Introduction
Juliana is a normal 15-year-old girl in high school. Her primary occupations at her age are a daughter, sister, and a student. She lives in a household of 4 with 1 younger sister, both of her parents, and a cat. Juliana has a close relationship with her younger sister and she told me that “I’m her role model” when her parents are away. Some of her strengths are, she is an honor student who is currently enrolled in the International Bachelorette Program (IB) and National Honor Society. The IB is two-year program that challenges high school students and gives them an idea of what college is like after they graduate. She is an intelligent student to be at her level. She is always prepared and ready to start her day in school by being
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She seemed much more hesitant to describe herself, however, she was more than willing to talk about her peer groups. Juliana’s responses constructed several theories that have been discussed in class, based on peer groups: family, school climate and achievement, and gender. When asked how she would describe herself she said, “I like to think of myself as a gentle and caring person”. This seemly short and simple response is actually quite intuitive to the way that adolescents think. During adolescence many cognitive transitions occur; one of them is an adolescent’s ability to think in multiple dimensions. Children often describe themselves based on physical characteristics while adolescents describe themselves by physical and personality traits. Therefore, although Juliana only used two characteristics to describe herself, they were both related to her personality, thus showing her cognitive developments as an adolescent. In accordance with studies of adolescents’ peer relations, Juliana defines her peer group as people she spends time with based on common interests. She considers the classmates in her honors classes to be her peer group. This group plays an important role in the adolescent’s identity development as it is considered a reference group, or a group against which an individual compares himself or herself. Juliana reflects on her own …show more content…
At first I didn’t feel comfortable because I feared what other members in her family might think as I bombard Juliana with questions. Juliana was comfortable because she was in an environment where she feels safe and happy. I prepared myself the day before and watched some videos on how to interview an adolescent. Things to take into consideration, including body language, style (dress code), gestures, language, etc.…Yes, I had enough prepared, but, the next time I would conduct the interview on a 1-1. During the interview, Julian’s parents were walking across the room and the cat would sit next to me. It was hard for me to ask certain questions, especially personal queries to her in front of her parents. Throughout the interview, Juliana had minimal eye-contact but when asked questions about her academic career, her face was glowing and filled with interest. Her facial expressions were emotionally present when I asked about bullying and her tone of voice strained. She would put her head down and talk while talking about her self-image. It seems that in her peer group, other girls have started dating and she feels left out. Her body was relaxed and shoulders raised (posture) when she was asked questions about when and where she is comfortable. Juliana would hold the cat and pet him when she was asked questions that were depressing/sad. One of the areas that I had difficulty or say pondered was her relationship with her family. Puberty
Teenagers enter into adolescence feeling insecure and unsure of themselves. They desire to fit in and belong. If they don't, they see themselves as abnormal. Children seek to become independent from their parents and immerse themselves in their own social environment during adolescence. According to Psychologist Erik Erikson “Peer groups fulfill the adolescent’s need for validity and acceptance and provide space and opportunity for exploration and experimentation.” This is likewise to the Protagonist Tracy because in order for her to get Evies acceptance she stole a purse from an old lady and afterwards went on a shopping spree. Tracy explored and experimented many things with her new found peer group however, from there, it all spirals down as Tracy experiences and responds to a variety of pressures and situations not uncommo...
In many high schools, there is an unspoken social order amongst peer groups; teenagers are either included in the popular group or the unpopular group. These social standings are determined by the popular group whether they will accept certain people based on shared interests and values but mainly on appearance. For example, some groups may isolate a student who does not have clothing considered to be attractive enough. Teenagers belonging to the popular clique label individuals as outcasts who do not fit the clique’s standards of a perfect appearance. This repression can cause a build up of anger if an outcast seeks to be accepted into that popular group. Literature displays this social phenomenon of categorizing people too; author Mary Shelley
Role Diffusion, social support is key in reminding teens that they are not alone when dealing with stressful situations and have someone who can offer sage advice and lend a helping hand. When Hazel is stressed or simply feeling down my partner and I encourage her to open up, try to both emphasize and sympathize with what she’s feeling, offer advice to the best of our abilities, but also give her space to form her own decisions. During adolescence, teenagers like to test boundaries. As such, Hazel decided to come home after curfew and lied about the dent in the family car. Sometimes she doesn’t call my partner and I on the designated times we’ve set for her to call, or refuses to go to bed during bedtime, cooperate with chores, appropriate clothing selection, and music choices. During late adolescence, teenagers commence employment. Hazel got a part-time job at a local grocery store to save up for college. Finally, during late adolescence teenagers develop a smaller group of closed-knit friends and are able to find an equilibrium between family, romantic relationships, school, and friends. Regarding Hazel, she organizes her schedule so that she knows when family time is and her set study time, on the weekends she spends one day with her boyfriend, and the next day she spends half of it with her friends and the other half doing her
DJ is a very pretty girl. She competed in beauty pageants in school, and placed each time. She does not have any anger or low self-esteem issues. However, she tends to not value the opinions of her parents and grandparents instead she listens to the advice of her friends. For example, she has been taking the advice of her friends about college more so than that of her family and school counselors. She also seems to be melancholy with her extended family members. This means she will not initiate conversations or have very limited verbal interactions with them.
Holism is the epicenter of Ericson, Tomlin and Swain’s theory of Modeling and Role-Modeling. A newer theory development in nursing, published in 1983 has been integrated into many different university nursing programs as well as in clinical settings (Marriner-Tomey & Alligood, 2006). The theory while simple in concept has a complex combination of other well-known theories in psychology. The theory integrates Abraham Maslow’s higharchy of needs, Erik Erickson’s stages of psychosocial development, Jean Piaget’s cognitive development theory, and Selye and Engle stress response theory (Marriner-Tomey & Alligood, 2006). These theories cover the internal aspect of the person, which Ericson, Tomlin and Swain deemed necessary in treatment of the whole patient.
Biological influences combined with societal and social expectations contribute to how well people learn to adapt to their environments (2013). According to Erikson, there are eight stages of development. Within these states, there are different psychological, emotional and cognitive tasks. In order to adjust, individuals must learn to develop these tasks. During adolescence, Erikson states that each person needs to navigate through the development task of ‘‘Identity vs. Identity confusion ’’ (2013). He defined this task by stating that adolescent children must learn to develop a sense of self and establish independence. Prior to this stage of development, a person’s parents largely influence their identity. In this stage the adolescent children begin to explore and develop their identity outside of their parents’ influence (Hill, Bromell, Tyson, & Flint, 2007). Adolescents are generally more egocentric at this stage and have an increased sense of self-consciousness. They also have a strong desire to conform to peer influence and develop concerns regarding their appearance. They develop concern about their level of competence in relation to their peer group as well. As peer influence increases, during this stage, parental influence decreases (Ashford & LeCroy, 2013; Hill et. al, 2007). Conflict generally increases between parent and child at this stage of development (2007).
The process of role development goes beyond networking and taking on a new role as an APN. According to Brykczynski’s study of clinical nurse specialists, role development involves a complete makeover of one’s professional identity and the ability to integrate the seven core advanced practice competencies.1 New graduate APNs go through phases during their transitioning period, from a registered nurse to an APN; these phases include orientation, frustration, implementation, integration, frozen, reorganization and complant.2
Lastly, we look at identity without knowing it adolescents are searching for the answers to the question, “who am I?”. Although this is an important part of development for this stage it didn’t just being in this stage nor do adolescents have the capability to figure it all out. While growing up children are pushed one way or another by parents and peers some are pushed towards academics while others athletics. But how influential are parents and peers?
Teen years are the most complicated and overwhelming years of a child's life. Every teen goes through different stages while they are in the transition in becoming into an adolescent. For the Virtual Teen program I had a teen daughter, she was very outgoing and social. She enjoyed trying new things and was very involved in school. She also did well academically, and was part of the gifted program at her school. She lives with both her biological parents and a younger sister. Her relationship with her sister was like any sister relationship, they had little arguments once in a while but where are able to easily resolve on their own. As she transitioned to her teen years, she went through many stages like puberty, school transition and experimentation on new things like alcohol. As she went through those stages, there was a lot of changes in her life like adjusting to her body as it changed though puberty and adjusting to a new enviroment while she transitioned to high school. Those changes became very familiar for me because as an adolescent I also went through those stages which made it easier for me to the choises that would help her to get through these difficult years.
According to a study published in Social Psychological and Personality Science journal, researchers have found that much of a young person’s personality is formed as early as first grade. It is fascinating how important these formative years are to a person’s future life. If our personality and perspective on life is formed by such a young age, it should then be understood that those people closest to us are the ones framing our perspective on life. These perspectives follow us throughout much of our adolescence and even into adulthood. How fitting it seems then, that the categories we find many of our friends fall into appear to be affected by the attention, or lack thereof, received at home at an early age. As I look back at my group of friends from high school, it is clear that we all had someone in our lives were trying to please. The only real difference appears to be the way we went about getting the approval we so desperately desired.
However Devor provides insight into how this is taught and processed though the mind of various stages of childhood. He demonstrates how children begin to observe the community around them and notice similarities in groups which they come to associate with gender characteristics (109). Devor theorizes that children do not see gender in the anatomical sense but in features such as the presence or absence of hair, clothes and makeup (111). This categorization based off others appearance is what leads the child to start grouping themselves into a specific gender identity. Devor explains that all children use an “I”, “Me” and “Self” technique to assimilate into a gender identity. Meaning that they see themselves, the “I”, while they also look at how others treat them which causes them to obtain the, “Me”, which produces the overall outlook that the child has of themselves called the, “Self”
In middle childhood, the child’s self-concept becomes more pessimistic and logical. They become more aware of what other’s think of them, and so they become aware of, and internalize, the stereotypes that follow minority groups (Berger K. S., 2010, p.285-286). Self-concept in middle childhood also becomes more dependent on others, especially in their peer group. They begin to compare themselves and their talents to others, an action called social comparison. Social comparison can, ideally, help a child value themselves in a way that is realistic and leaves their overly unrealistic self-concept behind.... ...
...ir adolescents, while girls focus on their physical appearance and peer relationships. I am in constant contact with Regina, and I have displayed her desire to “fit in”. Because of her desire to socially fit, I knew having her sister sit in during the interview would motivate Regina to take the interview seriously and try to perform well. By performing a simple task, I was able to determine that Regina is in the concrete operations stage of cognitive development. In addition, I found that Regina has a healthy self-concept, self-efficacy, and self-esteem for her age group. Yes, peer relationships has slightly affected Regina’s performance; however, she used extrinsic motivation to accomplish her goal.
Transition and change are some of the most difficult obstacles for people to overcome. It is no surprise that adolescence, defined as the transition from childhood to adulthood, is full of obstacles (Feldman, 2012). During this time period, adolescents are neither adults nor children; they do not appear to belong in any stable group. However uncomfortable this may seem, it is also a fitting definition. For during the adolescent stage, adolescents face puberty, sexual curiosity, self-esteem issues, and doubts about their future (Feldman, 2012). Psychoanalyst Erik Erikson aptly argued that adolescents pass through the identity-versus-identity-confusion stage in which teenagers search for defining and unique characteristics about themselves (Feldman, 2012). When a teenager struggles with this stage, a crisis emerges in which they are unable to find an appropriate role in life, often acting out or pursuing dangerous behaviors (Feldman, 2012).
Loren is a five year old, Caucasian little girl. She lives with her parents in a rural part of Ohio. Her dad works at a construction company and her mom is a hair stylist and stay at home mom. Her mom stays home Monday, Tuesday, and Wednesday and she works Thursday, Friday, and Saturday. She has two brothers, an older brother Trent and a younger brother Troy. They currently are living in a rental home, because their house is in the process of being built. They are a very close family and they spend a lot of time together. On