Psychotherapy for Anorexia Nervosa Essay - 1432 Words

Psychotherapy for Anorexia Nervosa What is anorexia? Anorexia nervosa is an eating disorder that consists of self-regulated food restriction in which the person strives for thinness and also involves distortion of the way the person sees his or her own body. An anorexic person weighs less than 85% of their ideal body weight. The prevalence of eating disorders is between .5-1% of women aged 15-40 and about 1/20 of this number occurs in men. Anorexia affects all aspects of an affected persons life including emotional health, physical health, and relationships with others (Shekter-Wolfson et al 5-6). A study completed in 1996 showed that anorexics also tend to possess traits that are obsessive in nature and carry heavy emotional†¦show more content†¦If the counselor possesses a firm, understanding perspective, the client will more likely open up and share issues with the advisor. As long as the interviewer knows that the symptoms expressed by the client are due to the eating disorder itself (in this case starvation), the counselo r can grasp the problem in a tight manner. Other issues discussed between the interviewer and the client include past history of emotional disturbance, past medical history, family history, current family situation, family eating patterns, family attitudes about weight, and other personal history. Another important criterion that must be addressed is the presence or absence of past or present physical or sexual abuse because this is a significant determinant of a person possessing an eating disorder (Shekter-Wolfson et al 13). Treatment The first step in the treatment of anorexia is to aid the client in adapting a more standardized eating pattern. A dietitian may intervene at this point to assist the affected person to adopt more healthy eating behaviors. The counselors role is to gradually help the client begin to adopt a more normal eating style (Shekter-Wolfson et al 13). In all cases, however, there are six goals of any treatment process: 1) To treat the medical complications 2) To revive a normal state of eating 3) To provide guidance on nutrition and exercise 4) To alter distorted views through CBTShow MoreRelatedAnorexia Nervosa Is The Highest Mortality Rate Of All Mental Illnesses909 Words   |  4 PagesAnorexia nervosa is often misunderstood, and it is not a life style that people choose to have. Eating disorders are a serious illness. Anorexia has the highest mortality rate of all mental illnesses. Four out of ten people in the national survey reported that they either suffered or knew someone who had suffered from an eating disorder. Anorexia nervosa is an eating disorder where the person does not eat or maintain a normal body weight, in order to have a skinny body (DSM-V). Most women areRead MoreEating Disorders Research Paper1148 Words   |  5 Pagestreatments and which ones better support for example anorexia nervosa in adult women. For specifically eating disorders a psychotherapy approach to treatment is primarily successful. According to the NEDA there are many â€Å"paths† that can be taken when choosing a psyc hotherapy program, but the therapies can be broken down into sections: family, non-family oriented, action, thought based, and most importantly evidence-based. Family based psychotherapies, such as Conjoint Family Therapy, focus on the familyRead MoreCauses Of Anorexia Nervosa1344 Words   |  6 PagesGiven that anorexia nervosa is associated with high rates of mortality, relapse, suicide, and a diminished quality of life, long-term prognosis does look very tragic, with recovery rates ranging from 25-70% (Guarda, 2008). The extant of anorexia nervosa long-term outcome studies have reported, â€Å"only one-third of individuals (37%) recover within 4 years after disease onset; this figure rises to almost half (47%) by year 10 and to 73% after 10 years post onset† (Zerwas et al., 2013). These statisticsRead MoreEating Disorders And Their Effects On Victims Of Them1281 Words   |  6 Pageswill be discussed in this essay, the first one being discussed is anorexia nervosa. Anorexia nervosa is defined as an eating disorder in which people suffer an obsession over their weight and body image, resulting in self-starvation and exaggerated weight loss. Many suffering with anorexia severely restricted the types and amount of food they eat, and often view their underweight bodies as overweight. There are many causes of anorexia as a result of both biological and environmental factors. SomeRead MoreEssay Bulimia Nervosa1311 Words   |  6 PagesBULIMIA NERVOSA 307.51 (F50.2) Introduction Individuals diagnosed with bulimia nervosa undertake frequent binge eating, followed by expelling the food, typically by inducing vomiting, but also through exercising and the use of laxative agents, diuretics, and enemas (American Psychiatric Association, 2013). The binge eating occurrences are often prompted by a negative perception of one’s body image, temporarily alleviated by the binge eating episode. Since the individual with bulimia nervosa is overanxiousRead MoreTaking a Look at Eating Disorders1708 Words   |  7 Pagesmental as well as physical health. Anorexia nervosa and bulimia nervosa are the most common types. Others are binge eating disorder and eating disorder not otherwise specified. Classification: †¢ Anorexia nervosa (AN), †¢ Bulimia nervosa (BN), †¢ Eating disorders not otherwise specified †¢ Binge eating disorder (BED) or compulsive overeating, †¢ Pica The two most common types, Anorexia nervosa and Bulimia nervosa are described below: Anorexia Nervosa: Anorexia nervosa (AN) is a psychiatric disorderRead MoreAnorexia Nervosa: Etiology, Treatment, and Related Information1871 Words   |  8 Pagesto discuss several basic topics regarding anorexia nervosa. Anorexia nervosa is and eating disorder with an incredibly high mortality rate characterized by low body weight and an obsessive fear of becoming overweight that occurs primarily in females after puberty, yet before the age of 40 years. Unfortunately, Not much is known about the causes of anorexia nervosa, but possible correlations are blood relation to a person suffering from anorexia nervosa, those who have recently experienced a stressfulRead MoreEssay on Anorexia1228 Words   |  5 Pages quot;Anorexia Nervosaquot; nbsp;nbsp;nbsp;nbsp;nbsp;Bizarre, devastating, and baffling are three words that describe the anorexia nervosa disease. By definition, anorexia nervosa is an eating disorder in which a normal-weight person diets and becomes significantly underweight, yet, still feeling fat, continue to starve themselves. The term quot;anorexia nervosaquot; literally means nervous lose of appetite. People with the disorder are suppressing a strong desire to eat, because they areRead MoreThe Effects Of Anorexia Nervosa On The Human Body1406 Words   |  6 PagesThe Effects of Anorexia Nervosa On the Human Body Anorexia is a lack or loss of appetite for food as a medical condition and is also considered an emotional disorder categorized by an obsessive desire to lose weight by refusing to eat. Anorexia is found in all people, male and female of any age and in some cases can be life threatening. The reason Anorexia and all eating disorders in general are important to study is because they are a significant part of society. Eating disorders also hold theRead MoreBackground History of Anorexia Nervosa1452 Words   |  6 PagesHISTORICAL BACKGROUND OF ANOREXIA NERVOSA Anorexia nervosa’s (AN) first descriptions began during the twelfth and thirteenth century with the historical Saint Catherine of Siena (Deans, 2011). It is related to participating in religious functions and medieval practices of self-starvation (Deans, 2011). Furthermore, the death of popular singer, Karen Carpenter in 1983 created the societal awareness about the effect of anorexia nervosa and become widely known at the end of the twentieth century (Rader

Concrete Operations Stage Free Essays

Concrete operations are the third stage of Piagetian cognitive development, during which children develop logical but not abstract thinking (Papalia p. 351). The concrete operational stage begins around age seven and continues until approximately age eleven. We will write a custom essay sample on Concrete Operations Stage or any similar topic only for you Order Now During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. Piaget determined that children in the concrete operational stage were fairly good at the use of inductive logic. Inductive logic involves going from a specific experience to a general principle. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event. This stage is also characterized by a loss of egocentric thinking. Egocentrism is Piaget’s term for inability to consider another person’s point of view; a characteristic of young children’s thought (Papalia p. G-3). During this stage, the child has the ability to master most types of conservation experiments, and begins to understand reversibility. Conservation is the realization that quantity or amount does not change when nothing has been added or taken away from an object or a collection of objects, despite changes in form or spatial arrangement. The concrete operational stage is also characterized by the child’s ability to coordinate two dimensions of an object simultaneously, arrange structures in sequence, and transpose differences between items in a series. The child is capable of concrete problem-solving. Categorical labels such as â€Å"number† or â€Å"animal† are now available to the child. The first, and most discussed, of these limitations is egocentrism. The pre-operational child has a â€Å"’self-centred’ view of the world† (Smith, Cowie and Blades, 2003, p. 399), meaning that she has difficulty understanding that other people may see things differently, and hence hold a differing point of view. Piaget’s classic test for egocentrism is the three mountains task (Piaget and Inhelder, 1956), which concrete operational thinkers can complete successfully. A second limitation which is overcome in the concrete operational stage is the perceptual domination of one aspect of a situation. Before the stage begins, the child’s perception of any situation or problem will be dominated by one aspect; this is best illustrated by the failure of pre-operational children to pass Piaget’s conservation tasks (Piaget and Inhelder, 1974). Perhaps the most important limitation, yet the most difficult to describe and measure, is that of the turn to logical operators. A pre-operational child will use mostly simple, heuristic strategies in problem solving. Once a child reaches the concrete operational stage, they will be in possession of a completely new set of strategies, allowing problem solving using logical rules. This new ability manifests itself most clearly in children’s justifications for their answers. Concrete operational thinkers will explicitly state their use of logical rules in problem solving (Harris and Butterworth, 2002). This area also indicates the way in which the concrete operational stage can be negatively defined; although children can now use logical strategies, these can only be applied to concrete, immediately present objects. Thinking has become logical, but is not yet abstract. These shifts in the child’s thinking lead to a number of new abilities which are also major, positively defined characteristics of the concrete operational stage. The most frequently cited ability is conservation. Now that children are no longer perceptually dominated by one aspect of a situation, they can track changes much more easily and recognize that some properties of an object will persevere through change. Conservation is always gained in the same order, firstly with respect to number, followed secondly by weight, and thirdly by volume. A second new ability gained in the concrete operational stage is reversibility. This refers to the ability to mentally trace backwards, and is of enormous help to the child in both their problem solving and the knowledge they have of their own problem solving. For the former this is because they can see that in a conservation task, for example, the change made could be reversed to regain the original properties. With respect to knowledge of their own problem solving, they become able to retrace their mental steps, allowing an entirely new level of reflection. Concrete operational children also gain the ability to structure objects hierarchically, known as classification. This includes the notion of class inclusion, e. g. understanding an object being part of a subset included within a parent set, and is shown on Piaget’s inclusion task, asking children to identify, out of a number of brown and white wooden beads, whether there were more brown beads or wooden beads (Piaget, 1965). Seriation is another new ability gained during this stage, and refers to the child’s ability to order objects with respect to a common property. A simple example of this would be placing a number of sticks in order of height. An important new ability which develops from the interplay of both seriation and classification is that of numeration. Whilst pre-operational children are obviously capable of counting, it is only during the concrete operational stage that they become able to apply mathematical operators, thanks to their abilities to order things in terms of number (seriation) and to split numbers into sets and subsets (classification), enabling more complex multiplication, division and so on. Finally, and also following the development of seriation, is transitive inference. This is the name given to children’s ability to compare two objects via an intermediate object. So for instance, one stick could be deemed to be longer than another by both being individually compared to another (third) stick. Concrete operational stage (Elementary and early adolescence). This stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes. How to cite Concrete Operations Stage, Essay examples

Lorenz and Bicorn. Comparison Between Two Paintings Essay Example For Students

Lorenz and Bicorn. Comparison Between Two Paintings Essay Florence, throughout the years, has always been an important influence n history and art. Even though many artists have a vast aspiration for art, each artist possesses his own criteria and methods that they acquired during the time in which they lived. Artists in Italy from the sass throughout Goes shared many common techniques and skills that were characterized by their era. This period brings a new perspective of life to the European countries in the early fourteenth-century. By this time, people in Italy thought that a new and contemporary era had begun with a new style in painting and architecture and a new evolution in music, science, philosophy, and literature as well. Lorenz did Creed, is an Italian painter who belonged to the Renaissance period of the sass. Lorenz did Creed, who lived in Florence, was learning about this new era that had a huge impact in everyones life. This new era had an advanced development in society and a rise of civic culture. A new sense of realism in art, new discoveries in the material world, and new more joyous vision of the world around them were taking place during the era, The Renaissance influenced the social, economic, spiritual, scientific, and religious aspect of Italy. Lorenz, who started to have a special interest in art venue he was in cornice by the sass, was already tarring to produce his own paintings. When Lorenz started his vocation as an artist, he always had a special interest in portraits. He is known primarily for his devotional paintings, although he was also much in demand as a portrait painter and was a sensitive draughtsman. Lorenz also started painting in Oil, Which was a new technique that arose in the Renaissance period. This new technique was usually painted in wood or canvas. Oil has a deep, intense tone and has hard, enamel-like surfaces. With oil, painters could also demonstrate the glowing and the light and, if needed, they could arrange any possible mistake or part hey w anted to change because oil dries very slowly. This technique is not easy to adapt and adjust, but this did not keep Lorenz from painting with it. It is not known how oil painting was first developed. UT in Western Europe there are indications of its use from at least the 12th century AD, and it was widely used from the Renaissance. Oil was also very popular because with it, artists could produce the finest clarity of color. Artists manipulate the oil using stiff brushes made out of hog hair, Lorenz was recognized for possessing patience when working in his paintings, he did not only use oil, he also adapted other methods f painting that required a lot of skill, A perfect example of a famous artwork of Lorenz did Creed is Portrait of a Young Women. In the Renaissance, women were not lucky to live in Florence if they wanted to be involved in society Woman by this era were just a subject of men. The Portrait of a Young Women exhibits a widow woman-L When looking at the painting, one can find a variety of characteristics that lead the viewers to think her husband has died. In the Renaissance era women in Italy dressed very elegantly, wearing long gowns With bag and loose fitting dresses. Woman used to wear very complex fabrics that overfed their entire body. Wool was usually the dominant fabric woman in Italy used to wear in different types of quality and colors. This young woman in the painting is wearing a long, simple black dress With long sleeves and a black veil on the head. The dress may not seem extravagant because she is dressed as a widow. The dress does not contain any important detail, but stills looks elegant. Besides her clothing, her appearance does not demonstrate a positive one. The look on her face and the body language the painting resembles has a negative connotation. A comparison of the themes of Thomas Wyatt and Henry Howard EssayHis face has a deep, serious look with his eyebrows twisted even though his black, little eyes are almost close. At the background, one can see a wall with different tone of yellow, baby blue, and the leaves of a tree. One can see that Bicorn avoided the straight line and has used complementary colors to create a vibrant effect and express a positive connotation in his portrait. Now, one can see that even though both artists are Italian, they still have very different styles; they both have different perspectives of life because of different periods the lived in. Although they both have very different techniques, one can still find some characteristics that relate them and connect their paintings. Did Creed shows a more complex, divine, almost perfect human being While Bicorn portraits himself in a more modern manner _ Both paintings are portraits; yet, one can find a lot of distinction ebb,even the two of them. While the young woman shows a negative connotation, Abscissions self artist shows a lively man with vivid colors that gets the viewers attention immediately. Both artists found a way of establishing a hurrah body in different styles using different methods with the brushes. Another difference in the way these two artists painted is that with did Credits painting one can see when he exactly ends in the edges. One can see that the young woman seems real, while Abscissions portrait has more shadows. In Abscissions painting is more noticeable the use of brushes than in did Corresponding woman. Usually, each artist demonstrates his feelings in their paintings; or shows a current event happening n the artists era, Or they just produce something that has impact their life or them in any certain way. Zeitgeist , spirit tot the times can be related with theses two artists and their paintings because both are presenting their passion for art in the epoch in which they are living. All artworks are a reflection of the time. Ay analyzing and comparing these two paintings, one can find many interesting aspects of art. Art is more than a painting; art is a history behind an artwork that each artist is trying to evoke in every viewer Art is using ones creativeness to transmit ones thoughts. One can appreciate more the Art when learning the spirit of the time; one can comprehend the artists emotions by analyzing every single detail in the artwork and the historical background of it. It is beyond belief how many details one can find venue observing in detail each painting; one can find intriguing how every artist was impacted and influenced by the political, economical and historical aspect Of their Own country. The techniques, skills, and styles did Creed and Bicorn possessed are still influencing other artist nowadays.

4 Ways to Hack Your Resume So You Dont Even Need a Cover Letter

4 Ways to Hack Your Resume So You Dont Even Need a Cover Letter You’ve written a magnificent cover letter that explains in detail what you could only sketch in your resume, and which paints you in the best light with all of the appropriate context. Trouble is, the recruiter you sent it to is too busy to bother opening the attachment. She skims your resume, and that’s about it. If this is your worst nightmare, don’t worry! The trick is to write a great resume that helps tell your story. To get started, follow the best resume practice for 2016.In addition, here are four ways you can sex up your resume to make it do most if not all of the work of your cover letter.1. In SummaryRight at the very top of your resume, add a paragraph that encapsulates your elevator pitch. Tell them- and keep it short and sweet- who you are, why you’re different from the other applicants, and what makes you so special for that particular position. Scrap the traditional â€Å"Objective† paragraph. You won’t need it.2. Get Personal Add a little of that personal flair from your cover letter at the very end of your resume. Give them a sense of what kind of person you are, your passions, quirks, and special talents. You can even use this space to explain you’d be willing and eager to relocate, or give details about your particular stage in life visvis that job in that company. If they don’t feel like reading it, they don’t have to. But it can really set you apart.3. Show ResultsDon’t just list the great things you did in the descriptions of your former jobs, show them. Give concrete numbers and prove exactly how effective you were in that past project or position. This is exactly the kind of ammunition hiring managers love to have to fight to hire a dream candidate.4. Be SocialWhether you like it or not, hiring managers are going to snoop into your social media accounts. Show them you’ve got nothing to hide and make it easy for them. The transparency and willingness to make thei r lives easier will not be lost on them.Do these four things and it won’t matter if you ever write another cover letter again. You’ll be able to prove in just one document that you’re the right kind of talent and personality for their company culture. And if you don’t, you’ll save a lot of wasted time and energy.

Behavior Incentives and Classroom Rewards

Behavior Incentives and Classroom Rewards Classroom incentives, prizes, and punishments are part of a controversial topic for teachers. Many teachers see extrinsic material rewards as an appropriate and effective way to manage behavior in the elementary classroom. Other teachers dont want to bribe the kids to do work that they should be intrinsically motivated to do on their own. Should You Offer Classroom Incentives Early in the School Year? The idea of classroom rewards is an important concept to consider at the beginning of the school year. If you start off the year showering students with rewards, they are going to expect it and will most likely only work for the rewards. However, if you limit prizes from day one, you may find that you can get away from the material aspect a little bit and save yourself a significant amount of money in the long run.  Here is an example of what worked for me and thoughts about the concept of rewards. Rewards in First Classroom? In setting up my first classroom (third grade), I wanted to avoid rewards. I dreamed of my students working for knowledges sake. However, after trial and error, I found that kids respond to rewards well and sometimes you just have to use what works. The teachers before us most likely showered our current students with rewards, so they probably expect it by now. Also, teachers (and all employees) work for a reward - money. How many of us would work and try hard if we werent getting a salary? Money and rewards, in general, make the world go round, whether its a pretty picture or not. Timing When Incentives are Needed At the beginning of the year, I didnt do anything with rewards or behavior management because my kids started out the year quiet and hard working. But, around Thanksgiving, I was at the end of my rope and started introducing rewards. Teachers might want to try going as long as they can without rewards because the prizes start losing their effectiveness after awhile because the kids expect them or get used to receiving the rewards. It also works to change the rewards as the year progresses, just to add a little excitement and a boost to their effectiveness. Avoiding Material Rewards I dont use any material rewards in my classroom. I dont give out anything that costs money for me to buy. Im not willing to spend a lot of my own time and money to keep a store or prize box stocked for daily rewards. Good Work Tickets In the end, positive reinforcement of good behavior worked best for my students and me. I used Good Work Tickets which are just leftover scraps of construction paper (that would have been thrown away otherwise) cut up into little 1 inch by 1-inch squares. I have the kids cut them up for me after school or whenever they want. They love to do it. I dont even have to do that part. Involving Students in Giving Rewards When kids are working quietly and doing what they are supposed to be doing, I give them a good work ticket. They put their student # on the back and turn it into the raffle box. Also, if a child finished his or her work or has been working well, I let them pass out the good work tickets, which they love doing. This is a great thing to do with problem children; kids who are usually in trouble will love monitoring their classmates behavior. The students are usually more strict than I am with handing them out. Since they are free, it doesnt matter how many you give out.   Awarding Incentives On Fridays, I do a little drawing. The rewards are things like: Sit at the teachers desk for the day15 minutes playing an educational computer gameBe the caller for multiplication bingoMake up a math problem for the other children to solveGo to lunch 5 minutes early with a friendStay out for a longer recess with a friendChoose your seat for the dayRead out loud to the class You can tailor these rewards to what the cool things in your classroom are. I usually pick two  or three winners and then, just for fun, I pick one more, and that person is the Cool Person of the Day. The kids and I just thought that was a funny thing to do and a nice way to wrap up the drawing. Also, I keep a bag of candy in my cupboard for a quick reward (if someone catches a mistake I make, goes above and beyond the call of duty, etc.). Its a pretty cheap thing to have around just in case. Just throw candy to the kid and keep on teaching. Dont Overemphasize Rewards I didnt place a large emphasis on rewards. I tried to make learning fun, and my kids genuinely did get excited about learning new things. I had them begging me to teach them harder math concepts because they knew they could handle it. Ultimately, how you use rewards in your classroom is a personal decision. There are no right or wrong answers. Like everything in teaching, what works for one teacher may not work for another. But, it does help to discuss your ideas with other educators and see what others are doing in their classroom. Good luck!

Behavioural finance Essay Example | Topics and Well Written Essays - 2000 words

Behavioural finance - Essay Example Incurring of additional risk helps attain high rates of return. There has been a proposal relating to the utility maxim and the general solution for the portfolio selection problem (Von Neumann and Morgenstern, 2007). The process of making an investment choice includes; choosing a unique optimum combination of risky assets and separate choice regarding to the allocation of funds. To obtain a maximum resulting satisfaction, there is combination and application of certain wants and commodities. The weakness of this model is it’s cumbersome to separate the purely technical from the ones in the conceptual nature. According to Mr. Jack Treynor, the total utility function can be given by U = f (E, a) illustrating the meters of distribution and the expected value and the standard deviation, where E indicates the future wealth and a shows the standard deviation under prediction (Markowitz, Miller & Sharpe, 1991). There is the preference of a high expected future wealth to a value which is low; this is known as ceteris paribus illustrated as (dU/dEw > 0). This leads to an upward slope as seen in the earlier graph of risk against the expected rate of return. For a simpler analysis, there is an assumption that an investor decides to commit an amount (W) of their wealth to investment. By letting R be the rate of return and W as the terminal wealth, then; R= (Wt- Wi)/Wi. The mean-variance under certain conditions leads to unsatisfactory predictions of behaviour. A model based on semi-variance is preferable basing on standard deviation and variance (Markowitz, Miller & Sharpe, 1991). There is an assumption that the curves can diminish marginal rates of substitution between E and ÃŽ ±, from the earlier equations. There is a derivation of indifference curves from the assumption that the investor wishes to maximise the expected utility and thus,

The Role of the Mentor In Organising, Managing And Leading Programmes Essay

The Role of the Mentor In Organising, Managing And Leading Programmes of Learning In Clinical Education - Essay Example In fact, one of the most familiar adages puts it, â€Å"Experience teaches us best.† This can be further elaborated from Kolb’s theory of experiential learning. Illustration 1: Kolb’s cycle of experiential learning (Quinn, 2000). In this theory, Kolb’s emphasised four generic adaptive abilities to reach effective learning and these involve concrete experience, reflective observation, abstract conceptualization, and active experimentation (Quinn, 2000). Furthermore, in clinical education, another important point in facilitating learning is about providing strategies for effective clinical teaching (Gaberson and Oermann, 2010). However, facilitation alone does not prove to be sufficient to ensure learning at the highest level. Supervision in learning in clinical practice is a must. Aside from facilitating the students in their learning in clinical education, mentors have the role to supervise them. This supervision is evident on the supervision cycle model o f Goldhammer and his colleagues in 1980. Regarding this supervision, it is an integral part of educator’s role (a) to initiate pre-observation stage which establishes rapport, reviews plans and discusses and rehearses changes; (b) the next stage is about educator’s actual observation of the session and taking into account noting issues for future discussion; (c) the third stage is about the analysis of the data that educator’s gathered from observation and consequently followed by strategy planning for feedbacks; (d) finally, both educator and student should initiate individual analyses and undergo plans for modification (Rose and Best, 2005). Supervision therefore is a hands-on activity that tries not only to facilitate learning, but more so... This essay stresses that managing the assessment process so that there is time for continuous feedback and identifying if the student is progressing is another important concern in student’s learning process. It is true that meting the challenges and difficulties presented to the mentors while supporting students in practice is another important area of concern. This is the bottom line of support system. This paper makes a conclusion that managing the situation if there are other concerns involved is another important move in student’s learning success. For example, enhancing the learning of students in the hospital area requires placement area analysis. This means mentors are not only there to facilitate, supervise, assess and give their support, but they should substantially consider the remarkable strengths and weaknesses of their students in their specific placement area. Mentors therefore are expected to conduct analysis and even specific forms of research. Students prior to becoming certified professionals in the clinical practice should undergo necessary learning, but they should not acquire this by themselves. They need mentors to teach, train and above all to support them prior to achieving their individual future objectives in life. Mentors therefore are expected to put their best foot forward as leaders which have substantial ability to facilitate, supervise, assess and support learning at the highest level as possible.