Role of therapeutic relationship within mental health nursing

Role of therapeutic relationship within mental health nursing Research is a significant component of the educational process and is essential for current and future professional nursing practice (Tingen, 2009). To describe what nursing research is, Tingen (2009) uses a definition by Polit and Beck (2006, p4) who describe it as a: Systematic inquiry designed to develop knowledge about issues of importance to nurses, including nursing practice, nursing education and nursing administration. Without research, nurses would not be able to practice evidence based care, the importance of which is stated within the Code of Conduct (Nursing and Midwifery Council 2008). According to Haynes and Haines (1998) evidence based practice aims to integrate current best evidence from research with clinical policy and practice. It is important to critically evaluate any research study to establish the significance and worth of each individual publication (Hek, 1996). For the purpose of this assignment I will use a universal critical appraisal tool that can be used to evaluate any type of research, which can be located in Appendix 1. It has been adapted and devised using appraisal tools from Hawker et al (2002) and the Critical Appraisal Skills Programme (CASP) (Public Health Resource Unit, 2007). Background I have chosen to review the topic of therapeutic relationships within the field of mental health nursing. I feel this is a vital component in the nursing role, and something every mental health nurse should be skilled in. Literature states that the therapeutic relationship is a central element of care through which many aspects of mental health nursing is carried out (Priebe and McCabe, 2006). Search strategy My question is what role does the therapeutic relationship have within mental health nursing? I carried out my literature search using the Cinahl database. Although there are a variety of database choices, Cinahl produced ample results so other database searches were not required. Table 1 summarises my literature search results. Table 1: literature search strategy database name key words/phrases used database headings used search limits (inclusions/exclusions) no. results Cinahl (Search was conducted on 1st April 2011) therapeutic relationship and mental health None Primary research English language Peer reviewed 64 Therapeutic relationship and psychiatric None Primary research English language Peer reviewed 68 I searched the terms mental health and psychiatric separately but in conjunction with the words therapeutic relationship to ensure a more in-depth search as both terms are used interchangeably within literature. The three papers I have selected to review are Johansson and Eklund (2003), Scanlon (2006) and Forchuk et al. (2005). They were chosen so that both qualitative and quantitative research is included and that differing perspectives on the therapeutic relationship were researched. A summary of the relevant information from each article can be found in a critical appraisal grid in Appendix 2. Elements of the summary will be referred to in the following discussion. Critical Review: Research aims Any research paper should make clear the purpose of the study being reported so that the reader can establish whether or not it is relevant to them (Couchman and Dawson, 1990). It is suggested that an abstract or summary is a good way to give a brief overview of the content of the paper (Couchman and Dawson, 1990). Greenhalgh (2010) recommends that the introductory sentence of a research paper should state the background to the research. All three highlighted papers clearly set out their aims and give background information as to the importance of their study and why it has been chosen. The Forchuk et al. (2005) study aims to replicate a successful pilot study conducted several years earlier, but seemingly on a larger scale. Research approach/design When assessing the methodological quality and approach of a paper Greenhalgh (2010) proposes five key questions. They are; was the study original, whom was it about, was it well designed, was systematic bias avoided and was it large enough and continued for long enough to make the results credible (Greenhalgh, 2010). Johansson and Eklund (2003) give good rationale for the research design using literature as evidence. Both authors are experienced in the field of psychiatry, but the first author conducted all interviews, which helped to maintain consistency and credibility. Scanlon (2006) appears to have spent time designing her study, using established literature as well as her own experience to develop an interview guide which was piloted to ensure its suitability. The Forchuk et al. (2005) study describes a clear and concise research design using cluster randomisation. The study had a control group to compare to a group receiving the model used in the aforementioned pilot study. Ethical issues Any research involving human participants and animal materials or specimens is subject to ethical review, whether it is clinical, biomedical or social research, including the secondary use (Sheffield Hallam University, 2011). Literature regarding ethical considerations varies in the areas they discuss but in general, there are four main areas of ethical concern where the rights and dignity of the participant must be preserved, namely ensuring consent; prevention of harm; protecting confidentiality (Behi and Nolan, 1995; Marion, 2004); and that the research process provides more benefit than harm (Behi and Nolan, 1995). The study by Johansson and Eklund (2003) was initiated by the ethics committee of the county council, so it is assumed they were recruited to complete the study, although no information is given other than the authors had no collaboration with either of the two settings used to recruit participants. Although written consent was sought it is not stated as to whether the participants understood the aims of the study. Both Scanlon (2006) and Forchuk et al. (2005) provide little information other than ethical principles being followed. Sampling For any study to take place, the subjects must be selected, and this is called sampling. The process used to select a group of people, events, behaviours or situations must ensure that the subjects are representative of the population being studied (Burns and Grove, 2007), or the research will not be credible. The population being studied will guide what process will be used to complete the sampling process (Burns and Grove, 2007). Johansson and Eklund (2003) give in-depth and referenced reasoning for their chosen sampling process. However their attempts at ensuring maximum variation can be argued to have failed with only 9 participants recruited. In contrast, little information is given by Scanlon (2006) as to her sampling process, but there is a clear inclusion criterion for the sample of six participants. The sampling process used by Forchuk et al. (2005) appears to be in-depth with attempts to reduce any potential limitations or barriers. A large sample size of 390 participants partook in the study, which was a year long. A dropout rate of 36% resulted in 249 completing the study. Data collection Burns and Grove (2007) define data collection as the precise, systematic gathering of information relevant to the research purpose or the specific objectives, questions, or hypotheses of a study. The choice of data collecting technique used will be determined by the type and purpose of the study being conducted (Burns and Grove, 2007). The data collection method utilised in the Johansson and Eklund (2003) study was an open-ended in-depth interview with a clear focus. The interview was hand written during discussion with no other recording equipment used. They themselves admit that this can introduce bias and the potential for data to be missed using this process. To maintain consistency the interviewer was the same person for all interviews, but the person transcribing is not stated. Other than developing a piloted interview guide, Scanlon (2006) does not give detail about the data collection technique, other than semi-structured interviews being conducted. The interview guide is attached as an appendix. Data collection methods in the Forchuk et al. (2005) study would appear to be very thorough involving 5 tools, 3 of which were designed solely for this research. Data analysis After the data is collated, the research will be of no use to anyone if it is not analysed as it will have no meaning or explanation (McMichael, 2007). Analysis transforms the data collected into new knowledge (Thorne, 2000) and with its primary purpose being to impose some order to data so that conclusions can be made and communicated (Massey, 1995). The analysis process in the Johansson and Eklund (2003) study would appear to be very thorough. However the interviewer was one of the researchers categorising, so the transcripts were known and analysis may have been affected. Scanlons (2006) research provides a good example of thorough data analysis, using a recognised coding procedure comprising of three sets of coding. In contrast Forchuk et al. (2005) give little information regarding their data analysis providing only one small paragraph explaining how t-tests were used to test hypothesis. Findings The findings or results of any study should be presented in a way that advises the reader of any significant outcomes (Burns and Grove, 2007). It is suggested that tables and discussion are separate to as to avoid confusion (Couchman and Dawson, 1990). Johansson and Eklund (2003) give a good example of separating the ways in which the data is presented, with an in-depth discussion about each category. Sub categories were created to provide further clarity and quotes from interview are used to emphasise points. However the table gives little information other than the headings for each category and brings little value to the report. Scanlon (2006) uses an in-depth discussion to relay her findings, with quotes from participants supporting literature on the topic area. The studys aims have clearly been achieved. Considering the extent of data collected, the findings are surprisingly sparse in the Forchuk et al. (2005) paper. Baseline data is presented in a table, but little information is available as the findings did not support the hypothesis. Generalisability/transferability Generalisability refers to the extent to which research findings are valid and relevant to other settings (Pibouleau, 2009) and how useful they are (Altman and Bland, 1998). Pibouleau (2009) explains how poor reporting of generalisability can be a barrier to research findings being introduced to clinical practice. If findings are not generalisable then they will not be suitable to be implemented into clinical practice. The small scale of the study by Johansson and Eklund (2003) indicates that it is weak and that its generalisability is limited. They attempt to argue that due to having no contrasting findings that it gives rise to a certain degree of representativeness, but their conclusion contradicts this by stating there was some variation, the culprit being a patient with psychosis. Scanlon (2006) reports her study to not be generalisable due to its small scale. However, it does discuss how therapeutic relationships fit in with the role of psychiatric nursing, so the study can be argued to be transferable to the wider population. The Forchuk et al. (2005) study failed to meet its aims, so is not generalisable in any way. This is despite it being based on a successful pilot study conducted some years previously. Implications for practice The research by Johansson and Eklund (2003) offers very little implication for practice other than to offer issues that should be addressed in future similar studies. The study is flawed, and has limitations and contradictions within the discussion. Both authors have previous experience in research in the topic area which is evident in the referencing of their own work, so it raises concerns that these issues have not been addressed in previous work. In contrast Scanlon (2006) recognises all flaws in her study, and gives several recommendations for future research. The fact that the interview guide is included and the findings discussed in such depth allows the study to be replicated. Very little can be gained from the Forchuk et al. (2005) research with regards to enhancing practice, but recommendations are made for future study, almost as a token gesture. However, the paper does highlight factors to consider when planning the discharge process to ensure success, so cannot be comple tely dismissed. Discussion Considering the significance of therapeutic relationships within the field of mental health and the importance it plays within the role of the nurse, the analysis of the highlighted papers is disappointing. The Johansson and Eklund (2003) paper is flawed offering nothing significant for clinical practice. The Forchuk et al. (2005) study failed to meet its aims and as a result provided very little information other than the importance of providing support in the transition from hospital to community. Although very valid, this is does not compensate for the complete failure of the research which was based on a successful pilot. It can be argued that the only paper critiqued that can offer anything to clinical practice is that published by Scanlon (2006), but then her conclusions infer the opposite. Despite the fact that her study can easily be replicated and recommendations for future research are offered, she casts doubt by having a negative focus on her findings. Conclusion This critical review has little to offer to address my question, but the background research and literature reviews within the reviewed papers does offer a rich source of secondary information. Despite that none of the studies have generalisability; they do highlight issues that future researchers should be aware of. From this review it seems that a qualitative approach is best suited to a study in this topic area. It is recommended that the flaws and limitations highlighted in the above research designs are used to establish an effective method for evaluating the role of the therapeutic relationship in mental health nursing. References ALTMAN, D.G. and BLAND, J.M. (1998). Generalisation and extrapolation. [online]. British Medical Journal, 317 (7155), 409-410. Article from British Medical Journal last accessed 1 April 2011 at: http://www.bmj.com.lcproxy.shu.ac.uk/content/317/7155/409.full.pdf BEHI, R. and NOLAN, M. (1995). Ethical issues in research. British Journal of Nursing, 4 (12), 712-716. BURNS, N. and GROVE, S.K. (2007). Understanding Nursing Research: Building an evidence-based practice. 4th ed., China, Saunders Elsevier. COUCHMAN, W. and DAWSON, J. (1990). Nursing and health-care research. London, Scutari Press. FORCHUK, C. et al. (2005). Therapeutic relationships: from psychiatric hospital to community. [online]. Journal of Psychiatric and Mental Health Nursing, 12 (5), 556-564. Article from Ebscohost last accessed 1 April 2011 at: http://web.ebscohost.com.lcproxy.shu.ac.uk/ehost/pdfviewer/pdfviewer?sid=f3dd7acd-4bbe-4931-88aa-e5fbf505b948%40sessionmgr14vid=2hid=10 GREENHALGH, T. (2010). How to read a paper: The basics of evidence-based medicine. 4th ed., West Sussex, Wiley-Blackwell. HAWKER, S. et al. (2002). Appraising the Evidence: Reviewing Disparate Data Systematically. [online]. Qualitative Health Research, 12 (9), 1284-1299. Article from Sage last accessed 1 April 2011 at: http://qhr.sagepub.com.lcproxy.shu.ac.uk/content/12/9/1284.full.pdf+html HAYNES, B. and HAINES, A. (1998). Barriers and bridges to evidence based clinical practice. British Medical Journal, 317 (7153), 273-276. HEK, G. (1996). Guidelines of conducting critical research evaluation. Nursing Standard, 11 (6), 40-43. JOHANSSON, H. and EKLUND, M. (2003). Patients opinion on what constitutes good psychiatric care. [online]. Scandinavian Journal of Caring Sciences, 17 (4), 339-346. Article from Ebscohost last accessed 1 April 2011 at: http://web.ebscohost.com.lcproxy.shu.ac.uk/ehost/pdfviewer/pdfviewer?sid=c7e46787-eb49-4138-85ac-a8a551792d91%40sessionmgr11vid=2hid=10 MARION, R. (2004). Ethics in research. [online] Last accessed 1 April 2011 at: http://www.sahs.utmb.edu/pellinore/intro_to_research/wad/ethics.htm MASSEY, V.H. (1995). Nursing research. Pennsylvania, Springhouse Corporation. MCMICHAEL, C. (2007). Qualitative data analysis. [online]. Last accessed 2 April 2011 at: http://www.latrobe.edu.au/publichealth/Units/phe6/phe6hrb/Week%206%202007%20Analysis.pdf NURSING and MIDWIFERY COUNCIL (2008). The Code in Full. [online]. Last accessed 1 April 2011 at: http://www.nmc-uk.org/Nurses-and-midwives/The-code/The-code-in-full/#standard PIBOULEAU, L. (2009). Applicability and generalisability of published results of randomised controlled trials and non-randomised studies evaluating four orthopaedic procedures: methodological systematic review. [online]. British Medical Journal, 339 (b4538), 1-8. Article from British Medical Journal last accessed 1 April 2011 at: http://www.bmj.com/content/339/bmj.b4538.full POLIT, D.F. and BECK, C.T. (2006). Essentials of nursing research: Methods, appraisal, and utilization. 6th ed., Philadelphia, Lippincott Williams and Wilkins. PRIEBE, S. and MCCABE, R. (2006). The therapeutic relationship in psychiatric settings. [online]. Acta Psychiatrica Scandinavica, 113 (s429), 69-72. Article from Wiley last accessed 1 April 2011 at: http://onlinelibrary.wiley.com.lcproxy.shu.ac.uk/doi/10.1111/j.1600-0447.2005.00721.x/pdf PUBLIC HEALTH RESOURCE UNIT (2007). Appraisal Tools. [Online]. Last accessed 1 April 2011 at: http://www.phru.nhs.uk/Pages/PHD/resources.htm SCANLON, A. (2006). Psychiatric nurses perceptions of the constituents of the therapeutic relationship: a grounded theory study. [online]. Journal of Psychiatric and Mental Health Nursing, 13 (3), 319-329. Article from Ebscohost last accessed 1 April 2011 at: http://web.ebscohost.com.lcproxy.shu.ac.uk/ehost/pdfviewer/pdfviewer?sid=476f44a1-8cff-4a3c-a40f-c96bc336d3c3%40sessionmgr14vid=2hid=10 SHEFFIELD HALLAM UNIVERSITY (2011). Research ethics: 1. Research involving human participants. [online]. Last accessed 1 April 2011 at: http://students.shu.ac.uk/rightsrules/resethics1.html THORNE, S. (2000). Data analysis in qualitative research. Evidence Based Nursing, 3 (3), 68-70. TINGEN, M.S. et al. (2009). The importance of nursing research. Journal of Nursing Education, 48 (3) 167-170. Appendix 1 A Universal Critical Appraisal Tool Adapted from HAWKER, Sheila et al (2002) Appraising the Evidence: Reviewing Disparate Data Systematically. Qualitative Health Research, 12 (9), 1284-1299 and the Critical Appraisal Skills Programme (CASP) appraisal tools: http://www.phru.nhs.uk/Pages/PHD/CASP.htm 1: Research aims and research question: Is there a clear statement of aims and a research question? Consider: Is the goal of the research clearly stated? Are reasons given for why the research is relevant or important? 2: Research approach/design: Is the approach appropriate and clearly explained? Consider: Is the research approach/design justified? Is an explanation offered as to why it was chosen? 3: Ethics: have ethical issues been addressed and was necessary ethical approval obtained? Consider: Are issues of confidentiality, sensitivity and consent addressed? Are research governance processes clearly described? 4: Sampling: Is the sampling strategy appropriate to address the research aims? Consider: Is how the participants were recruited, selected or allocated explained? Are details provided (e.g. race, gender, age, context) of who was studied? Is the sample size for the study justified? 5: Data collection: Are the methods of data collection appropriate and clearly explained? Consider: Is it clear how the data were collected and are the methods chosen justified? 6: Data analysis: Is the description of the data analysis sufficiently rigorous? Consider: Is there a clear description of how analysis was done Qualitative Is there a description of how themes or concepts were derived? Quantitative Are reasons for the statistical tests selected described and statistical significance discussed? 7: Findings: Is there a clear description of the findings? Consider: Are findings explicit, easy to understand and in logical progression? Are tables, if present, explained in the text? Do results relate directly to the aims? Are sufficient data presented to support the findings? 8: Transferability or generalisability: Are the findings of this study transferable, or generalisable to a wider population? Consider: Are the context and setting of the study described sufficiently to allow comparison with other contexts and settings? Is there sufficient detail provided about the sample (as in section 4)? 9: Implications and usefulness: How important are these findings to policy and/or practice? Consider: Do the findings contribute something new and/or different in terms of understanding, insight or perspective? Are ideas for further research suggested? Are implications for policy and/or practice suggested?

Secrets – Creative Writing

Bill locked the last bolt on the door. â€Å"Another day finished† Bill said with a sigh. â€Å"I'll just finish putting these in the back room†. Sue heaved the last box into the storeroom and dropped it on the floor. She took the pencil out of her mouth and started marking of the boxes on the clipboard. â€Å"Nine..Ten..Ele†¦What the hell!!† She slowly stepped towards the strange object and as she approached it she began to realize what it was. â€Å"BILLLLLLLLL† she screamed. A figure appeared in the doorframe, when Sue turned around she was shocked to see him smirking. † I see you've found my little, how would you put†¦surprise† Sues mouth dropped open. â€Å"But, what, how, who is it?† Sue stammered. â€Å"Just someone that needed, taken care of. Now we're not going to tell anyone are we? We wouldn't like that to be you, would we?† he replied with a nod. Sue was rooted to the spot. She could feel her body shivering with fear. She felt like she had been standing there for hours. When reality finally hit her she let out a huge scream and ran for her life. â€Å"She won't get far† Bill said to himself with a menacing laugh. Sue ran along the cold, wet streets of Lairg, tears streaming down her face. She was distraught; she didn't know where she was going all she knew was that it wasn't home. How could she go home in this state her father was sure to notice and as thousands of questions. She couldn't cope with it, not after what she'd seen. Images kept flickering through her head, of Bills evil face and the arm. She was traumatized. Throwing herself down onto the wet steps of Spar. She couldn't think straight no matter how much she tried her mind was full of worries and images. How could she go on, knowing about that poor person Bill had supposedly â€Å"taken care of†, knowing about the kind of person Bill really is. Bill watched as the young girl slowly mounted the emergency steps to the roof of Spar. He grinned as he saw a tearful face appear at the edge of the roof. After muttering a few silent words the girl flung herself of the roof. Bill stood up and looked around for any witness'. Nobody was around. He grabbed the girls' hair and dragged her behind Spar. â€Å"I didn't even touch her† he muttered into his mobile, â€Å"I'm at Spar come and pick me up†¦and her† â€Å"So please anyone that has any information about the disappearance of Sue Macbeath contact us the number is 084† the police officers plea was cut short as Bill turned his television off. He spooned the last of his corn flakes into his mouth and dropped the plate into the sink. The familiar sound of a bell ringing on the shop door alarmed Bill, as he was busy in the storeroom. Well, he thought with some annoyance, Sue will just have to wait for now. He briskly left the storeroom, closing the door tightly behind him. He looked all around, nobody to be seen. Just as he was about to turn around and go back into the room he heard a radio crackle. â€Å"No sign of anyone here. Over.† A deep, manly voice said. Bill spun round and was greeted by an overweight, red-faced policeman. â€Å"Well, Hello young man† said the jolly policeman patting Bill on the back. Bill gave a weak smile. â€Å"Can I help you officer?† he said. â€Å"Well, as you may have already a young lass b the name of Sue Mcbeath has gone missing† he said without much effort. Bill felt like he was reciting a well-rehearsed speech. â€Å"Anyway, to get to the point† he added. † We believe that she was a colleague and a friend of yours†. â€Å"Yes† Bill gave a fake sigh. † A very good friend of min. Last time I saw her was yesterday evening, around five to six. I told her she could go early and that I would lock up.† â€Å"Did she say where she was going?† â€Å"No officer. I just presumed she would be going home like usual.† â€Å"Was she acting at all strangely?† â€Å"No officer. Just being her usual cheery self.† Bill told the officer as he wrote notes down on his note-pad. â€Å"Well son. I reckon I'll be back, but for now, don't give up hope eh? We'll find her† he said comfortingly, chucking Bills chin. â€Å"Thanks you officer. I'll be sure to give you a call if I think of anything else† And with that the officer left. Bill tapped a number into his mobile. â€Å"Darren?† he said â€Å"I've just has that police in here. I think you'd better come over.† The whole of Lairg was on a hunt for Sue Macbeath. There were new conferences on the television and reports on the radio. The plea that chocked Bill the most was the one from Sues stepfather. â€Å"She was a bright, cheery, joyful girl who had her whole life ahead of her† her teary eyed stepfather said. â€Å"Please whoever knows where she is or even thinks they know where she could be just contact us. We just want our little girl back. Thank you† It was one week on and Bill was getting ready too lock up. After spraying half a can of air freshener in the storeroom, he covered the body with boxes of crisps and sweets. It was starting to decay and Bill was dick with worry. He just didn't no where to dispose of the body. A chap on the door disturbed Bill from his thought. Standing outside the door were several policemen and Sues stepfather Darren. Bill and Darren exchanged worried glances. â€Å"Officer, I really don't think this is necessary† Bill could hear Darren say. â€Å"She phoned to say she was leaving.† Bill opened the door and the policemen swept past him. The fat, red-faced policeman didn't look so happy this time. Without even glancing at Bill he produced and important looking piece of paper. â€Å"We're here to search this building. We have a warrant.† Pointing to different officers he directed them to different parts of the shop. â€Å"And me, I'll check here† he said nodding his head towards the storeroom. Bill and Darren followed him. â€Å"Where's the light in here† â€Å"Well actually officer† Bill said pointing to he roof â€Å"The bulbs burst† â€Å"No worries, I'll use my torch.† He shone his torch all over the room kicking empty boxes out of his way. As he got nearer and nearer the body Bill held his breath. Just as he was about to reach it, he turned around. â€Å"No, nothing here.† It was the same from every officer. Darren burst into tears. â€Å"We'll ever find her† Darren cried through great big sobs. â€Å"Don't worry son, this was only a quick scan. The shop will be cornered off and we'll have snuffer dogs in by tonight. The officers were about to leave. Darren was still in tears. â€Å"Uhmm officer† Bill Said † I was just about to get my break so I could make Mr.Mcbeath a cup of tea or coffee if that's ok† â€Å"What would you like to do Mr Macbeath?† asked the policeman â€Å"A cup of tea would be great. I'll call my wife and she'll pick me up.† Darren sniffed. â€Å"We shall phone this evening Mr Mcbeath with more information† the policeman called as he left the shop. As the sound of the police van leaving got more distant Darren looked up at Bill with a grin. â€Å"Wow!! That was a close one! Now, what were you saying about the quarry for the body?† Darren said

Pride and Prejudice: Literary Criticism

When asking typical child who their hero or heroine is, a common answer would be Superman, Batman, or Cat Woman. To these kids, a hero is defined as someone with extraordinary physical strength and the bravery to fight any villain, such as the Joker, without any personal benefit or reward. Although their view of a hero is very childish and uninformed, they are in a way correct. Although a hero may not always need to physically battle villains, they must have emotional strength, bravery, and perseverance to overcome whatever troubles their respective villain brings forward. In the novel, Pride and Prejudice, author Jane Austen portrays her view of heroes, heroines, and villains in a satirically love story. Andrew H. Wright has written a literary criticism essay, titled â€Å"Heroines, Heroes, and Villains in Pride and Prejudice†, in which he states his opinion of Austen’s purpose. Although critic Andrew H. Wright states that some people are simply destined to be heroes, Pride and Prejudice by Jane Austen features characters that are capable of overcoming their own weaknesses that rise as heroes due to their own perseverance and those who interfere with a potential-hero’s progress become villains. Although Andrew H. Wright dismisses this key point Austen makes, Pride and Prejudice introduces characters that are able to overcome their own flaws that rise as heroes. First off, Wright states how he believes Elizabeth to be the heroine of the story. In the first paragraph he quickly states: â€Å"Elizabeth is definitely the heroine: not only does she explicitly represent one of the words of the title of the story; she quite thoroughly dominates the action† (Wright 97). Wright misinterprets the reason that Elizabeth is a heroine. It’s true that Elizabeth dominates the action throughout, though that is only a result of being the main character. By no means is her development as a character influenced by the number of mentions she receives in the novel. On another note, Wright is incorrect in saying that Elizabeth only represents one of the words of the title of the story, as Austen intends her to represent both. An example of this occurs when Darcy proposes to Elizabeth: â€Å"Elizabeth’s astonishment was beyond impression†¦he was not more eloquent on the subject of tenderness than of pride. His sense of her inferiority-of its being a degradation-of the family obstacles† (Austen 185). This quote is a rime example of how many interpret the title of Pride and Prejudice, believing that Darcy is intended to be the â€Å"pride† and Elizabeth is intended to be the â€Å"prejudice†. In actuality, both characters exhibit both of the traits. In observing Darcy’s excessive pride, Elizabeth is very prejudiced. In disgust with Darcy’s proposal, Elizabeth goes onto say that: â€Å"From the very beginning, from the very first moment I may almost say, of my acquaintance with you, your manners, impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others† (Austen 188). Elizabeth’s nasty comment about Darcy confirms that she, before even getting to know Mr. Darcy, deems him as snobbish, showing her prejudice. Darcy is very prejudiced in making judgments on Elizabeth based on her family and wealth. An example of Darcy’s prejudice occurs when Elizabeth rejects his first proposal: â€Å"I did everything in my power to separate my friend from your sister, or that I rejoice in my success† (Austen 187). Darcy believes that by separating Mr. Bingley from Jane, he is doing what is best for his friend. It should not be Darcy’s concern to be involved in his friend’s relationship, and Mr. Bingley should know what is best for himself. Wright is misguided in saying that Elizabeth only represents only one of the words in the title, thus making her the heroine, when Darcy and Elizabeth represent both these characteristics. Elizabeth ultimately overcomes her own flaws and is able to be happily with Darcy, yet she first had to deal with villainous characters. The villains in Pride and Prejudice disrupt a potential-hero’s progress, yet this is misinterpreted by Wright. Once again, Andrew H. Wright understands what the basic theme Jane Austen intends to share, but he misunderstands the reason why it is true. In his critical essay, Wright discusses: â€Å"George Wickham is at once the most plausible and the most villainous of Jane Austen’s anti-heroes: he is handsome, persuasive, personable† (Wright 108). Indeed, this is all true, yet not once does Wright mention why Wickham is a villain, other than the fact that Elizabeth was attracted to him. Wright ignores the fact that Wickham is a sick man because of what happened with Darcy’s sister. In the novel, Darcy reveals to Elizabeth in his letter: â€Å"Mr. Wickham's chief object was unquestionably my sister's fortune, which is thirty thousand pounds; but I cannot help supposing that the hope of revenging himself on me was a strong inducement† (Austen 196). Without a doubt, Wickham interferes with Elizabeth’s marriage with Mr. Darcy to entertain himself and bother Darcy. Elizabeth’s chances of realizing her inevitable love for Darcy are this delayed. It is important to note that perhaps Elizabeth expresses feelings at first for Wickham’s character, described a handsome and personable, because of her prejudice. At Meryton, Elizabeth first observes Wickham as beyond all the other officers â€Å"in person, countenance, air, and walk† (Austen 75). Elizabeth notices him to be different from the other officers, and associates him positively because he is an officer. Wickham’s irresistible characteristics attract Elizabeth away from Darcy because her prejudice forces her to dismiss any chance at him being flawed upon first meeting him. The final reason Wickham is a villainous character is because of his elopement with Lydia, leading to a misunderstanding between Elizabeth and Darcy. As Elizabeth tells Darcy of her discovery of Wickham and Lydia’s elopement, Darcy begins â€Å"walking up and down the room in earnest meditation; his brow contracted, his air gloomy. Elizabeth soon observed and instantly understood it. Her power was sinking; every thing must sink under such a proof of family weakness, such an assurance of the deepest disgrace. (Austen 264). Elizabeth greatly misunderstands this situation thinking that Darcy leaves because he no longer wants to be connected with the family’s suddenly poor social status. In actuality, Darcy is going to London to fix the situation for the Bennet family. Due to this misunderstanding, Elizabeth assumes that Darcy is no longer interested in her. Wickham’s villainous act of running off with Lydia causes great trouble for Elizabeth, separating her from Da rcy and causing great worry about her social status. Wright only acknowledges Wickham’s villainy for being attractive and simply another relationship for Elizabeth, and not for one which interrupts her inevitable relationship with Darcy. As shown in Pride and Prejudice villains are a blocking force of a potential-hero’s progress. Even though critic Andrew H. Wright believes that some people are simply destined to be heroes, Pride and Prejudice by Jane Austen features characters that are capable of overcoming their own weaknesses that rise as heroes due to their own perseverance and those who interfere with a otential-hero’s progress become villains. Elizabeth Bennet outlines Austen’s definition of a hero, as Wickham does as a villain. Through the tough times brought upon her by villains, and her own weaknesses which she must overcome, Elizabeth becomes Austen’s definition of a hero by overcoming her weaknesses. Her prejudice and excessive pride are the qualities which lead her to trouble and confusion in her relationship with Darcy. It is clear why Austen first titled the novel First Impressions, because as this story’s heroine learns, they can be quite deceiving.

Womens Pov On A Rose for Emily - Free Essay Example

Sample details Pages: 5 Words: 1479 Downloads: 7 Date added: 2019/04/12 Category Literature Essay Level High school Tags: A Rose For Emily Essay Did you like this example? Down south women were scrutinized by society and men till the 1900s. Gender roles were a big part of that time. Women were commonly expected to be wives, cooks and cleaners in households. Don’t waste time! Our writers will create an original "Womens Pov On A Rose for Emily" essay for you Create order Being anything less was likely to be viewed as different and a topic of conversation for others. In fact, women had got the right to vote in the 1920s. That alone shows how late and institutionalized women were viewed at that time. In the short story A Rose for Emily by author William Faulkner although its not pinpointed on who the narrator is its clear that the people of the community of Jefferson speak individual and nitpick on Emily Grierson life. Without an exact gender narrator, the eye of the story is open to both male and female interpretations. The townspeople show a lot of scrutiny towards Emily and she was forced upon many gender roles. Faulkner mentions of oppressive sexism in the South and Miss Emilys consistent dependence on men throughout her life; like her father, her man-servant, Colonial Santoris, and Homer Barron are evidence of a bigger problem. Miss Emily Grierson is a victim of a patriarchal oppression that has controlled her life since her birth; because of her upbringing with her father and the pressure from the townspeople. She feels pressured to obey to the typical gender norms of the period and struggle for a male presence to rely on. For a while, Miss Emily seems to personify the feminine ideal. She complies to her father, accepting his control and following to his demands; she, in her youth, demonstrates the quiet and submissive female role. Nonetheless, this begins to change once her father passes. Emily refuses to accept that he has died, and she wont allow the authorities to come and get his body. Alt hough in one point of view, we could still think this as a somewhat weird and gruesome sign of her continued loyalty to him, it also starts to show proof of a change in Emilys role. Starting in the first sentence of the story the existence of gender roles in the story appear early on. Faulkner begins the stages of her life from Miss Emilys Funeral, saying that the men are attending through a sort of respectful affection for a fallen monument while the women are only there mostly out of curiosity to see the inside of her house. In this case, Faulkner immediately starts the story off by distinguishing women as gossipers, prying, and curious. While the men, however, are viewed in a way that guards them of their wives insensitivity. Miss Emily fought against all odds of gender roles in her own town. She ignored many naysayers and marched to her own beat after her fathers death. Though she was kept off and secretive she was strong and resilient towards the townspeople and even her future lover. The community were surprised to find that Miss Emily had began a relationship with Homer Barron, a man that was below her social caliaber and previous family wealth. Shocked that Miss Emily had abandoned her own social status in order to find a man, saying Of course a Grierson would not think seriously of a Northerner, a day laborer and later going on to say that her kinsfolk should come to her to help to set her straight. In this case, the people of the town were holding Emily to the belief that a woman should be concerned about her reputation, and if she doesnt that she has gone crazy. She steps quite far out of the submissive female role when she buys rat poison, lies to the cashier about her reason for buying it, and t hen uses it to kill her lover, Homer Barron. Homer Barron was African-American and a mans man, loved by the men he meetsboth blacks and whitesbut who is controlled by Emily. Instead of her risking him leaving her, a move that she begins to seem is expected, she becomes manipulative and devious, working out a way to control him. She must kill Homer in order to keep him with her, and so she gives up all the leftovers of her past femininity and adopts a more masculine activity, poisoning him in order to keep their own isolation together. More than just men and women were serious separations to one another in that time. Without a doubt, the most obvious value in Faulkners story is tradition. Miss Emily lives in the down south which is heavily into the traditions of gender roles, nobility, courtship behaviors, and race issues. Miss Emily lived under a lot of rules, that were set by the southern society, by her father, and by the community. None of the admirers who pursued Emily were considered good enough for her father, and so she remained unmarried and isolated for years. Society set rules for black/white relationships or relations, for male/female relations, and for socio-economic relations. Wealth separations were a big factor to social class and still is today. The wealthy were not to associate with the lower class, single women werent to spend time alone with men when not accompanied by a supervisor, and there were precise rules regarding the communion of black and white people. Reputation is a big part of the ir tradition, and Miss Emily held fast to the reputation of her family name. She was stuck in her tradition and couldnt have changed totally to keep up with the modernizations of the community and town even if she had wanted to, the south was very much a big part of her still till her death. Marriage was a major part of the tradition in Jefferson for men and women who spent unchaperoned time together which is why Homer ended up the way he did at the end. Segregation and Jim Crow laws were still in rule of the mostly white dominated south and Faulkners Jefferson, Mississippi was no exception to it. African Americans were usually treated as second class citizensservants as well, but not as equals to the whites of Jefferson. It shows the surrounding clearly by the sayings Faulkner wrote. By telling us about Colonel Santoris mindset, and also Emily. We learn what kind of people they are. The colonel was mayor and therefore in a position of power, and he used that power to keep the African Americans beneath him. Colonel stating Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town. Colonel Santoris and Emily are town institutions. Since Colonel Santoris had been the mayor, he established the town and its moral codes. At that time, African Americans were free citizens, but no one was going to see them as equals, especially in the south. After her father dies, Emily becomes a hermit but keeps a African American man as a servant. We did not even know she was sick; we had long since given up trying to get any information from the Negro. He talked to no one, probably not even to her, for his voice had grown harsh and rusty, as if from disuse. The women still continuing to gossip about her in the town after her death even going so low as to communicating with the servant for more details on her. Emily is still important to the town, but she is more of a myth or legend at this point of her death than a real person. Its really ironic how her only human contact was a African American for many years but was still being judged for being mute. She never saw him as an equal either, but as an inferior instead. A Rose for Emily clearly showed symbols and characters that reveal the sexism and harsh gender roles that was widespread throughout the south in the 1900s time period, especially towards women. The presence of the townspeople behaved as a public jury, relentlessly judging and gossiping curiously about Miss Emily for years about every social mishap she made. Beginning from her birth, it seems that she was born into a world that was not in favor for her. Her father seemed to be a dispiriting figure in the foreground of her life, closing her in and pushing her away from any suitors interested. From then on, it seems that she worked hard to secure another male figure in her life, not as a search for love, but instead for security from a man. The widespread desire of Miss Emily to be dependent on a male shows the continuous thought that a woman must have a male presence in her life to be fully secure, a common role for women to have back in the day. This view formed and controlled the pat h of Miss Emilys life, eventually leading her to kill in order to feel comfort and security.