The Book Finding Fish – Assignment Short Summary Essay Example For College

The book, finding fish, is a poignant autobiography of the life of Antwone Quenton Fisher, an African American boy who suffered a tumultuous childhood in a foster care setting. He was born on 8-3-1959 in a Cleveland prison to Eva Mae Fisher. She was incarcerated for the shooting death of his father, her boyfriend at the time, Eddie Elkins. Initially, he spent his first few weeks of his life in a Cleveland orphanage. Then he was fostered by a wonderful woman named Mrs. Nellie Strange. She lovingly cared for him for two years.

One 10-11-1961 he was placed in the foster home of the Reverend and Mrs. Pickett, an African American couple who came from southern black heritage. Mr. Pickett was a kind man with a doctorate in medicine and his wife, the abuser, was the matriarch of the family. For the next eighteen years of Antwone’s life, he would suffer terrible physical, verbal and emotional abuse in this home, even though he would have a total of thirteen social workers “monitoring” his case. In the Pickett’s home, Antwone had three foster siblings; Flo, Dwight and Keith.

Antwone suffers so much chronic abuse that he never feels confident enough to tell any of his social workers about his abuse. He is even sexually abused by Willenda, a babysitter who cares for the children at times. Antwone is finally kicked out of the home around his sixteenth birthday and he finds himself at George Junior Republic, a reform school for boys. Even though he isn’t a trouble maker, he loves being there because he finds teachers who really mentor him. While he lives there, he is able to take tests and graduate early from high school.

Unfortunately now he has “graduated’ from the foster care system since he is eighteen and he is forced to become homeless and sell drugs for money. The best thing that ever happens to him is when he enrolls in the United States Navy. While serving an eleven year term, he develops self confidence and was well respected for his work ethic and his wonderful poetry writing. After the Navy, he works for three years as a federal corrections officer, and then he lands a job as a security guard for Sony Pictures.

The book concludes with Antwone finally finding his enormous extended family. He also has a brief reunion with his mother, who lives in the Longwood housing project in Cleveland. Antwone overcame a childhood of extreme abuse to become a vibrant, gifted and talented man. He survived living in the foster care system by developing a vivid imagination, writing poetry, and a love for artistic expression. The first cultural aspect found in this book is that of religion and spirituality. In the Pickett home, religion plays a key role in the home. Mr. Pickett, Antwone’s foster father, is the Reverend at the Holy Temple Church of God and Christ and the family attends his church every Sunday. The book states “Church can be every evening on weekdays and on Sundays, its all day” (Finding Fish page 64). Each time Antwone and his foster siblings are taken to church, they are expected to sing. The book states “We would get up from our seats and file past Reverend Pickett and traipse up to the choir loft in the back and sing. ” (finding fish, page 103, 104). The children were the choir of the church.

During church services, the children were also expected to give testimony as the book states “Each of us kids had to rise for testimony and we said the same thing; ‘Thank you, Lord, for my mother, father, sister, brother. Please pray for me. ’” (finding fish page 105). The children were made to behave like rigid soldiers in church and never question anything that went on in the service or what Rev. Pickett preached. One time Mrs. Pickett found out that Antwone was not actually singing, just moving his mouth, and she made the kids all walk home from the service.

The textbook states that “the role of the church in African American families goes beyond the spiritual. Religion not only provides a social context but also a mechanism for survival. ” (Understanding Child Abuse and Neglect, page 31). The Pickett’s never missed a Sunday for church and even held a Friday night special service where the children were made to kneel and pray to find the Holy Ghost. Mrs. Pickett coached them saying “Come on chu’ren, yawl gone get the Holy Ghost and ev’rything gone be all right with God! ” (finding fish, page 52).

The church services were very emotional “ a frenzy, dancing, clapping, stomping their feet, fanning themselves, breathing in and out with deep sighs, even crying and talking in tongues and shouting things like ‘Praise the Lawd! ” “Glory! ” and Hallelujah. ” (finding fish, pages 51-52). Language is the second cultural aspect of the Pickett Family in the book. Mrs. Pickett insists that the foster children refer to her as “Mu-deah” a southern black term of respect for a matriarch, a contraction of “mother, dear’” (finding fish page 45). This, I believe, was a way for Mrs.

Pickett to elevate her stature as the matriarch of the family. Mrs. Pickett often referred to her foster kids as “niggas” in a derogatory sense. In the book she says “Niggas, I’ll take ya back where I gotcha from. ” (finding fish page 63). She continually talks down to the kids, hardly ever using their names to address them. In another instance in the book she says “Which one of you low-down niggas put-cha pissy night clothes in this here vacuum?! ” (finding fish page 69), She uses this manner of conversation due to her southern black heritage. The book states “Mrs.

Pickett is a product of the rural south which is evidence of her close ways, expressions and her relaxed easy manner. ” (finding fish page 25). Another example in the book is when she says “Niggas ain’t nothin’” (finding fish page 36). Mrs. Pickett also uses a lot of non-verbal communication cues as well. In the book is states “ When she was in her fussing mode, Mizz Pickett put her left hand on her hip, jutting it out, and leaned her upper torso into me; with her head rocking from side to side, she shook her right index finger at me almost at the tip of my nose. (finding fish page 63). Presentation was also very important to Mrs. Picket. Whenever she had to appear at the social services offices her attire was carefully chosen as the book states” There’s nothing dainty about this full-figured, brown skinned, middle-aged woman, but she holds the patent-leather purse in a real dainty way on her wrist with her hand turned up. I think to myself that this must also be meant to add to her look of a woman of high social standing. ” (finding fish page 37). The third cultural aspect of the Pickett Family is the child abuse and neglect in the household.

According to our textbook, “Family rules are repetitive pattern of interaction that family members develop with each other. These patterns begin to be accepted by the family as a code of behavior or assumptions about how to act. ” (Understanding Child Abuse and Neglect, page 28). In the Pickett home, Antwone assumes the Pickett’s are his parents and the book states “At the time that I realized the Picketts weren’t my parents I came up with the idea that some awful hospital mix-up had taken place and that my real mother and father were looking for me and would find me at any minute” (finding fish, page 27).

According to the Journal of Child and Adolescent Psychiatric Nursing, “Children in foster care should be provided with basic definitions of terms such as foster care and foster parents and related child welfare terminology to help them understand their new environment. ” (JCAPN, May 2008). Even though Antwone was born into a ward of the state, his foster parents made no attempt to explain his situation to him. Not only did Antwone and his foster siblings suffer chronic abuse, but they also were victims of mental anguish and neglect.

The journal states that “Some studies show that over half of children in foster care may experience at least one or more mental disorder, and many (63%) are victims of neglect. ” (JCAPN May 2008). In the home, Antwone is even sexually abused by a babysitter named Willenda. According to KRS 600. 020 “ Abused or neglected child means a child whose health or welfare is harmed or threatened with harm when his parent, guardian, or other person exercising custodial control or supervision of the child: e) commits or allows to be committed an act of sexual abuse, sexual exploitation, or prostitution upon the child” (Week 4 Class handout, page 11).

It says in the book he never spoke of this event mostly because “the unspeakable shame I felt about what went on with her in the basement, and my unspeakable shame that maybe it was my fault. ” (finding fish page 44). Another instance “Mizz Pickett grabs my arm and begins to beat me with the flaming newspaper. I scream and scream as she and Willenda laugh and laugh. ” (finding fish page 490. She keeps many areas of the home secured with locks “her bedroom, the freezer, cabinets, closets, and pantry. She even threatened to padlock the Frigidaire. (finding fish page 46). Antwone was delayed medical care for a broken arm, which is another violation of KRS 600. 20 which states “Does not provide the child with adequate care, supervision, food, clothing, shelter, education or medical care necessary for the child’s well being. ” (Week 4 Class Handouts, page 11). In the book, because the soles of his shoes are so worn out, he slips and severely injures his arm. He is not taken to the hospital for three days. By then, the book states” I would need intricate surgery involving two pins to reattach my funny bone.

But first, because of the swelling, I had to remain in the hospital for three days with my arm elevated. ” (finding fish, page 188). Antwone suffered chronic and severe physical, verbal and emotional abuse while locked into the foster care system. According to the journal, “The social setting of child welfare, more specifically, foster care, has created a “systemic constraint” on children where they are prevented from experiencing a feeling of competence or from being able to voice their concern. ” (JCAPN May 2008).

Antwone’s loss of self esteem and self worth while living with the Pickett family is evident when he writes “All hope of rescue gone, from then on I resigned myself to living in a combat zone. This meant learning to be on constant high alert, reacting to most situations either with flight or fight, and seeing others as either friend or foe. ” (finding fish page 63). Another example in the book states “this was when I changed, when I had to divert and channel my powers of imagination to my defense against the increasing difficulties surrounding me. ” (finding fish page 72).

The fourth cultural aspect of the Pickett home was that of poverty and depravity. According to the book A Framework for Understanding Poverty, the author states that “Poverty is the extent to which an individual does without resources. ” In the book, even though the Pickett’s are compensated for “caring” for the foster children, Antwone is hardly ever given any money. In one incident, he takes some nickels from the Pickett’s bedroom. The book states “For the first time, I felt the thrill of picking out a handful of two-for-one-cent candies, paying for them, and having money left over. ” (finding fish page 73).

He continues to take spare change from their bedroom, as do his foster siblings. Unfortunately he is caught and was beaten, “The next thing I remember was being in my bedroom naked, tied by my arms to the end of the cot, and she was whipping me with a switch made from a thin green branch from a bush in the backyard. ” (finding fish, page 74). Mrs. Pickett complained to Mrs. Blum, one of his social workers, that he was a thief and a liar. The book states Mrs. Pickett saying, “He’s the worst young’un that ever was, and the biggest liar that ever lived. And I always say—if ya lie, ya steal. We all know he’s a thief. (finding fish page 80).

The worst example of depravity in the autobiography is when Antwone does not receive any Christmas presents, only Keith, who is favored by Mrs. Pickett. After seeing their sad faces, she says “what yawl doin’ down here so early for? Ain’t nothin’ under that tree fuh ya. ” (finding fish, page 86). Upon recommendation of his psychiatrist, Mrs. Pickett makes him a bank from a Clabber Girl baking soda can. Since Antwone thinks this money is his, he takes some to buy candy with on the way to school. When Mrs. Pickett finds out, she lets him know he isn’t free to take that money.

In a phone conversation, she tells a friend “Lawd have mercy, this nigga’s stealin’ from hisse’f! ” (finding fish, page 93). When Mrs. Pickett forces Antwone to leave her home, he leaves with barely anything, as the book states, “Mizz Pickett appears at the door holding two folded A&P brown paper grocery bags she has ready. She tosses them into the room, as if she’s skimming stones on the water, telling me, “Put ya mess in these. I don’t wont-choo takin’ none of mi’ niice suitcases. ” (finding fish, page 199). All he ends up taking is a few pairs of underwear and some pants.

According to the JCAPN journal, “Many adolescents will age out of the foster care system when they turn 18 years old and will find themselves with little, if any, financial, medical or social support. (JCAPN May 2008). Of the aforementioned cultural aspects I have found in the Pickett family, I do not agree with the manner that religion and spirituality were introduced to the children. I believe the foster children attended church out of fear and God’s love was never introduced to them. In the Pickett’s church, the service was more of an outlet for pent-up emotions and also another way to dominate the children.

I believe that Dwight only claimed to have “Found the Holy Ghost” that night to win the favor and respect of Mrs. Pickett. I also do not agree at all with the child abuse and neglect the foster children endured in the Pickett home. According to KRS 600. 020 which states “Inflicts or allows to be inflicted upon the child physical or emotional injury as defined in this section by other than accidental means. ” Week 4 Class handouts, page 11). Children need structure and boundaries in the home, but in the case of Antwone, he was in a dysfunctional home. Our textbook states “Children are often cast in dysfunctional roles.

For example, a child can become the scapegoat for the family’s stresses and thus sometimes the victim of abuse. ” (Understanding Child Abuse and Neglect, 8th edition). I believe Mrs. Pickett was unhappy and took it out on her foster children. According to the JCAPN journal “Clinicians and researchers agree that, in order for an adolescent to become a successful, healthy, and well-adjusted adult, they must be given support and assistance to successfully meet major developmental milestones. ” (JCAPN, May 2008). Antwone had thirteen different social workers and even a psychiatrist and he was never removed from the Pickett’s care.

I find this deplorable! When Antwone had surgery for his broken arm, the hospital staff should have reacted on his behalf, since his care was delayed for three days. This was an obvious case of neglect! According to the NASW Code of ethics which states,” The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. ” (NASW Code of Ethics). The very people paid to look out for his well-being as a foster child failed him miserably.

The other cultural aspect I do not agree with is the language Mrs. Pickett uses when referring to the foster children. To call them “niggas” instead of their given names is so demoralizing. Also, to require that the children refer to her as “Mudeah” is terrible. How can she require them to call her by a term of respect, while she does everything she can to cause them physical, verbal and emotional abuse?!! According to our textbook, “Children who are emotionally maltreated by a parent or even siblings suffer feelings of being inadequate, isolated, unwanted, or unloved. (Understanding Child Abuse and Neglect, page 215).


  1. Understanding Child Abuse and Neglect, 8th edition, Cynthia Crosson- Tower, 2008. finding fish, a memoir, Antwone Quenton Fisher, Harper Collins, 2001. A Framework for Understanding Poverty, Ruby K. Payne, PH. D, 3rd revised edition, aha! Process, Inc. , 1996.
  2. Children in Foster Care: A Vulnerable Population at Risk, Delilah Bruskas, RN, MN, Journal of Child and Adolescent Psychiatric Nursing, (JCAPN), Volume 21, Number 2, pp. 70-77. NASW, National Association of Social Workers, Code of Ethics. Week 4 Class Handouts, Handout 1, page 11

The Development And Practice Of Freud’s Psychoanalysis

The Development and Practice of Freud’s Psychoanalysis Abstract Freud’s has a view of human nature that is driven by instinct. It is deterministic. The two dominant forces are the life and death forces that Freud calls Eros and Thanatos. The three levels of awareness for Freud are what he called the conscious, preconscious, and the unconscious. The most important of the three is the role of the unconscious. Problem formation according to Freud occurs when there are repressed memories, drives, or desires in the unconscious. There is a constant battle between the Id and the Superego and the Ego serves to mediate between the demands of both.

This mediation of the two can serve to threaten the ego and cause anxiety, thus forcing the ego to utilize other defense mechanisms. The mother of all defense mechanisms is repression. Other problem formation occurs during a disturbance or trauma during the psychosexual stages of development which causes the person to become fixated at the stage. Consequences are to be experienced in later adulthood. Finally, change occurs when memories, drives, and desires are brought into consciousness. This can be achieved according to Freud through the techniques of free association, dream analysis, and transference.

Keywords: instinct, eros, thanatos, conscious, unconscious, preconscious, id, ego, superego, repression, psychosexual development, stages, techniques HUMAN NATURE Freud essentially embraced a deterministic view of human nature. Human behavior is determined by uncontrollable irrational forces that are continuously operating in the individual. The human person is unconsciously motivated and key biological and instinctual drives manifest within the person over what Freud called the psychosexual phases of development in the first 6 years of life (Corey, 2009).

Freud’s view of human nature takes on some basic assumptions that are key to understanding his position. The foundation of his psychoanalytical theory rests on the notion of the unconscious. Freud proposed that that the human mind consists of three main parts. These parts are the unconscious, the conscious, and the preconscious. The most important of these is the unconscious for it is here where the thoughts, feelings, experiences, and memories that will not easily move into the conscious are stored. Moreover, certain drives and instincts that allow people to behave the way they do are also stored in the conscious(Krapp, 2005, p. 55). That which a person is aware of is stored in the conscious. The preconscious then is the part of the mind that can be accessed if needed, but is not part of the active conscious(Krapp, 2005, p. 155). Moving on with human nature and Freud it is also important to understand the notion of instinct as the driving force in the human personality. To be more specific, Freud describes this instinct as a stimulus of the mind that originates in the body that puts forth a pressure(Sugarman, 2010, p. 13). This pressure needs to be released or satisfied. Instincts provide a means of survival for the human person.

Furthermore, instincts allowed the person to develop, grow, and be creative. According to Mullahy (1955), Freud takes the idea of stimuli from physiology and expounds on it. Human instinct acts like an internal stimulus that is constant and inescapable. According to Freud then instincts were a sum of energy forcing its way in the human person. (p. 3) The 3 characteristics of human instinct thus is that it has a source of excitation from the body, an aim to remove that excitation, and an object by which the achievement of satisfaction is met(Mullahy, 1955, p. ). Out of his theory of instinct comes Freud’s larger idea of the life (eros) and death (thanatos) instinct. As Noland (1999) explains, Freud believed that all humans have a death instinct. He supported this notion by observing how all organic matter eventually returns to its inorganic state, in other words to die. However, there is a force that opposes the death instinct and that is constantly trying to preserve life, the life instinct (eros). This force has been present since the beginning of life and is what Freud called libido. (p. 92) PROBLEM FORMATION

In order to understand the conflicts of an individuals mind Freud structured the human mind into three systems, the id, ego, and superego. Only one system can be in control at any given time. The id, which never matures, operates on the the demands of the pleasure principle and is demanding. The drive of the id is to satisfy its desires and release tension. The ego is based out of a reality principle. This system of the personality seeks to govern and regulate the realities of life and is operative on the conscious level. The moral code of the mind is the superego.

It focuses on the ideal rather than what is real. The superego strives always for perfection and is operative on the unconscious and the conscious levels(Krapp, 2005, p. 156). It can be said that the ego is the great balancer between the id and the superego. Where the id is constantly seeking pleasure and release of tension the superego is striving for perfection according to some moral code. The ego is left to mediate between the two. This mediation is a source of conflict which leads to anxiety that threatens the survival of the ego.

In the process of dealing with the urges of the id and perfectionist tendencies of the superego the ego can become overwhelmed and has to defend itself. Hence Freud’s defense mechanisms are born(Krapp, 2005, p. 157) Repression is the foundation and prototypic of all defense mechanisms(Gilman, 1982, p. 14). According to Freud the reason why the ego represses is to avoid pain and to protect itself. These unresolved feelings that are buried in the unconscious may seek to cause disturbances later on in life and may seek expression in unhealthy and distorted ways.

This is key to understanding where problems begin to form for Freud. Along with his idea of repression comes psychosexual development and further potential for problem formation. The basic premise is that childhood sexual experiences are the determining factors for adult personality and psychopathology(Krapp, 2005, p. 159). Freud lays out 5 stages of psychosexual development: the oral stage, anal stage, phallic stage, latency stage, and genital stage. At each one of these stages there are tasks to complete. One either fails or succeeds at such tasks.

According to the theory then when trauma or failure occur at any of the tasks during the stages of the psychosexual development then the person becomes fixated. Freud thought of fixation as small scars at certain points of failure or neuroses in the process of psychosexual development(Gilman, 1982, p. 22). These failures form developmental problems that have consequences later on in adulthood in personality structure, in discrete symptoms, or in perversions(Gilman, 1982, p. 22). These childhood traumas remain unresolved conflicts resting in the unconscious. The theory of character is born out of this phenomenon.

When a person becomes fixated at any stage of psychosexual development the person will manifest characteristics throughout life that are related to the fixated stage(Mullahy, 1955, p. 58). There is a corresponding character for each of the 5 stages of development. CHANGE Now that the formation of problems has been established it is appropriate to briefly discuss how change or problem resolution occurs. Repression was the cornerstone of all these defensive processes and was also the root of Freud’s other defense mechanisms. Therefore change occurs when repression in the individual was undone.

In other words it was when the unacceptable repressed memories and experiences were brought to awareness that change could happen and the problem solved(Unwerth, 2005, p. 1953). Finally, as Mullahy (1955) describes Freud saying, “in analyses by means of certain techniques… , the resistances will, according to the theory, gradually be conquered or resolved and ‘forgotten’ situations and connections remembered. (p. 30). TECHNIQUES Now that problem formation according to Freud has been explained a brief description of the techniques used by Freud will conclude this essay.

There are 3 classic techniques that serve to help resolve conflict or neurosis by bringing repressed memories into awareness. The first technique is free association. The client attends to an image in their mind and then says without any censoring whatever comes to mind. A chain reaction of free association then begins which has an “unconscious directing thrust that will lead to relevant but disturbing recollection”(Gilman, 1982, p. 59). A second technique utilized was dream analyses. Freud believed that dreams reflect an ongoing unconscious activity.

Dreams were full of symbols to be interpreted which contained hidden meaning. A final technique used by Freud was his use of transference. The transference process was between the client and Freud. Freud believed that often times his clients would play out old conflicts and interactions from their pasts with him. Thus, he used this dynamic as a technique in psychoanalyses. The goal was to bring the sources of transference to consciousness along with any resistances that would get in the way of this process(Gilman, 1982, p. 78). References Corey, G. (2009). Theory and practice of counseling and psychotherapy. 8th ed. ). Belmont, CA: Brooks/Cole. Freud, Sigmund Schlomo. (2005). In K. Krapp (Ed. ), Psychologists and their theories for students (Vol. 1, pp. 145-173). Detroit: Gale. Retrieved from http://go. galegroup. com. ezproxy. barry. edu/ps/aboutEbook. do? pubDate=120050000&actionString=DO_DISPLAY_ABOUT_PAGE&inPS=true&prodId=GVRL&userGroupName=miam50083&searchType=AdvancedSearchForm&docId=GALE5BLE Gilman, S. S. , (Ed). (1982). Introducing psychoanalytical theory, New York, NY: Brunner/Mazel. Mullahy, P. (1955). Oedipus myth and complex. New York, NY: Grove Press. Noland, R. W. (1999).

Sigmund Freud revisited. New York, NY: Twayne. Sugarman, S. (2010). Freud on the psychology of ordinary mental life. Rowman & Littlefield. Available from http://web. ebscohost. com. ezproxy. barry. edu/ehost/LandingPage/landing? sid=d1fb2422-9fcd-42fb-8368-829e3ee18dd1@sessionmgr12&vid=0&tid=2003EB&new=True Von Unwerth, M. F. (2005). Psychoanalysis. In M. C. Horowitz (Ed. ), New Dictionary of the History of Ideas (Vol. 5, pp. 1951-1958). Detroit: Charles Scribner’s Sons. Retrieved from http://go. galegroup. com/ps/i. do? id=GALE% 7CCX3424300644&v=2. 1&u=miam50083&it=r&p=GVRL&sw=w

The King’s Speech Analytical

In the movie “The King’s Speech,” which received an Academy Award, Prince Albert’s story is depicted. He eventually becomes King George VI. The film revolves around motivation and highlights the significance of one’s voice and bravery, as they can determine life or death. At the conclusion of the 1925 British Empire Exhibition, Prince Albert delivers a speech but struggles with excessive and uncontrollable stammering caused by a speech impediment. Disheartened by his performance, Prince Albert chooses to abandon hope in himself and accept his destiny as a monarch burdened with stuttering.

In the movie “The King’s Speech (2010)”, Elizabeth (Helena Bonham Carter) convinces her husband to seek assistance from Lionel Logue (Geoffrey Rush), an Australian speech therapist known for his unconventional and controversial techniques that have proven effective. The film is set in London during the tumultuous years of the early and late 1930s when tensions between the UK and Germany were escalating. In one scene, King George V (Michael Gambon) emphasizes the importance of communication in personal life, relationships, professional success, civic life, and especially as a monarch.

During King George V’s final days, his successor David (portrayed by Guy Pearce) faces a difficult choice and ultimately decides to relinquish his claim to the throne. Throughout the film, Lionel works closely with Bertie (as he warmly refers to him) to improve his nonverbal communication abilities, including kinesics, haptics, physical appearance, and artifacts. The aim is to transform Bertie into a poised and articulate king. By the conclusion of the movie, King George VI acquires the capacity to effectively employ other nonverbal behaviors such as proxemics, environment, chronemics, and silence. Consequently, he delivers a compelling and unforgettable speech.

Communication is crucial for leading the masses and maintaining a strong kingdom. The King’s Speech illustrates the importance of a clear and projecting voice in both daily conversations and nonverbal behaviors. Although born into royalty, the Duke of York learns that voice is essential. Effective communication serves as a foundation for personal life, relationships, professional success, and civic engagement. In the film, Prince Albert faces difficulties in having fluent conversations with others.

Bertie, deemed the future agonizing heir to the throne due to his lack of communication skills, faces one major obstacle: himself. In the movie, he vocalizes his frustration by proclaiming, “If I’m King, where’s my power? Can I form a government? Can I levy a tax, declare a war? No! And yet I am the seat of all authority. Why? Because the nation believes that when I speak, I speak for them. But I can’t speak”(“The King’s Speech (2010)”). Prince Albert’s troubled upbringing includes being prohibited from utilizing his left hand, having knock-knees, enduring an abusive nanny, and suffering the loss of a sibling at a young age.

Despite the passage of time, Prince Albert continued to stay within his comfort zone and maintained a habit of poor communication skills. This suggests that effective communication is vital not only in governing a nation, but also in personal life, relationships, professional accomplishments, and civic involvement. When a leader claims that a nation trusts their words, it is generally assumed that they possess exceptional speaking abilities for success. The saying “actions speak louder than words” rings especially true when considering Prince Albert.

The Duke of York’s severe lack of nonverbal behavior, evident in his lack of self-esteem, makes him appear like a statue when speaking. During his inaugural speech, he started by saying, “I have received from his Majesty the K-K-K-King” (“The King’s Speech (2010)”), which left over 100,000 spectators unimpressed. Both parents and children avoided looking at him while he spoke because they were aware that he was not suitable to govern an empire. The negative signals he sent to the audience included an uncertain grasp of the microphone, swaying back and forth, and maintaining a blank stare while constantly blinking.

Identifying him as the heir to the throne was solely his suit and position in the stadium. Confidence, appearance, and body motion play a crucial role in determining whether someone is an exceptional speaker or not. In class, it was mentioned that one should avoid relying too much on props, freezing in the middle of a speech, or distracting the audience with a poor appearance (Reed). Consequently, one can conclude that body motion, physical touch, appearance, and personal belongings are vital components when addressing a crowd or an individual.

Both Ms. Reed and Julia Wood emphasize the importance of effective nonverbal behaviors in various aspects of communication, such as proxemics, environment, chronemics, and silence. In the film “The King’s Speech (2010)”, Lionel teaches Prince Albert how to utilize his personal space effectively, feel at ease in any situation, and avoid feeling overwhelmed by time constraints. Through this guidance, Prince Albert discovers the value of substituting his stammer with moments of silence to enhance the impact and intensity of his speeches. Lionel even mentions in one scene that prolonged pauses can contribute a sense of solemnity to significant events.

In the final speech, Lionel prepares the room where King George VI will be speaking in a way that resembles the practice room, aiming to make him feel at ease. By effectively utilizing these four powerful nonverbal behaviors, a speaker like King George VI can leave a lasting impression on their audience. Additionally, according to Wood, “being mindful of the nonverbal aspects of your surroundings can enable you to utilize them more successfully in order to achieve your interpersonal objectives” (109).

Because King George VI successfully delivers his speech, it becomes apparent that nonverbal behaviors are as influential as verbal behaviors and equally reflect an individual’s identity. In conclusion, I greatly appreciated watching this film due to King George VI’s persevering journey to find his voice. Nonetheless, being a ruler without a voice undermines one’s authority. Effective communication skills are imperative for a king to demonstrate his superiority to the public. A contemporary illustration of this can be observed when President Barack Obama effectively communicates to capture his audience’s attention, gain their approval, and inspire confidence.

The difference between comprehension and confusion lies in effective communication, which includes expressions of one’s voice, managing daily conversations, and nonverbal behaviors.

Works Cited:

Reed, Joquina. Texas A&M International University. July 18,2012. Class Lecture.

The King’s Speech. Dir. Tom Hooper. The Weinstein Company, 2010. Film.

Wood, Julia T. Communication Mosaics: An introduction to the field of communication. 6th ed. Wadsworth: Cengage Learning, 2011. 109.