2Co.3:18 But we all, with unveiled face, beholding as in a mirror the glory of the Lord, are being transformed into the same image from glory to glory, just as from the Lord, the Spirit.
Although adolescents do not consciously pose this question to themselves, it is a central issue with which they struggle. Psychologists define this process as identity formation. Identity is a commitment to a sum of values, beliefs, and attitude. It may include relationship, vocational, political, religious, intellectual, cultural, and other domains (Parker 1). The ultimate goal of adolescent’s development is identity achievement, which is equal to becoming an adult. This process is not always smooth. More than half of all young people chose ineffective ways to search for their adult roles in life.
Marcia (1966) determined four different styles that adolescents may use in resolving the issue of identity. He termed them statuses. Two of them, called identity achievement and moratorium, eventually lead to identity formation. They both involve exploring possible options before "making a commitment to a specific identity" ("Psychiatric" 503). On the contrary, the two other statuses, called foreclosure and identity diffusion, do not promote the formation of a genuine identity.
Both foreclosure and diffusion are similar in their lack of exploration of available alternatives and are not considered desirable modes of identity development (Parker 1). However, studies showed that about 55% of youngsters of the average age just over eighteen years are characterized by using foreclosure and identity diffusion styles, 15% and 40% respectively (Meeus). Both of these statuses also may require specific psychiatric interventions ("Psychiatric" 504). The adolescents who cannot get past either of these two stages may face interpersonal and vocational problems in their future. The similarity between these two statuses shows itself also in the fact that they pose the two extremes in the search for identity. These extremes mostly apply to the general ability to make a commitment. One pole, foreclosure, refers to making a premature commitment to an adult identity without thorough exploration of the available options. The opposite pole, diffusion, is characterized by lack of commitment to any set of values and avoiding identity decision ("Psychiatric" 503). In this connection, foreclosure and diffusion individuals display clear-cut distinctions in different spheres of their lives: family, psychological, interpersonal, and vocational.
The realm of family relations displays big differences between these two groups of youth. In fact, family gives a start to person’s identity formation long before teenage years. Dr. Mary Parker in her "Lecture 9: Adolescence" stresses that parents of adolescents in foreclosure status show autocratic style of upbringing. They foster adherence to the family’s rules without encouraging their kids to express opinions. The adolescents themselves speak of their families as cohesive and close (Parker 2). They usually have warm relationships and a strong bond with their parents and families. In contrast, parents of teens in identity diffusion status often demonstrate permissive style of child rearing providing little guidance and support. The adolescents report them as emotionally unavailable, "distant", or even "rejecting" (Parker 2). It may be said that parents of foreclosure teens exemplify commitment to their families in the way they understand it. On the contrary, the parents of diffuse teens show less commitment to their kids’ future and low attention to their problems.
It is interesting enough that from historical point of view, moving of family relations toward more liberal had changed inversely occurrences of foreclosure and diffusion through the two generations in the second half of the twentieth century. The 1975 generational comparison study revealed that foreclosure status was much more common in the fathers than in their sons. In contrast, the sons were significantly more likely to attain identity diffusion status than their fathers (Waterman and Waterman). Hence, while foreclosure distribution has been decreasing in contemporary society, identity diffusion, conversely, has been growing.
The more adolescents account for the diffusion stage, the more troubled teens may be observed in the society. Diffused teens have psychological peculiarities which cause more behavioral difficulties than foreclosure teens display (Wires, Barocas and Hollenbeck). Unlike foreclosure individuals that are approval seeking (Parker 2), diffused youth may behave in rebellious and selfdamaging ways, such as substance use and "reckless driving" or sex ("Psychiatric" 504). In 1988 Jones and Hartmann have surveyed almost thirteen thousand adolescents concerning their experience with substance use. Diffused teens were "about twice as likely to have tried cigarettes and alcohol, three times as likely to have tried marijuana, four times as likely to have tried inhalants, and five times more likely to have used cocaine than their foreclosed peers" (Jones and Hartmann). These behaviors of diffused youth partially indicate the considerable levels of anxiety, unlike foreclosure teens that are "least anxious of identity groups" (Parker). The ability to make a commitment prevents foreclosure teens from egocentric, reckless, and dangerous behaviors. In contrast, diffused teens may experiment thoughtlessly driven by their uncertainty and anxiety due to the absence of an adopted ability to make a commitment.
Differences between foreclosure and diffusion attitudes toward commitment become apparent in interpersonal realm. Foreclosure individuals are usually committed to "stereotypic styles" of relations, as they have not developed their own styles (Parker 2). They accept their parents/grandparents’ traditions. In contrast, diffused individuals often "experience unstable interpersonal relationships with others" ("Psychiatric" 504). They run away from making commitments. Some of them may show "restricted emotional expression and detachment from other people" which are characteristics of schizoid personality. Others may be impulsive which is typical for borderline personality ("Psychiatric" 503-504). Such signs may indicate a need for psychiatric interventions. Although foreclosure adolescents may also need mental health services, their psychological problems are different. It may be said that these adolescents are overcommitted to the needs of others. They often put aside their own interests and wishes. Sometimes this attitude is rooted in the childhood if these persons were abused or made "to take on adultlike responsibilities" being a child ("Psychiatric" 504). These opposite psychological features of the two groups of youth are imprinted on their personal and, hence, social lives.
Social activities, such as voting, are also affected differently by foreclosure and diffusion statuses. It has been found that foreclosure individuals usually participate in voting although their political choices depend on the imposed identity. Unlike them, diffused individuals are more likely not to vote (Huffmon, Gentry, and Lawrence 7). They are uncertain what they care for. Thus, these two groups of adolescents demonstrate opposite styles of interaction and different psychological problems, which extends beyond personal to social life.
The most prominent distinction between foreclosure and diffusion individuals emerges from their attitude toward future vocation. Foreclosure adolescents usually accept choices that their parents have presented to them. They may borrow the goals and beliefs from their parents. These individuals prematurely assume occupational identity without thorough exploration of the available options. They may feel guilty not doing what their families expect them to do ("Psychiatric" 503-504). Unlike them, diffused adolescents suffer uncertainty about their future vocational preferences. They often have good intellectual and social abilities but cannot reach their potentials ("Psychiatric" 503). Unlike foreclosure status when youth are overcommitted to the needs of others, identity diffusion style shows lack of commitment to any set of values including occupational domain. The following two examples illustrate differences between foreclosure and identity diffusion stages in adolescence.
Lisa is an older sister in the family with five children. She is keen on writing and previously has expressed a desire to study journalism. Nevertheless, she decides to stay with her parents to work in the family restaurant business after high school. Her parents strongly approve her decision. Lisa’s commitment to her parents’ ideas made her assume a foreign to her nature identity.
On the contrary, her next door neighbor, Alan, is not ready yet to consider any of the scenarios of his own future. Alan is a cute first year college student who just dropped from the History of Technology class. He changed his mind and decided that he would better major in paralegal studies rather than in computer science. Alan’s grades are mostly C and B, and his teachers think that he can do much better. His interpersonal relationships are not long-lasting as he "flits from one new girlfriend to another in a few weeks time" ("Psychiatric" 503). In contrast to Lisa’s problem, avoidance of commitment to ideas and relationships is a major obstacle in Alan’s way to identity.
Although foreclosure and diffused statuses are characterized by the contrary attitudes to commitment, both of them hinder adolescents from achievement of real identity. The desirable scenario for these two groups is to begin serious exploration of one’s natural inclinations and available alternatives in order to move further to identity achievement stage. Parents and teachers can facilitate these adolescents’ uneasy way to adulthood, learning more about this eternal issue and providing a supportive environment for these young people.
Works Cited
Frisch, Noreen Cavan and Lawrence E. Frisch. Psychiatric Mental Health Nursing. Albany, New York: Delmar Publishers, 1998.
Huffmon, Scott H., Bobbi Gentry and Christopher N. Lawrence. "Rock & Roll Will Never Die?" Winthrop University and University of Mississippi, 2003. 12 Dec. 2006. <http://www.cnlawrence.com/papers/rocknroll.pdf>.
Jones R.M. and B.R. Hartmann. "Ego identity: developmental differences and experimental substance use among adolescents." Jornal of Adolescence 11.4 (Dec. 1988) 347-60. 12 Dec. 2006. <" target=_blank>http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=3235725&dopt=Abstract>;.
Meeus, Wim. "Occupational identity development, school performance, and social support in adolescence..." Adolescence 28.112 (1993) 10. Consumer Health Complete. EBSCOHost Web. 05 Dec. 2006. <http://search.ebscohost.com/login.aspx?direct=true&amp;db=cmh&AN=9402100667&site=chc-live>.
Parker, Mary. "Lecture 9: Adolescence." PS1006 Lifespan Psychology Jan. 2005. City University. School of Social Sciences. 12 Dec. 2006. <http://www.city.ac.uk/psychology/dps/teaching/PS1006/Lecture%209%20Adolescence.pdf>.
Waterman, Caroline K. and Alan S. Waterman. "Fathers and sons: A study of ego identity across two generations." Journal of Youth and Adolescence 4.4 (Dec. 1975) 331-338. 12 Dec. 2006. < " target=_blank>http://www.springerlink.com/content/q3280425274682g1/>;.
Wires John W., Ralph Barocas, and Albert R. Hollenbeck. "Determinants of adolescent identity development: a cross-sequential study of boarding school boys." Adolescence Summer, 1994. 12 Dec. 2006. http://www.findarticles.com/p/articles/mi_m2248/is_n114_v29/ai_15622137/pg_6.
Many scientists around the world want people to believe that there is no means to do research on human stem cells other than to destroy human embryos. Indeed, an embryo is a perfect source of human stem cells, because, in actuality, the stem cells are the embryo. But who can precisely determine where the boundary between an embryo and a human being is? And, does this boundary exist at all? People don’t know. But this tiny living thing consisting of only about one hundred cells at its age of five days is what everybody was some time ago in his/her life. The belief that life begins at conception raises ethical issues, which have turned into a very inconvenient legislation for those who look at things from a utilitarian point of view in different countries. However, a civilized society should never forget that the similar pragmatic approach to human life once cost millions of lost lives during the World War II. Therefore, when many nations decide that killing embryos is wrong, this should matter for all humanity. Further, studies show that other sources of human stem cells exist and have even more potential to cure diseases than embryonic stem cells. Thus, civilization has every opportunity to develop new stem cell remedies for cancer, spinal cord injuries, neurological and heart diseases without sacrificing its essential principle that every human life is invaluable.
The researchers’ hopes to conquer incurable diseases are based on the unique feature of stem cells. They are not specialized (differentiated) cells and under certain conditions may develop into any kind of cells, tissues, or organs, which can be used for the repairing of diseased tissues. The four major types of stem cells are: embryonic stem (ES) cells, derived from embryos; embryonic germ (EG) cells, derived from fetuses; adult stem (AS) cells, isolated from adult tissues, such as bone marrow; and umbilical cord stem (UCS) cells, found in umbilical cord blood. Growing human organs from embryonic stem cells has become the reality today. For example, the April 2006 issue of Urology Times reports that Australian scientists have grown a human prostate capable of producing hormones ("Embryonic"). The ability to differentiate into different kinds of cells is called plasticity, and it depends on whether the cells are originated from an embryo or an adult organism. Studies on mice and rats showed the remarkable plasticity of embryonic stem cells (Panno 5). This fact along with the comparative easiness of isolating stem cells from embryos caused particular scientific interest in this kind of stem cells around the world.
Ethical and legal issues concerning stem cell research arose after human stem cells were first collected and successfully cultured in 1998 by two different American research teams, headed by Dr. James Thompson at the University of Wisconsin and Dr. John Gearhart at John Hopkins University. Dr. John Gearhart’s team isolated embryonic germ cells "from two-to-four-months-old fetuses obtained after elective abortions" (Panno 18-19). Dr. James Thompson’s team derived embryonic stem cells from the embryos donated by in vitro fertilization (IVF) clinics. The in vitro fertilization procedure involves taking eggs from the mother and sperm from the father with the following insemination in a test tube. In cases of abnormal sperm function the fertilization is carried out under the microscope with the help of microinstruments. Then the fertilized eggs (embryos or blastocysts) are implanted into the mother’s womb ("In Vitro"). IVF has become a widespread solution for couples suffering from infertility since 1978, when the first "test tube" baby, Louise Brown, was born in the United Kingdom (Panno 81). Since some of the blastocysts die in the procedure, doctors usually fertilize more eggs than necessary. Unutilized, or so-called "leftover" embryos can be donated by their parents to other infertile couples or for scientific research. The latter option enjoys an active support of many researchers for they gain access to a virtually unlimited source of easily obtained ES cells. However, many people in the world call the research on human embryos murder because every one of those tiny living beings has the potential to become a child.
Some researchers even developed a procedure known as therapeutic cloning or somatic cell nuclear transfer (SCNT), the sole purpose of which is to create human embryos for harvesting stem cells from them (Panno 31). Although SCNT has been met with support from some patient advocate groups, it generated even more objections than use of "leftover" embryos as sources of stem cells. Obviously, the patient supporters in this situation were misled by those researchers who pursue a therapeutic miracle by any means. The embryonic stem cells are not the last resort; moreover, there are more promising sources of stem cells. Nevertheless, the following two situations continue to be debatable ethical and legal issues around the world: harvesting stem cells from embryos donated by in vitro fertilization clinics and therapeutic cloning. Both those methods involve destroying living human embryos.
The legislation regulating stem cell research in different countries reveal at least three opposing opinions on those controversial methods. The United Kingdom, the first country to develop laws in this field, permits both the use of embryos leftover in IVF clinics, and the therapeutic cloning, although under strict rules for research purposes (Panno 81-84). The central question that legislators had to answer was when an embryo becomes human. Panno reports in his book Stem Cell Research, some scientists, such as Dr. John Caplan, noted science ethicist, stated that cloned embryos are not truly human. However, other scientists believe that the genome, or hereditary information, of an embryo defines its belonging to human race, the same way as the first cloned animal, Dolly the sheep, was a sheep because of her sheep genome. The discovery of the human genome, which was accomplished in 2003, had a special impact on the understanding of human nature (Panno 75-76). The genetic information that is contained in every cell of the body makes people what they are, shaping their appearance, bodies, and intellect. Consequently, an embryo that contains human genome should be considered a human being at the very beginning of his/her life. Nevertheless, the British legislators established the fourteen-day limit, the age, up to which a human embryo can be subjected to the murderous research. The age of fourteen days was chosen for it is characterized by the development of primitive streak, the anatomical feature that marks the start of formation of the central nervous system (Panno 81-82). Did the legislators seriously assume that embryos at age of fourteen days and older are more human than their younger companions? Evidently, they needed a glib excuse to justify the research on the potential human beings.
The European Union adopted the British model concerning the research on the embryos leftover in IVF clinics. However, it "strongly disagrees with the UK on the issue of therapeutic cloning" (Panno 84). The Council of Europe Convention on Human Rights and Biomedicine prohibits "the creation of human embryos for research purposes" ("Convention"). Moreover, some European countries resolutely limited embryonic stem cell research. For instance, Germany in 1991 adopted The Embryo Protection Act, which banned any use of human embryos other than for the reproduction purposes ("The Embryo"). The German Stem Cell Act bans the import and use of human ES cells, besides those that were obtained before 1 January 2002 (Roos).When in 2006 The European Union agreed to finance human stem cell research, Annette Schavan, Germany's research minister, said: "There should be no financial incentives for the destruction and killing of embryos" (Bilefsky). Five countries, "Austria, Lithuania, Malta, Poland and Slovakia voted against" funding the research that is considered "both immoral and unethical" (Bilefsky). Thus, many countries in Europe object to any kind of research on human embryos taking on a moral responsibility to civilization.
The Bush administration also adheres to a balanced policy in stem cell research. In the US, federal funding is available only to support the researchers who work with the twenty one existing cell lines, which were derived from embryos before 2001 ("Fact"). On July 19, 2006, President Bush vetoed H.R. 810, Stem Cell Research Enhancement Act of 2005, which would give federal financial support to researchers who now pursue creating new cell lines by destroying embryos ("Stem"). At the same time, President Bush’s Administration is expanding funding of alternative techniques that do not require destruction of embryos ("Fact"). Thus, the US supports and encourages those stem cell research methods that do not endanger the moral principles of the civilization. Exactly those methods have turned out to be very promising for the developing successful therapies. These techniques involve use of adult and umbilical cord stem cells.
The adult and umbilical cord stem cells have much more potential to cure diseases than embryonic stem cells because of one serious problem that emerges with use of embryonic cells: immune rejection or host-versus-graft disease. As transplanted organs are rejected by the body if they are not genetically compatible with it, the embryonic stem cells would be rejected because they were taken from a genetically foreign embryo. The life prognosis of people with transplanted organs is very poor. Even with immunosuppressant therapy, their immune systems gradually destroy foreign organs. Approximately half of all patients live less than ten years after the transplant surgery that used allografts – transplants that were taken from other individuals (Panno 61). The discovery of adult and umbilical cord stem cells can solve this grave problem in future stem cell therapies because those cells can be derived from the same patient who would need the therapy.
Although adult stem cells have some disadvantages, such as relatively low plasticity and the difficulty of isolating them from tissues, scientists have made remarkable progress in studying this kind of cells. Stem cells from bone marrow are easily obtained, and a research team headed by Dr. Catherine Verfaille at the University of Minnesota has shown that after special stimulation they can differentiate practically into every type of cells (Panno 61). In this way, doctors can provide every patient with readily available genetically identical stem cells for curing diseases or growing organs for transplantation without prompting immune rejection.
Even more promising is research on umbilical cord stem (UCS) cells. It has been found that blood from umbilical cords contains easily obtained stem cells. Drs. Juliet Barker and John Wagner at the University of Minnesota discovered two outstanding features of UCS cells: they have versatility equal to that of embryonic stem cells, and, strikingly, they do not stimulate immune rejection (Panno 63). Thus, not only can every person now have his own stem cells spared after his birth, but also some portion of umbilical blood could be used to cure other people. Many parents have already taken advantage of the opportunity to save their babies’ stem cells in case they ever need this kind of therapy. In the near future, valuable tissue banks will be created (Panno 63). The use of these banks will prevent host-versus-graft disease and any ethical controversies. Thus, civilization has the opportunity to advance stem cell science successfully in a decent and humane way.
Stem cell research has great potential for developing new medical therapies that may overcome incurable and severe diseases. But, modern society should be particularly vigilant not to yield to the temptation to override its present values for the sake of future good. The right to life is the major value of the community that should be secure. Ignoring demands of conscience and the utilitarian approach to human life are the great danger that threatens civilization from within. "The devaluation of humans at the very commencement of life encourages a policy of sacrificing the vulnerable that could ultimately put other humans at risk, such as those with disabilities and the aged…" (Young). The scientific community has to remember in all circumstances essential principles of civilization require avoidance of any kind of abuse to preserve the dignity and life of human beings no matter in what stage of their development they are.
Works Cited
Bilefsky, Dan. "EU to finance stem cell research." International Herald Tribune 25 Jul. 2006. 8 Nov. 2006. <
"Look, guys, I’ll be walking Rachel down this lane," Andrew said. He shoved his short sturdy forefinger into the city map. "Here is a street lamp, and then there will be a dark path between the bushes. After you see us under the lamp, be ready."
"You’ve got it, buddy, just don’t kill us, please," Bob laughed in reply as his black bristly moustache flickered on his ruddy face.
"And good luck with your lass," his second fellow, Peter, bantered blinking with flaxen eyelashes which appeared white against his darkened eyelids, impregnated with coal dust. Peter broke off at once, "Hey, old boy, take it easy!"
In reply, Andrew just cut the air with his sinewy fist and forced a short anxious smile. "Ok, see you at nine, guys." He flashed an uneasy look at his friends and walked them to the door.
The door slammed, and thick silence filled his small grey studio. A faltering beam of western hot sun was seeping through the narrow window located under the low ceiling trying to delve into the contents of the old, carved stand where two college textbooks, in manufacturing process and technical drawing, rested lonely on the shabby shelf along with several threadbare mystery fiction books. Seemingly not interested in machinery, the sun ray stepped further to the table but found nothing except a pile of paper rolls, rulers, and pencils heaped there. Andrew threw his short solid torso down into the green-grey armchair at the table. His look wistfully slid along the walls of indefinite color with scattered Scorpions and Metallica posters on them, stopped with detestation on the paper pile on the desk, and, finally, turned to his watch. Cruelly, time crept. The thought of the next week’s assignment stung Andrew from time to time, but he could not think about anything, except the approaching evening.
Now, Rachel’s tapering fingers were flying over the keyboard. Now, they were quieting down, and her keen brown eyes were starting to peer curiously at the monitor. "Ok, let’s see what you have. Yes! Adrenal hypertension, exactly!" She was scanning one site after another tirelessly in her research on blood pressure regulation. The bulky Medical Surgical Nursing text, fat drug guides, and other nursing books and magazines towered in two piles on her desk. A deserted cup of cold coffee sat next to her opened notebook. Minutes and hours were streaming away in Rachel’s exciting journey. At last, "Yes!" she breathed cheerfully. The task for today had been finished. Rachel contentedly stretched her slender body on the chair crossing her chiselled white arms over her head. Long, dark, wavy hair scattered on the chair back revealing her neat delicate neck. Her unassuming pink cotton shirt, which accentuated nicely her velvet eyes and hair, stretched over her small firm breasts.
In a minute, her eyes sparkled with a new fervor. Elated, Rachel opened a secret folder containing her drafts. The last story, unfinished, was the daring one – that was the story about Adam and Eve. Rachel immersed herself in the reading. The pictures of the very first days were gliding in her mind. She was Eve. She was watching her first dawn. She was looking at Adam, the man, for the first time. She was a child with an adult’s mind, and the very Almighty walked with her under the trees of Eden and taught her everything. She learned to draw and sing, and the Lord made a flute for her. In the garden, the foals and tiger-cubs played leap-frog, and their mothers rested side by side on the river-bank. Every night Eve and Adam enjoyed watching the starry sky. Once they were sitting on a hill. A nightingale warbled to his mate, cicadas chirred, a myriad of stars looked at them, and the full moon highlighted every blade of the grass. Eve was in a daze; she had never viewed Adam like this before. Every feature of his face and figure in that warm moonlight, so different from her own, was creating in Eve a new, unknown feeling. She could not avert her look from him. Eve did not even notice that Adam, in his turn, was looking at her with wide-opened eyes. She stayed put in astonishment watching him take her hand and bring it to his anxious lips… Rachel closed her eyes, her breath quickened. A light smile was wandering on her blushing face. Suddenly, the cell phone pealed. Rachel headily cut the ringing off, with her face flinched as in pain. Reluctantly, she was leaving her dreams. At last, awakened, she discovered that it is time to leave. Andrew and she were going to the movie theatre tonight.
Laws of Attraction by Peter Howitt was being shown at the AMC. Rachel was carried away by the play between the two stars. The character of a bright lawyer who was able to love genuinely fascinated her. At one moment her big eyes were opened wide in curiosity; at another she strained them to follow the action. Now, her regularly delineated full lips parted in surprise; now, contracted in empathy. Red, blue, and yellow reflections from the screen were flashing onto the miniature pearl hair-slide in her taut silky hair over her high, smooth forehead. Fantastic light rays were playing with colors on her rounded cheeks and her neat nose with the lovely, slightly turned-up tip. Once, Andrew gently took Rachel’s tender hand in his. He sensed that her vivid fingers froze in his big, hot palm for a moment and then slowly slipped out of his hand.
After the movie, they stepped into the street. The hot blue night breathed on them with every possible sound, color, light, and smell of real life. Cars snarled like disturbed dogs. People laughed and shouted exhaling accumulated emotions and energy. The breeze carried spicy flavors from the Chinese Cuisine across the street while neon signs painted faces and clothes in rainbow colors. Andrew directed their way to the secluded narrow alley between two rows of tall arborvitae shrubs. They walked quietly. Rachel seemed occupied with some thought. At times, her sensual lips squeezed, and her eyes ran away from Andrew’s gaze. However, Andrew did not notice that. It appeared that sudden alertness seized him. They passed a yellow lit circle under the lantern and entered a gloomy spot down the alley. Unexpectedly, two male figures emerged in front of the couple. "What a chick!" a hoarse voice roused Rachel from her meditation. A tow-haired robust guy obstructed her way. The second, whose head of black hair Rachel could only see with her peripheral vision, stopped in front of Andrew. No sooner had Rachel realized what was happening than Andrew attacked the offenders with a violent onslaught. He swiftly wielded his fists right and left, so the men took to flight there and then. Amazed, Rachel looked at the two running away, and then at Andrew, who pursued them for a while. She noticed that she did not even have enough time to take fright. Now, Andrew’s short figure was approaching. He had the triumphant look of a knight after a victorious duel. "Andrew, are you okay?" Rachel asked. She hastened toward him observing him attentively to make sure that he was well. "Thank you so much, Andrew. You were just great!" Andrew’s face beamed with contentment as his tension vanished away. "I am glad, that you are all right," Rachel said, puzzled a little with his elation.
It was getting late, and they headed toward Rachel’s home. Before her block, Rachel slowed down. "Andrew?" she paused for a minute and then continued resolutely, "Andrew, we must not see each other any more." Balm-crickets fell silent.
"What? What are you saying?" Andrew’s desperate voice pierced the still night air. "Can’t you see that there is a man who loves you standing in front of you?!"
"I am very sorry, Andrew." Rachel’s face showed true suffering.
"You are sorry? You know, that I even entered that college to be with you?" He shouted bitterly.
"But, Andrew, you’ve never been interested in what I live for!" Rachel seemed to want to explain both to him and herself what was going on in her heart. "You never even asked me how I am getting on."
"Does business matter at all? I merely love you!" Andrew exclaimed at her words. His hands nervously sawed the air.
But Rachel replied firmly, "Sorry, Andrew… I cannot say I love you…"
Cicadas renewed their singing, blissfully ignorant of soul incompatibility.
Nursing School Assignment: Interviewing a Provider of Spiritual Care
When You Have an Anxiety
I talked to a Christian pastor who has been in ministry for many years. He retired but still serves part time in the church.
When a distressed person with signs of anxiety and poor coping comes to him, he, first, asks the person about what happened, what is the cause of his anxiety. "I let them know that I care. Sometimes they tell what happened, sometimes they don’t." Different people may come for help – Christians as well as non-believers.
"They are usually anxious because they think they don’t do or can’t do what needs to be done to correct the situation. There is a verse in the Bible that I read to every person. It’s Philippians 4:6-7. It says: "Be anxious for nothing, but in everything by prayer and supplication with thanksgiving let your requests be made known to God." You see - be anxious for nothing! Supplication and thanksgiving! Always give thanks before you see the answer. And then "the peace of God, which surpasses all comprehension, will guard your hearts and your minds in Christ Jesus." He will do for you what you can’t do. He will guard you. He is like taking you in His hands and protecting you".
Then the pastor said that for some people it’s all like rubbish. Though, they don’t say this openly. He said that in such a case he says to them that he just opens for them the world of God’s word, world of God’s laws. It’s their choice – learn or ignore this knowledge. Sometimes a non-believer comes and goes out as a Christian.
The story was a revelation to me. I realized that those two verses are therapeutic. They give to a sufferer exactly what a modern nursing science teaches: therapeutic communication and care. A person who believes God - believes what God says, to be true, will get calm, immediately or gradually through prayers. Indeed, in the above verse God encourages a person to express his/her feelings and needs: "…let your requests be made known to God." Therapeutic communication pursues similar goal. Further, God offers the person His guardianship and places his/her burden on Himself. Thus, the person receives compassion, care, hope, and help from the God in the prayer. The prayer that God teaches people through those two verses.
