Help for all Grieving Children : How Many Children Need Help to Grieve

Help for all Grieving Children : How Many Children Need Help to Grieve: http://www.publicdomainpictures.net/view-image.php?image=19826 When you look at the context in which a child grieves, it is not only be...

Different psychological approaches and their treatments of Obsessive-Compulsive Disorder

At university you are asked to write a lot of Essays.  In year one, I was asked to discuss Treatment options for Obsessive-Compulsive Disorder.   This is the Essay I came up with and it was graded B.  I hope this helps anyone trying to learn about OCD and what is available to help with this. 

Discuss different psychological approaches and their treatments of Obsessive-Compulsive Disorder

When looking treatments for Obsessive compulsive disorder (OCD) we can approach the treatment from different psychological fields. Firstly we need to understand what obsessive-compulsive disorder is. 

OCD is classified as an anxiety disorder and defined as the presence of obsessions, compulsions, or both.  Obsessions are defined as persistent thoughts that are intruding. Compulsions are repetitive or ritualistic behaviours, such as washing hands, counting or ordering. These are carried out to relieve anxiety caused by the obsessive thought (American Psychiatric Association., 2013). 

Throughout this discussion, this essay will explore the Behaviourist approach to OCD by discussing behaviourist treatments and utilising information of studies carried out by Foa et al (McLeod, 1997). Focus will also be given to the Cognitive theory and their treatment, Cognitive Behavioural Therapy (CBT). This will be done using the case study of Karen Rusa (Oltmanns, Neale and Davison, 1995). To conclude, there will be an evaluation showing why CBT is the most effective method for treatment for OCD.

Skinner (1948) argues that obsessive fears cause anxiety which are reduced using compulsive behaviours. These behaviours are maintained through this negative reinforcement (McLeod, 1997). As Behaviourists do not see these behaviours as symptoms of another issue, only behaviours are treated because they are seen as the key issues. (Gleitman, Gross, and Reisberg, 2011., Schacter, Gilbert, Wegner, and Hood, 2011).

There are several studies which support the Classical conditioning method of Exposure and Response Prevention (ERP). Using ERP, Behaviourists aim to break the connection between the obsessive fear and the anxiety it causes through exposure.  They also concentrate on breaking the habit of the performance of compulsive rituals after the exposure through response prevention. (Foa et al 1985., McLeod 1997). This entails the client being exposed, to what they fear, for instance, a ‘contaminated’ vase, then being delayed or prevented from washing their hands.  This treatment shows  effectiveness amongst patients who suffer from contamination, counting or checking rituals but cannot be generalised to other forms of OCD (Ball et al 1996., McLeod 1997).

Ost (1989) reviewed seven cases in which 85% of patients retained improvements after ERP treatment. Nine further studies by O’Sullivan and Marks (1991) showed improvements maintained from between one and six years.  Follow up findings continue to report improvement at 79% which strongly supports this treatment. (McLeod, 1997).  Keister et al (1994) however, stated that most often the documentation did not account for patients who discontinued treatment, when these were considered the success rate dropped to between 40%-50% (McLeod, 1997).

The Cognitive approach to this condition not only focuses on behaviours but on the thought process behind these. Becks argues that when in a state of depression/anxiety the patient has an unrealistic way of thinking.  They think themselves as useless, their experiences as terrible and their future as being worse.  Becks Calls this the ‘Negative Triad’ (Sammons, 2011) also known as dysfunctional beliefs. These beliefs inflate the patients perceptions of responsibility and they believe that they can stop negative outcomes (Olatunji, Rosenfield, Tart, Cottraux, Powers and Smits, 2013).  This theory also states that the individual controls their own thoughts and that abnormality occurs when that control is faulty in some way (Williamson, Cardwell and Flanagan, 2007). This faulty control is dealt with by working on these dysfunctional beliefs.

In the Case of Karen Ruso, she had put many rituals in place.  Shopping became difficult because of numbering rituals. Smoking was also transformed into a number ritual as she had to smoke one cigarette for each child, one after the other, to prevent harm coming to them.  Karen had a strong religious emphasis within her life.  It was noted that Karen no longer attended church as they had updated things and this horrified her, as she thought these modern changes were disrespectful. Her four children constantly misbehaved. Her husband was out of work due to illness, and was quite demanding of her; ie: asking her to get beers from the refrigerator as he was not supposed to walk far. Karen admitted that things had not been going well and that her situation was stressful (Oltmanns et al., 1995).  She felt unhappy with her life but did not make the connection between her beliefs, rituals and current situation. The demands from her husband and children had caused a lack of assertiveness. The loss of her church routine impacted on Karen's confidence. It was apparent that the rituals were Karens way of maintaining some form of ‘faulty ‘control over her situation (Oltmanns et al., 1995). Treatment began by developing assertiveness to deal with the family. Karen kept a diary to log all situations where she needed to be assertive. She was challenged to write down (dysfunctional) thoughts of what would happen if she was assertive and further challenged to test these thoughts.  She was asked to visit traditional churches, she joined one and gained more confidence. (Oltmanns et al., 1995).  When Karen felt confident, she began the next stage of therapy, ERP. She was exposed to an obsession (cigarette) but the compulsive ritual was delayed. (Oltmanns et al., 1995).  This removed the ‘faulty control’ by only allowing her one cigarette. By the  end of Karen’s treatment her family life had improved and the rituals were minimal with little anxiety.

CBT is widely accepted as the most effective treatments for OCD (Taylor, Thordarson, Spring, Yeh, Corcoran, Eugster and Tisshaw, 2003). Dysfunctional thinking may cause the patient to perceive the treatment as confirmation that they are incapable of improvement. It is apparent however, from Karens case, that by dealing with this dysfunctional thought process as the priority, you can then deal with the faulty control of the rituals with more optimism from the patient.  This can be done during the behavioural aspect of the treatment with less likelihood that patients will discontinue the treatment before completion.

The behaviourist treatment alone, is harsh and abrupt.  Behaviour is the key focus and puts the patient under immediate pressure as they are exposed to their fears.  There is no mental preparation for the patient and the focus is solely on the behaviours.  As evidenced by the CBT Karen received, the behaviours treated during ERP are highly unlikely to have been the cause of her OCD. Alone, ERP can make the patient feel out of control causing patients to discontinue treatment prematurely and success rates to drop as evidenced by Keister. Although Behaviourism does acknowledge fear is the obsession, they see this as a learned behaviour rather than a thought process.  This leaves a gap in the theory causing a lack of insight into the root cause of the patients form of OCD.

In conclusion CBT provides the insight needed to get to the root cause of the issue.    This treatment can support the patient on different levels because it focuses on giving ‘true’ control back to the patient through correction of dysfunctional beliefs, followed by Behavioural therapy to correct faulty control methods such as rituals.  The treatment of dysfunctional beliefs also helps to prepare the patient as treatment moves forward.  This makes the transition into ERP smoother as the patients beliefs are more logical and overall anxiety is lessened, as evidenced clearly in Karens treatment.

References

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders American Psychiatric Association. Arlington: American Psychiatric Publishing.

Gleitman, H., Gross, J. and Reisberg, D. (2011).Psychology. New York: W. W. Norton & Co..

McLeod, D. (1997). Psychosocial treatment of obsessive-compulsive disorder. International Review of Psychiatry, 9 (1), pp. 119--132.

Oltmanns, T., Neale, J. and Davison, G. (1995). Case studies in abnormal psychology. New York [etc.]: Wiley.

Olatunji, B., Rosenfield, D., Tart, C., Cottraux, J., Powers, M. and Smits, J. (2013). Behavioral versus cognitive treatment of obsessive-compulsive disorder: An examination of outcome and mediators of change.. Journal of consulting and clinical psychology, 81 (3), p. 415.

 Sammons, A. (2011). Beck’s Cognitive Theory of Depression. [online] Retrieved from: http://www.psychlotron.org.uk/resources/abnormal/a2_aqa_abnormal_moodcognitivebeck.pdf [Accessed: 11 Nov 2013].

Schacter, D., Gilbert, D., Wegner, D. and Hood, B. (2011). Psychology. Basingstoke: Palgrave Macmillan.

Taylor, S., Thordarson, D., Spring, T., Yeh, A., Corcoran, K., Eugster, K. and Tisshaw, C. (2003). Telephone-administered cognitive behavior therapy for obsessive-compulsive disorder. Cognitive Behaviour Therapy, 32 (1), pp. 13--25.

Williamson, M., Cardwell, M. and Flanagan, C. (2007). Higher psychology. Cheltenham: Nelson Thornes.

Can Teachers expectations influence the school performance of their pupils?

It is widely accepted that social beliefs and judgements influence how people feel and how they behave (Myers, Abell, Kolstad & Sani, 2010).  It is through the study of social belief and judgements that the question of teachers expectations, influencing pupil performance has been researched since the 1940's.  There are two main focus areas to this question;  why a teacher has these expectations and who these expectations may or may not, effect. In this essay, these two areas will be discussed, and evidence will be provided for this argument. A summary will then conclude this discussion. 

The reasoning behind expectations is not always logical. Consequently, expectations can be incorrect.  Attractiveness of a child is evidenced as a factor in this field. Results from a study regarding attractiveness found that attractive children were afforded significantly favourable treatment than children classed as unattractive (Langlois, Kalakanis, Rubenstein, Larson, Hallam, & Smoot, 2000).  Mathematics ability was used in a study by Robinson-Cimpian, Lubienski, Ganley and  Copur-Gencturk, (2014) to evaluate what factors influence teacher expectations.  The focus of this study was gender. Data was taken from the Early childhood longitudinal study ECLS and perceptions of boys and girls mathematical aptitude were evaluated.  It was found that Boys are afforded a higher expectation in mathematics than girls.  Furthermore, Madon, Jussim, & Eccles, (1997) discuss the conceptual model with the following as reasons for expectations, previous grades, previous test scores, motivation, self-esteem, attractiveness, demographics, personality and home life.

Langlois, Ritter, Roggman and Vaughn (1991) argue that expectations of teachers do influence pupils performance because of teacher interactions and facial expressions. Myers et al., (2010) state that when a teacher has higher expectations of a pupil they look, smile, nod and interact with that pupil more. In contrast to this, a videotaped experiment recorded various teachers discussing something.  Ten seconds of the discussion was played back to viewers, with or without audio. Consequently, viewers showed an expectancy detection effect as they recognised, by the teachers facial expression, whether it was a good or poor student being discussed (Babad, Bernieri, & Rosenthal, 1991).  In a study completed by (Montague & Walker-Andrews, 2001), it was evidenced that infants understand the emotion expressed in the face. Furthermore, they often match their emotions to other people's emotions based on the facial expressions.  It is, therefore, supported that children of pre-school upwards can in-fact calculate what expectations the teacher has for them and other pupils.

The self-fulfilling prophecy (SFP),  (Rosenthal & Jacobson, 1968) also support that expectations do influence performance. The Pygmalion in the classroom study is a good example of SFP and has stood the test of time.  Rosenthal (1968) stated that "the self-fulfilling prophecy was in evidence primarily at [younger years] the lower grade levels. This prophecy has since been re-examined in several contexts now giving it much more depth. Madon & Jussim (1997) studied naturally occurring SFP to examine whether positive or negative expectations produced more powerful SFP.  Their research model assumed that the teacher expectations would influence performance. With this in mind, they investigated, using different contexts as follows; do high or low expectations produce more powerful SFP; do expectations that match targets self-conception...provide a more powerful SFP; are targets of low self-concept more susceptible to SFP; Are low achievers more susceptible to SFP?  The key question they were asking overall, was which expectation, and in which situation made the biggest influence on performance. Their study found that low achievers were much more vulnerable to SFP.  Although this cannot be generalised, the SFP is supported within the low achievers group.

Bohlmann & Weinstein (2013) created a more advanced study, putting the classroom into the context. Other contexts were evaluated however the key focus was on highly differentiated classrooms and low differentiated classrooms.  They took teacher ratings of students and self-reported student ratings.  It was found that in 'highly differentiated' classrooms the low achiever, student rating matched the teacher expectation, however in 'low differentiated' classes it was not significant.  It was also found that in 'highly differentiated' classrooms Teacher expectation did match the pupils actual performance in mathematics although, again, it did not occur as often in 'low differentiated' classroom environments.  In support of the SFP, Again, the low achievers are highly influenced by teacher expectations, suffice to add that this is only in high differentiated environments.

Moreover, a longitudinal study also supports that low achievers are influenced.  Using Reading, writing and verbal communication abilities as a tool to evaluate the influence of expectations, data was taken from ten sites within the National Institute of Child Care and Human Development (NICHD).  The meta-analysis demonstrated that academic achievement in high school is influenced by teachers, high or low, misinterpretations (expectations) in first grade. These teachers expectations of abilities were found to influence students. Consequently,  vulnerable pupils, including pupils from low-status backgrounds, low achievers and minority students, for up to ten years (Sorhagen, 2013). Sorhagen did, however, state that parents expectations may also play a part in performance.

To conclude, when looking at reasoning behind teacher expectations, these study's imply that factors out with the student's control recurrently influence these misjudgements. Therefore, leading to these expectations. Reasoning behind teacher expectations needs to be included and evaluated when investigating this area as they do support sorhagens' statement regarding teacher expectations being misinterpretations. Furthermore student performance results, must take into account outside factors such as environment, self-esteem, ability, academic level, age, and parent expectations (Langlois et al., 2000;  Robinson-Cimpian et al., 2014; Madon & Jussim, 1997). Only then can it be clarified if the sole responsibility for performance is influenced by teacher expectation.

In saying this, It is however abundantly clear that Teachers expectations do have an influence on student performance. This does, however, seem highly focused around more vulnerable pupils such as minority groups, low-income pupils and younger children. It is also extremely visible when looking at the results from these studies; that low achievers are impacted greatly in many of these studies.

 References

Babad, E., Bernieri, F., & Rosenthal, R. (1991). Students as Judges of Teachers' Verbal and Nonverbal Behavior. American Educational Research Journal, 28(1), 211-234.

Bohlmann, N., & Weinstein, R. (2013). Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments. Journal Of Applied Developmental Psychology, 34(6), 288-298.

Langlois, J., Ritter, J., Roggman, L., & Vaughn, L. (1991). Facial diversity and infant preferences for attractive faces. Developmental Psychology, 27(1), 79-84.

Langlois, J., Kalakanis, L., Rubenstein, A., Larson, A., Hallam, M., & Smoot, M. (2000). Maxims or myths of beauty? A meta-analytic and theoretical review. Psychological Bulletin, 126(3), 390-423.

Madon, S., Jussim, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal Of Personality And Social Psychology, 72(4), 791-809.

Myers, D., Abell, J., Kolstad, A., & Sani, F. (2010). Attitudes and behaviour. Jacobs, N. Rotherham, J. (1st Ed) Social psychology (pp. 146-155). Maidenhead: McGraw-Hill.

Robinson-Cimpian, J., Lubienski, S., Ganley, C., & Copur-Gencturk, Y. (2014). Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(4), 1262-1281.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16-20.

Sorhagen, N. (2013). Early teacher expectations disproportionately affect poor children's high school performance. Journal Of Educational Psychology, 105(2), 465-477.

Montague, D., & Walker-Andrews, A. (2001). Peekaboo: A new look at infants' perception of emotion expressions. Developmental Psychology, 37(6), 826-838. 

An Insight into me

Who am I?

This last five years has not been the easiest five years of my life but it has taught me who I am and who to trust.

In the last five years both me and my man were made redundant after 15 years of  solid employment each. working,  We were unemployed for over a year and had to watch our debts just get higher and higher.  We then took on the permanent role of kinship carers for our niece, I went to college, My man finally managed to get a job and a good one at that and I managed to pass all my exams and get to university. Every summer is a financial nightmare as I cannot find work that fits around childcare so we make do with what we have from my mans wage.  So every year we manage to get the finances under control and then in summer it gets blown to pieces but we have worked hard and every year summer gets a little bit easier.

All of  three of us have gone through high emotions, heartbreak and just sheer frustration at getting one step forward and knocked ten steps back.  There has been underhandedness, family breakdowns and sheer non-acceptance of certain situations, to the point where the best thing to do was cut out the negativity altogether. There are also still ongoing meetings and hearings etc, that go along with being kinship carers.

On top of all this we are now having to move because we the landlord has decided to move back into this place, we have two months to find a deposit and a month advanced rent, removal costs etc etc and keep this family together... and so it all begins again.

There have been good things too however, My man has excelled so much so that he has achieved two promotions in the last year.  He absolutely loves his job! His employer is one of the best we have ever come across, putting focus on staff moral and supplying free fruit, soft drinks, tea coffee every day.  They organise a monthly presentation on business progress with food and drinks afterwards and anyone can go to this, they also organise a yearly away day for all the staff and everything is paid for so his work is great.

My niece is turning out to be the little genius when she puts her mind to it and we do our best to give her a full and interesting life.  She did kickboxing for nearly two years getting to yellow belt and now is looking to try out Judo.  She sings in the school choir and has achieved her goal of singing solo.  she loves history which is great because we are avid learners with books and books on everything from history to computer software.  She also plays football and basketball and does her own research on the internet in relation to history.  I also met one very good friend through my niece and her best friend who is also there to listen when I need to talk and understands how passionate I can be about different things.

Up until this point I can say that I have passed every assessment and exam I have taken over the last three years, I do my best to get the best marks possible and to date, I am sitting with A's and B's with one C sitting messing it all up (I suffer from OCPD so the C really irritates me) I am not counting my chickens however because each year does get harder.  Through college and university I met another really good friend who has been through many of these situations with me so already knows who I really am.

The people in my life that I expected help and support from where never really there when I needed them, never took the time to understand who I was, never accepted who I wanted to be which is probably why it took so long for me to go to college.  It seems they all had preconceptions of what and who I should be.  They were all wrong, I am me, my man is who he is and I would never dream of changing that because it's why I fell in love with him, and my niece is learning who she wants to be everyday and we will continue to allow her to make that decision for herself.

We are honest, we are hard working and we trust each other like we trust no-one else on this planet to get through each and every one of these hurdles.  Life keeps throwing these things at us and we keep facing them head on, I tend to charge in full steam ahead and just deal with the situation as soon as it happens, he is much calmer than me.  He slows me down a little and plays devils advocate a lot when I go charging into situations, so we are a complete balance.  We have practically no support in what we do except for one family member.  They are there to praise us when we achieve something or to tell us when we are wrong about something, but they are and always have been, there.

We don't expect hand outs or people to do things for us but just acknowledging what we do is all we ever asked.  We didn't ask for any of the situations that life threw at us but we don't run form them.  We deal with them.  Neither of us believe in shoving your head in the sand as that fixes nothing and neither of us is a great believer in the blame culture as that fixes nothing either.  We are two people that, like many, have gone through hell repeatedly only to come out stronger on the other side.  We have managed this because we fight for each other.  We believe we are doing the right thing, the honest thing and the best thing for this family.  We do this so as we can have a better future and we truly believe that one day this will happen but until then we will keep on fighting.  This is who I am.

Who is accountable for the rise in neglect?

I was checking all my various social media sites today and came across a post asking to share against child cruelty which I did.  Someone asked if it was abuse to leave a child on the street and I replied yes it was. I was then asked a question regarding this, which gave me food for thought.  I was asked who was to blame for this type of abuse and it was also stated that the ones that survived today would be raised in abuse and thus turn out to be tomorrows problem.  

This saddened me that this is what is thought of about children in care today.  I will admit that not all children respond to their new carers well, however I will also admit that not all carers are adept at caring for a child that has been through so much at such a young age.  I will start at the beginning however and try to restore some faith that the children in care today can be your leaders of tomorrow with the right help.

My response to the question  “was it child abuse to abandon a child on the street”  was not based on personal feeling, I am passionate about the subject and as such have read through as many laws and legislations as I can to understand it.  My response was thus based on the following legislations and laws.  Cruelty to Children Act 1889 and 1904 alongside the Children and Young person’s act 1933 including all up to and including 2014.  As well as these I also based my response on the definition of child abuse from the UN convention paraphrased below.  The UN convention it states  “Key child protection articles in the UN Convention on the Rights of the Child are Articles 9 (family separation), 10 (family reunification across borders), 11 (illicit transfer of children), 16(right to privacy, honour and reputation), 19 (protection from violence, injury, abuse, neglect, maltreatment or exploitation), 20 (alternative care), 21 (adoption), 22 (refugee children), 23(disabled children), 24 (harmful practices), 25 (periodic review of alternative care), 32 (economic exploitation), 34 (sexual abuse and exploitation), 35 (abduction, sale or trafficking of children) , 36 (other forms of exploitation), 37 (juvenile justice and protection from torture or other cruel, inhuman or degrading treatment or punishment), 38 (protection in armed conflict), 39 (recovery and reintegration) and 40 (children in conflict with the law).  This is also available on their website in more detail below” (Unicef, 1992)  

All of the above acts would consider the abandoned child as neglected which causes numerous other forms of maltreatment in the process.  Although I do also see this as a form of neglect and thus child abuse I cannot honestly answer or respond to the question asked in a few lines.  The situation is much more complex.

I have to admit that I was not expecting the response that I received “I was asked who was to blame for this type of abuse and it was also stated that the ones that survived today would be raised in abuse and thus turn out to be tomorrows problem”.   I genuinely worry that this is the standard thought process about children in care today.  Many of these children have been emotionally scarred because of stresses and trauma in early childhood and it takes a particular type of person to take a child in and care for them.  I have known several kinship and foster carers and all have their strengths and they treat the children they care for with respect and understanding.  They work closely with professionals to try and resolve some of the mental issues caused in early childhood.   From all of the children I know or have met, none of them look, to me, as though they will be tomorrows problems.  Actually, it is quite the opposite, I see children being rebuilt, children understanding a lot more than they should and children who will continue to grow stronger as their carers continue to understand and remain dedicated to helping them. 

These children, I believe, will grow up to be team leaders and managers, supervisors and inspirations.  The logic behind this thought is that these children have dealt with stress ten times more dangerous to them than making a snap decision on the shop floor.  These children are the most logical answer to our stagnant economics and failing businesses.  Not only can they deal with stress, but they will remember how all they wanted when they were younger was to be listened to or to be treated fairly or not to be scared.  Given the right care, they can be the person that listens, treats people with dignity and doesn't choose to frighten their staff but rather, motivates them by using loyalty and dedication. 

When asked who is to blame however, this takes deeper thought.  In our time now, I could look to the government starving its population enough for a young girl to abandon her baby because she just does not see a way to make ends meet.  It could be that sex education carried out by schools isn't a big enough deterrent as serious issues like HIV and other sexually transmitted diseases are just briefly touched on because of adult embarrassment of the issues. It could be that the parents didn't follow up on the sex education to highlight the important factors such as STD’s, pregnancy and what motherhood is all about.  It could be culture, the girl may be disowned if she dishonours the family with a child out of marriage.  It could be that the girl is too ashamed of her situation and she just wants it forgotten and no one else to know about it (many girls have been known to go through pregnancy unnoticed, birth the baby and abandon it without anyone knowing).  In these cases we must stand back and look at the girls situation, what made her so desperate in that situation.  Can we blame the people around her, the state, or do we blame her for being scared of the consequences.  I am aware there are girls that abandon their baby for more selfish reasons but these are minimal compared to the girls that are terrified of the consequences from the people around them.  Can we realistically blame the people around her however? 

I feel that there is a lack of education out there about motherhood, responsibility, living with the consequences or even the help they can get if they knew where to look and that’s how we can lessen the amount of abandoned babies, as well as lessen other forms of cruelty and maltreatment such as neglect.  There is a rise in tolerance of various forms of neglect as they are now seen as normal, such as seeing your friend leave her baby in the baby walker all day, this is neglect and can damage limb development but so many youngsters do not know this and think it’s ok.  A good understanding of child development and their own expected life changes is required in schools and at home but it is not forthcoming as we stand and let governments dictate what we can and cannot teach, what we can and cannot learn so in this scenario, we are all to blame, because we do not fight to change things any more.

http://www.legislation.gov.uk/ukpga/1889/44/contents/enacted

http://www.legislation.gov.uk/ukpga/Geo5/23-24/12

http://www.legislation.gov.uk/asp/2014/8/contents/enacted

http://www.cps.gov.uk/legal/s_to_u/sentencing_manual/cruelty_to_a_child/

http://www.unicef.org.uk/UNICEFs-Work/Our-mission/UN-Convention/

I thought it was an exaggeration but this is the Conservatives’ handbook!

It’s not the sort of book I normally would read but after reading 1984, I am keen to read his other works now too.  I had heard so much about George Orwell’s’ book 1984 and so many people telling me how the government of today were using it as an instruction manual, I just had to read it and judge for myself.  

I can say there is not much that I cannot relate to in some way or other, the two way TV screens that watch your every move and hear your every word, well our internet resembles that factor of the government spy network of its citizens.  The fake war that never ends and the reasons behind it (of this I will not say too much, as it is a piece of realization that should only be given by Orwell himself) but there have been several wars as of late that have been wrought with allegations of being illegal but the reasoning behind these wars is very convenient, to add to this there is further food for thought in Orwell’s revelation of this.  

The proles in Orwell’s book are left to their own devices, classed as natural inferiors, they are very poor and not educated enough to let them see what was going on, so as they would never revolt. They resemble the 99%, the proletariat of today. The way I describe stratification of our very own education system in a previous article is very frightening to consider, when you look at Orwell’s fictional world and how it resembles our world so very closely.  There were also no medical facilities for the proles that were mentioned either, much like our own NHS being dismantled right now. 

There is also the daily two minute hate sessions that are held.  The population of the outer party are brainwashed to hate one man, ‘Big Brothers’ opposition.  Under our government, the population is being turned on the poor, the conservatives opposition, very much like the German population of 1933 when Hitler took over as chancellor.  The government in Orwell’s tale control the media and news to a degree not thought possible, they change the news on a daily basis to match what they want the population to know.  Our own government also controls the media and can control what we do and do not see.  Any of these resemblances can be found in governments acts passed by our very own government on the government website and yet day by day people are drawn into Orwell’s vision unconsciously.

One final haunting thought that this book leaves you with are the great purges at the start of the reign of ‘Big Brother’, you cannot help but remember the purge of World War Two but this was based on the purge caused by Stalin when he had 11 million people slaughtered in cold blood.  Although our government is not as obvious as this, we are now sitting at an estimated death rate of around 20, 000 elderly and disabled since 2010.  After reading this book I can, with a clear mind state that I believe our own UK government and possibly even the US are using this as their handbook.  George Orwell is a great visionary, but I pray this vision comes to a halt before it becomes as blatant as his fictional vision.

I will say that I will have to read the book again as I soaked up every chapter so fast, I am sure I missed more resemblances and for those that have not read it yet I would recommend this as a really good read.  I understand that this, however, is a book of fiction based on some very real background history that the author experienced, the Spanish Civil War under the oppression of Franco and Russian Communism during the years of Lenin/Stalin. He decided to write some fictional novels about his experience, which are good reads on their own, however when added to today’s predicaments add a haunting note to his tale. 

For anyone wanting to delve further into todays policies I have put the link below:

http://www.legislation.gov.uk/