In addition, several studies have provided support for the argument that computer game playing is potentially addictive (Anderson and Ford) or leads to criminal activity. Others have claimed, to the contrary, that such games offer creative and prosocial applications, with emphasis on physical rehabilitation (Lynch), educational value (Silverne) and the improvement of social interaction and growth (Favaro)
Even if it is accepted that a correlation exists between amount of time spent playing violent video games and aggressive behavior, there is no reason to think that games are the cause of aggression. Furthermore, some correlational studies find no significant relationship with aggression (Sacher; van Schie & Wiegman)
It is not possible to observe real aggression in the laboratory, so researchers must improvise indirect measures and indicators of potential aggression. Some of the dependent variables used in video game research include: Hitting a bobo doll (Schutte, Malouff, Post-Gordon & Rodasta) Coding children's interpretations of ambiguous stories (for example, a child is hit in the back with a ball)
In addition, several studies have provided support for the argument that computer game playing is potentially addictive (Anderson and Ford) or leads to criminal activity. Others have claimed, to the contrary, that such games offer creative and prosocial applications, with emphasis on physical rehabilitation (Lynch), educational value (Silverne) and the improvement of social interaction and growth (Favaro)
In this case, violence in a video would be defined as "any overt depiction of a credible threat of physical force or the actual use of such force intended to physically harm an animate being or group of beings. Violence would include certain depictions of physically harmful consequences against an animate being/s that results from unseen violent means" (Smith et al
In this case, violence in a video would be defined as "any overt depiction of a credible threat of physical force or the actual use of such force intended to physically harm an animate being or group of beings. Violence would include certain depictions of physically harmful consequences against an animate being/s that results from unseen violent means" (Smith et al
); 4) Semiotic Domains Principle- learning involves mastering semiotic domains and being able to participate in the groups connected to them; 5) Metalevel Thinking About Semiotic Domains Principle- learning involves active and critical thinking about the relationships of the semiotic domain; 6) "Pyschosocial Moratorium" Principle- learners can take risks in a situation where real-world consequences are lowered; 7) Committed Learning Principle- learners participate in an extended engagement; 8) Identity Principle- involves taking on and playing with identities; 9) Self-Knowledge Principle- learners learn not only about the domain but about themselves; 10) Amplification of Input Principle for a little input, learners get a lot of output; 11) Achievement Principle- intrinsic rewards for learners at all levels; 12) Practice Principle- learners get practice in context where it is not boring; 13) Ongoing Learning Principle- there are cycles of new learning, automatization, undoing automatization, and new reorganized automatization; 14) "Regime of Competence" Principle; 15) Probing Principle; 16) Multiple Routes Principle- there are multiple ways to move ahead; 17) Situated Meaning Principle- meanings of signs are situated in embodied experience; 18) Text Principle- texts are not understood purely verbally; 19) Intertextual Principle- understands a text as being part of a group of texts (genre); 20) Multimodal Principle- meaning and knowledge built up through many modalities; 21) "Material Intelligence" Principle- thinking, problem solving, and knowledge "stored" in material objects in environment; 22) Intuitive Knowledge Principle- not just verbal and conscious knowledge rewarded; 23) Subset Principle; 24) Incremental Principle; 25) Concentrated Sample Principle- learner sees many more instances of fundamental signs and actions; 26) Bottom-up Basic Skills Principle- basic skills are not learned in isolation or out of context; 27) Explicit Information On-Demand; 28) Just-In-Time Principle; 29) Discovery Principle; 30) Transfer Principle; 31) Cultural Models About the World Principle- learning without degeneration of identities, abilities or social affiliations; 32) Cultural Models About Semiotic Domains Principle; 33) Distributed Principle- knowledge and meaning are distributed across learner, objects, tools, symbols, and environment; 34) Dispersed Principle- learner shares knowledge with others outside the domain; 35) Affinity Group Principle- learners constitute an "affinity group"; and 36) Insider Principle- learner is an "insider" and able to customize the learning experience. OTHER NEGATIVE IMPACTS It has been suggested that computer game addiction is like any other behavioral addiction, in that it consists of compulsive behavioral participation, a lack of interest in other activities, association with other addicts, and physical and mental symptoms when attempting to stop the behaviour, such as the 'shakes' (Soper and Millar)
hospitals; these alternative practices are therefore outside of the conventional medical system in the United States. Despite this lack of mainstream interest, a growing number of studies have been conducted in the last few years that have documented the high rates of use of such therapies among groups with various chronic health conditions (Anderson, Manheimer & Stein, 2003)
Furthermore, while there has long been a firmly held belief among alternative medicine practitioners that specific types of fragrances could trigger specific changes in emotional states, recent findings by the 2004 Nobel Prize winners for Physics appear to scientifically validate these claims. As a healing modality, though, most authorities today believe that aromatherapy is many thousands of years old, dating back to the times of the ancient Egyptians, Mesopotamia and ancient China (Ba, 2003)
From a holistic perspective, meditation and the concept of chakras have assumed increasing relevance in the treatment of substance abusers. The most important chakras are located along the spinal column, behind the eyes, and at the crown of the head (Battista, Chinen & Scotton, 1996)
According to An increasing number of anecdotal and scientific accounts emphasize the importance of the sense of smell to humans; however, no study to date has systematically examined people's attitudes and beliefs about the olfactory sense (Martin, Apena, Chaudry et al., 2001); nevertheless, by all accounts, aromatherapy appears to be a more efficacious treatment modality for women than for men (Bone & Ellen, 1998)
Overview of Olfactory System. The olfactory system in humans works by transmitting information on odorant molecules from the nose to the brain; these odorant-receptor interactions then trigger neurons to send signals to the olfactory bulb, a structure located in the front of the brain (Brownlee, Perkins & Goho, 2004)
Human Behavior Considerations and Uses of Alternative Methods in Treating Additions. A growing number of mental health service providers are incorporating nontraditional techniques for the treatment of addictions within their practices today (Burns, Valadez, Rodriguez & Valadez, 2002)
, 2004). The primary feature of the olfactory system that plays a role in aromatherapy is that the specific plants employed are considered to have particular therapeutic powers (Crowder & Schab, 1995)
Justification for Holistic Approach. Studies have shown time and again that treating substance abuse from a holistic perspective improves the likelihood of success; moreover, holistic approaches to treating substance abuse in women in particular have been shown to enjoy higher rates of success than treatments pursued in isolation from other considerations (Freeman, 2001)
Other early societies recognized the therapeutic value of such preparations as well; traditional Chinese medicine recommended that brewed tea should be inhaled as well as ingested and fragrant medicinal baths are still widely used in Japan today. Similar yet different approaches were employed by other societies as well; for example, "forest therapy" in Germany involves inhaling eucalyptus and other arboreal vapors (Ornstein & Sobel, 1989)
According to Ba, cedarwood oil is known to have been used by the Egyptians for embalming and for hygienic purposes 5,000 years ago; this oil is most likely the first "distilled" oil to have been produced (although the process used remains open to speculation). Further, both the lavender plant along with its essential oil were used by Hildegard of Bingen in the 12th century, and by the 15th century, it is believed that the essential oils of turpentine, cinnamon, frankincense, juniper, rose and sage were also known and used (Pignatelli, 1991)
Further, both the lavender plant along with its essential oil were used by Hildegard of Bingen in the 12th century, and by the 15th century, it is believed that the essential oils of turpentine, cinnamon, frankincense, juniper, rose and sage were also known and used (Pignatelli, 1991). By the beginning of the 17th century, about 60 oils were known and used in perfumes and medicines (Price et al
Over the course of several different meetings, most of the women mentioned childhood sexual abuse. This comes as no surprise, given that "one study found that 82% of sex addicts reported being sexually abused as children" (Herkov, 2006)
I witnessed many of the participants engaging in moral inventories, admitting the nature of their wrongs, attempting to make amends to the people who were harmed, and otherwise working through the steps of the process. However, I found that many of them did not necessarily seem to embrace the notion of the first step, which was a powerlessness of their sex and love addictions (T, 2014)