William Golding s Lord Of The Flies - 1603 Words

Literary devices are techniques often used by authors to portray in-depth analyses of major characters, storylines, and central themes, which take place in a story. These analyses help readers understand a message the author is trying to convey. In the novel Lord of the Flies, William Golding uses different literary devices in order to demonstrate the boys’ struggle against the lack of society and law on the island, as well as the consequences that have transpired due to this loss. This conflict is evident through the different instances of irony, foreshadowing, and symbolism that occurs throughout the novel. Irony shows the massive undergo of change the boys on the island experience; near the beginning of the novel, Ralph and Jack’s†¦show more content†¦Lots of rules!† (32), and later on says, â€Å"We’ve got to have rules and obey them. After all we’re not savages. We’re English, and the English are best at everything† (42). However, on the contrary, it is shown in the consecutive chapters that Jack is one of the first boys to succumb to their primitive instincts despite what he claims in chapter 2. These instances of irony show the foolishness and naivety of the boys in the beginning, which also shows the major change of behaviour they go through. This change of behaviour is addressed by the naval officer at the conclusion of the story, where he remarks the boys with disgust, â€Å"I should have thought [...] a pack of British boys [...] would have been able to put up a better show than that†(224). This quotation coincidentally resembles Jack’s earlier line about â€Å" the English are best at everything†(42). However, the naval officer does not realize the traumatic events that have happened on the island is a microcosm of the constant war between civilization and savagery happening in society in which the naval officer is a part of. After the naval officer’s comments about the boys, they all begin to sob, as they realize the immense change they went from innocent boys to complete savages. The irony in the story has revealed the inner conflict between civilization and savagery in a place without law and order and its effect on the behaviour of the boys; ultimately causing the boys to face their major consequence: the

Community College vs. University Essay - 559 Words

Attention: Future college students, After twelve years of school, where will you go next? Many of you have developed the ambition to prolong your education and attend college. Today, there are many more options than there were in the past. One does not have to graduate high school and go straight to a four year university. It is sometimes better for a student to go to a community college and focus on transfer courses or simply get an Associate’s Degree. On the other hand, there are young adults that prefer to leap straight into a university and focus on the specific program for their Bachelor’s Degree. Although they are both a lot alike, there are many differentials of the two. Universities are known for having large campuses;†¦show more content†¦Everyone knows that athletics are a big factor of any college. In some cases, the larger the university, the more athletics it may have to offer. Of course spending weekends and some weekdays watching your favorite sports event will cause a lot of fun, but what about damaging effects to your academics. Many college students have seen a tremendous drop in their GPA’s due to being caught up in a football game rather than a textbook. Some community colleges do have a small athletic program, but has shown to not have as many negative effects on a student’s academics. College is a lot different from high school, you are there because you want to be and it makes it more exciting because you want to learn. The teachers respect you and are open to any questions you may have. Class sizes can be very important once you get to college. It is a drastic change going from a room with a few rows of desks accompanied with many classmates that have been in the rooms with you over the past few years. You were able to raise your hand and have a question answer usually within a few minutes. Large classes do not present you with that simple luxury. Most of the time, you sign the role and the profess or does not know which name belongs to which face, making it harder for means of communication. Community colleges are focused on having strong teacher/student relations. They allow students to ask questions and are there to visualize the problem aShow MoreRelatedCommunity College Vs. University Essay1343 Words   |  6 PagesFor me, the decision to go to college was never based on community college vs. university. In high school, I did not apply myself and did not make the grades to go to college. As graduation time came and went I found myself disinterested in the idea. I often felt that I wasn’t smart enough to pursue a higher education and the possibility of failure was too intimidating. It wasn’t until my daughter was born that I decided I wanted to earn a career and make myself into something she could be proudRead MoreCommunity College Vs. University1393 Words   |  6 PagesCommunity College vs. University In order to find a good job and have a good life in the future, many high school students plan to continue acquiring a higher education degree in the college. Michael is a senior high school student. He is going to graduate from his high school soon. His friends think about attending four-year universities directly after graduating from the high school and he does not want to be left behind them. However, Michael’s parents realize that there is not quite enoughRead MoreCommunity College vs. University594 Words   |  2 Pagesattend a community college or university can be a difficult decision for students especially high school seniors and fresh high school graduates. After graduating from high school, the next step in the academic journey is to attend a college or a university. Before I got into college, I wanted to attend a university. I never considered attending a community college because I considered it irrelevant and less rewarding than a university. Now I have a diff erent view about community colleges and I canRead MoreCommunity College vs University Essay examples778 Words   |  4 Pagesand Contrast Essay Community College vs. Universities Choosing a college means going to a new, unfamiliar world of immense possibilities. One of the hardest decisions a high school graduate face is the choice between attending a Community College or a University. Although Universities and Community College serve the same purpose, each has its differences and similarities in their learning such as the admission requirements, expenses, size, and student life. Community College are the most commonRead MoreCommunity College or University?922 Words   |  4 PagesChoosing a college or deciding to even go to college is one of the most stressful things that we have had to do in our lives so far. This is especially stressful when you don’t have the money to pay for college or don’t know what you want to major in. College is very expensive and the costs add up quickly. Community college is less expensive and is not much different than a university. You can start majoring in something in a community college and then transfer your credits to a university. Many peopleRead MoreAnalysis Of The Article A Great Statement On The Wall Street Journal Essay1058 Words   |  5 Pagesin their wall street journal article â€Å"Surprising Finding on Two-Year Vs Four-Year Degree’s† it states a â€Å"college degree is worth the investment†. Most of the time it is not about what kind of grades you will get or what college your accepted into, it is all about perception, including financial issues, level of independence and wheatear or not a major is already determined. Meanwhile, Community college and Four-Year universities are both wonderful options, but are meant for totally different peopleRead MoreGraduation Speech : High School1335 Words   |  6 Pagesschool graduates enrolled in a post-secondary educational program, whether it be a community college or university. High school doesn’t prepare students for college, that’s why most students don’t make it past their first semes ter in college. High school students still have much to learn and when they make the transition from high school to a 4 year university it overwhelms them. Starting off at a community college is a great way for high school student to continue their education, but also for adultsRead MoreSweatt vs. Painter Essays1240 Words   |  5 Pages1946 Herman Sweatt, who had excellent academic credentials and met all standards for acceptance into the university, was denied admission into the University of Texas Law School because of his African American race. At the time, the University of Texas had a separate law school for African Americans to attend because segregation was still widely accepted in the United States. The University of Texas Law School had 16 full-time professors, 3 part-time professors, 850 students, and over 65,000 volumesRead MoreWomen in Psychology Psy 310 Essay1470 Words   |  6 PagesWomen In Psychology by Phoenix University PSY 310 Aril 28, 2012 1 Inez Beverly Prosser, Psychologist Inez Beverly Posser (1895-1934) was America’s first Black female psychologist. http://www.apa.org/monitor/2008/11/prosser.aspx . Not only is this significant in itself, it is also the adversity she overcame growing up to get there. And later, in the profoundRead MoreTwo Year College versus Trade School816 Words   |  3 PagesCollege (Two year) vs Trade School For some students, the question of what to do after high school may be a burden to even contemplate as it approaches quicker and quicker. The pressure to continue another four (or more) years of education after high school can be overwhelming considering twelve years of schooling has already been completed; why go right back to school again? When’s break time? Some people are simply just not ready for college and they know it, or at least until after

The Forbidden Game The Hunter Chapter 6 Free Essays

The room behind the door had golden-ocher walls. On one of them an African mask hung in primitive glory. Several clay sculptures rested on built-in teak shelving, including a bust that could have been Nefertiti. We will write a custom essay sample on The Forbidden Game: The Hunter Chapter 6 or any similar topic only for you Order Now Leather cushions were tossed around the floor, one resting beside a complete home gym. It was Dee’s bedroom. The bust was one that Dee’s grandmother, Aba, had made of Dee. There was a stack of textbooks by the bed and a pile of half-completed homework on the nightstand. Jenny loved this room, loved to see what Aba would bring Dee next from her travels. But seeing it now was unnerving. Once they were inside, the door shut behind them-and disappeared. When Jenny turned at the sound of slamming, she saw nothing but a blank ocher wall where the door used to be. â€Å"Great-now we’re trapped,† Jenny said. Dee was frowning. â€Å"There must be a way out.† They tried the window. Instead of the Ice Age outside it was the ordinary view from Dee’s upstairs room. Jenny could see the grass below, illuminated by a porch light. But the window wouldn’t budge, or-as they discovered when Dee swung a ten-pound barbell against it-break. â€Å"So now what?† Jenny said. â€Å"Why are we in your room? I don’t understand what’s going on.† â€Å"If this place is like a dream and we know we’re dreaming it, we should be able to change things. With our minds. Maybe we’re supposed to make a way out of here.† They both tried, with no results. No matter how hard Jenny concentrated on making the door reappear, nothing happened. â€Å"I give up.† Dee took off her jacket and flopped on the bed-as if this place really were her room. Jenny sat beside her, trying to think. Her brain wasn’t working properly-shock, she supposed. â€Å"All right, look. That guy said we’re each supposed to face our nightmares. So this must be-† she began, but Dee interrupted. â€Å"What else did he say? Who is he?† â€Å"Oh. Do you †¦ do you believe in the devil?† Dee gave her a scornful look. â€Å"The only devil I know is Dakaki, and he only makes you horny. According to Aba.† â€Å"I think he wanted me to believe he was the devil,† Jenny said softly. â€Å"But I don’t know.† â€Å"And he wants us to play the Game with him? Just like the one in the box, only for real?† â€Å"If we get to the turret by dawn, we can go,† Jenny said. â€Å"If we don’t, he wins.† She looked at the other girl. â€Å"Dee, aren’t you scared?† â€Å"Of the supernatural?† Dee shrugged. â€Å"What’s to be scared of? I always liked sword-and-sorcery stuff; I’m glad it’s true. And I don’t see why we can’t beat him. I swore to kick the Shadow Man’s ass before-and I’m going to. You wait.† â€Å"But-this is all so crazy,† Jenny said. Now that she had time to sit and think, reaction was setting in. She was shaking again. â€Å"It’s like you’ve always thought, sure, maybe there’s ESP, maybe there’re strange things out there in the dark. But you never think it could happen to you.† Dee opened her mouth, but Jenny rushed on. â€Å"And then it does and everything’s different and it isn’t possible and it’s still happening.† She looked hard into the dark eyes with the slightly amber-tinted whites, desperate for understanding. â€Å"That’s right,† Dee said briefly, returning Jenny’s gaze. â€Å"It is happening. So all the rules are changed. We have to adapt-fast. Or we’re not going to make it.† â€Å"But-â€Å" â€Å"But nothing, Jenny. You know what your problem is? You think too much. There’s no point in talking about it anymore. What we have to worry about now is surviving.† Dee’s straightforward, razor-sharp mind had gone to the heart of the matter. What was happening was happening, possible or not. They had to deal with it if they wanted to live. Jenny wanted to live. â€Å"Right,† she breathed. â€Å"So we adapt.† Dee flashed her brilliant smile. â€Å"Besides, it’s kind of fun,† she said. â€Å"Don’t you think?† Jenny thought of Tom cowering from something invisible on the floor. She leaned her forehead onto her fingertips. â€Å"Something must scare you, though,† she said after a minute, looking up. â€Å"You drew a nightmare.† Dee picked up a beaded Ndebele bracelet from the nightstand and examined it. â€Å"My mom scares me. Really,† she added, at Jenny’s disgusted look. â€Å"Her stuff at the university-computers and all.† Dee glanced toward the window. Jenny saw only the curtains made of applique cloth from Dahomey. â€Å"You’re afraid of technology?† she said in disbelief. â€Å"I am not afraid of technology. I just like to be able to deal with things-you know, directly.† Dee held up a slender clenched fist, and Jenny looked at the corded tendons in the dark forearm. No wonder Dee wasn’t afraid of the â€Å"sword and sorcery† stuff-she fit right into the heroic mythos. â€Å"It’s the same reason I won’t go to college,† Dee said. â€Å"I want to work with my hands. And not at anything arty.† â€Å"Aba would smack you,† Jenny told her. â€Å"And your brain’s as good as your hands-† She broke off because Dee was once again looking at the window. â€Å"Dee, what did you draw?† she said, sitting up straight and finally asking the question she should have asked in the first place. â€Å"Nothing’s happening.† â€Å"What did you draw?† A red light was blossoming outside the window, like the glow of a distant fire. Jenny whipped her head toward a crackling sound and saw that Dee’s stereo had begun to smoke. â€Å"What-?† Jenny breathed. Dee was already moving toward the window. â€Å"What’s going to happen?† Jenny yelled, jumping up. She had to yell because of the throbbing sound that suddenly permeated the room. It resonated in Jenny’s bones. Outside, a silhouette appeared against the light. â€Å"Dee!† Jenny grabbed for the other girl, trying to pull her away from the window. She was panicking and she knew it. The thing outside was huge, blocking out the stars, dull black and non-reflective itself but haloed in its own red glow. The eucalyptus trees outside were thrashing in a violent wind. â€Å"What is it?† Jenny screamed, dimly aware that Dee was clutching back at her. But that was a stupid question. What could it be, hovering outside a second-story window, shaped like a half-sphere with the flat side down? As Jenny watched, six beams of light, bright as phosphorous flares, shot out from the bottom of the thing. One of the lights swung around to shine directly through the window. Jenny was blinded, but she heard the shivery tinkle of glass, and a blast of wind blew her hair straight back. The window’s gone, she thought. The wind roaring past her was freezing and felt somehow electric. Behind her a brass tray fell off a wooden stand with a crash. That was when Jenny found she couldn’t move. The light was paralyzing her somehow, her muscles going like jelly. There was the strong pungent odor of an electric storm. She was losing consciousness. I’m going to die, she thought. I’ll never wake up. With a great effort she turned her head toward Dee for help. Dee was facing the light stiffly, pupils contracted to pinpoints. Unable to help Jenny or herself. Fight, Jenny thought weakly. This time fainting was like oozing into a black puddle of sludge. The room was round. Jenny was lying on a table that conformed to her body’s shape. Her eyes were burning and tearing, and she felt a great disinclination to move. A white light shone down on her from above. â€Å"It’s exactly the way I thought it would be,† a husky voice said. Jenny fought off the lassitude enough to turn her head. Dee was on another table a few feet away. â€Å"It’s just like what I’ve read about the Visitors, just like my dreams.† Jenny had never thought much about UFOs at all, but this wasn’t what she would have expected. The only thing she knew about aliens was that they-did things-to people. â€Å"So this was your nightmare,† she said. Dee’s perfect profile was tilted up toward the white spotlight above her, looking exactly like an Egyptian carving. â€Å"Oh, brilliant,† she said. â€Å"Any other deductions?† â€Å"Yes,† said Jenny. â€Å"We’ve got to get out of here.† â€Å"Can’t move,† Dee said. â€Å"Can you?† There were no obvious restraints, but Jenny’s arms and legs were too heavy to lift. She could breathe and move her torso a little, but her limbs were dead weights. I’m scared, Jenny thought. And then she thought about how Dee must feel. As an athlete, physical helplessness was Dee’s worst fear. The strong, slim body that she’d cultivated with so much care was no use at all to her now. â€Å"This place-it’s so sterile,† Dee said, her nostrils flaring. â€Å"Smell it? And I bet they’re like hive insects, all the same. If we could just get up to fight them †¦ but they’ve got weapons, obviously.† Jenny understood. Muscle and ingenuity wouldn’t do anything against sterile, hellishly efficient technology. No wonder it was Dee’s personal nightmare. Jenny noticed a movement in her peripheral vision. They were small-Summer’s size. To Jenny they looked like demons: hairless, with slender bodies and large glittering dark eyes. No noses, slits for mouths. Their skin glowed like bad mushrooms-very pale mushrooms grown in a cellar without ever seeing the light. Jenny noticed an odor of almonds. They were alive, but they were as alien and wrong as the bleached things that crawl around at the bottom of caves. Just the sight of them struck Jenny with sick terror. They were naked, but Jenny couldn’t see anything that would make them male or female. Their bodies were hideous blanks, like dolls’ bodies. They’re its, Jenny thought. Somehow, Jenny knew they were going to hurt her. Dee made a faint sound. Jenny turned toward her. It was easier than it had been the other time, and after an instant she realized that the spotlight above her had dimmed fractionally. Dee’s light was brighter, because Dee was trying to get away. Jenny had never seen Dee frightened before-even in the parlor Dee had looked more alert than anything else. But now Dee looked like a terrified animal. Droplets of sweat stood on her forehead with the effort to move. The more she thrashed, the brighter the light above her got. â€Å"Dee, stop it,† Jenny said, agonized. She couldn’t stand to watch. â€Å"It’s just a dream, Dee! Don’t let it get to you.† But Julian had said if they got hurt in the dream, they got hurt for real. The Visitors were clustering around Dee, but they didn’t seem alarmed. They seemed absolutely indifferent. One of them pushed a cart over to the far side of Dee’s table. Jenny saw a tray of gleaming instruments. God-no, Jenny thought. Dee collapsed back on the table, exhausted. Another being picked up something long and shiny from the tray, examined it with lustrous black eyes. It flexed the thing a few times like a painter making practice runs with a brush. It seemed dissatisfied, although with its masklike face Jenny didn’t know how she could tell this. Then it casually flicked the thing up Dee’s thigh and Dee screamed. It was like hearing your father scream. Jenny was so frightened that she tried to get up, and only succeeded in disarranging her legs slightly. One of the beings repositioned them carefully, stretching her feet toward the bottom corners of the table. She had never felt so open, so utterly vulnerable. Dee’s black spandex legging gaped where the thing had cut it. Jenny could see blood. The being handed the instrument to one of the others, which took it away. If they were talking or communicating, Jenny couldn’t sense it. Certainly nobody tried to communicate with Dee or Jenny. They were moving around again. One of them-the same one who had cut Dee?-took up a new instrument and went to Jenny’s table. With a swift, deft movement the being touched the instrument to Jenny’s hand. Jenny felt a pinch. Then the probe went in her ear. Outraged, Jenny tried to roll her head away, but small hands-strong as claws inside mushroom flesh-held her forehead. She felt the probe go in deeper, and she squirmed frantically. It touched her eardrum and hurt like a Q-tip stabbed too deep. She was completely helpless. Whatever they wanted to do to her, they would do. Tears of pain and fury trickled out of her eyes, down her temples. They put the probe in her other ear. One of them dabbed at her eye, holding the lid open. Jenny felt the touch of cool metal against her eyeball. â€Å"It’s just a dream,† she called to Dee, almost sobbing, when the probe was withdrawn. â€Å"It’s not real!† She couldn’t hear any answer from the other table. What kind of game was this, where you didn’t have a chance? Julian had talked about â€Å"getting through† the nightmares, but Jenny didn’t think that meant just waiting for them to pass. She was supposed to do something, but she didn’t know what, and she couldn’t move. And she didn’t think she and Dee were going to survive this if they just lay here. â€Å"What do you want from us?† she shouted. â€Å"What are we supposed to do?† There was a shifting among the Visitors. A new kind of being had arrived. Taller than the others, clearly in command, with skin as white as wax. Its fingers were twice as long as a human’s. Although Jenny got only a glimpse of its face, it looked more menacing than the other kind, its features even more exaggerated. It picked something up from the instrument cart and went over to the far side of Dee’s table. It looked up at Jenny, and she saw its eyes were blue. Not glittering black like the other beings’ eyes. Blue lakes endlessly deep, deep as a mountain is high. Eyes that looked inside you. Jenny stared back, her own eyes widening. Then she saw what it was holding. A needle. Wire-thin, murderously long, longer than the needle for a spinal tap. The tall Visitor was holding it over Dee’s stomach. Dee’s stomach was heaving wildly in a fight for breath. Her khaki T-shirt was sticking to her body as she writhed in a futile attempt to escape. Her sweat-soaked hair glistened like mica in the light. â€Å"Don’t touch her!† Jenny cried. To watch it happen to Dee was worse than having it happen to herself. The needle hovered just below Dee’s navel. Dee’s abdomen went concave trying to avoid it. Dee made rocking, shifting motions as if trying to shimmy up the table, but she only moved in place. The light above her intensified, and abruptly her struggles became weaker. â€Å"You bastard! Leave her alone!† What can I do? Jenny thought. She had to stop this-but how? The light. It came to her suddenly. The light above her had dimmed as Dee’s had brightened. Maybe she could move now. And if she could move – She began to rock. She had some control over her body. Not much. Her arms and legs were still useless, like huge pieces of dead meat attached to her. But she could move her trunk and her head and neck. Using all her strength, she rocked her weight from one side to the other. Dee saw her. All the other eyes in the room, all those slanted liquidy black eyes, and the one pair of deep blue, were on Dee’s stomach, on the needle. But Dee’s thrashing head had turned toward Jenny, and just for a moment the two of them were looking at each other, communicating without words. Then Dee began to struggle again. The harder Dee fought, the brighter the light over Dee. The brighter the light over Dee, the dimmer the light over Jenny. Fall off this table and you’ll have no way to control it, Jenny’s mind told her. A broken arm or leg, at least, and maybe a broken nose. You’ll smash into the floor facedown. She kept on rocking. Maybe Dee thought she was just trying to get away, but what Jenny cared about was distracting them. Stopping that thing with its too-long fingers from putting the needle in Dee. If she hurt herself they’d have to come deal with her. They’d leave Dee alone. She swung her torso harder and harder, like a beetle trying to upend itself. Dee was fighting madly, yelling out insults to keep the aliens’ attention. The light above Jenny dimmed further, Jenny surged violently-and felt her momentum take her over the edge. For a moment she teetered there, balanced on her side, then the deadweight of her arms and legs decided the issue, and she felt herself begin to fall. There was a burst of startled movement from the aliens, and the light flamed into brightness above her. It didn’t matter in the least. It wasn’t her muscles that were in charge, it was the law of gravity. Something nobody could argue with. Jenny thought. Searing illumination was reflecting off the white floor, and Jenny shut her eyes as that floor seemed to come up to meet her. She flinched away from the moment of impact. When the impact didn’t come, she opened her eyes. She was floating, facedown, an inch or so from the floor. Suspended. Paralyzed. The aliens were scuttling around hysterically, as if they weren’t programmed to deal with this. As if they were as surprised by her midair arrest as she was. The painful reflection on the floor softened. Jenny was still floating. It was a very strange sensation. The small aliens were still moving around in consternation-Jenny could see by their feet. A bunch of them crowded between the tables and lifted Jenny back to hers. She was positioned too high-she felt her ponytail hanging over the edge of the table. And the light above her was dimmer. Maybe somebody who hadn’t been staring up at it for half an hour wouldn’t notice, but Jenny did. The blue-eyed alien with the needle was beside her. She expected it to touch her, but it didn’t. It just looked down, and Jenny looked back. Why didn’t you let me fall? she thought. Abruptly the tall alien turned away. It motioned to the others, then walked out the octagonal doorway of the round room. Several of the small ones followed it, pushing the cart. Several others came and poured green liquid into Jenny’s mouth. It tasted like sugar and iodine. Jenny spit it out. They restrained her head and poured her mouth full again. This time she shut her lips, holding the liquid inside her mouth, doing her best not to swallow any. She could have struck out at them-she could feel her fingers again-but she pretended she couldn’t move. And then, blessedly, they went away. Jenny turned her head and spat her mouthful out. Her lips and tongue were numb. She saw Dee doing the same. They looked at each other, then at the lights. â€Å"Both dimmer,† Jenny whispered. Dee nodded. Then, eyes on the doorway, they squirmed and rocked themselves off the tables. It wasn’t easy, but with the lights this dim, it was possible. Jenny, with no training in how to fall, bruised her arm and knee. But Dee was already pulling her up, out of the influence of the white light. Outside its circle, Jenny could move freely. â€Å"Look,† she said, seizing Dee’s arm. It was a door, concave, set in the wall that had been behind Jenny’s head. It looked like an airplane door, which Jenny recognized because she’d once spent five hours studying one when her family flew to Florida on vacation. And which was absurd, Jenny thought fretfully. Why should aliens have airplane doors? Dee wasn’t worrying about it-she was moving levers and things. The door swung away outward. Jenny shrieked. She’d never liked heights, and this was much higher than she’d ever been in the open air. She could see clouds below. But we both went for the door instinctively, she thought. It must be right. We went into Dee’s room and the door disappeared. This is the first door we’ve seen since. It’s got to be the way out. She still felt faint when she looked down. â€Å"I don’t care; I’d rather die than stay here. Besides, I always wanted to skydive,† Dee said, grabbed Jenny’s hand, and jumped. Jenny really screamed then. Whistling wind slapped her face. Jenny’s eyes screwed shut against it. Everything was icy cold around her. She felt weightless, but she knew she was falling. If this is flying, I don’t think I like it – She didn’t exactly faint then, but things got very confused. She couldn’t see or hear anything until she hit an ocher-painted door with a thud, Dee tumbling behind her. From their direction and velocity they might have been thrown through Dee’s bedroom window by a giant fist. The door opened as she struck it, and she and Dee both fell into the hallway. The Haunted Mansion hallway. Dark as a crypt. Jenny stared into the golden glow of Dee’s bedroom- -then the door whisked by her nose and slammed shut. She and Dee lay panting while their eyes gradually adjusted to the dimness. Dee leaned over and slowly, deliberately punched Jenny in the biceps. â€Å"We did it, killer,† she said. â€Å"You saved me.† â€Å"We’re alive,† Jenny said wonderingly. â€Å"We got through. Dee-do you realize what happened? We won.† â€Å"Of course,† Dee said. She poked her fingers into the hole in her leggings, and Jenny saw that the cut was still there, the blood drying. Then Dee flipped up her shirt. Jenny could count ribs under the velvety night-dark skin, below Dee’s dark blue sports bra. But there was no mark above the navel. â€Å"I told you, you saved me. That was my worst nightmare-those things poking at me, and me not being able to stop them.† â€Å"We both did it-by using our brains,† Jenny said. â€Å"Anyway, now we know what to do in the nightmares. Once we’re inside we look for a door-any door. Hey, what’s that?† A scrap of paper showed white against the black carpet. Jenny smoothed it out and saw it was a drawing, done in crayons. A black thing like a bowler hat was hovering above stick trees, with rays of scribbled light around it. â€Å"I never could draw very well,† Dee said. â€Å"But you get the idea. Now what do we do?† Fear of the aliens had left its mark on Dee’s face, but she also looked exhilarated, triumphant. Ready for anything. Jenny was suddenly very grateful to have this beautiful, brave girl on her side. â€Å"We find the others,† she said. â€Å"We look for another door.† She dropped the crumpled paper on the floor and stood, offering Dee a hand up. An unseen clock struck eleven. Jenny stiffened. â€Å"That’s it-the clock I heard in the parlor. It’s counting off the hours. He said dawn was at six-eleven.† â€Å"Seven hours and change,† Dee said. â€Å"Plenty of time.† Jenny said nothing, but her little fingers tingled. She couldn’t explain it, but she had the feeling Dee was going to be proved very wrong. The hallway seemed to stretch forever in both directions. The stairway had disappeared. â€Å"It’s changed,† she said. â€Å"It keeps changing-why?† Dee shook her head. â€Å"And who knows which way to go? We’d better separate.† Jenny nearly objected to this, but after what they’d been through-well, she should be able to handle a hallway alone. She started down it and immediately lost sight of Dee. It seemed almost normal to be walking down an impossible black-carpeted hall like something out of a horror movie. I guess you can get used to anything, Jenny thought. After the blinding-white sterility of the alien ship, this dim place looked almost cozy. There were no doors. Even the monster one, which should have been somewhere back this way, had disappeared. The tiny flames of the candles went on endlessly ahead. As Jenny stopped under one to rest, she thought suddenly of the riddle she’d pushed to the back of her mind earlier. If it would get one of them out of here, she ought to try to solve it. I am just two and two. I am hot. I am cold. I’m the parent of numbers that cannot be told. I’m a gift beyond measure, a matter of course, And I’m yielded with pleasure-when taken by force. What could it possibly mean? Two and two, hot and cold-it was probably something childishly simple. â€Å"How do you like the Game so far?† The voice was like silk-wrapped steel. Jenny turned fast. Julian was leaning against the wall. He’d changed clothes again; he was wearing ordinary black jeans and a black T-shirt with the sleeves rolled up. Seeing him suddenly was like the first moment in the morning when the shower flicks on, a shock of cold awareness. â€Å"Was it you?† she said. â€Å"In the ship up there?† â€Å"That would be telling,† he said, but for an instant his eyelids drooped, heavy lashes coming down. â€Å"Why didn’t you let me fall?† â€Å"Did you know your eyes are dark as cypress trees? That means you’re unhappy. When you’re happy they get lighter, they go all goldy-green.† â€Å"How would you know? You’ve never seen me happy.† He gave her a laughing glance. â€Å"Is that what you think? I’m a Shadow Man, Jenny.† While Jenny was trying to figure this out, he went right on. How to cite The Forbidden Game: The Hunter Chapter 6, Essay examples

Critically discuss the function of structure within the therapeutic relationship free essay sample

Extensive literature shows no significant differences in therapeutic outcomes between therapeutic approaches, but yet, these approaches differ to varying degrees in regards to values, techniques and emphasis on structure. This then poses an equivalence paradox with clearly non-equivalent techniques. The explanation for this commonality in therapeutic outcome between therapeutic approaches is the client-therapist relationship also known as the therapeutic alliance. The therapeutic alliance is a more encompassing term for the underlying interpersonal interactions and the collaborative nature of the partnership between a therapist and a client. Meta analytic research studies show that the therapeutic relationship counts for . 21 in effect size, while in combinations with technical focus, the effect size is . 76. While not equally as effective as technique alone with an effect size of . 55, it is significant in its contributions to therapeutic outcome and has been worth the focus on how it develops over time and the subsequent development of a generic structure to establish and maintain across all theoretical approaches. We will write a custom essay sample on Critically discuss the function of structure within the therapeutic relationship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This essay will aim to explore this partnership and the necessary steps or requirements on the part of the therapist in order to establish it and the ways client preferences and goals are incorporated into treatment, in other words, structure required for the establishment and maintenance of the relationship as there is research evidence to support the establishment of this alliance early for stronger therapeutic outcome. Generally, work with clients usually have a preparatory phase: a first phone call perhaps, and introduction on both parts to the tasks and goals ahead. A beginning phase that involves the face-to-face meet up, initial greeting an outline of the therapist’s agenda, contracting, negotiating and setting and summary of goals. A middle phase: the therapist is concerned with facilitating learning and change congruent with therapeutic goals and assumptions about change. The ending phase also involves process goals in order to seek resolution of client issues, consolidate learning and change and evaluate therapeutic outcome. There’s evidence to show that therapeutic alliance needs to be formed within the first three sessions for a good therapeutic outcome. Regardless of the therapeutic approach, there is evidence that certain generic skills are important and required for the establishment of a structure within therapeutic alliance. These generic skills include basic communication skills, but also more complex skills which the therapist needs. They can be learnt and practiced as techniques but the therapeutic use of them with the client depends not only on the communication skill but on the attitude and intention of the therapist, an inside energy of sorts, that comes from commitment to understand the person from their frame of reference and the therapists internal supervision, awareness and self-review. The following macro and micro skills ensure the therapist emphases the importance of inner work alongside their practice. 1) Making Psychological contact This is an intangible personal process that changes from moment to moment, a psychological exchange of energy between human beings. It is dependent on the skills, experience, attitudes and emotions that each brings to the situation and it presents itself on a spectrum. It ranges from clients who make no contact at all to those who invade the therapist’s personal space and on the other side, the therapist’s ability to make contact could be influenced by how they perceive new clients and other factors such as culture, class, race, gender, age and sexual orientation. The therapist’s experience of initial interpersonal contact can be developed by self-reflection. Impartial witnessing: The observation of inner processes without judgement. Awareness of how others experience the therapist’s psychological contact e. g. Is it warm or cool, intrusive or distant etc? And finally, skills of greeting appropriately and starting the interaction with particular adjustments made after attention is paid to and sensitivity of culture, age, gender etc. 2) Effecting Intake and Assessment In an interview or a formal assessment, specific skills are needed. They include: Asking for information: It is imperative that the client is made to understand the purpose of the questions and what will happen with the records. Purpose stating: What the therapist wants to happen and must happen. This helps to set the scene of openness to clients so that they know the therapist’s intentions or purpose and also to experience the therapist as congruent. Preference stating: What the therapist would like to happen  with an element of choice for the client. Knowing when to say â€Å"no† to a client and knowing how to communicate this congruently, respectfully and empathically. 3) Introducing tape recording This is something therapist’s approach with trepidation and technical skill and appropriate equipment is required to execute. The therapist requires confidence and conviction to obtain permission from the client and it needs to be part of the initial contract. 4) Contracting and clarifying therapy Negotiating a contract with a client requires particularly the multiple skills of active listening, paraphrasing, reflecting feelings, summarizing, asking questions, purpose and preference stating, a balance between assertion and flexibility. 5) Beginning to build a relationship The ability to communicate empathic understanding of the client, to show unconditional respect, and to be perceived as congruent, requires inner and outer, receptive and responding skills. The client needs to hear that the therapist understands him from his point of view, accepting and not judging him, and is openly present for him and genuine in the role. This openness conveyed by the therapist may vary with the orientation: Skills required to communicate this are: 1) Attention giving: The non-verbal show of accessibility, receptivity and presence which are all influenced by an inner attitude dependent on the awareness and sensitivity of the therapist. 2) Observing: Knowing what non-verbal and verbal cues to look out for. For example; posture, facial expression, tone and volume of voice, responsiveness etc. These clues are sought to begin to understand the client’s internal frame of reference. Also, the therapist needs to scan their own body for clues and observe how the client makes them feel. 3) Listening and Hearing. The former is merely the inner sensory activity that involves picking up sounds while the latter is the same inner sensory activity aligned with attention giving. When clients feel really listened to, they are encouraged to talk and reveal themselves. Accurate listening can help clients to increase self-awareness and reduce defensiveness and direct focus towards their own behaviour. It provides psychological space and support for client’s self-exploration. The use of a combination of the above skills to focus the therapist and client at appropriate points in the interaction. It can be used as a check for understanding, pulling together thoughts, bridge to help client move on, return to something significant and to structure the interaction if the therapist or the client is getting lost. 5) Responding or facilitating skills: Also known as active listening skills. These demonstrate and communicate empathy and acceptance and facilitate exploration. They are sometimes referred to as first level empathy, distinguishing them from deeper empathy. The latter is used when there is deeper understanding of the client’s inner world. Using advanced empathy too soon, exposes a risk of inaccuracy and poses too much of a challenge for the client. First level empathy consists of paraphrasing and reflecting feelings. Paraphrasing is picking up the meaning of the client’s words and having and extensive vocabulary to put it back to him reflecting accurately the feeling and meaning in a tentative way to check understanding. It is not parroting and using jargon or over technical terms. Done well, it enables clients to hear and understand themselves afresh. Reflecting feelings is identifying what the client is feeling often mainly from non-verbals like tone of voice, bodily expression and therapist’s own bodily resonance. Therapist’s need to be sensitive to different cultural subtleties as inaccurate reflections may neutralize the intensity of the client’s feelings. All these skills are the beginning blocks for building a relationship and for helping clients explore what they want from a therapist and therapy. In the main they are supportive skills. Skills which continue to build the relationship and develop the interaction will be considered next. These skills are challenging, both for the client and therapist. Development and maintenance of the therapeutic relationship: Moving the client forward As mentioned above, the skills discussed so far can be considered as supportive – helping clients feel safe enough to begin to explore themselves and their situation. To move on in the relationship and the interaction requires skills which will challenge the client to explore further – to gain new perspective and new frameworks and see the world in a different way. How the client will receive the challenge will depend on the relationship which has been built and how it is maintained and developed; all the supportive skills will still be needed, appropriately interspersed with the challenging ones. Inner skills: Challenging a client requires the inner skill of the therapist in examining their own feelings about challenging others. The therapist needs to know how comfortable they are with challenging a client. This skill is should be applied tentatively and timing is crucial. A therapist needs to be able to gauge implicitly and explicitly when and how to challenge a client and which of these interactions are based on theories of counselling and psychotherapy. This skill really requires an inner awareness and careful attention to personal development is required. This is where tape recording and supervision are important in the review and identifications of values, beliefs, thoughts, feelings and sensations guiding the choices made. Outer skills: Responsible challenging requires well-practised communication skills. Focusing. The therapist needs to help clients focus, if they are to move forward. Summarizing. As mentioned above, summarizing provides bridges, draws themes together and is used for keeping track. It is a useful skill that requires accurate listening, ability to filter relevant thoughts and feelings and ability to communicate them clearly. Both summarising and focusing provide challenge to clients Concrete examples. Sometimes it can be useful to ask clients for more specific thoughts, experiences and feelings. Communicating deeper empathy. The ability to pick up the real meaning behind the words, thoughts and feelings of the client which are buried, out of reach or implied and which may come to the therapist as a hunch. The skill is to put it into appropriate words when the timing is right. Challenging. Gently confronting clients to change their perspective, see a bigger picture, recognize strengths they are not using, note discrepancies between verbal and non-verbal behaviour or identify behaviour that is destructive to them and others. Self-disclosure. Here there are two types; the therapist disclosing past experience or the disclosure of thoughts and feelings about the client’s thoughts or experiences. There are advantages and disadvantages to this. Timing and discrimination of content disclosed is important. It could help as a model for the clients and help build the relationship or it may be perceived by the client as maladjustment and hence reduce confidence or the increased intimacy may be threatening to them. It is unhelpful at the beginning stages of therapy as the therapist should be concentrating on staying with the client’s experience. Disclosure needs a sufficiently secure relationship and should be used selectively at the later stages of therapy. Immediacy. Discussing directly and openly what is happening between therapist and client. It involves awareness of what’s going on inside the therapist and what is imagined as going on within the client and what is happening between the two. It is quite complex and challenging to do well, but when executed properly provides client with insight as to how their behaviours affect others. It involves competence in support skills as well as self-involving statements. It requires assertion and is very helpful to build or repair a therapeutic relationship, identify issues with class, age, gender, race, sexuality etc and in psychoanalysis and psychodynamic practice, identify transference and countertransference. All the skills so far require a lot of practice with feedback for development and lead to the final section. Monitoring self within the therapeutic process, evaluation and development of own work. This requires all the previous skills as well as the additional self-management skills which are: developing a caring acceptance of self, impartially witnessing of internal processes, identifying and using resources to meets learning, emotional, physical needs, ongoing identification and checking of belief and theories, planning ongoing training and personal development, reflecting, review of recordings and supervision, reviewing with clients and asking for feedback from clients Summary Both supporting and challenging skills, regardless of theoretical approach are necessary for the establishment of structure within a therapeutic relationship. This structure and framework is important in ensuring that therapists are mindful of what is required to provide a supportive base to establish trust and rapport and then in the later stages more challenging skill are utilized to provide the necessary challenge that is required to guide clients into awareness and positive change. Another possibly useful generic skill would be a termination skill to help the therapist during the end phases of therapy help the client consolidate learning and evaluate outcome and prepare for possible relapse prevention and management and finally, client autonomy. Theoretical considerations There is no denying that the generic skills discussed above have built around and extended from the conditions identified by Carl Rogers in person centred therapy, to reiterate, they would be the maintenance of an attitude of acceptance or unconditional positive regard, empathic understanding, as well as personal congruence or integration. Being a non-directive therapeutic approach that typically places emphasis on the above, supportive skills would be utilized mainly. Challenge skills, less so, but on occasion, as onus is placed on the client directing the therapy. Cognitive behaviour therapy utilizes an active-directive collaborative style. In its very nature, it is quite structured. In reductionist terms, it occurs in the following four stages: the assessment, cognitive, behavioural and learning stages. The therapeutic alliance needs to occur in the assessment stage, usually in the first session because quite rapidly after, from the cognitive stage, negative automatic thoughts are identified and challenged. This means, supportive skills and challenge skills are introduced quite rapidly and interwoven up till the learning stage and termination. In Psychoanalytic and psychodynamic approaches, a distinction is made between the real relationship, transference and counter transference and a working alliance. The real relationship would be akin to the therapeutic relationship as defined earlier and would only be encountered after transference and counter transference because they are considered to be more of a contamination to the real relationship and would need to be worked through and resolved. Meaning the therapist would take a more reticent stance, utilizing mostly support skills initially and challenge skills only during the working alliance, (the alignment of the client’s reasonable self or ego and the therapist’s analysing self or ego for the purpose of therapy) towards the later stages of therapy where interpretation of unconscious conflicts, defence mechanisms and resistances take place. Other considerations Having a framework is important in the development and establishment of rapport and therapeutic alliance but there are salient points to factor in. The therapist needs to have a level of awareness of the similarities and differences between them and their prospective clients to avoid the traps of varying degrees of gender inequality, ageism, disability and social class discrimination, homophobia and other sexual orientation based discrimination, religion, spiritual, agnostic and atheist discrimination, and also, racial, cultural and ethnical discrimination. Regardless of how well a therapist conceptualizes how to establish therapeutic alliance, lack of knowledge and experience on these socio economic and socio cultural factors could prove counterproductive.