Tuesday, August 20, 2019
Boundary Issues in Therapy: Case Study
Boundary Issues in Therapy: Case Study Critically analyse the actions of the therapist from the perspective of the BACP and BABCP codes of practice and from the perspective of boundary issues. The initial assessment of S revealed the presence of depressive symptoms, alcohol and substance use and poor coping skills, characterised by a chaotic household routine and difficulties managing her two children. Although limited information is available regarding the development of S’s current problems, it would appear that predisposing factors may include a history of physical abuse in her own family and pre-existing â€Å"low mood and irritability†. During the assessment, S described a vicious cycle of depressive feelings, negative automatic thoughts and avoidance behaviours, which appear to have maintained and exacerbated her current state. In addition to the disordered domestic situation previously mentioned, S depicted her relationship with her two young children as being something of a struggle, as she found their fighting with each other problematic and she stated that she â€Å"sometimes loses control†and slaps them â€Å"hard on their legs and handsâ € . Furthermore, S stated that she leaves her 11 year old child daughter to look after her 5 year old daughter. Whilst professing her wish for help, S also acknowledged her fear of losing her children. The counsellor articulated their wish to help S with her depression. In doing so, the counsellor is complying with fundamental principles of both BABCP and BACP guidelines, in terms of â€Å"aiming to resolve problems and promote well-being†(BABCP, 2007) and adhering to the â€Å"beneficence†principle (BACP, 2007). However, the counsellor did not, at this stage, expand upon any possible interventions which may be employed for S’s depression, nor did they explicate a plan to manage S’s alcohol and substance use. At this stage of therapy, it would be useful to begin the process of establishing a therapeutic alliance (Derisley and Reynolds, 2000), in terms of introducing mutually agreed goals and a shared formulation (Kirk, 1989). Such an alliance has been demonstrated to be positively associated with treatment participation and outcomes amongst alcoholics (Connors, DiClemente et al., 1997). Furthermore, this is congruent with the BACP principle of â€Å"a utonomy†, i.e. â€Å"the importance of the client’s commitment to participating in counseling or psychotherapy†and with the BABCP’s guideline of discussing and agreeing the aims and goals of interventions from the outset of therapy. The quality of empathy, an attribute described in BACP guidelines as one which counsellors and therapists should â€Å"aspire to†is not manifestly portrayed in the case study. An empathic therapist style has been associated with low levels of client resistance and with greater long-term change amongst individuals with addictive behaviours (Miller, Sovereign and Krege, 1989 cited in Miller and Rollnick, 1991). Accurate empathy has also been described as facilitating further disclosure of feelings and cognitions and thus, therapeutic collaboration (Marshall, 1996). Confidentiality within a therapeutic relationship is acknowledged as a crucial and implicit feature within BACP codes of practice. This is reflected in the principle of â€Å"fidelity†, i.e. â€Å"honouring the trust placed in a practitioner †¦ confidentiality is an obligation †¦.. any disclosure is restricted to furthering the purposes for which it was disclosed†(BACP, 2007). The BABCP also lists confidentiality within its guidelines for good practice, but is slightly less robust in its communication of this, stating that â€Å"information acquired by a worker is confidential within their understanding of the best interest of the service user and the law of the land†(BABCP, 2007). The counsellor working with S made the decision to break confidentiality due to their concerns about the welfare of S’s children and informs S that she will be requesting a social services assessment of the home situation. In view of S’s previous expression of her fear of losing her children, this information is highly likely to reinforce her anxieties and potentially risks alienating her from the therapeutic alliance and disengaging from any intervention. However, the clear dilemma facing the counsellor was acting upon the perceived risk to S’s children, whilst maintaining confidentiality and trust. Both BACP and BABCP codes of practice affirm that confidentiality must be within legal constraints. When elucidating the principle of â€Å"justice†, the BACP refers to â€Å"remaining alert to potential conflicts between legal and ethical obligations†and further to â€Å"be aware of and understand legal requirements and be legally accountable†. With regard to legal aspects of S’s case, the children’s act of 2004 continues to allow smacking as long as it does not cause visible marks. It is not clear whether S’s smacking of her daughters constitutes illegal activity, however of more concern is her admission that she â€Å"loses control†when slapping them. Also of concern is the information that S allows her 11 year old daughter to care for her 5 year old when she herself feels unable to cope. Whilst S does not actually leave the children alone in the house and therefore is not breaking the law, the emotional impact upon her children would be a potential issue requiring attention. Returning to the actions of the counsellor in this circumstance, it would be highly beneficial to obtain more information about the nature of S’s relationship with her daughters, including the frequency of her smacking them and a clearer impression of their routine, in order to establish the possibility of neglect. The BABCP code of practice states that the therapist should â€Å"minimize possible harm and maximize benefits whilst balancing these against any possible harmful effects to others†(BABCP, 2007) and this is echoed by the BACP, which draws attention to â€Å"situations in which clients pose a risk of causing serious harm to themselves or others†¦ the therapist should be alert to the possibility of conflicting responsibilities between those of their client, others and society†(BACP, 2007). Whilst the decision faced by the counsellor was a difficult one, a possible course of action would have been to declare the potential need to break confidentiality from the outset. Good practice guidelines typically incorporate an initial statement which refers to disclosures remaining confidential unless there is a risk of harm to the self or others (Jenkins, 1997; Bond, 2000) and apprising S of this possibility from the outset may have attenuated, to some extent, the impact o f learning that a social services assessment would be requested. One alternative course of action for the counsellor in this situation would have been to postpone a social services assessment until S had had an opportunity to implement the contract of behaviour regarding her children and the counsellor had sought supervision. There did not appear to be any urgency in S’s home situation, therefore it would seem reasonable to seek supervision prior to taking any immediate action. Both BACP and BABCP codes strongly dictate seeking supervision if â€Å"faced with a situation outside their competence†(BABCP, 2007) and paying â€Å"careful consideration to the limitations of their training and experience†(BACP, 2007). In terms of informing the GP of S’s overall problem issues, but keeping the substance and alcohol abuse confidential, this would appear to be consistent with guidelines of keeping communication between colleagues â€Å"purposeful†(BACP, 2007) and â€Å"relevant†(BABCP, 2007). The counsellor mentions working on strategies to reduce S’s behaviours around substance and alcohol abuse and, as previously mentioned, further clarification of this intervention would have been helpful. Cognitive therapy for substance abuse emphasises identifying and testing thoughts and images about using drugs, modifying beliefs that increase the risk of drug use, coping with drug cravings and providing relapse prevention (Beck et al., 1983; Marlett and Gordon, 1989). Illustrating this process with S may have ameliorated the formation of a working alliance, as well as providing her with greater information about the intervention process, thus increasing her â€Å"self-determinat ion†and â€Å"autonomy†(BACP, 2007). Furthermore, as S appeared to be at the â€Å"contemplation†stage of motivation to change (Prochaska and DiClemente, 1982, cited in Miller and Rollnick, 1991), an informative approach may have consolidated this state and enabled S to further move around the â€Å"wheel of change†into a state of determination or action. With regard to boundary issues in the case study, a clear example of how this may be problematic in the counsellor’s relationship with S is in the area of a dual relationship (Schapp et al., 1996). That is, the emergence of conflicting responsibilities relating to S being the client but her children’s welfare being a clear cause for concern contributed to a potentially disruptive, ambiguous boundary. In this case, the ethical dilemma was apparent and although the codes of practice referred to provide some guidance and principles for managing such difficulties, it has been noted that guidelines and standards inform rather than determine our ethical decisions (Gillon, 1986). As such, in dealing with a client with sole parental responsibility, this is the nature of the issues confronted by a counsellor. References Beck, A.T., Wright, F.D., Newman, C.F. and Liese, B.S., 1983. Cognitive Therapy of Substance Abuse. The Guildford Press. Bond, T., 2000. Standards and Ethics for Counselling in Action. London: Sage. British Association of Behavioural and Cognitive Psychotherapy, 2007. Guidelines for Good Practice of Behavioural and Cognitive Psychotherapy. Available from: www.babcp.co.uk [cited: 30 April, 2008] British Association of Counselling and Psychotherapy, 2007. Ethical Framework for Good Practice in Counselling and Psychotherapy. Available from: http://www.counselling.co.uk [cited: 30 April, 2008] Children’s Act, 2004. Chapter 31. London: HMSO. Connors, G.J., Carroll, K.M., DiClemente, C.C., Longabaugh, R. and Donovan, D.M., 1997. The therapeutic alliance and its relationship to alcohol treatment participation and outcome. Journal of Counselling and Clinical Psychology, 65 (4), pp. 582-598. Derisley, J. and Reynolds, S., 2000. The transtheoretical stages of change as a predictor of premature termination, attendance and alliance in psychotherapy. British Journal of Clinical Psychology, 39, pp. 371-382. Gillon, R., 1986. Philosophical Medical Ethics. New York: Wiley. Jenkins, P., 1997. Counselling, Psychotherapy and the Law. London: Sage. Kirk, J., 1989. Cognitive Behavioural Assessment. In, Hawton, K., Salkovskis, P., Kirk, J. and Clark, D.M. (Eds), 1989, Cognitive Behaviour Therapy for Psychiatric Problems: A Practical Guide. Oxford: Oxford University Press. Marlett, G.A. and Gordon, J.R. (Eds), 1989. Relapse Prevention: Maintenance Strategies in the Treatment of Addictive Behaviours. New York: Guildford. Marshall, S., 1996. The Characteristics of Cognitive Behaviour Therapy. In, Marshall, S. and Turnbull, J., 1996. Cognitive Behaviour Therapy: An Introduction to Theory and Practice. Balliere Tindall. Miller, W.R. and Rollnick, S., 1991. Motivational Interviewing: Preparing People to Change Addictive Behaviour. New York: Guildford. Miller, W.R., Sovereign, R.G. and Krege, B., 1989. The Check-up: A Model for Early Interventions in Addictive Behaviours, cited in, Miller, W.R. and Rollnick, S. (Eds.), 1991, Motivational Interviewing: Preparing People to Change Addictive Behaviour. New York: Guildford. Prochaska, J.O. and DiClemente, C.C., 1982. Transtheoretical therapy: toward a more integrative model of change, cited in Miller, W.R. and Rollnick, S., 1991. Motivational Interviewing: Preparing People to Change Addictive Behaviour. New York: Guildford.
Monday, August 19, 2019
The Handmaid’s Tale :: Margaret Atwood The Handmaid’s Tale Essays
The Handmaid’s Tale The Handmaid’s Tale and Do Androids Dream of Electric Sheep? draw on different narrative techniques to establish our relationship to their protagonists. Margaret Atwood allows the reader to share the thoughts of the main character, while Philip K. Dick makes the reader explore the mysteries behind the story. Atwood’s style works because she can directly show her readers what she wants. Dick’s opposing style works for him because he can present paradoxes and mysteries and let the reader form the conclusion. Both of these styles are skillfully utilized to create complex stories without losing the reader along the way. Both of these works establish relationships between the reader and the protagonist. In Atwood’s, the reader feels empathy and sympathy for the main character, Offred. Dick’s story is less clear-cut. While the initial reaction is usually empathy and sympathy for the human Deckard, further study often leads to the controversy that Deckard may truly be an android. The goals of the authors differ greatly, and so do their narration styles. But they are both effective in getting across the author’s intentions. Atwood needs to make the reader relate to the main character, to get inside the thoughts and feelings. So she uses certain style, for instance, to make the reader relate more to the character, she would have phrased that sentence: I need to make you relate to Offred, to get inside her head, and understand her thoughts and feelings. This sort of personal narrative of the thought process is the style of The Handmaid’s Tale. You learn Offred’s motivations and they are so perfectly articulated that you begin to yearn for the same things she does, and to despise the same things she does. This kind of personal relationship is necessary for the setting of the story. The best way to explain this future society and it’s rules and to make the reader truly have an emotional response to it, is to put the reader right into that society and let them feel what it’s like. This is the way Atwood gets across her feelings about the future world that Offred lives in. She forms a close relationship with the reader and the character, and then shows the reader Offred’s feelings about different aspects of the world. This is not to say that everyone reading the book will get the exact same thing from it.
Sunday, August 18, 2019
Lung Cancer Essay -- essays research papers
Smoking is the most preventable cause of death in our society. During 1995, approximately 2.1 million people in developed countries died as a result of smoking. One tobacco use is responsible for nearly one in five deaths in the United States. Lung Cancer mortality are about 23 times higher for current male smokers and 13 times higher for current female smokers compared to a lifelong never-smoker. In addition to being responsible for 87% of lung cancers, smoking is also associated with cancers of the mouth, pharynx, larynx, esophagus, pancreas, uterine cervix, kidney, and bladder. Smoking accounts for at least 29% of all cancer deaths, is a major cause of heart disease, and is associated with conditions ranging from colds and gastric ulcers to chronic bronchitis, emphysema, and cerebrovascular disease. Women have a better chance in getting lung cancer then men do. This year the disease will kill 68,000 women in the United States, more than one and a half times as many as breast cancer. Even if a woman smoked for awhile and quit, her chances are much greater then a man that smoked 2 times longer then the woman did. Scientists still don’t know all the reasons why this happens. With 23 million women still smoking. Lung cancer will remain a deadly epidemic threatening the lives of millions of women. Second hand smoke, also called environmental tobacco smoke (ETS), is a human carcinogen. Each year about 3,000 nonsmoking adults die of lung cancer as a result breathing the sm...
Saturday, August 17, 2019
English Teaching Plan
Months & Seasons Vocabulary Games Match the names of the celebrations/ holidays with the months that they take place in. January February March April May June July August September October November December Mother’s Day International Children’s Day US  Independence Day Christmas’s Eve Halloween Mid Fall Festival Vietnam Teacher’s Day International Women’s Day International Left handers’ Day Valentine’s Day New Year’s Eve April’s Fool Now discuss with your partners what people often do during those holidays ? Vocabulary Game (2)Match the words that best describe the weather of each season (work with a partner) dry              humidÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â à ‚  wet                 cold                   freezing               sunny windy           rainy                 comfortable           below freezing     breezy          cool chilly        drizzling            fog/foggy         heat wave       boiling          tropical storms snowstorms        cloudy            snowy        nice          warm           hot Spring: Summer Autumn Win ter Listening Activity A.Listen to the recording and tick the words that you hear winter           outside          prefer              peak of the summer           long lazy days             June                 summer man            autumn grey                     going back to school         autumn leaves          walking in the woods   fan of the winter          December           snow            ChristmasÂ Â Â Â à ‚              celebrations January      worst months of the year        march          april the first            windy         feelings            summer              he at             light dark          have a walk B.Listen to the recording again and decide whether each statement is true (T) or false (F) 1. Richard loves winter 2. It’s December now 3. There’s often snow in the UK in the winter 4. There’re a lot of celebrations and parties during Christmas 5. Both of the speakers were born in the Sp ring 6. Richard loves July the most  in the summer months 7. The female speaker likes all of the autumn months 8. She loves the colors of autumn 9. Today is a wet, cold, dark day. 10. They will probably stay inside today. C. Now listen for the last time and fill in the blanks to complete the conversation F: So this week on podcastinenglish. om, we’re talking about months of the years and seasons. So, richard, it’s December now, and for us, the first of the ____________ months. How do you feel about the winter and the winter months? M: I don’t like them. F: Not at all? M: No, December? Cold, grey, wet, ____________. No.. I’m not a fan of winter, I’m afraid F: Yes, and also in the UK, we don’t really get.. we don’t always get snow. And I think if it’s cold and there’s snow, that’s really nice .. but if it’s just cold and wet, then that’s really hard. At least we have Christmas for December M: Christmas is good.Christmas are.. ________________, parties.. that’s nice.. and it’s not as bad as January. January is to come F:  Yes I think January and February are the ____________ months of the year. But in the spring, then we have the spring months. Both you and I were born in the spring. You were born in March and I was born in____________. Do you like March? M: I’m not a fan of March and April, either.. cause then, at least in the UK, it’s very ___________, wet .. and you know March is the driest month of the year but it seems to be windy, and a bit wet and dam. that’s my ____________anyway
A Summary Of Research On Job Retention & Turnover In Child Welfare Service Essay
This article discusses job retention in social welfare. Smith (2004) raises a problem that cannot be dismissed lightly: â€Å"staff turnover in child welfare agencies†with estimated turnover rates within â€Å"23% to 85%†annually. Smith (2004) suggests â€Å"the need to explain, understand, and prevent it. †According to Smith (2004), various business environments have used models to explain employee turnover reflecting perceived organizational support and organizational commitment. Only a few studies applied this model when studying child welfare retention. Data was gathered from two surveys to test organizational support on job retention to include factors such as supervisor support, extrinsic rewards, and intrinsic job values. Smith collected data from child welfare staff on two occasions at various agencies to study job retention in child welfare. First, an in-person survey was given. A couple of months later, information was collected from the participating agencies to examine the percentage of individuals that remained employed at the agency. Twelve counties participated. Staff turnover rates were high in these areas of study. Smith (2004) measured organizational and job satisfaction, supervisor supportiveness and satisfaction, job tenure, workload, time use, and perceptions about job turnover and retention. Smith used the organizational support theory and work place exchange relationship to theoretically examine the perceived effects on job retention. The â€Å"work place exchange relationship†, stated by Smith (2004), looks into the relationship of a â€Å"frontline staff†and a direct supervisor. This relationship suggests that when subordinates perceive their supervisor to be supportive â€Å"they become more committed to the organization†(Smith, 2004) Smith (2004) considers the organizational establishment of arrangements that support work-life balance to be an important form of organizational support. This theory suggests that â€Å"workplace arrangements that facilitate work-life balance will promote employee commitment to the organization. †Another aspect of the organizational support theory is that it highlights the â€Å"roles of intrinsic and extrinsic rewards†in employees’ decision to stay with or to leave their employers. For instance, one study concluded that extrinsic rewards, like, benefits package, are important â€Å"motivator†whereas another study on intrinsic rewards found that the latter is a more powerful motivator than the former. (e. g. , Deci, 1971; Snelders & Lea, 1996). The results of Smith’s study indicated that â€Å"extrinsic rewards such as the facilitation of life-work balance and supervisor support are associated with job retention, but reports of intrinsic job value or not†. According to Smith (2004), a social exchange framework is useful for understanding turnover and retention dynamics in child welfare organizations. In my personal view, I find one weakness of the research having â€Å"study measures. . . not standardized. †This makes the research less scientific and subject to criticisms from the scientific and business communities. On the other hand, I find the strength of the research in its confidence in declaring that its findings â€Å"can appropriately be generalized,†however, â€Å"only to high-turnover agencies in rural areas†–thus, the knowledge obtained from the research can be used by decision-makers in formulating and adopting certain policies on employee retention and turnover.
Friday, August 16, 2019
Power and Inequality in a Cultural and Linguistic Anthropolistic View Essay
Centuries have passed and the different relationships of power and inequality are still present. Power and inequality have always been an issue and a topic of discussion among many different people in different cultures. Although much has changed throughout history, the struggle between power and inequality is still inevitable. There are many different types of power and inequalities ranging from gender to race and culture. Anthropologists can investigate issues surrounding power and inequality by submerging into different cultures and studying how power and inequality play a role in their society. Power and inequality still play a role in modern human cultures as seen by different struggles of cultures as well as the differentiation of linguistics. Cultural anthropologists can investigate issues surrounding power and inequality in modern human populations as they immerse themselves into understanding the different circumstances of different cultures of today and of the past as well. Throughout the years, there has been a struggle of power and inequality between many, including gender and race. Gender has been an issue in many different cultures, and continues to be a struggle even today. In the past, gender issues have resulted in many problems. For example, after China passed the one child law, many parents wanted to have sons rather than daughters because of the thought that sons were more worthy. This however, has resulted in an imbalance of the male and female ratio as it has reached 144:100, in the rural areas of China (Peters-Golden, 2012). In modern society, it is evident that in most cultures, the male is still the dominant gender. In some cultures, including some in the Middle East, women are looked down upon, mistreated and are not treated as equals. Even in the modern Western culture, there is still evidence that the women are at a disadvantage compared to the men (Feminist Economics, 2003). Along with gender, race has also been a reoccurring issue of as well. Previously, the Western worlds perceived themselves as having more power and were more superior to any other culture. Culture today, according to cultural anthropologists, is learned and is subject to modification meaning that the modern population can adapt to new races and cultures as well as their own. Different societies should be subject to his or her own culture rather than perceiving that one race or culture as superior to any other. Cultural anthropologists believe that â€Å"how people have been accepted and treated of a given society of culture has a direct impact on how they perform in that society†(American Anthropology Association, 1998). Thus concluding that not everybody can see themselves as superior, as it affects the society as a whole as well. The United States is an example of many different cultural prejudices, and its affects are apparent in their everyday lives including the media. Cultural anthropologists have been studying different cultures of the world, and many of them have different opinions of power and inequality as can be seen by the ways the cultures interact. In the modern world, there are many pieces of evidence that power and inequality are still present and is still an issue in modern human populations. Power and inequality have much to do with cultural studies, but can also be interpreted in a linguistic anthropological view as well. Linguistic anthropology studies how language influences social society in cultures. Although not necessarily seen as inequality, many different languages have different words categorising between gender, age, and status among others. Linguistics is also an important part of cultural anthropology as well. In many different languages, the use of words reflects the cultures status on both power and inequality (University of Washington, 2004). For example, in many languages, including French, Spanish, and Persian, noun classification is sorted by gender. In Thai, there are around 13 ways to say the pronoun â€Å"I†each one used in different circumstances, depending on who and what is being said. In both cases, the use of language is separated by power and could be thought of as a social inequality because different people are referred to by their gender or social status. As well as words that play a role in cultures, the different languages does as well. According to Mary Bucholtz and Kira Hall (1995), linguistic anthropologists, they say that power is linked with markedness. Markedness is a process where â€Å"some social categories gain a special, default status that contrasts with the identities of other groups, which are usually highly recognisable†and is evident in some countries (Bucholtz & Hall, 1995, p. 372). An example of this is in Zambia, a country that speaks a total of 73 languages, however, only around 7 are considered the ‘dominant’ language as they are positioned above the others, while English is the official language that is unmarked, and considered to be the most important (Spitulnik, 1998). Linguistic anthropology is an important part when studying the different power and inequalities of cultures. Linguistics can show how cultures can interact by languages and determine who is ‘dominant’ or can differentiate people by status or gender. In modern human populations, the existence of power and inequality is still present. Anthropologists, both linguistic and cultural, investigate the presence in struggle of balancing power and inequality. Different times represent different mindsets, however, both power and inequality have been present for basically all of human existence. Prejudice is inevitable in both the past and current human population, ranging from race, gender, different individuals, and cultures, among others. Anthropologists can investigate issues surrounding power and inequality by submerging into different cultures and studying how power and inequality play a role in their society. Studying the language of other cultures by linguistic anthropologists can also determine many aspects of power and inequality in not only the different cultures of today, but also of the past as well.
Thursday, August 15, 2019
Essay on Carolyn Keene
Biography Who is the real Carolyn Keene? The author of the Nancy Drew series and many more wrote under a pen name. Carolyn Keene does not exist. The person behind all the stories was Mildred Wirt Benson. Her life was an inspiring journey and she even made it to the Ohio Woman’s Hall of Fame. Mrs. Benson did not stop writing until she was 96. Mildred Benson's early childhood was much like every other child’s. She was born on March 28, 1905 and grew up in Iowa with her parents. She lived in Ladora, Iowa for most of her life.As a child, Mildred Benson was a tomboy and enjoyed exploring the rural area behind her family’s farm. In addition, Mrs. Benson was well-educated and very intelligent. In elementary school, she showed signs of being adventurous and independent. Even at a young age she published her first piece of writing. At age 14, her story appeared in a fiction magazine â€Å"St. Nicholas. †When she entered high school, Mildred was bright and was able to graduate early. She went straight to college and she graduated with a degree in English and a master’s in Journalism at the University of Iowa.Writing was a big part of Mildred’s life, and she wrote for Stratmeyer during college. Author and reporter, Mildred Benson married Asa A. Wirt, but once Asa Wirt passed away, she married a man named George Benson. In 1936, Mildred gave birth to her daughter Peggy. Mildred wrote books, and also was a reporter who never backed down. However, her life was not always necessarily perfect and she faced hardships in her life. Mildred Benson was able to keep her identity well hidden, but was forced to reveal who Carolyn Keene was in court when someone tried to take credit for the writing.She was diagnosed with lung cancer in 1997, but nothing could stop her from writing, even cancer and failing eyesight. When she was not writing, she spent her time as a pilot, amateur archeologist, and adventurer. Eventually, the cancer took over an d Benson passed away at 96. Although Mildred Benson is not alive today, she still stands as an inspiration and role model to many. She wrote over 100 books in her lifetime. Mildred was also the first woman to graduate the University of Iowa with a degree. As Mildred Benson (a. k. a. Carolyn Keene) said about writing, â€Å"I know I’ll miss it more than anything else in my life. â€
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