Competitive Sports Should Be Allowed For Young Kids And...

There have been many debates over the topic of whether competitive sports should be allowed or not. Competitive sports have been going on for a while now (164 years ago, to be exact) so why stop now? Competitive sports should be allowed for young kids and teenagers because they help kids learn important feelings and lessons, vital to know in the real world, whether current or future, it helps athletes get a head start in life more than non-athletes, and competitive sports helps kids to be and stay healthy. One reason that competitive sports should be allowed is because they help kids learn important feelings and lessons, vital to know in real life. To illustrate, one benefit of competitive sports is improved self-esteem. If a child wins whatever game they are playing, they feel important and accomplished. But when they lose, they still, learn something important: that it s okay if you do not win every time. Losing with their team increase the chances of a much higher level of self esteem, and they learn how to not be to sad and to still be proud of what they did well (Davis). This piece of evidence is essential to kids because self-esteem is something many kids do not have, which is a huge problem. Self-esteem is what makes a kid believe in them self, and if they do not have that, they do not have anything. Another problem is not having anyone to rely on, which is another contributor that competitive sports help with. Playing competitive sports is a great way to ensure aShow MoreRelate d Performance Enhancing Drugs in Sports Essay examples1507 Words   |  7 PagesPerformance Enhancing Drugs in Sports When involved in sports, you have to be competitive. You need to win more than anybody else. However, athletes are taking winning to the extreme. As the use of performance enhancing drugs is becoming more popular amongst athletes, many of them do not understand the risks involved in taking these drugs. Many people are looking for a quick way to build muscles, or to get stronger the fastest way possible. Using these performance aids may very well be aRead MorePersuasive Essay About Youth Sports1927 Words   |  8 Pagesyouth sports are extremely popular among youth and their families, with approximately 45 million children and adolescent participating in the US. There are many characteristics children can develop while playing youth sports such as confidence, self-esteem, leadership, respect, independence, assertiveness, and conflict resolution. Competition can help kids learn more, improve faster and reach a higher level of excellence than they would be able to without the ongoing challenge. Competitive sportsRead MoreEssay on High School Athletes Should Not Turn Pro1945 Words   |  8 PagesHigh School Athletes Should Not Turn Pro Lebron James and Freddy Adu are both young athletes and with millions in their pockets with a countless number of endorsement contracts. Whether it is high school athletes skipping college and discontinuing the development of their education for millions of dollars, or teenagers signing contracts with businesses for massive amounts of money, youth sports programs are changing rapidly. However, American high school athletes are not financially, physicallyRead MoreCoaches And Doctors Should Take More Caution With Concussed Athletes1725 Words   |  7 PagesCoaches and doctors should take more caution with concussed athletes when they get injured because concussions can affect their brain and functionality further in life. The most research is being taken from the adults who suffer concussions, but what about these adolescents? I think it would be harder to diagnose a concussion from adolescents so they should check these kids more and the way they play sports so the doctors can improv e the injuries for further on in life. A concussion is traumaticRead MoreCauses of Loitering Problems10544 Words   |  43 Pagesin Teenage Mall Microculture: A Case Study of Teenagers in Czech Malls* JANA SPILKOVà  and LUCIE RADOVà ** Charles University, Prague Abstract: Geographies of children and youth are a surprisingly neglected research topic in the transforming (post-communist) countries, where many societal changes are taking place. This article introduces a research project that focused on teenagers and their leisure-time activities, concentrating especially on teenagers who spend the majority of their leisure time inRead MoreCyber Bullying Among Teenagers Essay4981 Words   |  20 Pagesï » ¿CYBER BULLYING AMONG TEENAGERS An Undergraduate Research Paper Presented to Prof. Rene Laurente G. Reyes In Partial Fulfillment of the Requirements For ENGL 1023 by ETA Bernadette A. Mendoza Rosette Diane A. Sta. Rosa Christine Joy D. Tamayo Elijah Mae J. Santos Angelika Ramota January 13, 2014 Cyber Bullying among Teenagers I. Cyber Bullying a. Definition b. History c. Thesis Statement II. Bullies and the Victims a. Feelings b. Facing Bullying IIIRead MorePhilip Morris Csr5412 Words   |  22 Pagesin the USA took up smoking by the age of 18, and over a half of them by the age of 14. Smoking cigarettes is not a pleasure for beginning smokers but teens start smoking because of the influence of their friends. Every day in the U.S., 3,000 new teenagers take up smoking. The tobacco companies are aware that they are losing smokers every day so they have to encourage new people to start smoking. Although, it is publicly awkward – even illegal – the corporations target teens. 1.5 Lines of Defense7 Read MoreWhat Are Cultural Factors That Promote Caribbean Integration6924 Words   |  28 Pagestechnologies, products, and people move from one place to another. When cultures come into contact through migration, trade, or the latest telecommunications devices, they influence each other. Sometimes cultures cross-pollinate, exchange foods, music, sports. At other times, say critics of globalisation, a culture swamps another like an invasive, fast-reproducing weed. Cultures have evolved in response to contact for thousands of years. But the pace has changed. In the past the influences of distant culturesRead MoreEssay about An Early Start to Foreign Language Learning2140 Words   |  9 Pagesthe frequency of classes and the opportunity for practice. Generally, the class is taught three to five times per week and will extend from kindergarten to sixth grade. The alternative that is less common is FLEX Programs. These programs introduce young students to differe nt cultures and to language as a broad concept. Class time is spent exploring and learning about the language itself, rather than speech. The programs prominence is not on attaining proficiency, but to provide as a basis for learningRead MoreIntercultural Communication. Cultural Differences, Power and Ethics1929 Words   |  8 Pagescommunicating with others we should give them the freedom to act according to their own will and intention by including this brainwashing† and many kinds of propaganda are unethical. They are unethical whereas they remove the recipient ´s possibilities to exercise his or her own critical judgement. Motivation; We should not hurt others, we should seek to give others joy instead of pain the golden rule would be â€Å"do unto others what you would have them do unto you†. Rationality, i.e., we should not lie or mislead

The Russian Government Undermines Civil Rights - 1855 Words

Megan King English 4 Mr. Kula November 18th, 2014 CLAIM: The Russian Government Undermines Civil Rights. The administration of President Vladimir Putin has chosen to abridge civil liberties in Russia and demolish the growing power of nongovernmental democratic institutions. The government has embarked on a strategy crush any opposing viewpoints and reinforce its own dominance. In July 2012, Vladimir Putin went into action to suppress the basic human rights of Russians. The three fundamental freedoms—of assembly, association and speech—were treated to fierce legal restriction. The Government chose to ignore parliamentary procedures and numerous protests; many experts believe, that the new laws governing demonstrations, NGOs [non-governmental organisations], the libel and the legal regulation of the Internet are proof that these three rights have not only been restricted, but effectively terminated. In the case of the homophobic laws, the government s motives are clear: to mobilise the support of the most conservative section of Russian society. This primitive law that bans the so-called promotion of homosexuality , which openly institutes legal discrimination based on sexual identity. In Russia there is severe criticism of homosexuality. Homosexuals are publicly abused with the tormentors facing no legal punishment. LGBT [Lesbian, Gay, Bisexual and Transgender] people are being targeted by anti- gay propaganda and foreign agent laws; tormentors claim to beShow MoreRelatedUnited Nations Pros and Cons to Helping People Live Better Lives853 Words   |  4 Pageskeeping peace throughout the world, developing friendly relations between nations and working with member states to help people live better lives by eliminating poverty, disease and illiteracy in the world and encouraging respect for each others rights and freedoms. The UN was set up to reflect the power structures that e merged out of the second world war, hence the permanent members of the security council are the USA, UK, Russia, France and China. Each of these nations has power of veto over theRead MoreThe Power of Putin Essay1500 Words   |  6 Pagesdevelopments of the Russian Mafia. â€Å"Many Russians believed that the unbridled pursuit of individual interests during the 1990s gave rise to lawlessness, corruption, and other centrifugal forces that weakened the state (Richter 40).† An extreme amount of hyperinflation and the ruble nearly crashed overnight in the later half of the decade due to the lawlessness of investments. 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Therefore Tsar Alexander II and III where at their very different since we can see that Alexander II made a lot of changes in areas like serfdom, civil rights, justice and law, education, popular representation, national rights and dissent. On the other hand, with reference to national rights, the two Tsars wer e at their most similar. In fact the both firmly believed that the Tsar autocratic structure must remain untouchable. However When Tsar Alexander the II came toRead MoreThe Russian Revolution Of 19171646 Words   |  7 PagesThe Russian Revolution of 1917 brought with it the fall of 300 years of Romanov rule and marked the beginning of the transition of Tsarism to Communism, from which Lenin established the Union of Soviet Socialist Republics, succeeded by Stalin. The Revolution is worthy of investigation as it is arguably the most significant event of the 20th century, considering that it helped shape many other subsequent events such as the Second World War and the Cold War. 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Contracting postwar governments, in the post war period immediately after the war known as Zero Hour. Once the Russians liberated Germany any type of governmental stability and law/order just deteriorated. In its wake building East GermanyRead MoreThe Military Events of the Meiji Restoration Essay1642 Words   |  7 PagesMeiji Restoration. The Meiji Restoration (1868 – 1912 A.D.) This period lasted through the reign of the Meiji Emperor (Pictured right). At the start of his reign, Japan had a weak military, the main industry being agriculture, and almost no technological advancement. By the time of the death of the emperor in 1912, Japan had a centralised, bureaucratic government, a constitution with an elected parliament, well-developed transport and communication systems, a highly educated population, a rapidly

Comparing Person-based Therapy and Cognitive Behavioural Therapy Free Essays

Abstract This paper presents a comparison of two therapeutic concepts, person-centred approach and cognitive behavioural therapy in terms of the role of counsellor and client. It specifically describes the role of the client and counsellor and then compares them accordingly. The paper will also discuss the strengths and limitations of the two approaches in order to differentiate them better. We will write a custom essay sample on Comparing Person-based Therapy and Cognitive Behavioural Therapy or any similar topic only for you Order Now Introduction Both person-centred therapy and cognitive behavioural therapy provide support and help to patients by addressing individual matters. Both practices share the common therapeutic goal of welfare improvement. The necessity of an integrated approach to person-centred therapy and cognitive behavioural therapy has called for numerous researches to investigate the roles of the different parties (Moon, 2006). In the comparison of the two therapeutic concepts in terms of the role of counsellor and client, there is a clear difference that is well defined in the subsequent discussions. In person-centred, the patient is the expert on himself and finds his or her own way, while in CBT the counsellor is the expert and leads the patient (Branaman, 2001). The approaches also have strengths and limitations that are discusses comprehensively. Therapeutic relationship The role of the client and the counsellor In terms of the therapeutic relationship, it is critical to make sure that the result of the therapy is effective and desirable. In relation to these two approaches of counselling, the therapeutic relationships are different from each another. In each approach, the therapist and the client have different roles to play in the processes. Therapeutic relationship in the cognitive behavioural therapy resembles that between a student and his or her teacher (Burkitt, 2008). The role of the counsellor is to provide therapeutic instructions and recommendations to the client who listens and then does exactly as they are told by the therapist. In this kind of relationship, the therapist uses directive structures in directing clients on the changes in behaviour. In this instance, the therapist acts as the point of focus since they impact much on the client’s cognitive and behavioural changes (Branaman, 2001). However, for the purposes of desirable and effective outcomes, collaboration is emphasised in the process of the therapy. The therapist employs Socratic dialogue, which is essential in supporting clients in tenets like the identification of assumptions, values and norms that have affected the emotional and psychological functionality. It involves a disciplined questioning or probing that can be used in the pursuing of thought in various directions and for several purposes, which include exploration of complex ideas (Timulak, 2005). The therapist in this approach questions the client to find out the reality of things, to open up matters together with problems, to reveal presumptions and beliefs and to find out what they know and what they do not know, as well as following out rational meanings of thought and managing the discussion (Burkitt, 2008). The technique is important in the relationship between the client and the therapist because it is disciplined, methodical and normally focuses on critical principles, matters and problems. In addition to this, the client is encouraged by the therapist to chang e these assumptions and identify an unconventional concept for the present and future living (Timulak, 2005). The therapist, in this instance, assists in the promotion of the adoption of remedial learning skills. The client, in this kind of association is always presented with new insights in relation to the matters they are experiencing and thus chooses the most effective and efficient ways of acquiring change. The cognitive behavioural therapy employs the methods that are aimed at individual counselling. It employs the Socratic Method that comprises of numerous questions to be responded to by the client. Counsellors employ various techniques of behaviour, emotion and cognition; different techniques are tailored to fit individual clients (Wetherell et al 2001). Nevertheless, the client is also given chance to ask the therapist some questions. The approach utilises the aspect of homework or coursework that encourages the patients to practice the skills acquired. Therefore, cognitive behavioural therapy’s major technique is the ABC one, which employs the Socratic concept. On the other hand, the therapeutic relationship in the person-centred therapy is very different from the cognitive behavioural therapy. Here, the relationship between the therapist and the client is critical because the therapy focuses on the client as they turn to be the point of focus of the therapy. As a result of this, the therapist has to make sure that there is maintenance of respect, empathy and honesty towards the client (Timulak, 2005). Communication is also important in this approach particularly between the counsellor and the client. The relationship should be equal since it important in enabling change in the client. The client centred therapy approach utilises the attitudes of the therapist as the main technique. The therapist’s attitude towards the patient determines the result of the whole process. The approach makes use of the aspects of listening and hearing and clarification of feelings and ideas (Timulak, 2005). This approach does not employ the methods that encompass directive aspects. In this therapy, there is nothing like questioning or probing, which are commonly seen or done in the cognitive behavioural therapy. Strengths of cognitive behavioural therapy Of all the known psychological therapies, cognitive behavioural therapy is the most clinically researched and examined and is generally considered as one of the most effective means of dealing with anxiety (Wetherell et al 2001). The approach is affordable and the overall procedure of treatment can last for as few as six sessions of one hour each for minor cases of anxiety, though normally in the area of 10-20 sessions. It has more appeal or attraction in the sense that it is exclusively natural and different from medication, there are no harms or side effects. The therapy is most commonly provided as a face-to-face remedy between the counsellor and patient but there is more evidence to demonstrate that its principles can be used in several other frameworks (Denscombe, 2007). For instance, interactive computerized cognitive behavioural therapy is on the rise, however, it can be given in groups or in the self-help books. These alternatives are very appealing to people that find the pr acticalities or ideas of frequent meetings with a counsellor not suiting them. CBT is an approach that is highly structured and involves the patient and the counsellor collaborating on the objectives of treatment that are specific, quantifiable, time-limited, attainable and actual or real. The patient is motivated to break down the behaviours, feelings and thoughts that confine them in an undesirable cycle and they get to learn strategies and skills that can be used in the daily life for the purposes of helping them cope better (Burkitt, 2008). Weaknesses of cognitive behavioural therapy There are some problems with cognitive behavioural therapy that make it undesirable and unsuitable for some individuals. The concept might not be effective for individuals with mental health problems that are more complex or for those that have difficulties in learning. The major focus of the concept is usually about the patient and their capacity to change their behaviours. Some individuals feel like this is a focus that is too narrow, and disregards too many significant matters such as family, histories of self and extensive emotional issues (Moon, 2006). There is no scope within the concept for individual examination and exploration of emotions, or even of looking at the challenging issues from different angles or perspectives. For these matters to be dealt with in a proper manner, a patient would have to turn to another method, probably along the lines of the psychodynamic counselling. In order to fully gain from the cognitive behavioural therapy, the client has to make sure that they give a substantial level of commitment and dedication as well as participation. Those who argue against the therapy claim that since it only deals with the present issues, and focuses on issues that are very specific, it does not adequately address the probable causes of the mental health problems like a child who is not happy (Furedi, 2004). Sceptics of the concept claim that just by an individual being told that their perceptions of the world do not correctly reflect the reality by the concept’s counsellor are not enough to change the cognition of a patient. A criticism that is more salient for some patients might be that the counsellor initially may accomplish something of a specialist role, in the sense that they offer expertise or experience that is problem solving in the cognitive psychology (Palmer, 2001). Some individuals might also feel that the counsellor can be playing a leading role in their probing and somehow commanding in terms of their suggestions. Patients who are okay with self-examination, who readily employ the scientific approach for the exploration of their personal therapy and who put confidence in the basic theoretical method of cognitive therapy, might find the concept an important one (Gillon, 2007). However, patients that appear to be less easy or contented with any of these, or even whos e suffering is of a more common interpersonal nature, to an extent that it cannot be in a position of easily being framed as an interplay or interaction between behaviours, thoughts and emotions within a particular environment might find this kind of therapy useful to them and their conditions. Cognitive behavioural therapy has always proved to be helpful to the people that suffer from serious conditions, such as depression, uneasiness, fear or obsessive compulsive and panic (Denscombe, 2007). Strengths of person-centred therapy The concept of the approach is that the patient is the best professional or expert on themselves and has the best position of helping themselves. Its strengths include the fact that the patient is the one guiding the experience whereas the therapist reflects on what the patient is doing or saying and can paraphrase the ideas together with practices (Giddens, 2001). The therapist does not judge the patient as being right or wrong. The objective of the person-centred therapy is improving the trust of the patient in themselves and their self-confidence. It also helps them in becoming more able to live in the period, and letting go of the emotions that are unproductive and negative, such as guilt regarding the past events that are difficult to change (Branaman, 2001). Weaknesses of person-centred therapy The fact that the approach is client-led is one of its biggest weaknesses since it is up to the patient to be in a position of processing information and making rational decisions for their personal well-being. In case the client is not capable of doing this as required by the concept, the cornerstone of a therapist not making judgments about the information provided or processed by the client can turn out to be counterproductive to the patient’s welfare (Robb et al, 2004). The approach requires creation of an extended and honest relationship with a counsellor (Bolton, 2001). The advocates of this therapy would claim that the counsellor could work faster, if that is their wish. However, if they are less than one hundred per cent committed to working via their issues, the required duration of the treatment can seriously exceed or surpass the money and time of the patient. Still the counsellors would cite that unlike cognitive behavioural therapy, the major focus of the treatment or approach is about ‘being in the period’ and the concerns of today, instead of upon long-ago past excavation (Branaman, 2001). Conclusion In the discussions above, it is apparent that these two therapies have different approaches to treating patients of the same and different problems. Both of them focus on the conscious mind, the current issues and problems that the patients might have. Both of them have a positive perception of the nature of human beings and perceive the person as not essentially being an outcome of their past experiences, but recognise that they are capable of determining their individual futures. Both approaches try to improve the welfare of patients by way of a collaborative therapeutic relationship, which allows and enhances health adaptation techniques in patients that are having psychological pain and distress in their lives. The biggest differences in the two approaches include the fact that the relationship between clients and therapists differ. The role of the counsellor in cognitive behavioural therapy is to provide therapeutic instructions and recommendations to the client who listens and then exactly does as they are told, while in the person-centred therapy, the relationship between the therapist and the client is critical because it on the client as they turn to be the point of focus. References Bolton, G. (2001). Reflective Practice: Writing and Professional Development. London: Sage. Giddens, A. (2001). Sociology (4th Ed). Cambridge: Polity (Classic Text). Gillon, E. (2007). Person-Centred Counselling Psychology. London: Sage. Branaman, A. (2001). Self and Society. Oxford: Blackwell. Burkitt, I. (2008). Social Selves: Theories of Self and Society. London: Sage. Denscombe, M. (2007). The Good Research Guide. (3rd Ed). Maidenhead: Open University Press. Furedi, F. (2004). Therapy culture. London: Routledge. Moon, J. A. (2006). Learning Journals. London: Routledge. Palmer, S. (ed.) (2001). Multicultural Counselling: A Reader. London: Sage. Robb, M. et al (eds) (2004). Communication, Relationships and Care; A Reader. London: Routledge Timulak R. (2005). Research in Psychotherapy and Counselling. London: Sage. Wetherell, M., Taylor, T., Yates, S. J. ( eds) (2001). Discourse Theory and Practice: A Reader. London: Sage. How to cite Comparing Person-based Therapy and Cognitive Behavioural Therapy, Essay examples

Puberty in Alice and Wonderland free essay sample

One of the most prominent themes in children’s literature is maturation and grasping with adulthood. In keeping with this tradition, Lewis Carroll’s Alice’s Adventures in Wonderland presents a girl who transforms immensely from the bored little girl who can’t imagine reading a book without pictures to the mature adult described at the end of the novel. Throughout much of the novel, the reader witnesses Alice struggling with frequent, rapid changes in her body. While the repeated size changes in the book serve to illustrate the difficulties of children in grasping the changes of puberty, the changes in Alice’s personality and state of mind that come with each fluctuation in size hint at the greater rewards of knowledge and certainty that accompany Alice’s maturation. Alice’s first adventure in Wonderland presents the emotional frustration that comes with being so uncertain about one’s identity. After noticing a fifteen-inch door and the flourishing garden that lays behind it, Alice expresses a desire to shrink in order to fit through it, a wish that is then fulfilled by her consumption of a drink laying on a nearby table (Carroll 22-3). From the onset of her time in Wonderland, Alice is concerned by her inability to fit in with her physical surrounding. We see this in her initial reaction to shrinking; she’s immediately elated expressing her pleasure at being â€Å"now the right size† (24). Yet this joy quickly dissolves into apprehension.. Alice’s sudden diminution is accompanied by a strikingly different perspective of her surroundings that creates a more hostile environment. Small and out of place, Alice’s persistent effort to climb up the slippery legs of the glass table brings her to tears. This sudden inability to conquer her surroundings startles Alice and concerns the narrator, who begins to repeat variations on the phrase â€Å"poor Alice† (24), causing readers to identify her shrunken state with frustration and dejection. Essentially, Alice’s response to being small in a large world seems to mirror the frustration of those who desire to grow up. Alice’s confusion merely continues after eating the cake she finds under the table (25). From the beginning, she is unsure in which way her body will respond: will she grow larger or smaller? Alice even delays to see how her body will respond to this relatively ordinary event, placing her hand on her head and awaiting the results â€Å"anxiously† (25). The resultant size change further alarms Alice as she explores her body after growing. With her increase in stature (26), Alice is so disconcerted on how far emoved her head is from her feet that she meditates rather nonsensically on the idea in an effort to grasp the new perspective she has developed. Now too small for surroundings that were formerly too small for her (and even before that, just the right height), â€Å"[p]oor Alice† (27) is still in no position to achieve entering the garden. Remarkably, her initial reaction is quite similar: she begins crying hopelessly—but she quickly admonishes herself, claiming that â€Å"a great girl like [her]† (the word â€Å"great† here referring to her new size) has no business crying like the small child that appeared merely two pages before. Despite her remarkable change in size, then, Alice’s personality and views remain unaffected, a fact that leaves her even more frustrated as she continues crying. In other words, Alice knows she is acting inappropriately for her new size, but she still remains unable to seize control of her increasingly volatile emotions. Similar to biological hormone surges, Alice’s rapid changes in growth are accompanied by fierce emotions and mood swings that she is unable to control. Alice’s meditation upon the recent events also provides great insight into how changes in size have affected her mentally. On page 28, the girl confusedly discusses the identity crisis that has befallen her, identifying the puzzling question that these changes have led her to: â€Å"Who in the world am I? † As she begins to meditate on whether she may have been changed for another child, we see the depth to which she has been affected. So flustered by these constant changes, Alice’s memory and knowledge have suffered, as she is unable to recall basic facts. This, accompanied by the realization that her voice has become hoarse and strange, once again moves â€Å"poor Alice† to tears. Finding both her body and mind to be completely altered, Alice hints towards not liking who she has become, resolving to stay in Wonderland and only come out if she is somebody else. Just as soon as this stream of thoughts leaves her, though, Alice realizes that she has shrunk once again, and rather than being comforted, Alice is â€Å"frightened at the sudden change† (29), saying that she is now â€Å"worse than ever† and that she â€Å"never was so small as this before. † She finds herself confronted by a pool of tears that had once seemed so inconsequential, frustrated once again by her uncontrollable emotions: â€Å"I wish I hadn’t cried so much! (30). Once again, she realizes somewhat bitterly that â€Å"everything is queer to-day. † Alice’s size continues to come into play through her interactions with the mouse. Not used to seeing things from small eyes, Alice’s etiquette is brought into question as she offends the mouse with h er talk of cats (31). Despite being the same size as the normally-small animals she now interacts with, Alice is viewed as foolish for not utilizing the same logic as her counterparts. In essence, while she is physically small, her mind has not adapted to this new size and she does not fit in among small creatures. The animals’ simplicity seems incredibly childlike throughout the third chapter, particularly with the childlike arguments and faux pretentiousness that many of the creatures utilize (34). The Caucus-race seems to resemble childlike games that make little sense to observers, and Alice notes this absurdity (36), again showing her inability to fit in with this other world. As her travels continue, however, Alice begins to come to terms with the frequent size changes and shows increased logic in dealing with the unpleasant situations. Upon her foray into the White Rabbit’s house, Alice expresses both a desire to grow and frustration with being â€Å"a tiny little thing† (41). While Alice realizes that she will grow upon drinking the bottle, she still does not recognize that her inability to control her growth. She is surprised by the rapidity of the action, and despite her explicit wishes, she continues growing until she is too large for her physical surroundings, her body extending outside of the house. Alice has not yet learned that her changes in size will cause her discomfort and unhappiness, and once again she finds herself hopeless (42). Commenting on her physical size, Alice notes that she is â€Å"grown up now† and pleased that there’s no room to â€Å"grow up any more†. However a sentence later, she contradicts this thought, worrying that she will â€Å"never get any older,† yet comforted by never having to be â€Å"an old woman† (42). This contradiction shows the confusion with which Alice views herself: she is not a childnor does she desire to be one—and yet she does not entirely see herself as a woman. In other words, Alice is stuck between stages of her life: while her size suggests maturation, she does not identify herself as a mature adult. This is further evidenced by Alice’s subsequent fear of the White Rabbit (43). Still in the mind-frame of a child, she trembles, neglecting to come to terms with being â€Å"about a thousand times as large as the Rabbit. † Yet with her increased size, Alice has become more assertive and more prepared to handle her situation. Wielding her sudden growth as a weapon rather than seeing it as a ulnerability, she scares the Rabbit with her motions in order to fend him off and kicks Bill the lizard as he goes to retrieve her (44). Contrary to her interaction with the mouse, Alice is now adequately prepared to handle smaller creatures: she displays an increased knowledge and a stronger capacity for coping with her situation. More aggressive now, she embraces the physical change, resorting to vocal threats that are backed by the differen ces in size between her and the creatures. Even more remarkable, Alice becomes aware that she can use these size changes to her advantage, responding to the violent attacks of the creatures by shrinking in size (45). Still, after the ordeal, Alice is desperate to reach â€Å"the right size†, wanting to â€Å"grow up again† (47). Alice’s lack of identity is further underlined in her conversation with the Caterpillar. From the outset of their interaction, Alice explains her identity crisis, explicitly stating, â€Å"I can’t understand it myself†¦and being so many different sizes in a day is very confusing. (49) She is remarkably unable to answer the simple question of identity, telling the caterpillar that while she is fully aware who she was when her adventures began, she has changed several times since then. Alice states that her problem is not with the size that she is (an odd contradiction to her previously-stated desire to return to the right size), realizing that she simply doesn’t like changing so often. The Caterpillar responds in scorn, insinuating that Alice is being ridiculous with his standoffish remarks. He appears to be rather knowledgeable throughout their whole conversation, speaking authoritatively on not only her size changes, but her recitation of ‘You are old, Father William’. After their conversation, Alice launches into a similar identity crisis: eating the mushroom causes her body to undergo strange changes where some parts change and others do not (54-55), but after much experimenting, she eventually manages to return to her â€Å"usual height. † (56) Alice sums up her recent events by stating that the fundamental problem with her physical changes is that she never knows what she’ll be â€Å"from one minute to another. The vast knowledge of the caterpillar provides an odd conundrum when compared with the Mouse from chapter III, whose small size seemed to be associated with the childlike state of mind that he possessed. However the size contrast of Alice and the Caterpillar provides a reasonable explanation: he is larger than her (48: â€Å"a la rge blue caterpillar†), and thus more knowledgeable just as Alice was able to outsmart the Rabbit when she was previously a thousand times its size. This lays the foundations for the idea that relative size appears to indicate knowledge and power in Alice’s Adventures in Wonderland, an idea that is further affirmed by Alice’s final size change in the book and will signal Alice’s passing through puberty. During the trial, Alice’s growth accompanies the point at which her logic finally begins to triumph over the nonsense that dominates Wonderland. Alice begins growing rather helplessly during the trial, but her physical change is now accompanied with a more bold and assertive personality (106). As she moves to take the stand, Alice suddenly realizes just how large she has grown, but for the first time in the novel, she doesn’t seem concerned or disconcerted by her new stature. Alice is marked by her critical attitude towards the trial, assertively answering the King’s questions and countering the King’s attempted attacks on her with her own logic (112). Alice is also marked by her aggressive attitude towards the Queen; instead of attempting to please her, Alice now cuts her off and demands attention and order rather than nonsense and whim (113, 115). Alice’s greatest realization occurs as she grows to full size and declares that those who formerly inspired fear are only a pack of cards (116). This is the final change of the novel, and its effects are best summarized by Alice’s sister at the end of the novel. As she dreams of Alice’s adventures, she remarks on Alice’s initial status as â€Å"little Alice† with the â€Å"tiny hands† and â€Å"eager eyes† (117). However after her adventures (in the â€Å"after-time†), she views Alice as a knowledgeable and loving â€Å"grown woman† who would reflect fondly on â€Å"her own child-life† (118). She creates a contrast, identifying Alice apart from the â€Å"simple and loving heart† of her childhood. Thus, with her growth in size, Alice has received a wealth of knowledge and finally achieved maturity. On the surface, Alice’s Adventures in Wonderland regards Alice’s physical changes with hostility and apprehension. However upon further examining the mental and emotional changes that accompany them, it becomes clear that the physical changes produce the eventual reward of self-awareness and knowledge that allow Alice to finally triumph over her threatening environment.