What Was the Role of the First World War on Mussolinis Transition from Socialism to Fascism Essay Example

What Was the Role of the First World War on Mussolinis Transition from Socialism to Fascism Essay What was the role of the First World War in Mussolini’s transition from Socialism to Fascism? Mussolini’s controversial transition from his Socialist roots to leader of the Fascist Party has been bewildering to many, particularly those who perceive it as a sudden and random change. However, many historians, such as O’Brien, have suggested this transition was not so random; Mussolini’s political shift from the Left to the Right was the result of World War One. Italy’s entry into the war in 1915 divided the Italian Socialist Party (PSI), which led to Mussolini’s expulsion and his rapid political evolution. On the other hand, Gregor argues that Mussolini’s underlying revolutionary nature was the main reason for his change, as it directed his beliefs to adopt various ideologies that conformed with his desire for revolution. Conversely, Payne argues that Nationalism completed the establishment of Fascism. This essay will explore these three arguments in order to understand whether Mussolini’s transition from Socialism to Fascism was the result of the war, his revolutionary nature, or the influence of Nationalism. O’Brien has argued that the developments in the First World War guided Mussolini’s political transition from Socialism to Fascism. We will write a custom essay sample on What Was the Role of the First World War on Mussolinis Transition from Socialism to Fascism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What Was the Role of the First World War on Mussolinis Transition from Socialism to Fascism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What Was the Role of the First World War on Mussolinis Transition from Socialism to Fascism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Italy’s intervention into the war, to Mussolini’s personal experience in the trenches and the disastrous Battle of Caporetto all contributed to Mussolini’s political evolution. Italy’s intervention into World War One in 1915 signified a pivotal point in Mussolini’s political career. As a Socialist, Mussolini was expected to promote the neutrality of Italy in the war, which he initially did. In the Socialist paper, Avanti, Mussolini declared that Italy should remain neutral, as Italy had not started the war, and it would sacrifice many working class lives. However, Mussolini’s view on intervention soon changed (at least publically), as he began to express pro-interventionist writings in Avanti. In October 1914, Mussolini argued that the PSI had always supported the allies, therefore intervention would not be altering their beliefs and that war could be seen as an opportunity for revolution. Furthermore, he argued that neutrality was risky and it would have consequences, particularly for Italian expansionism if the Allies or Central Powers annexed territory Italy desired, such as the Balkans. However, the Socialists did not agree and 20 October 1914, Mussolini was expelled from the PSI. Thus, the issue of intervention demonstrated how Mussolini’s beliefs evolved from the start of World War One. On the other hand, Mussolini’s apparent change of heart from neutralist to interventionist was not really a change. Not only was interventionism consistent with his revolutionary Socialism, he had already published and agreed with the syndicalist, Panunzio’s, pro-intervention articles in his personal paper, Utopia in November 1913. Nevertheless, although the intervention issue may not have altered Mussolini’s views significantly, he was expelled from the PSI as a result, which had a considerable impact on his beliefs afterwards. Thus, intervention could be seen as the architect of his political evolution. Similarly, Mussolini’s personal experience in the trenches contributed to the development of his political beliefs. Mussolini joined the war in August 1915, which awakened his patriotism. He also became less anti-military. However, Mussolini’s patriotism has been identified from as early as 1909. During his time in Trentino, Mussolini became associated with Battisti; his strong patriotism for Italy inspired Mussolini. Furthermore, as a socialist, Mussolini had always stressed that Socialism was against Nationalism, not the nation. Nevertheless, his sense of national unity and tolerance of the military were expressed during his time in the trenches and represented a fundamental change in his political thought. It also demonstrated his tendency to adapt his views in response to changing circumstances. The Battle of Caporetto in October 1917 had a huge impact on the development of Mussolini’s political attitude; for the first time he identified with the Nationalist movement. Indeed, De Felice believes that this disaster was largely responsible for Mussolini’s transition to Fascism. The Battle was a surprise German and Austrian offensive on the Italian Army, which resulted in the collapse of the Italian Front and many deaths. This was worsened by the Italian General Cadorna; he blamed the soldiers and destroyed their morale. Mussolini defended the soldiers and wanted justice. The Nationalist movement had a similar attitude. The Battle of Caporetto enhanced Mussolini’s attitude towards the military and brought him closer to the Nationalist movement and right-wing politics. Thus, the developments in World War One created huge political unrest at home, which altered Mussolini’s political thinking and attitudes towards socialism, the military and the nation. These changes were significant in Mussolini’s transition to Fascism, therefore the war did play a central role in Mussolini’s political evolution. Alternatively, Gregor has argued that Mussolini’s transition to Fascism was the result of his revolutionary nature, as he only adopted beliefs that were congruent with his desire for revolution. This has been supported by the idea that Mussolini never truly belonged to any political Party. Indeed, Mussolini’s political beliefs from his Socialist days appear to be a culmination of borrowed ideologies from Marxism, Socialism and revolutionary Syndicalism. Although by fifteen years of age Mussolini called himself a socialist, he rejected moderate socialist ideas of reform on the grounds that it was conforming to bourgeois society and was passive. Thus, he was more influenced by Marxism. He despised the bourgeoisie and traditional institutions, such as the Catholic Church and the military, as they apparently repressed the proletariat. Consequently, he believed that class confrontation and revolution by the proletariat would resolve this repression. Mussolini opposed Parliament, as he believed they were too self-involved to transform Italy from a backward State. He also despised Nationalism as it apparently endorsed the vested interests of the bourgeoisie, church, military and monarchy. Thus, Mussolini’s political attitude was a combination of the radical aspects of Marxism, Socialism and revolutionary Syndicalism, whilst disregarding moderate aspects, such as reform. This supports the idea that Mussolini was simply a revolutionary, not committed to any one Party or ideology and that this is the reason he was able to adopt Fascism. On the other hand, it may have been Mussolini’s influences (particularly in his youth) that led to this mixture of beliefs, rather than his lack of loyalty to any one ideology. Mack Smith believes that Mussolini’s father had the greatest influence on his political attitude. His father was a radical socialist, often in prison, and Mussolini spent a lot of time with him and his socialist associates. However, as a young man, Mussolini became more influenced by Marx than Socialism. Furthermore, during his time in Switzerland in 1902, Mussolini became familiar with revolutionary syndicalists, such as Michels and LeBon(who wrote about crowd psychology; crowds apparently needed myths to motivate them ) and Panunzio (who was against reforms). Thus, Mussolini was surrounded by politics from a young age, which may explain why he was inspired by so many different ideologies. However, it is more likely that these influences reinforced his natural revolutionary instincts. Indeed, some of these ideas that influenced Mussolini were later seen in the Fascist regime, such as myths around the Duce. This therefore reiterates Gregor’s argument that Mussolini’s revolutionary nature led him to adopt views that complemented his desire for revolution and was therefore open to any Party that would provide this, including Fascism. On the contrary, Payne has argued that Mussolini’s Fascism was the result of the Nationalist movement. Whilst Mussolini’s ideas evolved from Socialism, through revolutionary Syndicalism, Nationalism completed the transition. Indeed, once Mussolini was expelled from the PSI, he needed to support someone new; and so turned to the revolutionary Syndicalists who were also pro-intervention. This demonstrated Mussolini’s tendency to change according to political situations, and the importance of the ideologies he turned to. Indeed, the revolutionary Syndicalists were significant, as they had parallels with the Nationalist Party (ANI). These included violence that would lead to a revolution of the classes, imperialism and class hierarchy. They both believed that intervention into the war would create revolution, thus demonstrating unity of the Left and Right. Furthermore, syndicalists, such as Michels, stressed the importance of uniting the classes to protect the Italian nation. This highlights the element of national consciousness in Syndicalism. These overlaps demonstrate the influence of the National movement on Mussolini’s development. By adopting revolutionary Syndicalism, Mussolini was essentially adopting elements of Nationalism, which thus influenced his journey to Fascism. On the other hand, the disaster at Caporetto had a major impact on Italy’s political situation and created more support for the Nationalists. It was the reaction of the Nationalists after Caporetto that influenced Mussolini. Caporetto signified intense disillusionment with the current government and created national unity amongst the Italians. Cadorna’s blaming of the soldiers created anger and Corradini (a lead figure in Nationalism) believed soldiers should be rewarded. This aligned with Mussolini’s view; he believed the government should boost the morale of the soldiers by uniting the nation and promoting revolution. Thus, Mussolini identified with the Nationalists for the first time after Caporetto, which may have increased his willingness to adopt Nationalist ideas in the following years. The Red years, beginning in 1919, completed this and symbolised Mussolini’s complete abandonment of Socialism. These years were characterised by strikes and national unrest. They not only brought a decline in the support for the PSI (due to fear of communism), but also created a state of confusion, particularly amongst the bourgeoisie, as to which Party to support. Mussolini recognised this situation as an opportunity to create a revolution, and thus appealed to the bourgeoisie to support him, as he knew the Proletariat were loyal to the Left. He thus concentrated on motivating the bourgeoisie into revolution against the Socialists and Liberal Government (Nationalist element). This is another example of a fundamental change in belief. As a socialist, Mussolini had empahsised the importance of a proletariat revolutuion, but now he empahsised a revolution induced by the bourgeoise. The Red years are thus an example of how Mussolini adapted his views in response to a situation and manipulated them to achieve his aims of revolution. In this sense, Nationalism was the final factor that drove Mussolini to adopt Fascism; particularly due to the lack of a political doctrine on the Fascist part. Indeed, in 1923, the Pact of Fusion incorporated the Corradini and Rocco’s National Doctrine into Fascism. Thus, Payne’s argument that Fascism was the ultimate result of the Nationalist movement is demonstrated by the parallels of Nationalism in Mussolini’s revolutionary syndicalist thought and the growing similarities between Mussolini’s and nationalist attitudes during the failures of the war. The Red Years completed Mussolini’s gradual attraction to Nationalism, his abandonment of Socialism and led to him embrace right-wing politics. Overall, Mussolini’s transition from Socialism to Fascism was not random. The war certainly transformed Mussolini’s political career forever and made him sympathetic to the politics and institutes he had always hated; the military and Nationalism. Furthermore, World War One intensified his national consciousness, particularly his experiences in the trenches and the disaster of Caporetto. Indeed, it was essentially his patriotism that connected him to the Nationalist movement. In this sense the war did play the central role in Mussolini’s transition; in the end it was the Nationalist doctrine that defined Fascist ideology. However, Mussolini’s revolutionary nature no doubt drove all his political decisions. From a young age, he was a radical and greatly inspired by his radical father. This meant that he was open to any political Party that promoted radical ideas and can explain why he was so willing to abandon ideologies that did not conform to this, such as Socialism. Indeed, his revolutionary instinct seems to be the only thing that was consistent throughout Mussolini’s political development; from the very beginning of the Fascist movement he promoted violence and revolution which lasted until 1943. Payne’s argument, therefore, connects O’Brien and Gregor’s approaches to Mussolini’s adoption of Fascism. Whilst the war changed his political career and made him more aware of Nationalism, and his revolutionary instincts made him open to radical change, Nationalism completed it. Without the war, Mussolini may still have been in the PSI, therefore would have avoided Nationalism, and without his revolutionary instincts, he would not have been open to adopt right-wing politics, even if it was radical. Furthermore, without the Nationalist Party, there would not have been Fascism, as it was national unity that gained the Nationalist movement support and it was Corradini and Rocco’s Nationalist doctrine that formed the basis of Fascist ideology. Thus, although the First World War transformed Mussolini’s political career, and led to the evolution of his beliefs as a result, and although the Nationalist movement completed his transition to Fascism, Mussolini’s revolutionary nature seems to be the central reason for his abandonment of Socialism and adoption of Fascism. It was this that prevented his full commitment to any Party and made him open to other political ideologies. From Marxism and Socialism, to revolutionary Syndicalism and Fascism, Mussolini’s revolutionary instincts determined the political decisions he made, which resulted in his changing views. Even if the war had never have occured, Mussolini’s desire for revolution would have motivated him to respond to alternative events and political crises that would have developed his beliefs. The war just speeded up this process due to the failures of war and incompetent government to resolve the situation. Furthermore, without the war, Nationalism would still have had the same ideology and alternative political events would have led Mussolini to join this movement. Thus, his revolutionary nature maintained one consistent idea throughout Mussolini’s transition; the desire for revolution, and he would not have rested until the opportunity occurred.

Persecution vs. Prosecution, Persecute vs. Prosecute

Persecution vs. Prosecution, Persecute vs. Prosecute Persecution vs. Prosecution, Persecute vs. Prosecute Persecution vs. Prosecution, Persecute vs. Prosecute By Maeve Maddox Both persecution and the similar word prosecution come from Latin verbs meaning â€Å"to follow.† Prosequor, which gives us prosecute and prosecution, can mean merely â€Å"to accompany,† but it can also mean â€Å"to attack.† The English word prosecution has a legal meaning: â€Å"the instituting and conducting of legal proceedings against a person or persons in respect of a criminal charge; an instance of this.† This is the usual sense in which the word is used. Latin persequor, which gives us persecute and persecution, can be translated as â€Å"to follow with hostile intent.† The English word persecution means â€Å"systematic violent oppression directed against the members of a particular religious or racial group.† In addition to religion and race, sex, gender, and other aspects of human difference can also be made the target of persecution. The usual authors of persecution are governments; their targets are complete classes of people: Rep. Keith Ellison speaks against Pakistani persecution†¦of Shia  Muslims Shrinking Numbers and Growing Persecution Threaten Sikhs and Hindus in Afghanistan Government Persecution of Christians in China Worsens Significantly Persecution of Indian Women Moral crimes being used to persecute Afghan women A Call to End the Persecution of Women Globally Homosexuals in Africa face growing persecution Persecution is a strong word that stirs emotions and calls up images of ravening lions, flaming pyres, and yellow armbands. To use the word as a mere synonym for harsh criticism, unfair treatment, harassment, dislike, or annoyance seems a waste. For example: After nearly two months’ lull, the persecution of Alex Rodriguez [baseball player] has resumed. The persecution of Tony Blair Melissa Joan Hart persecuted for support of Romney Why childless people are persecuted The Persecution of Wisconsin Conservatives Liberals Are Being Persecuted on Campus Here are some possible alternatives for use in contexts that don’t really merit persecute or persecution: harass/harassment hound/hounding badger/badgering intimidate/intimidation pester/pestering bully/bullying victimize/victimization mistreat/mistreatment Persecute vs. Prosecute Persecute and prosecute and the verb forms of persecution and prosecution. Here are some quotations from the press using those words: Pope Francis called Sunday for an end to the violence in Iraq, where religious minorities are being persecuted and driven out by the militant group the Islamic State. USA Today Florida has no law to charge children who make school shooting threats, which will make it difficult to prosecute recent arrests made after last weeks attack in Parkland. USA Today Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Dialogue Dos and Don'tsCapitalization Rules for Names of Historical Periods and Movements10 Terms for the Common People

The advent of the internet age and mobile technology Essay

The advent of the internet age and mobile technology - Essay Example With this virtual shrinking of distances between people comes the ability to be much more customized in terms of solutions and marketing. To be sure, the ability of companies to remain competitive in today's global business climate depends on their ability to anticipate and meet the personal needs of each individual with whom they conduct transactions. Technology enables businesses to detect various degrees of individual interest in various subjects, and then match marketing campaigns in a way that is most likely to resonate with various categories of people. A more standardized approach may have been necessary back in the day when companies depended on a certain amount of business within a particular defined geography and set of hours in order to deliver goods and services most efficiently within those constraints. Standardization was also a marketing tool designed to reassure potential consumers of a particular product or service that the purchase were making was identical in quality to those of other who are making the same purchase. In the pre-internet age, when product information and research was not as readily available as it is today, such an assurance would have been very important to consumers who would otherwise have little reason to be confident that their purchases would meet their needs. Today, howev

Relation between Electronic Media and Crime by Kids Research Paper

Relation between Electronic Media and Crime by Kids - Research Paper Example The range of media by which children have access to has tremendously increased to date. Take the example of books, magazines, radio, and films and add the dozen of cable Ers', video games and millions of internet sites that children have access to; the big question is to do these entertainment gargets have a hand in what is seen as increased criminal activities in our societies today as compared to the times of previous generations. The truth is a dense electronic bath in which children are immersed to today have increased not only in industrialized countries, but also other societies of the world (American Psychological Association, 2002). The nation’s main concern is a bout the content and its impact to the society, and whether there is a relationship between the content children receive from the media and in particular television programs and the way children grow up to behave as responsible adults. The answer is definitely, yes. A recent study indicates that 93 percent of children who live in electrified urban centers and rural areas do have access to television sets (American Psychological Association, 2002). This is 50 percent more than those who live in areas with out electricity. Importantly, these children in urban areas do spend on average of three hours in a day watching television programs. The question is does that account for the high level of crimes in these particular areas as compared to areas where children do not have access to television sets? Shockingly, children are exposed to high levels of violent images on daily basis with many countries accounting for an average of five to ten aggressive acts per hour (American Psychological Association, 2002).

Juvenile Correctional Officers Essay Example for Free

Juvenile Correctional Officers Essay When a person is charged for a crime that was committed and is sentenced to serve time in a facility, a correctional officer is responsible for the supervision and safety of the detainee. Correctional officers work in adult and juvenile detention centers, though in each facility their responsibilities differ pertaining to whether the detainee is an adult or a juvenile. Because of the ages of the detainees a correctional officer at a juvenile detention facility are greater than if they were dealing with adults. To understand what the differences are in regards to a juvenile, one must know, child development, punishment, and deterrence play a part in the unique situations pertaining to a juvenile detainee. Every child that commit’s a crime has their very own unique situation behind the crime. Some children were taught the crimes they commit by a trusted adult, or television. Some may have an underlying mental or psychological defect that brought them to commit the crime. There are also situations where a child was neglected, abandoned, or abused by an adult they cared about, thus bringing violence among the child. A child’s development can play a very important role in corrections. There may be a violent child that may need to be restrained or put in separate quarters to protect themselves as well as other detainees from harm. A child may also need to be medicated because of an underlying condition or disease. All of these factors can not only affect how a child is taken care of in a facility, but also before that when they are arrested and tried. All of the above factors can either help or hurt a child. If there is no proof of abuse or an mental condition, the courts may be less lenient on their charge and sentence, then a troubled child with underlying factors, in which a judge may take those factors into consideration and gives a lesser charge, House them in a mental facility instead, or provide extra programs or services to help the child once detained. Through punishment a court can show the juvenile what happens if they commit a crime and keep them off the street and from the community by taking away their freedom. Most juveniles are punished by a fine, community service, probation, home electronic monitoring, or incarceration in a juvenile detention center. While there they will be under close supervision of correctional officers and therapists in some facilities. There are occasions for serious crimes that a judge will sentence a juvenile to an adult detention center if they have been tried as an adult. The juveniles that are occasionally tried as adults are ones that commit crimes such as manslaughter, sex crimes, or murder. While a juvenile is in a detention center, they can have visitors as long as it is an immediate family member and this is usually on certain days. In some facilities, recreation, religious, and educational programs are given while they are detained as well. â€Å"Increased punishment of juveniles reduces the amount of crime they commit in a way similar to the impact punishment has for adults, according to a new paper by Steven Levitt, Associate Professor of Economics at the University of Chicagoâ€Å". â€Å"The evidence suggests that juvenile crime is responsive to harsher sanctions,† Levitt writes. â€Å"The estimated decrease in crime associated with incarcerating an additional juvenile is at least as large as the corresponding reduction in crime for adult offenders†, (Levitt, S, 1998). â€Å"In an effort to strengthen the sanctions for serious juvenile crimes, a number of states have enacted laws increasing the types of offenders and offenses eligible for transfer from the juvenile court to the adult criminal court for trial and potential sentencing†, (Redding, R, 2010). These laws are created to try and set precedent to deter juveniles from following certain crime trends and teach them what is in store for them if they do offend. Deterrence has became a popular practice in the criminal justice system. With success of a deterrence, jails and detention centers do not get overcrowded, and more money of the individual states can go to fund therapeutic programs and services to assist troubled individuals. In some instances, a juvenile can be given an opportunity to make heir offense right by attending therapy and psychological meetings, thus helping them cope with whatever issues they may have. This can aid in deterring the individual from committing a crime. Juveniles are our future and it is the responsibility of us adults to help them grow up into fine law abiding individuals and not into a life of crime. To help adults teach juveniles they , must know the juvenile corrections department and educate their children. Knowing how a child develops, how punishment can help, and ways to deter the juvenile are good practices for any parent and adult to learn. For us to safely say we raised our kids right, we must keep the world free of crime and full of love. Resources Redding, Richard, Juvenile Justice Bulletin, US Dept of Justice, Juvenile Transfer Laws, 2010, Right Margin Steven Levitt, Associate Professor of Economics at the University of Chicago, Juvenile Delinquents, University of Chicago News Office, December 21, 1998, Para. 1.

Computers hacked :: essays research papers

WASHINGTON (CNN) -- The FBI confirmed Tuesday the accuracy of a New York Times report that software on routers, computers that control the Internet, were compromised last year by a hacker who claimed that he had infiltrated systems serving U.S. military installations, research laboratories, and NASA. The Times reported, and the FBI confirmed, that the focus of the investigation is a youth in Uppsala, Sweden, who has been charged as a juvenile. The FBI said it is unclear to U.S. authorities what, if anything, can be done to prosecute the youth for violating U.S. laws. The Times reported that the youth did not devise a new kind of attack but cleverly organized computers, automating the theft of computer log-ins and passwords. The Times reported that the attacks were detected by workers at research labs who saw that software on Cisco computer routers, part of the backbone of the Internet, had been compromised. In May 2004, a portion of Cisco's Internetworking Operating System (IOS) code was illegally copied and posted on the Internet. "Cisco enlisted the help of many law enforcement agencies after the incident which occurred prior to May 15, 2004," the company said in a statement posted on its Web site. "We are aware that a person has been detained in Sweden related to the IOS source code theft and are encouraged by this action," the statement said. After the May breach, Cisco said it believed that the publication of the information did not create an increased risk to its customers. 'Stakkato' The Times also reported that a California researcher got taunting messages from the hacker, who called himself "Stakkato," claiming to have infiltrated computer systems at the Patuxent River Naval Air Station in Maryland, the White Sands Missile Range in New Mexico, and NASA's Jet Propulsion Laboratory in Pasadena, California. Officials at some of those facilities confirmed to the Times that their computers had been breached but said the information obtained was insignificant. Larry Furrow, a spokesman at White Sands Missile Range in New Mexico, told CNN there was only one known break in at the facility. He said the incident took place in April 2004 when an individual or group gained access to White Sands' weather forecasts. Furrow said White Sands needs timely, local forecasts as part of their testing program, but the information is not classified. Computers hacked :: essays research papers WASHINGTON (CNN) -- The FBI confirmed Tuesday the accuracy of a New York Times report that software on routers, computers that control the Internet, were compromised last year by a hacker who claimed that he had infiltrated systems serving U.S. military installations, research laboratories, and NASA. The Times reported, and the FBI confirmed, that the focus of the investigation is a youth in Uppsala, Sweden, who has been charged as a juvenile. The FBI said it is unclear to U.S. authorities what, if anything, can be done to prosecute the youth for violating U.S. laws. The Times reported that the youth did not devise a new kind of attack but cleverly organized computers, automating the theft of computer log-ins and passwords. The Times reported that the attacks were detected by workers at research labs who saw that software on Cisco computer routers, part of the backbone of the Internet, had been compromised. In May 2004, a portion of Cisco's Internetworking Operating System (IOS) code was illegally copied and posted on the Internet. "Cisco enlisted the help of many law enforcement agencies after the incident which occurred prior to May 15, 2004," the company said in a statement posted on its Web site. "We are aware that a person has been detained in Sweden related to the IOS source code theft and are encouraged by this action," the statement said. After the May breach, Cisco said it believed that the publication of the information did not create an increased risk to its customers. 'Stakkato' The Times also reported that a California researcher got taunting messages from the hacker, who called himself "Stakkato," claiming to have infiltrated computer systems at the Patuxent River Naval Air Station in Maryland, the White Sands Missile Range in New Mexico, and NASA's Jet Propulsion Laboratory in Pasadena, California. Officials at some of those facilities confirmed to the Times that their computers had been breached but said the information obtained was insignificant. Larry Furrow, a spokesman at White Sands Missile Range in New Mexico, told CNN there was only one known break in at the facility. He said the incident took place in April 2004 when an individual or group gained access to White Sands' weather forecasts. Furrow said White Sands needs timely, local forecasts as part of their testing program, but the information is not classified.

Ethical and Legal Challenges in Professional Practice Essay

The American Counseling Association (ACA) Code of Ethics is available to clarify the ethical responsibilities for professional counselors and future professional counselors. According to the ACA (2005), â€Å"the code serves as an ethical guide designed to assist members in constructing a professional course of action that best serves those utilizing counseling services and best promotes the values of the counseling profession.† As a graduate student striving to achieve a Master’s Degree in Counseling, it is crucial, not only to know and understand the ACA Code of Ethics, but also to understand any challenges that I may have in upholding them as well as ways to address these challenges effectively. In this paper I examine a section of the ACA Code of Ethics that I find personally challenging, risk management strategies used to resolve this potential ethical conflict, and a section of the ACA Code of Ethics that will not present a challenge. Personally Challenging Ethics Code According to the ACA Code of Ethics (2005), section C.2.g Impairment, counselors are alert to the signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. The ACA Code of Ethics (2005) section C.2.g Impairment also states that counselors seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until such time it is determined that they may safely resume their work. Personal Relevant History In 2005, during my senior year of undergraduate school at The University of  Arizona, I was on the fast track to law school. I was on a full scholarship, earning a 4.0 grade point average, a resident assistant for the dorms, and a member of a co-ed pre-law fraternity. I had just completed my internship working for senator John McCain and had finished the scary LSAT. This is what my friends and family saw. In the background, I was struggling. During the weekends I was â€Å"hosting† parties, or rather people would just show up and throw their own parties at my residence. I was struggling to get out of bed in the morning and often came back home to take naps and miss my next few classes of the day. My grades were slipping and so was my ambition. I took it upon myself to see a psychiatrist and was prescribed anti-depressants. This medication changed my life for the worst. I did not even notice that things were spinning out of control as I maxed out my credit cards (I would just get new cards later) and making impulsive and risky decisions. I was losing sleep as I was either out socializing or home cleaning like a madwoman, and often had bouts of irritability. My boyfriend at the time (my current husband) called my parents and asked that I come home to Phoenix and receive help. So I had a medical withdrawal from school, returned home, and was provided with psychiatric help. I was diagnosed with bipolar disorder and informed that by taking antidepressants I was experiencing a manic episode. As stated by Griswold and Pessar (2000, p. 1347) while referring to bipolar disorder, â€Å"the use of tricyclic antidepressants should be avoided because of the possibility of inducing rapid cycling of symptoms.† So with a new diagnosis the process of trial and error with psychotropic and mood stabilizing medications and their unavoidable side effects began. Once I was on a stable medication and dosage, I felt like myself again. I got a job at a residential treatment center to work with adolescents that have mood disorders and had gotten into trouble with the law. I found my passion. It was a few years before I could return to school with a purpose. I was graduated from Arizona State University with a Bachelor’s of Science degree in Family Studies and Human Development in May 2011 and the future goal of becoming a therapist. Future Considerations and Risk Management  Strategies I believe that under the Impairment ethics code, mood disorders are considered a mental or emotional problem that may impair the counselor affecting the way in which a counselor provides treatment to clients. Bipolar disorder does not disappear once one takes the necessary medication. â€Å"Medication alone is often inadequate to restore and maintain physical health and quality of life† (Rheineck & Steinkuller, 2009, p. 339). Rheineck and Steinkuller (2009) recommend that those with bipolar disorder participate in therapy in conjunction with taking their effective medication. It would be myopic of me to assume that bipolar disorder will never affect me as a therapist. If I am not aware of my moods while I am having either a depressive or manic episode I may become irritable with or place my own perceptions onto a client. Ethically, to manage the risks involved with being a therapist who has bipolar disorder, I need to do more than take medication and participate in therapy. According to Biegel, Brown, & Shapiro (2007), a therapist should practice self-care, including self-awareness and self-regulation or coping. I think that when I am practicing, it will be self-awareness that will assist me most in terms of risk management. As an unbiased observation of my inner experience and behavior, self-awareness could also serve as an alarm to signal that I need to take appropriate actions whether to notify my supervisor, limit, or suspend my professional responsibilities. When referring to self-awareness Corey, Corey, & Callanan (2008, p. 44) state that without it â€Å"mental health professionals are likely to obstruct the progress of their clients as the focus of therapy shifts from meeting the client’s needs to meeting the needs of the therapist.† To assist with my self-awareness, I plan to utilize mindfulness. Mindfulness, as defined by Campbell and Christopher (2012, p. 215), â€Å"refers to a state of being aware, with acceptance, of thought s, emotions, and sensations as they arise.† I currently practice various mindfulness exercises in therapy to assist with my mood disorder and coping strategies. To be a positive and healthy professional counselor I will continue with mindfulness exercises throughout my career and my life. I plan on practicing this daily, on my own time, so that I will be able to recognize when I am having moods or episodes that need to be addressed.  Mindfulness will be additionally useful, as â€Å"counselors need to be immediately cognizant of signs of stress and burnout and address these immediately to practice counseling ethically† (Bradley, Brogan, Brogan, & Hendricks, 2009, p. 358). By being mindful and self-aware I will be able to identify the symptoms of stress and burnout as well as any number of potentially harmful feelings. Ethics Code that Does Not Present a Challenge According to the ACA Code of Ethics (2005), section C.2.f Continuing Education, counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. The ACA Code of Ethics (2005) section C.2.f Continuing Education also states that counselors take steps to maintain competence in the skills they use, are open to new procedures, and keep current with the diverse populations and specific populations with whom they work. Personal Relevant History In my experience while working in behavioral health, training always has been emphasized and mandated yearly. During the four years that I spent working at a residential treatment center, I had accumulated more than 500 hours of training. While working at a group home for a year, I had gone through more than100 hours of training. In the past year while working as a youth and family specialist I have completed an additional 60 hours of training. Although I found many of the training sessions over the years to be fairly repetitive, there were also several trainings providing completely new knowledge to me and therefore effective to assisting me while working with clients. Examples of recent effective trainings include crisis prevention intervention, compassion fatigue, cognitive behavioral therapy for children and adults, and behavioral health documentation. Future Considerations According to the ACA Code of Ethics (2005), Preamble, â€Å"inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization.† To me this statement means that as a professional counselor I will further my education  and knowledge of skills because I want to and not because an agency I work at mandates it. I do not believe that when one finishes school, they have completed learning, especially if they work in behavioral health. There are always new diagnoses, methods, and forms of treatment coming out that I want to be learn to better meet the needs of my future clients. In a mail-in survey study of 1000 licensed professional counselors conducted in 2009 pertaining to counseling grief stricken clients, Granello, Ober, & Wheaton (2012) found that the majority of the participants stated they were unprepared when it came to specific skills and lacked knowledge to address those with grief. â€Å"Counselors who received training rated themselves as more competent than those who did not, with more training related to higher levels of self-perceived competence† (Granello et al., 2012, p. 158). Another study conducted by Jameson, Poulton, and Stadter (2007), involved 38 therapists and evaluated the effect of a two-year continuing education program on their knowledge, skills, and application. â€Å"The majority (74%) felt the training helped them think clearly and specifically, both about assessment issues and specific interventions† (Jemeson et al., 2007, p. 113). It is clear when reading these findings that further training can only help a professional to work with more specific needs of their clientele. Although all agencies have mandatory trainings, I have observed that there are hundreds of additional trainings offered yearly for any counselors who want to attend voluntarily. I plan to be a counselor who takes the opportunities offered to further educate myself, in order to improve myself and to provide my clients with a better and more knowledgeable version of me. Conclusion In summation, I have examined a potentially personally challenging section of the ACA Code of Ethics, risk management strategies that I plan to utilize, and a section of the ACA Code of Ethics that aligns with my personal beliefs. Examining my personal experiences and traits that may conflict with the ACA Code of Ethics, I am better preparing myself to prevent any effects they may have had toward my future clients. It is important to me that I continue to learn and apply the knowledge I gain in graduate school and additional educational settings to improve myself as a person and as a professional counselor. References American Counseling Association (2005). ACA Code of Ethics. Alexandria, VA: Author. Biegel, G.M., Brown, K.W., & Shapiro, S.L. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105-115. Bradley, L.J., Brogan, W.C., Brogan, C., Hendricks, B. (2009). Shelly: a case study focusing on ethics and counselor wellness. Family Journal, 17(4), 355-359. Campbell, J.C., & Christopher, J.C. (2012). Teaching mindfulness to create effective counselors. Journal of Mental Health Counseling, 34(3), 213-226. Corey, G., Corey, M.S., & Callanan, P. (2008). Issues and ethics in the helping professions ( 8th ed.). Belmont, CA: Brooks/Cole Cengage Learning Granello, D.H., Ober, A.M., & Wheaton, J.E. (2012). Grief counseling: an investigation of counselor’ training, experience, and competencies. Journal of Counseling and Development, 90(2), 150-159. Griswold, K.S., & Pessar, L.F. (2000). Management of bipolar disorder. American Family Physician, 62(6), 1343-1353. Jameson, P., Poulton, J., & Stadter, M. (2007). Sustained and sustaining continuing education for therapists. Psychotherapy, 44(1), 110-114. Rheineck, J.E., & Steinkuller, A. (2009). A review of evidence-based therapeutic interventions of bipolar disorder. Journal of Mental Health Counseling, 31(4), 338-350.