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Romantic Destiny or Romantic Myth

We often hear the process of choosing a life partner referred to as “finding your soulmate.” But what does this really mean? And how do we go about finding this elusive creature, if he/she really exists? We’ll explore this cliché in the following activity.

Do you believe in the idea of a soulmate? Why or why not?
What do you look for in a mate? Would you be willing to settle for less? Why or why not?
Do you believe John Lee’s Theory on Love Styles depicts your particular love? What about your spouse or mate’s love style? Are they the same or different?
Do you see the changes in dating and courtship as a positive or negative? Has technology had a positive or negative effect on dating? How?
What do you think is the best source (family member, friend, mall, college campus, work, church, etc.) for finding a mate? Why?
Post the answers to the questions in the discussions area and then read and respond to 2 of your classmates.

Sample Solution

By virtue of their pre-care and care experiences, Care Leavers are deemed to be a disadvantaged group. National and local research provides evidence that outcomes for this group of young people are consistently poor on a number of fronts including; employment, educational attainment, homelessness, young parenthood, poverty, crime and mental health (DHSSPS 2007; DHSSPS 2004; DHSSPS 2006). In addressing these poor outcomes, the agency in which I am employed applies a model which is based upon trauma informed responsive reflective practice and resilience. The essay will explore the outcomes, challenges and ethical issues (with reference to two complex practice examples) involved in promoting choice, independence and empowerment. The literature aims to: • Examine relative literature in relation to Care Leavers • Critically reflect on and evaluate the Social Work Process for the service user and practitioner • Examine the outcomes, challenges and ethical issues involved in promoting choice, independence and empowerment of service users To structure my reflections, I will use a framework put forward by Schon [1992). By reflecting both on practice, i.e. after the event, and in practice, i.e. during the event Schon believes practitioners gain an in-depth understanding of the situation which aids critical reflection. Fook (2002) expands on this concept by describing reflection as ‘reflectivity’ (reflecting on practice) and reflexivity (reflecting in practice). The overall benefit of reflective practice is to learn from a given situation and to inform your future practice with the view of becoming a ‘critical practitioner’ (Adams et. a

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