam?’
‘Am I just not thinking this way because I am disappointed and upset?’
• In most cases, these thoughts or beliefs are as a result of the shock and disappointment, are not rational and are usually misguided, exaggerated, inaccurate or simply not true.
• Consciously affirm positive realities in your life to replace the self-defeating beliefs
For example:
‘I am not a failure. I have tried my best and done well up to now
‘I am not alone in this situation. I have the support of my family and friends.’
‘I have a lot going for me and will be a success one day’
‘The truth is that I can change to another course or re-do my exam elsewhere.
Unhelpful emotions
• The students emotions can also become negative and he/she could experience unhelpful feelings such as disappointment, self-blame, guilt or fear as to his /her future, especially if he/she has been unsuccessful in the exams
• This can also lead to anxiety and feeling depressed
.
Advice to students
• Look at the situation from other points of view
Perhaps you did the best that you could
It may be that you are not suited to that course
Your low performance may be due to circumstances beyond your control
Perhaps you just need to look at your priorities again (wake-up call?)
• Acknowledge what you are feeling, but do not hang on to these feelings for too long as this could be quite costly to you
They could paralyze you and prevent you from trying again
They could also make you moody and unpleasant which will affect your relationships with parents, friends and girlfriend/boyfriend
The anxiety associated with these feelings could even lead to illness
Advice to parents
Do not place unreasonable demands or pressure on students to perform
Encourage them to talk and not to bottle up their concerns about the examination
Provide them with unconditional love and acceptance even if they are not successful with the examinations
Help them to deal with their self-defeating thoughts and unhelpful emotions
Encourage them to try again and not to give up
Provide them with information about the supplementary exams through the department of education and help them to prepare better
Remember that not everyone is suited to being a doctor , lawyer or other professional
A number of colleges offer correspondence courses in the National Certificate
(matric) as well as full-time computer and other courses which do not require matric
If you see that they remain anxious or depressed, seek professional help
References
Henderson, J.P (2007). Multi-Dimensional Thinking. Cape Town : Kima Global.
Jordaan et al ((1975). General psychology: A psychobiological approach. JHB: McGraw–Hill.
www.jimmyhendersonbooks.blogspot.com
Saturday, November 14, 2009
Poems
by Jimmy Henderson
To my wife
I am free spirit
you are fully human
I am activity , air and ideals
and you are the mother of true humanity, the earth.
We need to be both
and that is why in becoming one ,
we are the completion of true being.
2. The Knowledge
I stood there in the joy of knowing
and she passed me by
this little black woman, small with age.
Yet as she passed I smiled
and she smiled.
She knew that I knew
and no word was said.
Words would have been inadequate,
two souls had spoken instead.
3. On human suffering
We hear the cry of the children
and seek meaning in the will of God.
It is better to look to the will of men.
Let the father of the child look to his choice,
made without the need of his God
or look to the decision of he, who without God’s will
has sought to trust his own judgement
and whose weakness now touches all.
4. Sentiments on the hunt
I sadden when I think of the creatures, although but a few,
that had to die until the time that I knew
that their lives were not mine to cause to suffer,
nor to pain
but Nature’s children under Nature’s reign
better left to Nature’s law and predator’s paw
to die nobly,
than to die for human vain.
5. Old soldiers never die.
I saw the excitement in his old eyes as he saw my uniform
and for a few seconds
were reflected the memories of the glory of victories won
and the sorrow of comrades fallen.
I should have known from his bearing that he was an old soldier
and I regret having not saluted him then.
6. Alexandra ( a modern Romeo and Juliet)
(Based on the violence between the ANC and IFP in Alexandra in1992)
Oh Alexandra !,
what should have been a flame of hope
has been consumed by the flames of despair.
Like two lovers who wish to be together,
no force on earth can keep them apart.
But their dance is one of death and destruction
and not of love.
7. The pain of growth
Nature appears perfect, but it is not so.
If things were perfect,
they would not need to grow.
If all was complete, they would not need to evolve
and human beings would have no riddles to solve.
Our world is imperfect and full of pain.
It must be so, if we are to find gains
in real understanding of the way things are
and still find peace in that which remains.
by Jimmy Henderson
To my wife
I am free spirit
you are fully human
I am activity , air and ideals
and you are the mother of true humanity, the earth.
We need to be both
and that is why in becoming one ,
we are the completion of true being.
2. The Knowledge
I stood there in the joy of knowing
and she passed me by
this little black woman, small with age.
Yet as she passed I smiled
and she smiled.
She knew that I knew
and no word was said.
Words would have been inadequate,
two souls had spoken instead.
3. On human suffering
We hear the cry of the children
and seek meaning in the will of God.
It is better to look to the will of men.
Let the father of the child look to his choice,
made without the need of his God
or look to the decision of he, who without God’s will
has sought to trust his own judgement
and whose weakness now touches all.
4. Sentiments on the hunt
I sadden when I think of the creatures, although but a few,
that had to die until the time that I knew
that their lives were not mine to cause to suffer,
nor to pain
but Nature’s children under Nature’s reign
better left to Nature’s law and predator’s paw
to die nobly,
than to die for human vain.
5. Old soldiers never die.
I saw the excitement in his old eyes as he saw my uniform
and for a few seconds
were reflected the memories of the glory of victories won
and the sorrow of comrades fallen.
I should have known from his bearing that he was an old soldier
and I regret having not saluted him then.
6. Alexandra ( a modern Romeo and Juliet)
(Based on the violence between the ANC and IFP in Alexandra in1992)
Oh Alexandra !,
what should have been a flame of hope
has been consumed by the flames of despair.
Like two lovers who wish to be together,
no force on earth can keep them apart.
But their dance is one of death and destruction
and not of love.
7. The pain of growth
Nature appears perfect, but it is not so.
If things were perfect,
they would not need to grow.
If all was complete, they would not need to evolve
and human beings would have no riddles to solve.
Our world is imperfect and full of pain.
It must be so, if we are to find gains
in real understanding of the way things are
and still find peace in that which remains.
Ethics, morality and Truth
by Jimmy Henderson
In introducing ethics I wish to provide you with a practical exercise in will -power, for it is our will power as well as our belief in what is right that underlies the keeping of an ethical code and ethical behaviour . If our will power is weak, our resolve is eventually eroded and we are open to manipulation and peer pressure.
In the following week I want you to stand at each robot crossing that you normally cross in your daily walks or affairs and first note how many people jay walk or sneak across before the light is green .
Secondly, I want each of you to make a conscious effort not to walk until the green light has come on and if it changes, not to attempt to sneak across quickly before vehicles approach . This is a small thing but you will be surprised how difficult it is to resist the temptation to cross when so many others are doing it, or when you have to wait a long time for the green light to come on. Make the effort for a week and note the changes in your mental attitude and willpower.
Discussion
Attitudes and values a framework of ethical principles
Apart from having to use our will power, ethics involves having a framework of what we regard as "right" or "good" behaviours. We are therefore continually judging and measuring ourselves against our ideal ethical framework . If we do not live up to this ideal, we normally experience guilt. This emotion of guilt, like pain, is an indication or sign that we have not acted according to our ethical standards.
Our will power comes into play by having to make decisions which we know will not be to our immediate benefit, or may even cause us to lose privileges in order to stick to our principles, which are, in fact, our framework of ethical ideals.
The problem is, of course, that different people have different principles or ethical standards and some have none at all.
Discussion
Our ethical framework normally arises from our home background, past experiences and spiritual, religious or moral beliefs or attitudes. A framework of ethics, attitudes and values normally link together and form part of our personality. As I have stated, people's priorities may differ, but generally a good ethical framework contains all or some of the following attitudes and values :
A sense of responsibility
Responsibility is one of the cornerstones of ethics. This involves acting responsibly towards our family, friends , employer or even strangers, in that our behaviour should not harm or endanger them in any way. A sense of responsibility links up many other ethical behaviours into a ethical framework. Once we accept a personal ethical framework, we also have a moral and ethical responsibility to abide by the rules we have accepted.
A sense of justice or fairness
This is also a cornerstone of an ethical framework. To this we can add reasonableness, which we have already discussed earlier on.
Integrity
Integrity is actually a virtue but it links up with ethics in that if we accept our ethical responsibility, we will act with integrity at all times. Integrity implies that we will always strive to abide by our highest ethical values and this could include keeping our word or a promise no matter what the cost to ourselves.
Honesty
Honesty is essential for any relationship and is based on our commitment to be fair, open and responsible. Honesty does not only mean not becoming involved in dishonest activities such as stealing, cheating etc. Linked to honesty are associated values of openness, sincerity, genuineness and trustworthiness.
Loyalty
This is also related to relationships and a sense of commitment. The stronger the relationship and commitment initially made, the deeper should be our sense of loyalty. Loyalty means being willing to make sacrifices in order to acknowledge our commitment.
Unselfishness : A willingness to express care , concern and warmth.
Having an ethical framework implies a positive step on the part of any person and such a framework will generally include altruistic values and behaviours such charity and helpfulness.. However, some people can be cold and distant and still adhere to a strict ethical code. (usually professional or business ethics)
Non-judgmental and unconditional positive regard.
These attitudes are of a very high order and often not easy to maintain in any ethical framework. It means being able to tolerate, accept and treat all other people with fairness and respect in spite of differences in social position, culture, beliefs, lifestyle or value systems. This does, however, not imply that we adopt a laissaiz faire attitude towards criminality or gross violations of moral behaviour.
Commitment
Having made any commitment to another person, whether as the result of a relationship or business agreement, implies a responsibility towards him or her as well as a sense of loyalty. Commitment means abiding by our ethical rules as well as being prepared to "stick to our guns " and our decision in spite of problems. Our will power is most sorely tried in having to keep our commitments. A commitment is closely associated with a relationship . Having a relationship implies that our partners or friends are sharing their lives, feelings and thoughts with us and we should acknowledge that with a commitment on our part. When we agree to enter into any relationship, we form an emotional bond or agreement with, or commitment to the other person which automatically implies trust, respect and confidentiality.
Discussion
Ethical dilemmas
An ethical dilemma occurs when we are forced to make a decision which will test our ethical framework. In this case there is usually a conflict between two or more ethical values which apply to the particular situation and we have to choose between these values. This is especially difficult when there appears to be a no win situation. In other words, no matter what decision we make, someone is going to get hurt.
When facing an ethical dilemma, we need to explore and "unpack " the situation with all of the associated problems and implications in order to make an ethical evaluation. This requires clear thinking. However, our emotions, in the form of attitudes and values, obviously also play a role. ( Hopefully a positive role. )
Very often there may be no obvious solution present and we will be moving into "grey" areas where "right" and "wrong" are not so easy to define. In cases such as this, it becomes a matter of our individual conscience and if we are prepared to pay the price associated with a certain decision, such as the loss of a friendship or promotion .
The ethical toolbox
The kind of ethical "tools" or considerations we may use to make an evaluation when faced with an ethical dilemma are the following :
The ethical values involved : Which of our ethical values come to mind in this dilemma ( eg. confidentiality , loyalty etc ) and how important do we rate these particular values ? (In other words, are there more overriding values or factors involved ? )
The motives involved : Did the situation arise as the result of a selfish motive, personal gain, or not ? Are the people involved sincere but possibly deluded?
The Intention : Did the situation arise intentionally or is it incidental or accidental ? What is the degree of deception or self deception ?
The effects of the action or decision : Is the effect on others harmful or incidental, immediate, ongoing, in the past or a future possibility? Has it a serious or a minor effect? Does it affect people or only principles ?
Consent : Was there adult consent or was someone manipulated or coerced into this situation ? Is the "victim" able to control the situation or is he or she powerless and defenceless ? (child)
Repentance: Are the person(s) involved repentant ? Is the action or situation one of a kind ? Will it be repeated ?
If you examine the framework it will be seen that we are trying to determine the level of culpability and accountability of the persons involved as well as the seriousness of the situation. We also have to consider the idea of error versus limitation.
Error
To say a person made an error generally implies that he or she either consciously or unconsciously chose to act or behave in a way judged to be unacceptable or wrong. To be able to choose at all implies that the person had some knowledge of the options open to him or her and merely chose the "wrong" one for his or her own reasons. This implies further that he or she will have to accept responsibility for the decision and the choice and is therefore accountable.
Limitation
But what of the case of the person who for reasons not under his or her control is unable to make a correct decision? For instance, he or she may be young, inexperienced or was deceived or misled by someone else into an action which he or she did not fully understand. It may also be the case that he or she is simply not emotionally or psychologically mature enough to make a decision on that level or to realise the implications of his or her actions. What also of the person who is forced into an action against his or her will ?
Examples of this would be the young child who draws on a newly painted wall with a crayon, a young unmarried mother of 13 pressured to have an abortion, the tribesman on some remote island who has never been in contact with civilisation and attacks visitors to the island out of ignorance and fear.
Can we really judge him or her as harshly as we would judge ourselves, who know better ? Are these cases not so much a question of right or wrong behaviour but rather one of his or her behaviour being limited by a lack of insight, understanding or control over his or her life which would render him or her less accountable than persons with full knowledge of the results or implications of their actions?
The implications of this is that we are usually more tolerant and less critical of a child, the intellectually challenged or the dis-empowered person who has had few real chances in life.
Discussion
Group discussions
Examples of ethical dilemmas
Participants are invited to enter into small groups of about four or five members and discuss these dilemmas . A spokesman is to be elected to feed back the information to the class .
Group 1 - Scenario # 1. Confidentiality
A friend or family member comes to us in confidence for advice and they tell us they have committed a crime.
Do we inform the authorities or do we keep quiet because of our friendship, family ties and ethical commitment to confidentiality ?
Group 1 feedback
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Evaluation
There is always a temptation to speak about our experiences, partners or family problems to others . Our ethical values of confidentiality and responsibility demand that this temptation should be avoided. A relationship implies trust, which involves not discussing their intimate details publically. Yet we also have an obligation to the law as well a moral obligation to others who are, or may become victims of this friend at a later stage.
( An obligation also implies commitment and responsibility )
Bearing in mind our ethical "toolbox" , a pragmatic solution would be to look at the effects of the crime, is it serious and harmful? Is it a crime against a person or against a legal framework (tax evasion)? Is it in the past, or ongoing (such as child abuse )? Is it likely to happen again ? Is our friend repentant or bragging? Will it serve a real purpose by our reporting it (apart from a legal obligation )?
At the end of the day it is your decision according to your own conscience or ethical framework that will determine your action. Some people could rather choose to adhere to their values, such as confidentiality or friendship. However, we need to ask the question whether our ethical ideals of confidentiality and friendship have morally more value than the continued suffering of a human being which we could have prevented.
Group 2 - Scenario # 2. Role conflict
We are a supervisor in a company. One of the junior workers is a personal friend of ours . This worker has been absent from work frequently, supposedly because of a lingering illness. During one of his personal visits to our home he informs us that he is, in fact, quite healthy and has been using up his sick leave instead of having to take vacation leave to attend to things at home.
Group 2 feedback
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
.....................................................................................................................................
Evaluation
We are in an ethical dilemma. Do we look to the interests of our company and report the matter, in which case our friend will in all likelihood be fired? What of our long standing friendship with this person? Do we not have certain ethical responsibilities towards him as the result of this relationship?
Once again we refer to our ethical "toolbox" .
The ethical values involved are confidentiality and loyalty to our friend versus our integrity and responsibility towards the company .
Our friend's motive is personal gain, to accumulate his leave and therefore could even be seen as fraud.
His intention: He consciously made the decision to use his sick leave knowing full well that it could lead to his dismissal. However, on the other hand, the effect of his deed is not directly harmful to others and even the company is not losing profits as he is using sick leave credited to him . It is thus the principle of deceit that is involved.
It is not stated whether the friend was repentant or not and this appears to be the key issue here. If he is confessing as the result of guilt, and on being confronted on the issue, is prepared to take a warning to heart and not repeat the action, it is likely that we could regard the matter as finalised. If , however , his attitude is boastful and it is clear that he intends to continue with this deceit, the problem would have to be addressed in a different way.
If we decide that ethically we cannot stand by while this continues, but still wish to maintain our long standing relationship, we would probably need to look at a series of steps beginning with soft options such as off the record verbal warnings. If this does not have the desired result, we could later follow it up with a written warning due to the company's "suspicions". )
Discussion : Would there be other ways of dealing with this ethical dilemma?
Group 3 - Scenario # 3. Sexual harassment
We are a senior partner in a large business . An unattached subordinate at work is clearly indicating that he or she is physically attracted to us and wishes to enter into a sexual relationship. We are also unattached and attracted to them but we realise that an intimate relationship with this person will affect our working relationship. Do we agree to the relationship or do we reject the advances of this worker?
Is there a problem here ?
Group 3 feedback
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Evaluation
As both persons are unattached, many of the ethical "tools" would not apply in this scenario apart from our responsibility towards the company in not creating a situation which leads to a breakdown in staff processes. If one of the persons are married, obviously a number of other ethical values would then come into play.
Current workers rights indicate that the company cannot really interfere in the after- hours private lives of workers and so provided the relationship does not affect the work situation, ethically the only limits we need to consider, provided we are consenting and not being coerced or harassed, are in terms of our feelings towards this person and our common sense appraisal of whether we feel this relationship has any future. It would become more of an ethical issue if we did not play open cards with this person and make our position clear (either for or against the relationship ) as it could become harmful to his or her emotional state as well as our own.
This concludes our discussion on ethics. Are there any other comments?
Morality
Morality is very closely related to ethics and can be described as our sense of “right” or “wrong”.
In order to act according to our conscience, we need to have a clear set of moral guidelines with which to make decisions regarding acceptable or unacceptable human behaviour. If we are not sure how we feel about real-life day to day moral issues, we will not be able to make decisions when it is necessary. We need to know what is our bottom line and how far we are prepared to go on an issue and what action we are prepared to take.
A moral decision is complex and never straightforward, as it involves people with different motives, agendas, perspectives and belief systems.
Religious people relate morality to their sacred scriptures and really don't have much of a problem. Good and bad, right and wrong are embodied in their scriptures as commandments. If we act or behave in such a way that we are obedient to the will of God as directed in these scriptures, we would therefore be seen in a religious sense, to be behaving in a good or right way.
Many persons, however, do not accept religious values as a basis for morality. It is still possible to have a system of human morality, ethics, rights and ideal behaviour based on principles of mutual respect, fairness or justice, as exists in a legal Constitution or Bill of Rights. This would mean morality consists of striving for an ideal relationship between people where each person would treat the other in a way which they themselves would wish to be treated. In other words, to treat them as people, to respect them as equals and not to abuse or misuse them. In this case “right” or “good” actions would improve our relationships and behaviour which troubles the social fabric of the group or community would be regarded as “wrong” and “bad”.
Discussion
The difficulties faced
We have indicated the difficulties that may be experienced when facing complex moral issues or decisions in our lives. We can never really be sure of a person’s motive, personal agenda or perspective. Some people may not even be fully aware of their own insincerity, due to self-deception.
The power of Perspective
Much also depends on from which side of the fence we are looking. To illustrate this point, I will use an example which I call the Twin-films phenomenon. Let us think back to some of the many war films that appear on our movie screens, films about World War two, the Vietnam war, the conflict in Ireland and even the Anglo Boer war (Breaker Morant ). These films are always produced from a particular perspective. One side being indicated as the heroes (usually from the country that produced the film ) and the other side portrayed as a villain. We identify and sympathise with the “heroes” because we experience and share their trials and tribulations in the film from their perspective. However, if we have ever been exposed to a film about the same war produced in a different country, we may find that the war takes on an entirely different perspective and may even find ourselves, for the period of the film anyway, identifying, siding and sympathising with the other side, whose perspective is now being shared with us.
This is the power of Perspective, that once we become emotionally involved in an issue and share often painful experiences with a group or a cause, we tend to identify with this group or cause. If we understand this principle, we will be able to understand how people can have different views on an issue such as the Trade-centre attack in the USA.
Discussion
Ethics, morality and truth
The fable of the elephant and the blind men
If understanding can be said to be relative to our perspective what then is the truth of any matter? Who is “right” and who is “wrong”?
Selective perception
Each human being has a very unique perspective on life. This perspective is linked to culture, religion and society in which he or she has been raised. (conditioning). This is reflected in the life view or frame of reference comprising of personal preferences, attitudes, values and cherished beliefs and acts like a filter, the end result being a very selective perception or interpretation of events and experiences in which we view things single-dimensionally, that is, only as they relate to us personally What is therefore immoral for us, may not be seen as immoral for another person in terms of his or her perception of right and wrong.
Discussion - Do we agree with this ?
Can we ever find an objective view of what is right or wrong?
A pragmatic view of right and wrong
An objective perspective on morality, good and bad behaviour and right and wrong choices, can be inferred directly from our own real life experience. All persons feel emotional pain as a result of either been hurt or having injured someone else.(guilt). This pain can also be experienced from a decision or action which destroyed something within us such as our self esteem , peace of mind or a sense of purpose in life.
If we accept this principle, a right or good decision or action would be one which does not injure oneself or others or does not destroy something important in our lives or the lives of others. In other words, the decision or action is constructive and positive for physical, emotional, intellectual and even spiritual growth. A bad or wrong decision or action would therefore be one that was destructive to the physical, emotional, psychological or spiritual well being of oneself or another person. This could also be extended to include the well being of another living entity, such as an animal.
Absolute truth or absolute “right” can only be reflected in eternal ideal principles, some of which we come to know in human virtues such as love, patience, tolerance, compassion and integrity, as exist within a framework of ethics.
All other human activities, actions and issues are therefore relative to our framework of ethics (motive, intention, effects or consequences, consent and repentance) and are judged accordingly. For example ; How close were we to the ideal of unconditional love when we performed this or that action? Did we perform it out of love or is there another (often hidden) motive?
Conclusion- Final discussion
Jimmy Henderson
by Jimmy Henderson
In introducing ethics I wish to provide you with a practical exercise in will -power, for it is our will power as well as our belief in what is right that underlies the keeping of an ethical code and ethical behaviour . If our will power is weak, our resolve is eventually eroded and we are open to manipulation and peer pressure.
In the following week I want you to stand at each robot crossing that you normally cross in your daily walks or affairs and first note how many people jay walk or sneak across before the light is green .
Secondly, I want each of you to make a conscious effort not to walk until the green light has come on and if it changes, not to attempt to sneak across quickly before vehicles approach . This is a small thing but you will be surprised how difficult it is to resist the temptation to cross when so many others are doing it, or when you have to wait a long time for the green light to come on. Make the effort for a week and note the changes in your mental attitude and willpower.
Discussion
Attitudes and values a framework of ethical principles
Apart from having to use our will power, ethics involves having a framework of what we regard as "right" or "good" behaviours. We are therefore continually judging and measuring ourselves against our ideal ethical framework . If we do not live up to this ideal, we normally experience guilt. This emotion of guilt, like pain, is an indication or sign that we have not acted according to our ethical standards.
Our will power comes into play by having to make decisions which we know will not be to our immediate benefit, or may even cause us to lose privileges in order to stick to our principles, which are, in fact, our framework of ethical ideals.
The problem is, of course, that different people have different principles or ethical standards and some have none at all.
Discussion
Our ethical framework normally arises from our home background, past experiences and spiritual, religious or moral beliefs or attitudes. A framework of ethics, attitudes and values normally link together and form part of our personality. As I have stated, people's priorities may differ, but generally a good ethical framework contains all or some of the following attitudes and values :
A sense of responsibility
Responsibility is one of the cornerstones of ethics. This involves acting responsibly towards our family, friends , employer or even strangers, in that our behaviour should not harm or endanger them in any way. A sense of responsibility links up many other ethical behaviours into a ethical framework. Once we accept a personal ethical framework, we also have a moral and ethical responsibility to abide by the rules we have accepted.
A sense of justice or fairness
This is also a cornerstone of an ethical framework. To this we can add reasonableness, which we have already discussed earlier on.
Integrity
Integrity is actually a virtue but it links up with ethics in that if we accept our ethical responsibility, we will act with integrity at all times. Integrity implies that we will always strive to abide by our highest ethical values and this could include keeping our word or a promise no matter what the cost to ourselves.
Honesty
Honesty is essential for any relationship and is based on our commitment to be fair, open and responsible. Honesty does not only mean not becoming involved in dishonest activities such as stealing, cheating etc. Linked to honesty are associated values of openness, sincerity, genuineness and trustworthiness.
Loyalty
This is also related to relationships and a sense of commitment. The stronger the relationship and commitment initially made, the deeper should be our sense of loyalty. Loyalty means being willing to make sacrifices in order to acknowledge our commitment.
Unselfishness : A willingness to express care , concern and warmth.
Having an ethical framework implies a positive step on the part of any person and such a framework will generally include altruistic values and behaviours such charity and helpfulness.. However, some people can be cold and distant and still adhere to a strict ethical code. (usually professional or business ethics)
Non-judgmental and unconditional positive regard.
These attitudes are of a very high order and often not easy to maintain in any ethical framework. It means being able to tolerate, accept and treat all other people with fairness and respect in spite of differences in social position, culture, beliefs, lifestyle or value systems. This does, however, not imply that we adopt a laissaiz faire attitude towards criminality or gross violations of moral behaviour.
Commitment
Having made any commitment to another person, whether as the result of a relationship or business agreement, implies a responsibility towards him or her as well as a sense of loyalty. Commitment means abiding by our ethical rules as well as being prepared to "stick to our guns " and our decision in spite of problems. Our will power is most sorely tried in having to keep our commitments. A commitment is closely associated with a relationship . Having a relationship implies that our partners or friends are sharing their lives, feelings and thoughts with us and we should acknowledge that with a commitment on our part. When we agree to enter into any relationship, we form an emotional bond or agreement with, or commitment to the other person which automatically implies trust, respect and confidentiality.
Discussion
Ethical dilemmas
An ethical dilemma occurs when we are forced to make a decision which will test our ethical framework. In this case there is usually a conflict between two or more ethical values which apply to the particular situation and we have to choose between these values. This is especially difficult when there appears to be a no win situation. In other words, no matter what decision we make, someone is going to get hurt.
When facing an ethical dilemma, we need to explore and "unpack " the situation with all of the associated problems and implications in order to make an ethical evaluation. This requires clear thinking. However, our emotions, in the form of attitudes and values, obviously also play a role. ( Hopefully a positive role. )
Very often there may be no obvious solution present and we will be moving into "grey" areas where "right" and "wrong" are not so easy to define. In cases such as this, it becomes a matter of our individual conscience and if we are prepared to pay the price associated with a certain decision, such as the loss of a friendship or promotion .
The ethical toolbox
The kind of ethical "tools" or considerations we may use to make an evaluation when faced with an ethical dilemma are the following :
The ethical values involved : Which of our ethical values come to mind in this dilemma ( eg. confidentiality , loyalty etc ) and how important do we rate these particular values ? (In other words, are there more overriding values or factors involved ? )
The motives involved : Did the situation arise as the result of a selfish motive, personal gain, or not ? Are the people involved sincere but possibly deluded?
The Intention : Did the situation arise intentionally or is it incidental or accidental ? What is the degree of deception or self deception ?
The effects of the action or decision : Is the effect on others harmful or incidental, immediate, ongoing, in the past or a future possibility? Has it a serious or a minor effect? Does it affect people or only principles ?
Consent : Was there adult consent or was someone manipulated or coerced into this situation ? Is the "victim" able to control the situation or is he or she powerless and defenceless ? (child)
Repentance: Are the person(s) involved repentant ? Is the action or situation one of a kind ? Will it be repeated ?
If you examine the framework it will be seen that we are trying to determine the level of culpability and accountability of the persons involved as well as the seriousness of the situation. We also have to consider the idea of error versus limitation.
Error
To say a person made an error generally implies that he or she either consciously or unconsciously chose to act or behave in a way judged to be unacceptable or wrong. To be able to choose at all implies that the person had some knowledge of the options open to him or her and merely chose the "wrong" one for his or her own reasons. This implies further that he or she will have to accept responsibility for the decision and the choice and is therefore accountable.
Limitation
But what of the case of the person who for reasons not under his or her control is unable to make a correct decision? For instance, he or she may be young, inexperienced or was deceived or misled by someone else into an action which he or she did not fully understand. It may also be the case that he or she is simply not emotionally or psychologically mature enough to make a decision on that level or to realise the implications of his or her actions. What also of the person who is forced into an action against his or her will ?
Examples of this would be the young child who draws on a newly painted wall with a crayon, a young unmarried mother of 13 pressured to have an abortion, the tribesman on some remote island who has never been in contact with civilisation and attacks visitors to the island out of ignorance and fear.
Can we really judge him or her as harshly as we would judge ourselves, who know better ? Are these cases not so much a question of right or wrong behaviour but rather one of his or her behaviour being limited by a lack of insight, understanding or control over his or her life which would render him or her less accountable than persons with full knowledge of the results or implications of their actions?
The implications of this is that we are usually more tolerant and less critical of a child, the intellectually challenged or the dis-empowered person who has had few real chances in life.
Discussion
Group discussions
Examples of ethical dilemmas
Participants are invited to enter into small groups of about four or five members and discuss these dilemmas . A spokesman is to be elected to feed back the information to the class .
Group 1 - Scenario # 1. Confidentiality
A friend or family member comes to us in confidence for advice and they tell us they have committed a crime.
Do we inform the authorities or do we keep quiet because of our friendship, family ties and ethical commitment to confidentiality ?
Group 1 feedback
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Evaluation
There is always a temptation to speak about our experiences, partners or family problems to others . Our ethical values of confidentiality and responsibility demand that this temptation should be avoided. A relationship implies trust, which involves not discussing their intimate details publically. Yet we also have an obligation to the law as well a moral obligation to others who are, or may become victims of this friend at a later stage.
( An obligation also implies commitment and responsibility )
Bearing in mind our ethical "toolbox" , a pragmatic solution would be to look at the effects of the crime, is it serious and harmful? Is it a crime against a person or against a legal framework (tax evasion)? Is it in the past, or ongoing (such as child abuse )? Is it likely to happen again ? Is our friend repentant or bragging? Will it serve a real purpose by our reporting it (apart from a legal obligation )?
At the end of the day it is your decision according to your own conscience or ethical framework that will determine your action. Some people could rather choose to adhere to their values, such as confidentiality or friendship. However, we need to ask the question whether our ethical ideals of confidentiality and friendship have morally more value than the continued suffering of a human being which we could have prevented.
Group 2 - Scenario # 2. Role conflict
We are a supervisor in a company. One of the junior workers is a personal friend of ours . This worker has been absent from work frequently, supposedly because of a lingering illness. During one of his personal visits to our home he informs us that he is, in fact, quite healthy and has been using up his sick leave instead of having to take vacation leave to attend to things at home.
Group 2 feedback
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
.....................................................................................................................................
Evaluation
We are in an ethical dilemma. Do we look to the interests of our company and report the matter, in which case our friend will in all likelihood be fired? What of our long standing friendship with this person? Do we not have certain ethical responsibilities towards him as the result of this relationship?
Once again we refer to our ethical "toolbox" .
The ethical values involved are confidentiality and loyalty to our friend versus our integrity and responsibility towards the company .
Our friend's motive is personal gain, to accumulate his leave and therefore could even be seen as fraud.
His intention: He consciously made the decision to use his sick leave knowing full well that it could lead to his dismissal. However, on the other hand, the effect of his deed is not directly harmful to others and even the company is not losing profits as he is using sick leave credited to him . It is thus the principle of deceit that is involved.
It is not stated whether the friend was repentant or not and this appears to be the key issue here. If he is confessing as the result of guilt, and on being confronted on the issue, is prepared to take a warning to heart and not repeat the action, it is likely that we could regard the matter as finalised. If , however , his attitude is boastful and it is clear that he intends to continue with this deceit, the problem would have to be addressed in a different way.
If we decide that ethically we cannot stand by while this continues, but still wish to maintain our long standing relationship, we would probably need to look at a series of steps beginning with soft options such as off the record verbal warnings. If this does not have the desired result, we could later follow it up with a written warning due to the company's "suspicions". )
Discussion : Would there be other ways of dealing with this ethical dilemma?
Group 3 - Scenario # 3. Sexual harassment
We are a senior partner in a large business . An unattached subordinate at work is clearly indicating that he or she is physically attracted to us and wishes to enter into a sexual relationship. We are also unattached and attracted to them but we realise that an intimate relationship with this person will affect our working relationship. Do we agree to the relationship or do we reject the advances of this worker?
Is there a problem here ?
Group 3 feedback
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Evaluation
As both persons are unattached, many of the ethical "tools" would not apply in this scenario apart from our responsibility towards the company in not creating a situation which leads to a breakdown in staff processes. If one of the persons are married, obviously a number of other ethical values would then come into play.
Current workers rights indicate that the company cannot really interfere in the after- hours private lives of workers and so provided the relationship does not affect the work situation, ethically the only limits we need to consider, provided we are consenting and not being coerced or harassed, are in terms of our feelings towards this person and our common sense appraisal of whether we feel this relationship has any future. It would become more of an ethical issue if we did not play open cards with this person and make our position clear (either for or against the relationship ) as it could become harmful to his or her emotional state as well as our own.
This concludes our discussion on ethics. Are there any other comments?
Morality
Morality is very closely related to ethics and can be described as our sense of “right” or “wrong”.
In order to act according to our conscience, we need to have a clear set of moral guidelines with which to make decisions regarding acceptable or unacceptable human behaviour. If we are not sure how we feel about real-life day to day moral issues, we will not be able to make decisions when it is necessary. We need to know what is our bottom line and how far we are prepared to go on an issue and what action we are prepared to take.
A moral decision is complex and never straightforward, as it involves people with different motives, agendas, perspectives and belief systems.
Religious people relate morality to their sacred scriptures and really don't have much of a problem. Good and bad, right and wrong are embodied in their scriptures as commandments. If we act or behave in such a way that we are obedient to the will of God as directed in these scriptures, we would therefore be seen in a religious sense, to be behaving in a good or right way.
Many persons, however, do not accept religious values as a basis for morality. It is still possible to have a system of human morality, ethics, rights and ideal behaviour based on principles of mutual respect, fairness or justice, as exists in a legal Constitution or Bill of Rights. This would mean morality consists of striving for an ideal relationship between people where each person would treat the other in a way which they themselves would wish to be treated. In other words, to treat them as people, to respect them as equals and not to abuse or misuse them. In this case “right” or “good” actions would improve our relationships and behaviour which troubles the social fabric of the group or community would be regarded as “wrong” and “bad”.
Discussion
The difficulties faced
We have indicated the difficulties that may be experienced when facing complex moral issues or decisions in our lives. We can never really be sure of a person’s motive, personal agenda or perspective. Some people may not even be fully aware of their own insincerity, due to self-deception.
The power of Perspective
Much also depends on from which side of the fence we are looking. To illustrate this point, I will use an example which I call the Twin-films phenomenon. Let us think back to some of the many war films that appear on our movie screens, films about World War two, the Vietnam war, the conflict in Ireland and even the Anglo Boer war (Breaker Morant ). These films are always produced from a particular perspective. One side being indicated as the heroes (usually from the country that produced the film ) and the other side portrayed as a villain. We identify and sympathise with the “heroes” because we experience and share their trials and tribulations in the film from their perspective. However, if we have ever been exposed to a film about the same war produced in a different country, we may find that the war takes on an entirely different perspective and may even find ourselves, for the period of the film anyway, identifying, siding and sympathising with the other side, whose perspective is now being shared with us.
This is the power of Perspective, that once we become emotionally involved in an issue and share often painful experiences with a group or a cause, we tend to identify with this group or cause. If we understand this principle, we will be able to understand how people can have different views on an issue such as the Trade-centre attack in the USA.
Discussion
Ethics, morality and truth
The fable of the elephant and the blind men
If understanding can be said to be relative to our perspective what then is the truth of any matter? Who is “right” and who is “wrong”?
Selective perception
Each human being has a very unique perspective on life. This perspective is linked to culture, religion and society in which he or she has been raised. (conditioning). This is reflected in the life view or frame of reference comprising of personal preferences, attitudes, values and cherished beliefs and acts like a filter, the end result being a very selective perception or interpretation of events and experiences in which we view things single-dimensionally, that is, only as they relate to us personally What is therefore immoral for us, may not be seen as immoral for another person in terms of his or her perception of right and wrong.
Discussion - Do we agree with this ?
Can we ever find an objective view of what is right or wrong?
A pragmatic view of right and wrong
An objective perspective on morality, good and bad behaviour and right and wrong choices, can be inferred directly from our own real life experience. All persons feel emotional pain as a result of either been hurt or having injured someone else.(guilt). This pain can also be experienced from a decision or action which destroyed something within us such as our self esteem , peace of mind or a sense of purpose in life.
If we accept this principle, a right or good decision or action would be one which does not injure oneself or others or does not destroy something important in our lives or the lives of others. In other words, the decision or action is constructive and positive for physical, emotional, intellectual and even spiritual growth. A bad or wrong decision or action would therefore be one that was destructive to the physical, emotional, psychological or spiritual well being of oneself or another person. This could also be extended to include the well being of another living entity, such as an animal.
Absolute truth or absolute “right” can only be reflected in eternal ideal principles, some of which we come to know in human virtues such as love, patience, tolerance, compassion and integrity, as exist within a framework of ethics.
All other human activities, actions and issues are therefore relative to our framework of ethics (motive, intention, effects or consequences, consent and repentance) and are judged accordingly. For example ; How close were we to the ideal of unconditional love when we performed this or that action? Did we perform it out of love or is there another (often hidden) motive?
Conclusion- Final discussion
Jimmy Henderson
HIV/AIDS
by Jimmy Henderson
Q 1. What is Hiv and Aids?
HIV = Human Imunno Deficiency Virus (discovered in 1984) (germs)
AIDS = Acquired Immuno –Deficiency syndrome (first described in 1981)
(syndrome- a name given to a group of symptoms )
HI virus belongs to a family of viruses called the Retrovirus
Infects the CD+ 4 cells which control the human immune system (see transparency).
The immune system is the bodies natural defences against infections and disease.
It comprises of the skin, (outer protection), white blood cells, antibodies and macrophages –scavenger cells)
The HIV invades, enters and multiplies within these CD+ 4 cells and destroys them.(see transparency)
By invading these cells, the HIV infects and eventually destroys the entire body's natural immune system, which is the system which helps our body to fight infection.
When the immune system is weakened by the HIV, the body is no longer able to defend itself and is open to opportunistic infections such as flu, tuberculosis (T.B.), pneumonia and cancers.
The amount of HIV in the body (viral load) can be controlled to a degree by means of special medications called Anti-retrovirals and the immune system can be strengthened by natural means such as exercise and diet.
The infected person can therefore live for many years after infection, provided he
or she has the correct medication and can maintain a strong immune system.
There are people living with HIV for over 15 years.
However, without intervention , HIV infection can worsen into the severe form of immunological weakness known as Aids. (Acute Immune-Deficiency Syndrome)
We will deal with the symptoms and progression of AIDS a little later.
Q .2 How is HIV transmitted?
HIV is transmitted with the transfer of body fluids, mostly blood and blood products and semen.
It is not transmitted through the air by coughing or touching
Specific ways of becoming infected
Unprotected sexual intercourse
Penetrative vaginal, oral or anal sex without a condom.
75 85% of HIV infection is as the result of unprotected sexual intercourse.
The HIV enters the walls of the genitals through small cuts and scrapes.
Gets into the bloodstream.
Mother to child transmission
25 35% of all infants born to Hiv+ mothers become infected.
This type of transmission accounts for 90% of the global infection of infants and children.
Children who develop HIV usually contract it during childbirth in the uterus from the placenta (blood and scrapes) or from the breast milk (blood product).
Drug abuse
The sharing of Hiv infected injection needles and blades accounts for between 5 and 10 % of all adult infections.
It is also advisable NOT to share razors or toothbrushes because of the possible presence of blood on them.
Blood transfusions or direct contact with infected blood (open wounds)
Infected blood or blood products accounts for 3 5% of all global adult infections.
If blood from the wound of an HIV + person enters your skin (sores, cuts scrapes)
South Africa has introduced routine screening of donated blood for HIV.
Q3 What are the real risk factors ?
High risk sexual behaviours (prostitutes, multiple partners, casual sex)
Drug users -sharing of infected needles and syringes.
Women are more at risk because of the relatively large amount of semen transmitted from the man during intercourse.
HIV is also more likely to be transmitted through intercourse when one or both partners have a sexually transmitted disease (STDS) such as syphilis due to sores, tiny cuts or scrapes.
HIV can also be passed on between persons through open wounds.
It is therefore important that emergency workers use rubber gloves when working with injured and bleeding patients.
Q 4 What are the Myths surrounding HIV?
You cannot get HIV from kissing under normal circumstances
Kissing is regarded as safe, provided there is no blood in the mouths due to cuts.
There is a very slim chance of HIV being transmitted by saliva or insect bites as the amount of infectious particles in saliva and bites is too low for a "loading dose".
Saliva also contains proteins which may neutralise the virus to an extent.
You cannot get HIV from touching an HIV + person.
It is therefore quite safe to associate with and care for persons with HIV/Aids as long as you do not come into direct contact with infected blood and you have an open wound (the skin protects you).
It cannot be spread by a toilet seat, shaking hands, hugging or touching or using the same towels, cups or utensils
Blood or semen is not infectious if out of the body for a while.
The HIV loses its effectivity if outside the human body even for a short period and does therefore not appear to be transmitted by social or casual non sexual contact.
Washing does not protect you
You are not safe from HIV if you wash after sex. It is transmitted internally
through the genitals.
Having sex with a virgin will not protect you or cure AIDS.
There is no known cure for AIDS at this time. It can only be controlled with medication.
Q.5 How can we prevent infection?
The best long term strategy is education, knowing your status, and applying the governments A-B-C method.
A = Abstinence
Having a lifestyle which includes abstaining from sex.
B = Be faithful to a single partner (Be open and honest)
(don’t sleep around)
C = Condomise
All persons , especially women, should be educated in their right to say
NO or demand the use of a condom, even within marriage.
(demonstrate male and female condom)
Q. 6 What are the Symptoms of HIV infection?
It is possible to have HIV and NOT show any visible signs of illness.
Symptoms can take months and even years to develop.
The symptoms could also belong to other illnesses (TB, Flu etc)
The HIV test is the only way to really know if you are infected.
There is a "window period" of up to three months before the HIV may be positively detected in the body (HIV antibodies) (see transparency)
This delay can result in a person not being aware that they have contracted the HIV until symptoms appear.
This is why it is so important to get tested early and regularly.
A significant number of individuals can, however, produce antibodies within one to two weeks after infection and produce an illness similar to glandular fever
The estimated incubation period of the virus varies from 5 months to 10 years.
During this time the virus gradually destroys the CD + 4 cells and the bodies immune system and symptoms begin to appear.
The gradual loss of the immune system is measured by the CD + 4 count (see transparency)
As the viral load increases, the CD + 4 count will drop. (see transparency)
One can live for many years with HIV with the proper treatment.
However, the overwhelming majority of people infected with HIV do eventually develop Aids.
Aids will eventually lead to death.
How long this takes will vary from person to person. It is important therefore for high risk individuals to have themselves tested regularly in order to obtain treatment as soon as possible.
Q.7 What is AIDS ?
Doctors have a list of so called "Aids defining conditions".
These are serious medical conditions such as severe respiratory infections, coughing, diarrhoea, bowel infections, weakness, weight loss, nausea, vomiting, brain infections (mental deterioration), cancers, and visible skin infections.
When the CD+ 4 count of an HIV+ person drops to below 200 and he /she develops these Stage 5 illnesses (see transparency), they are said to have AIDS.
This is said to be the last stage (5) of HIV ( see transparency)
The lower the count, the more advanced the disease (see transparency)
Eventually death results from sicknesses such as TB and pneumonia to which the body now has no defence (6 months -2 years).
Q.8 What is VCT ? ( Voluntary testing and counselling)
In terms of the Labour regulations and Basic Conditions of Employment Act, companies have an obligation to provide support to workers with HIV and AIDS.
Many companies have clinics on site and Wellness programmes in place to support those with HIV/AIDS
If not, they should provide arrangements for workers to get to test centres or preferably tested on site by companies who are registered to do this.
These clinics can also provide testing for HIV
A worker cannot be forced to go for an HIV test (it is voluntary) (informed consent)
Prior to the test, the worker must be offered counselling. (To prepare them psychologically and emotionally) (Pre-test counselling)
THE HIV TEST
The test can only be performed by a registered professional, nurse, sister etc.
The test is very quick and involves only taking a drop of blood and placing it on the test strip (see transparency on Rapid Test)
The blood will reveal the presence of HIV antibodies (sero-conversion)
If the results are negative, the person will be tested later in a few months (Window Period)
If the tests are positive, more blood will be taken to ensure that the rapid test was correct.
The sister / nurse is obliged by law to keep the results confidential.
The results can only be released to a third party with the workers written permission.
Counselling must be made available to the worker following the test results (Post-Test counselling)
Q.9 What treatment is available?
HIV cannot be cured as yet but its effects can be controlled with certain types of medication.
The type of medication is based on the results of a Viral load test.(how much HIV)
Types of medication
Anti-retrovirals which work against a retrovirus. Prevent it replicating.
Drugs involved include AZT, ddl , ddC and 3TC.
Usually these medicines are combined for the best effect ("cocktails").
Different strains of HIV require different combinations.
The medication AZT reduces the risk of infection by 79% (pregnant women)
HIV mutates easily and can form different strains, making it difficult to develop a really effective vaccine.
Tests can be conducted every 3 6 months to determine how well the patient is responding to treatment.
Remember HIV+ persons can be cured of most associated conditions such as TB, pneumonia and infections, although NOT of HIV itself
Persons with HIV can go on to lead normal productive lives for many years (15 years)
Others in an advanced stage of full blown Aids have substantially less chance of long term survival .
This is why it is so important to know your status and get treatment early.
Other medications
Other types of medications are available to treat the effects of Hiv or Aids.
To keep the immune system as healthy as possible (Vit.boosters, B12 injections etc) .
Other drugs work to prevent or treat the opportunistic infections or symptoms, such as loss of appetite, weight loss, nausea etc.
HIV symptoms differ from person to person and some type of medications work better on some patients.
Others may develop a tolerance for certain medications and may have to change regularly.
Aids medication is normally costly, but at present some pharmaceutical manufacturers are prepared to supply certain drugs free of charge to clinics and provincial hospitals.
Diet
It is believed that a special diet, exercise and a reduction of stress can slow down the onset of AIDS.
Q. 10 What is the best way to care for people with HIV/Aids?
Home or community care of the Aids patient is part of the official management plan of the Dept. of Health, due to lack of resources, overcrowding at state hospitals and the high cost of hospitalisation and treatment (medications).
Use of out-patients and clinics.
Home care -from a social viewpoint of family emotional support and care, this also makes the most sense.
Wellness programmes at companies
Usually involves sister/nurse at company
VCT testing and counselling facilities.
EAP counsellors.
Monitoring HIV + workers who are on the program.
Assist with monitoring of CD+ 4 count, transport to clinic, seek free medication for workers
Provide guidelines on diet and booster medications.
May provide anti-retrovirals if registered to do so.
Follow-up on families and needs.
The psychological and social needs of a person with Aids is similar to those of persons with other life threatening diseases such as cancer, heart disease etc.
They need to be shown love, understanding, re assurance and support.
Q. 11 Why do I need to know my status?
Reasons : Why people do not wish to know status
Fear of death –denial (better not to know) (less painful)
Fear of rejection - It is a fact that many people do fear contact
with a HIV + person and can reject him or her.
Fear of victimisation at work – This cannot really happen in terms
of the Constitution (no discrimination) and the Labour
Relations Act (unfair labour practices).
Confidentiality
At present it is NOT compulsory for a victim to declare their status
Or for medical practitioners to report cases of HIV/ Aids
(Company clinic sisters usually only supply statistics to management)
Health care workers or managers can get into legal problems if they breach
confidentiality.
The worker has to give written permission for their status to be made known.
Reasons why should know status.
Can access the company wellness programmes and gain assistance.
Can get medication early on and prolong their life
Can reduce the spread of HIV to partners by taking extra precautions
It is also difficult to plan help to victims of HIV when accurate figures and the geographic spread are not known.
Information Sources:
Information supplied by the Dental faculty of the University of the W. Cape , the Dept. of Health (KZ Natal), Bristo Myers Squibb, Glaxo Welcome and the SA Medical Research Council. Transparencies supplied by kind permission of Aunde (SA ) Ltd.
by Jimmy Henderson
Q 1. What is Hiv and Aids?
HIV = Human Imunno Deficiency Virus (discovered in 1984) (germs)
AIDS = Acquired Immuno –Deficiency syndrome (first described in 1981)
(syndrome- a name given to a group of symptoms )
HI virus belongs to a family of viruses called the Retrovirus
Infects the CD+ 4 cells which control the human immune system (see transparency).
The immune system is the bodies natural defences against infections and disease.
It comprises of the skin, (outer protection), white blood cells, antibodies and macrophages –scavenger cells)
The HIV invades, enters and multiplies within these CD+ 4 cells and destroys them.(see transparency)
By invading these cells, the HIV infects and eventually destroys the entire body's natural immune system, which is the system which helps our body to fight infection.
When the immune system is weakened by the HIV, the body is no longer able to defend itself and is open to opportunistic infections such as flu, tuberculosis (T.B.), pneumonia and cancers.
The amount of HIV in the body (viral load) can be controlled to a degree by means of special medications called Anti-retrovirals and the immune system can be strengthened by natural means such as exercise and diet.
The infected person can therefore live for many years after infection, provided he
or she has the correct medication and can maintain a strong immune system.
There are people living with HIV for over 15 years.
However, without intervention , HIV infection can worsen into the severe form of immunological weakness known as Aids. (Acute Immune-Deficiency Syndrome)
We will deal with the symptoms and progression of AIDS a little later.
Q .2 How is HIV transmitted?
HIV is transmitted with the transfer of body fluids, mostly blood and blood products and semen.
It is not transmitted through the air by coughing or touching
Specific ways of becoming infected
Unprotected sexual intercourse
Penetrative vaginal, oral or anal sex without a condom.
75 85% of HIV infection is as the result of unprotected sexual intercourse.
The HIV enters the walls of the genitals through small cuts and scrapes.
Gets into the bloodstream.
Mother to child transmission
25 35% of all infants born to Hiv+ mothers become infected.
This type of transmission accounts for 90% of the global infection of infants and children.
Children who develop HIV usually contract it during childbirth in the uterus from the placenta (blood and scrapes) or from the breast milk (blood product).
Drug abuse
The sharing of Hiv infected injection needles and blades accounts for between 5 and 10 % of all adult infections.
It is also advisable NOT to share razors or toothbrushes because of the possible presence of blood on them.
Blood transfusions or direct contact with infected blood (open wounds)
Infected blood or blood products accounts for 3 5% of all global adult infections.
If blood from the wound of an HIV + person enters your skin (sores, cuts scrapes)
South Africa has introduced routine screening of donated blood for HIV.
Q3 What are the real risk factors ?
High risk sexual behaviours (prostitutes, multiple partners, casual sex)
Drug users -sharing of infected needles and syringes.
Women are more at risk because of the relatively large amount of semen transmitted from the man during intercourse.
HIV is also more likely to be transmitted through intercourse when one or both partners have a sexually transmitted disease (STDS) such as syphilis due to sores, tiny cuts or scrapes.
HIV can also be passed on between persons through open wounds.
It is therefore important that emergency workers use rubber gloves when working with injured and bleeding patients.
Q 4 What are the Myths surrounding HIV?
You cannot get HIV from kissing under normal circumstances
Kissing is regarded as safe, provided there is no blood in the mouths due to cuts.
There is a very slim chance of HIV being transmitted by saliva or insect bites as the amount of infectious particles in saliva and bites is too low for a "loading dose".
Saliva also contains proteins which may neutralise the virus to an extent.
You cannot get HIV from touching an HIV + person.
It is therefore quite safe to associate with and care for persons with HIV/Aids as long as you do not come into direct contact with infected blood and you have an open wound (the skin protects you).
It cannot be spread by a toilet seat, shaking hands, hugging or touching or using the same towels, cups or utensils
Blood or semen is not infectious if out of the body for a while.
The HIV loses its effectivity if outside the human body even for a short period and does therefore not appear to be transmitted by social or casual non sexual contact.
Washing does not protect you
You are not safe from HIV if you wash after sex. It is transmitted internally
through the genitals.
Having sex with a virgin will not protect you or cure AIDS.
There is no known cure for AIDS at this time. It can only be controlled with medication.
Q.5 How can we prevent infection?
The best long term strategy is education, knowing your status, and applying the governments A-B-C method.
A = Abstinence
Having a lifestyle which includes abstaining from sex.
B = Be faithful to a single partner (Be open and honest)
(don’t sleep around)
C = Condomise
All persons , especially women, should be educated in their right to say
NO or demand the use of a condom, even within marriage.
(demonstrate male and female condom)
Q. 6 What are the Symptoms of HIV infection?
It is possible to have HIV and NOT show any visible signs of illness.
Symptoms can take months and even years to develop.
The symptoms could also belong to other illnesses (TB, Flu etc)
The HIV test is the only way to really know if you are infected.
There is a "window period" of up to three months before the HIV may be positively detected in the body (HIV antibodies) (see transparency)
This delay can result in a person not being aware that they have contracted the HIV until symptoms appear.
This is why it is so important to get tested early and regularly.
A significant number of individuals can, however, produce antibodies within one to two weeks after infection and produce an illness similar to glandular fever
The estimated incubation period of the virus varies from 5 months to 10 years.
During this time the virus gradually destroys the CD + 4 cells and the bodies immune system and symptoms begin to appear.
The gradual loss of the immune system is measured by the CD + 4 count (see transparency)
As the viral load increases, the CD + 4 count will drop. (see transparency)
One can live for many years with HIV with the proper treatment.
However, the overwhelming majority of people infected with HIV do eventually develop Aids.
Aids will eventually lead to death.
How long this takes will vary from person to person. It is important therefore for high risk individuals to have themselves tested regularly in order to obtain treatment as soon as possible.
Q.7 What is AIDS ?
Doctors have a list of so called "Aids defining conditions".
These are serious medical conditions such as severe respiratory infections, coughing, diarrhoea, bowel infections, weakness, weight loss, nausea, vomiting, brain infections (mental deterioration), cancers, and visible skin infections.
When the CD+ 4 count of an HIV+ person drops to below 200 and he /she develops these Stage 5 illnesses (see transparency), they are said to have AIDS.
This is said to be the last stage (5) of HIV ( see transparency)
The lower the count, the more advanced the disease (see transparency)
Eventually death results from sicknesses such as TB and pneumonia to which the body now has no defence (6 months -2 years).
Q.8 What is VCT ? ( Voluntary testing and counselling)
In terms of the Labour regulations and Basic Conditions of Employment Act, companies have an obligation to provide support to workers with HIV and AIDS.
Many companies have clinics on site and Wellness programmes in place to support those with HIV/AIDS
If not, they should provide arrangements for workers to get to test centres or preferably tested on site by companies who are registered to do this.
These clinics can also provide testing for HIV
A worker cannot be forced to go for an HIV test (it is voluntary) (informed consent)
Prior to the test, the worker must be offered counselling. (To prepare them psychologically and emotionally) (Pre-test counselling)
THE HIV TEST
The test can only be performed by a registered professional, nurse, sister etc.
The test is very quick and involves only taking a drop of blood and placing it on the test strip (see transparency on Rapid Test)
The blood will reveal the presence of HIV antibodies (sero-conversion)
If the results are negative, the person will be tested later in a few months (Window Period)
If the tests are positive, more blood will be taken to ensure that the rapid test was correct.
The sister / nurse is obliged by law to keep the results confidential.
The results can only be released to a third party with the workers written permission.
Counselling must be made available to the worker following the test results (Post-Test counselling)
Q.9 What treatment is available?
HIV cannot be cured as yet but its effects can be controlled with certain types of medication.
The type of medication is based on the results of a Viral load test.(how much HIV)
Types of medication
Anti-retrovirals which work against a retrovirus. Prevent it replicating.
Drugs involved include AZT, ddl , ddC and 3TC.
Usually these medicines are combined for the best effect ("cocktails").
Different strains of HIV require different combinations.
The medication AZT reduces the risk of infection by 79% (pregnant women)
HIV mutates easily and can form different strains, making it difficult to develop a really effective vaccine.
Tests can be conducted every 3 6 months to determine how well the patient is responding to treatment.
Remember HIV+ persons can be cured of most associated conditions such as TB, pneumonia and infections, although NOT of HIV itself
Persons with HIV can go on to lead normal productive lives for many years (15 years)
Others in an advanced stage of full blown Aids have substantially less chance of long term survival .
This is why it is so important to know your status and get treatment early.
Other medications
Other types of medications are available to treat the effects of Hiv or Aids.
To keep the immune system as healthy as possible (Vit.boosters, B12 injections etc) .
Other drugs work to prevent or treat the opportunistic infections or symptoms, such as loss of appetite, weight loss, nausea etc.
HIV symptoms differ from person to person and some type of medications work better on some patients.
Others may develop a tolerance for certain medications and may have to change regularly.
Aids medication is normally costly, but at present some pharmaceutical manufacturers are prepared to supply certain drugs free of charge to clinics and provincial hospitals.
Diet
It is believed that a special diet, exercise and a reduction of stress can slow down the onset of AIDS.
Q. 10 What is the best way to care for people with HIV/Aids?
Home or community care of the Aids patient is part of the official management plan of the Dept. of Health, due to lack of resources, overcrowding at state hospitals and the high cost of hospitalisation and treatment (medications).
Use of out-patients and clinics.
Home care -from a social viewpoint of family emotional support and care, this also makes the most sense.
Wellness programmes at companies
Usually involves sister/nurse at company
VCT testing and counselling facilities.
EAP counsellors.
Monitoring HIV + workers who are on the program.
Assist with monitoring of CD+ 4 count, transport to clinic, seek free medication for workers
Provide guidelines on diet and booster medications.
May provide anti-retrovirals if registered to do so.
Follow-up on families and needs.
The psychological and social needs of a person with Aids is similar to those of persons with other life threatening diseases such as cancer, heart disease etc.
They need to be shown love, understanding, re assurance and support.
Q. 11 Why do I need to know my status?
Reasons : Why people do not wish to know status
Fear of death –denial (better not to know) (less painful)
Fear of rejection - It is a fact that many people do fear contact
with a HIV + person and can reject him or her.
Fear of victimisation at work – This cannot really happen in terms
of the Constitution (no discrimination) and the Labour
Relations Act (unfair labour practices).
Confidentiality
At present it is NOT compulsory for a victim to declare their status
Or for medical practitioners to report cases of HIV/ Aids
(Company clinic sisters usually only supply statistics to management)
Health care workers or managers can get into legal problems if they breach
confidentiality.
The worker has to give written permission for their status to be made known.
Reasons why should know status.
Can access the company wellness programmes and gain assistance.
Can get medication early on and prolong their life
Can reduce the spread of HIV to partners by taking extra precautions
It is also difficult to plan help to victims of HIV when accurate figures and the geographic spread are not known.
Information Sources:
Information supplied by the Dental faculty of the University of the W. Cape , the Dept. of Health (KZ Natal), Bristo Myers Squibb, Glaxo Welcome and the SA Medical Research Council. Transparencies supplied by kind permission of Aunde (SA ) Ltd.
POST article
How to cope during the examinations
By Jimmy Henderson
So you are now busy with exams and struggling to cope? In the previous article the importance of being mentally and physically well-prepared was highlighted. Much of this applies to the period in between exams as well.
• Diet and sleep during examinations
Whether studying before or during the examinations, get sufficient sleep and eat correctly
It does not help to study until the early hours of the morning and then be unable to concentrate during the exams
Junk food is not helpful during times of stress- eat plenty of vegetables and easily digestible food
Ask your chemist or health shop for a natural supplement to assist you during the exams
• In between examinations
You may be having problems sleeping but it is not a good idea to take sleeping tablets or tranquillisers as this will only reduce your ability to focus
Use a reward system: In other words, if your have worked well for a few hours you should take some take time off.
• Continue with your study plan
Your study plan should have been based on your examination timetable and the last day or two before the examination for a particular subject should be reserved for last minute revision on that subject only.
Do not leave for the examination venue at the last moment and be stressed. Arrive early and relax
It is also helpful to arrive early at the venue to do last minute cramming.
Hopefully you have prepared summaries and your final cramming should be to remember only the main headings, important points and key words for that particular subject.
• When writing an examination
Once you have been told to begin, use the first five to ten minutes to recall and write down these headings, points and key concepts on the scrap side of the exam pad.
Examiners do not mind you make notes as long as you indicate the page as ‘rough work’ or ‘notes’ and not as part of your answer
There is an ideal arousal level for mental work and examinations
If you are too stressed and your arousal is too high, you may get a mental block and be unable to think clearly. In this case, stop for a minute or two and do meditative breathing exercises such as breathing in and out to a regular count of 4. Stop your writing, close your eyes and relax and focus on your breathing , counting as you breathe in and out , In 1,2,3, 4, hold, 1,2,3, 4, out 1,2,3, 4, hold 1,2,3, 4, , in 1,2,3, 4, and so on. This will relax you quickly.
If you arousal is too low (sleepy) you will also not be able to focus correctly. In this case, you will need to find a way of raising your arousal level. Try stretching or pushing down on your arms and legs, in order to get your heart-rate up. Glucose sweets are also
a good way of increasing your metabolism fast.
• Your state of mind is crucial during the examination period.
Try and be as positive as possible. Focus on what you want for your future and try not to let pressure from family and friends affect you
If you have prepared well, you should not have problems with the actual examinations.
If you are experiencing health or emotional issues such as depression or panic attacks during the examinations, consult a medical doctor or psychologist.
If things do not go well with the examination, all is not lost. There are supplementary examinations through the department of education and a number of colleges offer correspondence courses in the National Certificate (matric) as well as full-time computer and other courses which do not require matric
References
Jordaan et al ((1975). General psychology: A psychobiological approach. JHB: McGraw–Hill.
Beautyspecialists (Gilletts) 031-7670390
Damelin college (Priscilla Kisten) 031-2689400
www.jimmyhendersonbooks.blogspot.com
How to cope during the examinations
By Jimmy Henderson
So you are now busy with exams and struggling to cope? In the previous article the importance of being mentally and physically well-prepared was highlighted. Much of this applies to the period in between exams as well.
• Diet and sleep during examinations
Whether studying before or during the examinations, get sufficient sleep and eat correctly
It does not help to study until the early hours of the morning and then be unable to concentrate during the exams
Junk food is not helpful during times of stress- eat plenty of vegetables and easily digestible food
Ask your chemist or health shop for a natural supplement to assist you during the exams
• In between examinations
You may be having problems sleeping but it is not a good idea to take sleeping tablets or tranquillisers as this will only reduce your ability to focus
Use a reward system: In other words, if your have worked well for a few hours you should take some take time off.
• Continue with your study plan
Your study plan should have been based on your examination timetable and the last day or two before the examination for a particular subject should be reserved for last minute revision on that subject only.
Do not leave for the examination venue at the last moment and be stressed. Arrive early and relax
It is also helpful to arrive early at the venue to do last minute cramming.
Hopefully you have prepared summaries and your final cramming should be to remember only the main headings, important points and key words for that particular subject.
• When writing an examination
Once you have been told to begin, use the first five to ten minutes to recall and write down these headings, points and key concepts on the scrap side of the exam pad.
Examiners do not mind you make notes as long as you indicate the page as ‘rough work’ or ‘notes’ and not as part of your answer
There is an ideal arousal level for mental work and examinations
If you are too stressed and your arousal is too high, you may get a mental block and be unable to think clearly. In this case, stop for a minute or two and do meditative breathing exercises such as breathing in and out to a regular count of 4. Stop your writing, close your eyes and relax and focus on your breathing , counting as you breathe in and out , In 1,2,3, 4, hold, 1,2,3, 4, out 1,2,3, 4, hold 1,2,3, 4, , in 1,2,3, 4, and so on. This will relax you quickly.
If you arousal is too low (sleepy) you will also not be able to focus correctly. In this case, you will need to find a way of raising your arousal level. Try stretching or pushing down on your arms and legs, in order to get your heart-rate up. Glucose sweets are also
a good way of increasing your metabolism fast.
• Your state of mind is crucial during the examination period.
Try and be as positive as possible. Focus on what you want for your future and try not to let pressure from family and friends affect you
If you have prepared well, you should not have problems with the actual examinations.
If you are experiencing health or emotional issues such as depression or panic attacks during the examinations, consult a medical doctor or psychologist.
If things do not go well with the examination, all is not lost. There are supplementary examinations through the department of education and a number of colleges offer correspondence courses in the National Certificate (matric) as well as full-time computer and other courses which do not require matric
References
Jordaan et al ((1975). General psychology: A psychobiological approach. JHB: McGraw–Hill.
Beautyspecialists (Gilletts) 031-7670390
Damelin college (Priscilla Kisten) 031-2689400
www.jimmyhendersonbooks.blogspot.com
Teenage suicide and emotional wellness: Radio talk : Lotus FM, 23 Oct. 2006
by Jimmy Henderson
• New family systems or social systems approach
• Problems with teens are viewed holistically and seen to be due more to bad communication and relationships in the family and with the community.
Problem behavior not seen in isolation.
Blame not attributed to teenager alone.
Unacceptable behavior seen in context of family and community issues
(we all have to accept responsibility that it got to this stage.)
**** Interaction between individual, family and social factors
Individual factors
Usually called ‘vulnerabilities’
Children can inherit certain ‘genetic vulnerabilities’ from parents that may lead to problems later on ( …) .
Intelligence, obesity, overly-emotional, very active or intolerant.
Things that could make him or her unpopular or unsuccessful in school.
Also possible predispositions for ‘family’ disorders (ADHD, eating disorders, anxiety,depression )
Developmental stages and needs
A child has very clear tasks and needs which need to be met at different
stages of life, if he or she is to develop skills, self-confidence and
emotional wellness.
Problems usually arise later on in the teenage years as a result of problems in the early years of the child.
Special needs of the teenager (different stages –different needs- Maslow)
Respect, independence and peer acceptance–popularity.
Very emotional –hormones –very concerned about self-image and self-esteem
Family factors
Sometimes home = not a very supportive environment
Family needs to support the child emotionally as well as physically from a
early age, communicate with the child and maintain good relationships
(trust and respect)
Specific Problems
Weak parenting (lack of communication skills)
Lack of attention to academic needs. Learning and behaviour problems need to be addressed early.
Lack of emotional support for child and teenager when needed.
(no one to turn to)-
Family not meeting dev. needs of teenager (respect and independence)
Too strict= rebelliousness
Lack of involvement from early age –eg absent /unconcerned parent
no real relationship built up. Eg work, divorce, separation
No unconditional love
Inconsistent discipline- No real trust and respect.
Family expectations and demands.
High expectations towards academic achievement or sports performance.
Conditional acceptance. ‘I will only love you if you perform well’.
Expect teenagers to conform without knowledge of dev. needs
Imposing unpopular family traditions – teenager not conforming
Unstable home and family stress
Aggressive parenting –shouting, fighting, marital conflict
Parents with problems- mental disorders in family - anxiety,depression.
History of bad relationships in the home (family humiliation)
(poor, unemployed, family disgrace)
Emotional neglect –unconcerned with child /too busy / not taken
seriously/write them off.
Inconsistency- ‘do as I say and not as I do’- bad examples or role
models)
Abuse
Physical, mental, emotional or sexual abuse (Especially when young).
Can lead to major problems later on in teenagers (disorders)
Family trauma
Death of parent, divorce (absent parent), family = victims of crime
unresolved anger, resentment and fear.
Substance Abuse
Bad role models -alcoholism, drug use, criminality in family.
Social and cultural factors.
Role of environmental stressors (crime, poverty, unemployment)
The role of cultural demands and expectations
Social expectations and judgements (isolated by family or community)
Lack of community or social support when family in need (feel isolated)
Involvement of community counseling or professional help services.
Involvement with help organizations, welfare, support groups, rehab centres.
Able/ unable to communicate with friends (peer assistance)
Level of involvement of church or youth groups
Other factors
Expectations and demands of the type of society (capitalist)
Advertising : the role of the media (eg thin, perfect bodies)
Social pressures to conform.
Teenage depression ( Dr. Laurence Schebush)
Cycle of distress
• Teenage depression arises from a cycle of unbearable psychological distress or anguish in which existing problems are perceived as insurmountable and the teenager withdraws into a ‘dark place’ (feels isolated and alone) in which his/her thoughts become increasingly negative and he/she becomes emotionally deadened.
• Starts off as coping mechanisms (avoidance, withdrawal) and ends up as chronic disorder. The purpose of suicide is to stop this cycle of unbearable pain.
• Symptoms and early warning signs of depression and the behaviour of teenagers at ‘risk’.
Symptoms emerge in the family and larger social system
(Circular process, one factor affects the other )
• Teenagers behaviour problems
(Coping mechanisms kick in to avoid distress )
Social withdrawal (don’t want to go out) loss of interest in activities
Social avoidance (want to be left alone-crying)
Displacement of emotions –angry / irritable
Drop in school performance,loss of concentration, poor memory, loss of creativity
Substance abuse (avoidance) (drugs/alcohol)
Illnesses or pretend illnesses and pseudo suicide-weak attempts at suicide-take
pills etc (cry for attention)
Insomnia, loss of appetite and weight (eating disorders)
Emotions : Moods/ displacement of feelings
Anxiety, angry /irritable, resentment and frustration
Strong feelings of sadness, unworthiness, hopelessness, isolation.
Thoughts : Increasingly preoccupied and negative (self-talk)
Distorted perceptions (caused by emotions)
Talking about suicide to friends and family.
Solutions- Need to re-open communication and improve relationships
May require attitude change on part of parents.
Improved parenting /communication skills
Provide support as required for troubled teen (unconditional love)
Get involvement of community and professional organizations if
necessary.
by Jimmy Henderson
• New family systems or social systems approach
• Problems with teens are viewed holistically and seen to be due more to bad communication and relationships in the family and with the community.
Problem behavior not seen in isolation.
Blame not attributed to teenager alone.
Unacceptable behavior seen in context of family and community issues
(we all have to accept responsibility that it got to this stage.)
**** Interaction between individual, family and social factors
Individual factors
Usually called ‘vulnerabilities’
Children can inherit certain ‘genetic vulnerabilities’ from parents that may lead to problems later on ( …) .
Intelligence, obesity, overly-emotional, very active or intolerant.
Things that could make him or her unpopular or unsuccessful in school.
Also possible predispositions for ‘family’ disorders (ADHD, eating disorders, anxiety,depression )
Developmental stages and needs
A child has very clear tasks and needs which need to be met at different
stages of life, if he or she is to develop skills, self-confidence and
emotional wellness.
Problems usually arise later on in the teenage years as a result of problems in the early years of the child.
Special needs of the teenager (different stages –different needs- Maslow)
Respect, independence and peer acceptance–popularity.
Very emotional –hormones –very concerned about self-image and self-esteem
Family factors
Sometimes home = not a very supportive environment
Family needs to support the child emotionally as well as physically from a
early age, communicate with the child and maintain good relationships
(trust and respect)
Specific Problems
Weak parenting (lack of communication skills)
Lack of attention to academic needs. Learning and behaviour problems need to be addressed early.
Lack of emotional support for child and teenager when needed.
(no one to turn to)-
Family not meeting dev. needs of teenager (respect and independence)
Too strict= rebelliousness
Lack of involvement from early age –eg absent /unconcerned parent
no real relationship built up. Eg work, divorce, separation
No unconditional love
Inconsistent discipline- No real trust and respect.
Family expectations and demands.
High expectations towards academic achievement or sports performance.
Conditional acceptance. ‘I will only love you if you perform well’.
Expect teenagers to conform without knowledge of dev. needs
Imposing unpopular family traditions – teenager not conforming
Unstable home and family stress
Aggressive parenting –shouting, fighting, marital conflict
Parents with problems- mental disorders in family - anxiety,depression.
History of bad relationships in the home (family humiliation)
(poor, unemployed, family disgrace)
Emotional neglect –unconcerned with child /too busy / not taken
seriously/write them off.
Inconsistency- ‘do as I say and not as I do’- bad examples or role
models)
Abuse
Physical, mental, emotional or sexual abuse (Especially when young).
Can lead to major problems later on in teenagers (disorders)
Family trauma
Death of parent, divorce (absent parent), family = victims of crime
unresolved anger, resentment and fear.
Substance Abuse
Bad role models -alcoholism, drug use, criminality in family.
Social and cultural factors.
Role of environmental stressors (crime, poverty, unemployment)
The role of cultural demands and expectations
Social expectations and judgements (isolated by family or community)
Lack of community or social support when family in need (feel isolated)
Involvement of community counseling or professional help services.
Involvement with help organizations, welfare, support groups, rehab centres.
Able/ unable to communicate with friends (peer assistance)
Level of involvement of church or youth groups
Other factors
Expectations and demands of the type of society (capitalist)
Advertising : the role of the media (eg thin, perfect bodies)
Social pressures to conform.
Teenage depression ( Dr. Laurence Schebush)
Cycle of distress
• Teenage depression arises from a cycle of unbearable psychological distress or anguish in which existing problems are perceived as insurmountable and the teenager withdraws into a ‘dark place’ (feels isolated and alone) in which his/her thoughts become increasingly negative and he/she becomes emotionally deadened.
• Starts off as coping mechanisms (avoidance, withdrawal) and ends up as chronic disorder. The purpose of suicide is to stop this cycle of unbearable pain.
• Symptoms and early warning signs of depression and the behaviour of teenagers at ‘risk’.
Symptoms emerge in the family and larger social system
(Circular process, one factor affects the other )
• Teenagers behaviour problems
(Coping mechanisms kick in to avoid distress )
Social withdrawal (don’t want to go out) loss of interest in activities
Social avoidance (want to be left alone-crying)
Displacement of emotions –angry / irritable
Drop in school performance,loss of concentration, poor memory, loss of creativity
Substance abuse (avoidance) (drugs/alcohol)
Illnesses or pretend illnesses and pseudo suicide-weak attempts at suicide-take
pills etc (cry for attention)
Insomnia, loss of appetite and weight (eating disorders)
Emotions : Moods/ displacement of feelings
Anxiety, angry /irritable, resentment and frustration
Strong feelings of sadness, unworthiness, hopelessness, isolation.
Thoughts : Increasingly preoccupied and negative (self-talk)
Distorted perceptions (caused by emotions)
Talking about suicide to friends and family.
Solutions- Need to re-open communication and improve relationships
May require attitude change on part of parents.
Improved parenting /communication skills
Provide support as required for troubled teen (unconditional love)
Get involvement of community and professional organizations if
necessary.
Subscribe to:
Posts (Atom)
-
Neo -World consultants Basic counselling course 4 -8 hours Trainer - Mr J.P. Henderson (CHRP. 5049) Course outline: Introduction :...
-
The notion of evil ‘Evil is an extreme manifestation of human unconsciousness’ Eckhart Tolle 'Evil’, which is a conce...
