Counter Transfer As A Professional Social Work Essays

Counter Transfer As A Professional Social Work Essays Counter Transfer As A Professional Social Work Essay Counter Transfer As A Professional Social Work Essay In my point of position, it is inevitable that persons ever have their ain bounds to exceed, for those precisely are the real-selves and human nature. No 1 s perfect and nil s the lone pick. I was been taught to separate between the good people and bad people since I was a kid, turning up bit by bit, I realize that there is no restrict boundary line or criterion to justice people. No affair the one is ugly or beautiful, looked nice or shabby. I know that the visual aspect of persons can non be tantamount to who are they, what we saw sometimes is non what truly is. Though, these rules and principles are rather sensible and persuading, there is still acquiring opportunities to be self-asserting and judgmental towards person. Possibly people merely experience bad about certain specific group out of inherent aptitude for some grounds are difficult to be cognizant of. But as a possible societal worker, I need to research more about myself and calculate out how to get by with the failings in human nature through insistent pattern and to a individual with the minimal bias and judgement every bit less as possible. 1 the ground why I choose MSW The Social Work had non been a really clear construct until I decided to use for this major of the University of Hong Kong, for I was majored in the Public Affairs Management of the undergraduate schooling. At that clip, a general thought came to my head that the Social Work is specialized in the concrete affairs. It is besides the ground why I choose this major for I hope to larn the practical accomplishments instead than the abstract and practical academic cognition. However, there has been a concern bing in my bosom that I am afraid what if I can non make anything to those who are seeking aid and aid, though I know it is merely because my old major are rather irrelevant the current one which make me a small spot nervous, for I am the sort of individual that if I feel I am non qualified to assist people so I will non prematurely offer aid. So I need to be well-equipped myself in order to assist people readily at any clip. I think the biennial Master of Social Work plan is besides a journey for me to make the self-exploration. I am an ordinary individual with defects in personality, but I hope to better myself through the graduate student. 2 The impeditive factor from the past experience In the sphere of societal work pattern, it can be imagined that we as the possible societal worker will take assorted instances and confront with different sorts of clients. And I deem that we will non hold excessively much right to take which client we will cover with. In my positions, I think I need to develop myself to be a qualified societal worker with a wide head and high credence and tolerance. After contemplation, I think the clients who looked fierce and barbarous might arouse images of my past experiences, particularly my childhood experience. I was a really diffident and timid when I was a kid. After reexamining my yesteryear, I deem that there are two grounds lending to my cowardice. The deep ground is the over-protection from my household members. Because my female parent gave birth of me about in dystocia, I ever got illness for the non good physical quality. Therefore, all of my households and relations particularly took attention of me. Particularly my parents hardly allowed me to play with other kids after dinner, for they thought I was vulnerable easy to acquire injury, which contributed me to a quite speechless and a coward kid at that clip. I frequently could non show my feelings good. For illustration, I hardly talked back or defended for myself when the other kindergarten schoolmates bullied me. For this ground, I stilled remembered my female parent taught me many clip to protect myself. But I still did non alter a spot in my childhood. And there is a piece of panicky memory in my childhood. It was a lingering memory that I was about kidnapped at 3 old ages old and a half. In the anteroom of a local infirmary, my female parent put my down and she went to bring the medical specialties, a alien merely keep me in his weaponries when I was waiting for my female parent and intended to take me off, coincidentally meeting my uncle who was traveling to hospital to take us place around the gate of the infirmary. I did non retrieve the exact expression of that alien but a really barbarous image in my head. Since so I was highly afraid of people with ferocious and fierce expression and hardly daring to speak to the 1s with that expression. 3 The analysis of the Social Work Practice position Though now I am a grown-up with critical thought and rational judgement, I can command my fright when confronting with such sort of individual. Sometimes I feel that there is still a spread between myself and the feeling of that sort of individual, and I still seek to maintain distance with those sorts of people. Therefore, it is necessary to happen out the possible influence on the future societal work pattern. After reexamining some books and articles, I think my fright about specific group would perchance trip the countertransference in the future societal work pattern. At one manus, I know the fright of the expression like barbarous client is bing in my head ; one the other manus, I hope I still can supply efficient aid to him/her, and I do non desire my pervious experience to impede the intercession procedure. Sometimes, I am even doubted whether it is merely an alibi for me to entree something new. This self-inconsistency is what I am disquieted about. First, I need to calculate out what is countertransference. The proficient term of countertransference was first clip mentioned in 1910 by Freud ( Gelso A ; Hayes, 1998 ) . He thought that the countertransference is happened during the therapy session, because of the patient s influence on the healer, the profession might respond unsuitably against the professional demand Reich ( 1951 ) subdivided the countertransference into two types: the chronic and the ague . The former is based on the personal features which have the cardinal influence on the human behaviours ; the latter will perchance go on on the status that facing with the specific client in some specific circumstance. Contemporarily, mentioning to Bouchand, Normandin and Seguin, there are three types of countertransference: 1 ) Objective-rational countertransference as the impersonal type ; 2 ) Reactive countertransference as the conflictive 1 ( something about the client might remind the societal worker of non good p ast experience ) ; 3 ) Brooding countertransference as the positive 1 ( will actuate the societal worker to hold deeper penetration into the client ) ( 1995 ) .The modern-day positions the countertransference from professions reactions to clients related to one s present/ yesteryear experiences or the features of clients ( James, 2008 ; Knight, 2006 ; Nichols, 2006 ) . In my position, the countertransference can be summarized as the ineluctable overt or covert reactions from the societal worker triggered by some characteristic or experience of the clients, during the innovation procedure or realized by societal workers themselves, and the implicit in ground for the reactions is the unresolved issues of the societal worker. Second, the possible effects of the countertransference can be positive for the societal worker every bit good as the clients. The countertransference plays an of import and influential function in the psychotherapeutics. Every coin has two sides, if the societal worker can take the advantage of the countertransference, so the therapy procedure will be more good for the client on the ground that the societal worker will give more energy and clip on behalf of the client. In the visible radiation of the basic cognition of the Social Work and the counsel of the Code of Practice for Registered Social Worker from NASW, some societal workers can acquire an consciousness of the emotional or feeling reactions towards the certain clients, so if they start to review the implicit in reason-their yesteryear experiences, it will be non merely a good opportunity for the societal worker to cognize herself/himself better and decide the past issues but besides provide more efficient assist the client s from the deep penetration of the contemplation. 4 Personal program of get bying with countertransference 4.1 Coping with fright Harmonizing to the typical professional countertransference reactions summarized by Knight ( 2006 ) and Etherington ( 2002 ) , my state of affairs is rather similar to the disliking certain types of clients ( Papalia, 2009 ) . For my instance, I think my internal feeing is fear for those looked barbarous people and I might transpirate with some covert disfavors if facing them. It can be seen that my fright stems straight from the first feeling. Based on the feeling, it is prone to do anticipation or expectancy of the people I first clip meet with. Therefore, foremost, I should to larn to avoid the primacy consequence by giving the psychological suggestion to myself like He/she is merely a client non precisely a bad individual ; I should be professional and so on , merely like a self-talk, with several times of deep breath, which will assist me clam down. Second, happening something in common can alleviate the fright. When you undertake a high-stakes anticipation, maintain looki ng until you find some common land, something you portion with the individual whose behaviours you seek to foretell -this will assist you see the state of affairs as he perceives it. 4.2 Making the regular self-contemplation Though life in a metropolis with rapid life pacing, there is still indispensible to squash clip for myself and believe about what I have been through. In my positions, I can do the self-contemplation through 3 different ways, foremost is the self-reflection, affecting an analytical gestural duologue with myself in order to detect and screen out the beginnings of feelings and perceptual experiences. Everyday, a period of clip is required to do retrospection and self-introspection, which I think it is a good manner to develop myself holding a peaceable head. For case, I have a ready to hand notepad, really I have already written out a twosome of them of thoughts or short journals since the first twelvemonth in senior high school. Now I non merely necessitate to compose what I am believing about but besides make some analytical thought on what I have expressed on the journals. Second, communicating with close friends and relations is besides a good channel to cognize myself better. Mere ly as the old stating bystander is ever clear-minded , I would wish to speak to them acquiring some edifying positions if I feel scared about person. Third, watching movies and the other mass media, I want to obtain positive support that the non good looking people are non ever the bad people. 4.3 Learning self-denial and alleviating the negative emotion accomplishments Mentioning to the work of Hayes and Gelso, they put frontward five effectual factors of countertransference direction. First is the self-integration, which is important in placing with clients and set the necessary boundaries. Second is the anxiousness direction. The trait of anxiousness is really typical in countertransference relationship between societal worker and client. Third is the conceptualizing accomplishment. It is a cognitive procedure for the societal workers to get the hang. Fourth is the empathy, by seting to client s feelings, the more likeliness of societal worker will run into the client s demand. The fifth is the self-insight. This point is rather similar with the self-reflection ( 1991 ) .Through these five managing factors, societal workers can make some self-training to command their negative emotions for the interest of turning away to impede the therapy. 5 Decisions Actually, I think it is the merely the beginning of self-reflection. In the hereafter, there will be more quandary for me to undertake and some clients might remind me of the other negative emotions or unpleasant memories, therefore, I need to maintain the wont of contemplating and introspecting as an imperative portion of my day-to-day life. Merely in this manner can I be reasonable and acute to the emotional alterations of my ego. What we think will direct our behaviours. No affair what I will acquire through in the hereafter, I will seek my uttermost to hone myself in order to function people with the consistent enthusiasm and eternal attempts.

Leadership challenge in GAS Co Essay Example | Topics and Well Written Essays - 2500 words

Leadership challenge in GAS Co - Essay Example 5.2. Many car manufacturers have begun to convert their product designs to run on greener alternatives than petroleum fuels. 5.3. Cars and land vehicles using the green technologies will be in mass production by 2015 (three years from this report), in increasing volumes every year, pursuant to mandatory provisions in international agreements and EU directives. 5.4. At present, GAS Co. is still aggressively expanding its conventional gasoline stations which, while offering biofuels, are still designed primarily for petroleum fuels; there are no special design or system considerations yet for alternative fuels. 5.5. The firm’s executives still loyally pursue the original strategy of their parents to pursue the petroleum business which is its present competency; no new competencies are being developed beyond ethanol gasoline (E85). 6. Strategy to overcome the challenge to the leadership 6.1. The present leadership must resolve to break away from its traditional strategy and consi der gaining new competencies in the alternative technologies. 6.2. Aggressive construction of refilling stations should be suspended, pending new designs pursuant to the new competencies. 6.3. Environmental scanning should be conducted to determine the technologies most likely to be adopted in their franchise areas. 6.4. Massive reorientation of R&D and engineering designs, followed by HRD, training, and operations, should follow the decision as to what innovative technologies to adopt. 6.5. New franchise contract should be revised and existing franchises renegotiated in accordance with the proposed technical changes. 7. Conclusion The leadership should assess the new technical, regulatory, and business environment and articulate their company strategies and plans to ensure the firm’s... The organization upon which this discussion shall centre is a petroleum company which, for confidentiality purposes upon the company’s request, this study shall be designated as GAS Co. The firm’s business is the wholesale and retail distribution of petroleum fuel and lubricant products. The firm is based in an emerging Asian economy, and presently has some 500 retail stations located throughout the Southeast Asia and Pacific region, and about 30 depots that store quantities of downstream petroleum products (i.e., diesel, kerosene, unleaded, ethanol (E85), and premium gasoline). GAS Co. began in 1978 as a family corporation which offered mass storage facilities for petroleum and petrochemical based products; it then expanded into providing wholesale supply of petroleum products to industrial and manufacturing clientele. Thereafter it entered into a partnership with one of the world’s leading suppliers of lubricant additives, which enabled the company to undertake its own research and development in lubricants. Not long thereafter, when the downstream oil industry was deregulated by the national government, GAS Co. took the bold step of being the first local petroleum retailer to establish its line of refilling stations. It is now the leading local petroleum retailer in the country, and continues to expand by franchising its fuel refilling stations, which it began in the 1990s.

Week four assignment (history) Essay Example | Topics and Well Written Essays - 750 words

Week four assignment (history) - Essay Example vocation was introduced, meaning that American soldiers were not allowed to shoot at the enemy combatant unless they were shot at first, yet this was a full-blown conventional war which was unforgiving because it was fuelled by the communist ideology and actively supported by the communist USSR. Later on, the same soldiers were made to wait for approval to open fire on enemy combatant, in the ROE. In part, this was also a source of anger for the individual soldiers felt that they were being restricted merely for political reasons, and not serious considerations: American Presidents, wanted to maintain America’s international reputation as a country that values life. Battalion Commanders unlike individual soldiers serving under them had a wider threshold of operational freedom. Interestingly, Battalion Commanders had more operational freedom than their superiors even though they seldom fully utilized these powers. Battalion Commanders were accorded the power to use their discretion depending on: the nature of military operations they were discharging; and the type of force they were presiding over. Battalion Commanders such as Col. David Hackworth who served in the 101st Airborne Division adopted guerrilla war strategies to match Vietcong’s strategies. This was informed by strategic, other than political reasons. The ROE accorded Division Commanders more power at the platoon, company and battalion levels. Nevertheless, there were ROE-informed limitations such as the Division Commanders not being allowed to engage in divisional-sized combat. ROE had bifurcated Division Commanders into on-line and off-line categories, with the former being the only category being the only one allowed to engage its platoons on operations and patrols, provided that the group was being led by commanders. Division Commanders nevertheless were nevertheless restricted by institutional policies and Corps Commanders, and thereby making this group a hindrance to the effectiveness of

Importance of deadlines Essay Example for Free

Importance of deadlines Essay I have never worked in any job were it is acceptable to miss deadlines. Deadlines should never be disregarded as they are. I can offer no explanation as to why people routinely complain about instructors who do not return graded tests and papers when promised; faculty routinely complain about colleagues who neglect to complete their work on time; and I have seen administrators that simply plead with faculty, time and again, to complete long-overdue assessments or other important work. I’ll grant that in the current economic circumstances, with many academic units at many colleges, universities and branches underfunded and understaffed, faculty and staff alike are being asked to do more and more work with fewer people, fewer resources, and less time. But if we’re being honest we have to admit that the problem of faculty who are unaccountable to deadlines is an older problem than the current economic crisis; within academe the problem is endemic, systemic, epidemic. Regardless of the cause, when the routine, sometimes mundane business of the university is neglected or even just delayed, complications and stress cascade through the ranks, amplifying the problems that fellow faculty, staff, and even students must then deal with and solve. Even worse, sometimes the most egregious offenders when it comes to blowing off deadlines are senior faculty, who should, frankly, know and behave better. One step toward reducing the stress and work we create for others, and ourselves, might be to take more seriously the deadlines that often accompany our work, but that are sometimes neglected when faculty perceive, often quite wrongly, that there are no negative consequences for missing a deadline. Some deadlines are absolutely rigid, such as the filing dates for theses and dissertations, the sorts of deadlines that must be met if one hopes to graduate on time. These rigid deadlines are the types of bureaucratic  deadlines that we have to navigate routinely in order to complete graduate degrees, apply for grants, or otherwise navigate the complex institutions of the modern academy. Other deadlines are effectively rigid. When your department chair or a fellow faculty member assigns you a task with a due date, it behooves all faculty members to regard those sorts of deadlines as rigid, especially if you don’t have tenure. Such deadlines might be negotiable in some circumstances, but they aren’t to be disregarded altogether. Blowing off your campus bookstore’s deadline for textbook orders, for example, may seem like a trivial lapse. But potentially, missing even such a seemingly small deadline creates additional work for the already-swamped employees placing the orders, and it can result in higher costs for students if books have to be rush-shipped or if the window to order used texts is missed. Even though you are unlikely to suffer personally for missing the deadline, others may suffer. A whole other set of the deadlines that we face in academe are self-imposed, milestones that we set for ourselves in order to complete the nebulous, long-running projects that often comprise research and scholarship. Even though such self-imposed deadlines are soft, in that there is no enforcer that will come forward and punish, chastise, or cajole us if we miss them, I think that it’s generally a bad idea to miss even the deadlines that we set for ourselves. Assuming, and this is a big assumption, that the deadlines we set for ourselves are realistic. These soft deadlines can’t be taken too lightly — the ability, or inability, to set and meet goals without external guidance or enforcement will determine whether or not a tenure-track faculty member is able to meet expectations for scholarly productivity and ultimately win tenure. One of the tricks to managing these soft deadlines is learning to set goals that are both meaningful and realistic. It is much easier said than done, and hopefully an advanced graduate student receives extensive mentorship on how to manage the research workload. Cooperative, self-policing structures like writing groups are one way to formalize soft deadlines and hold ourselves  accountable to ourselves and to others to complete, or at least make progress on, our long-term projects. An important part of managing our work is knowing how to differentiate between soft and rigid deadlines, and how to prioritize deadlines across all of the varieties of work required of faculty. Deadlines matter in our interactions with students as well. My feeling is that if I am going to hold students strictly accountable to a deadline, then I too need to be accountable in similar ways. When I give my students writing assignments, each assignment is accompanied by a specifically articulated series of deadlines for when drafts and peer reviews are due, a deadline for each stage of the writing process, each of which students are expected to meet. But my assignments also include deadlines for myself, essentially promises of when I will return things like graded papers. Holding students strictly to deadlines, but then failing to return work in a timely manner, sends a message of hypocrisy to students that they immediately detect and disdain. I hold myself as accountable to self-imposed deadlines, just as I hold my students accountable. By advertising my own deadlines for tasks like grading, in this case on the writing assignment itself, I create a mechanism that forces me to be accountable. When it comes to interacting with colleagues, I also work hard to meet deadlines. As a junior faculty member, I never want to be the squeaky wheel, never want to be the committee member who fails to turn in work on time and holds up other people and an entire process. My unwillingness to be branded as a shirker is in addition, of course, to the glaringly obvious point that it is simply a common courtesy to meet administrative deadlines. Everyone in the university has work to do, much of it important work, and failing to do our own work in a timely, professional manner unnecessarily delays the work of others. There are certainly times when we realize that we will be unable to meet a deadline. If you foresee missing an externally imposed deadline, it’s both courteous and good policy to let interested parties know, sooner rather than  later, that you may be delayed in delivering your work. Such a warning at least allows others involved in the work to improvise an accommodation. Simply allowing a deadline to pass without a word of warning is discourteous and doesn’t allow others to help ameliorate the effects of your own delays. And missed deadlines are almost always noticed, even when the matter at hand may seem trivial. As you progress in your career, you may be asked to peer-review manuscripts that have been submitted to journals in your subdiscipline. It is especially important to meet an editor’s deadlines when conducting reviews of manuscripts. Some disciplines have a culture of turning reviews around quickly, while other disciplines (particularly in the humanities) are notorious for a tradition of taking months, sometimes even over a year, simply to review manuscripts. As a result of slow turnarounds and senior scholars who can sometimes be cavalierly unconcerned about conducting reviews in a timely manner, junior scholars often suffer. I once had a journal hold onto an article of mine for four months, during which time a staffer sent me a cryptic message implying that the article was undergoing review. After four months had passed, I was notified that the editor had decided not to send out the article for review, and to reject it outright. The editor was well within his rights to reject the article, but to take four months to do so was lazy and unprofessional in the extreme, and borderline unethical. Secondarily, because the article had not been sent out to reviewers, but simply sat on the editor’s desk, I did not even have the benefit of the feedback of reviews. Those four months were time that I could have spent revising the article, or submitting it at a different journal. Unfortunately, such stories are legion, and I have heard much more egregious examples of how editors’ or reviewers’ failures to keep to a reasonable schedule have hurt the publication prospects of junior scholars. Unfortunately, we are often tasked with work that feels trivial or futile. Or meaningful work simply piles up into seemingly unmanageable stacks. Every faculty member I know feels overwhelmed at some point in the semester. Nonetheless, when we neglect to complete work in a timely manner, our  colleagues and students sometimes suffer. Sometimes there isn’t as much accountability in the academy as there should be, which is all the more reason to hold ourselves accountable

Rosa Parks :: Essays Papers

Rosa Parks Rosa Parks is famous for a lot of things. But, she is best known for her civil rights action. This happen in December 1,1955 Montgomery, Alabama bus system. She refused to give up her sit to a white passenger on the bus. She was arrested for violating a law that whites and blacks sit in separate sit in separate rows. She refused to give up her sit when a white man wished to sit there. The front was for whites only. The law says that blacks have to leave there sits in the next when all seats in the front were taken and whites still wanted seats. Before Rosa Parks was arrest, Montgomery’s black leaders had been discussing about the city bus. Parks allowed the leaders to use her arrest to speak a boycott of the bus system. Martin Luther king ,Jr. then was a Baptist minister in Montgomery, then was chosen as president. For 382 days, from 12/5/1955 to 12/20/1956 thousands of blacks refused to ride the buses. The boycott ended when the U.S. Supreme Court declared segregated seating on the city’s buses unconstitutional. The success encouraged other mass protests demanding civil rights for blacks. Rosa Parks held a variety of jobs and, in 1943. She became one of the first woman to join the Advancement of Colored People(NNCP). She severed as the organizations secretary from 1943 to 1956. Parks lost her job as a seamstress as a result of the Montgomery boycott. She and her family moved to Detroit in 1957. Where she worked for many years for Congressman John Conyers. She founded the Rosa and Raymond Parks Institute for Self Development to offer guidance to young African Americans in preparation for leader ship and careers. 1979, she won a Medal for her work in civil rights. She wrote an autobiography. Today, most of the people know her as a civil right action leader but, there is more then that one thing that she accomplished. Also, there is a Boulevard name after her in Detroit, it says "ROSA PARKS BLVD.

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Live, Laugh, Crush Infatuation can be defined as â€Å"puppy love† or â€Å"the temporary love of an adolescent† (Word Net). Therefore, this concludes that many adolescent relationships are short-lived. For instance, William Shakespeare’s Romeo and Juliet is frequently called a true love story, but really, the two protagonists, Romeo and Juliet are merely infatuated. First, in most relationships, true love takes time to develop, and Romeo and Juliet only know each other for a couple of days when they decide to marry. Furthermore, Romeo and Juliet constantly refer to each other’s looks, rather than to their true personality, which is a clear sign that they are simply infatuated. Finally, Romeo and Juliet are too young and naive for their bond to be true love. Indubitably, Romeo and Juliet’s relationship is not true love, but just infatuation. To commence, in most cases, true love takes time to fully develop. However, Romeo and Juliet only know each other for a couple of days when they decide to marry. â€Å"It is too rash, too unadvised, too sudden, too like the lightning,† (2. . 118-119) for their love to be true. Because Romeo and Juliet only know each other for a couple days, their relationship is not developed enough to call it true love. If Romeo and Juliet would slow down a bit and actually give some time for their bond to grow, it would give Romeo and Juliet a chance to get to know each other better, so their love would be genuine. Additionally, Romeo and Juliet’ s bond does not grow enough to call it true love because right after Romeo sleeps with Juliet, he completely disappears and brings their relationship to a halt. If Romeo was really in love with Juliet, he would â€Å"let [himself] be ta’en, let [himself] be put to death† instead of completely isolating her. Their relationship can not evolve into true love if Romeo and Juliet are separated for a long time, so therefore their â€Å"love† is only infatuation. Lastly, Romeo is just dumped by Rosaline the same day he meets Juliet. Since â€Å"Rosaline, that [Romeo] didst love so dear, [is] so soon forsaken† (2. 3. 66-67), it does not give Romeo enough time to fully recover from being hurt. Thus, there is not enough time for Romeo and Juliet to fully develop their relationship because he is still grieving over his loss of Rosaline. Clearly, Romeo and Juliet did not have enough time to expand their relationship, so for this reason, Romeo and Juliet are only infatuated. The second reason why Romeo and Juliet are purely infatuated is because they constantly refer to each other’s appearance, instead of their true personality. Initially, when Romeo first sees Juliet, he immediately starts rambling on about how he â€Å"ne’er saw true beauty till this night† (1. 5. 3) instead of talking to Juliet and learning about her personality. Romeo and Juliet are not really in love if they only talk about how beautiful the other person is. If they would actually take the time to learn new things about each other so they can develop their bond, their relationship would actually be true love. Moreover, Juliet is no different from Romeo since she also talks grandly of Romeo’s beauty. When Romeo kills Tybalt, Juliet calls him â€Å"[a] serpent heart, hid with a flowering face! † (3. 2. 73). Even though Romeo kills her own cousin, Juliet still refers to Romeo’s handsomeness, instead of grieving over Tybalt. This shows that Juliet also bases her bond a 3 with Romeo on his appearance, especially since in this case, Romeo just kills her cousin. Lastly, even when Juliet is laying in the tomb, apparently dead, Romeo still refers to Juliet’s beauty, asking her â€Å"why art [she] yet so fair? † (5. 3. 102). In Romeo’s last moments with Juliet, he is blinded by Juliet’s beauty, even though she is said to be dead. This clearly shows Romeo’s infatuation for Juliet since he wastes his last moments with Juliet to talk about her beauty. Evidently, since the couple bases their â€Å"love† on looks, their relationship is merely infatuation. The last reason why Romeo and Juliet are merely infatuated is because they are so young and naive. First, Juliet â€Å"is not [even] fourteen [yet]† (1. 3. 15), when she marries Romeo and fully devotes herself to him. Romeo and Juliet’s relationship can be called â€Å"puppy love† (WordNet Search 3. 0), since they are only adolescents. Also, Romeo and Juliet can not say that they are truly in love because they are very inexperienced when it comes to love. Secondly, Romeo is only a couple of years older than Juliet, so his affection for Juliet is just â€Å"the temporary love of an adolescent† (WordNet Search 3. ). He even admits to Friar Laurence when he is banished from Verona, that â€Å"wert [Friar Laurence] as young as [Romeo], [with] Juliet [as his] love†¦then mightst thou speak† (3. 3. 65-68) Romeo is a very young teenager and therefore, his relationship with Juliet is just infatuation. Thirdly, Romeo and Juliet are young and naive becaus e after they spend a night together and Romeo has to leave, they are confident that they will see each other again. Romeo â€Å"doubts it not† (3. 5. 52) and acts very naively since he knows he is banished, but he still thinks he will see Juliet again. Romeo and Juliet think they know all about love, but in truth, they do not, since they are simply teenagers. Romeo and Juliet’s naivety is a reason why they are simply infatuated because it shows how young and inexperienced they are. Seemingly, Romeo and Juliet are simply two young and naive adolescents that are only infatuated. It would seem that Romeo and Juliet should be called a love story since it is a play about two young lovers who â€Å"fall in love† at first sight. However, it is the complete opposite. Primarily, there is not enough time for Romeo and Juliet’s relationship to develop into true love, so therefore it is just infatuation. Furthermore, Romeo and Juliet constantly refer to each other’s appearances instead of their true personality, which is a clear sign that they are only infatuated. Finally, Romeo and Juliet are only naive adolescents who have not really experienced true love. Hence, their relationship is degraded to infatuation. In conclusion, it is very interesting why some readers call Romeo and Juliet a love story, since it really is not. If Shakespeare gave Romeo and Juliet more time to develop their relationship, maybe more readers would be convinced that Romeo and Juliet is a true love story.

The American Civil War - A Short History