Male Carica Crude Solvent Extracts

Male Carica Crude Solvent Extracts Male pawpaw tree have flowers that grow on short stalks (Chin et al., 2001). Carica papaya is a native of the tropics of America, perhaps from Southern Mixico and neighouring central American (Morton, 1987). According to Eno et al. (2000), pawpaw is the fruits, of the plant. Carica papaya belong to the genus carica. Preliminary qualitative and quantitative phytochemical analysis of ethanol and aqueous extracts of C. papaya showed the presence of many phytocompounds. These extracts were found to inhibit these eight test micro-organisms: Staphylococcus aureus, Pseudomonas aeruginosa, Salmonella typhi, Escherichia coli, Aspergillus niger, Penicillium notatum, Fusarium solani and Candida albican.(Okoye, 2011). Proximate analysis of leaves of C. papaya also showed appreciable quantity of ash content, crude protein, crude fat, crude fibre, carbohydrate and high calorific value (Okoye et al., 2011). In this present work, the author intends to study the preliminary pharmaceutical constituent s of crude solvent extracts of flower and stalk of male Carica papaya since little or no work had been done in this area. The aim and objective of this work is to determined the phytocompounds present in flower and stalk of male Carica papaya; to extract the crude solvent extracts of the flower and stalk of male C. papaya and to find out whether the solvent extracts can inhibit the growth of ten pathogenic fungi. Carica papaya is composed of many biological active compounds, many of which are found concentrated in the latex, which is present in parts of the plant (Madrigal et al., 1980). Within Carica papaya plants, the concentration of bio-actives will vary with position of plant, age of plant and cutivar. Also, concentration of bioactive differs between male, hermaphrodite and female plants. Female plants exude more latex than hermaphrodite and male plants. Carica papaya latex is rich in cystein proteinases which are proteolytic enzymes (caricain, chymopapain, papain and glucylendopeptidase) these constitute 80% of latex enxymes. Other enzymes present are glycosyl hydrolases (à ¯Ã‚ Ã‚ ¢-1, 3-glucanases, chitiriases and lyzozynus) protease inhibitors (cystertin and ghtaminylcyclotrunsferces and lipases (Moussaoul et al., 2001). It was reported that intake of two table spoons of pulverized papaya seeds mixed with hot water twice per day is used in the traditional management of diabetes and obesity (Adeneye and Olagunju, 2009). Carica papaya (pawpaw) contains the enzyme papain, a protease used for tendering meat and other proteins (Morton, 1987). The fruits are popu larly used and processed into juice and wine, and also cooked as vegetable (Gragson, 2001). The seeds are medically important in the treatment of sickle cell disease and poisoning related disorder. The lead tea or extract had a reputation as a tumor destroyer agent. The flesh green tea is antiseptic while the brown dried leaves are best served as tonic and blood purifier (Ezugwu, 2008). Due to its antioxidant and fibre content, it is used in treatment of ailments such as chronic indigestion, overweighing, obesity, high blood pressure (Everetta, 2003). Sample Collection and Preparation Flower stalk of male Carica papaya was collected from Adazi-enu in Anaochia Local Government Area of Anambra State, Nigeria. It was dried under air and mild sun-shine, for about three weeks and ground into powders. The ground sample was then kept in a clean polyethylene bottle until needed for analysis. Phytochemical and the extraction of the active components are determined by the methods outlined by Harbon (Harbon, 1973). The antifungal activity of flower and stalk of male C. papaya was determined by agar well diffusion method (Okeke et al., 2001). The zone of inhibition was recorded to the nearest size in mm (Norrel, 1997). After extraction of the active components using three different solvents separately (Ethanol, Water and N-hexane), the solvent extracts were evaporated to dryness at about 67, 98 and 66 °C respectively in a water bath separately. 1, 2, 3, 4 and 5mg of dry ethanolic, n-hexane and water extracts were weighed into five different labeled test tubes differently. T hen 10ml of the corresponding solvents used for extraction was added to the dried extracts to make 0.1,0.2,0.3,0.4 and 0.5mg/ml concentrations of the extracts. The MIC of flower and stalk of male Carica papaya were found out by using 0.1, 0.2, 0.3, 0.4, and 0.5mg/ml of each extract which were added to test tubes containing 1ml of sterile medium. The tubes were then inoculated with a drop of microbial suspension and incubated for 48 hours at 25 °C. Then 0.1, 0.2, 0.3, 0.4, and 0.5mg/ml of amphotericin B (for A. flavus, F. verticilloides, A. parasiticus, F. oxysporum and Fluconazole (for all candida was used for positive control and water for negative control respectively. The MIC value was determined, macroscopically after incubation in comparison with the growth and sterility control. MFC; the plates (petri-dishes) were divided into six different sections and labeled with the different concentration on the base of the plates, these were used to plate out the contents of each tube with the respective sections of the plate. The plates were incubated for 18 24 hours at 37 °C after which the MFC were recorded. Three replicates were done fo r each extract concentration and control against the fungi. Results Tables 1: Qualitative Phytochemical Analysis of Flower and Stalk of Male Carica papaya Class of phytocompound Inference Alkaloid Flavonoid Saponin Tannins Terpenoids Steroids Phenol Cardiac glycosides + + + ++ + + ++ Key: + = present, = absent Table 2: Quantitative Estimates of Phytochemical Constituents of Flower and Stalk of Male Carica papaya Class of phytocompound Inference Alkaloid Flavonoid Saponin Tannins Terpenoids Steroids Phenol Cardiac glycosides 0.53à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 0.86à ¯Ã¢â‚¬Å¡Ã‚ ±0.02 0.37à ¯Ã¢â‚¬Å¡Ã‚ ±0.02 2.60à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 0.21à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 0.08à ¯Ã¢â‚¬Å¡Ã‚ ±0.01 Nil 1.87à ¯Ã¢â‚¬Å¡Ã‚ ±0.02 Table 3: Antifungal activities of crude solvent extracts of flowers and stalk of male Carica papaya Text organisms (fungi) Conc. of extract (mg/ml) Average Diameter (mm) of Inhibition Zone +ve control for all Candida: Fluconazole others: Anaphotericin -ve Control distil Water Distill H2O EtOH N-Hexane Aspergillus niger 0.1 1.9  ± 0.20 NA NA 16.26  ± 0.25 NA 0.2 2.8  ± 0.10 NA NA 19.00  ± 0.10 NA 0.3 3.1  ± 0.02 2.33  ± 0.02 NA 21. 6  ± 0.21 NA 0.4 4.04  ± 0.10 3.21  ± 0.01 NA 23.2  ± 0.28 NA 0.5 5.00  ± 0.02 3.98  ± 0.10 2.41  ± 0.02 24.80  ± 0.01 NA Microsporum gypseum 0.1 NA NA NA 8.00  ± 0.02 NA 0.2 NA NA NA 8.60  ± 0.10 NA 0.3 NA 2-33  ± 0.02. NA 8.60  ± 0.06 NA 0.4 2.61 ± 0.01 3.21  ± 0.01 NA 9.98  ± 0.22 NA 0.5 3.22  ± 0.01 3.89  ± 0.10 NA 10.40  ± 0.01 NA Candida albican 0.1 2.40 ± 0.01 7.5  ± 0.02 2.00  ± 0.01 30.08  ± 0.02 NA 0.2 2.63 ± 0.01 8.2  ± 0.01 2.88  ± 0.02 33.20  ± 0.02 NA 0.3 3.91 ± 0.02 9.00  ± 0.03 3.12 ± 0.01 35.80  ± 0.10 NA 0.4 4.62 ± 0.02 9.97  ± 0.01 3. 92  ± 0.01 37.00  ± 0.03 NA 0.5 4.88  ± 0.10 11. 00  ± 0.02 4.17  ± 0.02 30.28  ± 0.17 Aspergillus flavus 0.1 1.21 ± 0.01 2.80  ± 0.20 NA 17.80  ± 0.10 NA 0.2 1.90  ± 0.10 3.65  ±0.10 NA 21. 00  ± 0.20 NA 0.3 2.40  ± 0.20 4.00  ± 0.02 NA 23.23  ± 0.10 NA 0.4 2.86  ± 0.01 4.86  ± 0.01 NA 25.00  ± 0.05 NA 0.5 3.16  ± 0.30 5.37  ± 0.20 NA 28.4  ± 0.10 NA Fusarium Verticilloides 0.1 NA NA NA 7.00  ± 0.30 NA 0.2 NA NA NA 7.90  ± 0.02 NA 0.3 NA NA NA 9.00  ± 0.30 NA 0.4 NA NA NA 9.58  ± 0.01 NA 0.5 NA NA NA 10.22 ± 0.07 NA Aspergillus parasiticus 0.1 1.38  ± 0.02 NA 3.73 ± 0.01 23. 80  ± 0.2 NA 0.2 2.06  ± 0.01 NA 4.02  ± 0.30 24.00  ± 0.10 NA 0.3 2.97  ± 0.02 NA 4.08  ± 0.20 25.61  ± 0.50 NA 0.4 3.30  ± 0.02 NA 4.60  ± 0.01 26. 00  ± 0.20 NA 0.5 3.88 ± 0.01 NA 4.88  ± 0.02 27.20  ± 0.10 NA Fusarium oxysporum 0.1 NA NA NA 18.37  ± 0.40 NA 0.2 NA NA NA 20.00  ± 0.20 NA 0.3 NA NA NA 21.56  ± 0.10 NA 0.4 NA NA NA 22.26  ± 0.10 NA 0.5 NA NA NA 24.00  ± 0.01 NA Candida glabrata 0.1 1. 35  ± 0.01 2. 60  ± 0.01 4. 30  ± 0.01 22.00  ± 0.01 N a 0.2 2.29  ± 0.03 4.31  ± 0.03 2. 10  ± 0.02 24.1 8  ± 0.20 NA 0.3 2 .96  ± 0.02 5.65  ± 0.01 2.80  ± 0.03 26.00  ± 0.02 NA 0.4 3. 12  ± 0.03 7. 04  ± 0.01 3. 20  ± 0.02 27.86  ± 0.30 NA 0.5 3. 84  ± 0.01 8. 52  ± 0.02 3. 90  ± 0.01 29.00  ± 0.10 NA Candida parasilosis ticum 0.1 3.80  ± 0.02 4.20  ± 0.02 2.02  ± 0.01 23.00  ± 0.10 NA 0.2 4.22  ± 0.02 4.86  ± 0.01 2.23  ± 0.02 23.86 ± 0.20 NA 0.3 4.92  ± 0.01 5.12  ± 0.02 2.77  ± 0.01 24.12  ± 0.02 NA 0.4 5.28  ± 0.02 5.66  ± 0.01 3. 12  ± 0.04 26.00  ± 0.10 NA 0.5 5. 88  ± 0.01 5.91  ± 0.01 3.93  ± 0.01 27.88  ± 0.30 NA Candida tropicalis 0.1 3.48  ± 0.20 NA 0.10  ± 0.02 2 1.00  ± 0.20 NA 0.2 4.01  ± 0.01 NA 2.1 5  ± 0.02 2 1.95  ± 0.10 NA 0.3 4.69  ± 0.02 3.66  ± 0.02 2.54  ± 0.01 23.00  ± 0.10 NA 0.4 5.20  ± 0.01 5.00 ± 0.03 3.23  ± 0.20 23.86  ± 0.02 NA 0.5 5.87  ± 0.01 6.91 ± 0.01 3. 87  ± 0.04 25.00  ± 0.03 NA Tables 4: Minimum Inhibitory Concentration (MIC) Minimum inhibitory concentration (mg/ml) Test organisms (Fungi) Water extract (MIC) Ethanol extract (MIC) Hexane extract (MIC) Aspergillus niger 0.05 ± 0.01 0.25 ± 0.01 0.45 à ¯Ã¢â‚¬Å¡Ã‚ ± 0.01 Microsporum gypseum 0.35 ± 0.02 0.25 ± 0.03 NI Candida albican 0.05 ± 0.02 0.05 ± 0.01 0.05 à ¯Ã¢â‚¬Å¡Ã‚ ± 0.01 Aspergillus flavus 0.05 ± 0.02 0.05 ± 0.01 NI Fusarium verticilloides NI NI NI Aspergillus parasiticus  ± 0.01 NI 0.05  ± 0.01 Fusarium oxysporum NI NI NI Candida glabrata 0.05 ± 0.01  ± 0.01 0.05  ± 0.01 Candida parasilosis 0.05  ± 0.01 0.05  ± 0.01 0.05  ± 0.01 Candida tropicalis 0.05  ± 0.01 0.25  ± 0.01 0.05  ± 0.01 NI: No Inhibition Tables 5: Minimum fungicidal Concentration (MFC) of Ten Fungi Minimum fungicidal concentration (mg/ml) Test organisms (Fungi) Water extract (MFC) Ethanol extract (MFC) N-Hexane extract (MFC) Aspergillus niger 0.04 ±0.01 0.15 ±0.03 0.23 ±0.02 Microsporum gypseum 0.30 ±0.01 0.25 ±0.01 NI Candida albican 0.02 ±0.01 0.02 ±0.01 0.02 ±0.02 Aspergilus flavus 0.05 ±0.01 0.05 ±0.02 NI Fusarium verticilloides NI NI NI Asperigillus parasiticus 0.05 ±0.01 NI 0.03 ±0.01 Fusarium oxysporum NI NI NI Candida glabrata 0.05 ±0.03 0.03 ±0.01 0.02 ±0.01 Candida parasilosis 0.05 ±0.01 0.03 ±0.01 0.05 ±0.02 Candida tropicalis 0.03 ±0.01 0.05 ±0.01 0.05 ±0.01 Key: NI: No Inhibition Discussion Table 1 and 2 showed both qualitative and quantitative estimate of phytocompounds present in the flower and stalk of male Carica papaya. The phytochemical constituents of the flower and stalk are as follows: alkaloids 0.53  ± 0.01%, floaonoid 0.08  ± 0.02% saponins 0.37  ± 0.02% tannins 2.06  ± 0.01%, terpenoid 0.02  ± 0.01%, steroids 0.08  ± 0.01, phenol nil, cardiac glycoside 1.87  ± 0.02%. The flower and stalk of male Carica papaya contain an appreciable quantity of alkaloids. It could be used to remedy some diseases, depending on the type of alkaloids it contains. The presence of alkaloids signified the possession of medicinal values within the flower and stalk. Pure isolated alkaloids are used as basic medicinal agents and fungicidal properties. The presence of steroids in the sample indicates that it could be used to decrease the presence of cholesterol in the bloodstream. Saponins have been used in the treatment of cardiovascular disorders, they facilitate and ea se the process of digestion and encourage the growth of beneficial bacteria within the intestine. Saponins also contribute to health and efficiency of the immune system by binding to germs and other pathogens as they enter the body. In this sense they function as natural anti-bodies. They are found to be antimicrobial and are particularly effective when used to treat yeast a infections. The presence of cardiac glycosides in the flower and stalk of male Carica papaya indicates that it could be used, in the treatment of congestive heart failure and cardiac arrhythmia. Table 3 portrayed the result of antifungal activities of three solvent extracts of the flower and stalk of male Carica papaya on ten micro-organisms (fungi) investigated in this work. They are: A. niger, M. gyspseum, C. albican, A. flavus, F. verticilloides, A. paraciticus, F. oxysporum, C. glabrata, C parasilosis and C. tropicalis. Five different concentrations of aqueous, ethanolic, and normal hexane extracts were used. At 0.1-0.5mg/ml concentration, aqueous extract showed some inhibitory effect on eight out of the ten test fungi. The fungi are; A niger, M. gypseum, C. albican, A flavus, C. parasilosis, A. parasiticus, C. glabrata and C. tropicalis. No action was recorded on the two remaining test fungi: F. verticilloides and F. oxysporum. At 0.1-0.2mg/ml concentration, ethanol extract shows some inhibitory effect on seven out of the ten test fungi. These are: A, niger, M. gypseum, C. albican, A. flavus, C. glabrata, C. parasilosis and C. tropicalis. At 0.1-0.2mg/ml, ethanolic extr act shows no action against three fungi. These are; F. verticilloides, A. parasiticus, and F. oxysporum. At 0.1-0.5mg/ml, n-hexane extract indicated some inhibitory effect on six out of the ten test fungi. These are: A, niger, C. albican, A. parasiticus, C. glabrata, C. parasilosis and C. tropicalis. It had no action on four fungi. These are: M. gypseum, A. flavus, F. verticilloides and F. oxysporum.. Table 3 also showed the commercial drugs used as positive and negative control. Positive control using two different antibiotics specifically showed remarkable inhibitory effects on the ten test fungi while the negative control showed no action against the ten test fungi. Table 4 showed the results of the minimum inhibitory concentration (MIC) of the aqueous, ethanolic and n-hexane extracts of flower and stalk of male Carica papaya on the ten test fungi. The least MIC of the aqueous extract 0.05  ± 0.01mg/ml was shown on five test fungi: These are A. niger, A. parasiticus, C. glabrata, C. parasilosis and C. tropicalis. MIC of the ethanolic extract 0.05  ± 0.0lmg/ml was shown on four test fungi. These are, C. albican, A. flavus, C. glabrata, and C. parasilosis. MIC of the n-hexane extract 0.05  ± 0.0lmg/ml was shown on five test fungi. These are: C. albican, A. parasiticus, C. glabrata, C. parasilosis and C. tropicalis. Table 5 showed the result of minimum fungicidal concentration (MFC) of the aqueous, ethanolic and n-hexane extract of flower and stalk of male Carica papaya on ten test fungi. For aqueous extract, the least MFC 0.2  ± 0.01mg/ml was shown on one test fungi,Candida albican. For ethanolic extract, the MFC 0.02  ± 0.0lmg/ml was shown on one test fungi Candida albican. For n-hexane extract the least MFC 0.02  ± 0.01mg/rnl was shown on one test fungi: Candida glabrata. Conclusion The analytical investigation showed that, the crude solvent extracts of flower and stalk of male Carica papaya have antigfungal effect on these microorganisms; Aspergillus niger, Microsporum gypseum Candida albican, Aspergillus flavus, Aspergillus parasiticus, Candida glabrata, Candida parasilosis and Candida tropicalis. This implies that crude solvent extracts of flower and stalk of male Carica papaya can be used to cure the diseases caused by the above mentioned microorganisms. Bioactive ingredients responsible for the antimicrobial properties of the flower and stalk of male C. papaya should be elucidated.         Ã‚   Male C. papaya Plant Flower and Stalk of male Carica papaya References 1.Okoye, E.I., Orakwue, F.C. and Ebeledike, A.O. (2011).Nutritive Evaluation of Seeds of Gongronema latifolium (utazi) and leaves of Carica papaya.Anachem Journal, Vol. 5(1): pp. 985 988. ISSN: 2006-5221. 2.Okoye, E.I. (2011). Preliminary Phytochemical Analysis and Antimicrobial Activity of Seeds of Carica papaya. Journal of Basic Physical Research, Vol. 2, No. 1, Pp. 66 69. ISSN: 2141- 8411. 3.Okeke M.I., Iroegbu C.U., Eze. E.N., Okoli A.S and Esimone C.O. (2001): Evaluation of extracts of the root of Landolphia owerrience for antimicrobial activity. J. Ethnopharmacol, 78:119-127. 4.Norrel S.A and Messley K.E. (1997) Microbiology Application. Prentice Hall Upper saddles River. New Jersey, pp: 85-90. 5.Harbon J.B. (1973): Phytochemical methods, A guide to modern techniquies of palnt analysis 2nd edition Chapman and Hall, London, pp 1-32,36. 6.Eno A.E., Owo O.I., Itam E.H.and R.S. Konya (2000): Blood pressure depression by the fruit juice of C. papaya (L) in renal and DOCA induced hypertension in the rat. Journal of phytotherapy research, Vol. 9, No. 4, pp.235-239. 7.Moussaoul A., Nijs M., Paul C., Wingtjens R.,Vencent J., Azarkan M., Looze Y. (2001): Revising the enzymes stored in the laticfiers of C. papaya in the context of their possible participation in the plant defence mechanism. Cellular and molecular life science. Vol. 58,pp. 556-570. 8.Morton J.F.(1987): Major medicinal plants, C.C. Thomas, Spring field, Illinois, USA, pp. 346- 346. Retrieved 23rd May, 2015. 9.Adeneye A. and Olagunju J, (2009): Preliminary hypoglycemic and hypolopideimic activities of the aqueous seed extract of Carica papaya lin, in wister rats, Biology and medicine,pp.1-10. 10.Everetta B.M., (2003): Carpaine an Alkaloid of Carica papaya, Journal of Chemistry and Pharmac

What Is Bibliotheraphy

What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed. What Is Bibliotheraphy What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed.

Anabolic Steroids Should Not Be Banned - 882 Words

Yes I have used them, but no, they didn t make me what I am. Anabolic steroids were helpful to me in maintaining muscle size while on a strict diet in preparation for a contest.† -Arnold Schwarzenegger (Arnold). From a young age I was told never to use steroids, especially since I was involved with sports. I was told to never cheat or take any drastic measures that could effect my performance. As I had conducted research about the use of steroids, I have found that using anabolic steroids was not as bad as I was told. I was told only half the story of steroids. No one had told me of the positive effects a person can gain from anabolic steroid use, or about the several other ways to unnaturally better ones performance that are allowed, so if other methods of performance enhancement are allowed, why not steroids? A few untold effects of steroids (a.k.a. the positive effects) are kept away from people to have them avoid the people from the use of the substance. â€Å"Among other things the positive effects of steroids include increased muscle mass, tissue repair, endurance and fat loss.† (Positive). None of the before mentioned effects of steroids are told to the public in fear of a increase in usage. Steroids cannot just cause the negative side effects of the use that can be exaggerated by those of the opposing side of the argument. The use of anabolic steroids can be beneficial to the user. During my freshmen year of football in high school, I had been a witness to the positiveShow MoreRelatedAnabolic Steroids Should Be Banned1348 Words   |  6 PagesSteroids, more specifically anabolic steroids, are drugs that can be legally prescribed or taken illegally, to boost strength and increase athletic performance. They are based off of the hormone testosterone. 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Essay on The Negative Effects of Child Abuse and Neglect

Children are beaten until their bodies no longer heal, they are scalded with boiling water, they are starved and so dehydrated that their skin shrivels around their fragile bones, they are sexually assaulted and forced to perform all sorts of perverted acts, and they are locked in closets or tied to bed posts for days on end (Koster and Swisher). In the year of 2012, more than four children a day were killed due to child abuse, and the number seems to be steadily rising (Child Abuse Statistics Facts). Child abuse is a horrible crime that harms many of the children in today’s society. One problem with this crime is that it is a silent crime, one that most often happens in the privacy of a family’s home. It is†¦show more content†¦This Act is what most state laws use to abide by as the basic definition of what child abuse is. Knowing what child abuse is can help people realize the psychological and social effects of the abuse. Child abuse is broken up into four different types because child abuse, itself, â€Å"is a general term that covers a wide range of acts of commission and omission† (Gelles 14). These acts can be active or passive and they all in some way impair the health and development of the child. Physical abuse occurs when a child is hit, hurt, and scarred with marks not accidentally. Physical abuse is one that seems to happen more often than others. Munchausen by Proxy Syndrome happens to be a form of physical abuse. Munchausen happens when â€Å"a caretaker (most often the mother) seeks attention by making their child sick or appear to be sick† (Child Abuse 754). This is a form of physical abuse because the parent or caretaker intentionally hurts the child in order to gain attention to him or herself. 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(2011), points out, child maltreatmentRead More Parent-Child Relationship Essay1382 Words   |  6 PagesParent-Child Relationships The topic I have chosen for my paper is that of relationship between parents and children. Some of the points that I will be discussing are child abuse, child neglect and how it can affect a child and the relationship with the parents. A parent-child relationship is a special relationship that has a huge effect on the way that the child will turn out. This relationship is formed through pregnancy, adoption, and step parenting. Parenting requires a great deal ofRead MoreChild Abuse And Child Maltreatment853 Words   |  4 Pagesâ€Å"Child abuse or child maltreatment is any act, or failure to act, by a parent or other caregiver that results in actual or potential harm to a child.† (Child Abuse Background) Child abuse can be physical or verbal abuse, ranging from sexual abuse, physiological abuse and even neglect. Child abuse can occur in a child’s home or in places of the community where they live. â€Å"Between the years of 2010 and 2011, there were approximately 7.6 million people who were reportedly victimized and of this dataRead MoreIt Is General Knowledge That Being Abused As A Child Will1332 Words   |  6 Pagesabused as a child will leave lasting impressions on them even into their adult li fe. The severity of the abuse does change how much of an impression was made, but, nonetheless, abuse leaves nothing but negative results. It will affect how children handle issues and communicate with others. It will likely worsen their grades in school and, if the child’s relationship with their parents is still bad, they will continue into a downward spiral later on in life. People who have experienced abuse as childrenRead MoreChild Abuse And Its Effects On Children1132 Words   |  5 PagesIntroduction Child abuse takes many different forms. Including physical, sexual, emotional, or neglect of a children by parents, guardians, or others responsible for a child s welfare. Regardless of the type of abuse, the child’s devolvement is greatly impacted. The child’s risk for emotional, behavioral, academic, social, and physical problems in life increase. According to the Child Maltreatment Report by the Children’s Bureau (1999) the most common form of child abuse in the United States isRead MoreChild Abuse And Neglect Cause Juvenile Delinquency1156 Words   |  5 PagesChild Abuse and Neglect cause Juvenile Delinquency Strain theory describes the idea that there are certain events and conditions in an individual’s life that are disliked and involve the inability to achieve goals, loss of positively valued stimuli, and presentation of negative stimuli (Brezina and Agnew). Child neglect and abuse can be described by this theory, and often is, because of its elements and the effect it has on children. Before the idea of child abuse and neglect causing juvenile delinquencyRead MoreAbuse993 Words   |  4 PagesChild Neglect 1 Running Head: CHILD NEGLECT Child Neglect Sahar Taki American University of Culture and Education Eng 260 Child Neglect 2 Abstract Study results found evidence that the apparent negative effects of maltreatment on children’s tendency to engage in crime were real. Being maltreated was found to almost double the probability of engaging in many types of crime and the effects were worst for children. Sexual abuse appeared to have the largest effects on crimeRead More Child Abuse and Neglect Essay1480 Words   |  6 PagesWhen thinking about statistics on child abuse, it’s very helpful to know that the idea of â€Å"child abuse† is very controversial. Recently, in particular homes and cultures, child abuse has come to be seen as a major social problem and a main cause of many people’s suffering and personal problems. Some believe that we are beginning to face the true prevalence and significance of child abuse. There is more to child abuse than just the physical scars; children are affected socially, mentally, and emotionallyRead MoreThe Effects Of Physical Abuse On Children1597 Words   |  7 Pageshearts (Fulghum). Psychological abuse in children does not receive as much attention as physical abuse; however, verbal abuse, emotional abuse and neglect can affect children as much as physical abuse. When compared to physical abuse, psychological abuse has less punishments for the perpetrators, more chances of occurring and different effects on the victims.†¨ First, perpetrators of physical abuse receive harsher punishments than the perpetrators of psychological abuse. On one hand, because of the evidencesRead MoreChild Abuse and Neglect1678 Words   |  7 Pagestopic of child abuse is one of the hardest topics to write about. It is imperative to have a profound understanding of this topic and its consequences specially when working in the field of human services. Professionally and personally, I have encountered situations where child abuse is present. This reality has touched my life in many ways and these experiences continue shaping me as a human being and a s social service provider. I will try to cover in this paper the subject of child abuse, its definitions