Equality, Diversity and Inclusion in Work Children and...

TDA 2.4 Equality, diversity and inclusion in work children and young people. Unfortunately some children, at some point in their life will experience some form of discrimination. This could be anything from being called names because they wear glasses or being shunned in the playground because they aren’t wearing the latest fashion in coats or trainers. Sadly as children become young people this could also grow into discrimination due to their race, colour or even sexual preferences. Whatever the age and whatever the reason, the impact and effect of discrimination and prejudice on children and young people can be extreme and can also have far reaching consequences for the sufferers – even following them into adulthood. Discrimination†¦show more content†¦Individual discrimination occurs when individual persons or groups of people within a school discriminates against others – that could be against staff, children, visitors or parents. The effects suffered by people who are discriminated against are always negative and can show themselves in a variety of ways. Children suffering discrimination may develop many symptoms. Some of which could be: Their confidence dwindles. Their standard of work may drop. They may be confused by other people’s treatment of them. They could start being angry - with themselves or others. A child could begin to lose self-esteem and become lazy and unco-operative. As all children and young people are different they would all react differently to being discriminated against, but any changes in behaviour or attitude could be an indication that something is going on. A major part of working with children and young people is to protect their rights and keep them from harm. So it is important that any adult does not let personal prejudices affect their work. They must look at their own values and attitudes and make sure they don’t have an impact on their work. With knowledge and understanding of different cultures and races that are in the school community many prejudices can be overcome. Working with special Educational Needs children and learning about what they can and cannot do – for whatever reason – also breaksShow MoreRelatedEquality Diversity and Inclusion in Work with Children and Young People956 Words   |  4 PagesEquality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflectedRead MoreEquality, diversity and inclusion in work with children and young people837 Words   |  4 PagesLearning in Schools Unit 204 Equality, diversity and inclusion in work with children and young people Name: Date: 7th February 2014 This assignment covers all outcomes for Unit 4 1.1 What are the laws and codes of practice that relate to the promotion of equality and the valuing of diversity? (Make a list). Disability Discrimination Acts 1995 2005 Special Educational Needs and Disability Act 2001 Race Relations Amendment Act 2000 Human Rights Act 1998 Children Acts 1989 2004 EducationRead MoreEquality, Diversity and Inclusion in work with children and young people1973 Words   |  8 Pagesï » ¿Equality, Diversity and Inclusion in work with children and young people Question 1 Case Study 1 1 Who is being discriminated against? The whole family is being discriminated against. 2 What kind of discrimination is taking place? Racial discrimination. 3 How might the child experiencing the discrimination feel? Dominic might be feeling excluded, lonely, confused and have low self esteem as he could feel that the children he sees attending the school have a higher status in society asRead MoreEquality, Diversity and Inclusion in Work with Children and Young People1832 Words   |  8 PagesEquality, diversity and inclusion in work with children and young people 1.1 Areas of legislation are ever changing but it is important to be able to identify current and relevant aspects of those which promote equality and value diversity. Every Child Matters 2003 and Children Act 2004 These were put in place to ensure that all organisations and agencies invloved with children between birth and 19 years should work together to ensure that children have the support needed to be healthy, stay safeRead MorePromote Equality, Diversity and Inclusion in Work with Children and Young People4585 Words   |  19 PagesUNIT 306 Promote equality, diversity and inclusion in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. When working in a school it is important that staff is aware of the ever changing legislation, especially the aspects related to promoting equality and valuing diversity. We need to be able to identify their relevance in school and that we are aware of them when carrying out ourRead MoreTda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People1458 Words   |  6 PagesTDA 2.4 : Equality, diversity and inclusion in work with children and young people The current legislative framework protecting the equal rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). These rights are extensive, including the right to education and the right for children and young people to have their views respected. The Children Act 1989 sets out the duty of local authorities to provide services according to the needsRead MoreTda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People.3124 Words   |  13 PagesTDA 2.4 Equality, diversity and inclusion in work with children and young people. In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people. 1, Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislation and codes of practise relevant to the promotion of equality and valuingRead MoreTda 2.4 - Equality, Diversity Inclusion in Work with Children and Young People2579 Words   |  11 PagesTDA 2.4 - Equality, Inclusion amp; Diversity In Work With Children and Young People. | Kerri Cook | | Contents Section One: Page 4 Legislation, participation, equal access and valuing and promoting cultural diversity. Section Two: Page 8 Prejudice amp; Discrimination and own attitudes, values and opinions. section three: Page 13 group inclusion Contents Page 4 - Section One Page 5 - 1.1 - Identify the current legislation and codes of practice relevant to the promotion of equality and valuingRead MoreTDA 3.6 Promote Equality, diversity and inclusion in work with children and young people5854 Words   |  24 PagesSTL 3.6 Equality, Diversity and Inclusion 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: Human Rights Act 1998 – Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans haveRead MoreUnit 204: Equality, Diversity and Inclusion in Work with Children and Young People Assignment 1816 Words   |  4 PagesUnit 204: Equality, diversity and inclusion in work with children and young people Assignment 1 Within a school, equality, diversity and inclusion is very important. It is their duty to make sure all children have equal access to the curriculum. Whether they are a different race, culture, gender or have a special need or disability, it is important that they are supported and have a right to participate and be treated equal; this is known as inclusion. As part of this it is important that schools

Learning Objectives Free Essays

Unit 1 Learning Objectives for Course Content Topic: Reading/Listening Strategies 1. Identify which component of the Model of Strategic Learning Reading and Listening strategies fall under and why. 2. We will write a custom essay sample on Learning Objectives or any similar topic only for you Order Now Relate reading and listening strategies to the pillars of being a strategic learner. 3. Explain what is meant by reading/listening being a â€Å"constructive process. † 4. Discuss how the three components of constructed meaning — author, reader, and text — influence the reading process. Be able to give examples of each. 5. Summarize the results of research conducted about speed-reading as discussed in your student-reading packet. . Identify the purposes of pre-, during- and post-reading strategies. Be able to give examples of strategies from each category. Topic: Note taking Strategies 1. Identify which component of the Model of Strategic Learning note taking falls under and why. 2. Relate note-taking strategies to the pillars of being a strategic learner. 3. Explain the Cornell and SUNY methods of note taking. Discuss how using these methods of note taking help a student to be a more active learner. 4. Identify examples of pre-, during- and post-note taking str ategies. Also, explain the purpose of each of these categories of strategies. . Demonstrate awareness of which note taking strategies would be most appropriate given specific learning situations. 6. Describe the interaction between note taking and the components of the Model of Strategic Learning: skill, will, self-regulation and the academic environment. Topic: Attitude (ATT) 1. Identify which component of the Model of Strategic Learning Attitude falls under and why. 2. Relate Attitude to the pillars of being a strategic learner. 3. Define and give an example of a â€Å"useful† goal. 4. Discuss how each element of a useful goal can influence a person’s motivation to achieve the goal. . Discuss and give examples of goal conflict and goal commitment. 6. Discuss and give examples of goal ownership. 7. Define and describe the difference between enabling goals, short-term goals and long-term goals. 8. How are wishes and dreams different from goals? 9. Discuss how values an d beliefs influence our goals. 10. Discuss and give examples of the three types of goal orientations. Topic: Model of Strategic Learning 1. List and discuss the four components of the Model of Strategic Learning, and give examples of each. Explain how each of these components can contribute to academic success. 2. List and explain the 4 pillars (characteristics) of strategic learners. 3. Discuss why one should strive to be both effective and efficient in learning. 4. Describe the purpose of the Model of Strategic Learning. 5. Discuss and give an example of how the Model of Strategic Learning is interactive 6. Explain which components of the Model of Strategic Learning are or are not generally under the learner’s direct control. Topic: Information Processing (INP) 1. Identify which component of the Model of Strategic Learning Information Processing falls under and why. 2. Relate Information Processing to the pillars of being a strategic learner. . Discuss and give examples of how learning is an active process. 4. Discuss and give examples of the three categories of knowledge acquisition strategies: rehearsal, elaboration and organization. Be able to determine which category of strategies is best suited for a given situation. 5. Discuss how memory works according to the memory continuum. How can we make information meaningful and get it into long-term memory? 6. Explain the difference between fluency and flexibility in terms of knowledge acquisition strategies. How is being fluent and flexible important for strategic learning? . Discuss the difference between â€Å"working hard† and â€Å"working smart. † How do these terms relate to strategic learning? 8. Discuss how your goals are related to selecting information processing strategies. Topic: Self-testing (SFT) 1. Identify which component of the Model of Strategic Learning Self-Testing falls under and why. 2. Relate Self-testing to the pillars of being a strategic learner. 3. Describe and give an example of the comprehension monitoring process loop. 4. Discuss what is meant by the term â€Å"triggering event† in relation to comprehension monitoring. 5. Explain the difference between unfamiliar information and unconfirmed expectations. 6. List and define the strategies used for dealing with unfamiliar information and unconfirmed expectations. 7. Discuss why the â€Å"illusion of knowing† can create problems for a student. Topic: Systematic Approach to Learning 1. Identify which component of the Model of Strategic Learning the Systematic Approach falls under and why. 2. Relate the Systematic Approach to Learning to the pillars of being a strategic learner. 3. Name and discuss the 8 steps of the Systematic Approach to Learning. Give examples of each step and discuss why each step is important (i. . , what would the consequences be if any one step was omitted). 4. Discuss the difference between formative and summative evaluation. 5. Discuss what a strategic learner should do when he/she discovers a plan is not working. Topic: 5 Types of Knowledge 1. Identify which component of the Model of Strategic Learning the 5 Types of Knowl edge falls under and why. 2. Relate the 5 Types of Knowledge to the pillars of being a strategic learner. 3. List, describe, and give an example of each of the Five Types of Knowledge. 4. Explain how each of the 5 Types of Knowledge can be useful when using the Systematic Approach. Topic: Motivation (MOT) 1. Identify which component of the Model of Strategic Learning Motivation falls under and why. 2. Relate Motivation to the pillars of being a strategic learner. 3. Describe and give an example of the two general categories of beliefs (self-sabotaging vs. enabling) one might experience and how these beliefs relate to motivation. 4. Describe and give an example of high and low self-efficacy. 5. List and discuss the three factors that influence self-efficacy and give examples of each. 6. List and discuss the factors that self-efficacy influences and give examples of each. 7. Discuss the difference between a) internal vs. external, and b) controllable vs. uncontrollable attributions. 8. Describe and give examples of the four types of attributions and how each relates to motivation. 9. Discuss how attributions interact with self-efficacy. What kinds of attributions are likely to lead to higher self-efficacy? 10. Discuss and give examples of how affect toward learning can enhance or interfere with the learning process. 11. Discuss the difference between internal and external motivation. 12. Describe and give an example of the difference between a student’s attitude and motivation. How to cite Learning Objectives, Essay examples

Effects of Abortion on the Father free essay sample

Abstract Abortion has been a controversial issue since its existence. When does life begin, is it a baby or a fetus, and who decides if the baby or fetus has any rights; these are questions and concerns that will remain controversial issues for years to come. Abortion has been around for a long time and it affects more than just women. However, in society today women are the only ones who decide if the baby or fetus will live or die. Does giving the expectant mother all of the rights in determining if her unborn child will live or die create a division within the family structure? Does it mean that she has more rights to the baby or fetus than the father? Abortion can have traumatic effects on the paternal (father) parent as well as the maternal (mother) parent; both may develop emotional distress and disorders, including Posttraumatic Stress, Post Abortion Stress, relationship, and sexual dysfunctions. Pre-abortion counseling can reduce apprehension and embrace a more positive experience regarding the abortion decision. In this paper I will attempt to address these concerns and look at the history of abortion, the abortion process, the effects of abortion, legalization of abortion in America, how abortion affects the father, and if pre-abortion counseling affects the abortion decision. OVERVIEW: The medical association has acknowledged that abortion can have traumatic effects on women (e. g. Post Abortion Syndrome); however men also can be affected by abortion. Women are given special considerations because they are the carrier of the unborn. Fathers are disregarded and overlooked as the seed or bloodline of life. Today, men have no legal rights, and are not given any consideration regarding the life or death for their unborn baby. The disregard and lack of concern about the traumatic effects abortion can have on the father is evident by the limited to nonexistent research available on this topic. Nonetheless, abortion has increased in America since its legalization in 1973 to an average of 3,700 a day, over 1. 3 million abortions a year  (Giratikanon,  2010). It appears that abortion has become an accepted form of birth control for many unwanted pregnancies. Females 25 years and younger have 50% of all abortions performed in the United States. Statistics show that they are not only young but also typically unmarried. Pregnant females are often in a crises situation and believe they have no other choice but to abort. Crises pregnancy centers can be instrumental in these situations; counselors are trained to provide the expectant mothers, vital information about her unborn child, and to present her with options. If a mother decides that she does not want to have her baby, she is shown feasible alternatives so she can make a knowledgeable and informed decision about the life inside of her. BACKGROUND: The shortened definition of abortion (n. d. , according to Merriam-Websters Medical Dictionary, an abortion is the eradication or death of a human embryo or fetus, the deliberate ending of a pregnancy. The History of Abortion Abortions or expulsions have been performed for thousands of years, usually as a luxury reserved for the wealthy. It is said that the first recorded abortion was by the Chinese between 500 515BC. Mercury w as injected into pregnant women to induce early labor symptoms, then they were given nearly fatal poisonous potions, after which a variety of instruments would be inserted into the uterus to cause the ejection of the fetus. An abortion (n. d. ), according to Online Etymology Dictionary, attempts to distinguish abortion from unintended miscarriages in the 19th century were; intentional or induced termination of the unborn infant between six weeks and up to six calendar months became known as an intentional miscarriage or abortion. The same six weeks through six calendar months, of premature labor became known as a miscarriage. The Abortion Process To understand the severity of what abortion, it is also important to understand what the accepted methods are to have an abortion. Many methods of abortions performed in the past; were not only brutal but also fatal, not only for the baby but also for the mother, especially before the introduction of penicillin. Since the legalization of abortion in 1973, not only have the number of abortions increased but also the types of abortions. Life, Family, and Culture News (2010) mentions some of the different types of abortions practiced primarily in the United States: Suction Suction is one of the most common methods of abortion used during the first trimester of pregnancy. A general or local anesthesia is administered and her cervix is dilated. A suction device is inserted into the cervix; this instrument separates the fetus and placenta tearing it into small pieces, and sucked through the tube into a bottle and discarded. Dilation and Curettage (D) This method also uses suction and a loop shaped knife, which goes into the cervix and cuts the fetus into pieces, the fetus is then scrapped out. Dilation and Evacuation (D) – What makes D different from the D method is instead of using a sharp instrument, forceps are used; not only to pull the baby out but also dismembers the baby as it is being removed. Prostaglandin Chemical Abortion This method is an injection of a mixture of drugs that cause severe contractions. The contractions will cause expulsion of any fetus; the baby may be come out dead or alive. Partial-Birth Abortion The five steps in this method according to Life, Family, and Culture News (2010), using ultrasound as a guide with forceps the abortionist grabs the babys legs and pulls the entire body out of the womb, except for the baby’s head, where scissors are then jammed into the babys skull. A suction catheter is inserted in the skull and then the scissors are removed. The suction causes the baby’s brains and skull to collapse, after which the baby is detached. RU-486 (also called Mifepristone) is a hormone shot that keeps the fetus in the wall of the uterus, the embryo dies because of a lack of progesterone. A few days later the doctor administers a shot of prostaglandin, to induce labor and the dead fetus is expelled. This method is given up to seven weeks after the first day of her menstrual period. The Effects of Abortion After an abortion, the American Psychiatric Association and the medical community has accepted and recognized that depression is one of the major symptoms in addition to; baby blues depression, posttraumatic stress syndrome, post abortion syndrome as well as many other mood disorders (e. g. psychosis). It also acknowledges that the loss of a child, whether from miscarriage or other types of loss, including abortion can bring on depression. Recognizing the emotional stress, pain and depression from the loss of a child from abortion is not only experienced by the mother but also by the father, has not been acknowledged by the medical society. The facts are certain types of depression usually results from a combination of hormonal factors, which are specific to women; therefore they are dismissed in men. According to Lubow (2010) it is known hormones can directly affect the brain chemical science that controls emotions. It is also known that females are higher in the line of depression at certain periods in their lives; during the onset of the change of life, after maternity, and during puberty. Lubow (2010) continues to maintain, adult females who show signs of depression during pregnancy are generally the women who will develop depression after giving birth. Depression after childbirth is called postpartum syndrome, caused by hormonal changes. According to Paulick and Gabriel (2007) while pregnant the hormones; progesterone and estrogen greatly increase, and within 24 hours after delivery, the hormones usually go back to normal. Many psychologists believe that these changes and alteration in endocrine to a large degree are the causes of depression after childbirth. Another variable that may have a large part of hormonal changes are the levels of thyroid fluctuation, which may also drop after giving birth. Low levels of thyroid hormones may bring on symptoms of depression. The Office on Women’s Health in the Department of Health and Human Services (2009) acknowledged after giving birth many women may experience symptoms of postpartum depression. The DSM-IV-TR (2000) 4th ed. , text rev. , mention women with postpartum major depressive episodes often have severe anxiety. Some of the symptoms include; disinterest in her infant, not able to bond, nurse or nurture her baby, afraid to be left alone with the baby. The DSM indicate that approximately 70% of adult females after giving birth within the first 10 days may be affected by ‘baby blues’, and it can develop into a postpartum major depressive episode. One in 500 to one in 1,000 women may have psychotic episodes, postpartum mood (major depressive, manic, or mixed). Abortion statistics according to â€Å"Facts on induced abortions in the United States†Ã‚  (2010) suggest that Postpartum Psychosis is rare; however it is another form of depression of which one to four, out of every 1,000 women may develop symptoms within the first two weeks after childbirth. Women previously diagnosed with; bipolar, schizoaffective or other mental disorders are at a higher risk of developing postpartum psychosis. Abortion statistics related to teenage pregnancy according to â€Å"U. S. teenage pregnancy rate drops for 10th straight year†Ã‚  (2010) revealed that teenage females between 15 and19 became pregnant, show a declined to 28% from 1990 to 2000, which the teenage pregnancy rate out of 1,000 women was at 116. 9%. This research included all races from all states; and suggested a decline in all categories. Research proposes that the declines in teenage maternity are attributed to declines in sexual activity and more effective contraceptives (table 1). While this data may show a decrease for teenage girls, the abortion facts according to â€Å"Morbidity and Mortality Weekly Report†Ã‚  (1997) show that abortions have increased in the United States to an estimated 40 million, since it became legalized in 1973, as indicated by the Center for Disease Control, this averages approximately more than 4,000 abortions in America every day. While there are many reasons women think they need an abortion, most believe that their reason justifies their actions (having an abortion). It has been said that â€Å"women kill their fetuses because they care† (Cannold, 2000, p. 35). Many situations and reasons women believe justify the need for an abortion are usually personal and based on her life situation at the time, and rarely ever involve or include the opinion of the father. The percentage breakdown of why women in the United States choose abortions according to Bankole, Singh, and Haas  (1998) are: 21. 3% not financially ready for a baby; 7. 9% already have children and do want more; 25. 5% not ready at the time of conception 10. 8% are involved in school or career; 14. % not in a secure relationship or significant other does not want a baby; 12. 2% believe they are too young; 3. 3% health risk for baby; 2. 8% is a health problem for mother; 2. 1% have other reasons. Legalization of Abortion in America The argument that it is our body and our decision has been an ongoing debate of women for many years. The women’s movement in America seemed to have been given extra momentum and an added cause with this issue. The fight for equality and the fight for birth control to be legal for all women (married and unmarried) seemed to happen during the same time. Even though it appeared that the two issues were intertwined into each other, in reality they were two totally different matters. In America women did not gain the right to vote, until August 18, 1920 when the 19th US Constitutional Amendment was ratified. Many cries and concerns for women’s rights came out of the need for women to be treated and respected like human beings in all matters. Treanor (2002) mentions that because of the social injustices during these times the womens movement began. Through involvement in these and other activities, adult females developed political power and revealed her need for political equality. The main focus of the Women’s Liberation Organization was on such issues as: sexism, racism, elitism, and violence. However, the matter of birth control became a matter of special interest for Margaret Sanger, who named the term ‘birth control’, and who also opened the first birth control clinic in the United States, making available contraceptives as; the pill, IUD, condom, and endorsing abortion as an alternative. According to Marcovitz (2007) after some degree of liberalization, there were some 600,000 abortions performed in the United States, in 1972. The year of the Roe v. Wade, in 1973 that amount multiplied to nearly 800,000, and by 1975 legal abortions executed in the United States reached well over a million a year. McCorvey and Meisler (1994) from Roe v. Wade, Norma McCorvey (i. e. , Roe) justified her belief to legalize abortion by saying, when she worked at an abortion clinic and was asked by patients, if she believed it was right for them to abort their baby, she would tell them that she sincerely believed it is a woman’s personal and private decision, which only she can make. McCorvey divulges her life story of despair and hopelessness, and how she became to be the Roe v. Wade person. Her story tells of a desperate woman who lived in a life of turmoil and pain, and who basically was searching for love. McCovey like many other women thought obtaining an abortion was the answer to make her problem disappear. It is amazing that despite how McCorvey became involved in the fight for women to choose abortion, as of 1995 Norma’s viewpoint changed, and today she is considered one of the biggest supporters of Pro-Life. It stands to mention that, while Norma McCorvey was instrumental in the Pro-choice movement, she never had an abortion. Roe v. Wade was instrumental in legalizing a womans right to terminate her maternity; it also began an era of judicial activism, which signaled a broader interpretation of the right to privacy. The Court upheld the decision that the fetus has no legal right of its own to claim protection. Dresser (2007) retrieved from the Hastings Report, the 1992 Planned Parenthood v. Casey decision, from the U. S. Supreme Court reaffirmed Roe v. Wade’s basic holdings that expectant women have a legitimate option to decide whether to terminate the fetus within a specified time in her pregnancy. Without this evidence the state can restrict abortions, if the reasons are other than to protect a woman’s life or health. Casey acknowledged the government’s lawful concern to endorse esteem for the life of the unborn, beginning with inception, yet substantiating limitations and boundaries on abortion limitation maybe become more complicated and expensive to acquire. While it is believed that the majority choose to deprive women of their independent right to choose. Justice Ginsberg said that the majority’s reasoning, under the fundamental law reflects antiquated thinking about what a woman’s place and identity are within the family unit. Cannold (2000) discusses a study in which she poses â€Å"ethical scenarios† to women, asking such questions as; would you still abort if your child could be adopted; what if you were offered a once in a life time offer, would you think it was morally okay to go ahead with the abortion. Cannold (2000) implies that women who had abortions were not flippant or selfish about making the choice to abort. Their many reasons were well thought out and their decision not to bring children into this world is this love and care. A serious obligation that they recognized, parenting is hard work. They believe their decision to abort was a conclusion not just best for themselves, but for their children in the future. In short, Cannold (2000) suggest that women who abort are not only making a moral choice but also a good moral choice. Another debate pro-choice and abortion supporters raise is; if abortion is banned, women would be forced once again obtain back alley abortions, suggesting that abortions prior to legalization were mostly dangerous and deadly. However, Calderone (1960) expresses that there are discrepancies to this perceptive as well; the Pro-Choice activist declared that the back alley abortions before becoming legal in 1973 resulted in thousands of women being butchered; however, the facts do not support this statement. Planned Parenthood’s medical director wrote in 1960; 90% of illegal abortions were being done by physicians. Calderone (1960) further suggest that most abortions were done by physicians, despite it being illegal, they secretly performed them anyway, and this is why the death rate was so low. Calderone (1960) also suggest the death rate from what is labeled ‘back alley abortion’ was mostly due to the absence of proper medication and before penicillin, and most deaths were due to infection. According to Calderone (1960) the number of deaths from abortion stabilized in the 1950s to an estimated 250 a year, after penicillin became available to help control infections. Calderone (1960) continues to say that while abortions were still illegal in America, the aid of proper medication reduced the death rate related to abortion to half. By 1972, the year before the Supreme Court legalized abortion, the reported numbers drastically drop to less than one woman per state died from abortion. Calderone (1960) insinuates fewer deaths from abortion, after legalization was attributed to the medical procedure became safer due to a more sterile environment and the use of proper medicine. Masse (2009) offers a different perspective, from a Pro-life point of view. Masse suggest that most women may have believed they are making the best decision possible at the point and time they chose abortion. However, internal conflict is often followed by this decision. Masse (2009) suggests that women have a mandate from God to be the carriers and givers of life, not the takers. When this God given mandate is broken, we violate this moral and sacred code and our lives begin to shatter. The feelings of dishonor and hurt are triggered by the sight of a newborn baby; it seems a constant reminder of the choice that was made. All the excuses and reasons made to justify the choice to abort, often does not vindicate or lessen the hurt, guilt, and shame. Very few women are proud of their decision to abort their baby. We cannot know the number of abortions performed before legalization because they were not reported, but the number of women who died after developing serious medical complications was reported by hospitals and doctors who assist them after the abortion was done. These records of deaths from illegal abortions are believed to be accurate and true for the protection of the hospitals and the doctors who assisted them. How Abortion Affects the Father Currently, only a limited amount of research and published studies on the effects abortion has on men, to date. Coyle, Coleman, and Rue (2010) suggest that many men who did not agree with their partners’ choice are left with to deal with emotional turmoil, without help. Depression rates for females who received therapeutic abortions were varying at 47% [98], 82% [9], and 50% [39]. Clinicians found that between males after an abortion, consistently exhibit symptoms of PTSD and broken heartedness. Another continual dispute is that the symptoms of depression cannot directly relate to men because men cannot experience child birth, or related hormonal changes. To date, it has not been acknowledged or recognized that men also grieve and experience severe depression behind the same loss of their baby as women. According to Coyle, Coleman, and Rue (2010) social scientists have given very little concern over the effects abortion has on men. Acknowledged grief, regret and depression among women who have had an abortion, but it is insensitive not to consider what these effects have on the father. Abortion can often accompany multiple effects for the father first, the loss of his child, increased stress on the relationship, feelings of helplessness, and guilt. It has been reported that men suffer from anxiety, find it difficult to stay focused, trouble sleeping, often complaining of severe headaches. Coyle (2008) finds the trauma of the abortion experience may be severe enough to cause traumatic stress and posttraumatic stress in female and male. Anger may be especially apparent among adult males who opposed the abortion conclusion and had no say in the prevention of the abortion. Coyle (2008) further suggest that some men project anger when, in fact they are experiencing emotions of intense grief and sadness. For those adult males, anger becomes a defending chemical mechanism in a sense used as a sedating mechanism to protect him from these painful emotions. Lubow (2010) implies, adult males and adult females react to depression very differently. Statistics show that two out of every 10, adult females, as adult males accommodate the criteria for depression. This may not mean that more adult females have depression than adult males. Lubow (2010) recognizes that a man’s definition of depression may be profoundly different from a woman’s, or the dictionary’s definition. Men, have a tendency to withhold their feelings and emotions and not express what they are thinking as openly as women. Therefore, it is often not reported as depression as it is with women. Men also have a harder time admitting it and seeking professional help, some think that acknowledging depression is a sign of weakness and defeat. However, they often mask their depression with alcohol, drugs, promiscuousness, or with aggressiveness, mood swings, ecoming introverted, and unhappy. Whether included in the decision to abort the baby or not, many men connect with their masculine identity, which is to protect and provide for their family, this connection may be damaged (consciously or not) when they fail to maintain those they love from trauma. Coyle (2008) expresses role uncertainty may come about if the adult male is not permi tted to act on these strong inherent aptitudes to defend and protect, when he judges himself to have failed as the defender and protector. Attempting to fulfill his responsibility as the provider and supporter to his partner, men will often believe allowing their emotions to show is a sign of weakness (not macho). Containing his emotions, repressing and not knowing how to express them, ultimately may end in an internal explosion resulting in many degrees of clinical depression, and a total breakdown on his perceived manhood. Attempts to appear strong by repressing his emotions, ironically can lead to unanswered hurt and heartache, and clinical depression. For most males, teenaged through early twenties, they believe sex is an act of accomplishment, not a form of mature responsible love making. They often see abortion as a form of birth control, or a female’s responsibility. It is not until manhood that the consequences of his actions begin to influence him. As he moves into adulthood, the realization that abortion was done out of selfishness and to solve an urgent problem, justifying their part in the decision not to have a baby. Today’s culture has endorsed the attitude that a boy isn’t a man, until he has had sex with as many females, as possible. According to  Radio Me Hang Cuu Giup  (2005), it is this accepted attitude of irresponsible adolescence behavior without any consequences that fosters this action of continual adultery and promiscuousness, as he moves into manhood and marriage. If we can understand what stimulates a man, we will then understand their response to abortion. Men are driven by five major factors: to protect, provide, pleasure, perform, and procreate (Radio Me Hang Cuu Giup,  2005). Pre-abortion Counseling Coyle (2008) further states that interactions with sufficient others may experience increased stress and anguish even when the adult male agreed with his partner to seek abortion. Sexual problems may emerge if intimacy becomes associated with hurting. When asked, if they would have liked to receive pre- and post abortion counseling, many men agreed it would have been helpful. The point of view that men should be silent, concerning abortion has raised much controversial criticism. Ponnuru (2006) conveys some Pro-choice women and men have expressed because men are not the carriers of the unborn, they should refrain from discussing any matters concerning abortion. However, Ponnuru ascertains to see the emptiness of this statement by remarking; it is necessary only to ask Pro-choice men if their attitudes toward abortion do not validate the substantial difference between adult males and adult females’ roles. Coyle, (2008) mentions that there has been very little importance placed on what effects abortion have on the father. At the time of his research, there were only 31 studies published, which were case studies, along with quantitative surveys with numerical data, and some clinical observations. Quantitative surveys with numerical data, qualitative studies along with in-depth inquiries to the interviewee, quantitative surveys with numerical data points, and qualitative studies along with in-depth inquiries to the interviewee (table #2). Williams (2005) implies that a father who has failed to keep his mate from choosing abortion, may often begin to believe that he failed his unborn child, and therefore was not a good father. If he did not voice his objection, he may think he is unworthy of a choice or being able to protect his child. Myburgh, Gmeiner, and van Wyk  (2001) mention a survey performed in the ‘80s in which 1,000 adult males escorted their companions to the abortion clinic; however 511 of them believed because it is a female’s right to have an abortion that as a male there is no legal power to object. These men responded that they are powerless over any decision related to the termination of the pregnancy, and therefore do not want to be accountable. It has become acceptable within our society that child rearing and nurturing is solely a mother’s responsibility often leaving the father out of the process. The fact remains that â€Å"abortion is a death experience and, once chosen, it cannot be undone (Coyle, 2007). † Little research has been done to include pre-abortion counseling for men and women, the effects the abortion decision has on the relationship structure of the family unit. Many think that if the father is included in the decision then it will have a positive effect on the family relationship. The woman would not have the burden of making such a traumatic decision all on her own; the father will cope with some of the responsibility as well. One of the major problems with this concept is the absence of places that offer pre-abortion counseling. Coyle et al. (2010) suggests the shortage in counseling for adult females also reflects the scarce to nonexistent pre and post abortion counseling for adult males that can directly or indirectly relate to psychological trauma or predicted post abortion relationship problems. Further research may be manipulated and influenced by religious beliefs, mental health concerns, and social viewpoints on abortion, abortions statistics, and certain uniqueness regarding the abortion conclusion. Methods Participants Consist of 150 women and 150 men; age range is from 16 to 45 age average of 30. 5 years for male and female. People are recruited from clinics, centers and organizations offering post-abortion counseling services. Participants were offered to be a part of a survey, if agreed to be a part of the survey, instructions are given on how to use online website. Materials Subjects were given an entirely web-based survey; embedded within the survey was the PCL-C, which was used to measured psychosomatic stress was, and the Posttraumatic Stress Disorder (PTSD) Checklist- Civilian version. To evaluate stimulation, encroachment, and evasion and the gravity of the symptoms, the PCL-C was used, which consist of 17 items. High stress was measured using the Likert 5-point scale to establish validity and reliability (97). The response format was determined by the respondent fulfillment of criteria for PTSD and from the PCL-C scores. The criterions were: how many experiences more than one, is it a repeating experience, more than three experiences and more than two experiences of hyper-arousal. Study information based on Coyle et al. (2010). Procedure Participants had a one year deadline to submit all information and data to an online specified website. Demographics from the survey included questions related to: abortion history, reasons for abortion decision, religious beliefs, sociodemographics, competence of perceived pre-abortion counseling, feelings of abortion decision, post-abortion relationship attachment with companion, mental health status irregular, indications of post-abortion distress, anger, sexual problems, abortion stress related. Measures Participants’ perspective of the competence and satisfaction of the services received by the agencies were measured by specific single questions with â€Å"yes† or â€Å"no† responses. Some questions were: how satisfactory were the counseling services you received at the abortion clinic, did you and your partner agree to the abortion, were you and your partner given an ultrasound before abortion decision was made. Relationship potency was measured to determine the strength and stability in the relationship (including sexual problems) with their partner to help ascertain if their choice to abort attributed to post abortion anger within their relationship. Results Abortion can have traumatic effects on the paternal parent as well as the maternal; both may develop emotional distress and disorders, including Posttraumatic Stress, Post Abortion Stress, relationship, and sexual dysfunctions. Pre-abortion counseling can lessen apprehension and encompass a more positive experience regarding the abortion decision. Statistics confirm abortion has increased enormously in America, after becoming legal. Studies also consistently confirm that the abortion experience substantiate an increase in emotional disorders in women and men. Coleman (2008) introduced a study that showed adult females, experienced abortions at a 17% higher rate of mental disorders and an increase of 167% in bipolar disorder and 44% in panic attacks. The study also showed a high percent of women (79. 8%) and a high percent of men (77. 1%) describe the abortion experience as extreme, on the scale of one to 10 (10 being extreme) most stressful, devastating, and emotionally disturbing experience of their lives. Discussion The purpose of this study was to explore abortion and how it affects men as well as women and to explore the effects pre-abortion counseling may have on the abortion decision. Research substantiation, whether the decision to abort the baby without the fathers knowledge, or with his involvement, results end in greater relational problems; significantly increased emotional stress, feelings of inadequacy, in which the consequence repeatedly end with the dissolution of the family unit. Coyle et al. (2010) suggest that the differences may be influenced by both biological science and culture, reflective of socio-cultural expectations; these differences may have a biological basis. A significant association with depression for both men and women; however, the recognition and treatment for depression for PAS and PTSD is mainly diagnosis for women and not men. With the steady rise in abortions performed, it mandates the need for more pre- and post- abortion counseling. According to Coyle et al. (2010) currently there are no approved regulated standards for pre-abortion counseling, Coyle, revealed that 95% of adult females surveyed, said they would want to be educated about all consequences prior to agreeing to an abortion. Pre-abortion counseling for women is not mandated and hard-to-find, and practically nonexistent for men. Given the trepidation of the abortion conclusion, and the nature of a crisis maternity, adult males and females would benefit from more counseling than what is currently available. Between couples, the abortion decision reveals high disparity rates. The high disparity rate reported between partners about the abortion decision, shown in both men and women for posttraumatic stress disorder, meet the standards and hyper-arousal symptoms; sexual problems, and abortion related anger and relationship concerns. Limitations of the study are due to the small sample size and limited research information available, related to how abortion affects abortion men. The participants in this study represent a self chosen sample. The population at large cannot be generalized. Coyle (2008) reported that there are severe restrictions in this type of research, not only due to small sample sizes but also most appraised mens responses too soon after abortion to ascertain long-term personal affects. Surgical nd induction procedures are the highest procedure performed in the United States. The proportion of adult males and females who represent serious health concerns related to abortion continue to grow. The lack of research regarding the effects abortion have on the mother and father maybe influenced by political, financial, and medical bias, favoring pro-choice  positions that do not acknowledge the negative effects of abortion, nor acknowledge that abortion is a multimillion dollar industry in the Unite d States. Continued and additional research is recommended and essential to establish a protocol for evidence based-care, mandatory pre-counseling, and to determine the effects of induced abortion on adult females and adult males. The Central Illinois Right to Life  (n. d. ) website  reports that 95% of abortions are performed not due to rape, or threat to a mother’s life but primarily as a means of birth control. Statistics show only 1% is from birth deformity, and rape and 3% are because of a health risk. While it is recognized during pregnancy the baby is constantly growing and developing its own distinguished genetic individuality, it therefore seems inhuman not to acknowledge that this is the beginning of human life, developing the only way it can, inside its’ mother. With the increased knowledge of genetic influences taken from both parents, it is also apparent that abortion is not a woman’s issue alone, it took a father and a mother to consummate a child, and all decisions regarding that child should include both parents. References abortion. (n. d. ). In Merriam-Websters Medical Dictionary. Retrieved from http://dictionary. reference. com/browse/abortion abortion. (n. d. ). In Online Etymology Dictionary. Retrieved from http://dictionary. reference. com/browse/abortion American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. , text rev. ). 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Office on Womens Health in the Department of Health and Human Services. (2009). Depression during and after pregnancy. Retrieved from http://www. womenshealth. gov/faq/depression-pregnancy. cfm Paulick, F. , Gabriel, C. (2007). Postpartum depression in men. Growing Together Life Learning Center. Retrieved from http://www. togrow. org/aboutus. html Ponnuru, R. (2006). The Party of death: The democrats, the media, the courts, and the disregard for human life. Washington, DC: Regnery Publishing Inc. Radio Me Hang Cuu Giup. (2005). My life was changed forever. Retrieved from http://www. mehangcuugiup. org/html/QuestionOfTheDay/HowAbortionAffectsGuys. htm Treanor, N. (2002). The Feminist movement. San Diego, CA: Greenhaven Press. U. S. teenage pregnancy rate drops for 10th straight year. (2010). The Alan Guttmacher Institute. Retrieved  from  http://www. guttmacher. org/sections/index. php? page=reports Williams, W. L. (2005). What is fatherhood lost?. Boulder, CO: Fathers and Brothers Ministries. Table 1) The chart below by Guttmacher Institute (2006) shows the number of abortions per 1,000 women aged 15-44, from 1973 through 2005: Facts on induced abortions in the United States. (2010). The Guttmacher Institute. Retrieved  from  http://www. guttmacher. org/pubs/fb_induced_abortion. html (Table 2) Pages 27-32 Summary Tables of 31 studies conc erning the Psychological Effects of Abortion on Men. Compiled 2006 and updated 2008 by C. T. Coyle, RN, PhD. Coyle, C. T. (2008). Men and abortion: Psychological effects. Men and Abortion Network, Retrieved from menandabortion. net/MAN/research/index. html