A Study on the Framing Effect of People When Decisions Are Made Through Foreign Language and Native Language

A Study on the Framing Effect of People When Decisions Are Made Through Foreign Language and Native Language A study was carried out to test the framing effect of people after a foreign language and a native language are used to make decisions. A number of participants who spoke specific common native and secondary language were used in the study to determine the effect indicating that this was an experiment that sought to determine how native language and a second language affect decision making. Dependent variables in an experiment refer to the variables that can never be operational in the absence of the others while independent variables refer to the variables that are operational in the absence of the others. Independent variables in this experiment were the language used since one could have made a decision using any language while the dependent variables were the experimental outcomes since any outcome depended on the language used. Random samples of different groups of participants who spoke common native and common foreign languages were selected and their fluency in these languages evaluated. Those that never met the standards required were eliminated from the selected participants to encourage uniformity. Different groups were then presented with two cases in which they were supposed to make a decision favoring one of the cases using both the native and foreign language. And the results were collected basing on the extent to which a decision was made in native language and the extent to which it was made in a foreign language It was discovered that bias in decision making can be eliminated when using an alien dialect. The four experiments conducted indicated that the framing effect tends to disappear when a foreign language is used in making a decision after being presented with choices. It was also discovered that people tend to be risk aversive when advantages are considered and and tend to be risk seeking when there exists cases of losses and when there is a presentation of choices in the native language and the framing manipulation had no effect on them (Shiv, et al, 2005). Additional experiments indicated that evading losses undergoes reductionwhere alien dialect is in usewhen making decisions thus the chances of accepting both hypothetical and real bets are high Critique The experiment is not 100% reliable and valid to the extent that very few random samples were taken to represent the whole population in the globe. There are those people who have almost equal command of native and foreign language and using both languages, they can make similar decisions. Such people were never included in the experiment. The experiment was also conducted in a few parts of the globe thus ignoring most of the other parts when coming up with the conclusion. This means that the findings were never correctly interpreted. Further interpretation and research can be made when almost all parts of the globe are covered to minimize generalization. Ethical safeguards were never fully employed since the beliefs of the people were never fully considered especially when dealing with the cases of making choices regarding bets since there are a number of people who do not believe in such issues thus their decisions get jeopardized. A follow-up study can be used to study the exten t of emotions presented when using a native language and a foreign language. According to CaldwellAycicegi (2009),it can be noted that people are more emotionally attached to their native language thus displaying a higher degree of emotions than when alien dialect is used. However, the results presented were strong since the command and decision making as well as emotions are stronger when using the native language than a foreign language. Therefore, the distance in the attachment of the cognitive self with a foreign language results to the presented findings. Such issues tend to be additional implications of using foreign language over the native language. The problem with the research is that only a small group was used in the study to represent the whole globe where people from all walks of life were never involved in order to come up with the correct decision. The method is better in presenting decisions that are reached when making decisions using a foreign language and native language. It can be noted that a more desired decision that is free of bias can be reached at when alien dialect is used. Brief summary Bias when making decisons can be reduced when a foreign dialect is employed and â€Å"framing effect† tends to disappear in cases where decisions the presentation of decisions is made in an alien dialect (Benjamin, Brown, Shapiro, 2006.avding of losses tends to take place when alien dialect is employed due to the huge cognitive and emotional distance caused by a foreign language. This experiment could have been more desirable if a large part of the global population was used in the experiment instead of using a very small sample to make the decision pertaining to the whole globe. The experiment can be used in making decisions where more desirable decisions that are free of bias are made. Trauma-Informed School Social Work Everyone in a school setting is subject to various forms of pressure, scarce resources and demand. Young people and adults both attend school each with an independent history of trauma that is hard to identify. Therefore, a trauma-informed approach is critical when employed in dealing with students in a school setting. This is because if left unattended, it affects the students’ behavioural, social and academic performance. Various other technical means might not work in cases where trauma is involved leading to traumatization of the student. A study conducted within a period of the year yielded results indicating that 60% of children are subject to violence or abuse (Finkelhor et al, 2009). An assumption that at least every student in a school setting has ever experienced a traumatizing event can be made. Trauma originates from an event that threatens a person’s safety thus making him fear, experience horror or even feel hopeless). Trauma can be as a result of domestic violence, sexual or physical abuse, violence, emotional or physical neglect, betrayal, accidents, life-threatening illness among others (National Child, Traumatic Network, 2013). Traumatic incidences may affect the behaviour, social or even academic performance of a student (Steel and Malchiodi, 2012). Trauma-informed responses become a remedy of the misbehaviours and punishments that may affect the involved student (Blaustein and Kinniburgh, 2010) Adults may be faced with unruly behaviours that originate from the traumatized students. At such a time the efforts of the adults to bring to an end the funny behaviour may not bear fruits which leads to frustration and anger among the involved parties. The trauma-informed approach is critical in opening up new possibilities for change where disciplinary methods are employed in such a way that while teaching the child how to regulate his emotions, safety and empathy are employed. These can be done at the same time since firm discipline and empathy are not mutually exclusive. The administrators, workers as well as teachers areon how to identify and retort to trauma cases. Trauma-informed school is concerned about the recovery and resilience of traumatized students through the implementation of organizational practices, policies and culture that help in the reflection of trauma skills and awareness and thus ensuring student’s security comes first (Ryan, Testa and Zai 2008) The school social workers should, therefore, be involved in teaching the students, school staff and the society in general about what trauma is and how it tends to affect the individuals. They should also be involved in the process of creating a collaborative network that links the parents, school personnel, teachers and the community in general which helps in the creation and monitoring of school policies that ensure the safety of the students from traumatizing experiences. The school social workers are the catalysts for ensuring that a trauma-informed school culture is created to ensure the safety of everyone in the school. This can only be done by mediating the parents, the school staff and the teachers to come up with the best ways to deal with the student’s behaviour and fostering academic achievements in a trauma-informed manner. They should also educate the teachers on how to deal with the students without getting angry or using harsh language. School social workers and the staff should always focus on the child’s cognition as well as the sensory processes that require sensory intervention. Social workers should also be involved in sharing with the students a curriculum that helps in teaching the students how to identify their bodily sensations and emotions helping the students to identify the difference between the past and the present occurrences which allows them to handle each situation differently. Social workers should also b e involved in engaging parents and teachers who might as well be traumatized and helping them deal with such situations and educating them on how to handle students as well as their children. Employing a trauma-informed approach in a school is the best thing that one can do since it takes care of the traumatized students and adults in general. It is necessary for school social workers to intervene and ensure that the approach has been employed and that the students, teachers and the parents have been educated on how to handle traumatizing events which foster behavioural academic and social improvements. Marginalization of School’s Social Workers When the practice of social working began, the social workers acted as the mediators for the students who seemed to be at risk thus acting as a linkage between the homes and the schools (Allen, Washington and Welsh, 1996). Various reforms were seen in the education sector due to the widespread changes that took place in the globe due to industrialization include the compulsory law of school attendance(Phillippo and Blosser, 2013). Therefore, the social workers have for a long time been considered the best means through which student’s problems can be solved. The responsibility of the social workers in schools has been assumed where they have not been involved in making the major decisions in schools. Perpetuated by the consequential practices and shift in the philosophical framework that shapes the responsibilities of the workers, it is evident that marginalization of the of the school’s social workers has taken place for a long time. With the shift in the responsibilities of the social workers, their work has currently been seen as handling mental illnesses in schools rather than addressing the attendance of the students in schools and their changes in behaviors as well as informing their families on the educational requirements and as well as the available community resources (Phillippo and Blosser, 2013). Phillippo and Blosser, (2013) states that the reforms made in the education system in the 1970s which promoted learning among the students with cognitive learning issues as well as physical challenges and advocated for the n ecessity of social workers to schools saw them being the reasonable people who can be charged with the responsibility of taking care of this kind of students. However as they provided the necessary services to the mentally and physically challenged students, their contribution and incidence in the general education system gradually faded D’ Agostino, (2013) concurs with Philippo and Blosser by stating that marginalization has also been exacerbated by the financial constraints for special education where the available capital determines and describes the job done by the social workers and their day to day activities within the school thus limiting their involvement and responsibilities in school affairs. As a result, social workers contribution in the general education has been dismissed since they are only known to deal with the disabled students in the society which is known to be their traditional role thus underestimating their value in the school and the society in general. The occupational profile of social workers is created by â€Å"National Association of Social Workers† (NASW, 2010). It defines the responsibility of the social workers within a school such as conducting home visits, developing plans for treatment, student’s advocacy as well as completion of family and students assessment among other similar roles. There lacks the role of curriculum development and development of leadership activities in the school thus the profession seems to devalue the workers in some way. It is, therefore, necessary for the school administrators and the social workers to come together and redefine the roles and responsibility and contribution to schools and students success (Bye et al, 2009). This would help in eliminating the rift that exists between the social workers and the school guidance and counselling workers in all departments especially in leadership (Altshuler and Webb, 2009) which creates a necessity for their collaboration with the sc hool’s leadership. The social workers must also be versed with self-advocacy which allows to speak to the world and explain the essence of their practices in schools. Social workers have largely contributed to the achievement of the scholars in a school. However unrecognized, their work is unimaginably explicit. There should be a change in the system that defines the roles of the social workers in a school in order to endorse them with the responsibilities that they are supposed to carry out in a school. Apart from their contribution in helping the mentally and psychologically challenged students, they should be allowed to interact with the other students and be involved in school matters to transform the lives of the students and the operations of the school for the better.