Arthur Conan Doyle reveals Holmes Essay Example for Free

Arthur Conan Doyle reveals Holmes Essay Examine how Arthur Conan Doyle reveals Holmes character and his relationship with the police. Sherlock Holmes was created by Conan-Doyle in 1887. When Arthur Conan-Doyles character, Sherlock Holmes surfaced, London in the era of Queen Victoria was an intriguing place to live. At this time, Victorian people feared crime greatly due to the prostitution, drug abuse but mainly an infamous murderer, Jack the ripper. This brutal murderer was loose on the streets of London attacking vulnerable women savagely with a sharp, long-bladed weapon, this panicked many women due to the fact that the polices methods were seen as inefficient; therefore would rarely solve the cases by catching the ruthless villains. Many Victorians had little if no faith for the police in London, as they did not appear to be protecting the public. On the other hand, Holmes, who is an excellent detective, is well known for his use of logic and observational understanding to unravel complicated cases. He described himself as a consulting detective an expert who is brought in to cases that have proven too difficult for other investigators; we are told that he is often able to solve a problem without leaving his home. This is prodigious as Holmes was actually an amateur detective, not a member of the London police force. The purpose of this essay is therefore to show Holmes character and his relationship with the police. In some cases Holmes breaks the law, in others he does not. One example of when he doesnt is in Silver Blaze; Sherlock Holmes and Dr Watson pay a visit to their old friends the Baskervilles and find themselves in the middle of a mystery involving a missing horse and its dead trainer. Doyle reveals through his writing that Holmess character is very egotistical. This is shown many times throughout the story: I follow my own methods and tell as much or as little as I choose. Here, Holmes is being very demanding showing that he does not have much respect for other people; this is very shocking as Watson is not only a companion but most importantly a friend too. I think Doyle does this to ensure Holmes is referred to as a very dominant character in addition to being arrogant and making people feel small and unimportant. Doyle through his use of language creates Holmess character to have a greater intelligence over the police. Doyle uses sarcasm to show this: Inspector Gregory, to whom the case has been committed, is a very competent officer, were he but gifted with the imagination he might rise to great heights during his profession. This also shows that Holmes has no faith in the inspector in solving the case as Doyle uses the word might to show the sarcasm therefore implying that he has no hope for the police in cracking the mystery. This same egotistical behavior towards the police is also repeated later on when Holmes says See the value of imagination; it is the one quality which Gregory lacks. As this is repeated in his writing it reveals that Doyle is trying to emphasize Holmess views of the police as being incompetent. Furthermore, Holmes relationship with the police is very argumentative. Holmes is always mocking the police by acting witty. This is shown when Holmes says The inspector here has done all that he could possibly be suggested; but I wish to leave no stone unturned in trying to avenge poor Straker, and in recovering my horse. Doyle uses this sarcastic language to reveal Holmes true disrespectful manner and arrogance towards the police. In addition to that Holmes finds great pleasure in finding the clues way before the police are anywhere near. When the inspector says I cannot think how I came to overlook it, Holmes replies I only saw it because I was looking for it! Doyle, with the use of that language implies that Holmes was actually observing the murder scene, whereas the inspector did not think to do that. To Holmes, using his logic and observational understanding is general common sense, this is one of the reasons how Holmes makes the detectives feel incapable of their job in which they specialize in.

How Effective Is The Criminal Justice System Criminology Essay

How Effective Is The Criminal Justice System Criminology Essay This essay is going to critically analyse and explore how female offenders are dealt with across the Criminal Justice System (CJS) focussing on different agencies including how they are dealt with in custody, in prison, and also the mental health of female offenders and how theyre needs are or arent met. I will also be looking into the history of the female offender and draw upon different theorists ideas as to why they offend and also if they are inherently different to their male counterparts. The way in which female offenders are treated has evolved quite considerably over time. Many centuries ago the female criminal was seen as being mad and bad because they were subjected to double deviancy in that not only were they going against their perceived biological role, but also because they were committing an offence, therefore making them a criminal. When faced with this, women are not only punished by the CJS but also by friends, family and society in general. Female criminals have been consistently portrayed down the ages as peculiarly evil and depraved, and as unstable and irrational. Often their irrationality is linked to their biological and their psychological nature. Paradoxically, they have been depicted as unfeminine and hence unnatural (Lombroso and Ferroro 1895) or all too feminine (Pollak 1950 in Carlen and Worrall :18). Women, like men, are dealt with by many different agencies in the Criminal Justice System, but is there any difference in treatment between the genders? This is an important aspect to consider when analysing the effectiveness of how female offenders are dealt with. Much research has been done into the difference of treatment between genders when being dealt with by different agencies within the Criminal Justice System (CJS). It has been said that women are treated more leniently by the CJS compared to men. One of the reasons suggested for this is because women are said to captivate men thus ensuring them more lenient treatment. Police also see women as less of a threat than men which is said to be another reason why they get treated more leniently and also are less likely to be sentenced for their crimes. Police have been accused of having a sexist attitude towards dealing with female offenders and are reluctant and unhelpful when it comes to cases of women in refuges. One question that has always attracted a lot of interest is the reasons as to why women offend. There are numerous and complex reasons as to why women commit crime. Rumgay (1996) argues that the backgrounds and circumstances of womens lives are inseparable from their involvement in crime (Gelsthorpe 2002b:290). The factors included for female offending are, poverty, addiction, prostitution, abuse and unemployment to name a few. (A) high proportion (of women in the CJS) are lone mothers. Many have lived on state benefits, few have been in paid employment, many have large debts, one in ten will have experienced homelessness and two in five will have experienced foster or other state care prior to imprisonment (Fawcett Society 2004: McIvor 2004; Carlen 2002 in Gelsthorpe et al 2007:13). More female offenders than male offenders have been a victim of sexual or emotional abuse prior to their imprisonment. This can have a profound effect on a womans time spent in prison as they will have t o deal with authority from male prison officers which could have an impact on their mental health although not a lot has been written about male prison officers working in female prisons. Strip searching in female prisons is also something to consider when discussing the emotional impacts prison life has on female offenders as Corsten (2007:8) states the regular, repetitive, unnecessary overuse of strip searching in womens prisons (to be) humiliating, degrading and undignified and a dreadful invasion of privacy. For women who have suffered a past of sexual abuse it is an appalling introduction to prison life and an unwelcome reminder of previous victimisation (Corston 2007:8). It is important to note that experience of abuse does not excuse women of their criminality but it does mean they have different needs from men in the CJS and a different approach to their criminality is required, (Corston 2007:20). The prison system has come under a lot of criticism in recent years for appare ntly failing to effectively deal with the needs of these women. Far more female offenders suffer from mental health problems than their male counterparts and this is something that is not being dealt with effectively enough in female prisons, two thirds of women in prison are suffering from some sort of mental disorder (Wilson 2005:49). It has also been said that staff in female prisons are lacking essential skills and also that the prisons are under resourced. Research has suggested that mental health problems increase whilst a woman is imprisoned. Liebling (1994) states that women tend not to riot or exert violence in prison when distressed, but they are far more likely to self-harm or attempt suicide as an outlet. This is said to be the reason why rates of attempted suicide and self inflicted death are significantly high in female prisons. A study which was conducted by the Safer Custody Group (SCG) discovered that females in prison are forty times more likely to kill themselves and eighteen more times likely to self harm than women in the com munity (Rickford 2003). He also goes on to say despite the best efforts of individual staff and despite the initiatives of the SCG, overcrowding undermines the ability of the Prison Service to provide a decent, safe environment in which women are less at risk of self harming (Rickford 2003:15). In order to understand the extremity of mental health problems in female prisons the SCMH explains: Prisons are overcrowded and lack staff skilled in dealing with mental health problems. There is also a high degree of co-morbidity among prisoners; some have a combination of mental health problems, substance misuse, personality disorder or learning difficulties (2006:1). There is much speculation surrounding the legal framework surrounding mental health in prison and is slightly hazy. Prisons, even their health care wings are not recognised as hospitals under the Mental Health Act 1983 (SCMH 2006:7). This is another indication that the mental health needs of female prisoners are not being met. The Human Rights Act of 1998 came into force in October 2000 stating that the Prison Service has an obligation to protect people in its care. Article 2 states Everyones right to life shall be protected (Rickford 2003:32). Other factors affecting women in prison is the fact that they are far more less likely to have a partner on the outside looking after their children, elderly family members or children, and almost 40% lose their home whilst imprisoned (Women in Prison 2006 in Hayes 2007:188). This is very significant when discussing this because over half of women in prison are mothers with dependent children. Carlen Worrall (2004:37) discuss that while 90% of fathers in prison expect their children to be cared for by the childrens mother, only about 25% of mothers in prison expect their children to be cared for by the childrens father (Home Office 2002a). As a result of this, over 18000 children a year are taken into care (Corston 2007). Because there are far less female prisons compared to male prisons, women are more likely to be far away from home. This could mean that they dont see their family as much as they would like or need to. Travelling to and from prison is costly especially to those who are from low income families. Not only are mothers not seeing their children regularly but it also could have a negative effect on the relationship between a mother and her children thus breaking down the bond they once shared. All these factors could only add to a woman already struggling with mental health problems. Research by HMP Holloway, London, showed that only 35% of a sample of prisoners on reception were from London. The majority were from Sussex and Hampshire with some from Devon, Dorset and Cornwall; 5% were from the Midlands. A third of the Holloway population surveyed by the Chief Inspector had not received a visit from family or friends throughout their sentence (HMP Holloway 2000 in Rickford 2003). If the children of these female offenders re taken into local authority care, the local authority has to fund the childrens transport to prison thus resulting in a greater social cost.

The Future of Education :: essays papers

The Future of Education The future of education is very promising to younger generations. From Kindergarten though college many changes are brewing. On the horizon are things like smart objects, full-length online courses, and prosthetic devices designed to equalize education. Online courses soon will prevail over the traditional high school and college education. Online Universities will create classes sponsored by companies. These companies will direct the universities on the materials of the course. The company will then offer those who pass the course a job. This will created a skilled worked specifically for a position in a company. Teachers will take a backseat in these courses. Teachers will offer one-on-one help and help people work collaboratively. These teachers will be more of a guide then a true classroom teacher. Also on the horizon are smart objects. These objects are geared more to small children then those in high school or college. Objects with animations such as building blocks that can talk and light up to indicate to a child how to stack them correctly. Objects that will test a child’s spelling and reading skills. Smart books and tools that require a child to listen and react. Another development is in the area of prosthetics. These new prosthetics are uses to make education equal for all children. They have recently developed an implant for children with hearing disabilities. Microelectronic lenses are being designed now for those with reading and sight problems. No longer will a child be left behind because or his or her disability. All education for children with be as equal as possible. As you can see the future for the education world is bright. There are many developments to make education more efficient, simpler, and equal for all from

Nathaniel Wests Miss Lonelyhearts Essay -- Literary Analysis

â€Å"Life is worth while, for it is full of dreams and peace, gentleness and ecstasy, and faith that burns like a clear white flame on a grim dark altar.† So begins the correspondence of the novella of Nathaniel West, Miss Lonelyhearts (1933). West's work was not only a reaction to the national problems of the Great Depression but to the personal problems generated by the it, and not only for the general public but for himself also. West brought an element of the demure into his writing that characterized both the economic and emotional depression that the 1929 crash had generated among many people in the nation throughout the 1930's. In fewer than sixty pages, West forms a clear critique of both the personal and national lives of American citizens of the early nineteen hundreds. From a clear disregard for the well-being of others to a lack of respect for the world itself, West clearly qualifies the shortcomings of those individuals. Far from solely casting the stone at those outside of himself, West is wont to use the literary figure as both a setting for the turmoil of someone affected by such shortcomings and the vehicle for personal desire, destruction, or change. The power of West's novella lies in its simple depiction of the personal struggle of humanity and decidedly complex representation of humanity's societal struggle. While personal problem's in west's world can be comforted simply by the careful wordsmith, not even the most concerned citizen may alleviate the problems generated by society alone. West uses a depth of imagery and strong character relationships to illustrate the suffering caused by dependence on a society which lacks beauty at every turn. West's leading character, a newsman who writes an advice column and t... ...nard, Rita. "The Storyteller, the Novelist, and the Advice Columnist: Narrative and Mass Culture in "Miss Lonelyhearts""  NOVEL: A Forum on Fiction  27.1 (1993): 40-61. Print. Hanlon, Robert M. "The Parody of the Sacred in Nathanael West's Miss Lonelyhearts."  The International Fiction Review  (1977): 190-93. Print Light, James F. "Miss Lonelyhearts: The Imagery of Nightmare."  American Quarterly  8.4 (1956): 316-27. Print. Lynch, Richard P. "Saints and Lovers: 'Miss Lonelyhearts' in the Tradition - Page 8 | Studies in Short Fiction."  Find Articles at BNET | News Articles, Magazine Back Issues & Reference Articles on All Topics. Web. 10 Dec. 2010. . West, Nathanael, and Nathanael West.  Miss Lonelyhearts: & the Day of the Locust. New York: New Directions, 2009. Print.

Linda Loman in Arthur Millers Death of a Salesman Essay -- Death Sale

Linda Loman in Arthur Miller's Death of a Salesman      Ã‚  Ã‚   Linda Loman is the heart and soul of the Loman household.   She loves her family, even though she is all too aware of husband's faults and her sons' characters. She provides a sharp contrast to the seamy underbelly of the world of sex, symbolized by the Woman and the prostitutes.   They operate in the "real world" as part of the impersonal forces that corrupt.   Happy equates his unhealthy relationships with women to taking manufacturer's bribes, and Willy's Boston whore can "put him right through to the buyers." In Arthur Miller's Death of a Salesman, Linda Loman holds the family together through purity and love - she keeps the accounts, encourages her husband, and tries to protect him from heartbreak.   She is the personification of the ideal family, a social unity in which the individual has a real and separate identity. The concepts of Father and Mother are developed when we are b... ... him achieve them. Works Cited and Consulted Baym, Franklin, Gottesman, Holland, et al., eds.   The Norton Anthology of American Literature.   4th ed.   New York: Norton, 1994. Florio, Thomas A., ed. "Miller's Tales." The New Yorker.   70 (1994): 35-36. Hayashi, Tetsumaro.   Arthur Miller Criticism.   Metuchen, NJ: Scarecrow Press, 1969. Miller, Arthur. Death of a Salesman: Text and Criticism. Ed. Gerald Weales. Viking Critical Library. New York: Penguin, 1996.

Coach Carter and Communication Essay

The film â€Å"Coach Carter† demonstrates many great examples of good communication between coach and athlete. I will point out a few examples of good communication from the film and I will explain why the examples I discuss demonstrate characteristics of effective communication. I will use a few excerpts out of the communication chapter of our text book, Chapter 11. I will use these excerpts from Chapter 11 of our text book to explain why the examples/quotes from the film, that I have pointed out, demonstrate good communication skills. The film â€Å"Coach Carter† is a great film about a high school basketball team that is located in a bad area of town. The kids that play for this basketball team unfortunately do not have some of the opportunities as other players of different team may have. This is just a fact of life; some people are fortunate to have a community and parents that are in a position to provide their children with good opportunities to succeed in school and in life, while other children do not have the same luxury. Some communities, parents, and schools unfortunately are not in the position to provide the same opportunities to their children and student athletes, whether due to financial reasons or other reasons. It is just a fact of life that sometimes people have to fight and work very hard to rise above the challenges life presents to them and through the road of hard work to accomplish their goal they will grow as a human being and become a better person in the end. In the film, Coach Ken Carter demonstrates excellent communication skills that are very effective. One quote from the film that stuck out to me is when Coach Carter is addressing his team after they lost the game against Saint Francis at the end of the film. Carter states; â€Å"l came to coach basketball players, and you became students. l came to teach boys, and you became men. † This quote is a great example of the correct use of praise. In Chapter 11 â€Å"Effective Communication: The Foundation of Effective Leadership†, Anshell describes the sandwich approach model to praise and critism presented by Smith & Smoll (1977). The sandwich approach tells us the correct use of praise and gives us a formula to use to make sure we give praise to our athletes in an appropriate manner. The sandwich approach states that you should say something positive, correct the skill that needs attention, and end with another positive comment. In the qoate from the film I used above, Coach Carter does not use the sandwhich approach excatly as it is modeled, but he does praise his team in an appropriate manner. A coach will be more efffective in correcting the skills and habits of any of their athletes by using the sandwich approach. The athlete will feel good about himself/herself hearing the first positive statement and this will also grab that athletes attention to the constructive critism or skill critique from the coach. The coach will leave the athlete with a positive concluding statement such as, â€Å"I see you excelling in the future with this†. The athlete will still have a good feeling at the end of the conversation and will pay attention to what the coach told him to do differently to improve his/her skill. In the movie, Coach Carter is consistent in his statements about what his intentions are as the new basketball coach and what his goals/expectations are of the young athletes. Chapter 11 of our text book, Anshell discribes the Ten Commandments of Communication. The Ten Commandments of Communication are as follows: â€Å"Thou shalt: (1) be honest, (2) not be defensive, (3) be consistent, (4) be empathetic, (5) not be sarcastic, (6) praise and criticize behavior, not personality, (7) respect the integrity of others, (8) use positive nonverbal cues, (9) teach skills, and (10) interact consistently with all team members. (Anshell 2012)†. Coach Carter demonstrates most of these commandments of communication, he especially demonstrates honesty, consistency, and respect the integrity of others throughout the film. The Players respect Coach Carter and his decisions on and off the court, they put their faith in their coach and the end result is rewarding. Coach Carter demonstrates consistency more than ever when he is talking to the board in the hearing about the lockout he has put into place. Coach Carter says; â€Å"You really need to consider the message you’re sending this boys by ending the lockout. It’s the same message that we as a culture send to our professional athletes; and that is that they are above the law. If these boys cannot honor the simple rules of a basketball contract, how long do you think it will be before they’re out there breaking the law? I played ball here at Richmond High 30 years ago. It was the same thing then; some of my teammates went to prison, some of them even ended up dead. If you vote to end the lockout, you won’t have to terminate me; I’ll quit. † This statement is very powerful and certainly gets Coach Carter’s message across to the administration and the parents of his players. The consistency of Carter even in a high stress environment and a very tense situation, he stands behind his beliefs and never once lets up or lets something go like ending the lockout so the basketball team will play the big game and stay undefeated. The players respect Coach Carter and his decision to keep the lockout in effect until the whole team has the GPA requirements to play games, as stated in the contract they signed. The team demonstrates their faith in their coach with the statements they make when Carter walks into the gym after the board made the decision to end the lock out to let his athletes know what the board decided. Coach Carter enters the gym to find his basketball team sitting at desks and studying instead of practicing. The team says the following when Carter walks into the gym; Jason Lyle: â€Å"[to Coach Carter as he walks into the gym] Sir, they can cut the chains off the door, but they can’t make us play. † Damien Carter: â€Å"We’ve decided we’re going to finish what you’ve started, sir. † Worm: â€Å"Yeah, so leave us be, coach. We’ve got shit to do, sir. † After Worm finally answers Coach Carter’s question; What is your biggest fear? Jason Lyle says; â€Å"You said we’re a team. One person struggles, we all struggle. One person triumphs, we all triumph. † This scene shows how Coach Carter’s communication skills inspire and motivate the players to improve on and off the court. I believe that coaches should focus on teaching their athletes more than just the game that is being played, but a good coach will demonstrate and teach young athletes about â€Å"life†. A good coach focuses on the entire picture of developing good strong contributing members of society. Coaches should give the athletes skills that will carry each athlete through life and teach the athletes the skills/lessons that will help them succeed.

Psychology for Social Care Practice Essay

In this assessment I am going to be writing a case study on Rose. Rose is the youngest of five children, she has one sister and three brothers. Rose has been diagnosed with a rare chromosome deletion on her 22nd chromosome, it is called 22q13 deletion syndrome also known as Phelan Mcdermid syndrome after the doctors Katy Phelan and Heather Mcdermid who first discovered this syndrome whilst studying chromosome 22 and the effect that deletions and mutations has on individuals in the early 1990’s the first person diagnosed was in 1996, currently there are only approximately one thousand people around the world diagnosed, and only one hundred approximately in the uk. It is thought to be massively under diagnosed at present. Phelan Mcdermid syndrome affects individuals by causing disabilities in different ways depending on the size of the deletion, where the deletion is on the 22nd chromosome and other genes in that region that are are affected. Phelan Mcdermid syndrome affects the people diagnosed in differing ways mainly it affects the individual’s speech, a majority of those diagnosed with Phelan Mcdermid syndrome are completely non verbal, it affects mobility ranging from a person never being able to walk or learning at a later stage than would be the usual, it also can cause feeding problems and some people affected suffer from seizures. Rose has a smaller deletion and so her disability is on the milder end of the spectrum. Phelan Mcdermid syndrome affects Rose’s speech ability, also her muscles are weaker and she has coordination problems, she is diagnosed with dyspraxia, and has also recently been diagnosed with autism. Phelan Mcdermid syndrome is a genetic cause of autism. In my opinion although it is a genetic disability that Rose has I feel that there are also nature and nurture issues also involved. I think that as Rose has been encouraged to communicate and also speak that this has helped her immensely, where as other parents with children with Phelan Mcdermid syndrome can be to ready to accept that the child might never speak and might not be as encouraging for their child to become independent. There are other factors also involved, the location where Rose lives she has been lucky to have had a lot of time spent on speech therapy,  where as other children living in different locations in the uk and around the world haven’t been as fortunate and so have not been given the same nu rturing that Rose has received both from the local services available but also from her family. Although this is a genetic condition people with this syndrome will still inherit family traits aswell, the hair colour and eye colour for example will be genetically linked to the parents genes. In my opinion although Rose has autism I believe that her being the youngest of five children has been of benefit to her as this has helped with her social skills and for her to be able to share and to take turns, it has benefited her in her being able to be amongst noise and people. If she were perhaps an only child she would have had to have been taught some of these skills which she has been able to learn naturally. Rose is seven years old, she is a pretty little girl with a lovely nature.When Rose was born she appeared to be â€Å"normal† she met all her first milestones, sitting up and walking on time, it was only when she turned two and wasn’t developing her speech that her parents started to worry and took her to the GP who then referred Rose to a paediatrician. The paediatrician took a blood sample which was sent away for testing and the parents were called back to be informed of Rose’s diagnosis just before her third birthday. Due to some chromosome abnormalities being inherited the parents both had blood tests, in this case it was a de novo which means it was not genetically inherited from the the parents. From the age of three Rose started speech therapy, she has also had physiotherapy and occupational health input. Rose attends a mainstream school at the moment and has additional teaching support, she has learning difficulties but is making small steps of progress i n her learning. Rose is behind for her age in her learning by about 3 years in my opinion, she is still struggling with learning to read, write and count. Although Rose has autism she is a friendly and sociable little girl. In my opinion this has been nurtured within her home background as she has the older siblings from whom she has benefited being around, and having four siblings it has been a busy household in terms of Rose being exposed to meeting new people, although as her siblings are all older than her by a number of years Rose is more comfortable around older people than she is within her own peer age groups,  causing Rose to have some difficulties in forming friendships with other children her own age. One of the physiological theories that would apply to Rose would be Maslow’s hierarchy of needs for Rose to be able to develop to her full potential. This would include her basic physiological needs being met, for example Rose will need to have activities incorporated into her day to help build her muscle strength but equally she needs to have plenty of rest so as not to suffer with fatigue. She needs guidance in her safety needs as she is not able to to make safe choices yet for example when it would be safe to cross the road or when it is appropriate and to which adults to show affection, these would be taking care of her psychological and physical safety needs. Also due to Rose having autism she is very keen on having routine and familiarity. Rose needs to be able to be loved and have a sense of belongingness so she is able to learn to trust and to accept people, she needs to be a part of groups and she does this by attending a local dance school and has recently performed in her annual dance show presentation, and as Rose has a large family she has a sense of belonging. Esteem needs are another of Maslow’s hierarchy of needs, these mean that Rose needs to feel respected, she also needs to have self-respect and self-esteem, these are issues that are currently being dealt with at school following a meeting about how to help Rose integrate more with her peers, one of the ideas is that the other children are included with things that Rose likes to do, this will then not make Rose feel like she has to conform to the â€Å"rules† and â€Å"structures† being imposed by the other children but will help the other children integrate with Rose. Rose is having her cognitive needs being met by her having one to one support to help her with her learning by helping her to stay focused and to concentrate on tasks she is given in her class. I feel that Rose just touches into Aesthetic needs as she is autistic she likes to have order and symmetry, she likes to keep her room tidy and also likes to line things like her toy animals into lines. Humanistic psychologist Carl Rogers is another theory which can be applied to Rose as he talks about the healthy person and the unhealthy person, I feel that for Rose to be able to be a healthy person and to be able to be as  fully functioning an individual as she is able to, it is important for Rose to feel accepted for who she is. This means that she is accepted for being who she is without any expectations or conditions placed on her, Rose is loved unconditionally within her family and the whole family accept her for who she is. It is also important for Rose not to become an unhealthy person by altering herself and her behaviour to conform to unrealistic expectations, Rose will over time need a lot of help to be able to cope with and identify her different feelings, she will need positive encouragement to build her self-esteem and her self-worth. When Rose was six she became an Aunty as her older sister had a baby boy, Rose has been very excited by this, she has adapted well to a new member of the family, she then welcomed another nephew into the family only ten months later. Rose has been very accepting of her new nephews and her families involvement in helping her older sister in looking after the two boys. Unfortunately sometimes it can be difficult for Rose to realise that the babies are not able to understand the difference between her toys and theirs and she can become frustrated at this. She is also having to learn how to play with the babies as she is not really used to people younger than herself. Rose is very loving towards the boys and wants to be involved in helping to look after them, she likes to be able to give the older baby his lunch and likes to hold his hand while he is still learning how to walk. Rose has also dealt with bereavement as the first baby her sister was expecting sadly passed away, this was explained to Rose that the baby had gone to heaven and that she is now an Angel. It is difficult to know exactly how Rose feels about this and how much she understands, but she was very upset and if she saw a baby for a while after would refer to the Angel baby that is in heaven and she would tell people about the baby girl. Rose has also dealt with her two older siblings moving out of the family home to set up their own homes, she has been a bit lost at times and has missed having the oldest two at home especially her older sister as she is very attached to her. Due to Rose’s communication difficulties her sister is very good at being able to understand what she is trying to say. Rose now enjoys  going and having a sleep over at her big sisters and it is also encouraging her independence by her being able to stay away from home. It will be be important for Rose’s future for her to be able to continue to have the opportunities available for her to continue to grow as a person.