Get help from the best in academic writing.

Women in World War One narrative essay help essay help online free

Although at these times women were only considered useful at the home, caring for their family by cleaning and cooking, the circumstances that followed with World War One gave women an opportunity to prove how they can contribute to society even more so than just caring for their homes. It is undeniable that the War enhanced the industrial revolution of women in Britain to a great extent, from 1914 to 1918 it is estimated that at least 2 million women replaced men in employment, 2 million women who were faced with abrupt yet enchanting alterations to their once dull and repetitive style of living.

Men were considered the powerful and masculine figures in society of the early 1900’s. They were able to vote, work, receive education and could easily express their thoughts and opinions. Men had all of the rights that women didn’t have and also intimidated the women in the sense that they ruled in society. When World War One began in 1914, those men felt as though to prove that masculine and courageous expectation that was set for them, they were required to serve in the army to protect their alliance, their rights, privileges and their social position.

As they had left it was realised that jobs would be abandoned and employment of women to take over the men’s jobs while they were away was the only reasonable decision. Their entrance into the workforce was initially greeted with hostility for the usual sexist reasons and also because male workers worried that women’s willingness to work for lower wages would put them out of work. It was also uncertain whether or not the women of Britain would be capable of the drastic responsibilities that followed with their employment.

Employers circumvented wartime equal pay regulations by employing several women to replace one man. By doing this, larger groups of women were employed at a lower wage and were not considered to be directly ‘replacing’ the man. Although wages handed to women were still extremely low and vastly unequal compared to men, women still appreciated the chance of independence by working for their own wages and feeling as though they were able to support themselves. Another aspect of why men joined the armed forces was not only because they were expected or assumed to but because they were forced.

This was called conscription. The modern form of conscription emerged in the French Revolution, when the government used its power to press able bodied men into military service. Conscription in World War One began in 1916, initially it was thought that this form of enrolment into the army was not necessary; there were plenty of young, willing volunteers at the beginning of the war, as it was thought ‘it would all be over by Christmas’ and it seemed like an exciting adventure.

However, as the years went on, more and more people became exposed to the brutal realities of war and became uninterested in enlisting, and in order to replace the casualties and deaths, conscription was brought into action. Freedom for women during the War was extremely restricted, and a lifestyle that didn’t involve being almost completely homebound; cooking, cleaning and caring for their family, was extremely rare. When given the employment chances during World War One women would have definitely benefited to extreme lengths.

They were shown a whole different perception of life and their surroundings, a sense of freedom as they were able to wake up to a whole different routine where they were in control of their life, earning their own money and knowing that they would be capable of supporting themselves with the skills and knowledge they would have gained during the employment period, even if those wages were at a minimum. The war bestowed two valuable legacies on women. First, it opened up a wider range of occupations to female workers and hastened the collapse of traditional women’s employment, particularly domestic service.

It was definitely a hope among women in that when the War comes to an end, they would be acknowledged for their contributions and be given further chances to pursue careers outside of the home. Some may assume that a sudden vivid change to the way that women were used to living would have taken long periods of consideration and an initiative hesitation, women had been living these ways almost all of their life, long enough to create a sense of self-doubt and wonder whether or not they were capable or efficient enough to follow through with the job opportunities, and perform to the standards that were required.

Women would have felt an immense amount of pressure to measure up to the performance of men in the workplace. To make up for the loss in the skilled workforce the entry of women in factories was often facilitated by ‘dilution’, that is to say, the breaking down of complex tasks into simpler activities that non-skilled women workers could easily carry out.

There are a wide range of reasons why women also felt like they desired the employment opportunities, social influence played a massive part, contributing to the war time efforts and supporting their nation and alliance by acquiring an important role was obviously thought to be a crucial and appreciated supplement to the potential success in the War. In addition to this was the exciting chance to do something more exciting and varied in comparison to their dismal, patterned home life. Earning wages also played a part in the reasoning behind the decisions to take up the job opportunities.

When the war finally came to an end in 1918, women were yet again, given an abrupt lifestyle shock. When the men of Britain eventually returned, the decision to pull women back out of work followed along. Men were re-employed back into their original jobs and women were expected to return to their initial roles of caring for the home, family, cooking and cleaning. Of course, after women were shown a completely different perception of the way their life could be, it would have been very difficult returning to the home after they had been given the chance of freedom and independence.

As the main historian of women’s work, Gail Braybon, claims for many women the war was “a genuinely liberating experience” that made them feel useful as citizens but that also gave them the freedom and the wages only men had enjoyed so far. In general, women did very well, surprising men with their ability to undertake heavy work and with their efficiency. By the middle of the war they were already regarded as a force to be proud of, part of the glory of Britain. In conclusion, World War One effectively gave women a taste of independence and freedom.

They were shown a different perspective on the way their life could be, and were given experiences of being part of the workforce, an experience that was thought would never arise. Although women were only used to replace men and then suddenly brought back to reality, the most famous consequence of wider women’s employment and involvement in World War 1, in popular imagination as well as in history books, is the widening enfranchisement of women as a direct result of recognizing their wartime contribution.

Women were glad to know that their war time efforts were acknowledged and that they were able to contribute. “The war revolutionised the industrial position of women. It found them serfs and left them free. It not only opened opportunities of employment in a number of skilled trades, but, more important even than this, it revolutionised men’s minds and their conception of the sort of work of which the ordinary everyday woman was capable. ” This quote, from one of Britains most prominent suffragist’s, supports the statements that World War One changed women’s lives in Britain.

Life Interventions

Life Interventions.

Imagining yourself as a young client pick an incident (minor transition point, change or life event) from your life and with the aid of one the modalities presented, articulate how you would assist your young self to process this experience. We stress that the event chosen, must be minor in impact. ?Your paper must include information pertinent to the life stage, theoretical underpinnings of chosen approach, in-depth discussion on interventions used and critical reflection of efficacy of approach. ?As an example, at age 5 you started school, using IDT explore the meaning of the transition for your young child self. – Discuss why and how you would use the intervention, i.e. expand on the practical nature of modality, interactions, relationship etc. and how you as a professional might establish a therapeutic relationship. ?Assessment 3 marking criteria:

  • Clear and concise description of your life stage and the chosen incident, event
  • Clear element of personal critical reflection linked to the situation described and potential professional impact
  • Therapeutic Intentions, demonstrated understanding of how the activity may ?support/benefit the client.
  • Overall research quality and professional insights
  • Referencing
  • Writing style

Selection of Bibliographical Material
The Whole-Brain Child: 12 Revolutionary Strategies to nurture your Childs Developing Mind; ISBN: 9781921942495; Author: Siegel, Daniel J., Bryson, Tina Payne Publisher: Scribe Publications ?
Counselling Children: A practical Introduction. ISBN: 9781446256534 Author: Geldard, Kathryn; Geldard, David & Yin Foo, Rebecca; Publisher: Sage Publications ?
Brainstorm: The Power and Purpose of the Teenage Brain; ISBN-13: 978-1585429356; Author: Siegel, Daniel J; Publisher: TarcherPerigee
Creative Interventions with traumatized Children. ISBN: 9781462518449 Author: Malchiodi, Cathryn Publisher: Guildford

Using Story Telling As a Therapeutic Tool with Children. ISBN: 2000319237683 Author: Sunderland Margot Publisher: Speechmark
Therapeutic Storytelling: 101 healing stories for Children. ISBN: 9781907359156 Author: Susan Perrow Publisher: Hawthorn Press
Windows to Our Children. ISBN: 0939266067 Author: Violet Oaklander Publisher: The Gestalt Journal Press
Why Love Matters  how affection shapes a babys brain. ISBN: 1583918175 Author: Sue Gerhardt, Publisher: Routledge
Creative Play with Children at Risk. ISBN: 0863885365 Author: Sue Jennings, Publisher: Speechmark
The Body Remembers. ISBN 9780393703276 Author: Babette Rothschild, Publisher: W.W. Norton
Trauma and Recovery from domestic abuse to political terror. ISBN: 9780863584305 Author: Judith Lewis Herman, Publisher: Pandora
Collective Narrative Practice: Responding to Individuals, Groups, and Communities Who have Experienced Trauma. ISBN: 0975218050, 9780975218051 Author: David Denborough, Publisher: Dulwich Publications
Touching Clay, Touching What? ISBN: 9781906289171 Author: Lynne Souter-Anderson Publisher: Archive Publishing
Therapy Today: – The library has subscribed to this magazine.

Aral, Susan M. & Griffin, Janet & Miatello, Ashleigh, Greig, Carrie L. (2008) Leisure and Recreation Involvement in the Context of Healing from Trauma. Therapeutic Recreation Journal. Vol. 42, No. 1. Waterloo: Canada.
Bacon, Heather & Richardson, Sue (2001) Attachment Theory and Child Abuse: An Overview of the Literature for Practitioners. Child Abuse Review. Vol. 10. United Kingdom.
Becker-Weidman, Arthor & Hughes, Daniel (2008) Dyadic Developmental Psychotherapy: An Evidence-Based Treatment for Children with Complex Trauma and Disorders of Attachment. Child and Family Social Work. Vol. 13. United States of America.
Bendini, Leandra A. & Anderson, Denise M. (2005) I’m Nice, I’m Smart, I Like Karate: Girls with Physical Disabilities’ Perceptions of Physical Recreation. Therapeutic Recreation Journal. Vol. 39, Issue 2. Arlington.
Breen, Andrea. (2012) Raising hope: Play therapy, improvisation and the arts with children experiencing difficult lives. Psychotherapy in Australia. Vol. 18, Issue 2.
Cook, Alexander & Spinazzola, Joseph et al. (2007) Complex Trauma in Children and Adolescents. Oregon: United States of America.
Cory, Lynne & Dattilo, John & Williams, Richard (2006) Effects of Leisure Educational Program on Social Knowledge and Skills of Youth with Cognitive Disabilities. Therapeutic Recreation Journal. Vol. 40, Issue 3. Arlington.
De Saint-Exupy, Antoine (1943) The Little Prince. Harcourt: London
Cunningham, Joyce M. & Booth Jr., Robert A. (2008) Practice with Children and their Families: A Specialty of Clinical Social Work. Child Adolescent Social Work Journal. Vol. 25. Massachusetts: United States of America.
Howe, David (2006) Developmental Attachment Psychotherapy with Foster and Adopted Children. Child and Adolescent Mental Health Journal. Vol. 11, No. 3. Oxford: United Kingdom.
Hutchinson, Susan & LeBlanc, Adrienne & Booth, Rhonda (2006) More then Just Having Fun: Reconsidering the Role of Enjoyment in Therapeutic Recreation Practice. Therapeutic Recreation Journal. Vol. 40, No. 4. Halifax: Nova Scotia.
Kensinger, Kari & Gearig, Jamie & Boor,, Jenny & Olson, Nicole & Gras, Tracy (2007) A Therapeutic Recreation Program for International Refugees in a Midwest Community. Therapeutic Recreation Journal. Vol. 41, No. 2. Michigan: United States of America.
Malekoff, A (2009) Why we get no Respect: Existential Dilemmas for Group Workers Who Work with Kids Groups. in Cohen, C S., Phillips M H., and Hanson, M Eds (2009) Strength and Diversity in Social Work with Groups. Routledge; London & New York
Miller, Kimberly D. & Schleien, Stuart J. & Brooke, Paula & Frisoli, Antoinette M. & Brooks III, Wade T. (2005) Community for All: The Therapeutic Recreation Practitioner’s Role in Inclusive Volunteering. Therapeutic Recreation Journal. Vol. 39, Issue 1. Arlington.

Perry, B. D. (2001) The Neurodevelopmental Impact of Violence in Childhood. Textbook of Child and Adolescent Forensic Psychiatry. American Psychiatry Press, Inc. Texas: United States of America.
Perry, Bruce D. (2006) Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children: The Neurosequential Model of Therapeutics. The Guiford Press. New York: United States of America.
Perry, Bruce D. & Pollard, Ronnie A. & Blakley, Toi I. & Baker, William I. & Vigilante, Domenico (1995) Childhood Trauma, the Neurobiology of Adaptation, and Use-Dependent Development of the Brain: How, States, Become, Trait. Infant Mental Health Journal. Vol. 16, No. 4. Texas: United Sates of America.
Ruthie Kucharewski (2006) Inclusion: Including People with Disabilities in Parks and Recreation Opportunities. Therapeutic Recreation Journal. Vol. 40, Issue 2. Arlington.
Reynolds, Vikki (2011) Resisting burnout with justice-doing. International Journal of Narrative Therapy & Community Work, Issue 4, p.27-45 [Peer Reviewed Journal]
Schore, Allan N. (2001) Contributions from the Decade of the Brain to Infant Health: An Overview. Infant Mental Health Journal. Vol. 22, No. 1. Michigan: United States of America.
Seigel, Daniel J. (2001) Toward and Interpersonal Neurobiology of the Developing Mind: Attachment Relationships, Mindsight, and Neural Integration. Infant Mental Health Journal. Vol. 22, No. 1. Michigan: United States of America.
Smith, Roger (2008) Social Work with Young People. Polity Press: UK?Sommerfeld, Denise P. (1989) The Origins of Mother-Blaming: Historical Perspectives on
Childhood and Motherhood. Infant Mental Health Journal. Vol. 10, No. 1. Nova Scotia: Canada. Sylvester, Charles (2009) A Virtue-Based Approach to Therapeutic Recreation Practice.
Therapeutic Recreation Journal: Vol. 43, No. 3: Bellingham.
Van der Kolk, Bessel A. (2005) Developmental Trauma Disorder: A New, Rational Diagnosis for Children with Complex Trauma History. Psychiatric Animals Journal. Boston: United States of America.
Waaktaar, Trine & Christie, Helen J. & Borge, Anne I. H. & Torgersen, S. (2004)  How Can Young People’s Resilience be Enhanced? Experiences from a Clinical Intervention Project. Clinical Child Psychology and Psychiatry. Vol. 9, No. 2. London: England
Zabriskie, Ramon B. & Lundberg, Neil R. & Groff, Dianne G. (2005) Quality of Life and Identity: The Benefits of Community-Based Therapeutic Recreation and Adaptive Sports Program. Therapeutic Recreation Journal. Vol. 39, Issue 3. Arlington.

Essay Help “>Essay Help