The Street Child Causes, Effects and Prevention

The Street Child Causes, Effects and Prevention Also Street children as defined by the UNICEF: is divided into children on the street and children of the streets. Children on the streets are the children whose have home to live in, but they have a full time work or a part time work. Children Of the streets are the children whose home ties have been seriously weakened and who essentially live in the street (UNICEF, 1993, p.22). Children of the streets are which lives all there time on the streets or in other words children with no shelter except for the street. Also, a street child is defined as any boy or girl for whom the street in the widest sense of the word has become his or her habitual abode and/or source of livelihood, and who is inadequately protected, supervised, or directed by responsible adults( Lusk, 1989).according to Kopoka Children whose work on streets and take streets as a shelter, usually come from poor slums and squatter settlements where everything is precarious: Family financial situation, overcrowded schools and even safe place where they can run and play. Moreover, wars or armed conflicts cause the increasing of this problem where the children parents are killed and leave them alone with no shelter or place to live . On the other hand, there are children whose have guardians, but the guardians sent them to work to help the family, others are forced to work and live in streets. Even there are children from well to do families or middle class who run away from homes. The purpose of this essay is to show some of the causes and its effects considering street children problem, and analyse the solution to differentiate between good solution and bad solutions. Causes:- According to Lugalla and Mbwambo, 1995; there are lots of causes for this problem, some are natural and others are man-made. Children have lost contact with their parents or families, which results the loss of the children in the streets. Some children are the offspring of prostitutes. Some families reject their children if there are handicapped. Some respectable parent disowned their own child because he/she is an outcome of an affair. In those causes the background is not allows poor. Effects:- According to Harding, 2010; for every cause there is effect, and there are devastating effects on street children themselves and on the society they belong to. The children without education are without future, which means that they will not be able to defend their future and they will face lots of difficulties to have a better life. Moreover, being undernourished from such a very young age causes bad side effects on their health like malnutrition which effects there immune system and as a result shorter life expectancy. There are approximately 48 million young ones whose are not registered in their countrys archives, which represents around 47% of the child population around the world. 20 out of every 100 births in Latin America never registered. That mean that all of those 47% are not on paper which means they do not exist. This is a huge problem as those poor kids do not have identity, which exclude them from other right like the right to vote or the right to have a proper educati on or even low level education. Moreover, criminal gangs which really represent a huge disaster, as they use those unregistered children to do criminals and violence. Those children have no criteria to know what is right and what is wrong. They may expose themselves to very cruel situations like prostitution, sexual violations, drug consumption and other forms of modern slavery. According to stolenchildhood.net Street children in the third world, having no access to basic needs always become an easy prey of flesh traders. The demand of street children is high among the pimps and the brothel owners because these children sell themselves at cheap rates. These children are at high risk because they neither use contraceptives nor ask the clients to use them. Thus the chances of getting pregnant or catching a sexually transmitted disease is high. A finite circle is problem, because when children grows to be adults. They will be the best shape for crime; there will be evil walking on his feet. There will be individual illiterate adults with low moral beliefs, with damaged psychology. Those lovely poor children in the past will be the evil which will oppress other helpless and innocent children. All of this means that street children of today will be criminals of tomorrow. Analysis of Solutions:- Street children are a huge problem and any solution, even if it is not good, it will at least push forward to solve this problem. ESCWA has developed good solutions which are 1. to understand better the situation of street children through research in the following areas: 1.1 Quantitative data at national level to assess the magnitude of the problem. The statistics need to be disaggregated by sex and age. 1.2 Qualitative and quantitative research to examine the root causes that put girls and boys at risk, among them street children. This research will need to examine the link between poverty, inequality, exploitation, violence and exclusion. 1.3 Qualitative research to examine the everyday lives of the street girls and boys and the attitudes of society and the government towards them. 1.4 Policy level research examining the effectiveness of existing policies, planning and legislation and institutional arrangements and budgetary allocation targeting street children. 2. To shift the approach to street children from legalistic to preventive, protective and rehabilitative interventions, through a focus on: 2.1 Root causes and not only on symptoms 2.2 The economic and not only the social sector 2.3 Mainstreaming as well as specific institutions and actions for street children 2.4 The rights of street children as citizens and not as charity cases or delinquents 16 2.5 Street children not only as victims but also as citizens with the agency to participate in decisions which target them. 3. To enforce and monitor all international and national commitment to children 3.1 To review that all items of international conventions such as those pertaining to childrens rights and elimination of child labour are translated into legislation and other procedures. 3.2 To review that all enforcement procedures are in place and are implemented. 3.3 To strengthen all monitoring and reporting systems relating to relevant international conventions. 3.4 To review and further amend the Child Law 126/2008 by removing all clauses that undermine its effectiveness and to put in place all the necessary procedures and monitoring mechanisms. 3.5 To review and amend articles pertaining to corporal punishment in a way that prohibits all physical violence whether at home, school, work or any other institution. 4. To establish clear mandates and lines of institutional responsibility for street children 4.1 Strengthen cross-cutting entities 4.1.1 To strengthen the establishment of a unit or department in the new Ministry for Family and Population with a clear mandate for responsibility for street children. This entity would be a catalyst advocating, legislating and monitoring the situation of street children. 4.1.2 To review and strengthen the role of what was previously the NCCM Technical Consultative Committee. 4.1.3 To strengthen the Child Protection Committee according to the amended Child Law through appropriate budget allocation, establishment of clear guidelines and protocols and awareness raising and training for the committee members. 4.1.4 To establish surveillance system such as a childrens Ombudsman 4.2 Establish responsibility of line ministries 4.2.1 To strengthen the role of economic sector ministries in addressing poverty, such as the creation of jobs for poor women and men. 4.2.2 To strengthen the monitoring systems of the Ministry of Labour in the area of child labour. 4.2.3 To lift all exclusionary conditions from access to education such as the rising cost of education, forced private tuitions by teachers, mistreatment of poor children in schools, corporal punishment and gender discrimination. 4.2.4 To establish effective internal and external mechanisms and multispectral interventions to identify children at risk and design suitable and sustainable interventions to reduce and eventually eliminate the risk factors. 4.2.5 To formulate a new Social Protection Strategy with the full collaboration of all relevant state institutions and NGOs that focus on the rights of the 17 child, with a dedicated budget and clear roles and responsibilities for its implementation and monitoring. 5. To devise a comprehensive child protection system that addresses the issues of all categories of vulnerable girls and boys in all their diversity of age, class, religion as well as family and regional background 5.1 To devise a Social Protection policy for vulnerable girls and boys. 5.2 To devise a Social Protection strategy translated into crossà ¢Ã¢â€š ¬Ã‚ cutting and sectorial programmes and projects and procedures. 5.3 To create realistic budget lines for the implementation of the various components of the Social Protection system. 5.4 To create clear institutional responsibility for monitoring and evaluation of the implementation of the strategy. 6. To devise a National Strategy, programmes and projects specifically for street children 6.1 To evaluate the implementation of the National Strategy for the Protection, Rehabilitation and Reintegration of Street Children of 2003, as well as all programmes and projects directly targeting street children. 6.2 To build on lessons learned and design a new Strategy in collaboration with key state institutions and NGOs. 6.3 To design innovative and participative programmes and projects that address the conditions and circumstances of children already living on the street taking into account that: 6.3.1 There is more chance of succeeding by helping children get off the streets through early intervention, before they establish their new street kid identity. 6.3.2 For those who have been a long time on the streets, it is possible to use participative methods and consult them in the design of the most effective activities. 6.4 To strengthen all programmes and projects that helps the reà ¢Ã¢â€š ¬Ã‚ integration of street children into mainstream society. 6.5 To put in place actions that address negative attitudes of both the general public and state employees towards street children. 6.6 To work directly with the police to address the way they perceive and treat street children 6.7 To solicit more resource allocation for items listed in recommendation 5 above from government and from bilateral and multilateral organisations. 7. To strengthen the advocacy role of civil society organisations working with street children 7.1 To strengthen CSOs ability to establish channels of communications with street children and to help make their voices heard. 7.2 To raise the capacity of CSOs working with street children in the area of advocacy and lobbying of policyà ¢Ã¢â€š ¬Ã‚ makers and politicians. 7.3 To support civil society networks and strengthens their roles as advocates of the rights and needs of street children. Conclusion:- At last the author believes that street children are a huge problem that has a lot of causes which can be minimized and a lot of effects that are considered a real threat to all means of life, it is waste of man power which harm economy, it threats security and of course it is totally against human right .

Industrial Relations Essay

Industrial relations has three faces: science building, problem solving, and ethical. [9] In the science building phase, industrial relations is part of the social sciences, and it seeks to understand the employment relationship and its institutions through high-quality, rigorous research. In this vein, industrial relations scholarship intersects with scholarship in labor economics, industrial sociology, labor and social history, human resource management, political science, law, and other areas. Industrial relations scholarship assumes that labor markets are not perfectly competitive and thus, in contrast to mainstream economic theory, employers typically have greater bargaining power than employees. Industrial relations scholarship also assumes that there are at least some inherent conflicts of interest between employers and employees (for example, higher wages versus higher profits) and thus, in contrast to scholarship in human resource management and organizational behavior, conflict is seen as a natural part of the employment relationship. Industrial relations scholars therefore frequently study the diverse institutional arrangements that characterize and shape the employment relationship—from norms and power structures on the shop floor, to employee voice mechanisms in the workplace, to collective bargaining arrangements at company, regional, or national level, to various levels of public policy and labor law regimes, to â€Å"varieties of capitalism† (such as corporatism, social democracy, and neoliberalism). When labor markets are seen as imperfect, and when the employment relationship includes conflicts of interest, then one cannot rely on markets or managers to always serve workers’ interests, and in extreme cases to prevent worker exploitation. Industrial relations scholars and practitioners therefore support institutional interventions to improve the workings of the employment relationship and to protect workers’ rights. The nature of these institutional interventions, however, differ between two camps within industrial relations. 10] The pluralist camp sees the employment relationship as a mixture of shared interests and conflicts of interests that are largely limited to the employment relationship. In the workplace, pluralists therefore champion grievance procedures, employee voice mechanisms such as works councils and labor unions, collective bargaining, and labor-management partnerships. In the policy arena, pluralists advocate for minimum wage laws, occupational health and safety standards, international labor standards, and other employment and labor laws and public policies. 11] These institutional interventions are all seen as methods for balancing the employment relationship to generate not only economic efficiency, but also employee equity and voice. [12] In contrast, the Marxist-inspired critical camp sees employer-employee conflicts of interest as sharply antagonistic and deeply embedded in the socio-political-economic system. From this perspective, the pursuit of a balanced employment relationship gives too much weight to employers’ interests, and instead deep-seated structural reforms are needed to change the sharply antagonistic employment relationship that is inherent within capitalism. Militant trade unions are thus frequently supported. History Industrial relations has its roots in the industrial revolution which created the modern employment relationship by spawning free labor markets and large-scale industrial organizations with thousands of wage workers. [9] As society wrestled with these massive economic and social changes, labor problems arose. Low wages, long working hours, monotonous and dangerous work, and abusive supervisory practices led to high employee turnover, violent strikes, and the threat of social instability. Intellectually, industrial relations was formed at the end of the 19th century as a middle ground between classical economics and Marxism, with Sidney Webb and Beatrice Webb’s Industrial Democracy (1897) being the key intellectual work. Industrial relations thus rejected the classical econ. Institutionally, industrial relations was founded by John R. Commons when he created the first academic industrial relations program at the University of Wisconsin in 1920. Early financial support for the field came from John D. Rockefeller, Jr. ho supported progressive labor-management relations in the aftermath of the bloody strike at a Rockefeller-owned coal mine in Colorado. In Britain, another progressive industrialist, Montague Burton, endowed chairs in industrial relations at Leeds, Cardiff and Cambridge in 1930, and the discipline was formalized in the 1950s with the formation of the Oxford School by Allan Flanders and Hugh Clegg. [13] Industrial relations was formed with a strong p roblem-solving orientation that rejected both the classical economists’ laissez faire solutions to labor problems and the Marxist solution of class revolution. It is this approach that underlies the New Deal legislation in the United States, such as the National Labor Relations Act and the Fair Labor Standards Act. Industrial relations scholars have described three major theoretical perspectives or frameworks, that contrast in their understanding and analysis of workplace relations. The three views are generally known as unitarism, pluralist and radical. Each offers a particular perception of workplace relations and will therefore interpret such events as workplace conflict, the role of unions and job regulation differently. The radical perspective is sometimes referred to as the â€Å"conflict model†, although this is somewhat ambiguous, as pluralism also tends to see conflict as inherent in workplaces. Radical theories are strongly identified with Marxist theories, although they are not limited to these. Pluralist perspective In pluralism, the organization is perceived as being made up of powerful and divergent sub-groups, each with its own legitimate loyalties and with their own set of objectives and leaders. In particular, the two predominant sub-groups in the pluralist perspective are the management and trade unions. Consequently, the role of management would lean less towards enforcing and controlling and more toward persuasion and co-ordination. Trade unions are deemed as legitimate representatives of employees, conflict is dealt by collective bargaining and is viewed not necessarily as a bad thing and, if managed, could in fact be channeled towards evolution and positive change. Unitarist perspective In unitarism, the organization is perceived as an integrated and harmonious whole with the ideal of â€Å"one happy family†, where management and other members of the staff all share a common purpose, emphasizing mutual cooperation. Furthermore, unitarism has a paternalistic approach where it demands loyalty of all employees, being predominantly managerial in its emphasis and application. Consequently, trade unions are deemed as unnecessary since the loyalty between employees and organizations are considered mutually exclusive, where there can’t be two sides of industry. Conflict is perceived as disruptive and the pathological result of agitators, interpersonal friction and communication breakdown. Marxist/Radical perspective This view of industrial relations looks at the nature of the capitalist society, where there is a fundamental division of interest between capital and labour, and sees workplace relations against this background. This perspective sees inequalities of power and economic wealth as having their roots in the nature of the capitalist economic system. Conflict is therefore seen as inevitable and trade unions are a natural response of workers to their exploitation by capital. Whilst there may be periods of acquiescence, the Marxist view would be that institutions of joint regulation would enhance rather than limit management’s position as they presume the continuation of capitalism rather than challenge it†¦ Industrial relations today By many accounts, industrial relations today is in crisis. 14][15][16] In academia, its traditional positions are threatened on one side by the dominance of mainstream economics and organizational behavior, and on the other by postmodernism. In policy-making circles, the industrial relations emphasis on institutional intervention is trumped by a neoliberal emphasis on the laissez faire promotion of free markets. In practice, labor unions are declining and fewer companies have industrial relations functions. The number of academic programs in industrial relations is therefore shrinking, and scholars are leaving the field for other areas, especially human resource management and organizational behavior. The importance of work, however, is stronger than ever, and the lessons of industrial relations remain vital. The challenge for industrial relations is to re-establish these connections with the broader academic, policy, and business worlds.

Wuthering Heights By Emily Bronte - 1347 Words

Wuthering Heights is a perfect example of how both denying and fulfilling a desire can lead to danger. Desire is a fascinating concept because it encompasses a multitude of things in life. You can desire someone in the sense of loving them or wanting to be with them. You can also desire to do good in the world or have a desire for a specific job. It is by no means a simple subject to talk about, especially accompanied by danger, an equally complex idea. The idea of danger can be physically, mentally, and emotionally straining as well as societal. For example, being in danger of being harmed, being in danger of becoming depressed, or, you could even be in danger of losing your status in society. The idea of losing you status or your family name was an enormous concern during the later 1700s and early 1800s which is when this book takes place. The characters in Wuthering Heights give numerous examples of how indulging or not indulging in desire can have equally toxic outcomes. In Wuthe ring Heights, Emily Bronte uses the character relationships to demonstrate how desire, fulfilled or not, is dangerous by showing the consequences of desire. Throughout literature and history, desire has been considered dangerous due to the actions people have typically taken when pursuing a desire. Emily Bronte does a brilliant job of displaying how desire, chased after or not, can lead to dangerous outcomes. There is a section within the novel that represents this idea of turning down yourShow MoreRelatedWuthering Heights By Emily Bronte1555 Words   |  7 Pages2015 Wuthering Heights (1847) by Emily Brontà « Introduction The novel Wuthering Heights was written in 1847 by Emily Brontà «. The plot unravels with Lockwood visiting his landlord at Wuthering Heights; as Lockwood stays the night, he starts to discover items within the home and later a fatal vision appears, which causes him great curiosity. Lockwood returns back to his residence at Thrushcross Granges and listens to the history of his landlord, Heathcliff; told by an old servant at Wuthering HeightsRead MoreWuthering Heights By Emily Bronte1521 Words   |  7 Pages  Wuthering Heights is Emily Brontà « s only novel. Written between October 1845 and June 1846, Wuthering Heights was published in 1847 under the pseudonym Ellis Bell; Brontà « died the following year, aged 30. Wuthering Heights and Anne Brontà « s Agnes Grey were accepted by publisher Thomas Newby before the success of their sister Charlotte s novel, Jane Eyre. After Emily s death, Charlotte edited the manuscript of Wuthering Heights, and arranged for the edited version to be published as a posthumousRead MoreWuthering Heights by Emily Bronte1290 Words   |  5 Pagesusually by retaliating in kind or degree† (â€Å"revenge†) however to Heathcliff it meant more than just to avenge himself he wanted to have everything he felt he rightfully deserved and more. 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Bronte’s piece can be summed up by the â€Å"good vs. evil† elements that include Wuthering Heights as opposed to Thrushcross Grange, Heathcliff vs. Edgar, and much more. These elemental set points lead to the conclusion that WutheringRead MoreWuthering Heights by Emily Bronte885 Words   |  4 PagesIn â€Å"Wuthering Heights† Emily Bronte vividly present the main character, Heathcliff, as misanthropist after he suffers abuse, degradation, and loses his beloved Catherine. Heathcliff, a black, orphan gipsy child, is brought to live in upper-class society by Mr. Earnshaw’s generosity. Heathcliff is an outcast in his new society. Thus, Heathcliff’s temperament is depicted in â€Å"Wuthering Heightsâ⠂¬  as cruel, abusive, and vindictive against those who humiliated and not accepted him in society. HeathcliffRead MoreWuthering Heights By Emily Bronte1149 Words   |  5 PagesDuring it release in 1842, ‘Wuthering Heights’ by Emily Bronte was considered to be a novel of obscenity and monstrosity. The novel has the ability to adapt to a range of themes and transcend the forms of content and cultural context within the ideas of love, oppression, power and harmony. Critical readings of the text have challenged and enriched readers in a diverse array of interpretations of language and structure; forming personal meanings that have developed throughout history. England, inRead MoreWuthering Heights By Emily Bronte1208 Words   |  5 Pagesrepair, and spark one of the most largest human motivations: vengeance. If left unnoticed, the feeling will grow inside us and consume our every thought and ruin our lives. Therefore, leaving no remorse or peace for ourselves and others. Emily Bronte’s Wuthering Heights is a book about love that turns into vengeance and hatred that goes for generations. This story revolves around Heathcliff, an unmerciful vengeful man. His desire to pay back those who have done him wrong is so extreme that he finds himselfRead MoreWuthering Heights by Emily Bronte877 Words   |  4 PagesThe novel, Wuthering Heights, written by Emily Brà ¶nte, follows the stories of Catherine and Heathcliff Earnshaw. Both lived in Wuthering Heights, until Catherine went away to Thrushcross Grange and came back a changed person. The settings of Thrushcross Grange and Wuthering Heights, throughout the novel help to display the emo tions of the story, and shape the image of the people who live within them. The setting helps to describe aspects of the novel in greater depth. One of the first scenes of

History of Psychology Essay - 2242 Words

Dating back 65000 years, Aborigines have had the longest continuous culture. The Aborigines believed and lived in the ‘Dreamtime’. The ‘dreamtime’ refers to the time when land and humans were created, and when ancestors and spirits came to earth and created everything. Every tribe had their own dreamtime and was passed down through storytelling. The Aborigines connection was either through the Wandjina or the rainbow serpent depending on the tribe. For the Aboriginals the world is sacred and has to be honoured. For the Aborigines everything is related to everything else therefore man was related to fellow man, animals, stars and the cosmos (Bowles, 2010). Even the men and women were equal because they were equally divine. The Aborigines†¦show more content†¦For the Aborigines everything has meaning and is spiritual unlike our secular society today whereby only 2% of the Britain population actually attend church. There is no gods or the spiritual wor ld anymore. It’s all about reason and rationality. The society today tends to believe more in science than intuition. Moving on to see how the psyche was imagined through works of Hesiod and Homer in the 7th Century B.C. Hesiod tells us that the world parents were Gaia and Uranus (Bowles, 2010). According to the module workbook Uranus was a tyrannical god and feared that his children would usurp his power and therefore he hid them in the underworld. However, one of his son Cronos came back when he got older and castrated his father. He feared the same thing like his father did and so he swallowed his children. His wife managed to save one of the children namely Zeus and sent him to be brought up by the shepherds. As we all know history repeats itself, Zeus came back and gave his father a potion to vomit the rest of the children and then castrated him. He also managed to release his father’s brothers. Psychologically if a father eats his children, it’s a metaphor for a father who tries to take over his childrens’ lives i.e no space or freedom. Zeus then shared the world with his brothers and lived in Mount Olympus with his wife Hera and his children by Hera and as well as other women. Mount Olympus was believed to be the place where all the gods and goddesses lived. In theShow MoreRelatedHistory of Psychology753 Words   |  4 PagesHistory of Psychology History of Psychology Paper Shirley L Nieves October 21, 2013 PSY/310 Prof. Kelle Daniels The roots of psychology date back to Egypt and the Egyptian mystery system. Psychology has evolved from philosophy, medicine, theology, and science. Psychology evolved out of coalescence of natural science, and also the branch of philosophy which is known as epistemology, which is also known in the theory of knowledgeRead MoreHistory of Psychology852 Words   |  4 PagesWhat is Psychology? Psychology is said to be the scientific study of behavior and mental processes. The study of human behavior, development, and learning; and also seeks to understand and explain thought, emotion, and behavior. Today the question we are doing falls under the History of Psychology. It deals with the earlier schools (Structuralism and Functionalism) and compares them with the most recent schools of psychology (Gestalt psychology, Psychoanalysis and CognitiveRead MoreThe History of Psychology2719 Words   |  11 PagesIntroduction: The History of Psychology Philosophical Background Psychology has no definite, absolute beginning, but there is speculation that early humans were curious about human nature. Serious study of the human psyche began in ancient times, with ancient philosophers began to record their findings and thoughts about behavior and the nature of the human mind. The name ‘psychology is from the two Greek roots, psyche and logos, which mean mind and study, respectively. Psychological thoughtRead MoreHistory of Modern Psychology836 Words   |  4 PagesA History of Modern Psychology Franklyn Rivas UOPX History and Systems in Psychology 310 Lillian Fillpot May 03, 2011 A History of Modern Psychology Before psychology officially became a science, many great intellectuals of previous centuries had contributed to the philosophy behind psychology. This philosophy can be trace back to the times of the Greeks, middle ages, and the renaissance period. However, the link between philosophy and modern psychology became possible in the late 18thRead MoreEssay on The History of Psychology1423 Words   |  6 PagesThe History of Psychology In order to discuss Psychologys history, it is important to understand that psychology still does not have one unifying approach unlike the natural sciences; even the definition of Psychology and what it truly means is still undecided. However I shall attempt to review chronologically its philosophical origins, include how the science of Physics and Biology were placedRead MoreHistory of Psychology Paper1294 Words   |  6 PagesHistory of Psychology Paper Jessica PSY/310 May 3, 2010 CERTIFICATE OF ORIGINALITY: I certify that the attached paper, which was produced for the class identified above, is my original work and has not previously been submitted by me or by anyone else for any class. I further declare that I have cited all sources from which I used language, ideas and information, whether quoted verbatim or paraphrased, and that any and all assistance of any kind, which I received while producing this paperRead MoreHistory of Cognitive Psychology1666 Words   |  7 PagesAbstract An analysis of the history of cognitive psychology. Including key ideas, contributors, trends, etc. History of Cognitive Psychology According to G. Miller of Princeton University, cognitive psychology  is an approach to psychology that emphasizes internal mental processes. So, â€Å"since the beginning of experimental psychology in the nineteenth century, there had been interest in the study of higher mental processes. But something discontinuous happened in the late 1950s, something soRead MoreHistory And Systems Of Psychology1795 Words   |  8 Pages History and Systems of Psychology is a course requirement offered to Psychology majors and minors. This course is used to provide majors and minors with the foundation and the evolution of the field of psychology. Within this class, many scholars of discussed. Two scholars that stood out to me in this course would be John Watson and Max Wertheimer. These two particular scholars are responsible for two of the most influential and famous schools of thought, behaviorism and Gestalt psychology. TheseRead MoreThe History Of Social Psychology2266 Words   |  10 PagesThe history of social psychology goes far back in time. â€Å"Aristotle believed that humans were naturally sociable, a necessity which allows us to live together.† (McLeod) Plato was also another influencer in social psychology by saying that â€Å"the state controlled by the individual and encouraged social responsibility through social context. (McLeod) Social psychology is the section of psychology that studies i ndividuals in a social environment. It studies how people think and how they feel, and whyRead MoreHistory And Systems Of Psychology3029 Words   |  13 Pages SOUTHWESTERN ASSEMBLIES OF GOD UNIVERSITY History and Systems of Psychology Psy 4113.00 Instructor: Dr. John Savell History and Systems of Psychology School of Thought Research Paper STUDENT DATA: Name Lauren Frost E-mail: laurenbfrost@lionmail.sagu.edu Phone: (318)372-3825 Semester: Fall 2014 Date: October 8, 2014 Psychoanalysis Psychoanalysis is the belief that we are blissfully unaware of circumstances that dictate ones emotions and behavior. Psychoanalytic school of thought looks