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Course 406 - Theology of Work

Course 406 - Theology of Work (3 credits) This course will look at the theology of work and how work fits into ministry and God’s Kingdom.

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Course 416 - Mental Illness and Addiction

Course 416 - Mental Illness and Addiction (3 credits ) An overview on Counseling the Mentally Ill Substance Abuser: clients who have both chemical dependency and mental health issues. Students will learn the most significant predictors of treatment success, how to provide an empathic and continuous treatment relationship, how to distinguish between the criteria of substance abuse vs.

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Honoring Ted Kennedy (a supporter of TechMission)

Ted Kennedy, 77, Senator of Massachusetts, died Tuesday of brain cancer but left a legacy of public service and fighting for justice, aligned with the core values of TechMission and "connecting people to the poor."

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An Arizona program testimony

Remuda Ranch, an Arizona program designed to help anorexic and bulimic youth.

OVERVIEW

Ward and Kay Keller, founders of Remuda Ranch, developed this specialized treatment center as a result of a personal family experience. Their daughter suffered from anorexia. Their experience with their daughter’s illness and recovery inspired them to establish Remuda Ranch.

PROGRAM GOALS

The Remuda Ranch program is geared toward helping residents overcome the habitual response patterns of an eating disorder and uncovering the root issues that are at the core of the illness. Ths program is designed to assist the patient in stabilizing, consolidating, and applying the productive coping skills and lifestyle management techniques.

PROGRAM METHODS

This comprehensive, individualized program treats the whole person with individualized programs to meet medical, nutritional, and psychological needs, blending these components with a non-denominational Christian perspective. Over forty clinicians including physicians, psychologists, nurses, masters level therapists, and registered dietitian work at the center.

Remuda Ranch is accredited by the Joint Commission of Accreditation of Healthcare Organizations (JCAHO). It is a fully licensed healthcare facility by the State of Arizona and CHAMPUS certified as a psychiatric hospital. Most insurance policies and carriers cover the cost of treatment and assistance is provided to prospective patients who want to determine insurance coverage.

PROGRAM TESTIMONIES

This professional program is an overwhelming success and would hopefully be duplicated around the country. They are accredited and accountable to the State of Arizona for their license.

Information may be obtained directly from Remuda Ranch Packet. Call the toll-free number for a free packet, video, and tape.

Remuda Ranch Center for Anorexia and Bulimia - P.O. Box 2481, Jack Burden Road, Wickenburg, AZ 85358

Tel: (602) 684-3913/ (800) 445-1900

Tamara Lange cCYS


Adolescent depression: Why more girls?

 

  Peterson, A.C., Sarigiani, P.A., & Kennedy, R.E. (1991). Adolescent depression: Why more girls? Journal of Youth and Adolescence, 20(2), 247-271.

OVERVIEW

Sex differences in depression have been identified in several studies between adult men and women; the findings show a greater prevalence among women. There seems to be a change during early adolescence that triggers depression. Identifying this change may help to explain the greater likelihood of depression among girls.

There are three major theories which predict sex differences in depression during adolescence.

      Stressful Life Events   . Girls between the ages of 12 and 14 report more unfavorable daily events; they also react more negatively than boys. According to Simmons et al (1987) "the number of changes experienced in early adolescents is significantly related to poorer self-esteem."Coping Resources. External resources such as close relationships with parents (especially with fathers) have shown to aid girls with adjustment (Sarigiani and Peterson, 1989). Girls also have a tendency to use "internalizing" defense mechanisms as coping style.

Gender Intensification. As they enter puberty, boys begin to identify more strongly with masculine stereotypes and girls identify with feminine stereotypes (Hill and Lynch, 1983). The link between the feminine stereotype and the tendency for depression may be a lack of masculine characteristics. The likeliness of depression in girls may also be due to what they see as being the negative aspect of puberty, such as changes in body shape (Peterson, 1979).

The authors believe that "the nature and number of changes in early adolescence appear to be related to depressed affect in early adolescence." The main focus of this study is therefore to find out if theses effects are temporary or enduring.

DESIGN

Sixth grade students were randomly selected from two suburban, upper middle-class school districts. A follow-up study was conducted in grade 12 (this sample consisted of only half of the original group). Individual interviews were main source of gathering data during early adolescence; questionnaires were incorporated during the 12th grade follow-up.

The following variables were measured:

Early adolescent change Social support   Coping responses   . This variable defines the adolescent’s link with sex role identity.. Support includes impact of closeness to parents and best friends.

. Changes include pubertal timing (the age at which growth is fastest); synchronicity of pubertal timing and school change (from elementary to junior high or middle school); family changes such as divorce or separation, death or illness of family member, or a family member’s departure from home.

FINDINGS

  • Sex differences in depression were found for 12th grade students, but not in early adolescence. Synchronicity of pubertal timing and school change account for these sex differences.
  • Early adolescent changes (six months before transition to new school) are significantly related to development of depression for both boys and girls.
  • Both mother and father can lessen the negative effect of family changes, but only closeness with father helps the adolescent cope with synchronous school and pubertal change. Girls showed significantly more depressed affect and poorer emotional tone than boys in the 12th grade.

CONCLUSIONS

  • Girls are more likely to experience pubertal change before or during changing schools, thus making them more vulnerable to depression.
  • Close relationships with parents buffer the long-term negative effects of early adolescent changes.
  • Early pubertal timing and synchronous school and pubertal change have most consistent negative long-term effects.

The following resources were used for this research review:

  • Hill, J.P., and Lynch, M.E. (1983). The intensification of gender-related role expectations during early adolescence. In Brooks-Gunn, J. & Peterson, A.C. (eds.). Girls at puberty: Biological and psychological perspectives. New York: Plenum.
  • Peterson, A.C. (1979). Female pubertal development. In Sugar, M. (ed.). Female adolescent development. New York: Brunner/Mazel.
  • Sarigiani, P.A., & Peterson, A.C. (1989). Perceived closeness with parents and adjustment in adolescence. Manuscript submitted for publication.
  • Simmons, R.G., Burgeson, R., Carlton-Ford, S., & Blyth, D.A. (1987). The impact of cumulative change in early adolescence. Child Development, 58, 1220-1234.

QUESTIONS FOR REFLECTION AND DISCUSSION

  • Can other adults besides parents help adolescent girls cope with stressful events by developing close relationships? How?
  • How can mothers be more effective in buffering the negative effects of synchronous school and pubertal changes?
  • What other variables can help lower the risks for young girls?

 

IMPLICATIONS

Youth workers can apply this information by focusing on teaching both girls and boys effective coping skills (girls particularly need to adopt more externalizing mechanisms) and by strengthening parent-child relationships, especially for those who are experiencing multiple changes.

Sylvia Jazmaji cCYS  

 

Sex differences and adolescent depression

 

Allgood-Merton, B., Lewinsohn, P.M., Hops, H. (1990, February). Sex differences and adolescent depression. Journal of Abnormal Psychology, 99(1), 55-61.

OVERVIEW

A number of studies have consistently found that, in adolescence, there is an increase in female depression and a decrease in male depression (Gjerde). Also, several studies show negative body image as a correlate of depression in high school and college students. In one study analyzing body image as a predictor of girls’ depression, grade six through nine girls were tested, and it was found that body image contributes to the "persistence" of depression (Rierdan). In a paper presented at the Annual Conference of the National Association for Women Deans, Administrators, and Counselors, Leslie McBride said that the emphasis on slenderness—coming from the media, a middle- and upper-class preoccupation with fitness, and the image promoted by the women’s movement—has horribly affected females who deal with a negative body image, a poor self-concept, and depression. In fact, as the "ideal female weight" has been decreasing, the real female weight average has been increasing (McBride). Adolescent women are in turmoil.

The test at hand resulted from all such knowledge. Young women, beginning in adolescence, are depressed into their adulthood. The purpose of this study was "to explore psychosocial factors hypothesized to be associated with depressive symptoms in adolescence and with the female preponderance thought to emerge during this period." Factors included sex, age, self-esteem, stressful recent events, body image, self-consciousness, and "the degree to which an adolescent self-reports attributes associated with masculine stereotypes." The following hypotheses were submitted: the above factors will be correlated with depression and be contributed to the pronounced female depression of adolescence.

The study notes that "Boys are culturally reinforced for learning active, instrumental behaviors, girls are not; as a consequence, women are likely to develop a less active coping style than men and to perceive themselves as less resourceful and self efficacious."

DESIGN

Participants in the study were ninth through twelfth grade students, mostly white, of middle- to upper-middle economic status, and suburban. They evenly spanned the age range, yet more girls were involved than boys. Two tests were performed—one month apart—with 802 teens the first time and 686 the second. Participants were given self-report questionnaires. An assessment battery tested for each factor.

 

FINDINGS

Effects due to gender were found in every area. Girls in every age group reported more symptoms of depression, less satisfaction with their appearance on three different measures of body image, and significantly lower self-esteem. "Girls were more aware of their inner states, more self-reflective, more publicly self-conscious, and had greater social anxiety than did boys." Girls also reported many more stressful recent events and attained lower masculinity and higher femininity scores.

On the CES-D, a measure for depression, more boys scored below the mean, and more girls above it. Of the seventeen per cent scoring in the "extremely high range," girls outnumbered boys two to one.

Low self-esteem, negative body image, recent stressful events, a low number of masculine attributes, and self-consciousness correlated with depression. Recent life events correlated with depression for both girls and boys, but "the relationship between body image and self esteem was significantly stronger for girls than for boys..." A test was also performed in which all the variables for which a gender difference was found were controlled. This step greatly reduced the gender effect. In other words, if girls and boys have the same number of contributing factors, their levels of depression will be much the same.

CONCLUSIONS

  • Neither the depression nor the difference between the genders in the rate of depression increases with age. Thus, there is a sharp increase in gender-effect and prevalence occurring before high school. Studies dealing with fifth through eighth graders are therefore crucial.
  • Like adults, adolescents’ self-esteem correlates with depression. Stressful recent events correlate with and facilitate depression, as hypothesized. It has been observed that a stressor tends to lead to depression one month later.
  • Body image seems to comprise a huge portion of self-esteem, especially for girls. It is an all-important correlate and cause of depression. Girls scored low on masculine instrumentality, as was expected, but this factors in for both sexes. Self-consciousness apparently accompanies, but does not cause, depression.
  • The researchers believe that the differences between the sexes—females being more depressed, more self-conscious, having more feminine attributes, having more recent stressful events, and having more negative body image/self-esteem—is indicative of the adolescent female experience.
  • "Clearly the most important variables in reducing the sex difference were body image and self esteem...these results suggest that if adolescent girls felt as physically attractive, effective, and generally good about themselves as their male peers did, they would not experience so much depression..."
  • Being low in the self-efficacious, instrumental attributes (masculinity scale) makes all the difference. Note the researchers, "...girls feel more helpless, hopeless, and stressed than boys do."

CRITIQUE AND EVALUATION

It is easy to see that boys and girls are conditioned very differently: girls are conditioned to be helpless and reliant upon men; boys are conditioned to accomplish and be self-sufficient. Girls are often taught to focus on boys, and they are told to physically appear as the media dictates in order to capture the boys’ attention. These variables can understandably depress an adolescent female.

 

 

IMPLICATIONS

This study suggests that body image and self-esteem cause and correlate with female depression. Youth leaders should find out why body image depresses girls, but not boys. Girls feel pressure to be built like supermodels, while boys are not compelled to achieve the same image.

cCYS

 

 

 

Taking charge: Actress Barbara Howard fights depression

 

Christy, M. (1986, February 9). Taking charge: Actress Barbara Howard fights depression. Boston Globe.

OVERVIEW

Actress Barbara Howard, a star of CBS’ "Falcon Crest," was born in Chicago, grew up in Palatine, Illinois, and was magna cum laude from the University of Utah in fine arts. Acting jobs came very slowly, and she worked as a waitress to support herself. Frustration and continued rejections sent her into deep depression. Through her mother’s encouragement and contact, Barbara entered therapy:

I was embarrassed. I felt like I wasn’t together, that I was a mess. I really felt hopeless about myself...The therapist helped me by assuring me I wasn’t crazy...She told me I was in the doldrums, but that happened to everybody.

I also knew that there’s nothing more depressing than being around a depressed person. So I fought back. I knew I wasn’t letting people be friends to me. More important, I wasn’t a friend to myself. I only seemed to like myself when I looked great and things were going wonderfully. I wanted someone else to bring me happiness. I had to learn that nobody can really make another person happy. In the end, you have to make yourself happy. You really have to be a friend to yourself.

One of the hardest things about being an actress is the rejection...you take the rejection personally...That’s very painful. It hurts a lot...I have gone home and cried. Then anger takes over. Anger is a big help. I go home and yell. Or I go running. Or lift weights...I release my anger by releasing physical energy.

I have taught myself to believe rejection doesn’t mean that I did anything wrong. I do the best I can and forget about it...Nowadays I like myself even when things aren’t going right. I’m not egotistical, I’m not an egocentric. I don’t go around telling people that I’m a wonderful human being. When things go wrong, I say to myself: ‘You’re ok. Stay in touch with yourself.’ And that’s how I’ve gotten through the bad times.

IMPLICATIONS

  1. Here is evidence of good therapy, good response, and growing up—and excellent principles for fighting some kinds of depression. It is important to know that depression, caused by chemical imbalances or deeper personality disorders, may need medication and longer therapy.
  2. It is appropriate for youth leaders to know alternate ways to help kids experiencing depression. It is wise and almost necessary to have contacts with youth counselors, for both referrals and advice, when a youth leader is processing circumstances and experiences with depression-prone kids.
Dean Borgman cCYS

To discuss an Emily Dickinson poem relating to suffering

To discuss an Emily Dickinson poem relating to suffering.

OVERVIEW

GROUP PRESENTATION

Have someone in your group briefly discuss Emily Dickinson and her possible relevance to readers today. Read the following poem:

That God cannot

Be understood

Everyone agrees.

We do not know

His motives nor

Comprehend his

Deeds.

Then why should I

Seek solace in

What I cannot

Know?

Better to play

In winter’s sun

Than to fear the

Snow.

GROUP DISCUSSION

  • What do you like or dislike about this poem?
  • What does it mean: "Better to play in winter’s sun than to fear the snow."?
  • What songs, movies, or literature express the same opinion? Is it a popular conception in American society...MTV and the media? Is there a logic to the reasoning in this poem?
  • Do you have any friends who are thinking this same way? Do you affirm their reasoning or offer another idea about human response to this life’s suffering?
  • Do you know the difference between atheism, agnosticism, and transcendentalism? Which do you think best describes Emily Dickinson?
  • What might Jesus say to Emily Dickinson if he found her very sad one evening?

WRAP-UP

Discuss doubt or suffering in your own life.

EVALUATION AND FOLLOW-UP

 

The best way to evaluate and follow-up such a session is probably by talking with several young people about this session personally over the next couple of weeks.

Dean Borgman cCYS

For hearing people only

 

For hearing people only. (1990, February). Deaf Life, p. 7.

OVERVIEW

Many people are not aware that humor enjoyed by hearing kids may not be enjoyed by the deaf. Jokes relying on homonyms "are pretty much incomprehensible to many born-deaf people." Many factors establish differences in humor appeal. For one, most deaf children receive an inferior education to hearing children. Furthermore, many deaf students’ English skills operate at about a third-to fifth-grade level. This article raises the issue that "most congenitally deaf people can’t be expected to understand the whimsical aspects of English wordplay, much less enjoy it." This is because "much English humor, even if it is written, is oral based and inaccessible." Humor best received by the deaf is usually visually based, including "mime, gesture cinematic effects, and spontaneous sign play."

QUESTIONS FOR REFLECTION AND DISCUSSION

IMPLICATIONS

What kind of humor do you typically employ when speaking to young people in a group setting? Why does humor involving puns prove to be successful? When should you refrain from use of puns? How might you change your use of humor when communicating with the deaf? How can one use a short article as this to improve their work with kids either deaf or normal hearing youth?

  1. Because the deaf respond to humor differently from hearing people, one must be cognizant when using humor.
  2. When communicating humor to the deaf, the speaker must be aware of the potential breakdown in translation. Consequently, the speaker needs to adapt humor to reach both the hearing and non-hearing audience.
  3. Youth leaders must be very aware of their audience while not calling attention to them or their differences. Everyone must learn to relate with each other. Humor can be both useful and very destructive.
Jeff Chesemore & Anne Montague cCYS

Volunteer Opportunities: Disabilities Ministry

Title Organization Name City, State/Country
City Vision Intern- Driver Intern City Vision
Joliet, IL
United States
Volunteer a year in Appalachia Christian Appalachian Project
Mt. Vernon, KY
United States
Respite Services volunteer Christian Appalachian Project
Hagerhill, KY
United States
Summer Trek Program Paidia International Development
Beit Sahour
Palestinian Territory
Summer Trek Program - Three Months Paidia International Development
Beit Sahour
Palestinian Territory
Working with HIV/AIDS NGOs/Orphanages YUDES
Accra
Ghana
christian God's Love and Care Ministry
Mzuzu
Malawi
Missionary Internships Zion Fellowship
Guam
camp counselors Camp Echoing Hills
Warsaw, OH
United States
2 week building projects in Africa Real Africa adventures
Kampala
Uganda
Title Organization Name
volunteer Tape Ministries Northwest
Director of Transportation Promised Land International, Inc.
Editor/Writer Hands of Hope Int'l
Grant Writing Just for Kicks, Inc
Fundraiser Butembe Women With Disabilities Development Association(BUWEDDA)-Uganda
Marketing Assistant Citizens Development Center
Fund raiser Ashish Centre
Prayer Servant HandsForChrist.com
iCare Servant HandsForChrist.com
Member Recruiter (1 hour per week) Disabled Chamber of Commerce
Postal Code