All posts by Marie A. Diaz-Cervo

About Marie A. Diaz-Cervo

Mother, Author, Substitute teacher, Social media Consultant who blogs about relationship, inspiration and social media. Enjoys beaches, fashion, writing at http://www.dorrancebookstore.com/mygratefulbook.html

Women in Advertisement

Women in advertisement mostly apply seduction to attract people to buy the product they are selling. Advertising sells mostly because of photoshop, it allows them to look thin, without blemishes and the images need to be perfect. Most of the pictures are not the true pictures, they are made up. Young girls are been bombarded by the image of long hair, white or light skin and thin body. Women look as sex objects which shoe big breast, thin waist and lots of makeup. The media do not show women as strong and intelligent. Women need to be young and desirable and though to think of themselves as objects. Most of the women in advertising are white which teach consumers that white women are better than black women. If a woman is not blond with white or pale skin some people do not consider them beautiful. Women who do not think they are good enough develop low self-esteem.
In some of the USA, they hired mostly the typical white women however they have to hire at least two black women to be in compliance with the law. Some are transparent that is is a shame. Media tried to use persuasion to brainwash people to believe their unhealthy negative mindset.
American culture does not use men as sex object as much as women. Men are represented as strong, intelligent leader. Men committed violence because of sexual ads in the media.
This advertising video depicted a beautiful woman who is also a well-known actress with a great body, she used her body to keep the audience glued to the screen. She is the ideal woman, white, long straight hair and a perfect body. Her sex appeal is way up because she used her body, her voice to make an impact on the people who are watching the commercial.

References:
Jean Kilbourne, (2014). The dangerous ways ads see women.
Retrieved from https://youtu.be/Uy8yLaoWybk
LeFrancois, G. (2016). Psychology: The human puzzle (2nd ed.). [Electronic version]. Retrieved from https://content.ashford.edu
Media influence, fashion, and shopping: a gender perspective
Shephard, Arlesa; Pookulangara, Sanjukta; Kinley, Tammy R.; Josiam, Bharath M..(2016). Journal of Fashion Marketing and Management; Bradford Vol. 20, Iss. 1, 4-18.
Media influence: mass vs personal

 

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4 D’s Of Diagnoses

One of the inherent difficulties in diagnosing a mental disorder is determining at whatever level a particular trait or problem becomes a clinical diagnosis. An old joke serves well to illustrate this point. Question: “What is the difference between someone who is crazy and someone who is eccentric?” Answer: “About ten million dollars”. This joke is humorous because it reflects the grey lines that define when symptoms rise to the point of classification as a disorder. As such, it also speaks to the difficulty of mental health diagnosis. An individual with many resources may not experience a similar set of emotions, cognitions or behaviors as a problem since it is likely that the person will be afforded latitude that someone with limited resources will not. Every human being experiences a range of problematic emotions, cognitions, and behaviors across the lifespan. When does a problem become a disorder? To answer the question in part, mental health professionals can utilize the “four Ds”, danger, deviance, dysfunction and distress to conceptualize mental disorders 2.

This article will explore in some detail the four “Ds” and how they contribute to psychiatric disorders. Each “D” will be explored through one of the Axis I disorders of the Diagnostic and Statistical Manual fourth text revised edition [DSM IV-TR] 1.

The first “D” to be discussed is that of deviance. Deviance can primarily understand through formal classification schemes such as those provided in the DSM IV-TR diagnostic criteria. Apart from these, other tests which provide norms for the general population can be helpful to determine a degree of deviation from the norm. Further, clinical interviews can collect information helpful in both these examples. However, many disorders share common patterns of deviance and need to be examined in a differential diagnostic model8.

This “D” can be illustrated using 302.2 Pedophilia, a DSM IV-TR diagnosis in which deviance is the hallmark of the disorder1. Pedophilia is a specific paraphilia, a class of disorders characterized by recurrent intense, sexually arousing fantasies, behaviors or urges. Pedophilia is characterized by recurrent urges, fantasies or behaviors existing over at least 6 months and directed at children 13 years of age or younger. These symptoms must present significant distress or impairment. The individual must be over the age of 16 and 5 years older than the subject of the desire. Seto6 surveyed a number of studies and found that anywhere from three to nine percent of males report some interest in underage children and a number of these studies demonstrated that this interest could be turned into action if the circumstances were right. Thus, those who have the thoughts are either in the minority or in a small minority of males. In addition, he points out that the actual number of males who meet the other criteria of time and intensity is very likely much less than the three to nine percent figure. Given the legal and social attitudes concerning pedophilia, the number of individuals who can be diagnosed with the disorder is difficult to ascertain. The fact that up to nine percent of males may have a sexual interest in children may set an upper limit to the prevalence. This, however, may still be questionable given a potential bias against reporting (e.g., potential respondents would find it taboo to admit to certain tendencies/feelings/thoughts). Females with these propensities are even rarer in the literature as Seto demonstrates. These factors taken together illustrate both the statistical and societal nature of deviance in pedophilia.

A second “D”, dysfunction, is also important to determine the presence of a problem large enough to be considered a diagnosis. Whatever the dysfunction, it must be significant enough to interfere in the individual’s life in some major way. In addition, it is important to look for dysfunction across life domains as they may exist in obvious places as well as less likely places8.

To examine dysfunction, the diagnosis of 296.33 Major Depressive Disorder, Recurrent, without Psychotic Features is chosen1. This disorder is characterized by two or more episodes of a major depressive episode. When the classification of severe is used, it indicates that this episode has elevated to the point where many it markedly interferes with the individual’s occupational or social life. In order to warrant a diagnosis, this interference must be defined by the presence of a minimum number of the symptom classifications outlined in the criteria. These symptoms will evidence themselves through a negative impact (dysfunction) in multiple areas of the individual’s life. For example, the person will experience a depressed mood for most of the day which will interfere with relationships with others, as easily perceived by outside observers. He/she has a great decrease in pleasure in almost all of the activities of life which will likely make the person avoid many of these, resulting in increasing dysfunction. The individual may experience insomnia or hypersomnia to the point of interfering with daily tasks. He/she will experience marked energy loss and may not have the motivation or energy to do common tasks such as personal hygiene or household maintenance. The person may have a diminished ability to concentrate which interferes with the ability to complete tasks at home and work. When a person has been diagnosed with major depression, it is likely that the individual has experienced some dysfunction in almost every area of life and severe dysfunction in many areas. In fact, in an inquiry by Remick4, many areas of dysfunction were identified in the research. He found that depressive disorders and poor work productivity are related as demonstrated by a threefold increase in the number of sick days in the months preceding the illness for workers with depression compared with coworkers who did not show increases in sick days preceding illness that was not depression. There is evidence that children of women with depression have higher rates of dysfunction in school, are less socially competent, and display lower self-esteem than their classmate’s mothers whose mothers who are not depressed. Finally, depression’s ability to cause life dysfunction becomes evident by the fact that the leading cause of disability among people aged 18 to 44 years is depression.

A third “D”, distress, is related to dysfunction in that it becomes an important way to grade perceptual dysfunction in an individual’s life. This relationship is not always linear. A person can experience a great deal of dysfunction and very little distress or vice versa. The essential component of distress is the extent to which the issue distresses the individual, not the objective measure of the severity of the dysfunction8.

Distress will be explored using the diagnosis of 300.7 Hypochondriasis1. The features of Hypochondriasis consist of a preoccupation with the fear of having, or the idea that one has a serious disease. This fear is based on the misinterpretation of an individual’s bodily symptoms. Currently, this diagnosis is classified as a somatoform disorder. However, it also features elements of an anxiety disorder. The distress of the preoccupation of the disorder persists in spite of medical evaluations and reassurance. Salkovskis, Warwick, and Deale5 found that these individuals tend to use considerably more medical resources and tend to be rather intractable in terms of their prognoses. Further, although reassurance that is offered may decrease short-term distress, it increases distress in the long run. Therefore, it seems the more medical reassurance that is sought, the more distress increases. This feature makes the problem of distress a fundamental feature of the disorder. In fact, the researchers found that effective treatments all centered on decreasing the amount of distress experienced by the individual with the disorder. This decrease is accomplished through thought restructuring, to refocus the individual’s attention away from somatic symptoms toward nondistressing thoughts and activities, thus getting the individual to decrease the amount of behavior consumed by the distress. Ultimately, if one can lower the anxiety and distress level, a positive outcome may be more likely.

A fourth “Ds” in danger. To outline this concept more specifically, the danger component consists of two broad themes, danger to self and danger to others. Diagnostically speaking, there is a wide continuum of danger. There is some element of danger in every diagnosis and within each diagnosis, there is a continuum of severity. Once these have been explained in broad strokes one can explore how these are played out in a specific diagnostic picture8.

Danger will be examined using a seemingly benign disorder classified in the DSM IV-TR, 305.10 Nicotine Dependence1. The major features of dangerousness in Nicotine Dependence are the self-inflicted hazards placed on those meeting diagnostic criteria. That being the case, Nicotine Dependence may also be a danger to others through the harmful effects of second-hand smoke. In some substance abuse disorders, danger to self may also be evidenced by vulnerability (a danger that may be inflicted by others), as a result of the usage of the substance. Nicotine Dependence is characterized as a substance abuse disorder and features elements of tolerance and withdrawal. The diagnosis has dangerous physical effects through the health conditions related to it and dangerous mental health effects evidenced by the emotions and behaviors that people exhibit when nicotine is unavailable or when they are trying to quit. Individuals may also avoid activities or situations which negatively impact their lives due to the inability to use the substance. Approximately 80 percent of smokers express the interest in quitting. Thirty-five percent of smokers actually try to quit in any given year, while only five percent are successful. This again illustrates the cognitive dissonance endured by a large number of smokers. With regard to physical dangerousness, an article summarizing a center for disease report, Sibbald7 documented that over eight and a half million Americans are diagnosed with over 12.5 million smoking-related diseases. Moreover, 10 percent of all current and former smokers have a smoking-related chronic disease. These diseases include heart disease, emphysema, stroke, and cancer. Further, 440,000 Americans die prematurely every year due to a smoking-related illness. Clearly, nicotine dependence is a diagnosis wrought with danger.

Though the danger of Nicotine Dependence may obvious given the statistics, it is also clear that other mental illnesses carry substantial elements of danger. This is true even for those diagnosed not involving dependence on chemical substances that negatively impact one’s health. Hiroeh, Mortensen, and Dunn3 followed over 257,000 individuals in the Danish psychiatric register and documented their causes of death. They found that individuals with mental illnesses had a 25 percent higher chance of dying from any unnatural cause, including homicide, suicide, and accidents. Further, they found that almost all psychiatric diagnoses show elevated mortality as compared to the general population. Of all types of unnatural deaths, suicide was the most prevalent. This evidence clearly shows the necessity of assessing danger when conceptualizing a mental diagnosis.

As the “four D’s” have been developed in the literature, some have suggested including a fifth “D”, that of Duration2. Duration becomes important since it can illuminate whether an emotion, cognition or behavior is a fleeting symptom without consequence or is persistent enough for classification. Further, this “D” can sometimes help the clinician differentiate between Axis I disorders. To illustrate this, one can examine the diagnoses of 298.8 Brief Psychotic Disorder, 295.40 Schizophreniform Disorder, and 295.90 Schizophrenia, Undifferentiated Type1. If an individual presents to the clinician with the necessary symptoms to meet the criteria for 295.90 Schizophrenia, Undifferentiated Type, without evidence of duration, it will be difficult to accurately diagnose the individual. For instance, if the individual has these symptoms but the symptoms have only lasted one hour, that individual cannot be diagnosed with any of the above disorders. To meet the criteria for Brief Psychotic Disorder, the symptoms must be present for at least one day but not longer than one month. Schizophreniform Disorder becomes a possibility after one month and until six months have passed. After six months of time with this individual exhibiting the necessary symptoms, Schizophrenia, Undifferentiated Type becomes the only diagnosis available (of the aforementioned) with which the individual can be accurately classified.

Without the clarifying aids of danger, deviance, dysfunction, distress, and duration, separating everyday problems from those that elevate to levels of disorders would be difficult. The four “D’s” are a valuable construct for the clinician to identify the points on a continuum at which human cognition, emotion and behavior change from normal into abnormal and thus can be classified as a psychiatric disorder. They provide assistance to increase diagnostic accuracy and reliability by imparting another framework with which to think about the individual’s experience. The clinician can then use this framework to guide the process of devising an individualized care plan to decrease deviance, dysfunction, distress, danger, and duration of the presenting problems. The four “D’s” cannot provide nor should it be offered as an alternative to the more traditional DSM IV-TR multi-axial diagnostic structure. It can, however, provide a complementing construct to aid the clinician to holistically assess human emotions, cognitions, and behaviors that may constitute mental disorders.

References
1. Diagnostic and statistical manual of mental disorders. 4th text revision ed. Washington D.C.: American Psychiatric Association; 2000
2. Comer, RJ. Abnormal Psychology. New York, NY: Worth Publishing; 2010.
3. Hiroeh U, Mortensen P, Dunn G. Death by homicide, suicide, and other unnatural causes in people with mental illness: a population-based study. The Lancet. 2001; 358(9299): 2110-2112.
4. Remick R. Diagnosis and management of depression in primary care: a clinical update and review. Journal of the Canadian Medical Association. 2002; 167(11): 1253-1260.
5. Salkovskis P, Warwick H, Deale A. Cognitive-behavioral treatment for severe and persistent health anxiety hypochondriasis. Brief Treatment and Crisis Intervention 2003; 3(3): 353-368.
6. Seto M. Pedophilia and sexual offenses against children. Annual Review of Sex Research 2004; 15, 321-361.
7. Sibbald B. Smoking’s morbidity toll estimated in the US. Journal of the Canadian Medical Association 2003; 169(10): 1067.
8. Wilmhurst L. Essentials of Child Psychopathology. Hoboken: NJ: John Wiley & Sons; 2005.
Author Information
Timothy O. Davis, Ph.D., LSCSW
Social Work Practicum Director, Fort Hays State University Hays, Kansas U.S.A.

Success Patterns For School

Here are just a few of the strategies that have worked for other students in their quest to find the balance between work, school, and life.

Finding a quiet place to study (often outside the house) where they can work uninterrupted.
Minimizing digital distractions – turning off the phone, video games, Facebook, TV, etc.
Reducing or rearranging work hours to free up more time for study.
Asking loved ones to pitch in with home and family responsibilities.
Believing that anyone can learn and have the confidence to succeed.
Understanding that mistakes are part of the learning process.
Developing a specific, achievable goal to keep motivation high.
Learning to say “No” too low priority tasks.

Early Intervention

I completed an early intervention course and I received a high grade because I follow the instructions from the professor. The main goal for studying the subject was to get a better knowledge of special needs children and how to guide them to learn lessons and to get rid of some of the behaviors that will hinder their life in general. The people in this field are trying to get help others and the same time earns a better living. They asked questions that will help them to understand what they need to do and they can also solve behaviors and lack of some senses. They gather behaviors data and also an assessment of how much the students know the lessons. The basic idea is to help the students with their behaviors, lack of speech, lack of mobility and so on. I can see how some people do not have sympathy for special need children because they can not see how each student has a special gift and they did not ask to be born that way.

I had to figure out which course did I get the best grade. I had to picture my times in the course and what was the reason that I enrolled for the course. I had to understand the benefits of learning from the experts so I can help my students. We did several exercises so I can truly have a sense of what the students are going through all the times. After the class, I can comprehend and be passionate about the students graduate from the class and move forward to the next class.

My score for the LCI are:
Sequence (30)
Precision (26)
Technical Reasoning (24)
Confluence (25)

Based on my own unique Learning Patterns, I will schedule a time each week to read and reread the assignment. I need to anticipate the point of the reading and what I need to know after I read the article or the assignment. Another way is to look for Que words in the questions. I will read other’s writing to get a better understanding of critical writing skills. I will remember that is ok to write starting from the middle, I do not need to be perfect. To enhance my critical writing skills, I need to take times to plan what I need to do. It is good to break the plan into small tasks, then small steps of what I need to do each day. I need to stay focus and be specific about what is required of me to finish a project. I can implement the SQ3R tips for my sequence learning pattern, “Focus on following the process step by step: Survey, then Question, then Read, Recite, and Review.”
SQ3R for my precision learning pattern, “In the Read stage, focus on reading slowly and carefully to absorb the details. In the Recite and Review stages, make sure you are able to summarize the key points of each section, and if you cannot, be conscientious in going back and rereading.”

Stress

Stress if not under control by some types of internal or external mechanism can kill a person. First of all, it can damage part of the brain. The modern world now a day can stress a person more than the ancient days. As humans, we must locate the turn off button for stress. The proper stress like a roller coaster ride is good for the body, however, the wrong stress can cause an ulcer, headaches, body aches and so on. Study report compassion is one of the ways to cure stress if a person learns to care for the others, the personal stress level will decrease.
People have to cope with stress to be able to continue to live a life full of happiness. Some people used drugs, alcohol, foods to help manage their stress. Some people use exercises, such as yoga, karate, kickboxing, weight lifting, speed walking or physical fitness to distress. Each person can deal with issues based on the person personalities traits.
When a person cares too much about what other people think about him or her that can influence one’s ability to cope with stress. Social support is important to cope with stress, you need others to help you.
I score 55 which is very low on the Holmes-Rahe stress Inventory since I went through a major health challenge in the past, my life is very simple which help me to induce stress.
I lived now with my mother and my sister, they both have strong personalities and I am very laid back. Since my mother is retired and she has lots of times in her hand, therefore, her mind comes up with different issues. Sometimes I feel a heaviness on my shoulders and my heart feels likes it beat faster. I do kickboxing once a week, I also go for long walks around my town to help manage the stress. I attend church once a week to leave my issues in God’s hands.
In the Caribbean cultures, they pray to help deal with stress, religion play a big part in how mentally strong they can be. Irish American minimize their pain, Jewish and Italian openly express their pain. However since Black Americans are stereotyped as angry black women, most of us have to use numbness as a mechanism to deal with stress.

LCI

The sequence is crucial for success in college because there are rigid due dates and basic organizational skills required in order to be successful. If you use Sequence at a Use First level you will likely appreciate the structure that Ashford courses provide you. Each course from here on out will have a similar look and feel with fairly consistent due dates and expectations. If you Avoid Sequence, you must be very intentional and Forge your Sequence in order to keep pace with the accelerated course format. Using a planner or daily checklist will help keep you on track and help prevent you from falling behind.

Precision is the other Pattern most required for college success. The online classroom is a very text heavy environment and you must use Precision to read all of the material. Detail is important when communicating your thoughts in discussions and assignments. Double check your work and submit high-quality assignments with minimal errors. Because classes are only five weeks, you must develop efficiencies. If you use Precision as a Use First Pattern, Sequence and Technical Reasoning can help you increase your efficiency so you do not overanalyze tasks and become bogged down. If you Avoid Precision, take breaks and chunk your reading and writing to avoid feeling overwhelmed by too much information.

If Technical Reasoning is your highest Pattern, you must be intentional in order to survive college because the traditional college experience was not designed for this Pattern. You may have disliked school before because you were the kid that annoyed your Sequential and Precise teachers by being fidgety or refusing to complete work because you felt it was pointless. The good thing about online learning is that you will never disturb your instructors or peers so tap your pencil or pace around the room while you learn! When you have a class that you feel is irrelevant to real life, use Confluence to connect the concepts to real-life situations or keep your ultimate goal in mind to push you through. Remember that a boring or difficult course is merely a hurdle or a challenge that you can and will overcome.

If you are Confluent, you may have disliked school because you were bored and felt stifled. Find unique ways to express yourself and share ideas. Communicate actively with instructors if you want to put your own spin on an assignment or task. Use First Confluence can conflict with the rigid structure of Ashford’s courses so find the value that structure can provide. It will be important to stay on task and not take on too many other responsibilities. You may find you enjoy the five week format because courses move quickly and the constant change keeps you interested. You must be intentional to avoid the pitfalls of Confluence so use your Sequence to “check yourself” before you fall behind or go off on unrelated tangents.

Strong-willed learners possess amazing gifts that often make them natural leaders because they are willing to rise to any challenge. If you are strong-willed, you have to be careful to Tether Patterns when appropriate to avoid burnout. Go back to Chapter Four and re-read the story of Nia as her story provides a classic example of “confidence vs. competence,” a potential pitfall of being strong-willed. Be open and receptive to feedback and regularly reflect on your progress as a student.

Tony Diaz-Cervo

Tony Diaz-Cervo is a famous third-degree black belt in karate who I believe epitomize successful intelligence. He excelled in almost everything he does because he applies himself. He gives his best by learning from other professionals. He has a great character and his physical attribute fit for sports. He is tall, muscular and he eats healthy and exercises daily.

He can understand the meaning of artificial words in a paragraph, he does the presentation and enrollment of new students as well as renewals of former students at his place of business. He can say what number should come next in a series of numbers, he can go over contracts and explain the fees and the dates which are important to the customers and the owners. Tony can put pictures in a puzzle and he can solve everyday problems with the right mindset.

Throughout the full pregnancy with Tony, his mother ran a karate school with Tony’s father full times. She was at the school every day from three pm to ten thirty at night. After she gave birth to Tony, she took him and his siblings there every day. His father set the baby’s swing so Tony could be comfortable when he was not in his mother’s arms. He watched karate classes every day. As soon as Tony could walk, he started to take karate lessons from his father and his siblings. He learned how to hold the bo staff the proper way for him to learn the bo kata. Since he was exposed to the sport at such an early age, he excelled tremendously and he was picked to train for the Olympic.

Tony has kinesthetic intelligence and karate is his passion which makes him famous. His mindset, his physical attribute and his early exposure to the sport prepare him to be famous. His kinetic intelligence was activated and triggered because of the times he spent watching, internalized, observing his father and other martial artists at the karate school. His early childhood at the karate school manifest before he put a karate gi on. Tony has also spatial intelligence because he is able to have mental pictures of the katas. he can visualize the movements of the katas and memorize them. He can perform katas without the help of them in writing once he has a mental picture.

Tony would do well on a standard intelligence test because he came from an affluent environment, he went to the best school and he also excels in sports.
Beside IQ or the general factor, other alternative means of measuring intelligence are Crystallized-ability tests, fluids-ability tests. These tests measure an expertise learned through interactions with the environment. Other testes ate form-board classification test, linear syllogisms test, and a Twenty Questions test. There is also the so-called Stenberg Triarchic Abilities test (STAT-Sternberg, 1993)

The Five Domain of My Personality

The five domain of my personality are the traits which make me different from another person. They are categorized as extraversion, conscientiousness, neuroticism, openness, and agreeableness. The personality test can tell the person his or her traits and some areas can high and other can be low.
I score average on extraversion because I enjoy being alone and I also like to spend times with people. My score is high on that trait because I feed on the energy of people and I like to be in a large crowd of people.

In the conscientiousness trait, most of my score is average, I am able to understand what can happen if I act on impulse.

My neuroticism facets are average of the typical general population.

My openness to experience is low since I like to think in plain and simple ways. People describe me as down-to-earth, practical and conservative.

As an extraversion as soon as I met a person I look for something that the person is wearing or a physical trait so I can give the person a compliment.

Agreeableness example is I am able to feel the pain of others if a person is sad, I can feel the personal emotion.

Conscientiousness facets, I put my papers in order before I start to work with a student and the work area need to be neat.

Neuroticism facets for me are if a person wants to argue with me, I will let the person vent but if the person continues to be disrespectful, I will the person know that I am not happy or comfortable with his or her behavior.

Openness to experience facets, I like to interact with people however I do not like to debate about a subject with others.

Some people are very stubborn and they only see things their way. they are not open to see another view of a situation. However, some people can be influenced by others so easy to change their minds.

In my culture as the oldest of seven children, my mother counted on me to help with my siblings. I was not allowed to express my feelings about what I needed. My mother expected me to be respectful, nice and kind.

 

Paying The Price

Someone has to pay the price in order for him to succeed in the business. Do not fool yourself to think that he did it by himself or he made her. In order for a person to succeed, he or she needs a partner to supply the funds and it can be a person who works full times and has health insurance and allow the other person to grow the business. I can take five years to grow a business to succeed and replace the income of the working partner. And after the business success, you need investors to keep growing the business unless the founder and the cofounder live on one income. The investors can be family members, friends or outside people who have money that they will not miss in case the business fail. Some investors are quiet and some can be so involved that they can change the whole mission of the business because they might only care about money and not people. Some of these investors put their money in a well know the business so they can replace their income when they are unable to work because of an illness. They can be very sneaky because it is their money and they might feel they have the power to wreak havoc on others lives.
I worked full time as a radiology technologist with a great health insurance that covers my husband and his children from his first marriage.
We lived on one income in order for him to build the karate business. he had the full day, the afternoon and night to learn the business and grow the business. I had to be the supportive wife, physically, emotionally and financially. I worked from eight to four pm and I went to the karate school with the children after school. We stayed at the karate school until we closed, the children did their homework there. When I got pregnant with my second child, he did not want us to get help from the state even though things were hard for us. I remembered that at one time I had no car because my ex-husband and his cousin total my Mercedez Benz. I remembered the first time that our account receivables reach $2,000.00 per month, we can breathe because part of the money can help us since that was what his income was.

My Mindset

My relationship with money, when I go to the mall I took the entrance at Lord & Taylor or Neiman Marcus, it helps me to be exposed to more wealth. I looked at the price tag of the Louis Vuitton’s bags, the custom-made jewelry, the expensive perfumes, the expensive shoes, and clothes. I also passed by the Arts gallery where the painting goes for thousands of dollars.
When I go visit my mother and we talked about business and most of the times, she complained and her favorite line is “ There is no money”. In the meantime, she is always buying fabrics and some of these fabrics are very expensive. My mother is only seventy-four years old and I took her to an area in New Jersey that is very rich and the mansions cost five to ten million dollars, still, her mindset is blocked to the overflow of wealth in this world. I want to own a million dollar home before she transitions to the next world so she can expose to the abundance in this world.
My son wants to give me my dream mansion and a yellow Hummer. I feel so grateful and proud of him because he is a kind young man, however, I want to get my own money. When I started to work as a Radiology Technologist, my mom convinced me to buy a home for the family since I am the oldest of seven children. It was also a good idea because it saves me money on my tax return since I was single. When I got married to my ex-husband I put the house for rent and I moved into the house in Belleville with him. The renters did not pay the rent for three months and they left dog feces on the carpet, it was a mom who rent the house for her daughter. I did not know any better so I filed bankruptcy and lost the house. At that time my mom resided in the house in Orlando, Fl and I did not want to burden my siblings.
It is so interesting that I filed bankruptcy after I met the father of my children and I filed bankruptcy again after he divorced me.