Effect of Exercise on Depression: Literature Review

Effect of Exercise on Depression: Literature Review Depression is a disorder which will affect mood, thought and behaviour. Although the majority of the population will at some point in their lives experience low points and the ‘blues,’ depression itself is when these feelings begin to take over and affect the degree to which someone can function (Artal Sherman, 1998). The symptoms of depression can include a persistent sadness and feelings of emptiness, hopelessness and pessimism. People with depression will also often exhibit physical symptoms which can include decreased energy and fatigue, changes to sleeping and eating patterns (increased or decreased levels of) and increased experience of illness from headaches, digestive disorders and chronic pain episodes. (Depression Alliance) Anhedonia – the loss of joy from things or events that were once pleasurable, often including a reduced sex drive is also commonly reported by sufferers. As a result of the symptoms associated with depression and depressive disorders (major depression, bipolar) people can often become increasingly socially withdrawn by both reducing their contact with others, and through reducing their activities such as going out or participation in hobbies. Such withdrawal can also incur further psychological impact, whereby people begin to loose self-esteem and belief that t hey can complete activities they once had, which perpetuates to increase the depression and low mood. Major depression can have serious long term consequences – there is an increased risk of self harm and suicide, with estimates of approximately 15% of the severely depressed committing suicide (Artal Sherman, 1998). There is no one single root of depression that can explain all cases. People may experience depression due to a number of different factors; physical (developing a serious disease, impaired function of brain chemicals), environmental (uncertain housing situation, living in a neighbourhood with a high crime rate) social (inter-personal relationship difficulties or divorce, loss of a job, moving away form home) or traumatic events (bereavement, experiencing a natural disaster, domestic abuse), or even through a combination of these triggers. Depression is a clinical disorder and as a result will often need professional intervention in order to begin the road to recovery. Negative responses from others in regards to attitudes for people to ‘pull their socks up’ and ‘snap out of it’ are described by many with the condition as making the situation worse through causing distress and upset as they are unlikely to be able to do this. Treatment of depression thus usually involves professional help, through a number of available avenues for treatment types – successful recovery programmes are noted to often involve a combination of treatment methods (Lam Kennedy, 2004). Medication such as antidepressants like prozac or zoloft, and talking therapies such as cognitive behavioural therapy (CBT), counselling are tried and tested means of helping alleviate both the condition and its associated symptoms (Rethink). Existing treatments do not unfortunately work for everyone, and limitations of these existing treatments can include antidepressants which take weeks or months to have an effect or where side effects are at a level whereby compliance to the designated regimen is not adhere to; or the difficulties with which many people can have in accessing psychological therapies / talking treatments where waiting lists can be long or even where certain services are not even available in an area of residence. As a result of such factors, new ways of treating and managing psychological conditions like depression are being evaluated through research and investigation. One of these new methods is through the use of exercise, which has been increasingly suggested and supported through contemporary literature on this as an intervention. There are a number of articles which look at the link between exercise and depression and how exercise can help alleviate depression-related symptoms; and relief from the condition altogether (Halliwell, 2005; Bayak et al, 2000). Some studies report exercise treatment efficacy as being equal to medication treatments (Blumenthal et al, 1999), but a good number of published studies conclude that exercise therapy would optimise treatment within a combination therapy regime although one notable exception to this is the Babyak et al (2000) study which found the exercise group as superior in results to both the medication group, and the combination (exercise and med ication) group. Babyak et al (2000) compared experimental depression treatment groups of exercise, medication and a combination of exercise and medication. Results of this 10-month study concluded that use of a modest exercise plan (30 minutes of a 70% maximum heart rate workout 3 times per week) is an effective treatment for depressed patients who hold a positive view to such a treatment. Overall it has been suggested that 85% of people who use exercise therapy have found it helpful (Halliwell, 2005), and as a result of such studies, NICE guidelines on treatment of (mild) depression states that patients of all ages should be advised of the benefits of following a structured and supervised exercise programme for between 10 – 12 weeks (Hughes, 2005; Halliwell, 2005). The way in which exercise therapy exerts this effect on depression is suggested within the literature as through two possible routes. The first route is physiological. Physical exertion occurring through exercise is known to cause chemical reactions within the body that result in the release of endorphins (a type of hormone) to five times their resting rate. that is secreted from the pituitary gland into the bloodstream during times of pain or stress. Through blocking the release of certain neurotransmitters in the brain, endorphins stop pain signals being received and therefore act as the body’s own ‘natural pain killers’. This analgesic effect also extends to causing a feeling of euphoria. Endorphins thus work towards both mood-enhancing and pain relieving effects and so will work towards alleviating depressive symptoms such as headaches, whilst also boosting positive moods. In relation to depression specifically, it has also been suggested that exercise can reduce physiological responsivity of the body to stressors, which can lead to improvements in psychological well-being, and feelings towa rds ability to cope. (Steptoe, Kimbell Basford, 1998). Lastly, neuro-chemicals are also believed to be an important physiological means by which exercise improves depression. Research into the physiological components of depression has demonstrated low levels or ineffective transmission of neurotransmitters such as noreinephrine and serotonin and thus may play a role in depressive symptomology – as exercise increases the release of neurotransmitters it is believed this increased availability (which is the same effect that many antidepressants exert) is behind improved mood (Ransford, 1982) after exercise. Improvement in neurotransmitter functionality, more specifically improved serotonin availability, has also been suggested as a way in which exercise appears to help people restore normal sleep patterns, important when considering that disruption to sleep is a very common symptom experienced by people with depression. This is suggested to stem from the fact that serotonin has a role of inputting to the SCN (suprachiasmatic nuclei) where our internal body clock which regulates our circadian rhythms, is located. As serotonin as often found to be altered (decreased) in those with depression, improved availability through exercise is a way in which depressive symptoms of disturbed sleep may be helped. (Solberg, Horton Turek, 1999) The second proposed way in which exercise is believed to help depressed individuals is the psychological route. Participation in exercise can invoke positive feelings of self-belief and accomplishment, through which self-esteem can be improved the so-called Mastery hypothesis (Babyak et al, 2000) where achievement makes us feel better about ourselves. This is an important aspect as the way in which social withdrawal is so often seen in those that are depressed can negatively impact self-esteem. (MIND) Along these lines involvement in exercise activity also raises the possibility of improving social support through providing opportunity for social interactions with others, with social support renowned for its importance in recovery from depression. (MIND) One of the other more psychological explanations behind exercise and its affect on depression is the Distraction hypothesis. Quite simply, through the distraction of the physical activity we are temporarily able to shift our focus a nd thoughts away from the stressors or everyday difficulties which may be contributing to the depression and low mood. Evidence for exercise in the treatment of depression can also be supported through literature from another angle. Participation in exercise has been studied in its protective capacity against depression (Artal Sherman, 1998), with findings that individuals categorised as participating in lower levels of exercise activity were at higher risk of developing depression than individuals who had regular and high levels of physical activity (Camacho, 1991). On the back of available research such as that reviewed for this essay, the use of exercise in the treatment of medical conditions is gaining credibility within the medical professional to stem beyond treatment for purely physically based conditions such as heart disease and obesity, but as a means of helping those with psychological conditions like depression. Authors promoting use of exercise as a treatment for depression also often comment on the positive health benefits it will bring alongside amelioration of depression-related symptoms that other treatments for depression cannot bring (van de Vliet et al, 2003). Exercise itself is associated with positive health benefits including reducing body fat, lowering blood pressure, strengthening bones, and muscles and improving the body’s cardiovascular system. Exercise is therefore a potentially more positive treatment regimen as the experience it involves does not include the negative side effects which are commonly reported fr om pharmacological treatments. (Halliwell, 2005). In summary, there is a vast array of literature that supports the integration of exercise therapy within a treatment programme for a more effective and positive treatment experience for people with mild to moderate depression. The severity of the depression will influence whether exercise is a practical treatment to provide, as more severe cases are less likely to be able to adhere to such a treatment regimen (potentially as a result of more severe physical symptoms and fatigue that may stop them from any higher level of physical exertion). As a result it is found throughout the literature that for exercise therapy to be a success and exert a therapeutic benefit, individuals must have some level of positive feeling towards participating in such a programme – thus exercise therapy is recommended for mild not moderate, but not severely depressed individuals. Not only does the research in this field demonstrate the ability of exercise to alleviate both mood and physical symptoms through the body’s release of endorphins, but can aid psychological and physical recovery through improved self-esteem through mastery, and with all the physical benefits that an active lifestyle brings. Exercise on prescription is now available throughout the UK via GP’s, and so future research is thus needed into developing specific treatment programmes that will optimise both levels and types (e.g. aerobic versus mindful; Netz, 2003) of exercise, and investigating the ways that these need to be individualised (Artal Sherman, 1998) potentially by condition, patient demographic etc for the treatment and long term care of those with depression. Research by the Mental Health Foundation does suggest however that awareness amongst the general practitioner community about the capability and availability of exercise programmes for depression is low †“ only 5% of GP’s are thought to offer exercise within the 3 most common treatment options they offer to their patients. (Mental Health Foundation, 2005) so raising awareness of exercise within the medical community is also a key future action within the promotion of exercise therapy. References Artal, M. Sherman, C. (1998) ‘Exercise against depression’ The Physician and Sprots Medicine Vol. 26, 10 Babyak, M. Blumenthal, J. Herham, S. Khatri, P. Doraiswamy, M. Moore, K. Craighead, E. Baldewicz, T. Krishnan, K. (2000) ‘Exercise treatment for major depression: Maintenance of therapeutic benefit at 10 months’ Psychosomatic Medicine Vol 62 Blumenthal, J. Babyak, M. Moore, K. Craighead, W. Herman, S, Khatri, P. Waugh, R. Napolitano, M. Forman, L. Appelbaum, M. Doraiswamy, P. Krishnan, K. (1999) ‘Effects of exercise training on older patients with major depression’ Arch Intern Med Vol. 159, 19 Camacho, T. (1991) ‘Physical activity and depression: Evidence from the Alameda County Study’ American Journal of Epdemiology Vol 134, 2 Halliwell, E. (2005) ‘Reflections.. on exercise and depression’ Healthcare Counselling Psychotherapy Journal Vol. 5, 3 Hughes, I. (2005) ‘NICE in practice: some thoughts on delivering the new guideline on depression’ Healthcare Counselling Psychotherapy Journal Vol. 5, 2 Lam, R. Kennedy, S. (2004) ‘Evidence-base strategies for achieving and sustaining full remission in depression: Focus on Meta-analyses’ Canadian Journal of Psychiatry Vol. 49 supplement 1 Mental Health Foundation (2005) ‘Up and running: exercise therapy and the treatment of mild or moderate depression in primary care’ London Mental Health Foundation Ransford, C (1982) ‘A role for amines in the antidepressant effect of exercise’ Medical Science in Sports Vol. 1, 10 Solberg, L. Horton, T. Turek, F. (1999) ‘Circadian rhythms and depression:effects of exercise in an animal model’ Am J Physiol Regul Integr Comp Physiol Vol. 276 Steptoe, A. Kimbell, J. Basford, P. (1998) ‘Exercise and the experience and appraisal of daily stressors: a naturalistic study’ Journal of Behavioural Medicine Vol. 21, 4 Netz, Y. (2003) ‘Mood alterations in mindful versus aerobic exercise modes’ The Journal of Psychology Vol. 137, 5 Van de Vliet, P. Onghena, P. Knapen, J. Fox, K. Probst, M. van Coppenolle, H. Pieters, G. (2003) ‘Assessing the additional impact of fitness training in depressed psychiatric patients receiving multifaceted treatment: a replicated single-subject design’ Disability and Rehabilitation Vol. 25, 24 INTERNET RESOURCES www.depressionalliance.org www.mind.org.uk www.rethink.org

Alcohol and Energy Drinks- A literature review Essay

?In recent years, researchers have begun to focus attention on an emerging trend of consuming energy drink mixed with alcohol AmED. Consumption of AmED is thought to have a correlation with high-risk behavior and negative effects on the consumer. Several research articles have examined the various facets of this practice. Some of the points of consideration that have been researched include the motivations behind consuming AmED, the effects of consuming AmED on alcohol consumption and the likelihood of engaging in risk taking behaviors after consuming AmED compared to alcohol alone. This literature review will examine the following four articles in an attempt to explore this area of research. Energy drinks are beverages that boast the ability to provide the consumer with an increase in energy. Energy drinks frequently contain large amounts of caffeine. The upper daily recommended limits for an adult in regards to caffeine is XXX. Levels of caffeine can be up to 300mg per serving. A 6oz coffee contains 100mg. The caffeine from energy drinks is known to have a stimulating effect on the nervous system. Many brands of energy drinks contain additional chemicals including plant-based stimulants (guarana and yerba mate). The effect of these on the body is not well understood as there has been little research. Simple sugars such as glucose and fructose are also found in some energy drinks. Other potential ingredients include glucronolacteone (a naturally occurring metabolite), amino acids (taurine, carnitine and creatine), herbs (Ginko Biloba and ginseng) and vitamins. In a research paper by Peacock and Bruno (2012a), patterns of use and motivations behind the consumption of AmED were examined. The focus of this investigation was to examine the motivation of participants to consume AmED through self-reporting techniques in the form of an online questionnaire. The sample of 400 participants aged 18-35 years who had reportedly consumed AmED in the past 6 months. The results of the study indicated that 75% of participants used AmED for energetic purposes, 50% reporting use to extend their stay at a public venue, 60% claimed they were motivated by situational circumstances, such as mixed drinks containing ED, 40% reported sharing AmED with a companion, 20% used AmED to mask the flavor of alcohol, 50% of the sample reported using AmED to have more fun and only 33% reported consuming AmED to get more drunk Peacock al et (2012a). In addition to taste and situational reasons, the participants in this study appeared to be motivated by functional and hedonistic outcomes. Only a small number of participants being motivated by the desire to increase the level of drunkenness or experience similar effects to elicit drugs. A study conducted by O’Brian, McCoy, Rohdes, Wagoner and Wolfson (2008), where by responses from 4,271were recorded via a web based survey. Participants who consumed AmED in the past 30 days reported consuming significantly more alcohol in a typical drinking session as well as reporting more drinking sessions than those who did not consume AmED O’Brian et al. (2008). AmEd consumers also reported episodes of weekly drunkenness and among the sample who reported consuming AmED a single drinking session consumed 36% more than students who didn’t not report consumption of AmEd. The results of Peacock et al. (2012b) indicate that although risk taking behaviors occurred during sessions of consumption of both alcohol and risk taking behavior that occurred with AmED was statistically less than the risk taking behaviors that occurred in alcohol alone sessions. However consumption of AmEd did result in higher negative physiological and psychological outcomes than those reported from consuming alcohol. Verster, Aufricht and Alford (2012), conducted a review of articles of articles relating to the consumption of AmED. It was revealed through a critique of multiple correlational studies that there are currently insufficient properly controlled studies to draw any firm conclusions regarding the effects of AmED. Conclusions reached in their report were that only a minority of the student population occasionally consumes AmED Vester (2012). Research also suggested some evidence that AmED may result in an increase in some aspects of alcohol- induced performance impairment. There is no consistent evidence that alcohol alters perceived levels of intoxication, no evidence that consumption of ED causes an increase in alcohol consumption, no direct evidence exists to suggest that ED is linked to drug and alcohol dependence or abuse. A personality predisposed to higher levels of risk taking behavior may be the primary reason for increasing alcohol and drug abuse and that AmED may be a component of that lifestyle. The literature available relating to AmED consumption is insufficient. Presently there is an insufficient amount of evidence to link the consumption of AmED to an increase in risk taking behavior, increase in consumption of alcohol or negative effects on health. To understand the true effects of AmED further research is required. To draw more concrete conclusions about the effect of AmED there is a need for more complex and properly controlled clinical studies need to be undertaken. Research design needs to explore relationships with a within subject design whereby the relationship between the ingestion of AmED and the consumption of alcohol is further explored and documented.

The Pros And Cons Of Paper Mediums - 1358 Words

Forty-four states and the District of Columbia had already had plans to design new tests for the 2014-2015 school year by sharing $330 million in attempt to create new online end of year and semester tests that would replace paper tests which had been used until that point. Now looking upon the 2017-2018 school year, the majority of those states have already converted to the newly created online tests, but many believe that they should have continued using the paper testing. Studies are beginning to show that reading comprehension varies drastically between the traditional paper compared to their digital mediums. Electronic mediums negatively impact a reader’s reading comprehension level when compared to paper mediums as seen through note†¦show more content†¦In addition to note taking strategies through different medias affecting an individuals reading comprehension level but early development of letters and shapes through different medias has an effect as well. To develop reading comprehension many are taught at an early age to read and write basic letters and shapes. In a 2012 study conducted by Indiana University, psychologist Karin James tested a five year old children, who was not yet able to efficiently read or write, by asking them to reproduce a letter or shape in three different ways: drawn onto a blank sheet, traced over a dotted line, or typed on a computer. Results of the three test concluded through a MRI scan that was conducted while the tests occurred, that only while the children were drawing freehand that activation across the brain associated in adults with reading and writing occurred. Therefore in the development of a child’s reading comprehension freehand drawing is proven to aid in development greater than typing and tracing over dotted lines, which are both common ways in modern times used to teach children reading and writing. Using a digital media when developing a young child’s reading comprehension skil ls will then be less effective in the development as well asShow MoreRelatedThe Evolving Digital Steganography Methods Through Ages927 Words   |  4 Pagesvideo file. It has been in use since ancient times. The distinguishing factors in the steganography techniques used back then and at present, is the medium to carry the secret data and the various algorithms which have been designed for it. We intend to uncover the pros and cons of these various steganography techniques, which use different mediums to carry the secret data. Scope: The project will consist of studying the different types of steganography methods. The different media used to carryRead MoreEssay about Is Wikipedia a Reliable Source1226 Words   |  5 PagesIs Wikipedia A Reliable Source In this paper I will be discussing the debate between pro Wikipedia’s Dwight Reed, and Rachel R. 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Holes Book Vs. Movie Essay - 794 Words

5 Paragraph Essay 1st Paragraph – Introduction paragraph. Last sentence of this paragraph is your thesis statement. 2nd Paragraph – This paragraph defends the first point of your thesis statement. 3rd Paragraph – This paragraph defends the second point of your thesis statement. 4th Paragraph – This paragraph defends the third point of your thesis statement 5th Paragraph – Conclusion paragraph. This paragraph concludes and wraps up your paper and sometimes restates your thesis statement. Thesis Statement: In this sentence you state the three things you are going to be discussing in your essay. These are examples of what a thesis statement should look like: The three major differences between the book The Outsiders†¦show more content†¦He happened to be in the wrong place at the wrong time. He is found guilty and sentenced to spend time at a boy’s detention camp. In both the movie and the book the camp is portrayed in the same way. 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Utah Opera Symphony 2 - 3342 Words

In order to develop an action plan for Anne Ewers we need to analyze and understand the financial and leadership strengths and weaknesses of the Utah Symphony Organization (USO) and the Utah Opera Company (UOC). In order for the merger to be successful, Anne will need to create some successful strategies for managing each of these concepts. Utah Symphony Strengths The most impressive financial strength that USO has is their endowment. By the end of 2002, their endowment was considered higher than average and they were considered at the top end of a Group II Symphony when compared to other symphonies nationally. The Utah Symphony endowment was $10 million. Another financial strength was the projected growth in contributions and†¦show more content†¦They also have support from local and national organizations. As far as leadership goes, Anne has a lot of experience with the Opera. She has helped reduce their debt while increasing the budget. She grew it from $1.5 million to $5 million during her 11-year tenure. She has been responsible and very successful at increasing the fundraising income (including donations from outside the state. Even the projected contributions is expected to increase by $653,954). She has a reputation of being loyal, enthusiastic and very well capable. For example, she inherited a debt of $450,000 from her predecessor while in Boston. Not only did she retire that debt, but she also created an endowment fund and increased the number of productions from one to three. Overall projections are expected to increase by $374,843. Utah Opera Weaknesses Financially, the revenues for performances has continually declined. Even the projected sales has declined by $294,277. Government grants are 1/3 less that what the symphony gets and is also projected to decrease by $18,440. The UOC was not without their share of leadership weaknesses as well. Leslie Peterson resigned as the Director of Operations at the beginning of the merger proposal. Being the daughter of the founder, Glade Peterson, essentially gave a black eye about the merger from a public perspective. ThisShow MoreRelatedUtah Symphony and Utah Opera: a Merger Proposal Essay1063 Words   |  5 PagesUtah Symphony and Utah Opera: A Merger Proposal The Utah Symphony (USO) and the Utah Opera (UOC) Merger was a union that was brought forth by the leadership committee at the USO in Salt Lake City. The proposal was an opportunity to strengthen a struggling symphony with a financially sound opera company. Although mergers between opera and symphony companies in the United States had been successfully in the past, the merging of a two major companies had yet to materialize (Delong Ager, 2005, pRead More Utah Symphony and Utah Opera Merger1413 Words   |  6 Pages1. 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The strategic goals for the first year of the merger include the following: †¢ Integrate the business processes of the two companies †¢ Reduce overall expenses as a percentage to profit †¢ Retain key employees †¢ Maintain audience base for both the Utah OperaRead MoreWgu Jdt2 Task 24523 Words   |  19 PagesOrganizational Management Task 2 Western Governors University JFT2 Organizational Management Task 2 A1. Utah Symphony Strengths and Weaknesses The Utah Symphony has been a leading arts organization in the western part of the United States for decades. They have a rich, long history. Many strengths have contributed to this success and continue to do today. Financially, the organization is able to raise money through various means. For the fiscal year 00-01, the symphony was able to raise $3.8Read MoreJft Task 2 Essay5040 Words   |  21 PagesUtah Symphony Analysis Financial Strengths: The Utah Symphony received approximately 5% of its incoming from their endowment fund annually. 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Sociology Ethnicity Question Free Essays

Using material from item A and elsewhere assess the claim that ethnic differences in educational achievement are primarily the result of school factors. It is not completely internal school factors that can affect different ethnicities level of achievement in education, external factors can have a large part to play in the achievement levels of ethnic minorities in education as well. In education studies have shown that Chinese students as well as Indian students are the highest achieving ethnic groups in education while black and Bangladeshi students are the lowest achieving students. We will write a custom essay sample on Sociology Ethnicity Question or any similar topic only for you Order Now In 2006, 73% of pupils Indian origin gained a 5 A* – C passes at GCSE, compared to 56% of White pupils and an even lower 47% of Black pupils, Item A agrees with this point. Labelling is a large part of the internal factors that affects different ethnic groups’ achievement in education as some teachers label different ethnic students as less able or be less able to understand the teacher because they are of different ethnicity when in fact they can understand as well as a white student. Ethnocentric Curriculum is also a large part of the internal factors that can have an affect on the success levels of the ethnic minorities in education as in schools they tend to teach subjects which are appealing to the white students over the black students. In history they tend to miss out teaching about black history in order to teach more appealing topics and in English, William Shakespeare and Charles Dickens are usually taught over black writers and this can cause the ethnic students to take less of a care to the subject, ending up in a lower success rate. The internal factor of ‘institutional racism’ is a major factor which can cause the different ethnic groups to be less successful in education. There is evidence of ‘institutional racism’ in schools by the way that the schools take racism less seriously and often fail to deal with issues of racism which make the ethnic groups feel disadvantaged and treated differently making them have a mood of fatalism about education this point is also made in item A. Feature Article –  Sociology Test  1 As well as internal factors there are external factors that can affect the success levels of ethnic groups in education such as the inadequate language level spoken by low-income black families. Bereiter and Englemann found that there language skills were ungrammatical, disjointed and incapable for education and incapable for expressing ideas. Flaherty argued that the external factor of the ethnic groups being more likely to live in low quality, substandard council housing also plays a large part on the success levels of ethnic groups in education. This means that they will also be less likely to have good study space, money for health nutritious food and means they are less likely to have revision resources needed for success and item A agrees with this point. Racism in the wider society is also a large external factor which can have a large impact on the ethnic groups in the wider society as this racism can de-motivate people from doing well in education and striving to get the good jobs as they believe only the people who are white ethnicity will get the jobs. This racism is evident in Mike Noon’s study, when he sent off applications named ‘Patel’ he got less, more negative responses than what he got when he sent of the same applications named ‘Evans’. So in conclusion, both internal and external factors are extremely important as the internal factors can affect them directly when they are doing work in school but the external factors can affect how hard they work to try to give themselves a good start outside of school as well as how hard they try at home after school. This makes them both as important as eachother. How to cite Sociology Ethnicity Question, Essay examples

Conflict Avoidance free essay sample

CONFLICT AVOIDANCE What is conflict? The dictionary says that it is 1competitive or opposing action of incompatibles; 2to show antagonism of irreconcilability. In other words it’s usually a fight between two people who don’t get along for one reason or another. Causes of conflict: I will speak about what I have experienced. †¢ My first conflict was with someone who used to be a friend. We have known each other a few years. We used to hang out in the halls at school together with a group of other friends and clown on each other and clown on other people who passed by. This somewhat made people think that we were a â€Å"bad group of kids†. We said they also might think that because we were mostly a minority group (Black and Hispanic with one or two white friends with us). None of us were doing much work or any sports in school. I always played sports throughout grade school but because of my grades I wasn’t eligible so I guess I was bored. My mom started telling me to get my grades up so that I could play again because she knew that I needed something to keep me focused on school. So with support from my principle and the football coaches I got my grades up and I became eligible. That was the best feeling; being able to play again. I still kept my friends but it started to get harder to keep up with them, school, football, and then track. My coaches, my principle and my mom told me that I needed to break away from that group and concentrate on my school work if I wanted to keep playing sports. I admit that when I did break away and start hanging out with different guys (football players and track team) I saw that we had more in common. Breaking away started tension with my first group of friends and me. They started saying that I thought that I was too good to hang out with them anymore. One of their moms told me that I was not â€Å"all that†. I even tried to explain to them but that didn’t do any good. All through the school year the tension got worse. I wondered if my mom, or my coaches, or my principle knew this might happen, if they did they never told me. One day this group performed a step at our assembly. Someone in the group messed up and all the students laughed; but my friends and I were singled out by the group and they started to throw things at us. After we left the assembly they confronted us and asked why we were laughing at them. I told them everyone aughed but all that mattered to them is that we laughed. I turned away but one of my friends was still inside arguing with one of them. I went back inside to get my friend and to cool the situation down but it soon got out of hand and a fight started. We never landed any punches because one of the teachers was between us. The teacher said that he told us to break it up; if he did I didnâ₠¬â„¢t hear him. I turned and walked away but one of the other guys in the group ran after me. I heard someone call my name and tell me to look out. I turned just as the guy swung at me. I ducked down and punched him and the fight was on. o Avoidance: 1If I had found a better way to get my work done in school, play sports and hang out with them (because, â€Å"We minorities have to stick together,† one of their moms said to me); maybe the tension would not have been there. 2If I had told the principle or the coaches about the tension; maybe something could have been done (I doubt it because the guys hadn’t done anything). 3If, as my mom said, I had not gone back inside to get my friend I wouldn’t have been in it (but I was trying to keep my friend out of trouble). If I had listened to the teacher when he told us to break it up it might have ended then. 5If I had not defended myself and allowed the guy to punch me and do nothing (then what). †¢ My second conflict was with another guy from this same group. One of them came up to me before my track practice and said, â€Å"I hear you want to fight me. † This is the first time that I had heard of this. I said, â€Å"No, I don’t want to fight you. † It went back and forth like that until he finally said, â€Å"Well, we’re going to fight whether you want to or not. All I could think was, â€Å"This makes no sense! † I did not want any more trouble. I had just come back from court THAT MORNING for the other issue with his buddies. And all I had been told was, â€Å"You do not fight AT SCHOOL. † I knew then that the only way to get him to leave me alone was to fight him. And the only way to do that and not get in trouble was to fight him AWAY FROM SCHOOL (wrong). I never knew that two guys fist fighting was a crime. No guns, no knives, no sticks; just our fists†¦nobody else was involved, just us. Well, I found out that it is against the law, and because we decided at school to fight but went somewhere else it was still a school issue. How were we supposed to know that? I’ve been in school for twelve years and I have never been told this (my mom didn’t know either). The next day I see on the school film that his buddy, that I had defended myself against before was giving him a handshake and then I knew that I had been setup. Now I’m suspended and will have to plead my case to the school district next week; all because I saw no other way out. Avoidance: 1If I had talked to the coaches during track practice, but I really didn’t think anything of it (besides he hadn’t done anything). By the time he came up on me after practice, the coaches were gone. 2If I had just gone home and told my mom what happened (she would have told someone or made me tell someone). 3If I had just let him punch me and do nothing and not defended myself (because we would fight whether I wanted to or not) then I suppose everything would have been okay. Parents, teachers and just adults tell us to walk away, walk away†¦but how do we do that? They tell us to do it but they don’t tell us how. I know the physical part†¦turn around and walk away (tried that, didn’t work), but what about the mental part; the psychological part? You walk away, you’re a punk, weak, sissy, wimp, chump; you tell someone, you’re a snitch, 5/0, scared; you stand up and defend yourself, you’re suspended, expelled, sent to juvenile detention. So what do we do and how do we do it? No matter what caused the fighting the same penalty is used for both involved. I guess the teachers or the schools don’t have time to sit down with the students and find out what the issues are so they just let the courts handle it. Then we’re all made to look like criminals. I know if there are weapons involved then it should be a court issue. My grandma calls it anger†¦well yeah, I’ll get angry at anybody who is going to fight me because they don’t like me, whether I want to or not. It’s called standing up for yourself, or being your brother’s keeper. We get tools in church, the bible. We get tools in school, books and teachers. We get tools at work, safety stuff, training on how to be safe, and training on harassment (my mom job). What tools do we get to help us avoid conflict? We get three words†¦Ã¢â‚¬ just walk away†. Parents, teachers, and just adults ask what happened, but they don’t usually ask why or try to find out why it happened and what needs to be done so that it doesn’t happen again. Suspending, expelling, sending to juvenile detention does not make the tension go away and it does not get to the cause of the problem. I understand that there needs to be punishment, but punishing and still not trying to find out the cause is not helping. If you don’t know what the issue is you won’t prevent it you will just keep reacting to it every time it happens. If no one cares why it happens then the only thing that matters is that the one who gets the upper hand wins, because you’ll both get the same punishment. So in my second conflict I knew that if he came at me another day, in the school hallway, I would be in trouble no matter how, no matter why it happened. My idea to help prevent it: We should get any body that has some type of issue with each other and have them sit together in a room with a mediator (my mom and dad used a mediator when they got divorced). It probably needs to be a parent whose kid is not in the room. Not a teacher, well maybe a teacher that the students like. I think a parent because there would be more respect for a parent and they would probably open up more (maybe). This mediator could ask the questions or just let the two of them talk about how they feel about each other. Once it’s out in the open they can work on the issues. I’m not saying that it would work every time; and I’m not saying that they would come out of there the best of friends but you can offend someone and not even know it until it is too late. This is what I would have done with my ex-friends because I really didn’t know what the issues were between us and I still don’t.