Urban education Essay Example | Topics and Well Written Essays - 2250 words

Urban education - Essay Example Moreover, Ladson-Billings (2001, p.23) explained that urban areas are characterized by higher economic activities and the housing is dense. Consequently, due to high economic activities, urban areas have a culturally diverse population since masses from different cultural backgrounds move to these areas in search for employment opportunities. In UK, Ladson-Billings (2001, p.23) observes that early industrialization was characterised by segregation of people in different social classes, though this diminished with increased need for the working masses to be housed together. When different people congregate in urban areas, they lead to a new society through the process of urbanisation. Given the diverse nature of the lives of people in urban areas, there emerges difference in the way people become integrated into this society. The poor feel disadvantaged and they withdraw to living in the margins of the society while the well-off group feel well a sense of belonging in the group they live in. In response to the diverse socio-economic characterisation of the urban society, there are different issues that require to be addressed. These issues range from provision housing, waste management, poverty and provision of water and security. In addition, it is critical that the issues of provision of quality education for the young people in the urban centres are addressed. Brown (2004, p. 266) explains that urban schools are evidenced by inequalities and tension, given the high population and the various communities that they are entrusted to teach. Gay (2000, p. 12) notes that urban schools are currently located both in the inner cities and in some rural environments have varied issues they need to address. Brown (2002, p.23) argues that research in urban schools have been for a long time inclined to the problems but they fail to focus on the contributions that these schools can make to the wider society. Brown (2002, p.23) describes that

Society in general Essay Example for Free

Society in general Essay J. B Priestly lived from 1894 to 1984. An Inspector calls was written in 1945 and challenges the social class system of pre-war Britain. This era is often called the Golden Era, but is also remembered for its terrible poverty in lower social classes. The play shows the two states of rich and poor in the quote.. . Historically and socially, the years around 1912 were very unsettled. The British Empire was beginning to decline and Queen Victoria had died in 1902, leaving the people expectant about the new era; much like the turn of the century or new millennium. Priestly uses a character within the play to get across his views on society, and some of the following questions can be picked up from the text, Is there a true society? Should we take responsibility for everyone? And finally, Do actions we take directly affect others? If the play was written in a political article rather than a play, the information would not be put across but by expressing certain opinions in a play, people think of the views actually within the characters, therefore making it much more effective, its like almost learning from enjoyment. From Act One we know certain aspects about the Birling family. With out reading the play we can know so much about them just from the stage directions. They were a rich wealthy family but not too rich as they lived in a fairly large suburban house. Also you can tell that they had money coming form a factory.. A prosperous manufacture. It can be said that there was a metaphor for the Edwardian society and this is the word titanic. The Birling family can also been seen as the titanic, this is because it showed hope, luxury, progression and wealth. The Birling family represents the higher society in the social class system; we can tell his by the way they look down upon other classes. Mr Birling says well, well this is very nice. Very nice. Good dinner too, Sybil. Tell cook from me. Then later Mrs. Birling comments on his statement Arthur, youre not supposed to say such thing. This shows those being that high up couldnt even tell their cook it was a lovely meal. Priestly describes the Inspector, when he first appears on stage, in terms of massiveness, solidity and purposefulness, symbolising the fact that he is an unstoppable force within the play. His disconcerting habit of looking hard at the person he addresses before speaking gives the impression that he sees through surface appearances to the real person beneath. It also gives him a thoughtfulness that contrasts with the thoughtlessness of each characters treatment of the girl. His role in the play is not simply to confront each character with the truth, but to force each character to admit the truth they already know. He works methodically through the characters present one at a time, partly because he recognises that otherwise, theres a muddle, and partly because, given the chance, the characters are all quick to defend each other, or to call upon outside help (such as Colonel Roberts) in order to avoid accepting the truth of what he suggests.

Management Decision Making Process Commerce Essay

Management Decision Making Process Commerce Essay Decision making process is an important part of new era management. This is the main function of management where the manager responsibility to make a best decision. As define by Baker et al., (2002) in their study, efficient decision-making involve a series of steps that require the input of information at different stages of the process, as well as a process feedback. Managers also should have to involve and reponsibles in ensure the decision making in short-term and immediate goals are aligned to the oraganizations long term objectives. It is also supported by Schwarber (2005) study stated that, it would be a superoir managers responsible to develop decision making in management strategic and decide whom should be involved in the manaement decision making process. Daft (2010) claimed that the model of strategic management in decision making process were developed by Kepner and Tregoe in 1979. This model was also supported by other study Harrison (1996), and Lunenburg (2010) in ap plying Kepner and Tregoes decision making process model, (Harrison,1996; Lunenburg, 2010; Mcshane Glinow, 2010). The function of decision making is to setting managerial objective, searching for alternative, compare and evaluate alternative (Harrison, 1996). According to the rational model, the decision making process can be illustrate into six steps (Lunenburg, 2010). See Figure 1: The first component of decision making process is recognizing the requirement of decision. The requirement can be as a problem or opportunity. A problem can be occurs when the company or organization performance are below their target and unsatisfied. An opportunity will occur when the manager see the good potential to make their achievement exceed their target. Effective leaders would recognize problem situation and play a vital role in coming up with the best possible solution in the decision making process, (Schwarber, 2005). The process of identifying problems requires to be alerted and pay attention towards the internal and external environment, that would be affect the organization directly or indirectly. The external environment would be provided the information towards organizations in assessing their strengths and weaknesses of the organization along with the opportunities and threats in the external environment (Harisson, 1996). Problem situation plays a major role in subse quent steps, thus managers must determine and define the problems situation specifically in achieving the desired outcomes (Lunenburg, 2010). Besides, managers need to recognize the conflicts happened in the organization promptly to makes the effectiveness of management decision making by take in account the element of the internal and external environment (Elbanna, Ali, Dayan, 2011). Problem situation plays a major role in subsequent steps, thus managers must determine and define the problems situation specifically in achieving the desired outcomes (Lunenburg, 2010). For example, the manager of Sugar Bun and other top management are analyse the causes of their business are running with less customer compared to KFC. They also have to recognize the main factors of what and why the problems had happened. After recognized the problems in organization, the second step is generate the alternatives of the recognized problems. In generating the alternatives they should involve numbers of person to help the manager in obtain the needed information, come up with the creative alternative and gain comment (Schwarber, 2005). This is because in this step manager should have generated as many alternative of action as possible to solve the problem. This actually can be done by brainstorming. One of these techniques in brainstorming process is brain writing (Brown Paulus, 2002). A study by Wang (2000) found that in brain writing, group members wrote their ideas on a piece of paper and passed them on to the next group member, who read the ideas, added his or her on idea and passed the paper on. However, there are a few other techniques that can be used in order to accomplish brainstorming process such as mind mapping, restating purposes and weaving points across topic The more important the decisi on toward the organizations, thus it would be lead the more in developing alternatives in achieving the solution of the recognized problems (Lunenburg, 2010). In the situation of company Sugar Bun, after they recognized the poor services as the main problems, the top managements will delegates the task to employees to do brainstorming in creates as many as possible of the alternatives to solve these problems. The potential for generating a lot of ideas is one of the reasons for group brainstorming become the most favourable option for Sugar Bun to choose the best alternative for their recognized problems. Third step in decision making process is evaluates the alternatives in achieving the organization desired outcomes. This step is important to choose the best alternative. In this step, management can rate their alternative and analyse the alternative of causes and effects of choosing among these alternatives (Harrison, 1996). The alternative that is chosen must be acceptable to those who must live with the consequences of the decision. In the Sugar Buns business situation, after they describes all the alternatives in solving the recognized problems, they will evaluate each of the alternatives and select the most promising of several alternative course of action. Sugar Bun rates the alternatives based on what is most important and that would be attract customers to come to their restaurant. The fourth step is choosing an alternative. Managers would evaluate the requirements and generate alternatives in achieve the desired organizations goal, (Baker et al., 2002). The basic judgment should be close to the outcomes or the consequences of the alternative come to achieve the desired goals of company, (Lunenburg, 2010). Among of these alternatives, they found that they should either give more training to their staff or improve the facilities in Sugar Bun Restaurant. This is the alternatives they should be considered in solving the service problems in Sugar Bun. Normally, manager was choosing the decision with the least amount of risk and uncertainty. For example, Sugar Bun are choosing the first alternative to solve the problem which is they have to improve the training to their staff. This alternative can make the customer satisfied with the service and will come to their restaurant again. The fifth step in decision making process is implementing the alternative. Implementing the decision making process is to transform an abstraction into a reality operation in achieving the outcome (Harrison, 1996). A sound decision can fail if implemented poorly, (Lunenburg, 2010). This is the process where the management apply the alternative to their staff or subordinates. All staff who was involved with this decision must know their role to make the best outcomes. To make the employees understand their roles, managers must explain the procedures, rules and the detail about their objective to help them to participate in the problem solving decision. For the example of Sugar Bun, the upper echelons will implement the chosen alternative toward the employees in giving training to enhance their job performance, thus indirectly it will favourably affect the customers satisfaction in receiving good service quality. The evaluating decision effectiveness in decision making process is the final step. The implementing of alternative had to be monitored. An outcome is a consequence of decision making in choosing the given alternatives, (Harrison, Pelletier, Harrison, Pelletier, 2005). It is normally involve significant change in organization and may be also affects it stakeholders. An evaluation step should provide feedback on how well the outcome of the decision is being implemented, and the necessary adjustments are required to align with the organization desired goals (Lunenburg, 2010). Manager should gather the information to determine the successful or effectiveness of the decision. Lunenburg (2010) also stated that the evaluation is important because decision making is a continuous, never-ending process. For example, in Sugar Bun case, the manager has to observe the positive change in their daily operation in dealing with customers after the implementation of the decision done. The manager wo uld retrieve feedbacks from customers as monitor the new alternative of problem solving in order to achieve the desired outcomes. As the conclusion, decision making is a process involving choices. The process generally consists of several steps: identifying problems, generating alternatives, evaluating alternatives, choosing an alternative, implementing the decision, and evaluating decision effectiveness (Lunenburg, 2010). Every step in decision making process is important and managers have to consider it. This is because management goals or targets cannot be achieved without proper decision making process.

sathf Satire in Adventures of Huck Finn :: Adventures Huckleberry Huck Finn Essays

Satire in Adventures of Huck Finn The dominant tone of this work is satire. Twain pokes fun at many of the aspects of Southern life in the 19th century (including slavery and feuds), and several characters as well. His fiery attitude about the ills of society shows itself from the first page of this book. I think that one of the main themes in this novel is the conflict between the society's "good" and "bad". Huck believed that a person was "good" if they were educated, well read, religiously trained, and had the ability to follow rules. This, of course, is not the true nature of "goodness", and a key element in Twain's satire. In fact, Huck, who is one of the only good characters in the novel, believes good is based on the elements of dangers which face him every day, and due to this dicotomy, does not believe he is "good". This becomes painfully evident when Huck meets the Gregfords. The Gregfords are an obvious simile for pure evil. Though they have a temporal glow to them, after all, they are rich and aristocratic. However their misdeeds flow contrary to society's label of "good" . He labels them as "good", though after he hears their story behind their feud, he realizes that they are not quite as good as he had believed. This shows the tumultuous journey between the "good" and "evil" occuring in Huck's mind. The most clear occasion of this is when Huck dresses as a girl to steal things from the neighborhood store. On a metaphorical level, this shows Twain's alternate sexual preference (Freud pointed this out in "The Human Mind, Second Edition") -- he is living vicariously through his creations. Twain uses the visage of Huck as a girl to ameliorate it against the society's "evil" perspective, in an attempt to popularize these acts. The bifurcation between his personal "good" and society's "good" is a key point in the book, and a universal theme which is best observed in this scene. Another important scene which goes along with this same theme was the scene with Huck Finn and his gang in the cave in the end of the second

7c’s of Written Communication

7 C’s off effective communication (with respect to written communication): Written communication  occupies an important position in the communication sphere, so written communication has to pay adequate attention on certain principles of necessity. The essentials of every written communication are principles of unity, coherence and emphasis. These principles along with other essentials of effective communication, like language, planning and organization make the written communication effective. Clarity:  The writing should be correctly planned and expressed in a logical way,and the writer should make sure that the ideas flow smoothly from beginning to end. The message must be so clear that even the dullest man in the world should readily understand it. The communicator must be very clear about all the aspects of the idea in his mind and about the purpose for which it is to be communicated. Next to it, he must be clear about the selection, suitability and usage of the mediu m. The signals of the encoded message must be carefully composed of and transmitted well.Clarity of written language is the first and foremost emphasis one should seek in writing. So clarity of language is a form of courtesy. Clarity, therefore, can be achieved in writing by taking pains by writing to serve the purpose rather than to impress readers. Understanding the subject bring about clarity in the writing. Don’t jump about from one part of the writing to another and then back to the first aspect. This is confusing for you and the reader. Deal with each aspect separately and clearly.Clear description brings about the script alive, takes readers to where you have been and evokes atmosphere. It can bring flavor in the most arid and dry news story and make the difference between a report that satisfies and one that does not. * Completeness:  It is an essential factor for effective communication. A message must be organized appropriately in the sense that it must include al l the important ideals and its details. The contents of the message must be checked in order to verify that there is no omission of the relevant details.An incomplete message can do little to convey the information and to persuade the receiver. All the aspects of the message must be grouped and brought together in logical sequence to prepare meaningful thought units. The communicator effort can be more fruitful and effective if the receiver easily reacts to the sender’s message. The incomplete messages may create doubts in the receiver’s mind. The receiver of the incomplete message feels angry, confused and irritated by it. Effective writing communication implies a condition of being complete and clear.The principles of unity or completeness apply at three levels; one, the individual sentences must be unified. Two, individual paragraphs must be unified and three the totality of the script must be unified. The first principle states that each simple sentence must contai n a single idea clearly expressed. All sentences relating to a particular matter constitute a unified individual paragraph. Each paragraph in a section forms a unit of thought. All units of thoughts structurally constitute the message of entire communication or a unified message.Each unified individual sentence conveys only one central idea. It must be direct, simple, brief, clear and vigorous. Too much use of buts, ands, pomposity and technical jargon must be avoided. Prompt and adequate attention of the reader is the essence of purposeful communication. Completeness in writing is achieved through orderly arrangement of ideas flowing into other ideas and progressing into conclusion. An incomplete writing leads to side tracking, misunderstanding, seeking clarifications and explanation etc. thus, the writer must consider the receiver’s capabilities to understand. Coherence:  Coherency is equally essential for good written communication. Clear communication in simple sentence s helps the reader to understand. Facts and figures must be stated plainly and in an intelligent manner. Relation and clarity are the two important aspects of coherence. Coherence means, tying together of several ideas, under one main topic in any paragraph. Smooth flow, lucidity and transition aspects should be given effect to and there should not be any scope for the reader to misinterpret, mis-read or mis- spell the message.Coherence is given to a larger paragraph or section of a message and leads to purposeful communication where the writer is well received, read, understood and acted upon by the reader. * Conciseness:  Conciseness is an important factor in effective communication. It means saying all that needs to be said and no more. The aimless verbiage, unnecessary details and heavy paragraphs make our communication ridiculous and ineffective. We must omit those words and sentences from our message, which are not likely to bring about results.The message, which can be expr essed in fewer words, is more impressive and effective than the same message expressed in a number of words. The communicator must organize his message in such a way that every word in it is meaningful and of interest to the receiver. Even a single word or a sentence, which does not contribute to accomplish the purpose of the communication, should be carefully omitted. Conciseness refers to thoughts expressed in the fewest words consistent with writing. It is achieved in writing in definite style and use of precise words.Unnecessary superlatives, exaggeration and indirect beginning should be avoided. Care should be taken to use adjectives judiciously, avoiding irrelevant details, unnecessary expression and mumbling sentences. Avoid vague judgmental descriptions and be precise and clear. * Credibility:  A good writing is always forceful and direct and has the power and capacity to produce a reaction or desired effect. Clarity in writing brings about credibility because it ensures t hat others understand the message easily and quickly. A clear and direct approach in writing makes it possible to achieve the principle of credibility in your writing.Other essentials of writing like correctness and completeness add to the strength of credibility in the writing. * Correctness:  Without correctness, readers may refuse your write up. Communication must be correct in tone and style of expression, spelling, grammar, format, contents, statistical information; stress-unstressed, etc. there should not be any inaccurate statements in the message. Efforts must be made to avoid errors in spellings, punctuations, etc. the incorrect written documents lower the readers’ confidence in the writer.In the same way, the incorrect statements and other miscellaneous errors of the speaker lower the listeners’ confidence in him and it may tarnish his image and reliability too. When communication receiver finds one error he suspects that there can also be other errors in t he message. Therefore, he starts searching for other mistakes automatically. The subject matter of communication must be correct or accurate. The manner in which the message is transmitted must be absolutely correct. Accuracy in writing can be achieved by careful checking and editing.Correctness demands accurate figures, because decisions may go wrong if wrong figures are given. Over writings, erasures, strikeovers, wrong spellings, faulty grammar, poor sentence construction etc may distract the readers and lead to misunderstanding. Written communication clearly means making others to understand. Therefore, it is essential that the sender should verify the correctness of the information before transmitting it to the receiver. And before accepting the information for important decision-making, the receiver should clarify his doubts regarding the accuracy and correctness of the message.Continuity:  As far as possible the writer should avoid jargon. Jargon is a language that is speci al to science, commerce, technology, trade and profession. In writing, the jargon should not be incorporated as this could make the writing confusing and unclear. Brevity or use of fewer words brings about continuity and grace in your writing. The effect of good writing depends on its style and continuity of subject till the conclusion. If one takes care to be precise, correct and clear in writing and if the continuity is maintained throughout writing, the desired effect from the reader is achieved.

The Importance of Personal Therapy on Psychotherapy Students

The Importance of Personal Therapy on Psychotherapy Students Abstract This pilot study investigate the attitudes of trainee therapists towards the current fifty hours of mandatory personal counselling needed for completion of their studies at diploma level. It determines whether it should be more or less, and what else would be beneficial in becoming a counsellor or psychotherapist. In this study, ten students of psychotherapy completed a questionnaire. This questionnaire comprised of eight quantitative Likert questions, and two qualitative questions.Advertising We will write a custom research paper sample on The Importance of Personal Therapy on Psychotherapy Students specifically for you for only $16.05 $11/page Learn More Introduction The field of psychotherapy is known for solving many ailments and mental problems whose cause was mental and emotional sicknesses. The psychotherapy came as a means to assist the clinical therapist to unravel the emotional and the mental dispositions that threatened health of the pati ents. Psychotherapy is therefore a robust field, which is gaining acceptance all over the world. As a part of study to qualify as a practicing psychotherapist one is required to undergo fifty hours of personal therapy. Personal therapy is where one is supposed to go to a therapist as a patient although in mind, one may not be sick or in dire need of clinical psychotherapy. This research report will delve into what other scholars have studied on this subject. It will look into how students of psychotherapy feel about this practice whether it is beneficial to them or not. The other aspect that this research will delve into is that of whether the mandatory fifty hours of personal therapy are enough or not. The report will include the findings of the report and the discussion. The final part of this report will deal with the recommendation or the way forward because of this study. Literature review There is a lot of study assessing the role of personal therapy that students of psychothe rapy have to undergo in the fulfilment of their course work. There have been various arguments, some that are supportive to this practice while others are negate and see it as a futile procedure that is not necessary. Norcross (2010) indicates that, it did not assist her in getting the much-needed internship, which she was looking for. Irrespective of such feelings, there are a number of reasons, which make this personal therapy important to the scholars. Freud, the founder of psychotherapy and psychoanalysis was the first advocate of students undertaking this practice. He also went for psychotherapy, which he felt, was a relief and that it helped him to recuperate and deal with his personal issues. Personal therapy for the psychotherapy students is as important as for the therapist himself as it ensures that personal problems and issues do not influence the therapist when offering therapy to a patient. There is likelihood that the psychotherapists’ personal values and experi ences in life may affect the manner in which they treat the patients. To ensure that this does not happen, early training of psychotherapy by taking the clients seat and feeling how the clients feel is a way of becoming a good psychotherapists (Barley Lambert 2001).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This training is imperative as it ensures that the students develop listening skills. When the students attend the therapy as clients, they see the importance of an empathetic therapist who is able to get into their shoes and identify with their feelings without prejudice. Without ever having to attend this therapy, the student would not learn how to be empathetic. This is an important quality required for anyone to be an effective psychotherapist. Psychotherapy demands courage from the patient as it involves getting to a stranger and unloading one’s frustrations, fears, uncertainties and success. This is not easy and at times clients are not cooperative and unless the beginner psychotherapist appreciates this fact by sitting at the clients sit one would not ask the patients the necessary questions in fear that it affects the patients’ privacy or feelings (Herman 1993). Various studies show that students who attended personal therapy also believed that they became more patient and tolerant to other people. During the clinical therapy, it is likely for the patient to pause and think or make unclear statements, which they will elaborate later (Lafferty 1989). Without having gone for such a therapy and without knowing the difficulty of putting ones experiences in words one may fail to understand some of the clients expressions which is not good for clinical therapy. Students who attended these trainings acknowledged that they stopped putting words in patients mouth and offering unnecessary advice without listening to them. It enables the learners not to avoid the difficult periods of the psychotherapy that are imperative to the patient’s progress. This is an important skill in psychotherapy to enable the clients discover their problems (Lambert 1996). The other benefit to students who undergo personal psychotherapy is that they gain knowledge of self. This knowledge is critical to any practising psychotherapist as survey done by Association of Psychiatrist indicates that it makes them aware of their personal biases and perceptions and how they react to different situations. This self-knowledge makes it easier for the practitioner to gain a deeper understanding of the client’s needs and personality without indulging ones biases and personal values. This is imperative in ensuring success as a psychotherapist (Lambert 1996). Personal therapy classes and gaining self-knowledge help the students to protect the clients from harm. This is because it becomes easier to know how client is likely to respond to c ertain information based on their personality because they can identify personality types from listening to the client’s words. Knowledge coupled with the increased listening and empathy skills help the student to prevent the client from harm by formulating the relevant therapy and solutions to the patients’ problems and challenges (Barley Lambert 2001).Advertising We will write a custom research paper sample on The Importance of Personal Therapy on Psychotherapy Students specifically for you for only $16.05 $11/page Learn More The other importance of the personal therapy undergone by students of psychotherapy is that it reduces the stigma associated with psychotherapy. Psychotherapy is challenging and most people do not seek for therapy unless they have problems such as depression. Going for therapy when one is healthy needs acceptance in the society and there is no better way of making this happen other than ensuring that the students of ps ychotherapy accept its role in their lives. A psychotherapist who stigmatises or fears taking therapy would be like preaching water and taking wine (Sperry 2003). Concerning the quantity of time, there is recommendation of fifty hours of therapy. Various studies indicate that the fifty hours are moderately enough. However, there is no conclusive opinion on the number of hours. Some scholars feel that these hours are too many and likely to create boredom and dislike for psychotherapy while others argue that after the psychotherapy they feel excited and look forward to the next session (Macran 1999). Concerning the necessity of this personal therapy there is a general feeling among different scholars that it enabled them to develop critical skills that are useful in the execution of their duties. Research methodology The research focused on ten students of psychotherapy in an attempt to ensure that, the work is successful and the research identified the correct responses and feeling o f psychotherapy students in Ireland. Although the sample appears to be small, it is a representative as psychotherapy students are not as many as compared with students in other disciplines such as business, arts or science. Sampling was random by picking the students from the psychotherapy diploma register and no criterion was adopted as a means of sampling. There was adoption of the two research methodologies as one methodology could not collect the data satisfactorily. This is because there was need for both qualitative and quantitative data to make the study successful. The number of students who agreed on whether the practice was relevant needed quantitative data collection. However, the reasons and feelings behind their responses required qualitative data collection method (Martin 2000). Ten students attending XXX College, Dublin, Ireland, participated in this study. They were counselling and psychotherapy students who volunteered their time during a research module to fill qu estionnaires. The module tutor monitored all work to ensure that it was done according to the instructions provided.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The questionnaire assessed the participant’s views on personal therapy during training, should it be mandatory? Has it been beneficial? Is it necessary to continue after the mandatory fifty hours? The questionnaire used eight Likert questions that were quantitative and two open qualitative questions. Analysis The following are the findings from the survey. The results indicated that most of the students felt that the personal therapy was necessary. Fifty per cent of the students strongly agreed that the research was necessary; twenty percent agreed that it was necessary and twenty percent were undecided. None of the student disagreed about the necessity of personal therapy as an important part of their study. (n=8) is the number of students who agreed that personal therapy is important. On whether the student would have completed their studies even without personal therapy forty per cent of the students agreed that they would not have been able to complete their coursework if they had not experienced personal therapy. Forty percent were undecided or unaware of the importance of personal therapy in their studies. Two per cent disagreed that personal therapy affected their ability to complete their studies and to become therapists. However, the opinion of those supporting personal therapy outnumbered those who disagreed concerning its contribution to ones success in the coursework. Concerning the importance of personal therapy in continuing personal development, (n=7) seventy percent of the student agreed that it was important. The other thirty percent of the students were undecided. None of the student felt that the personal therapy was not important in their personal development. On whether the students felt that their personal therapist was fully congruent and understanding most of the responses were positive with fifty percent strongly agreeing that they felt their personal therapist was understanding and aware of their feelings. Thirty percent agreed while twenty percent were undecided. This indicates that there was a strong feeling that the personal therapists were understanding and congruent with the students. About the relationship between being a client and being a good therapist, (n=7) agreed that one cannot make a good therapist if they cannot let themselves sit at the patient’s seat and experience how it feels. Thirty percent of the students were undecided on this matter. There was no student who disagreed that there was a relationship between having gone through personal therapy and becoming a good therapist. Concerning whether the personal therapy that the students had in any way influenced their style of therapy, ninety percent agreed. This time there was nobody who was undecided about this matter. However, ten percent of the students disagreed that personal therapy had influenced their style of therapy. This percentage of disagreement is quite high and reasons of their disagreement need to be unearthed. The im portance of continuing with the personal therapy even after the mandatory fifty hours received strong agreement for it to be continued even after the fifty hours of personal therapy. Twenty percent were undecided on whether this should go on or not, however it is imperative to note that there was no student who disagreed that the mandatory fifty hours of personal therapy need an increment. The last area of study was on how the student felt on being clients and whether it made it easy for them to be counsellors. N=10 agreed that playing the role of client assisted them in their development as counsellors. This only varied where eighty percent strongly agreed while twenty percent mildly agreed. However, this was unanimous show that the students felt personal therapy enabled them to play their role as counsellors very effectively. The other part of the responses was qualitative and it differed with the students giving detailed reasons as to why they felt that personal therapy was neces sary to them. Interpretation The necessity of personal therapy to the student therapists is not questionable with most of the students agreeing that it is necessary to them for their future practice as psychotherapist. The strength was shown by the fact that eighty percent agreed with these and there was no disagreement. On whether the personal therapy enables the student to complete their studies in a successful way the answer is positive as seventy percent of the students agreed about this with a minority of the students adopting a different opinion. On the relevance of personal therapy and its influence on the students’ personal development, there was a widespread agreement that it was important. However, the percentage of undecided students is worth noting. Thirty percent, who are undecided on such issue shows that they have not felt any impact of the personal therapy on the development of their personal lives. It indicates that the therapy may not have assisted the stude nt to develop the skills needed in personal therapy such as listening skills and empathy. Specialized research on the undecided students is required to establish why these students are undecided. The percentage of students who agreed that their personal therapist was understanding and congruent with their needs was seventy percent. This shows that the capability of the therapist who is dealing with the students is important in making them understand and feel the importance of personal therapy. However, there were those who were undecided. These figures of indecision are worrying because they show that some of the students are unaware of the importance of personal therapy and their inability to judge situations that are very important for a therapist is lacking. However, it is imperative to note that there were no students who disagreed on this. The students were of the opinion that there was a relationship between being a good therapist and going for personal therapy. Their feeling concur with those of the previous studies conducted by other scholars that personal therapy is important for any therapist. The style of therapy directly relates to the style of their personal therapist. This is because ninety per cent of the students agreed that they adopted their style from their personal therapist. This affirms the earlier statement that there is need for the students to have personal therapist who are highly qualified as they have a lot of influence on how the students will practice psychotherapy on their patients. However, one student disagreed and it is important to identify whom he felt this style of therapy modelled after. This is because it indicates that ten percent of the students’ style of their therapy was different from that of their personal therapist. There is need to increase the mandatory number of hours for student’s personal therapy. This is because the number of students who lived in the institution felt that it was necessary for s uch measures to take place. Eighty percent of the students agreed to support this. This strong feeling about personal therapy indicates the role, which it plays on the practice of the students. Increasing the number of hours would certainly be necessary. The personal therapies that students undergo ensure that they become good counsellors. This is because of the skills they develop from their experience as clinical patients of psychotherapy. In fact, all the students agreed that personal therapy helped them to become good counsellors. Limitations of the study This study was however limited in a number of ways. The scope although representation is small may not represent a diverse feeling of all psychotherapy students in Ireland. The study also failed to classify the students in terms of their demographics such as age and gender as this may affect their perception on psychotherapy. People would be interested to know how many male students felt that the improved therapy made them good counsellors and how many female students felt likewise. In addition, the study did not look into the specific capabilities that the students developed because of this personal therapy. It is imperative to know whether their empathy and listening skills improved from the fifty hours, which they spent with their personal psychotherapist. Discussion Personal psychotherapy on the students is indeed important to those who intend to become psychotherapists or counsellors. The skills and experiences received from that practice prove that personal therapy in the field of psychotherapy is not an outdated practice. This is a major area of influence on the students of psychotherapy. Its role in framing the students’ style of therapy is effective. In addition, it is important for the personal progress of the students in all aspects of their lives as proved in this study. Other than that, it is imperative to increase the mandatory hours of students’ personal psychotherapy. This wi ll make the students more competent as counsellors as well as psychotherapists. References Barley, D Lambert, M 2001, Research summary on the therapeutic relationship and psychotherapy outcome, Psychotherapy, vol. 38, no. 4, pp. 357-361. Herman, K 1993, Reassessing predictors of therapist competence, Journal of Counselling Development, vol. 72, pp. 29-32. Lafferty, P 1989, Differences between more and less effective psychotherapists: A study of select therapist variables. 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