text:
Students who self-injure: school counselor ethical and legal considerations.
This article explores ethical considerations that school counselors A school counselor is a counselor and educator who works in schools, and have historically been referred to as "guidance counselors" or "educational counselors," although "Professional School Counselor" is now the preferred term. may need to address when providing counseling services to self-injurious students. Ethical issues related to student confidentiality, responsibilities to parents and to the school, and professional competence are discussed in relation to the American School Counselor Association's (2004) Ethical Standards for School Counselors. Implications and recommendations for school counselors working with self-injurious students are provided.
Self-injury is an issue that has received increased attention in the recent literature (Austin & Kortum, 2004; Froeschle & Moyer, 2004; Kress, 2003; Kress, Gibson, & Reynolds, 2004; White, McCormick, & Kelly, 2003) and has become more visible in the school setting with many educators and school counselors feeling frustration and confusion as to how to best address student self-injurious behaviors (Austin & Kortum). Estimates of self-injury vary depending on the population sampled and the definition of self-injury (Suyemoto & Kountz, 2000), but current estimates of self-injury range from 1 percent to 4 percent (Briere & Gil, 1998) of the general population. With regard to the adolescent population, a recent study indicated that 13% of surveyed adolescents reported engaging in self-injurious behavior (Ross & Heath, 2002).
With an ostensible Apparent; visible; exhibited.
Ostensible authority is power that a principal, either by design or through the absence of ordinary care, permits others to believe his or her agent possesses. recent increase in self-injury prevalence in the adolescent population, it is important that school counselors recognize the signs and symptoms of self-injury and have the knowledge needed to appropriately intervene and best help these students (Kress et al., 2004). On average, people who self-injure typically begin this behavior during middle adolescence adolescence, time of life from onset of puberty to full adulthood. The exact period of adolescence, which varies from person to person, falls approximately between the ages 12 and 20 and encompasses both physiological and psychological changes. (i.e., about age 14 or the freshman year of high school) and will continue the behavior into their late twenties (Austin & Kortum, 2004; Favazza & Conterio, 1989; Herpertz, 1995; Ross & Heath, 2002); thus school counselors are in a position to provide early identification, intervention, prevention, and advocacy for students who self-injure (Kress et al, 2004).
As student self-injurious behavior is complex and multifaceted mul·ti·fac·et·ed
Having many facets or aspects. See Synonyms at versatile.
Adj. 1. multifaceted - having many aspects; "a many-sided subject"; "a multifaceted undertaking"; "multifarious interests"; "the multifarious , school counselors should be aware of the many ethical issues associated with counseling self-injurious students. The purpose of this article is to first provide a brief overview of self-injurious behavior, and to then address the ethical considerations, as defined by the American School Counselor Association's (ASCA ASCA American School Counselor Association
ASCA Australian Shepherd Club of America
ASCA Arab Society of Certified Accountants
ASCA American Swimming Coaches Association
ASCA American Society of Consulting Arborists
ASCA Association of State Correctional Administrators ) Ethical Standards for School Counselors (2004), that school counselors should be aware of when working with students who self-injure. More specifically, ethical issues associated with student confidentiality, responsibilities to parents and to the school, and professional competence will be addressed and practical suggestions for how school counselors can best manage these issues will be provided. As many school counselors have had little, if any, training in managing issues associated with student self-injury, this article is an attempt to increase school counselors' ability to integrate the ASCA Ethical Standards for School Counselors into their work with the growing self-injurious population.
Before addressing the ethical issues involved in counseling self-injurious students, it is first important that school counselors have an awareness of self-injurious behavior, and an ability to recognize these behaviors. More specifically, school counselors should be aware of what defines self-injury, and the correlates/risk factors associated with self-injury. This section provides a brief overview of the aforementioned a·fore·men·tioned
Mentioned previously.
The one or ones mentioned previously.
mentioned before
Adj. 1. issues (readers are encouraged to review additional sources for more in-depth information about self-injury, e.g., Conterio, Lader, & Bloom, 1998; Favazza, 1996; Kress, 2003; Simeon & Hollander, 2001).
Definitions of self-injurious behavior vary, but in general self-injury has been defined as an intentional in·ten·tion·al
1. Done deliberately; intended: an intentional slight. See Synonyms at voluntary.
2. Having to do with intention. act with the objective to do harm to the body without leading to a result of death (Simeon & Favazza, 2001; Yarura-Tobias, Neziroglu, & Kaplan, 1995). Self-injury can include, but is not limited to, scratching, branding, cutting, self-hitting, burning, and biting biting
pertaining to the characteristic behavior of performing a bite.
biting louse
see species of the insect suborder mallophaga.
biting midge
insects of the family ceratopogonidae. (Patterson & Kahan, 1983). Despite the various methods of self-injury, cutting is the most prevalent method (Briere & Gil, 1998; Gallop gallop /gal·lop/ (gal´op) a disordered rhythm of the heart; see also under rhythm.
atrial gallop S
diastolic gallop S
presystolic gallop S
, 2002; Ross & Health, 2002; Taiminen, Kallio-Soukainen, Nokso-Koivisto, Kaljonen, & Helenius, 1998). Self-cutting is usually done with instruments such as razor blades ra·zor·blade also ra·zor blade
A thin sharp-edged piece of steel that can be fitted into a razor.
razor blade n → hoja de afeitar
razor blade , or knives knives
Plural of knife.
the plural of knife
knives knife (Austin & Kortum, 2004), and the severity of the cuts can range from superficial scratches to deep gouges (Conterio et al., 1998).
Self-injury is usually performed on the arms, wrists, and legs, but the breasts, thighs, stomach, and genitals gen·i·tals
Genitalia. are also sites where people self-injure (Conterio et al., 1998). Most people who self-injure hide their injuries (e.g., wearing long-sleeved pants or shirts even on a warm day; Conterio et al.), and they will avoid injuring themselves in the presence of other people (Gallop, 2002).
Self-injury can serve a variety of functions or purposes. People who self-injure typically have difficulty expressing strong negative emotional experiences such as pain, hurt, or anger and self-injury is often considered a form of emotional regulation (Favazza, 1996). The adolescent's self-injury may be a way to avoid overwhelming emotions through a focus on physical pain (Austin & Kortum, 2004; Dallam, 1997; Levenkron, 1998). Self-injury may be a method of gaining control over a situation in which the adolescent feels he or she does not have any control (Austin & Kortum; Dallam). In addition to the expression of emotions, adolescents may use self-injury in order to decrease dissociation dissociation, in chemistry, separation of a substance into atoms or ions. Thermal dissociation occurs at high temperatures. For example, hydrogen molecules (H2 , depersonalization depersonalization /de·per·son·al·iza·tion/ (de-per?sun-al-i-za´shun) alteration in the perception of self so that the usual sense of one's own reality is temporarily lost or changed; it may be a manifestation of a neurosis or another , and derealization derealization /de·re·al·i·za·tion/ (de-re?al-i-za´shun) a loss of the sensation of the reality of one's surroundings.
n. , and relieve feelings of emptiness and numbness numbness /numb·ness/ (num´nes) anesthesia (1).
Loss of feeling or sensation.
Mentioned in: Topical Anesthesia (Dallam; Simeon & Favazza, 2001).
There are several life experiences that correlate with self-injurious behavior including losing a parent, family violence, childhood sexual abuse or rape, a childhood illness, and a history of self-injury in the family (Conterio et al., 1998; Deiter, Nicholls, & Pearlman, 2000). Two of the best predictors of self-injury are childhood sexual abuse and/or family violence (Deiter et al.). As children who experience sexual or physical abuse are in a state of constant emotional dysregulation Emotional dysregulation (or affect dysregulation) is a term used in the mental health community to refer to an emotional response that is not well modulated. This means that an individual does not respond to a person, place, thing, or event in a manner that would generally , and they do not yet have the skills necessary to regulate these intense emotional experiences, they may engage in self-injury in an attempt to regulate strong emotions (Levenkron, 1998).
School counselors have an important role to play in ensuring that students are safe, and that they have the resources they need to develop both academically and personally (Dahir, Sheldon, & Valiga, 1998). As school counselors are often among the first to be made aware of students' self-injurious behaviors, they are in a position to effectively intervene with self-injurious students (Kress et al., 2004). However, in the process of intervening, providing referrals, and advocating for self-injurious students, school counselors may be faced with many complicated ethical issues. In the following sections, some of these ethical issues are reviewed, and suggestions for how school counselors might handle these situations are provided.
Confidentiality and Responsibilities to Students
School counselors are ethically obligated ob·li·gate
tr.v. ob·li·gat·ed, ob·li·gat·ing, ob·li·gates
1. To bind, compel, or constrain by a social, legal, or moral tie. See Synonyms at force.
2. To cause to be grateful or indebted; oblige. to keep student-reported information confidential unless disclosure is required to prevent clear and imminent danger to the counselee or others (ASCA, 2004). The following vignette Vignette
A symbol or pictorial representation of the corporation on a stock certificate. Usually a complicated and artistic design, it is meant to make the counterfeiting of stock certificates as difficult as possible. provides an example of the challenges that school counselors must address with regard to self-injury and students' confidentiality rights.
Vignette 1. A teacher noticed that despite the warm weather, Jennifer was wearing long-sleeve shirts and pants. The teacher became concerned, and later overheard Jennifer telling her friends that she wore these clothes so that her parents and teachers would not see the cuts that she made on her arms and legs. The teacher referred Jennifer to the school counselor. The counselor told Jennifer that their conversation would be kept confidential unless she was at risk of harming herself or others. After initial introductions, the counselor stated that she was concerned that Jennifer was engaging in self-injurious behavior. Jennifer quickly replied that she was not suicidal. Jennifer disclosed that she has been cutting delicate marks into her arm and legs with a razor blade. Jennifer told the counselor that the self-injury helps her to relieve the tension and stress accompanied with her full schedule of Advanced Placement classes. The counselor, who was unfamiliar with self-injurious behaviors, immediately considered the self-cutting to be a suicidal action. At the end of the counseling appointment, the counselor told Jennifer that she felt she was at risk of seriously harming herself and that she had to report this behavior to her parents. After contacting Jennifer's parents, the counselor documented the nature of the counseling session and placed the documentation in Jennifer's student file.
Vignette 1 brings to the forefront various ethics-related questions and ethical standards for school counselors to consider: Did the counselor break confidentiality (ASCA, 2004, Standard, A.2f), or did the counselor have a duty to warn duty to warn AIDS A legal concept indicating that a health care provider who learns that an HIV-infected Pt is likely to transmit the virus to another identifiable person must take steps to warn that person others because the student was a danger to herself (ASCA, Standard A.2b)? What additional information might the school counselor have gathered to more adequately assess the situation, and to have engaged in appropriate ethical decision-making? Suppose the counselor decided that Jennifer was not in danger of seriously harming herself, does the school counselor still have a responsibility to contact the student's parents (ASCA, Standard B. 1a)?
Remley, Hermann, and Huey (2003) stated that the extension of privacy rights belongs to the parent (even in cases when the child requests confidentiality), and judicial decisions have historically protected parental rights (Isaacs & Stone, 1999). Thus, the school counselor should consider reporting self-injurious behavior even in cases where the counselor does not perceive the student is in imminent danger. Counselors' interpretations of the kind of circumstances worthy of breaching confidentiality are varied (Isaacs & Stone), and the Vignette 1 example provides an instance where there may be considerable variability in decisions or judgments related to breaking confidentiality. Despite this, in a situation such as Vignette 1 where the counselor is not clear as to the need to break student confidentiality and report student self-injury to parents, it is recommended that school counselors seek legal consult with the school district attorney.
Favazza (1996) stated that by definition, the intent of the person who is engaging in self-injurious behavior is not of a suicidal su·i·cid·al
1. Of or relating to suicide.
2. Likely to attempt suicide. nature. Some even have stated that self-injury may prevent suicide by serving as a coping strategy (Austin & Kortum, 2004). While it is important for school counselors to be aware that most people who engage in self-injurious behavior make a clear distinction between suicidal ideation suicidal ideation Suicidality Psychiatry Mental thoughts and images which hinge around committing suicide. See Suicide. and intention, and deliberate self-injurious behaviors without the intention to die (Allen, 1995), the school counselor must consider the serious consequences and liability that may occur by withholding Withholding
Any tax that is taken directly out of an individual's wages or other income before he or she receives the funds.
In other words, these funds are "withheld" from your wages. this information from parents. As previously mentioned, school counselors should consider consulting with the school administration and their district's attorney about these types of issues.
As self-injurious behavior has been found to be one of the most disturbing behaviors encountered by helpers (Gamble, Pearlman, Lucca, & Allen, 1994), it is important that school counselors monitor their personal reactions to disclosures of self-injury and make decisions based on student-reported experiences and intentions rather than transference TRANSFERENCE, Scotch law. The name of an action by which a suit, which was pending at the time the parties died, is transferred from the deceased to his representatives, in the same condition in which it stood formerly. reactions such as fear or a desire to control the student's behavior (White et al., 2003).
It is also recommended that school counselors complete a thorough assessment of the student's self-injurious behaviors. This will help the counselor in assessing the severity of the self-injury (Kress, 2003). Some of the issues to consider inquiring inquiring,
v to draw information from a client—whether by verbal questioning or physical examination—to assess the person's state of health. about, when a student discloses self-injury (Kress; Simeon & Favazza, 2001), are the age of onset The age of onset is a medical term referring to the age at which an individual acquires, develops, or first experiences a condition or symptoms of a disease or disorder.
Diseases are often categorized by their ages of onset as congenital, infantile, juvenile, or adult. of the self-injury, course of the behavior (i.e., has it been steady or has it decreased or increased in frequency), current frequency of self-injury, change in self-injurious behaviors over time, medical complications (e.g., stitches, surgeries, infections, corrective cor·rec·tive
Counteracting or modifying what is malfunctioning, undesirable, or injurious.
An agent that corrects.
n surgeries), what types of tools does the student use to self-injure, does the student engage in appropriate wound care, does the student share self-injury apparatuses with other people or use dirty or rusty rust·y
adj. rust·i·er, rust·i·est
1. Covered with rust; corroded.
2. Consisting of or produced by rust.
3. Of a yellowish-red or brownish-red color.
4. tools, emotional states when injuring, triggers leading to the self-injury, immediate and more long-term aftermath of injuring, does the student's family or friends know about the self-injury, and finally, recent life experiences, past traumas, or current life stressors that may be relevant to understanding the student's context and situation.
A thorough suicide assessment and self-injury assessment will help the counselor determine if the student is in imminent danger, assess for any additional risk-management issues, and ultimately determine what actions should be taken.
Finally, the counselor in Vignette 1 documented the nature of the counseling session and placed the client notes in her student file. Since student files are generally available to almost all school personnel, it is likely that the counselor, by including her case notes in the student's file, did not secure records necessary for rendering professional services (job) professional services - A department of a supplier providing consultancy and programming manpower for the supplier's products. to the counselee as required by confidentiality guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. (ASCA, 2004, Standard A.8). In addition, Isaacs and Stone (1999) pointed out that counselors are in a precarious position because they work with other educators who do not have the same obligations to protect a student's privacy as a counselor. Thus, another suggestion related to confidentiality and self-injury is for school counselors to follow all ethical guidelines when sharing information about a student's self-injurious behavior through written or verbal communications.
Student Confidentiality and Responsibilities to Parents and School Systems
School counselors are in a unique and challenging position in that not only do they have responsibilities to students, but they also have responsibilities to parents and the school (ASCA, 2004; Glosoff & Pate, 2002). In addition, "unless privilege or confidentiality law exists in a state, confidentiality based on adherence to an ethical code Noun 1. ethical code - a system of principles governing morality and acceptable conduct
system of rules, system - a complex of methods or rules governing behavior; "they have to operate under a system they oppose"; "that language has a complex system is legally subordinate to employer policy" (Tompkins & Mehring, 1993, p. 3). The school counselor must consider at what point parents and school administrators have the right to demand access to confidential information Noun 1. confidential information - an indication of potential opportunity; "he got a tip on the stock market"; "a good lead for a job"
steer, tip, wind, hint, lead . The following vignette exemplifies the challenge of managing confidential student information with the responsibilities school counselors have to parents and school administrators.
Vignette 2. Three of Rebecca's friends came to the school counselor's office because they were concerned by her recent strange behavior. They reported to the counselor that Rebecca picks the skin on her arms until it bleeds. Rebecca's friends said that this behavior has been occurring for the past 3 months. When the counselor met with Rebecca, she admitted to picking her skin and said it helps her deal with the stress of her parents' divorce. The counselor did not see any visible scarring on Rebecca's arms; however, she told Rebecca that she needed to contact her parents to inform them of this issue. The counselor informed Rebecca that school policy states that parents/guardians must be called if a student is at risk of harming himself or herself. The school counselor called Rebecca's mother with the intention of setting up an appointment to meet and discuss Rebecca's self-injury. When Rebecca's mother stated she was unable to come in for a meeting and that Rebecca was hurting herself for "attention," the counselor felt she had no choice but to report Rebecca's behavior to the school principal. The counselor told the principal of Rebecca's alleged self-injurious behavior and her mother's unwillingness to attend a meeting with her daughter. The principal immediately called Rebecca into his office for a meeting with the counselor at which time the principal called Rebecca's mother.
Rebecca's case provides an example of the difficulties in balancing the confidentiality rights of minors, the counselor's responsibility, to act in a minor's best interest, and the legitimate rights and concerns of parents and the school (Isaacs & Stone, 1999).
In considering this vignette, the following question is pertinent: Was it necessary to break Rebecca's confidentiality (by informing the school principal of Rebecca's self-injurious behavior)? While ASCA (2004) states that the professional school counselor "informs appropriate officials in accordance Accordance is Bible Study Software for Macintosh developed by OakTree Software, Inc.[]
As well as a standalone program, it is the base software packaged by Zondervan in their Bible Study suites for Macintosh. with school policy of conditions that may be potentially damaging to the school's mission, personnel and property while honoring the confidentiality between student and counselor" (Standard D.1b, p. 2), this case does not fall into that category. Rather, the counselor in this vignette might have consulted another counselor and/or the principal (without revealing the student's name) to get objective perspectives on this case before breaking the student's confidentiality. In other words Adv. 1. in other words - otherwise stated; "in other words, we are broke"
put differently , the counselor could have provided the principal with "accurate, objective, concise and meaningful data necessary to adequately evaluate, counsel and assist the student" (ASCA, Standard C.2b, p. 2) without violating her confidentiality rights.
The counselor in this vignette believed that it was the parents' right to be aware of Rebecca's self-injurious behavior and attempted to establish a collaborative relationship with Rebecca's mother (ASCA, 2004, Standard B.1a). The counselor in this vignette did not contact Rebecca's father, which did not follow ASCA's ethical standards that state that a good-faith effort should be made to keep both parents informed with regard to information about children (Standard B.2d).
Professional Competence
The Ethical Standards for School Counselors (ASCA, 2004) states that the professional school counselor functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his or her actions (Standard E.1a). According to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. the American Counseling Association The American Counseling Association (ACA) is a non-profit, professional organization that is dedicated to the counseling profession. ACA is the world's second largest association exclusively representing professional counselors. (ACA ACA - Application Control Architecture ) and ASCA ethical codes, counselors are to practice only within the boundaries of their competence, based on their education, training, and experience (ACA, 1995, Standards C.1 & C.2; ASCA, Standard E.1b). The following vignette describes the complexity involved in understanding professional competence.
Vignette 3. Ms. Williams, a first-year high school counselor in a suburb of Chicago, believed that her graduate school training prepared her well for her new position. When the director of school counseling asked her if she would be wilting to run a support group for students who self-injure, she eagerly complied. Although Ms. Williams had no experience with this population, she recalled learning in her graduate work that self-injurious behavior was increasing in prevalence among high school students. She spent a month doing research on working with this population, and she developed a group counseling plan. During her first group, four female students attended and shared their history with self-injurious behavior. Each girl had a different way of self-injuring--cutting, biting, bruising, and burning. Each of the girls appeared to have numerous complex issues, and after several sessions, Ms. Williams noted that each of the girls had experienced, or were currently experiencing, some sort of physical, emotional, or sexual abuse. The intensity of the group, and the issues surrounding the group members' abuse, started to overwhelm Ms. Williams. With little direct supervision, Ms. Williams turned to a veteran school counselor for consultation. The counselor suggested that, in addition to the group counseling, Ms. Williams meet with each of the girls for individual counseling. Ms. Williams wondered if she was able to provide this level of service, and she became fearful that she had overcommitted herself.
One of the primary roles of school counselors is to facilitate the personal and social development of all students (Schmidt, 1999). School counselors cannot be competent in all areas or all student-presented issues. School counselors thus have an ethical responsibility to assess whether they have the knowledge and skills to help the student explore concerns, examine alternatives, make appropriate decisions, and act accordingly (Schmidt). Students who self-injure require skilled counselors who are educated on the etiology etiology /eti·ol·o·gy/ (e?te-ol´ah-je)
1. the science dealing with causes of disease.
2. the cause of a disease. and functions of self-injury, as well as appropriate interventions (White et al., 2003). White et al. stated that it is important for counselors working with self-injurious students to achieve competency COMPETENCY, evidence. The legal fitness or ability of a witness to be heard on the trial of a cause. This term is also applied to written or other evidence which may be legally given on such trial, as, depositions, letters, account-books, and the like.
2. in this area, or to refer clients to counselors who are competent to work with this population. The counselor in Vignette 3 did seek out consultation from another counselor, which is consistent with the ASCA standard of Sharing Information with Other Professionals (ASCA, 2004, Standard C.2a).
Another recommendation related to competence is to have a specified person knowledgeable about self-injurious behavior who can be consulted when student self-injury issues arise. Also, as education of school faculty on the topic of self-injury is an important charge of school counselors (Kress et al., 2004), school counselors who believe they are not competent in this area might invite knowledgeable guest speakers to talk to the school community about this topic.
A final recommendation is that school counselors be aware of several community mental health professionals who specialize spe·cial·ize
1. To limit one's profession to a particular specialty or subject area for study, research, or treatment.
2. To adapt to a particular function or environment. in self-injury and use these processionals as a student referral source. It is suggested that the school counselor maintain regular contact with the student's mental health professional, and work closely with this person. Some of the issues that the school counselor may want to collaboratively work with the student's mental health professional on are developing a safety plan or a list of alternatives to self-injury that the student can use when wanting to self-injure while at school, and developing a no-harm contract (Conterio et al., 1998). Regular communication with the student's mental health professional also can serve to help the school counselor stay abreast of the student's progress and the status of the self-injury.
No-Harm Contracts
Ethical standards require school counselors to inform appropriate authorities when a student's behavior is indicative of clear and imminent danger to the student or others (ASCA, 2004, Standard A.7a). It is recommended that counselors assess this danger with careful deliberation deliberation n. the act of considering, discussing, and, hopefully, reaching a conclusion, such as a jury's discussions, voting and decision-making.
DELIBERATION, contracts, crimes. , and consult with other school counselors with regard to ethical decision Real life ethical decisions are studied in sociology and political science and psychology using very different methods than descriptive ethics in ethics (philosophy). Not ethics proper making (ASCA).
As school counselors have a duty to protect their clients and other students, the development of a no-harm contract (Conterio et al., 1998) that clearly specifies what behaviors will require the school counselor/faculty/staff to take what actions may be helpful in clarifying to the student, parents, and school personnel the boundaries associated with the self-injurious behavior. For example, in a no-harm contract, a school counselor might specify that a student cannot bring sharp objects/cutting implements to school and if he or she does, certain actions will be taken by the school faculty/staff. Besides the issue of bringing sharp or dangerous objects to school, other possible issues that may be addressed in a no-harm contract are discussing the limits of self-injuring while on school property, the sharing of self-injurious objects/implements while at school, and wound care while at school. The no-harm contract might also address acceptable alternative behaviors that the student will engage in when having impulses to self-injure while at school.
School Policies on Self-Injurious Behaviors
A final recommendation related to students and self-injurious behavior is for school counselors to develop a school policy that addresses this topic. School polices related to student self-injurious behavior might address some or all of the following issues: when should school faculty/staff report suspected student self-injurious behaviors, to whom should faculty/staff report these behaviors, to what extent is the school administration involved with students who self-injure, to what extent are the school counselors involved, what is the school nurse's involvement, and finally what is the policy on parental notification and involvement. A cautionary suggestion is that the school policy should have built-in flexibility as there is a great deal of variability in the underlying dynamics, issues, and needs of students who self-injure. An overly strict or rigid policy may not serve the best interests of some students. For example, a help-seeking 17-year-old senior student who engages in delicate self-cutting, is from an emotionally neglectful ne·glect·ful
Characterized by neglect; heedless: neglectful of their responsibilities. See Synonyms at negligent.
ne·glect and disengaged dis·en·gage
v. dis·en·gaged, dis·en·gag·ing, dis·en·gag·es
1. To release from something that holds fast, connects, or entangles. See Synonyms at extricate.
2. family, has appropriate wound care, and denies any history of suicidal ideation or intention to seriously harm herself will have different needs than a 12-year-old student who engages in severe self-injury (including burning and head banging), does not utilize appropriate wound care, and is not help-seeking.
This article has provided a brief overview of self-injurious behavior, and ethical issues in relation to ASCA's Ethical Standards for School Counselors (2004). General practice recommendations for school counselors are to be aware of the self-injury-related literature, monitor possible reactions to control students or to force them to stop injuring, become familiar with the relationship between suicide and self-injury and implement and document a thorough suicide assessment when working with this population to avoid overreaction o·ver·re·act
intr.v. o·ver·re·act·ed, o·ver·re·act·ing, o·ver·re·acts
To react with unnecessary or inappropriate force, emotional display, or violence. or underreaction to self-injury, implement no-harm contracts that clearly specify what behaviors are and are not acceptable while on school property, and develop a school policy that addresses self-injurious behavior. School counselors also are advised to seek supervision and/or consultation concerning self-injury-related issues, and to have referral sources that are knowledgeable about self-injury.
Anticipating ethics-related concerns will help prevent ethical problems when working with self-injurious students. ACA's (1995) Code of Ethics Code of Ethics can refer to:
or confidential communication
In law, communication between parties to a confidential relation such that the communication's recipient is exempted from disclosing it as a witness. , and informed consent (Glosoff & Pate).
School counselors, to a greater degree than counselors who practice in other settings, are continually challenged with legal and ethical problems because their clients are of a minor status, they have responsibilities to numerous constituents (e.g., school administrators, parents), they have a large number of students to counsel, and they work in a setting that requires compliance with many federal and state statues (Remley, 2002). Isaacs and Stone (1999) suggested that school counselors be prepared to deal with the many ambiguous ethical scenarios that may occur prior to their occurrence, by being aware of current laws as well as district policies pertaining per·tain
intr.v. per·tained, per·tain·ing, per·tains
1. To have reference; relate: evidence that pertains to the accident.
2. to breaching confidentiality; establishing in advance the kinds of behaviors that might warrant breach of confidentiality; establishing a network of peers who can be consulted when situations arise; and educating stakeholders Stakeholders
All parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. concerning the rationale for confidentiality.
In this article, ethical issues related to student confidentiality, responsibilities to parents and to the school, and professional competence were discussed in relation to ASCA's (2004) Ethical Standards for School Counselors. This article has provided a brief overview of and orientation to this topic. Future researchers might further explore additional ethical issues associated with students who engage in self-injurious behavior.
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Dallam, S. J. (1997).The identification and management of self-mutilating patients in primary care. The Nurse Practitioner nurse practitioner
n. Abbr. NP
A registered nurse with special training for providing primary health care, including many tasks customarily performed by a physician. , 22, 151-164.
Deiter, P. J., Nicholls, S. S., & Pearlman, L. A. (2000). Self-injury and self-capacities: Assisting an individual in crisis. Journal of Clinical Psychology The Journal of Clinical Psychology, founded in 1945, is a peer-reviewed forum devoted to psychological research, assessment, and practice. Published eight times a year, the Journal , 56, 1173-1191.
Favazza, A. R. (1996). Bodies under siege siege, assault against a city or fortress with the purpose of capturing it. The history of siegecraft parallels the development of fortification and, later, artillery. : Self-mutilation and body modification Body modification (or body alteration) is the permanent or semi-permanent deliberate altering of the human body for non-medical reasons, such as spiritual, various social (markings), BDSM "edgeplay" or aesthetic. It can range from the socially acceptable decoration (e.g. in culture and psychiatry psychiatry (səkī`ətrē, sī–), branch of medicine that concerns the diagnosis and treatment of mental, emotional, and behavioral disorders, including major depression, schizophrenia, and anxiety. (2nd ed.). London: John Hopkins.
Favazza, A. R., & Conterio, K. (1989). Female habitual Regular or customary; usual.
A habitual drunkard, for example, is an individual who regularly becomes intoxicated as opposed to a person who drinks infrequently. self-mutilation. Acta Psychiatrica Scandinavica, 79, 283-289.
Froeschle, J. G., & Moyer, M. S. (2004). Just cut it out: Legal and ethical challenges in counseling students who self-mutilate. Professional School Counseling, 7, 231-236.
Gallop, R. (2002). Failure of the capacity for self-soothing in women who have a history of abuse and self-harm. Journal of the American Psychiatric psy·chi·at·ric
Of or relating to psychiatry.
psychiatric adjective Pertaining to psychiatry, mental disorders Nurses Association, 8, 20-26.
Gamble, S. J., Pearlman, L. A., Lucca, A. M., & Allen, G. J. (1994, October). Vicarious vicarious /vi·car·i·ous/ (vi-kar´e-us)
1. acting in the place of another or of something else.
2. occurring at an abnormal site.
1. traumatization and burnout Burnout
Depletion of a tax shelter's benefits. In the context of mortgage backed securities it refers to the percentage of the pool that has prepaid their mortgage. among Connecticut psychologists: Empirical findings. Paper presented at the annual meeting of the Connecticut Psychological Association, Waterbury, CT.
Glosoff, H. L., & Pate, R. H. (2002). Privacy and confidentiality in school counseling. Professional School Counseling, 6, 20-27.
Herpertz, S. (1995). Self-injurious behaviour: Psychopathological psy·cho·pa·thol·o·gy
1. The study of the origin, development, and manifestations of mental or behavioral disorders.
2. The manifestation of a mental or behavioral disorder. and nosological no·sol·o·gy
n. pl. no·sol·o·gies
1. The branch of medicine that deals with the classification of diseases.
2. A classification of diseases. characteristics in subtypes of self-injurers. Acta Psychiatrica Scandinavica, 91, 57-68.
Isaacs, M. L., & Stone, C. (1999). School counselors and confidentiality: Factors affecting professional choices. Professional School Counseling, 2, 258-266.
Kress, V.E.W. (2003). Self-injurious behaviors: Assessment and diagnosis. Journal of Counseling and Development, 81, 490-496.
Kress, V. E., Gibson, D., & Reynolds, C. (2004). Adolescents who self-injure: Implications and strategies for school counselors. Professional School Counseling, 7, 195-201.
Levenkron, S. (1998). Cutting: Understanding & overcoming self-mutilation. New York: W.W. Norton.
Patterson, E. M., & Kahan, J. (1983).The deliberate self-harm syndrome. Journal of Psychiatry, 140, 867-872.
Remley, T. P. (2002). Legal and ethical issues in school counseling [Special issue]. Professional School Counseling, 6, 1-3.
Remley, T. P., Jr., Hermann, M. A., & Huey, W. C. (2003). Ethical and legal issues in school counseling. Alexandria, VA: American School Counselor Association.
Ross, S., & Heath, N. (2002). A study of the frequency of self-mutilation in a community sample of adolescents. Journal of Youth and Adolescence, 31, 67-77.
Schmidt, J. J. (1999). Counseling in schools: Essential services and comprehensive programs (3rd ed.). Boston: Allyn and Bacon.
Simeon, D., & Favazza, A. R. (2001). Self-injurious behaviors: Phenomenology phenomenology, modern school of philosophy founded by Edmund Husserl. Its influence extended throughout Europe and was particularly important to the early development of existentialism. and assessment. In D. Simeon & E. Hollander (Eds.), Self-injurious behaviors: Assessment and treatment (pp. 1-28).Washington, DC: American Psychiatric Press.
Simeon, D., & Hollander, E. (Eds.). (2001). Self-injurious behaviors: Assessment and treatment. Washington, DC: American Psychiatric Press.
Suyemoto, K. L., & Kountz, X. (2000). Self-mutilation. The Prevention Researcher, 7, 1-4.
Taiminen, T. J., Kallio-Soukainen, K., Nokso-Koivisto, H., Kaljonen, A., & Helenius, H. (1998). Contagion Contagion
The likelihood of significant economic changes in one country spreading to other countries. This can refer to either economic booms or economic crises.
An infamous example is the "Asian Contagion" that occurred in 1997 and started in Thailand. of deliberate self-harm among adolescent inpatients. Journal of the American Academy The American Academy in Berlin is a non-partisan academic institution in Berlin. It was founded in September 1994 by a group of prominent Americans and Germans, among them Richard Holbrooke, Henry Kissinger, Richard von Weizsäcker, Fritz Stern and Otto Graf Lambsdorff and opened in of Child and Adolescent Psychiatry A branch of psychiatry that specialises in work with children, teenagers, and their families. History
An important antecedent to the specialty of child psychiatry was the social recognition of childhood as a special phase of life with its own developmental stages, starting with , 37(2), 211-217.
Tompkins, L., & Mehring, T. (1993). Client privacy and the school counselor: Privilege, ethics, and employer policies. The School Counselor, 40, 335-442.
White, V. E., McCormick, L., & Kelly, B. (2003). Counseling self-injurious clients: Ethical considerations. Counseling and Values, 47, 220-229.
Yarura-Tobias, J. A., Neziroglu, F. A., & Kaplan, S. (1995). Self-mutilation, anorexia anorexia /an·orex·ia/ (-rek´se-ah) lack or loss of appetite for food.
anorexia nervo´sa , and dysmenorrhea dysmenorrhea
Pain or cramps before or during menstruation. In primary dysmenorrhea, caused by endocrine imbalances, severity varies widely. Irritability, fatigue, backache, or nausea may also occur. in obsessive compulsive disorder Obsessive compulsive disorder (OCD)
Disorder characterized by persistent, intrusive, and senseless thoughts (obsessions) or compulsions to perform repetitive behaviors that interfere with normal functioning.
Mentioned in: Tourette Syndrome . International Journal of Eating Disorders eating disorders, in psychology, disorders in eating patterns that comprise four categories: anorexia nervosa, bulimia, rumination disorder, and pica. Anorexia nervosa is characterized by self-starvation to avoid obesity. , 17, 33-38.
Victoria E. White Kress and Nicole Drouhard are with the Department of Counseling, Youngstown State University Youngstown State University, at Youngstown, Ohio; coeducational; est. 1908 as a department of the Youngstown Association School sponsored by the Young Men's Christian Association. , Youngstown, OH. E-mail: firstname.lastname@example.com Amanda Costin is with the School of Human Services, Capella University Capella University is a private for-profit distance institution of higher learning. Capella University offers bachelor's, master's and doctoral (PhD and PsyD) degrees in business, technology, education, human services and psychology. , Florence, MA.
Sarah Congialdi (Member): wow 9/5/2010 11:01 PM
can i talk to someone?
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text: On Oct 15, 2:13 pm, "Fabio Zadrozny" <fabi... at gmail.com> wrote: > Now, following that route, many people call Eclipse is the 21st > century Emacs... ;-) > I don't want to kick off an editor war or anything, but I don't think that Eclipse is anywhere near being a 21st century emacs, unless there's been a whole lot of progress with it since the last time I used it. With emacs, I can have multiple files open in one window, with the window split (I don't remember eclipse being able to do this, although it allowed multiple files in their own tabs), and I can customize the actions of the editor on the fly, without restarting it, in a variant of LISP. That may be possible in Eclipse, I don't really know. I used to use Eclipse and pydev, but once I learned my way around emacs, I haven't gone back to it for anything. I probably would if I did any coding in Java - but I don't. I'm exponentially more productive with emacs while writing python code than I ever was with Eclipse. Add to that the degree to which emacs is customizable (just about everything that the editor does can be customized, you can jump quickly to the source of the functions you're running while editing, you can easily patch behavior in before or after specific function calls, you can easily define keyboard macros and bind them to keystrokes, and / or save them for future use, you can easily create keystrokes that correspond to interactive filling out of templates - "skeletons", etc), and I really don't see how someone could think that Eclipse is anywhere near being a replacement for emacs. Not to mention that I don't need to have X installed to run emacs if I don't need it. I may be wrong about the capabilities of Eclipse, as I haven't used it in about a year, and emacs certainly has it's own set of quirks and annoyances - one of which being the very steep learning curve. Watching the screencasts linked in the blog post you linked to, I might prefer Eclipse to emacs if I wasn't very used to never touching a mouse, or if I was developing under windows. With my editing mindset the way it is right now, when I see that, I just see a lot of wasted screen space, and a lot of wasted time doing things like intellisense. Also, the blog post didn't really give any reasons as to _why_ the person switched over, other than that they were impressed with Eclipse. Meh, I'm not talking trash on Eclipse - it's a fine tool if it fits how you work with text / code. It's just not for me, and I would feel crippled while using it if I switched back to it. I used IDEs like that for a few years, but after about a month and a half of using emacs, I haven't looked back. I even use it as my IRC client when I jump on IRC. I do think that people should try a variety of styles of editors to find what works best for them though - although it does take a lot of time to learn your way around 3 or 4 different editors, once you find what fits with you, you will probably get a huge boost in productivity.


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Lessons from Europe's First War with China
|March 1, 2012
The Surrender of Zeelandia, from Verwaerloosde Formosa, 1675
by Tonio Andrade
This February marked the 350th anniversary of an important but forgotten war: the Sino-Dutch War of 1661-1662. The Dutch, who'd defeated the British, the Portuguese and the Spanish, whose guns and military practices were famous throughout Europe, found themselves outfought, out-led and outmaneuvered by a Chinese warlord named Koxinga, son of a pirate.
Why is this war forgotten? It was clearly an important conflict. It brought the island of Taiwan under Chinese rule for the first time in history, altering the geopolitical framework in East Asia, and it marked a setback, the first major one, for the expanding Dutch empire in Asia. Yet although most students of history have a passing familiarity with the Anglo-Dutch Wars, the Dutch "Revolt" against the Spanish, and the Glorious Revolution, the Sino-Dutch War, which was arguably more important than these conflicts, has disappeared from our historical consciousness.
The operative word here is "our," because the Chinese do celebrate this war, viewing it as an early victory against western imperialism. The victor Koxinga is as famous in East Asia as Henry VIII is in England or Thomas Jefferson is in the U.S.
The first thing to know is that Koxinga was a samurai. His father was a Chinese pirate, but his mother was Japanese, and so he was raised with a samurai sword in his grip. The boy who would become one of China's great national heroes was thus only half Chinese, and this tells us something about the world of "traditional" China: it was a much more hybrid and mixed and diverse world than most westerners, or even Chinese, acknowledge.
The second thing to know is that when Koxinga went to live with his father in China at the age of seven, his family had become one of the wealthiest in the world. Yearly income from its trading networks, which stretched throughout East and Southeast Asia, was probably greater than the yearly earnings of the Dutch and English East India Companies combined. Indeed, these two paragons of capitalism were dwarfed by the trading organization of a former Chinese pirate, easily changing our perspective on early capitalism and the economic rise of the west.
The third thing to know is that the army Koxinga built after he inherited his father's organization was a match for anything any European power could field in the period. There is a view, still current, that China in its long history was generally a peaceful nation, relatively uninterested in war, but often invaded by more warlike neighbors. This idea was strengthened during the World War II, when US and British propaganda portrayed China as a hapless victim of a rapacious Japan. The idea of China as a gentle giant, civilized but unschooled in war, persists today. Indeed, it is still repeated that the Chinese invented gunpowder but never thought to use it for weapons, preferring instead to make fireworks.
All of this is false. China has had a deep, rich, and effective military tradition, one that rivals the military tradition in the west, which scholars and pundits have lauded as the "Western Way of War," supposedly superior over all others. China invented guns, cannons, rockets, grenades and mines. During the Sino-Dutch War, the Dutch found that their cannons, supposedly the most advanced in the world, were easily matched by Chinese cannons, and Chinese gunners were so good that, as one Dutch commander wrote in chagrin, "they put our own men to shame."
Yet where the Dutch really lost the war was in leadership. The Dutch were famous in Europe for their military organization and leadership. The Dutch invented modern military drill, training their men to march in lockstep, to conduct intricate maneuvers in concert. This ability to make many men act as one unit was considered until recently a special hallmark of the "Western Way of War," making westerners more effective on battlefields, acting as a force multiplier. Indeed, Dutch drill instructors were sought after throughout Europe, and Dutch military manuals were translated into English, Spanish, German, French, Italian, and many other European languages.
However, the Dutch found themselves entirely outfought, out-led, and outfoxed in the Taiwan War. Their Chinese adversaries benefited from a rich military tradition, two millennia of unbroken thinking on the subject of warfare. Many westerners are aware of the founder of that tradition, the famous Sun Tzu, whose Art of War stands on many a CEO's bookshelf, but most know nothing of all the brilliant strategists, tacticians and logistics experts who followed, and whose works constitute what is arguably the world's richest corpus of military thought anywhere in the world.
The Chinese generals who defeated the Dutch knew this Chinese military tradition intimately. They could reference complex stories and stratagems by means of a few words, in much the way westerners do with the term "Trojan Horse," except that the Chinese had thousands of such phrases to draw on. Scholars in China have argued compellingly that the Chinese victory over the Dutch was due in part to Chinese generals' employment of this accumulated military wisdom.
Yet the Chinese military tradition wasn't just about abstract stratagems. It was also relentlessly practical. The Chinese drilled their soldiers every bit as effectively as the Europeans, if not more so, and historical sources from around the time of the Sino-Dutch war contain prescriptions and descriptions of training that sound strikingly modern: drilling for the simulation of combat stress, for example, or for the assumption of prone positions in firefights (westerners were in contrast trained to stay upright, exposing their bodies to bullets). All manners of the practical military arts, from choosing soldiers to logistics to the provision of uniforms, were highly developed in China.
The Chinese handily defeated the Dutch in 1662, and the next time the Chinese and Europeans fought a war, Europe had gone through an industrial revolution. Britain easily won the Opium War, and the west had the edge in all the conflicts that followed.
Today, China is rapidly modernizing its armed forces, and the technological balance is closer than at any time in the past three centuries. It seems possible that western powers and China might once again come to blows – perhaps over the issue of Taiwan, which Beijing is intent on appending to The People's Republic, and which America is pledged by law to defend. If so, the war will not be like the Opium War or even the Korean War, in which China fought uphill against a steep technological gradient.
China may be building stealth fighters and advanced submarines, but the tactics and strategies it will employ in the event of war will be based on the millennia of Chinese military thinking. Commanders in the People's Liberation Army know their Sun Tzu, their Zhuge Liang and their Qi Jiguang. They will draw on this rich tradition, and just as that tradition helped Koxinga to defeat the Dutch, it will give them important resources in any war against a modern adversary. We westerners would do well to study the Chinese Way of War, and there's no better place to start than the Sino-Dutch War of 1661-1668.
About the Author:
Tonio Andrade is Associate Professor of History at Emory University. He is the author of Lost Colony: The Untold Story of China's First Great Victory over the West.
Inherent Vice's Two Directions
Albert Rolls
The jokes certainly strike one as sophomoric and the latter one as clichéd, further below Pynchon's intelligence than one would like to think he would stoop, at least in print. Discounting them and moving on, or throwing the book across the room as Parker half implies we should do, however, would be to lose sight of "that high magic to low puns".
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Auden, Larkin and Love
Ron Rosenbaum
I was prompted to revisit these ancient questions anew by a long footnote about a single line in the new Complete Poems edition of Philip Larkin's poetry. The footnote refers to "An Arundel Tomb" contains a provocative remark about that the poem's celebrated, controversial, closing line, the one about the true nature of immortality: "What will survive of us is love."
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Plato, Our Comrade?
Daniel Tutt
Not surprisingly, there have already been critics of Badiou's translation. The first is that his translation breaks the formal rules of translation to such a degree that the original meaning of the text has lost its significance. But this critique is inadequate at face value because Badiou's hyper-translation is forthright in its intention of taking Plato's concepts and modifying them into his own lexicon.
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The Victorian photographer Julia Margaret Cameron is currently undergoing a revival with a recent exhibition of her work at the Metropolitan Museum in New York. She has long evoked interest not only because of her distinctive style but also because of her eccentric personality, her dominant — very dominant — role in a circle that in many ways prefigured the Bloomsbury of her grandniece, Virginia Woolf. But there was another strand in her life that was quintessentially Victorian: the imperial. She was daughter, wife and mother of Empire.
On the morning of November 14, 1889, John Brisben Walker, the wealthy publisher of the monthly magazine The Cosmopolitan, boarded a New Jersey ferry bound for New York City. Like many other New Yorkers, he was carrying a copy of The World, the most widely read and influential newspaper of its time. A front-page story announced that Nellie Bly, The World's star investigative reporter, was about to undertake the most sensational adventure of her career: an attempt to go around the world faster than anyone ever had before.


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First Hawaiian Bank employees on Guam and the Northern Mariana Islands pledged $19,941 for local charities during the bank's recent Kokua Mai employee giving campaign.
Laura-Lynn V. Dacanay, senior vice president, Guam and CNMI region manager, said since the program was created in 2007 the campaign has raised more than $130,000 for charities on Guam and the CNMI.
Carlotta Leon Guerrero, Ayuda ...


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Artist: The Little Willies Lyrics
Popularity : 47 users have visited this page.
Album: Track 9 on The Little Willies
Rate: Streets of Baltimore gets avg. rating 3.7 out of 10 based on 3 ratings. Rate the song now!!!
Where she wanted to be
We left our friends and all our kin
Back there in Tennessee
And I bought those one way tickets
She'd often begged me for
And they took us to the streets of Baltimore
Well, her heart was filled with gladness
When she saw those city lights
She said the prettiest place on earth was
Baltimore at night
Well, a man feels proud to give his woman
What she's longing for
And I kinda liked the streets of Baltimore
Well, I got myself a factory job
I ran an old machine
And I bought a little cottage
In a neighborhood serene
Yes, and every night when I came home
With every muscle sore
She'd drag me through the streets of Baltimore
Well, I tried my best to bring her back
To what she used to be
But I soon learned she loved those bright lights
More than she loved me
So I'm going back on that same train
That brought me here before
While my baby walks the streets of Baltimore
While my baby walks the streets of Baltimore
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YUM! I mean…uh…hi. I need to share something with you. It's kind of a recipe and kind of just a meal idea. Take it and do with it what you will. It all started at a cute little downtown restaurant when I had a delicious salad that included spicy pecans. The entire salad was amazing, […]Read more
Try your hand at hand lettering *WINNER*
Alright! I used random.org to select a winner… Kandice! Congrats! I can't wait to see what you create with your new goodies. Just send me your address and I'll get them on their way. Thanks, everyone, for entering. Keep an eye out for future giveaways and go create beautiful things. If you feel […]Read more
A Review: Moving Beyond the Page Homeschool Curriculum
Several years ago, we pulled our son out of public school. He had just completed 2nd grade and we were just not feeling the love for the system. We'd talked on and off about homeschooling before he even started kindergarten. The idea, frankly, both excited and terrified me. I was excited because of all […]Read more
Queen Bean Sphynx Sweater
In the many months since my last blog post, we have gained a new family member. She's a beautiful Sphynx that we were fortunate enough to adopt from a pet rescue in the Fort Worth area. Many people cringe at the sight of a hairless cat and even say cruel things, but MAN, if you've […]Read more
Milk Paint Giveaway Winner…
So, here we go! I'm back and I've got a winner! But first, can I ask you guys a favor? It includes the photos of the red coffee table that I promised. However, I didn't get my side tables done. I'll be sure and post photos of those as soon as I can. So, here's […]Read more
Adventures in Milk Paint….Part2
Welcome back! It's time for the second installment of Adventures in Milk Paint and I gotta tell ya…this one is full of success and ends in an opportunity to win supplies for a milk paint project of your own. That's right! A giveway full of goodness. Aw yeah. Let's see. Where shall we start? First, […]Read more
Adventures in Milk Paint….Part 1
Let me tell you the little story of my adventure, success and failure in my first experience with milk paint. So, I'd been itching to make over an old dresser I've had for about 10 years and I really, really wanted to get that gorgeous antiqued look that milk paint gives to furniture. Who can […]Read more
DIY Minecraft shoes
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Japanese Fried Quinoa
Hi there! Long time, no post. Just wanted to hop on here long enough to share a yummy recipe that my family loves. It's basically Japanese fried rice–minus the rice. In our efforts to eat a little healthier these days, I've been using quinoa in anything I can and this recipe is no exception. It's […]Read more


text:
I originally tried using the following code:
dim ses as new notessession dim db as notesdatabase dim ret as variant set db = ses .currentdatabase ret=Evaluate({@PickList ( [FOLDERS] : [SINGLE] ;} + db.server + {:} + db.FilePath +{ )})
However, I continually received the error message: "operation failed." At this point, I decided that I had to look for an alternative method.
Why my initial code failed repeatedly is unclear. I did, however, discover that not all @Formula statements work with the Evaluate() function.
An undocumented parameter for workspace.PicklistStrings exists in LotusScript to select folders in a Lotus Notes database. The first parameter can be "0-3," according to the Domino Designer Help. But using "4" allows you to select folders.
(Click on code for enlarged view and script download.)
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This was first published in July 2008


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17 February 2014 - 18 February 2014
Royal Astronomical Society, Burlington House, Piccadilly, LondonRoyal Astronomical SocietyBurlington HousePiccadillyLondonUnited KingdomW1J 0BQ
View map →
This is a joint 2 day meeting between The RPS and The Royal Astronomical Society. The first day is organised by The RPS and will major on photography and digital imaging in astronomy. The second day is organised by Dr Helen Walker FRAS and will include large format Space Imaging, e.g. recent space telescope missions such as the Herschel Space Observatory and the Hubble Space Telescope.
Registration fees vary as follows:
Members/Fellows RAS and RPS: £30 for one day or £48 for 2 days
Concessions (students, retirees): £24 for one day or £36 for 2 days
Non-members: £60 for one or both days
For further details and booking form see the ISG website
Prof Francis RingEmail the event organiser
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|Jepson Flora Project: Jepson Interchange
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Jepson Interchange (more information)
©Copyright 1993 by the Regents of the University of California
For up-to-date information about California vascular plants, visit the Jepson eFlora.
Annual to tree
Leaves generally compound, alternate, stipuled; leaflets generally entire
Inflorescence: generally raceme, spike, umbel or head; flowers sometime 12 in axils
Flowers generally bisexual, generally bilateral; hypanthium generally flat or cup-like; sepals generally 5, fused; petals generally 5, free, or the 2 lower ± fused; stamens 1many, often 10 with 9 filaments at least partly fused, 1 (uppermost) free; pistil 1, ovary superior, generally 1-chambered, ovules 1many, style, stigma 1
Fruit: legume, sometimes including a stalk-like base above receptacle, dehiscent, or indehiscent and breaking into 1-seeded segments, or indehiscent, 1-seeded, and achene-like
Seeds 1several, often ± reniform, generally hard, smooth
Genera in family: ± 650 genera, 18,000 species: worldwide; with grasses, requisite in agriculture and most natural ecosystems. Many cultivated, most importantly Arachis , peanut; Glycine , soybean; Phaseolus , beans; Medicago ; Trifolium ; and many orns
Reference: [Polhill & Raven (eds) 1981 Advances in legume systematics; Allen & Allen 1981 Leguminosae]
Family description and key to genera by Duane Isely.
Perennial, shrub, tree, unarmed or spines weak
Leaves even-1-pinnate, alternate; stipules sometimes small or ephemeral; leaflets 210(18) pairs
Inflorescence: raceme or panicle, axillary or terminal
Flower generally slightly bilateral, generally showy; sepals ± free; petals free, generally yellow; stamens free, 7 fertile, 3 sterile, anthers generally > filaments, opening by terminal pores
Fruit dehiscent or not
Seeds fewmany
Species in genus: ± 260 species: especially Am tropical, also warm temp, sometimes deserts
Etymology: (Arabic: Sana)
Reference: [Irwin & Barneby 1982 Mem New York Bot Gard 35:1918]
Some cultivated as orns. Dried leaves of some species cathartic.
Shrub, unarmed, leafy, hairy, generally strongly scented
Leaf: stipules generally persistent or tardily deciduous, 617 mm, ovate-cordate; leaflets 710(18) pairs, ± overlapped, opposite, 26.5 cm, sessile, oblong, tips abrupt, slender
Inflorescence: raceme, axillary toward stem tips, many-flowered; bracts in cone-shaped cluster covering uppermost, unopened flowers, 12 cm, widely ovate, brownish to blackish, falling after flowers open
Flower: petals concave, longest 1.52.5 cm, obovate
Fruit dehiscent, 812 cm, oblong, flat; transverse partitions between seeds
Seeds many
Ecology: Uncommon. Disturbed, urban areas
Elevation: < 100 m.
Bioregional distribution: s Central Coast, expected elsewhere
Distribution outside California: native to tropical Africa
|YOU CAN HELP US make sure that our distributional information is correct and current. If you know that a plant occurs in a wild, reproducing state in a Jepson bioregion NOT highlighted on the map, please contact us with that information. Please realize that we cannot incorporate range extensions without access to a voucher specimen, which should (ultimately) be deposited in an herbarium. You can send the pressed, dried collection (with complete locality information indicated) to us (e-mail us for details) or refer us to an accessioned herbarium specimen. Non-occurrence of a plant in an indicated area is difficult to document, but we will especially value your input on those types of possible errors (see automatic conversion of distribution data to maps).


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(720) 565-1020
2005 Pearl St
Boulder, CO 80302
Boulder, CO
Mead, CO
Introducing a whole New Way to coloring, perming and Tanning! Without all the chemicals your current salon is subjecting you to!
Copyright 2014 Local Corporation - US Patent Number 7,231,405. - Privacy Policy - Terms of Service
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not possible as Mobile Media API is not supported by 7650.
Kind regards,
Tinke / FN
Type: Posts; User: tinkezione; Keyword(s):
not possible as Mobile Media API is not supported by 7650.
Kind regards,
Tinke / FN
use this MIDP 1.0 method:
Graphics.setFont(getFont(Font.FACE_PROPORTIONAL, Font.SIZE_SMALL, Font.STYLE_PLAIN));
This will set the font setting for the current Graphics entity as small is...
no such thing.
Kind regards,
Tinke / FN
Good source. Please keep it updated as well.
Kind regards,
Tinke / FN
friendly name for a remote device is retrieved from the OS i.e. you can set it from your phone settings. It is not possible to alter your friendly name from within a MIDlet.
Kind regards,...
see posting http://discussion.forum.nokia.com/forum/showthread.php?s=&postid=52342#post52342 for further details, same topic being discussed there.
Kind regards,
Tinke / FN
the basic idea is to paint your command items as strings on the canvas and then just go catching keypresses. Repaint the canvas after each keypress (down/up for moving and fire for menu item...
I believe this is just a feature of the physical display element in Series 40 devices. In 6100 the display element's RGB components seem to be faster than in other Series 40 models.
if you are referring to the icon you see in JAM explorer (application list, that is) the maximum visible size for it is 18 x 18. If the icon is bigger than that, then it's just centered...
Paint doesn't seem to do anything else but just put the image to the screen. Why bother doing that repeatedly if a simple repaint(); with serviceRepaints(); call in the key detection method will do...
you can't since the numerical information comes from the MIDP implementation. Series 40 implementation seems to form the number with -- Value + "/" + maxValue -- notation and Series 60...
due to sandbox nature of the MIDP platform you can't access e.g. Contacts as currently no such API for MIDP exists.
Kind regards,
Tinke / FN
the JAD property "Nokia-MIDlet-Category: Game" does not work with Nokia 7650, 3650 and N-Gage. It works with Nokia Series 30 and Series 40 Java-enabled phones but ONLY on OTA download i.e. you...
showing text on Canvas is out of the question if your Canvas activity is very time sensitive as drawString method is hideously slow.
Kind regards
Tinke / FN
with Nokia phones, it's unfortunately it's not possible to get rid of the Canvas title without using the FullCanvas class of Nokia UI API. Don't know about the other manufacturers, though.
obviously you asked the same question in some other section also. Please look there.
Kind regards,
Tinke / FN
as unfortunate as it may be the answer is "No".
Kind regards,
Tinke / FN
this seems to be wrong:
myImage = Image.createImage("/res/image/myImage.png");
Try the following instead:
public myCanvas
here you are with some answers:
Calendar, address book, etc. phone platform applications are not reachable by J2ME applications -> it is not possible to write a MIDlet synchronizing...
Hi Erik,
basically Nokia 7650, Nokia 3650 and Nokia N-Gage do not support sockets, therefore it's not available for Nokia Series 60 MIDP Concept SDK Beta 0.2.
However, it is possible to get...
it's really hard to say since platforms running emulators differ so much from each other. E.g. it's impossible to tell how many GHz processor equals the speed of real 3650 phone.
In the...
according to MIDP Reference Implementation calling notifyPaused() should result in returning the action to JAM Explorer (or whatever the entity showing the list of your MIDlets is called) and...
the two links already presented here provide a pseudo float functionality called fixed point arithmetic which requires you to multiply or divide (straight bit shift is faster, though) your...
just try catching the desired event by comparing some variable, setting some flag, etc. in your Canvas1 loop and then setting the display to YOUR_DISPLAY.setCurrent(Canvas2); which put Canvas2...
it's just as simple as calling YOUR_DISPLAY.setCurrent(YOUR_FORM); and the VM renders the Form (or whichever Screen based displayable you are using) contents on the screen. With Canvas, only...


text:
Friday, January 17th, 2014
Photo by Mark Pummell
Minster's Alexis Wuebker, back, and Hannah Sherman double-team New Bremen's Rosie Westerbeck during Thursday's Midwest Athletic Conference matchup at Wildcat Gymnasium. The Wildcats defeated the Cardinals 56-25.
Online story associated with this photograph
MINSTER - The Minster Wildcats jumped out to an early 6-0 lead and held a 42-21 advantage in rebounds en route to a convincing 56-25 victory over rival New Bremen in Midwest Athletic Conference action on Thursday night. "I th . . .
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Monday, April 21
Monday, April 21


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Sue's container gardens in Nevadacomments (16) December 12th, 2012 in blogs
Today's photos are from Sue Rogers in southern Nevada. She says, "My husband and I moved from Washington state about 4 1/2 years ago to the southern desert of Nevada. We bought an acre of land with nothing but sage, rabbits, and salt brush on it. We are still building after 4 years, but the need for a garden has driven me to work on the yard along the way. This spring we were able to pour a back patio. We added sod this fall and will continue the rock work during the winter. I'm looking forward to lots of planting come spring. The patio and steps called for some pots this summer so I'm sending some pictures of those now along with a beginning yard photo that will be more complete come summer next year. I think I read that you were still looking for a submission from Nevada so hopefully this will bring you closer to photos from every state." Indeed it does, Sue! I can't even imagine what's it's like to garden in a Nevada desert. You HAVE to keep us posted and send in more photos! Starting with containers was very smart, and they look great! That sorghum is a keeper, too. The seed heads are beautiful.
***States we're still missing: Alaska, Hawaii, Arizone, New Mexico, South Dakota, Oklahoma, Arkansas, Mississippi. I KNOW there are gardens in these states.... Send in some photos, people! :-)
Want us to feature YOUR garden in the Garden Photo of the Day? CLICK HERE!
Want to see every post ever published? CLICK HERE!
Want to search the GPOD by STATE? CLICK HERE!
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posted in: Nevada
Comments (16)
We have two shade houses for vegetables and are doing raised beds in those. I know some people are glad to not have any garden but I love gardening too much to not do it. I need some green and plants to feed my soul so we are doing the little "green area and working on the dessert area with native plants. The trees we plant have to have 4x5 ft. holes dug 3 ft deep then remove the big rocks and caleche then add compost and some manure to help them do well. We have planted 3 spruce trees and some fruit trees. Got a bushel of nice apples this yr.
My husband went to a week long gardening seminar this fall and the instructor encouraged us saying that this soil can grow good vegetables because of the micronutrients. Several people in the area are doing really well with vegetable gardens. Adding nitrogen,phosphorous,compost is key. We are on a bench above the valley floor which makes our soil really rocky.
"High and Dry" looks like a really good book for this area.
Posted: 8:29 pm on December 12th
At one point some 30 years ago I considered moving to Carson City, NV, even there gardening is difficult. I have a friend who lives in 29 Palms, CA, most folks there don't ever consider gardening... there are many gorgeous homes there but very few bother with any gardening... folks who live there say that's the beauty of living in a desert, essentially there are no outdoor gardening chores... some shift rocks about and rake their sand. I think for those who must do some gardening containers and raised beds is the way to go. Posted: 3:25 pm on December 12th
The mimosa tree must be very flexible in its needs (it grows like a weed here in east TN) and its nice to read that one is doing well for you. Mimosa flowers have such an amazing sweet fragrance...they literally do perfume the air when in bloom. Posted: 2:40 pm on December 12th
Sue :)
Posted: 1:27 pm on December 12th
I hope so....It really is my life line here. I've planted so much already and it seems like so little but its coming together.
Trashywoman62, (Regina)
I was in the Walla Walla area which is the south east corner of the state. It was very hard at first but I am able to see beauty in all areas so that has helped a lot. The gardening challenge is huge but I'm pressing forward and looking forward to the results a few yrs. from now. Just the few trees we have and the grass has helped tremendously. I planted a mimosa tree the first yr. that really feeds my soul every time I look at it.
Posted: 1:13 pm on December 12th
I do love the geraniums and have taken some cuttings of the ones in the big pots and put the little pots inside for the winter. The learning curve is huge but I'm still having fun. :) Posted: 12:51 pm on December 12th
Anyway, best of luck with your ongoing gardening adventure! Posted: 7:41 am on December 12th
Regina Posted: 6:10 am on December 12th
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How will COLA affect feds who aren't retired?
Friday - 10/21/2011, 5:21pm EDT
Federal retirees are getting a 3.6 percent cost-of-living adjustment for the first time in two years.
But how will this affect federal employees who are not yet retired?
Feds "shouldn't care too much if they're still working for the government," said Tammy Flanagan, senior benefits director at the National Institute of Transition Planning, in an interview with In Depth with Francis Rose.
If someone is retiring in 2011, they will get a prorated COLA based on how many months they have been retired. If you retire this November, you will only get 1/12 of the COLA, Flanagan said.
And if you retire on Dec. 31, 2011, you won't get any COLA, she said.
Other facts to take note of:
- CSRS retirees will receive the full COLA amount, but FERS retirees will receive a 2.6 percent COLA — 1 percent less than general Social Security recipients.
- FERS retirees who have not reached age 62 will not have their COLA applied to their annuity. They will, however, still see the COLA in their social security.
- A "downer" for social security recipients is that Medicare premiums have stayed the same since 2008, but with the COLA, the premium will increase from $96.40 a month to $115.40 a month.


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Coast of Carolina Parrot Head Club
PO Box 14714
Surfside Beach, SC 29587
Affiliate of
Thanks to all the spirited volunteers who participated throughout the years to help us achieve these awards and to bring some hope to those less fortunate than us who are struggling with these impairing illnesses. If we are not successful in finding a cure, let's rejoice in the comfort we've provided for those in need.
Thanks to all of you...
A picture of the Golden Coconut Award which our club was awarded in 2004. Click here to read the club president's letter to the national club.
[Previous] [Random]
Our main charity is the Children's Recovery Center
For more information please visit their site by clicking on their name or logo above. Thank you for your support.
The Coast of Carolina Parrot Head Club is a not-for-profit organization whose members share a love for the tropical spirit of Jimmy Buffett's music and writings. Located in beautiful Myrtle Beach, SC and serving the Coast of Carolina from Little River to Georgetown, we are proud to be affiliated with the national organization, Parrot Heads in Paradise, Inc. - www.phip.com. At last count, our membership included about 200 fun-loving, hard-working Parrot Heads.
Our philosophy is reflected in the club's motto: "Party with a Purpose". In addition to having fun and making new friends, we are driven by a strong commitment toward giving back to our community and the environment through volunteer efforts and charitable fund-raising. Over the past ten years, our annual fundraisers have allowed us to donate approximately $146,000 to local charities. In 2004, the Coast of Carolina Parrot Head Club was awarded the Golden Coconut award, presented annually by Parrot Heads In Paradise, Inc. & Margaritaville to a local chapter for exceptional community service.
So enjoy your visit and come back frequently to check on new opportunities to join us in our fund raising and community service efforts. Let's have some phun!!!
All rights reserved 2014 Coast of Carolina Parrot Head Club
The Coast of Carolina Parrot Head Club is a 501 (c)(7) non-profit organization
Home/Awards • Contacts/News • Events/Forms • Membership/Directory • Links/Hangouts


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1. Preheat oven to 325 F. Wash sweet potatoes; prick several times with a fork. Place on a microwave-safe plate. Microwave on 100 percent power (high) for 4 to 6 minutes or until tender; cool at least 20 minutes. Peel potatoes and cut into 1/2-inch cubes; set aside.
2. Meanwhile, in a large skillet cook bacon until crisp; drain bacon on paper towels. Reserving drippings in skillet. Crumble bacon; set aside. Measure drippings. If necessary, add butter to drippings to make 3 tablespoons. Cook onion in reserved drippings over medium heat until just tender. Add garlic; cook 30 seconds. Add collard greens or chard and cook 5 minutes more or until tender.
3. In bowl combine potatoes, bacon, onion mixture, stuffing mix, pecans, parsley, and pepper. Add enough broth to moisten, toss lightly to combine. Transfer to a 2-quart casserole or baking dish; cover. (Or use to stuff an 8- to 10-pound turkey.) Bake casserole about 45 minutes or until heated through (165F). Makes 8 to 10 servings.


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3 Things To Watch For In July
Aaron Jordan is a name to watch for in July.
It's July, finally. With basketball recruiting heating up, we take a look at the 3 things you need to watch for in July.
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MANKATO – Blue Earth County Commissioners seem intent on finding a new county administrator from within their current crop of employees.
The board was briefed Tuesday by county human resource on their options during a work session.
Calling it "the most important position in the county",Commissioner Vance Stuhrenberg said he would favor opening up the position to all internal applicants.
"I don't want to push this through and rubber-stamp this." Said Stuhrenberg.
At question is whether or not to simply offer the job to interim county administrator Bob Meyer.
"I think Bob is the right person for the job," said Commissioner Kip Burender.
Also indicating support for hiring Meyer was Commissioner Mark Piepho.
At the same time, Commissioner Drew Campbell indicated he was leaning towards allowing other county employees to apply.
Not offering an opinion during the work session was Commissioner Will Purvis.
The position opened up at the end of the year upon the retirement of long time county administrator Dennis McCoy. Upon announcing he was leaving, he gave his endorsement to his assistant, Katie Nerem.
Nerem took over as interim administrator on January 1st, but had resigned for another position on January 18th.
Meyer took over for Nerem after 22 years in county government, including the last decade at Blue Earth County's Human Services Director.


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Kutbah 3 -7-14 - A good reminder from brother Nassar about the meaning of Taquah.


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Tucson >Shopping >
Florists >Hal Burns Flowerland
5069 E 5th St, Tucson, AZ | Directions 8571132.229155 -110.884286
Neighborhoods: Ward 6, Swan Way Park
Hal Burns Flowers – If you are in need a Great Florist, this place is the best. I've used a lot of Florists thru the years because we send flowers regularly on both a personal and business basis. Hal Burns Flower's always get compliments from everyone and…
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