The Peculiar Institution of Slavery free essay sample

Slavery in America Northern Colonies Southern Colonies Slave Labor The African Slave Trade -10 to 11 million africans kidnaped and brought to usa most of those slaves went to south and latin america those who came to america were a minority europeans don’t create slavery and don’t invent the slave slave they tapped into existing slave trading in africa it already was apart of the african culture myth the white people go and bring them back to own a human being you need to dehumanize them lavery creates racism not the other way around this racism emerges in this myth that africa was backward and it was the dark continent. that africans were lesser civilized beings. estimated on the eve that euro tapped into slavery that africa had as big of a population as eruope and it was diversified middle class, rich, poor, etc agriculture in africa was as sophisitcated as it was in paris, rome, etc many socities in africa had their own legal system and codified laws The Kingdom of Mali Timbuktu and islamic universities huge studied math and astronomy education and scientific progress was apart of africa Europe and the Slave Trade they got through the slave trade through the portuguese Price Henry went through the african waterways and this was when theyt apped into the slave trade portugese got slaves in return for equal valued goods iron, guns, brass pots, etc equitable business trade europeans alter slavery expands it scope and the number of slaves bc of new crops sugar in Caribbean, rice, etc. We will write a custom essay sample on The Peculiar Institution of Slavery or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page the capture and transport of slaves from the west cost of africa 3 stages of getting them to the plantations First Leg frican agent would have bought stolen bartered for african slaves and they would have been marched to the coast leg is from the inland to coast this is the beginning of brutilization of slaves slaves march in a single line with chain around their neck waste legs walking upward of 500 miles this is where first slave rebellions began they couldn’t run away so the salve rebellion came in the form of suicide. they’re being ripped from their families and villages and they don’t know what’s going to happen so there were two ways the slaves found to commit suicide 1. hey had their hands free, the soil turned into clay after rain, they would scoop up some of the clay and would choke to death 2. through rocks at hives of killer bees and allow themselves to be stung to death those who survive get to the coast and they’re sold to a european ship captain they’re branded with the companies logo on the back and inside of the cheek then put into the canoes to the harbor to the big slave ships another form of suicide they would tip the canoes and drown because they didn’t know how to swim Second Leg middle passage ships were cargo ships not passenger ships squished together because you want as many â€Å"product† to get to the new world to sell delicate situation for captain they didn’t want to waste food on them but they couldn’t die of starvation slave owners allowed to happen allowed the slaves to act out their tribal dances (this is how you get the transfer of african cultural music to the united states) despite what the ship owners did 0-15% didn’t make it through starvation and rebellion attempted mutinies wanted to take the ship back to africa when they failed the punishments were brutal you don’t kill a slave because you’re killing your economic property instead you would cut out a tounge or brand them again in really sensitive areas won’t kill because doesn’t make economic sense Third Leg in the ports auctions if a family was somehow able to survive first two legs, this is where they would be auctioned off and split up the slaves were poked and prauded to see their physical stance and their cavities were checked for disease compaired to cattle acution Slavery in America irst africans came to america in 1619 and were brought over by the dutch and sold to americans those first africans were indentured servants and not slaves 7 year contract when it was up they got their own land and materials slavery takes a long time to develop by the 1660’s we have black slave labour in america not because they’re african but because they need a labour force The Virgina Codes further the path to racism 1660s if you’re born under a slave mom the child is a slave for life Norther Colonies there were slaves here but very small in number white families owned maybe 1 or 2 slaves and they lived in the house with them. They sat down and ate meals together many were allowed to marry and have children different institution part of the reason it’s different because of the Quakers Quakers all about social equality and the first abolitionists racism is against moral code and gods plan bigger reason slaves were not as necessary and an economic drain economically not needed smaller farms type of agriculture is different and you don’t need the labour force industrialization and there are mechinized ways to pick apples or milk a cow immigration, to the north the poor immigrates go and many are catholic. or many norther colonies africans were higher on the scale from catholics. many of the few african slaves had rights and some could own property and shops ( cottage industries ) some were able to have children and marry so different that by the 1800’s there were no slaves (mason-dixon line) Southern Colonies slavery defines the south with their economy, politics, race structure huge implication through southern society Free Black Persons former slaves that are now free and exists in an odd world most had to carry identification papers saying they’re a free black person how achieved freedom bought freed military participation work out a deal with master to buy freedom money could be made by having your own side business other salves were freed by masters often seen in will lave owners in western regions of south that were facing indian wars and white masters would make deals with slaves to fight with them against natives and they would grant freedom some of these free black people were slave owners and gave two reasons to whyt hey onwed slaves as a black person themselves they would be more humane than the white slave owner would this was usually bunk and never the case simple economics black slave owners wanted to be rich and the cheapest source of labour were slaves (one black owner in louisiana had 91 slaves)

Using a Sample Essay For the Crucible

Using a Sample Essay For the CrucibleThe college application can be daunting, and it's very difficult to get through the list of requirements for admission, the essay and even the SAT (Scholastic Aptitude Test). Luckily, there are several guides and sample essays you can use to help you through the process. You may find these helpful if you're a college student who is struggling with writing his or her essay for the SAT. Here are a few tips to help you make it through the process.If you want to use a sample essay for the crucible, then your first step is to gather as much information as possible on the subject. Consider researching a book or listening to a recording. These will help you get a clear picture of the topic and what will be expected of you in the essay. After you have that information, you need to come up with your own idea of what you would write about. It doesn't matter what type of essay you are considering, just the particular circumstances surrounding it.It is import ant to remember that, as a guide to get through the process, a sample essay should not be used as your entire essay. There are some different guidelines that you must follow when using one. For example, you will be expected to ask the readers to consider their responses to your idea. This will put you in a position to try and reach them, rather than you trying to reach them directly. In this way, it makes for a more emotional effect, which you may be able to use in the final writing of your essay.While you may use the basics of the topic, you will also need to include your basic vocabulary and your thoughts about the topic. In addition, you will want to include anything that will make your essay stand out from other applicants. This may be using some quotes from the writer's life or a quote from another source. Since you will be writing the essay, you don't want to use your name, you want to use a well-known writer or make a statement of sorts that lets the reader know you know thei r work.When using a sample essay for the crucible, you will also want to look at it to make sure it is complete. If it is, then you will not need to worry about your needs. If you see paragraphs and entire sections missing, you should immediately look for a different guide or sample essay. Any missing parts may cause your essay to appear rushed, which can be distracting and detrimental to your learning. Additionally, the essays will also need to contain a section that explains any previous experience you may have in the field.Finally, make sure that your writing flows correctly. With so many factors involved, it's important to keep your writing in check and flowing smoothly. Although you will have the basics down, you still need to put the individual pieces together correctly. Keep in mind that this is a test, and your essay must be written effectively, properly, and naturally.As you can see, you will be able to use a sample essay for the crucible to help you finish your writing. If you follow these tips, then you will not only finish your essay but will have fun as well. Use the sample essay as a guide to get through the process, and you will be able to succeed with your college admissions essay.

Double Click for TListView

Implementing On Item Click / Double Click for TListView Delphis TListView control displays a list of items in columns with column headers and sub-items, or vertically or horizontally, with small or large icons. As do most Delphi controls, the TListView exposes the OnClick and OnDblClick (OnDoubleClick) events. Unfortunately, if you need to know what item was clicked or double clicked you cannot simply handle the OnClick / OnDblClick events to get the clicked item. The OnClick (OnDblClick) event for the TListView is fired whenever the user clicks the control - that is whenever the click occurs somewhere inside the client area of the control. The user can click inside the list view, BUT miss any of the items. Whats more, since list view can change its display depending on the ViewStyle property, the user might have clicked on an item, on an item caption, on an item icon, nowhere, on an item state icon, etc. Note: the ViewStyle property determines how items are displayed in the list view: the items can be displayed as a set of movable icons, or as columns of text. ListView.On Item Click ListView.On Item Double Click To be able to locate the clicked (if there is one) item when the OnClick event for the list view is fired, you need to determine what elements of the list view lie under the point specified by the X and Y parameters - that is the location of the mouse at the moment of click. The TListiews GetHitTestInfoAt function returns information about the specified point in the list view’s client area. To make sure the item was clicked (or double clicked) you need to call the GetHitTestInfoAt and react only if the click event occurred on an actual item. Heres an example implementation of the ListView1s OnDblClick event: //handles ListView1s On Double Click procedure TForm.ListView1DblClick(Sender: TObject) ; var   Ã‚  hts : THitTests;   Ã‚  ht : THitTest;   Ã‚  sht : string;   Ã‚  ListViewCursosPos : TPoint;   Ã‚  selectedItem : TListItem; begin   Ã‚  //position of the mouse cursor related to ListView   Ã‚  ListViewCursosPos : ListView1.ScreenToClient(Mouse.CursorPos) ;   Ã‚  //double click where?   Ã‚  hts : ListView1.GetHitTestInfoAt(ListViewCursosPos.X, ListViewCursosPos.Y) ;   Ã‚  //debug hit test   Ã‚  Caption : ;   Ã‚  for ht in hts do   Ã‚  begin   Ã‚  Ã‚  Ã‚  sht : GetEnumName(TypeInfo(THitTest), Integer(ht)) ;   Ã‚  Ã‚  Ã‚  Caption : Format(%s %s | ,[Caption, sht]) ;   Ã‚  end;   Ã‚  //locate the double-clicked item   Ã‚  if hts [htOnIcon, htOnItem, htOnLabel, htOnStateIcon] then   Ã‚  begin   Ã‚  Ã‚  Ã‚  selectedItem : ListView1.Selected;   Ã‚  Ã‚  Ã‚  //do something with the double clicked item!   Ã‚  Ã‚  Ã‚  Caption : Format(DblClcked : %s,[selectedItem.Caption]) ;   Ã‚  end; end; In the OnDblClick (or OnClick) event handler, read the GetHitTestInfoAt function by providing it with the location of the mouse inside the control. To get the location of the mouse related to the list view, the ScreenToClient function is used to convert a point (mouse X and Y) in screen coordinates to local, or client area, coordinates. The GetHitTestInfoAt return a value of THitTests type. The THitTests is a set of THitTest enumerated values. The THitTest enumeration values, with their description, are: htAbove - above the client area.htBelow - below the client area.htNowhere - inside the control, but not on an item.htOnItem - on an item, its text, or its bitmap.htOnButton - on a button.htOnIcon - on an icon.htOnIndent - on the indented area of an item.htOnLabel - on a label.htOnRight - on the right side of an item.htOnStateIcon - on a state icon or bitmap associated with an item.htToLeft - to the left of the client area.htToRight - to the right of the client area. If the result of the call to GetHitTestInfoAt is a subset (Delphi sets!) of [htOnIcon, htOnItem, htOnLabel, htOnStateIcon] you can be sure the user clicked on the item (or on its icon / state icon). Finally, if the above is true, read the Selected property of the list view, it returns the first selected item (if multiple can be selected) in the list view. Do something with the clicked / double clicked / selected item ... Be sure to download the full source code to explore the code and learn by adopting it.

Best Guess on the Year ‘Romeo and Juliet’ Was Written

Best Guess on the Year ‘Romeo and Juliet’ Was Written Although there is no record of when Shakespeare actually wrote Romeo and Juliet, it was first performed in 1594 or 1595. It is likely that Shakespeare wrote the play shortly before its premiere performance. But while  Romeo and Juliet  is one of Shakespeares most famous plays, the storyline is not entirely his own. So, who wrote the original Romeo and Juliet and when?   Italian Origins The origins of Romeo and Juliet are convoluted, but many people trace it back to an old Italian tale based on the lives of two lovers who tragically died for each other in Verona, Italy in 1303. Some say the lovers, although not from the Capulet and Montague families, were real people.   While this may as well be true, there is no clear record of such a tragedy occurring in Verona in 1303. Tracing it back, the year seems to be proposed by the City of Verona Tourist Site, most likely in order to boost touristic appeal.   Capulet and Montague Families The Capulet and Montague families were most likely based on the Cappelletti and Montecchi families, which did exist in Italy during the 14th century. While the term family is used, Cappelletti and Montecchi were not the names of private families but rather local political bands. In modern terms, perhaps the word clan or faction is more accurate. The Montecchi was a merchant family that competed with other families for power and influence in Verona. But there is no record of a rivalry between them and the Cappelletti. Actually, the Cappelletti family was based in Cremona. Early Text Versions of Romeo and Juliet In 1476, the Italian poet, Masuccio Salernitano, wrote a story titled Mariotto e Gianozza. The story takes place in Siena and centers around two lovers who are secretly married against the wishes of their families and end up dying for each other due to a tragic miscommunication. In 1530, Luigi da Porta published Giulietta e Romeo,  which was based on Salernitanos story. Every aspect of the plot is the same. The only differences are that Porta changed the names of the lovers and the setting location, Verona rather than Siena. Also, Porta added the ball scene in the beginning, where Giulietta and Romeo meet and has Giuletta  commit suicide by stabbing herself with a dagger rather than wasting away like in Salernitanos version. English Translations Portas Italian story was translated in 1562 by Arthur Brooke, who published the English version under the title The Tragical History of Romeus and Juliet. William Painter retold the story in prose in his 1567 publication, Palace of Pleasure. It is most likely that William Shakespeare read these English versions of the story and was thus inspired to pen Romeo and Juliet.

The changes in medieval italian society and the papacy Essay

The changes in medieval italian society and the papacy - Essay Example He spent most of his time working the land, and trying to grow enough food to survive another year. Social activities were important also, every citizen in a medieval town were expected to attend fairs in the town square (Life during the Middle Ages). Medieval weddings, also one of the important events, were a whole town activity. Women were largely confined to household tasks such as cooking, baking bread, sewing, weaving, and spinning. But some medieval women held other occupations such as blacksmiths, merchants, and apothecaries (Life during the Middle Ages). Medieval diets lacked vitamins A, C and D and were not high in calories. The only positive part of these diets, were that they were somewhat "heart-smart;" low in fat and high in fiber. But the medieval world was usually a very hungry one. (Life during the Middle Ages). The Catholic Church was the main source of education. Every cathedral and monastery established a school to provide free education to every boy who had the intelligence and the perseverance to follow a demanding course of study. Medieval students often sat together on the floor, scrawling notes from lessons using a bone or ivory stylus on wooden tablets coated with green or black wax (Life during the Middle Ages). ... The political instability brought about by the barbarian invasion, made the Church as the only sought institution that provide good guidance and learning source. During that period, the popes have the two very effective tools to consolidate power in their office: excommunication and interdict. Excommunication was the first weapon. Catholics believe salvation depends on perpetual sacramental observance. Cutting a communicant off from the sacraments means one loses salvation. When the pope excommunicated a believer there was really "no hope" (Church History). The Interdict served as the pope's second weapon. What excommunication was to individuals, the interdict was to an entire nation. A papal interdict would suspend all public worship and withdrew the sacraments. After the interdict went into effect, Citizens usually pressured their rulers to repent or abdicate (Church History). Changes in the Medieval Italian Society and their Causes The Rise of Feudalism. The barbarian invasions of Italy and the rest of Europe left a power vacuum. The power vacuum is then filled by feudalism. In the feudal system, the king awarded land grants or "fiefs" to his most important nobles, his barons, and his bishops, in return for their contribution of soldiers for the king's armies. At the lowest echelon of society were the peasants, also called "serfs" or "villeins." In exchange for living and working on his land, known as the "demesne," the lord offered his peasants protection (What was it really like).Changes in Attitudes Towards Women. During the period, Women were usually treated as property. Passion was considered sinful to 11th and 12th century moralists, but these ideals were slowly being worn away with the rituals

Core concepts in ethics Essay Example | Topics and Well Written Essays - 2000 words

Core concepts in ethics - Essay Example There will be some practical examples which will be used to illustrate each point in order to come up with conclusions on the relative strength of each idea. Deontology V Teleology Deontology is derived from a Greek word, 'deon' which means 'duty' (Morrison, 2009 p18). As a concept in ethics, deontology is a lense through which the need to do good or the right thing can be defined. Deontology suggests that the obligation to do what is right is our duty (Lipert-Rasmussen, 2005 p15). This means that ever human being must do what has right as a matter of responsibility and not as some kind of effort to go beyond normal. What is right is a duty and everyone has to do it. On the other hand, teleology is based on the premise that â€Å"what determines rightness or wrongness is solely on the basis of the estimated outcome of the act itself† (Hitchcock et al, 2009 p142). In other words, teleology suggests that the results of a person's actions determine whether those actions are right or wrong. This means that under teleology, actions are not wrong in themselves, but their outcome is what makes them right or wrong. The supporters of the school of thought of teleology argue with the popular phrase 'the end justifies the means' (Peil, 2009 p77). On further analysis, it can be said that deontology involves a set of universal and absolute rules that people ought to follow at all costs. However, teleology involves judging actions on the basis of their outcomes rather than a set of ideal standards. In terms of similarities, the two concepts are meant to define what is right and what should guide us to measure actions (Dyer, 1988 p51). In other words, they are both interested in finding a justification of morality or the role that morality plays in the human society. Thus, for instance, we all know that lying is wrong. But what makes lying wrong? That is what both concepts attempt to answer. However, the departure point in the two concepts lies in the fact that each of the concepts provides a different explanation for each concept. Whereas deontology argues for universal and absolute concepts with two extremes either right or wrong and no in-between, teleology states that something might not be right but the end might justify it as a good thing and vice versa (Maness, 2007 p8). Using the example of lying, supporters of deontology would say that lying is wrong. The reason for telling the lie can never negate this effect. So irrespective of the reason for telling the lie, a person is guilty. On the other hand, teleology states that lying might not be right. However, there are some situations where a lie can be justified by what it brings to the world. Thus for instance we can examine the case of a married man with a sensitive position in society and teenage children who has one casual affair with another woman not his wife. If this man comes to his senses after the affair and comes to a consensual agreement with the woman he cheated with that they should not see each other again and he prepares to change his ways and a small piece of evidence comes up and he is questioned by his wife or social group, he might have two options. Option 1 will be to confess to his wife or social group and ask for forgiveness [absolutism, universalism and deontology: BECAUSE IT IS WRONG TO LIE]. Option 2 might be to weigh the consequences of telling the truth and then decide to lie if the lie will bring bigger gains to the stakeholders involved [relativism, utilitarianism and teleology] Each of the

Child Sexual Abuse Case Management

Child Sexual Abuse Case Management Rape: Child Sexual Abuse Deirdre F Smith Social Work and Criminal Justice A violent crime is a  crime  in which an offender uses or threatens force upon a victim. This entails both crimes in which the  violent  act is the objective, such as murder, as well as crimes in which violence is the means to an end, such as robbery. Violent crimes may, or may not, be committed with weapons. Depending on the jurisdiction, violent crimes may vary from homicide to harassment. (Violent Crime) Rape falls into the category as a violent crime. Rape is a type of  sexual assault  usually involving  sexual intercourse  or other forms of  sexual penetration  initiated against one or more individuals without the consent  of those individuals. The act may be carried out by physical force, coercion, abuse of authority or against a person who is incapable of valid consent, such as one who is unconscious, incapacitated, or below the legal age of consent. The term rape is sometimes used interchangeably with the term sexual assault. (Rape) It is commonly believed that rape only happens to women and children, but this is false because it can also happen to men. Rape is not about sex, but about power. One out of every six American womenhas been the victim of an attempted or completed rape in her lifetime. 17.7 million American womenhave been victims of attempted or completed rape. The Average number of rapes that occur annually in the United States is 89,000. Men make up 3% of the total rapes. Children under the age of 12 make up 15%.There is still 60% of rapes never reported and 95% of college rapes are also never reported. There are 47% of rapes that have occurred while both the victim and perpetrator had both been drinking. Victims of rape are more likely to suffer from depression, post-traumatic stress disorder, abuse alcohol and/or drugs, and contemplate suicide. (Who are the Victims?) The rape of a child is referred to as child sexual abuse. Child sexual abuse is a form of  child abuse  in which an adult or older adolescent uses a child for sexual stimulation. Forms of child sexual abuse include asking or pressuring a child to engage in  sexual activities  (regardless of the outcome),  indecent exposure(of the genitals, female nipples, etc.) to a child with intent to gratify their own sexual desires  or to intimidate or  groom  the child, physical sexual contact with a child, or using a child to produce  child pornography. The  American Psychiatric Association  states that children cannot consent to sexual activity with adults, and condemns any such action by an adult: An adult who engages in sexual activity with a child is performing a criminal and immoral act which never can be considered normal or socially acceptable behavior. Rapes can occur in either the perpetrators or victims’ home, in a vehicle, outdoors, in a bar, or anywhere. Sometimes it can occur in the home that both the victim and perpetrator share, because most people are raped by someone they know including a spouse. Since rape or sexual assault is under reported only about 3% of rapist will ever spend a day in jail. (Rape Statistics, 2014) Under federal law, the punishment for rape can range from a fine to  life imprisonment. The severity of the punishment is based on the use of violence, the age of the victim, and whether drugs or intoxicants were used to override consent. If the perpetrator is a repeat offender the law prescribes automatically doubling the maximum sentence. A person who has committed such offenses gains the label as a sex offender. Once you are given that title you will forever carry that label. Even upon release of incarceration, one still must register as a sex offender with local law enforcement and follow specific guidelines which includes, informing law enforcement if you move and update any information. You will be placed in a public database where your status is automatically known. Children who have been sexually abused may feel guilty, ashamed, or confused so, they may not tell anyone. There are symptoms that you can look for they may tell you that a child is being sexually abused. The symptoms include withdrawal from friends or activities, may become aggressive, changes in school behavior and attendance, depressed, and attempt to runway or commit suicide. There can also be physical signs of sexual abuse such as, Sexual behavior or knowledge thats inappropriate for the childs age, pregnancy, sexually transmitted diseases (STDs), trouble walking or sitting, or sexually abusing other children. (Child Abuse Symptoms) Children who have been abused sexually are 25% more likely to experience teen pregnancy. The effects of child abuse are also that they begin drug and/or alcohol use, commit violent crimes, become depressed, and have low self-esteem. Some may actually become abusers themselves. They develop psychiatric disorders that carry on into their adulthood. Some will become involve in abusive relationship and some become promiscuous. As adults they may even take jobs as prostitutes. (Rape Statistics, 2014) As a social worker, working with sexually abused children you may experience conflicts between personal values and professional values. There are certain standard you must adhere to according to the NASW when dealing with adolescence. Standards for the Practice of Social Work with Adolescents: Standard 1. Social workers shall demonstrate knowledge and understanding of adolescent development. Standard 2. Social workers shall demonstrate an understanding of and ability to assess the needs of adolescents; access social institutions, organizations, and resources within a community that provide services for adolescents and their families; and advocate for the development of needed resources. Standard 3. Social workers shall demonstrate knowledge and understanding of family dynamics. Standard 4. Social workers shall demonstrate acceptance of and contribute to the development and maintenance of culturally competent service delivery. Standard 5. Social workers shall possess or have access to specialized knowledge of the legal, regulatory, and administrative requirements and resources for youths and their families. Standard 6. Social workers shall strive to empower adolescents. Standard 7. Social workers shall advocate for an understanding of the needs of adolescents and for resources and cooperation among professionals and agencies to meet those needs. Standard 8. Social workers shall participate in multidisciplinary case consultation across agencies that provide services to adolescents and their families. Standard 9. Social workers shall maintain confidentiality in their relationship with youths and of the information obtained within that relationship. Standard 10. Social workers shall assume an active role in contributing to the improvement and quality of the work environment, agency policies and practices with clients, and their own professional development. (NASW Standards for the Practice of Social Work with Adolescents, 1993) Treatment of child sexual abuse is a complex process. Orchestration of treatment in the childs best interest is a genuine challenge. Moreover, it is often difficult to know how to proceed because there are so few outcome studies of treatment effectiveness. When working with children it may be difficult because of lack of support from the family. Establishing trust with the child may be difficult. One of the reasons sexual abuse treatment is such a challenge is that it occurs in a larger context of intervention. Therefore, coordination is of utmost importance and ideally is provided by a multidisciplinary team. Treatment issues are then handled by the team as part of overall intervention. The following issues are the most important of those the team should consider at this stage of intervention: separation of the child and/or the offender from the family, the role of the juvenile court, the role of the criminal court, the treatment plan for the family, visitation, and family reunifica tion. (Child Welfare Information Gateway) Case management decisions are often provisional; that is, they are based on what information about the family members and their functioning is available when decisions are made. Treatment is often a diagnostic process. The positive or negative responses of family members to treatment determine future case decisions. Outcomes of court proceedings can impinge upon and alter case management decisions and treatment. (Child Welfare Information Gateway) Before you can give a child a treatment plan you have to consider should the child remain a part of the family, do the courts have a role in the case, and is there a question of visitation? This is actually where the conflict of person and professional values arises. You may feel that if the child was sexually abused at home, they should never be allowed to return. Professionally, reunification with the family is the goal if at all possible. The task of the therapist is to make victims feel whole and good about themselves again. Work, mentioned above, that addresses the issue of self-blame is helpful. However, so are interventions that help children view themselves as more than merely victims of sexual abuse. Normalizing and ego-enhancing activities, such as doing well in school, participating in sports, getting involved in scouts, or helping a younger victim, can be very important in victim recovery. (Child Welfare Information Gateway) Treatment options include group therapy, individual treatment, and family therapy. Group therapy is generally regarded as the treatment of choice for sexual abuse. However, usually groups are offered concurrent with other treatment modalities, and some clients may need individual treatment before they are ready for group therapy. Individual treatmentis appropriate for victim, offender, and mother of victim (as well as for siblings of victims and survivors). As a rule, an initial function and a major one for individual treatment is alliance building. All parties have to learn to trust the therapist and come to believe that change is possible and desirable. The members of this triad may have different levels of commitment to therapy, with the victim usually the most invested and the offender the least. Family therapyis the culmination of the treatment process and is usually not undertaken until there has been a determination that reunification is in the victims best interest. (Child We lfare Information Gateway) The reason I chose to this topic is not because a family member or a friend sexually abused me, but at the age of 17 I was raped by seven guys who I did not know. I did not say anything after it occurred because I felt like it was my fault. I was somewhere I shouldn’t have been and my parents didn’t know. In a way I thought of it as punishment for being disobedient. Afterwards, I had become angry, aggressive, and rebellious. I would run away from home because I caused all types of problems there. At that time I was in college, but of course I quit going. I began cutting myself and I showed other emotions other than anger. Finally, after trips to the Detention Center my mother finally took me to St. Dominic Mental Health. My therapist tried to talk to me, but of course I refused to talk. He told my mother I had sociopathic symptoms, because I showed no emotions and would not open up. After those attempts I was still acting out. She finally took me to a place called Our House Shelter. It was a runaway shelter. There I had group therapy and individual therapy. That’s where I found my help. It was a social worker named Ms. Tara who reached me. I have a great mother because she knew something was wrong with me and tried everything she could to help me. She could’ve given up on me but she didn’t. She still doesn’t know what happened to me and chose not to tell her. She was just happy to have her daughter back to normal. I have seen a couple of the guys throughout the time, but I have heard most of them are in jail or dead. Do I regret never telling? Yes, because I could have stopped someone from experiencing what I did. Because of that situation and the fact that I’m here has made me stronger. References Child Abuse Symptoms. (n.d.). Retrieved November 2014, from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/child-abuse/basics/symptoms/CON-20033789 Child Welfare Information Gateway . (n.d.). Retrieved November 2014, from U.S. Department of Human Health Services: https://www.childwelfare.gov/pubs/usermanuals/sexabuse/sexabusef.cfm NASW Standards for the Practice of Social Work with Adolescents. (1993). Retrieved November 25014, from National Association of Social Work: http://socialworkers.org/practice/standards/sw_adolescents.asp Rape. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Rape Rape Statistics. (2014, July 8). Retrieved November 2014, from http://www.statisticbrain.com/rape-statistics/ Violent Crime. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Violent_crime Who are the Victims? (n.d.). Retrieved November 2014, from RAINN: https://www.rainn.org/get-information/statistics/sexual-assault-victims