Doctor P

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#1- Defense mechanisms are the ego’s protective methods of reducing anxiety by unconsciously distorting reality, are used frequently in daily life without even us knowing it. In high school, there are many different types of stressors, such as homework, exams, friends, and family. Each of these individually contributes to one’s anxiety and the defense mechanisms that are used to reduce it. Personally, I have used repression, displacement, rationalization, sublimation, and denial in my efforts to stop my anxiety. One defense mechanism I can recall that reduced my anxiety is repression. Repression is a defense mechanism that focuses on banishing certain thoughts, feeling and memories from consciousness. I can recall two specific times where I have done this that are actually very significant to my memory because I honestly cannot remember any experiences that correspond with the situations. In fifth grade, there was a school event that I planned to go to. One day, I decided to try to talk to a girl who I had a crush on to see if she was going to the event as well and if she wanted to go together. However, I was too shy to ask her personally, so I wrote her a note. Let’s just say her reaction did not go well, and I remember her slamming the note on a desk. Everything after that point, as well as every day before then of that school year, I cannot remember. I cannot remember what I did in my classes that year except for working with terrariums, and I do not know who were in my classes. After looking back, now with a year of AP Psychology under my belt, I realize that the reason I cannot remember fifth grade is that it caused so much anxiety for my young brain to the point where the memory and corresponding feelings were banished, wh...

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...and cannibalism is extremely rare and highly sought against. Conventional Morality can change and be slightly different in varied cultures, but all preteens/teenagers in the stage behave according to rules set by their parents, town, neighborhood, society, etc. An example of this is how Hudson teens behave in a socially-acceptable manner so to uphold the law, and teens in Cleveland act in similar ways in school or in their neighborhood/gang territories; it does not matter who or what institutes the rules as long as teens obey them because they know they are the rules. This example directly simulates the application of Kohlberg’s Conventional Morality stage. Referencing Kohlberg’s last stage, Postconventional Morality, I believe that the older you become, the wiser you are. This knowledge can come in educational forms, family, advice, and in moral forms.

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